Texts’ “Third Meaning” Developed by Student Nurses Through Boundary-Crossing and the Conflict Between Their Classroom Learning and Clinical Practicum

Kagawa, Shuta

doi:10.5926/jjep.60.167

Cited by 2 publications

(1 citation statement)

References 6 publications

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“…For this purpose and because the nursing education system in one country is quite different from that in another country, it is meaningful to explore theory-practice gaps and link between lectures and practicums in Japan. However, studies on the theory-practice gaps in Japan are limited to only a small number focusing on fundamental nursing by Kagawa et al (8,9). Compared with other with areas, theory-practice gaps and association between lectures and practicums in psychiatric and mental health nursing (PMHN) are deducible to be unique in the following points.…”

Section: Introductionmentioning

confidence: 99%

Exploring the Association and Dissociation Between Lectures and Practicums in the Process of Learning Experience in Psychiatric and Mental Health Nursing Education: a Qualitative Study in Japan

Odachi

Yada

Adachi

2021

Preprint

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Objective: This study aimed to clarify the process of students’ experience of learning to identify association and dissociation between lectures and practicums in psychiatric and mental health nursing (PMHN) education at a university.Methods: An interview survey of 21 students from a regional national university in Japan was conducted, and the interview data were analyzed with a modified grounded theory approach.Results: The analysis identified 12 categories and 32 concepts regarding the process of learning experience in PMHN among university nursing students. Through lectures, the students accomplished “self-developmental knowledge retention” or “acquisition of superficial knowledge about PMHN” toward “formation of learning attitude based on life experience.” The outcomes of lectures significantly affected practicums; the former possibly resulted in “non-discovery of significance of practicums;” however, the latter possibly approached “developmental self-learning.”Discussion: The association between students’ interests based on life experience and contents of lectures affected practicums, and the lecture design readily imaginable from students’ experience was desirable. Practicums must be built on teaching strategies that make students aware of the particularity of communication.

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Section: Introductionmentioning

confidence: 99%

Exploring the Association and Dissociation Between Lectures and Practicums in the Process of Learning Experience in Psychiatric and Mental Health Nursing Education: a Qualitative Study in Japan

Odachi

Yada

Adachi

2021

Preprint

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Language and Communication in Teaching, Learning, and Cognitive Research

MORITA

2023

The Annual Report of Educational Psychology in Japan

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This article reviews recent research on teaching, learning, and cognitive domains from the perspective of language and communication. First, the papers published in The Japanese Journal of Educational Psychology between 2021 and 2022 and research presented at the 64th annual virtual meeting of The Japanese Association of Educational Psychology are categorized and reviewed regarding language and communication. Second, the studies published in The Japanese Journal of Educational Psychology in the past few years are compared to those published approximately 10 years ago, and similar research in other journals is also considered. Furthermore, recent research on language and communication and language as a research tool is discussed.

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Texts’ “Third Meaning” Developed by Student Nurses Through Boundary-Crossing and the Conflict Between Their Classroom Learning and Clinical Practicum

Cited by 2 publications

References 6 publications

Exploring the Association and Dissociation Between Lectures and Practicums in the Process of Learning Experience in Psychiatric and Mental Health Nursing Education: a Qualitative Study in Japan

Exploring the Association and Dissociation Between Lectures and Practicums in the Process of Learning Experience in Psychiatric and Mental Health Nursing Education: a Qualitative Study in Japan

Language and Communication in Teaching, Learning, and Cognitive Research

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