The Living Family Tree: Bridging the Gap Between Knowledge and Practice in a Family Nurse Practitioner Program

Ellis, Kathryn K.; Anderson, Kelley M.; Spencer, Julie R.

doi:10.1016/j.nurpra.2015.03.014

Cited by 4 publications

(6 citation statements)

References 7 publications

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“…In the studies analyzed, it is also verified that the active learning methodologies favor the integration of theory and practice, through the reflection on the experiences of professional practice, whether real or simulated, because it allows the student a process of reconstruction of the phenomenon studied and a deeper understanding of it (13,20,24,30,36) . In addition, the use of active methodologies enables students to evaluate their learning, thus promoting reflexive learning by integrating theoretical and practical knowledge (30) .…”

Section: Ofmentioning

confidence: 81%

“…The Living Family Tree: Bridging the Gap Between Knowledge and Practice in a Family Nurse Practitioner Program (13) 2015 UNITED STATES OF AMERICA Descriptive study n = 266…”

Section: Resultsmentioning

confidence: 99%

“…In turn, the LFT starts from a problem situation, values the previous knowledge of students, aims to generate doubts and concerns breaking barriers between theory and practice, thus enabling more meaningful learning. The authors who cite this active learning methodology highlight its importance in the development of autonomy and clinical reasoning (13,22,29,38,(41)(42) .…”

Section: Discussionmentioning

confidence: 99%

“…The ability to work in groups and to communicate interpersonal are considered essential conditions for the training of nurses, since nursing is a profession practiced essentially in teams, which makes it necessary to understand the ways of dealing with communication in the group process. This capacity is especially developed through strategies such as problematization, flipped classroom, simulation and LFT (10,(12)(13)16,29,37) .…”

Section: Ofmentioning

confidence: 99%

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Strategies of active learning methodologies in nursing education: an integrative literature review

et al. 2021

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Objectives: to analyze the scientific evidence on the strategies of active learning methodologies used in the training of nurses, as well as their contributions and obstacles in training. Methods: integrative literature review conducted with 33 selected articles in the Medical Literature Analysis and Retrieval System Online, Latin American and Caribbean Literature in Health Sciences, Nursing Database, Scopus, Web of Science and Education Resources Information Center databases. Results: among the strategies, simulation, problem-based learning and flipped classroom were highlighted. The active search, the integration of theory and practice and group work were examples of contributions to the training of nurses. However, the lack of preparation of the actors and the lack of structural support contribute to the dissatisfaction of the students. Final Considerations: the active learning methodology places the student at the heart of the learning process, favors critical thinking and the ability to make decisions.

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Section: Ofmentioning

confidence: 81%

“…The Living Family Tree: Bridging the Gap Between Knowledge and Practice in a Family Nurse Practitioner Program (13) 2015 UNITED STATES OF AMERICA Descriptive study n = 266…”

Section: Resultsmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Ofmentioning

confidence: 99%

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Strategies of active learning methodologies in nursing education: an integrative literature review

et al. 2021

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“…They should take students as learners, not extra pairs of hands, and foster their self-esteem; make the students to feel as part of the team. 20 Midwives may act as a mentor and/or preceptor who guides the students towards an establishment place in the midwifery profession. 21 They can support the student taking the pre-registration nursing course or guide the student through many hours of clinical or practical work and keep in contact with the tutor in order to forward the student progress.…”

Section: Discussionmentioning

confidence: 99%

Factors affecting integration of midwifery nursing science theory with clinical practice in Vhembe District, Limpopo Province as perceived by professional midwives

Malwela

Maputle

Lebese

2016

Afr. j. prim. health care fam. med.

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BackgroundProfessional midwives have an important role to play in midwifery training to produce a competent midwife. According to the social learning theory, professional midwives act as role models for students. When allocated for clinical learning experiences in the training hospitals, students will have the opportunity to observe the well-trained, skilled, and experienced professional midwives. The whole process will enable students to integrate theory with practice and they will become competent.AimThe aim of this study was to determine the factors affecting integration of midwifery nursing science theory with clinical practice as perceived by midwives.SettingThe study was conducted at the training hospitals in Vhembe district of the Limpopo Province, South Africa. These hospitals were: Donald Fraser, Siloam, and Tshidzini.MethodsA qualitative explorative, descriptive and contextual design was used. A Non-probability, convenient sampling method was used to select 11 midwives from the following hospitals: Donald Fraser, Siloam, and Tshidzini, in Vhembe district. In-depth individual interviews were conducted. Data were analysed through open coding method.ResultOne theme and five sub-themes emerged from the analysed data, namely: shortage of midwives, attitudes towards student midwives, reluctance to perform teaching functions, language barriers, and declining midwifery practice standards.ConclusionShortage of midwives in the clinical areas led to fewer numbers of mentors whom the students could observe and imitate to acquire clinical skills. Some of the midwives were reluctant to teach students. Recommendations were made for both training institutions and hospitals to employ preceptors for students in the clinical practical.

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Postnatal depression in fathers: a quiet struggle?

Ramluggun

Kamara

Anjoyeb

2020

British Journal of Mental Health Nursing

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The mental health of fathers is now receiving more attention as a part of a national policy designed to address mens' mental health. Fatherhood can be a challenging period in a man's life and some men are at risk of developing depression leading up to and following the birth of their child. It is estimated that, on average, 8% of new fathers are diagnosed with paternal postnatal depression. It has been reported that this condition is not well understood and that support for these fathers is limited. This paper examines literature on the emerging evidence for paternal postnatal depression, its prevalence, risk factors and how new fathers, who are susceptible to this condition, can be better supported in health care settings.

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The Living Family Tree: Bridging the Gap Between Knowledge and Practice in a Family Nurse Practitioner Program

Cited by 4 publications

References 7 publications

Strategies of active learning methodologies in nursing education: an integrative literature review

Strategies of active learning methodologies in nursing education: an integrative literature review

Factors affecting integration of midwifery nursing science theory with clinical practice in Vhembe District, Limpopo Province as perceived by professional midwives

Postnatal depression in fathers: a quiet struggle?

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