Abstract:
:This paper examines the analysis of critical incidents to assess to what extentpost-registration students are able, through reflection, to identify areas of practice in need of improvement. Discussion centres on the students' ability to reflect on their writing and link such reflection to ways in which changes can be facilitated. Concerns around the theory-practice gap are central to the research, and the use of this teaching strategy is discussed in relation to issues that arise from identification of the practice gap. Cormack's (1983, 1996) technique of analysing critical incidents is used to classify the data, and the areas of discussion are grouped around three main headings relevant to the process of change. It is clear from the data that areas in need of change are identified, but it is more difficult to assess to what extent the process directly informs practice. The conclusion highlights the need for further research that examines whether or not change is apparent in the students' practice area.
journal_name
Nurse Educ Practjournal_title
Nurse education in practiceauthors
Martin GW,Mitchell Gdoi
10.1054/nepr.2001.0006subject
Has Abstractpub_date
2001-03-01 00:00:00pages
27-34issue
1eissn
1471-5953issn
1873-5223pii
S1471-5953(01)90006-Xjournal_volume
1pub_type
杂志文章abstract::In universities where significant numbers of nursing students come from non-traditional backgrounds, and where an equally significant proportion of students have English as a second language, provision of learning support is essential to ensure success and progression, and to prevent attrition. This paper presents an ...
journal_title:Nurse education in practice
pub_type: 杂志文章
doi:10.1016/j.nepr.2012.07.011
更新日期:2013-03-01 00:00:00
abstract::This paper introduces this Nurse Education in Practice 'Safety in Numbers' series. We introduce the background and seven papers that explore the outcomes of a 20-year programme of healthcare education translation research and education action research that focuses on medication dosage calculation problem-solving (MDC-...
journal_title:Nurse education in practice
pub_type:
doi:10.1016/j.nepr.2012.06.006
更新日期:2013-03-01 00:00:00
abstract::The development of a new nursing curriculum in one Australian university provided the opportunity for academic staff to consider the best ways to integrate the requirements of evidence-based practice (EBP) into nursing education and culminated in the development and conduct of a specific benchmarking project. Data col...
journal_title:Nurse education in practice
pub_type: 杂志文章
doi:10.1016/S1471-5953(03)00068-4
更新日期:2004-09-01 00:00:00
abstract::Active Clinical Training Approach (ACTA) is a newly developed theoretical model of active learning to promote self-directed learning through integrating the process, person, and context model. This study aimed to assess whether the use of Active Clinical Training Approach (ACTA) increases students' engagement in clini...
journal_title:Nurse education in practice
pub_type: 杂志文章
doi:10.1016/j.nepr.2020.102893
更新日期:2020-11-01 00:00:00
abstract::Experiences from the clinical setting are ideal for building critical thinking skills if reflection is used as a teaching tool. Reflective writing is the purposeful and recurring inspection of thoughts, feelings, and occurrences that coordinate with experiences during practice. Reflecting on clinical experiences devel...
journal_title:Nurse education in practice
pub_type: 杂志文章
doi:10.1016/j.nepr.2017.04.004
更新日期:2017-07-01 00:00:00
abstract::Student-centred forms of learning have gained favour internationally over the last few decades including problem based learning, an approach now incorporated in medicine, nursing and other disciplines' education in many countries. However, it is still new in Thailand and being piloted to try to offset traditional form...
journal_title:Nurse education in practice
pub_type: 杂志文章
doi:10.1016/j.nepr.2011.03.011
更新日期:2011-11-01 00:00:00
abstract:BACKGROUND:How willing are today's medical, nursing and other healthcare students to undertake some of their studies as shared learning? There is a lack of evidence of students' views by discipline despite this being a priority task for higher education sectors. This study explored the views of nursing, midwifery, nurs...
journal_title:Nurse education in practice
pub_type: 杂志文章
doi:10.1016/j.nepr.2013.07.013
更新日期:2014-03-01 00:00:00
abstract:OBJECTIVES:The purpose of this literature review was to explore the use of distinct assumptions of constructivism when studying the impact of problem-based learning (PBL) on learners in undergraduate nursing programs. DESIGN:Content analysis research technique. DATA SOURCES:The literature review included information ...
journal_title:Nurse education in practice
pub_type: 杂志文章,评审
doi:10.1016/j.nepr.2013.08.010
更新日期:2014-05-01 00:00:00
abstract:BACKGROUND:Training efforts in disaster education need to provide updated knowledge, skills and expertise to nurses through evidence-based interventions. AIM:The purpose of the study was the development, implementation and evaluation of an educational programme for nurses regarding the provision of health care during ...
journal_title:Nurse education in practice
pub_type: 杂志文章,随机对照试验
doi:10.1016/j.nepr.2014.02.001
更新日期:2015-01-01 00:00:00
abstract::This phenomenological study explores and describes the 'lived' experiences of general student nurses on their first clinical placement in an Irish School of Nursing. The research question: 'What are the experiences of general student nurses on their first clinical placement?' provided the focus for the study. In-depth...
journal_title:Nurse education in practice
pub_type: 杂志文章
doi:10.1016/j.nepr.2005.04.001
更新日期:2005-11-01 00:00:00
abstract::Given the rapidly growing older adult population, future nurses should increase their knowledge and skills in gerontological nursing to deliver high-quality care to older adults. The aim of this national survey (n = 40 nursing schools) was to analyse the status of gerontology education in Portuguese baccalaureate nurs...
journal_title:Nurse education in practice
pub_type: 杂志文章
doi:10.1016/j.nepr.2020.102947
更新日期:2020-12-08 00:00:00
abstract::The aims of this mixed methods study were to gain insight into how individual assessors determine an Objective Structured Clinical Assessment (OSCA) result for undergraduate nursing students and identify whether individual assessor perceptions and professional characteristics have an impact on students' results. Resul...
journal_title:Nurse education in practice
pub_type: 杂志文章
doi:10.1016/j.nepr.2014.03.005
更新日期:2014-09-01 00:00:00
abstract::The Publisher regrets that this article is an accidental duplication of an article that has already been published, http://dx.doi.org/10.1016/j.nepr.2015.03.009. The duplicate article has therefore been withdrawn. The full Elsevier Policy on Article Withdrawal can be found at http://www.elsevier.com/locate/withdrawalp...
journal_title:Nurse education in practice
pub_type: 杂志文章
doi:10.1016/j.nepr.2015.03.009
更新日期:2015-04-03 00:00:00
abstract::Mastering geriatric nursing skills takes time and its acquisition should start early in undergraduate nursing training. The purpose of this study is to synthesise and evaluate the learning experiences that first-year nursing students had following geriatric patient simulation and practice of clinical patient handover....
journal_title:Nurse education in practice
pub_type: 杂志文章
doi:10.1016/j.nepr.2020.102797
更新日期:2020-05-01 00:00:00
abstract::Considerable research has been made in order to find what promotes students' learning in general, but few studies have included midwifery students and their learning in clinical practice. The purpose of this study was to get a better understanding of the midwifery students' first encounter with the maternity ward and ...
journal_title:Nurse education in practice
pub_type: 杂志文章
doi:10.1016/j.nepr.2015.01.012
更新日期:2015-05-01 00:00:00
abstract::This is the second of two papers reporting the development of a spiritual care competency framework for pre-registration nurses and midwives as part of a PhD study using an embedded sequential mixed methods eclectic research design. The first paper outlines how 116 competency items were generated from an in-depth revi...
journal_title:Nurse education in practice
pub_type: 杂志文章
doi:10.1016/j.nepr.2019.08.003
更新日期:2019-08-01 00:00:00
abstract::A systematic review was conducted on electronic databases of MEDLINE/PubMed, Scopus, ISI Web of Science, CINAHL, and Embase until December 2017, using relevant keywords for educational games developed for nursing students in perioperative field. To evaluate the level of strength and quality of the evidence, the Associ...
journal_title:Nurse education in practice
pub_type: 杂志文章
doi:10.1016/j.nepr.2019.05.002
更新日期:2019-05-01 00:00:00
abstract::This paper presents and discusses the challenges faced by a group of clinical educators in teaching and assessing nursing students from culturally and linguistically diverse (CALD) backgrounds in Australian English-speaking hospitals. A questionnaire was administered to eight university-appointed clinical educators ex...
journal_title:Nurse education in practice
pub_type: 杂志文章
doi:10.1016/j.nepr.2015.02.006
更新日期:2015-07-01 00:00:00
abstract::The transfusion of blood and blood products is a complex, multi-professional task which is liable to errors at any point in the journey from donor to recipient. The serious hazards of transfusion (SHOT) scheme has documented reports which consistently demonstrate that the administration of the incorrect blood componen...
journal_title:Nurse education in practice
pub_type: 杂志文章
doi:10.1016/j.nepr.2006.01.004
更新日期:2006-07-01 00:00:00
abstract::Universities are required to make reasonable adjustments for disabled students. For providers of professional courses, in this case pre-registration nursing, this requirement is perceived to pose significant challenges. In part this is due to the nature of the course, where practice learning is a central component and...
journal_title:Nurse education in practice
pub_type: 杂志文章,评审
doi:10.1016/j.nepr.2009.05.001
更新日期:2010-05-01 00:00:00
abstract::Supervised practice as a mentor is currently an integral component of nurse mentor education. However, workplace education literature tends to focus on dyadic mentor-student relationships rather than developmental relationships between colleagues. This paper explores the supportive relationships of nurses undertaking ...
journal_title:Nurse education in practice
pub_type: 杂志文章
doi:10.1016/j.nepr.2017.09.014
更新日期:2018-01-01 00:00:00
abstract::A patchwork text was used to assess summatively B.Sc. and M.Sc. district nurse students' learning and how this was informed critically, during a module on a one year fulltime community programme. Assessment was embedded within an action learning process that adopted an extended epistemology so students demonstrated co...
journal_title:Nurse education in practice
pub_type: 杂志文章
doi:10.1016/j.nepr.2009.04.008
更新日期:2010-05-01 00:00:00
abstract::Prior to the Covid-19 global pandemic, we reviewed literature and identified comprehensive evidence of the efficacy of blended learning for pre-registration nursing students who learn across distances and/or via satellite campuses. Following a methodological framework, a scoping literature review was undertaken. We se...
journal_title:Nurse education in practice
pub_type: 杂志文章,评审
doi:10.1016/j.nepr.2020.102775
更新日期:2020-03-01 00:00:00
abstract:BACKGROUND:Case-based Learning was an effective and highly efficient teaching approach that was extensively applied in education systems across a variety of countries. Critical thinking ability is an important indicator for access the study ability for baccalaureate nursing education. OBJECTIVES:The study aimed to exp...
journal_title:Nurse education in practice
pub_type: 杂志文章
doi:10.1016/j.nepr.2019.03.007
更新日期:2019-03-01 00:00:00
abstract::Learning about how to develop and lead the implementation of evidence based practice (EBP) in services is an important part of the education of developers and managers for the social and health care sectors. In order to develop this teaching and to support the development of EBP in services, a Teaching Development Eff...
journal_title:Nurse education in practice
pub_type: 杂志文章
doi:10.1016/j.nepr.2017.02.004
更新日期:2017-03-01 00:00:00
abstract::Accelerated Second Degree Bachelor of Science in Nursing (ASDBSN) programs have proliferated in response to the ongoing and anticipated nursing shortages of the first decades of this century. While a number of studies have reported on the students enrolled in these programs, limited information exists regarding how nu...
journal_title:Nurse education in practice
pub_type: 杂志文章
doi:10.1016/j.nepr.2017.09.010
更新日期:2018-01-01 00:00:00
abstract::Health professional clinical education is commonly conducted in single discipline modes, thus limiting student collaboration skills. Aged care residential facilities, due to the chronic and complex health care needs of residents, provide an ideal placement to provide a collaborative experience. Interprofessional educa...
journal_title:Nurse education in practice
pub_type: 杂志文章
doi:10.1016/j.nepr.2015.11.010
更新日期:2016-03-01 00:00:00
abstract::The aim of this study is to describe students' perceptions of various assignments within a specific learning model. In particular the study focuses on how the students perceived and reacted to the assessment processes used. A learning model was developed in which the learning of nursing theory and practice was integra...
journal_title:Nurse education in practice
pub_type: 杂志文章
doi:10.1016/j.nepr.2004.02.004
更新日期:2004-12-01 00:00:00
abstract::Continuing professional development is an essential element in professional nursing practice. In our Hospital and Health service, a gap in existing nursing pathways was identified for Assistants in Nursing (AINs), who wished to further their career in nursing and progress to Enrolled Nurse (EN). There is also little i...
journal_title:Nurse education in practice
pub_type: 杂志文章
doi:10.1016/j.nepr.2016.11.005
更新日期:2017-01-01 00:00:00
abstract:BACKGROUND:Nurse Education in Ireland has experienced a significant change over the last 10 years. As a consequence staff nurses must be prepared to support student learning and enable student learners obtain an optimum educational outcome, thereby enriching the students' clinical placement. 'Reflective time' has been ...
journal_title:Nurse education in practice
pub_type: 杂志文章
doi:10.1016/j.nepr.2008.07.002
更新日期:2009-05-01 00:00:00