Abstract:
BACKGROUND:The complexity of the learning environment and intricacy of nursing tasks make it difficult for students to learn without the assistance of an expert. Teaching in the zone of proximal development (ZPD) aims at positioning learners in the zone of what they can do and develop with assistance to reach full potential and independence. ZPD is deemed essential to understand how teaching and learning take place; however, its implications for clinical educators are limited and need further exploration. OBJECTIVES:This research study aimed at exploring the instructional strategies that preceptors use to guide and support the development of undergraduate nursing students, from what they are capable of doing with assistance to what they can become and do independently. DESIGN:The qualitative multiple case study research design was used to gain insights into the teaching experiences of 18 nurse preceptors situated in three recognized hospitals in Lebanon. METHODS:Each preceptor was interviewed face-to-face using questions that were developed from a three-hour observation. Vygotsky's learning principles formed the reference point for this study. Analytic induction and constant comparison of preceptors' responses were applied throughout the study to unravel assisted strategies that target the potential learning zones of the student. RESULTS:Three assumptions emerged from the data to underpin the preceptors' assistive strategies that help move learners from a cannot-do-level to can do independently. The assumptions are: (1) learning from clinical experience, (2) teaching beyond student ability, and (3) teaching for autonomy. In-depth analysis of both assumptions and strategies that focus instruction within each student's ZPD converged on a framework of three constructs: differentiated instruction, instructional scaffolding, and influencing a positive learning environment. CONCLUSION:It is imperative that clinical educators be most receptive to instruction that targets the student's ZPD, as the zone represents a potential phase in student learning. This study provides a ZPD framework for intensifying learning gains from clinical practice.
journal_name
Nurse Educ Todayjournal_title
Nurse education todayauthors
Kantar LD,Ezzeddine S,Rizk Udoi
10.1016/j.nedt.2020.104595subject
Has Abstractpub_date
2020-12-01 00:00:00pages
104595eissn
0260-6917issn
1532-2793pii
S0260-6917(20)31445-3journal_volume
95pub_type
杂志文章abstract::Students on clinical placement may encounter practice that deviates from what they perceive to be evidence-based. However, queries by students about the evidence-base of their clinical educators decision-making and practice can be a challenging conversation to initiate. It is unclear how these conversations occur, and...
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abstract:BACKGROUND:Clinical practice is an essential component of nursing students' preparation for applying theoretical knowledge in a real-life setting. However, students often experience clinical practice as extremely stressful, which may disrupt their clinical performance, impact the quality of patient care they provide as...
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journal_title:Nurse education today
pub_type: 杂志文章,评审
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journal_title:Nurse education today
pub_type: 杂志文章,多中心研究
doi:10.1016/j.nedt.2013.05.020
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abstract:BACKGROUND:Nursing programs across Canada have begun to implement at an unprecedented rate second-degree nursing programs in response to consumer demands and a nursing shortage. While these types of programs are enjoying considerable popularity among prospective students and employers, it is imperative that nursing pro...
journal_title:Nurse education today
pub_type: 杂志文章
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journal_title:Nurse education today
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journal_title:Nurse education today
pub_type: 杂志文章
doi:10.1016/s0260-6917(03)00102-3
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journal_title:Nurse education today
pub_type: 杂志文章
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journal_title:Nurse education today
pub_type: 杂志文章,评审
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journal_title:Nurse education today
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journal_title:Nurse education today
pub_type: 杂志文章
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journal_title:Nurse education today
pub_type: 杂志文章,多中心研究
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journal_title:Nurse education today
pub_type: 杂志文章,评审
doi:10.1016/j.nedt.2015.01.002
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journal_title:Nurse education today
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doi:10.1016/j.nedt.2016.06.017
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journal_title:Nurse education today
pub_type: 杂志文章
doi:10.1016/j.nedt.2006.02.008
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journal_title:Nurse education today
pub_type: 杂志文章
doi:10.1016/j.nedt.2015.09.006
更新日期:2016-01-01 00:00:00
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journal_title:Nurse education today
pub_type: 杂志文章,评审
doi:10.1016/s0260-6917(98)80034-8
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journal_title:Nurse education today
pub_type: 杂志文章
doi:10.1016/j.nedt.2019.06.008
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journal_title:Nurse education today
pub_type: 杂志文章
doi:10.1016/j.nedt.2004.12.002
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journal_title:Nurse education today
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journal_title:Nurse education today
pub_type: 杂志文章
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journal_title:Nurse education today
pub_type: 杂志文章
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journal_title:Nurse education today
pub_type: 杂志文章
doi:10.1054/nedt.1999.0357
更新日期:1999-10-01 00:00:00
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journal_title:Nurse education today
pub_type: 杂志文章,评审
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更新日期:2015-04-01 00:00:00
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journal_title:Nurse education today
pub_type: 杂志文章
doi:10.1016/j.nedt.2013.01.018
更新日期:2013-04-01 00:00:00
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journal_title:Nurse education today
pub_type: 杂志文章
doi:10.1016/j.nedt.2017.08.011
更新日期:2017-12-01 00:00:00
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journal_title:Nurse education today
pub_type: 杂志文章,评审
doi:10.1016/j.nedt.2015.08.025
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