Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.654177
Title: Student nurses' conceptions of the curriculum
Author: MacCormick, M. A.
Awarding Body: University of Edinburgh
Current Institution: University of Edinburgh
Date of Award: 2005
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Abstract:
The closing of the perceived gap between theory and practice has long been a concern of the many official studies and research reports in the nursing literature. The reform of pre-registration nursing education, known as Project 2000, was the latest professional attempt to close this gap. This study explores the contextual influences on integrating theory with practice from the perspective of pre-registration nursing students who were among the first cohort to complete a Project 2000 programme in Scotland. The context of the study was two very different departments of nursing, chosen to provide as much variation as possible in the data. The course documents were analysed and in-depth interviews were used to collect data from the students and their teachers. As the study explores the effects of the learning context on the integration of theory and practice, contextual analysis was chosen as the research approach. This is a methodology within the phenomenographic tradition, developed by Svensson (1976), which views both the individual and the context as the starting point for analysis, and assumes that the meaning of the data on the context in which they were collected. The main findings from the study are that the learning of these pre-registration nursing students in enhanced by being taught by teachers who are discipline specialists, whether in nursing or the contributing disciplines; that peer group learning can be better than learning from teachers; and that the students need to form a base of knowledge before they can integrate their knowledge. These findings will inform the professional debate on the role of the nurse teacher and the movement within nursing education to introduce problem-based learning.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.654177  DOI: Not available
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