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Theory before practice: Implicit assumptions about clinical nursing education in Australia as revealed through a shared critical reflection.
- Source :
- Contemporary Nurse: A Journal for the Australian Nursing Profession; 2011, Vol. 39 Issue 1, p51-64, 14p
- Publication Year :
- 2011
-
Abstract
- The transfer of nursing education into the higher education sector occurred over a 10-year period in Australia (1985-1994). Australian nurse leaders settled on a single outcome measure to be applied for all nursing graduates in the form of national competency standards. While this move enabled diversity, the lack of consistency in curriculum design has subsequently led to increasing confusion for clinicians who support students' learning in clinical placements. Using a shared critical reflection method, the authors reviewed (1) the evaluation comments from nurses in one nursing unit of a hospital in one Australian jurisdiction and (2) an historical review of nursing literature at the time of the transfer of nursing education into the higher education sector. The reflection suggests that the aim of the transfer, to create critical thinking graduates, has been undermined by the implicit clinical education practices that have since emerged. In order to address the contemporary challenges for clinical staff working with students from multiple universities, as well as increased student numbers to address the nursing shortage, we recommend a new approach to curriculum design: a national clinical curriculum drawn from social, as well as cognitive, learning theory that at once informs clinicians of students' potential abilities and provides the scope to accommodate the increasingly difficult and critical learning requirements of tertiary-based nursing students. [ABSTRACT FROM AUTHOR]
- Subjects :
- ABILITY
CLINICAL medicine
CONCEPTUAL structures
CRITICAL thinking
CURRICULUM planning
PHILOSOPHY of education
HOLISTIC nursing
HOSPITALS
LEARNING
NURSING
PHILOSOPHY of nursing
NURSING education
NURSING models
NURSING schools
NURSING school faculty
NURSING students
SCHOOL environment
STUDENTS
SUPERVISION of employees
TEACHER-student relationships
UNIVERSITIES & colleges
TRAINING
CLINICAL competence
TEACHING methods
THEORY-practice relationship
LEARNING theories in education
EDUCATION theory
PATIENT-centered care
PROFESSIONAL-student relations
EDUCATION
HISTORY
Subjects
Details
- Language :
- English
- ISSN :
- 10376178
- Volume :
- 39
- Issue :
- 1
- Database :
- Complementary Index
- Journal :
- Contemporary Nurse: A Journal for the Australian Nursing Profession
- Publication Type :
- Academic Journal
- Accession number :
- 104637329
- Full Text :
- https://doi.org/10.5172/conu.2011.39.1.51