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"Communities of practice" AND "nursing education"

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https://www.readbyqxmd.com/read/26846220/situating-beyond-the-social-understanding-the-role-of-materiality-in-danish-nursing-education
#1
Ann Katrine B Soffer
Situated learning serves as an analytical framework for learning in a community of practice and has been widely used to understand the learning process that is entailed in becoming a nurse. Yet in this paper, the difficulties encountered with the original notion of situated learning once it is applied to contemporary Danish nursing education are introduced. One issue that has arisen is the analytical requirement for an educational program to be a homogeneous, singular, and social phenomenon thereby discounting the varied and different sites and materialities found within nursing education...
October 2016: Advances in Health Sciences Education: Theory and Practice
https://www.readbyqxmd.com/read/26725012/communities-of-practice-and-the-construction-of-the-professional-identities-of-nurse-educators-a-review-of-the-literature
#2
REVIEW
Andrew Woods, Andrew Cashin, Lynette Stockhausen
OBJECTIVES: To comprehensively review the Community of Practice literature from nursing contexts to explore whether and how these communities contribute to the social construction of nurse educator professional identity. DESIGN: Due to the wide scope of predominately qualitative literature on the topic, papers were analysed and themed inductively. DATA SOURCES: CINAHL, MEDLINE, COCHRANE, EBSCO databases, Emerald, Proquest & Google Scholar...
February 2016: Nurse Education Today
https://www.readbyqxmd.com/read/25662481/exploring-transformative-learning-and-the-courage-to-teach-a-values-based-curriculum
#3
Margaret McAllister
Teaching is a complex art that takes courage to commit to, particularly in the face of stressed students, crowded curricula, tensions in preparation for the graduate role, and ongoing educator shortages. My colleagues and I have been taking on this challenge by imbuing our teaching of nursing with more passion. As Parker Palmer (1998, p. 144), the renowned educationalist once said: "The growth of any craft depends on shared practice and honest dialogue among the people who do it. We grow by trial and error, to be sure--but our willingness to try, and fail, as individuals are severely limited when we are not supported by a community that encourages such risks"...
November 2015: Nurse Education in Practice
https://www.readbyqxmd.com/read/25481983/the-effect-of-social-interaction-on-mental-health-nurse-student-learning
#4
Andrew Walsh
This article describes a phenomenological research study exploring the effect of social interaction upon mental health nurse student learning. Central to this study are ideas about Communities of Practice as described by Wenger et al. (2011). The researcher conducted two focus groups and four semi-structured interviews with mental health nurse students at various stages of their training. The study found that students understand personal progress by comparison with others and that there is a relationship between peer group membership and learning outcomes...
January 2015: Nurse Education in Practice
https://www.readbyqxmd.com/read/25267140/social-networking-for-nurse-education-possibilities-perils-and-pitfalls
#5
Janet Green, Aileen Wyllie, Debra Jackson
Abstract In this paper, we consider the potential and implications of using social networking sites such as Facebook® in nurse education. The concept of social networking and the use of Facebook will be explored, as will the theoretical constructs specific to the use of online technology and Web 2.0 tools. Theories around Communities of Inquiry (Garrison, Anderson, & Archer, 2000), Communities of Practice (Wenger, 1998), Activity Theory (Daniels, Cole, & Wertsch, 2007) and Actor-Network theory (Latour, 1997) will be briefly explored, as will the work of Vygotsky (1978), as applies to the social aspects of learning...
2014: Contemporary Nurse
https://www.readbyqxmd.com/read/24787258/n%C3%A2-e-envisioning-a-process-to-support-transition-from-nurse-to-educator
#6
Margaret McAllister, Florin Oprescu, Christian Jones
Rising health inequities, continuing nursing shortages, and overlooked professional development needs of nurse educators are three important issues facing nursing in Australia. This paper argues for an innovative and proactive strategy that could transform the nurse education workforce into one that is repopulated, reinvigorated and refocused. The problem facing nurse educators, and subsequently affecting nurses' preparation for practice and longevity in the profession, was identified by drawing on findings from the literature, extensive educational experience, and an exploratory study of nurse educators working in universities, colleges and health services...
2014: Contemporary Nurse
https://www.readbyqxmd.com/read/24611647/social-networking-for-nurse-education-possibilities-perils-and-pitfalls
#7
Janet Green, Aileen Wyllie, Debra Jackson
Abstract In this paper, we consider the potential and implications of using social networking sites such as Facebook® in nurse education. The concept of social networking and the use of Facebook will be explored, as will the theoretical constructs specific to the use of online technology and web 2.0 tools. Theories around Communities of Inquiry (Garrison, Anderson & Archer 2000), Communities of Practice (Wenger 1998), Activity Theory (Daniels, Cole & Wertsch 2007) and Actor Network Theory (Latour 1997) will be briefly explored, as will the work of Vygotsky (1978), as applies to the social aspects of learning...
March 11, 2014: Contemporary Nurse
https://www.readbyqxmd.com/read/24261970/n-2-e-envisioning-a-process-to-support-transition-from-nurse-to-educator
#8
Margaret McAllister, Florin Oprescu, Christian Jones
Abstract Rising health inequities, continuing nursing shortages, and overlooked professional development needs of nurse educators are three important issues facing nursing in Australia. This paper argues for an innovative and proactive strategy that could transform the nurse education workforce into one that is repopulated, reinvigorated and refocused. The problem facing nurse educators, and subsequently affecting nurses' preparation for practice and longevity in the profession, was identified by drawing on findings from the literature, extensive educational experience, and an exploratory study of nurse educators working in universities, colleges and health services...
November 21, 2013: Contemporary Nurse
https://www.readbyqxmd.com/read/23304862/the-end-of-an-era-midwifery-conferences
#9
Annette Dalsgaard Vilain, Sarah Stewart
It has long been accepted that conferences are a useful mode of continuous professional development (CPD) (Russell 2010). Midwives welcome the chance to learn about recent practice developments, and the opportunity to network with each other in a face to face environment. However, barriers such as geographical isolation, time and financial constraints restrict midwives' ability to attend conferences (McIntosh 2007; Patterson and Davis 2007). At the same time, the effectiveness of conferences for CPD has been questioned (Guskey 2000)...
December 2012: Practising Midwife
https://www.readbyqxmd.com/read/23159007/an-exploration-of-deaf-women-s-access-to-mental-health-nurse-education-in-the-united-kingdom
#10
Naomi Sharples
Historically deaf people have been denied access to professional nurse education due to a range of language, communication and ideological barriers. The following study was set in the North of England and draws upon the Western experience and knowledge base of deaf people's experience of access to professional education. The aim of this study was to understand the experiences of the first British Sign Language using deaf qualified nurses before they entered the Pre-registration Diploma in Nursing Programme, during the programme and after the programme as they progressed into professional nursing roles...
September 2013: Nurse Education Today
https://www.readbyqxmd.com/read/23142237/assisting-nurses-to-facilitate-student-and-new-graduate-learning-in-practice-settings-what-support-do-nurses-at-the-bedside-need
#11
Amanda Henderson, Emma Eaton
The behaviours of nurses in the community of practice that new graduates and students participate directly contribute to learning. These behaviours are becoming more important with increasing numbers of students and graduates learning in health care contexts. Nurses, whether they assume the role of preceptor, buddy or mentor are pivotal in identifying appropriate learning opportunities for students and graduates, and assimilating these learners into the team. As nurses at the bedside have a designated caseload they need to be supported to perform this important role while delivering health care...
May 2013: Nurse Education in Practice
https://www.readbyqxmd.com/read/22726345/-closing-the-gap-a-partnership-approach-to-community-care-education-for-long-term-conditions
#12
Steve Tee, Emma Böckle
AIM: The aim of the project/evaluation was to establish a Community of Practice (CoP) with the purpose of enhancing the skills of the workforce and developing learning resources to improve service delivery for people with long-term conditions. BACKGROUND: International and national policy drivers espousing new community-based inter-agency models of delivery have led to rapid transformation of services for people with long-term conditions. Many in the workforce lack the skills required to respond to the increased acuity of patients or function within a fully integrated, inter-agency service...
October 2012: Nurse Education Today
https://www.readbyqxmd.com/read/22416540/lessons-learned-from-an-accelerated-post-master-s-nurse-educator-certificate-program-teaching-the-practicum-course
#13
Lisa Sue Flood, Mary Ellen Powers
Nursing faces current and future shortages in the practice arena. The nurse educator shortage exacerbates the nursing shortage.This article describes an innovative and collaborative approach developed to increase the supply of nurse educators. An overview of the initial offering of this post-master's nurse educator certificate program, a grant-funded, cohort-based program, delivered online in an accelerated format, is provided. Particular attention is given to the nursing education practicum, a precepted teaching experience...
January 2012: Nursing Education Perspectives
https://www.readbyqxmd.com/read/22071276/why-should-we-bother-with-assessment-moderation
#14
Colleen Smith
Assessment moderation is a significant component of a quality education system. How this practice is conceptualised, applied to the assessment process and embedded in teaching and learning, influence the quality of nurse education programmes. This paper challenges the traditional view that moderation is confined to what happens at the time of assessment which is evident in the use of language such as pre-moderation and post-moderation practice. It critiques traditional moderation practices such as double marking, applying assessment criteria and standards and assigning marks and grades and argues that these practices don't do justice to the complexity of assessment...
August 2012: Nurse Education Today
https://www.readbyqxmd.com/read/21883406/a-triadic-interplay-between-academics-practitioners-and-students-in-the-nursing-theory-and-practice-dialectic
#15
Engle Angela Chan, Kitty Chan, Yat Wa Justina Liu
AIM:   This article is a report of a descriptive study of the effectiveness of classroom teaching by clinical nurse specialists on students' transfer of theory into practice. BACKGROUND:   Ongoing concern about a theory-practice merger in nursing has led to collaborative initiatives between academics and practitioners globally. There are different forms of collaborative efforts, but information on their evaluation is scarce and inconclusive. Integration of theory and practice is important for an outcome-based approach, which emphasizes students' clinical competence as the measure of success...
May 2012: Journal of Advanced Nursing
https://www.readbyqxmd.com/read/21854233/steps-towards-empowerment-an-examination-of-colleges-health-services-and-universities
#16
MULTICENTER STUDY
Margaret McAllister, Leonie Mosel Williams, Tara Gamble, Kris Malko-Nyhan, Christian M Jones
In Australia, nursing educators work across three main contexts - training colleges, health services and universities. Because the pace of change for nursing has increased dramatically and the curriculum is becoming even more crowded, educators in these contexts are likely to be experiencing work-related stress. This study investigated this issue utilising a purposive sampling strategy to interview a cross section of nurse educators and those supporting educators. Eighteen in-depth interviews were completed, which included fourteen nurse educators and four key stakeholders...
April 2011: Contemporary Nurse
https://www.readbyqxmd.com/read/21463968/learning-to-learn-self-regulation-in-practice-a-2-cohort-evaluation
#17
Kath Sharples, Laurence G Moseley
The transfer of nurse training into higher education following 'Project 2000' dramatically changed the status of student nurses. While the majority received a grant or bursary, students were no longer regarded as belonging to the hospital staffing complement. Elcock et al. (2007), argue that the intended advantage of supernumerary status following the move of nurse education into higher education has not been reflected in the student learning experience. Students have reported difficulties in being accepted into the community of practice, as they are no longer viewed as belonging in the professional sense to the practice environment (Cope et al...
November 2011: Nurse Education in Practice
https://www.readbyqxmd.com/read/21288316/the-evolution-of-the-nephrology-educators-network
#18
Peter M Sinclair, Tracy Levett-Jones
Nephrology nurse educators face many challenges related to professional development and resource sharing. In Australia and New Zealand, as well as other countries where the 'tyranny of distance' is a feature, access, equity and lack of educational support due to the geographical isolation of many nephrology units, present particular challenges. This paper reports the findings from a case study of 51 nephrology nurse educators in Australia. Using an exploratory descriptive approach, the study aimed to identify current issues facing nephrology nurse educators and determine the feasibility of developing an online community of practice to support them in their role...
March 2011: Journal of Renal Care
https://www.readbyqxmd.com/read/20937575/participating-in-a-community-of-practice-as-a-prerequisite-for-becoming-a-nurse-trajectories-as-final-year-nursing-students
#19
Lars Thrysoe, Lise Hounsgaard, Nina Bonderup Dohn, Lis Wagner
Participating in a community of practice (CoP) is essential for final year nursing students. The article describes the opportunities of student nurses to participate as members of a CoP, and how these opportunities were exploited. Ten students in their final clinical practice were included. Empirical data were generated through participant observation and individual interviews, focusing on the participants' interaction with the staff and were analysed within a phenomenological-hermeneutic framework. The results showed that the students were to a greater or lesser extent participatory in the CoP, depending on what both the students and the members of the staff did to make participation possible...
November 2010: Nurse Education in Practice
https://www.readbyqxmd.com/read/20116143/the-clinical-credibility-of-nurse-educators-time-the-debate-was-put-to-rest
#20
Karen Ousey, Peter Gallagher
The proverbial discussion surrounding the clinical credibility of nurse lecturers has almost become a preoccupation within the nursing literature and professional circles. It is not coincidental that it this has occurred alongside the cessation of hospital-based training and the associated reassignment of the responsibility for nurse education to institutes of higher education. This paper aims to put the debate to rest and proposes that the focus of the nurse lecturer should not be on establishing clinical credibility but on developing strong partnerships between academic and service areas...
October 2010: Nurse Education Today
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