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"Activity theory" AND "nursing education"

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https://www.readbyqxmd.com/read/25267140/social-networking-for-nurse-education-possibilities-perils-and-pitfalls
#1
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/24713128/learning-nursing-through-simulation-a-case-study-approach-towards-an-expansive-model-of-learning
#2
Liz Berragan
This study explores the impact of simulation upon learning for undergraduate nursing students. The study objectives were (a) to explore the experiences of participating in simulation education for a small group of student nurses; and (b) to explore learning through simulation from the perspectives of the nursing students, the nurse educators and the nurse mentors. Conducted as a small-scale narrative case study, it tells the unique stories of a small number of undergraduate nursing students, nurse mentors and nurse educators and explores their experiences of learning through simulation...
August 2014: Nurse Education Today
https://www.readbyqxmd.com/read/24611647/social-networking-for-nurse-education-possibilities-perils-and-pitfalls
#3
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/23402772/conceptualising-learning-through-simulation-an-expansive-approach-for-professional-and-personal-learning
#4
Liz Berragan
This paper explores different ways of conceptualising the learning that occurs as student nurses engage in simulation experiences. The conceptual frameworks discussed in this paper draw upon the work of Benner and Sutphen (2007) and Engeström (1994). Benner and Sutphen's work highlights the complex nature of situated knowledge in practice disciplines such as nursing. They suggest that knowledge must be constantly integrated within the curriculum through pedagogies of interpretation, formation, contextualisation and performance...
July 2013: Nurse Education in Practice
https://www.readbyqxmd.com/read/16894868/-the-activity-theory-as-a-conceptual-model-for-nursing
#5
Denise Costa Dias
The search for theoretical models in order to provide inputs and to reconsider the nursing practice, as well as to found research and teaching, has been a concern among contemporaneous nursing researchers. This article proposes a glance at the pedagogical assumption that supports the application of the Activity Theory, i.e., qualifying subjects to learn how to learn, to build and to search for knowledge. This theory also assumes actions in dynamic contexts of action-operation, a feature that must be emphasized in nursing education, as well as in the development of the abilities needed for group work...
March 2006: Revista Gaúcha de Enfermagem
https://www.readbyqxmd.com/read/9847710/scaffolding-student-learning-in-clinical-practice
#6
REVIEW
J Spouse
For many years the profession has acknowledged a schism between theories taught in the classroom and the practice of clinicians. This tends to arise from beliefs that knowledge which has been generalized (formalized) can be readily transferred to informal settings (practice). Whilst apprehension of formalized knowledge is crucial to professional development, a mediator is necessary to demonstrate its relevance to practice. A variety of solutions have been offered which all have value but without effective social support fail to resolve the problem...
May 1998: Nurse Education Today
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