Numerical measures of integration

Numerical measures of integration In a previous article the authors showed how, by following the clinical careers of individual student nurses, one could paint a coherent and illuminating picture of opportunities for clinical learning on the wards. By observing and counting, and using only the simplest methods of calculation, numerical measures of comparison were constructed. Here the authors turn to the question of the integration of classroom and ward. Indices of integration between theory and practice were devised and computed for three sets of students in three different training schools (72 students in all). The results were used to answer the following questions, (a) Within each training school what was the degree of equality of educational opportunity? (b) For each hospital what is the maximum level of integration which the organization of training makes possible, and what was the actual level achieved? (c) What is the connection between the achieved levels of integration and the type of training scheme (modular, block, etc)? http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Journal of Advanced Nursing Wiley

Numerical measures of integration

Journal of Advanced Nursing, Volume 11 (6) – Nov 1, 1986

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Publisher
Wiley
Copyright
Copyright © 1986 Wiley Subscription Services, Inc., A Wiley Company
ISSN
0309-2402
eISSN
1365-2648
DOI
10.1111/j.1365-2648.1986.tb03385.x
Publisher site
See Article on Publisher Site

Abstract

In a previous article the authors showed how, by following the clinical careers of individual student nurses, one could paint a coherent and illuminating picture of opportunities for clinical learning on the wards. By observing and counting, and using only the simplest methods of calculation, numerical measures of comparison were constructed. Here the authors turn to the question of the integration of classroom and ward. Indices of integration between theory and practice were devised and computed for three sets of students in three different training schools (72 students in all). The results were used to answer the following questions, (a) Within each training school what was the degree of equality of educational opportunity? (b) For each hospital what is the maximum level of integration which the organization of training makes possible, and what was the actual level achieved? (c) What is the connection between the achieved levels of integration and the type of training scheme (modular, block, etc)?

Journal

Journal of Advanced NursingWiley

Published: Nov 1, 1986

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