The use of a teaching model to promote reflection and the experiential integration of theory and practice in first‐year student nurses: an action research study

The use of a teaching model to promote reflection and the experiential integration of theory and... This study developed and evaluated an experiential teaching model which aimed to improve the integration of theory and practice for first‐year RGN students This work took a qualitative approach and used Lewin's action research methodology Using a participant observation approach, data, in the form of diaries, interviews and spot checks, were gathered To evaluate the teaching model, the spot checks were developed as an indicator of theory–practice integration The analysis of these spot checks revealed that this teaching approach had value The strengths and weaknesses of the teaching model, in relation to possible origins of the theory‐practice gap, are outlined The validity of action research is discussed, as are similar issues that are related to the methodology of this study http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Journal of Advanced Nursing Wiley

The use of a teaching model to promote reflection and the experiential integration of theory and practice in first‐year student nurses: an action research study

Journal of Advanced Nursing, Volume 16 (5) – May 1, 1991

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Publisher
Wiley
Copyright
Copyright © 1991 Wiley Subscription Services, Inc., A Wiley Company
ISSN
0309-2402
eISSN
1365-2648
DOI
10.1111/j.1365-2648.1991.tb01688.x
Publisher site
See Article on Publisher Site

Abstract

This study developed and evaluated an experiential teaching model which aimed to improve the integration of theory and practice for first‐year RGN students This work took a qualitative approach and used Lewin's action research methodology Using a participant observation approach, data, in the form of diaries, interviews and spot checks, were gathered To evaluate the teaching model, the spot checks were developed as an indicator of theory–practice integration The analysis of these spot checks revealed that this teaching approach had value The strengths and weaknesses of the teaching model, in relation to possible origins of the theory‐practice gap, are outlined The validity of action research is discussed, as are similar issues that are related to the methodology of this study

Journal

Journal of Advanced NursingWiley

Published: May 1, 1991

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