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dc.contributor.authorNewton, Jennifer M.
dc.contributor.authorBillett, Stephen
dc.contributor.authorJolly, Brian
dc.contributor.authorM. Ockerby, Cherene
dc.contributor.editorPam Shakespeare
dc.date.accessioned2017-05-03T12:12:08Z
dc.date.available2017-05-03T12:12:08Z
dc.date.issued2009
dc.date.modified2010-08-12T07:25:42Z
dc.identifier.issn14736853
dc.identifier.doi10.1111/j.1473-6861.2009.00229.x
dc.identifier.urihttp://hdl.handle.net/10072/29465
dc.description.abstractThe perennial debate concerning the so-called 'theory-practice gap' pervades health professional education. It is uncertain whether this gap - the notion that knowledge gained in university does not translate well into the workplace - is unavoidable or if it is a manifestation of the learning approaches used and the cultures operative in the two locations. This paper examines how nursing students' knowledge and skills gained within university clinical laboratories transfer into the reality of the clinical environment. A series of one-on-one interviews were conducted over a two year period with second and third year nursing students (n = 28) participating in a preceptorship clinical placement model at one healthcare organisation. This paper focuses on data from the students' first interview. Data were transcribed and imported into NVivo 8 for thematic analysis. Four key themes emerged, including: 'How I learn' which focuses on students' perceptions of their learning preferences; 'Lack of engagement - it's not real' which concerns a perceived lack of authenticity of clinical laboratories; 'Lack of affordances' relating to the learning opportunities available in the clinical setting; and 'Teacher Impact' which focuses on the influence of individual teachers on student learning. The 'parallel universes' of academia and the workplace create dissonance for students as they juxtapose the authenticity of the clinical laboratories with the reality of professional healthcare practice. Transfer is inextricably linked with the individuals' learning preferences, the affordances the workplace offers to students, and the willingness of staff to provide exciting, engaging learning opportunities. The challenge for health professional education is to provide a model of clinical education that meets not only the needs of university and clinical staff, but most importantly, the needs of students.
dc.description.peerreviewedYes
dc.description.publicationstatusYes
dc.format.extent102039 bytes
dc.format.mimetypeapplication/pdf
dc.languageEnglish
dc.language.isoeng
dc.publisherWiley-Blackwell Publishing Ltd
dc.publisher.placeUnited Kingdom
dc.relation.ispartofstudentpublicationN
dc.relation.ispartofpagefrom315
dc.relation.ispartofpageto327
dc.relation.ispartofissue4
dc.relation.ispartofjournalLearning in Health and Social Care
dc.relation.ispartofvolume8
dc.rights.retentionY
dc.subject.fieldofresearchEducation not elsewhere classified
dc.subject.fieldofresearchNursing
dc.subject.fieldofresearchCurriculum and Pedagogy
dc.subject.fieldofresearchSocial Work
dc.subject.fieldofresearchcode139999
dc.subject.fieldofresearchcode1110
dc.subject.fieldofresearchcode1302
dc.subject.fieldofresearchcode1607
dc.titleLost in translation: barriers to learning in health professional clinical education
dc.typeJournal article
dc.type.descriptionC1 - Articles
dc.type.codeC - Journal Articles
gro.rights.copyright© 2009 Blackwell Publishing. This is the pre-peer reviewed version of the following article: Lost in translation: barriers to learning in health professional clinical education, Learning in Health and Social Care Volume 8, Issue 4, pages 315–327, December 2009, which has been published in final form at http://dx.doi.org/10.1111/j.1473-6861.2009.00229.x
gro.date.issued2009
gro.hasfulltextFull Text
gro.griffith.authorBillett, Stephen R.


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