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dc.contributor.authorNewton, Jennifer M.en_US
dc.contributor.authorBillett, Stephenen_US
dc.contributor.authorJolly, Brianen_US
dc.contributor.authorM. Ockerby, Chereneen_US
dc.contributor.editorPam Shakespeareen_US
dc.date.accessioned2017-05-03T12:12:08Z
dc.date.available2017-05-03T12:12:08Z
dc.date.issued2009en_US
dc.date.modified2010-08-12T07:25:42Z
dc.identifier.issn14736853en_US
dc.identifier.doi10.1111/j.1473-6861.2009.00229.xen_AU
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.en_US
dc.description.peerreviewedYesen_US
dc.description.publicationstatusYesen_AU
dc.format.extent102039 bytes
dc.format.mimetypeapplication/pdf
dc.languageEnglishen_US
dc.language.isoen_AU
dc.publisherWiley-Blackwell Publishing Ltden_US
dc.publisher.placeUnited Kingdomen_US
dc.relation.ispartofstudentpublicationNen_AU
dc.relation.ispartofpagefrom315en_US
dc.relation.ispartofpageto327en_US
dc.relation.ispartofissue4en_US
dc.relation.ispartofjournalLearning in Health and Social Careen_US
dc.relation.ispartofvolume8en_US
dc.rights.retentionYen_AU
dc.subject.fieldofresearchEducation not elsewhere classifieden_US
dc.subject.fieldofresearchcode139999en_US
dc.titleLost in translation: barriers to learning in health professional clinical educationen_US
dc.typeJournal articleen_US
dc.type.descriptionC1 - Peer Reviewed (HERDC)en_US
dc.type.codeC - Journal Articlesen_US
gro.rights.copyrightCopyright 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.xen_AU
gro.date.issued2009
gro.hasfulltextFull Text


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