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Toward understanding theory-practice...

McGuire, E. Marion.

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Toward understanding theory-practice relationships in nursing education.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Toward understanding theory-practice relationships in nursing education./
作者:	McGuire, E. Marion.
面頁冊數:	263 p.
附註:	Source: Dissertation Abstracts International, Volume: 65-01, Section: B, page: 0142.
Contained By:	Dissertation Abstracts International65-01B.
標題:	Health Sciences, Education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=NQ87056
ISBN:	0612870561

Toward understanding theory-practice relationships in nursing education.
McGuire, E. Marion.

Toward understanding theory-practice relationships in nursing education. - 263 p.

Source: Dissertation Abstracts International, Volume: 65-01, Section: B, page: 0142.

Thesis (Ph.D.)--University of Calgary (Canada), 2003.

This study investigates the nature of the relationships that nursing students develop between their classroom theory and their nursing practice. A systematic analytic scheme developed by Roberts and Russell (1975) is used in the study to detect distinctive features of theory-practice relationships being developed by intermediate nursing students. The scheme draws upon philosophical perspectives that explore the nature and characteristics of relationships between theory and practice. This analysis, built on the work of the philosopher Wilfred Carr (1986) and others, results in the development of a framework conceptualizing four kinds of relationships or approaches between theory and practice and makes possible the development of a framework or "clue structure" with the potential to detect these approaches in discourse. This examination provides a philosophical foundation for comprehending the literature on theory-practice relationships in nursing education and offers a kind of lens for viewing and making sense of widely differing positions, conclusions, and recommendations in the literature on nursing education.

ISBN: 0612870561Subjects--Topical Terms:

1017921
Health Sciences, Education.

Toward understanding theory-practice relationships in nursing education.
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245 1 0 $a Toward understanding theory-practice relationships in nursing education.
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500 $a Source: Dissertation Abstracts International, Volume: 65-01, Section: B, page: 0142.
500 $a Adviser: Douglas Roberts.
502 $a Thesis (Ph.D.)--University of Calgary (Canada), 2003.
520 $a This study investigates the nature of the relationships that nursing students develop between their classroom theory and their nursing practice. A systematic analytic scheme developed by Roberts and Russell (1975) is used in the study to detect distinctive features of theory-practice relationships being developed by intermediate nursing students. The scheme draws upon philosophical perspectives that explore the nature and characteristics of relationships between theory and practice. This analysis, built on the work of the philosopher Wilfred Carr (1986) and others, results in the development of a framework conceptualizing four kinds of relationships or approaches between theory and practice and makes possible the development of a framework or "clue structure" with the potential to detect these approaches in discourse. This examination provides a philosophical foundation for comprehending the literature on theory-practice relationships in nursing education and offers a kind of lens for viewing and making sense of widely differing positions, conclusions, and recommendations in the literature on nursing education.
520 $a The study explores the experience of seven students in the contexts of practice, through observation and interview, actively attending to and analysing their words, actions, contexts, and reflections as they participate in the clinical experience. The study formulates and tests a systematic scheme for analysing student nurses' discourse and behaviour, with a view to understanding how they are thinking about the role of theory in their developing practice. The data reveals the extent to which nursing students struggle to come to grips with the demands of practice while remaining aware of, and faithful to, the theoretical background they have studied earlier. There is ample evidence that the students are making theory-practice connections and that these intermediate students examine theory and practice in recursive ways so that theory and practice inform each other. The most salient feature of the development of the clue structure is that it enables one to detect and distinguish between the different kinds of theory-practice approaches by attending to particular features of students' words and actions. A related outcome of the study is that change is clearly identified in the students over time with respect to the approach they take to theory-practice relationships. Students do show transitions between approaches and change their patterns of behaviour and thought as they gain experience in practice contexts. (Abstract shortened by UMI.)
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