From Passive to Active Learners: The "Lived Experience" of Nurses in a Specialist Nephrology Nursing Education Programme

Autor/in	Bridger, Jane
Titel	From Passive to Active Learners: The "Lived Experience" of Nurses in a Specialist Nephrology Nursing Education Programme
Quelle	In: Journal of Workplace Learning, 19 (2007) 2, S.78-91 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1366-5626
DOI	10.1108/13665620710728466
Schlagwörter	Nursing Education; Professional Continuing Education; Specialists; Active Learning; Nurses; Learning Experience; Learning Strategies; Change; Curriculum Development; Student Attitudes; Case Studies; Cultural Influences; Social Influences; Foreign Countries + Suchen Sie Ihr Suchwort? Pflegepädagogik; Berufsfeldbezogener Unterricht; Weiterbildung; Aktives Lernen; Lernerfahrung; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Wandel; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Schülerverhalten; Case study; Fallstudie; Case Study; Cultural influence; Kultureinfluss; Sozialer Einfluss; Ausland
Abstract	Purpose: This study aims to explore the lived experience of learning for a group of staff nurses in the Middle East, who undertook a post-registration nursing education programme in the speciality of nephrology nursing (the NNP) between 2001 and 2002. The broad-based curriculum seeks to develop the staff nurses into active learners, able to utilise a new body of specialist nursing knowledge and skills, which challenges their previous behaviourist learning tradition. This study seeks to identify the students' experience of trying to incorporate new learning strategies into their practice, and the effects they experienced as a result. Design/methodology/approach: Case study methodology was used to study this unique group of 20 participants. Data were collected using focus group interviews, combined with field observations and document reviews. Findings: Thematic analysis revealed three themes, "Social-cultural influences on learning" with two sub-themes, "Past experiences of learning" with two sub-themes, and "Transforming the learning experience" with three sub-themes. Research limitations/implications: Curriculum development in developing countries should aim to prepare practitioners to meet international standards. However, such development has to take account of, and integrate, students' values, beliefs, and experiences, and acknowledge their particular challenges with respect to learning. The preparation for active learners has to include the "tools" to cope with, and change, the cultural and organisational situation in which they find themselves, including knowledge of an organisation's culture to facilitate effective learning to fit the needs of the workplace. Originality/value: The research provides a unique insight into the learning experiences of a particular cultural group. (Contains 1 table.) (As Provided).
Anmerkungen	Emerald. 875 Massachusetts Avenue 7th Floor, Cambridge, MA 02139. Tel: 888-622-0075; Fax: 617-354-6875; e-mail: america@emeraldinsight.com; Web site: http://www.emeraldinsight.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10