Session Information
08 SES 05 A, Transformative Perspectives in ESD in Higher Education
Paper Session
Contribution
In the field of health and training of nursing professionals there is a great concernaboutthe discrepancies between theory and practice in training. These discrepancies have been highlighted by various international institutions: Advisory Committee for the Training of Nurses of the Commission of the European Communities, 1990; General Nursing Council of Spain, 1992; International Council of Nurses, 2008. This study addresses the relationship between nursing theory and practical application.
This paper presents the results of a study of the Department of Educational Sciences of the University of Extremadura and the School of Nursingofthe Council of Health, attached to the same university. The work has focused on studying an important dimension of the teaching and learning of nursing: the professional practice. For this, the explanations of teachers of nursing regarding procedures developed in different contexs: the Nursing Unit of a Hospital and the Classroom Demostration of a School Nursing, have been documented and compared.
The stated goal was to describe some characteristics of verbal interaction in learning situations of nursing students. It was intended to measure the distance between the teaching of teachers in schools and in the hospital, knowing and comparing:
1. What differences exist in the explanations given by teachersindifferent contextsregardingthe selected procedures.
2. How the most difficult steps or greater degree of difficulty of each procedure, is emphasized.
3. Who assumes greater participation in the process depending on the context.
The question of the relationship between theory and practice acquired great interest, especially after the work of Schön (1992), serving in the case of nursing, to stimulate the debate regarding the nature of theory and practice. In this paper, we describe the research conducted by professionals whith regard to the observed difference between the theory and the practice, as well as the teaching professionals who now regard the classroom as a place where complex interactions occur and where knowledge is transmitted. This consideration has generated studies designed to observe and describe the regularities and typical features of life in the classroom, the interactions that occur between teachers and students, the use of language by both to develop knowledge, or the analysis of how to transfer responsibility to the students for the execution of a particular task learned in class.
Method
Expected Outcomes
References
Andrew, N. y Robb, Y. (2011). The duality of professional practice in nursing: Academics for the 21st century. Nurse Education Today, 31(5), 429-433. Recuperado el 12 de junio, 2012, de la base Becerra, T., Montanero, M. y Lucero, M. (2012). Empleo normalizado con apoyo. Investigación de diferentes recursos de apoyo natural a trabajadores con discapacidad intelectual en tareas laborales que requieren autorregulación. Badajoz: OED Carnwell, R., Baker, S. A., Bellis, M. y Murray, R. (2007). Managerial perceptions of mentor, lecturer practitioner and link tutor roles. Nurse Educational Today, 27(8), 923-932. Recuperado el 23 de abril, 2012, de la base de datos MEDLINE. Jokelainen, M., Turunen, H., Tossavainen, K., Jamookeeah, D. y Coco, K. (2011). This systematic review described mentoring of nursing students in clinical placements. Journal of Clinical Nursing, 20(19-20), 2854-2867. Recuperado el 17 de julio, 2012, de la base de datos MEDLINE. Montanero, M., y García, G. (2005). ¿Qué hacen los profesores cuando los alumnos se equivocan? Un análisis de la interacción verbal en el aula de apoyo. Infancia y Aprendizaje, 28 (2), 141-157. Sánchez, E. y Rosales, J. (2005). La práctica educativa. Una revisión a partir del estudio de la interacción profesor-alumnos en el aula. Cultura y Educación, 17 (2), 147-173. Sánchez, E., García, R., Rosales, J., de Sixte, R., Castellano, N. (2008). Elementos para analizar la interacción entre estudiantes y profesores: ¿qué ocurre cuando se consideran diferentes dimensiones y diferentes unidades de análisis? Revista de Educación, 346, 105-136. Sharples, K., Kelly, D. y Elcock, K. (2007). Supporting mentors in practice. Nursing Standard (Royal College of Nursing), 21(39), 44-47. Recuperado el 16 de mayo, 2012, de la base de datos MEDLINE.
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