The way nurses are taught is constantly evolving and changing.
Workplace learning is seen as key to developing practitioners. In
this book Jenny Spouse discusses how students learn in a range of
different clinical settings and how best to facilitate this
process.
How do students learn to become nurses? What knowledge and
understanding do they need to acquire? How do their preconceptions,
beliefs about the learning process, and social needs affect their
development? What do they find helpful and unhelpful? What makes
clinical settings good for learning? Is it helpful for students to
document their learning? What are the best ways for lecturer/
practitioners to facilitate student learning and what other factors
influence their progress?
The book explores how professional development can be better
understood, following the progress of six nurse learners drawn from
different parts of nursing and investigating both those
difficulties faced by all students and those issues unique to
particular students. It places these narratives in the context of
nurse education today, exploring the implications of ‘Fitness for
practice’ and ‘Making a difference’, and looking at the
implications for the future development, organisation and funding
of nurse education.
Tabla de materias
Preface.
Acknowledgements.
1. Introducing Professional Learning in Nursing.
1.1Nurse education 1971-1989.
1.2 Reforming nurse education.
1.3Organisation of the book.
References.
2. Researching Nurses’ Professional Learning.
2.1 The context of the research.
2.2 The curriculum.
2.3 The research design.
2.4 The research participants.
2.5 Data collection.
2.6 Analysing the data.
2.7.
Quality assurance activities.
References.
3. Case Studies of Professional Development.
3.1 Helen.
3.2 Marie.
3.3 Nicola.
3.4 Jack.
3.5 Grace.
3.6 Ruth.
References.
4. Being a Nurse.
4.1 Images of being a nurse.
4.2 Caring and Intimacy.
References.
5. Feeling Like a Nurse.
5.1 The nature of socialisation.
5.2 Disconfirmation.
5.3 Confusion.
5.4 Impression management.
5.5 Equilibrium.
5.6 Feeling and acting like a nurse.
References.
6. Learning to be a Professional.
6.1 Learning to relate to patients and their careers.
6.2 Developing technical knowledge.
6.3 Learning to bundle nursing activities together.
6.4 Developing professional craft knowledge.
6.5 Learning to manage feelings and emotions.
6.6 Learning to cope with ethical dilemmas.
6.7 Developing the essence of nursing and therapeutic
action.
6.8 Developing interprofessional relationships.
6.9 Developing professional knowledge.
References.
7. Supporting Professional Development.
7.1 breaking through.
7.2 Mentorship.
7.3 Explaining good mentorship.
7.4 Learning by flying solo.
7.5 Learning through story-telling.
7.6 Learning through assessment of theory and practice.
7.7 Students’ professional development.
References.
8. Enhancing Nurses’ Professional Learning.
8.1 Conceptualising nurse education.
8.2 Researching nurses’ professional learning.
8.3 Curriculum issues.
8.4 Conceptualising mentorship in nurse education.
8.5 Research and the future professional development of
nurses.
References.
Index.
Sobre el autor
Dr. Jenny Spouse is Associate Dean for Practice Education at City University.
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