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Critical care nursing students experience inconsistencies between the theoretical content they have learnt and what is expected from them in practice, which retards the learning process. This has been described as the theory–practice gap. There seems to be no single solution to address the integration of theory and practice. In an attempt to bridge...
Contexts in source publication
Context 1
... coding followed as described by De Vos et al. (2005:341) as a process following open coding during which data is put back together in a new way illustrating connections between categories. This was done and data were arranged in a conceptual framework (Figure 1). ...
Context 2
... findings also suggest that the themes that emerged in the course of this study seem to fit into the process of reflection as illustrated in the conceptual framework in Figure 1. This study demonstrates the complexity of theory-practice integration, as well as the inter-relatedness of these two concepts. ...
Citations
... The theory-practice gap is well known in nursing, and the challenge of incorporating theory and practice is documented in a broad range of settings (Leach & Tucker, 2018). In the ICU setting, teaching strategies such as guided reflection are suggested as a way to support critical care trainees in using theory when working in close relation with the patient (De Swardt et al., 2012). A similar strategy could have been utilized in the communication workshop of the ICU-COM in the present study. ...
Purpose
: To explore the experience of serving as a nurse communication guide, supporting the bottom-up implementation of a multi-component communication intervention prototype in the intensive care unit.
Methods
: The overall frame was Complex Interventions, and the study was conducted within the phenomenological-hermeneutic tradition. Semi-structured telephone interviews were conducted with eight nurse communication guides. Data were analysed using a Ricoeur-inspired interpretation method.
Results
: Two main themes emerged: 1) “The communication intervention components provided overview, a conceptual framework, awareness and room for reflection” and 2) “Being a communication guide illuminated the barriers and challenges of implementation”. Furthermore, a comprehensive understanding was established that illuminated experiences throughout the analysis: “An ICU communication intervention has to be adaptable to the specific situation and the double need for individualization but also provide overall guidance”.
Conclusion
: Findings showed that as communication is inherent to all human beings, it can be difficult to change the communication behaviour of nurses. Therefore, a communication intervention in the intensive care unit must be sensitive to the nurse communication guides’ individual communication style. Furthermore, a communication intervention should provide nurse communication guides with overall guidance while at the same time remaining adaptable to the needs of each specific situation.
... Meanwhile, guided reflection is a well-structured reflection that transpires between a facilitator and the student (Swardt et al. 2012). One common pedagogical strategy with a rich history in education is reflective writing, which is usually done in various media including reflective journals, diaries and portfolios. ...
The power of reflection is highly acknowledged to promote learning and develop expertise, yet reflective skills are rarely explicitly taught in schools. As a result, encouraging reflection among learners is often difficult to accomplish, especially in the Technical and Vocational Education and Training (TVET) setting. By employing the Technological Pedagogical Content Knowledge (TPACK) construct, this research investigated the use of structured reflection through digital learning portfolios (e-portfolio) and explores its relation to students’ learning. Using mixed methods design, this study examined a group of students from one of the TVET institutions in Brunei over an eight-week period as they practiced reflection through e-portfolio designed to guide the students to reflect upon their own learning. The students’ e-portfolio notes were converted to Students’ Reflective Scores (SRS) as a measure of level of reflection. The data gathered revealed that although student performance can have a moderate effect on students’ level of reflection, building structured opportunities to reflect and integrate learning can develop students’ ability to reflect better. The quality of students’ reflection had significantly increased throughout the study period as more students exhibited higher-order thinking in their e-portfolio. Meanwhile, the key themes emerging from the semi-structured interview data revealed that while students see reflection in detached ways, the intervention had provided the opportunity for students to enhance both their cognitive and metacognitive skills. The students’ responses also implied that operational feasibility of e-portfolio for Brunei TVET might depend on teachers’ input, students’ motivation, type of e-portfolio software chosen, and connectivity setting.
... this has classically been described as the theory-practice gap (Allmark, 1995). this gap has been widely documented and referred to, most notably in the nursing professional education literature (e.g., de Swardt, du toit, & Botha, 2012;gallagher, 2004;hatlevik, 2012;rafferty, Allcock, & Lathlean, 1996). in S-LP, ferguson (2007) has identified the theory-practice gap as one of the most prevalent challenges for professional education. the transfer of theoretical knowledge to a workplace setting is not a straightforward undertaking, in part because of differences in context, cultures, and modes of learning (eraut, 1994), and in another, because of the different forms of knowledge required for professional practice (higgs et al., 2001). ...
... Along similar lines, hartlevik (2012) noted that reflective skills act as a mediator between one's practical skills and theoretical knowledge, thus, contributing to practitioners' perception of coherence between the two. Similarly, de Swardt et al. (2012) noted that guided reflection appeared to assist in clarifying theoretical and practical experiences and subsequently facilitated understanding of the connection between the two. in other words, new clinical learning derived from guided reflection becomes assimilated into one's repertoire of active knowledge. the supervision process in S-LP offers many opportunities for engaging in such reflective learning. ...
As a profession, speech-language pathology appears to have become interested in reflection and reflective practice as important components of clinical practice and education. However, little systematic consideration of the potential value of reflective practice within the field has been undertaken. The purpose of this paper seeks to consider how reflective practice is relevant to contemporary speech-language pathology practice. Drawing on comprehensive and diverse theoretical literature, we suggest that reflective practice is a framework worthy of consideration because of its potential to: (1) foster the generation of knowledge from practice, (2) balance and contextualize science with patient care, (3) facilitate the integration of theory and practice, (4) link evidence-based practice with clinical expertise, and finally, (5) contribute to the cultivation of ethical practice. © 2016, Canadian Association of Speech-Language Pathologists and Audiologists. All Rights Reserved.
Aim:
The aim of the study was to report an analysis of the novel concept, facilitating presence through guided reflection for transformative learning.
Design:
A concept analysis.
Methods:
Search included keywords 'presence', 'reflective practices', 'nursing education' and 'concept analysis'. 65 peer-reviewed articles between 2000-2020 were included.
Results:
The final definition of the main concept is an interpersonal, co-constructed, intersubjective and intentional process to accompany nursing students in deep, constructive learning to discover new meanings and perspectives through self-inquiry and critical reflection on experiences. The nurse educator actively listens and intimately connect in the moment to create a safe environment. This leads to the nursing student's ability to learn to see what is important to the other and to respond by doing what can be done and/or by being who the other needs one to be.
Patient contribution:
This concept will help to streamline the practice of presence ultimately enhancing the quality of patient care.
Death and dying is an often neglected area in the radiography theoretical and workplace learning curriculum. Yet, it is estimated that approximately 50% of all deaths are encountered in healthcare establishments. Literature highlights that the phenomenon of death and dying is experienced differently by different people. How healthcare professionals experience and cope with death and dying patient encounters in the workplace have been studied for more than a decade. However, no evidence could be found of a similar study done in the South African diagnostic radiography context. This and classroom interactions with my students spurred me to conduct a study in this area with a specific focus on undergraduate diagnostic radiography students.
The aim of this study was to investigate the experiences and coping mechanisms, and the nature of this relationship, of undergraduate diagnostic radiography students pertaining to death and dying patients in the workplace, and to identify support strategies to assist students to cope better with death and dying patients.
To achieve this aim, a qualitative, exploratory-descriptive, contextual research design was used. Sixteen undergraduate diagnostic radiography students (n=16) were purposively sampled at one higher education institution in South Africa. Reflective journaling and individual, face-to-face, semi-structured interviews using an adapted format of the Mmogo-technique™ were utilised as data gathering methods. The data was analysed using an inductive, thematic analysis. Five themes and 13 sub-themes were identified. Strategies were employed to ensure trustworthiness and ethical integrity during the research process.
Theme one relates to the participants’ sense-making, meaning construction and elicited affective responses during their experiences with death and dying patient encounters. Participants appraised these experiences to make sense thereof. They also created meaning using the quest hero narrative metaphor. Their appraisal of the experience elicited an array of positive and negative affective responses. Theme two relays participant- and workplace-related factors that contributed to how the participants would appraise their experiences with death and dying patients during workplace learning (WPL). These factors were categorised as being inconsequential, mitigating or aggravating the negative connotations attached to such experiences. While theme three conveys the emotion-focused, problem-focused and appraisal-focused coping mechanisms that the participants used to cope with their experiences with death and dying patients during workplace learning. Theme four provides a description and discussion of the relationship that was identified between the participants’ experiences and coping. Theme five presents recommendations that the participants put forth that they believe will facilitate their effective coping with death and dying patient encounters during workplace learning. A literature control and the theoretical framework underpinning the study (i.e., the transactional model of Lazarus and Folkman) was used to locate the findings of this study in relation to the available and accessible body of knowledge.
The findings, literature and theoretical framework underpinning the study were used to inform the development of support strategies to facilitate the effective coping of undergraduate diagnostic radiography students in relation to death and dying patient experiences they may encounter during workplace learning. The conceptual framework of Dickoff, James and Wiedenbach was used as a theoretical premise to develop the education and empowerment for coping (EEC) support strategies. The strategies comprise two main support strategies with five and four functional strategies, respectively. The first main strategy covers educational strategies that can be developed and implemented to facilitate undergraduate diagnostic radiography students’ understanding of death, dying, grief and effective coping as well as patient care and management. The second main strategy encompasses empowerment strategies that facilitate the development of a support culture for undergraduate diagnostic radiography students to facilitate their coping with death and dying patients. To enhance the credibility of these strategies, a review was conducted by a panel of five reviewers using evaluation criteria proposed by Chinn and Kramer.
I reflected on six germane lessons I learnt during my doctoral journey. A summary of the findings in relation to each of the four objectives underpinning the study, the limitations of the study, recommendations for future research and implications for practice are provided in the final chapter of this thesis.
In conclusion, novel findings were presented in this thesis. These findings provide the first insights, from a South African perspective, about undergraduate diagnostic radiography students’ experiences and coping with death and dying patients whilst they are in the clinical setting for WPL. Furthermore, the relationship between their experiences and identified coping, can potentially inform the creation of a diagnostic radiography specific theory in this regard. The proposed education and empowerment for coping (EEC) support strategies can form the basis for implementing changes at higher education institutions and clinical training sites to facilitate effective coping of undergraduate diagnostic radiography students in respect of death and dying patient incidents that they may face during WPL.
