Academic and Clinical Dissonance in Nursing Education

Meyer, Tom; Xu, Yu

doi:10.1097/00006223-200503000-00010

Cited by 30 publications

(11 citation statements)

References 2 publications

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“…The comparison of actual behavior with the personal and socially constructed ideal was framed as a more general theory by Festinger (1957). Cognitive dissonance theory indicates that people prefer consistency in their beliefs, attitudes, and behaviors and that any inconsistency or dissonance will result in changes intended to restore the preferred state (Meyer & Xu, 2005). Cognitive dissonance gives insight into the reasoning of people who change their ideas, opinions, and behaviors to support situations that appear to be contrary to their behaviors.…”

Section: Discussionmentioning

confidence: 99%

Toward a Theory of Self‐Reconciliation Following Mistakes in Nursing Practice

Crigger

Meek²

2007

J of Nursing Scholarship

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This research was a first step toward the development of a theory of mistake making in nursing practice. This response to making mistakes is consistent with previous research and is related to cognitive dissonance theory. The responses to mistakes varied from less healthy responses of blaming and silence to healthier responses that included disclosure, apologizing, and making amends. Further research to develop the theory and to determine helpful interventions is suggested.

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Section: Discussionmentioning

confidence: 99%

Toward a Theory of Self‐Reconciliation Following Mistakes in Nursing Practice

Crigger

Meek²

2007

J of Nursing Scholarship

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“…Additionally a study by Coombs et al outlines several clinical academic roles from beginners to professor level, understanding the nature and contribution these roles can make in the organization [25] . Perhaps tools like Cognitive Dissonance Theory, the Novice to Expert Model, and the Neuman Systems Model serve as a theoretical foundation for recommended strategies and interventions for optimal response to dissonance between academic ideal and clinical reality in nursing students [8] . Development of an accelerated nursing programs focusing on the challenges on both clinical and academic experiences via immersions [26] can also be adopted.…”

Section: Discmentioning

confidence: 99%

“…Although there is widespread agreement exists that clinical experience is central to learn nursing, a finding suggests that teachers' and students' focus on task completion rather than a deeper understanding and readiness for nursing practice [7] . The idealistic rule bound classroom setting and intuition based clinical setting differs that dissonance might occur if not properly guided by clinical instructors, thus resulting in disillusionment and devaluation in nursing performance [8] . Students also have the notion of nursing theory and practice as a divided discipline.…”

Section: Introductionmentioning

confidence: 99%

Correlation of the academic and clinical performance of Libyan nursing students

Buhat-Mendoza

Mendoza

Tianela

et al. 2014

JNEP

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Background: Theoretical knowledge acquired in the classroom setting is necessary to enhance the clinical performance of nursing students in the same way that the latter reinforces what is learned in the classroom. However academic grade does not always reflect the competence of students in clinical setting. This study was conducted to determine a possible correlation between student academic performance in the nursing specialization subjects and their clinical performance. Design and Method: The research employed a descriptive non-experimental approach using existing data sets. The grades of three batches of Omar Al-Mukhtar University College of Nursing (Libya) students were retrieved from the Office of the College Registrar and subjected to statistical analysis. Pearson Product Moment Coefficient was utilized to determine the relationship in the changes and movement of the two variables, Academic and Clinical Performance. Result: Positive correlation between academic and clinical performance was observed from the three groups of students considered in this study. Correlation was noted to consistently increase from the third to the fourth year for the two most recent batches of students suggesting enhanced appreciation of theoretical and clinical nursing among students. Students who perform well in the classroom setting performed similarly well in the clinical setting. Conclusion: The Academic Performance of 3rd and 4th year BS Nursing students of Omar Al-Mukhtar University College of Nursing correlates well with their Clinical Performance. This indicates that an academic performer rates as well in their clinical focus and may be attributed to their increased appreciation of nursing as they reach a higher year level.

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“…Professional identity is said to develop out of the professional and educational socialization process that nurses engage in (Hardy & Hardy ; Meyer & Xu ). Accepting this would imply that peoples' understanding of any area of nursing practice can only be understood through direct or indirect experience with nurses in the health‐care environment.…”

Section: Challenges To Our Role As Mhnmentioning

confidence: 99%

Perceptions from the front line: Professional identity in mental health nursing

Hercelinskyj

Cruickshank

Brown

et al. 2012

Int J Mental Health Nurs

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In the context of a growing population of people experiencing mental illness worldwide, mental health nurses are a crucial workforce. Their recruitment and retention, however, is in decline. Drawing on qualitative data obtained from interviews with mental health nurses (MHN) in Victoria, Australia, the paper employs a range of concepts from role theory to explore professional identity within mental health nursing. The data highlight three key issues in relation to the future recruitment and retention of MHN: (i) the ambiguity of the MHN role; (ii) the weak definition and lack of understanding of the scope of the MHN role by nursing students; and (iii) a lack of communication about MHN as a profession to a wider audience. These findings indicate three avenues through which recruitment and retention in mental health nursing could be improved: (i) public communication; (ii) training and educating of the next generation of MHN; and (iii) more accurately defining the role of the MHN.

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Academic and Clinical Dissonance in Nursing Education

Cited by 30 publications

References 2 publications

Toward a Theory of Self‐Reconciliation Following Mistakes in Nursing Practice

Toward a Theory of Self‐Reconciliation Following Mistakes in Nursing Practice

Correlation of the academic and clinical performance of Libyan nursing students

Perceptions from the front line: Professional identity in mental health nursing

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