Pragmatism as a philosophical foundation to integrate education, practice, research and policy across the nursing profession

Dolan, Sara; Nowell, Lorelli; McCaffrey, Graham

doi:10.1111/jan.15373

Cited by 7 publications

(8 citation statements)

References 49 publications

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“…33,34,52 Therefore, the debate about teaching and learning academic writing for the purpose of the product or a degree and research consumption raises questions about whether the academization is taking place at the cost of the fundamental and pragmatic purposes of nursing. 44 We found that writing a BT facilitated the students' understanding of individual patients and the bodily mechanisms justifying nursing care. A tool can be a powerful mediator of change, when striving toward a goal.…”

Section: Discussionmentioning

confidence: 84%

“…13,14 In this way, writing a BT is not just a tool for training academic literacy but a strive for deeper and more pragmatic inquiry in nursing. 44 From a pedagogical perspective, the use of BT as a tool then has the potential to integrate and bridge nursing knowledge between the different systems of HE and healthcare. 44 This study brings to the fore the qualities of this potential, and highlights the boundaries and opportunities from students' perspectives.…”

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

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Exploring writing a bachelor's thesis as a tool for students’ learning in nursing: A qualitative interview study from an activity theoretical perspective

Henttonen

Westerbotn

Scheja

et al. 2023

Nordic Journal of Nursing Research

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Nursing education prepares students for both academia and practice; however, the contribution of writing a bachelor's thesis in learning nursing is overlooked. The aim of the present study was to explore the role of a bachelor thesis as a learning tool in nursing. A total of 15 nursing students were individually interviewed using semi-structured questions. The data were analyzed using thematic analysis, and the activity theoretical concept of a tool was subsequently applied. The results were reported in accordance with COREQ for qualitative research. The findings identified writing a bachelor's thesis as a ‘ Personal tool’ and a ‘ Systemic tool for learning nursing’. The personal tool was related to ‘ Preparation for patient encounters in working life’ and ‘ Discovering bodily mechanisms of disease or health’. The systemic tool was related to ‘ Enabling to impact on the organization of work and stakeholders’ and ‘ Facilitating knowledge of the links between patient groups and common diseases’. The study discusses and concludes that a bachelor's thesis represents both a personal and a systemic tool that embodies nursing knowledge, preparing students for their future work as registered nurses. An implication for contemporary nursing is that a bachelor's thesis may serve as a boundary-crossing tool that transcends the school, workplace, and even society.

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Section: Discussionmentioning

confidence: 84%

Section: Discussionmentioning

confidence: 99%

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Exploring writing a bachelor's thesis as a tool for students’ learning in nursing: A qualitative interview study from an activity theoretical perspective

Henttonen

Westerbotn

Scheja

et al. 2023

Nordic Journal of Nursing Research

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“…Cant et al [ 46 ] found that some students were more satisfied with the role of the teacher than preceptors because of their ability to integrate theory and practice and stimulate students’ critical thinking. A holistic approach to the term competence involves the student’s ability to use theory, judgment, critical thinking, and professionalism [ 7 , 19 , 47 ]. Thus, it’s important to assess both the student’s technical and non-technical skills in placement.…”

Section: Discussionmentioning

confidence: 99%

Pass or fail: Teachers’ experience of assessment of postgraduate critical care nursing students’ competence in placement. A qualitative study

Øvrebø,

Dyrstad,

Hansen

2024

BMC Nurs

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Background Learning in placement is essential to postgraduate critical care nursing students’ education. Assessment of students’ competence in placement is important to ensure highly qualified postgraduate critical care nurses. The placement model applied in Norway involves students being assessed by a preceptor in practice and a teacher from the university. The teacher has a more distant role in placement, and the aim of this study was to explore how the teachers experience the assessment of postgraduate critical care nursing students’ competence in placement. Additionally, to explore the content of assessment documents used for postgraduate critical care nursing placement education in Norway. Methods This study has a qualitative design with main data collection from individual interviews with 10 teachers from eight universities and colleges in Norway. Additionally, we performed a document analysis of assessment documents from all 10 universities and colleges providing postgraduate critical care nursing education in Norway. We followed the Consolidated Criteria for Reporting Qualitative Research. Results The teachers experienced the assessment of postgraduate critical care nursing students’ competence in placement as important but complex, and some found it difficult to determine what critical care nursing competence is at advanced level. A thematic analysis resulted in one main theme: “Teacher facilitates the bridging between education and practice.” Furthermore, three themes were identified: “Assessment based on trust and shared responsibility”; “The teacher’s dual role as judge and supervisor”; and “A need for common, clear and relevant assessment criteria”. Conclusions Teachers have a key role in placement as they contribute to the bridging between education and practice by providing valuable pedagogical and academic input to the assessment process. We suggest that more teachers should be employed in joint university and clinical positions to enhance the collaboration between practice and education. Clear and relevant assessment criteria are essential for providing assessment support for both students and educators. Education and practice should collaborate on developing assessment criteria. Further, there is a need to collaborate on developing, both nationally and internationally, common, clear, relevant and user-friendly assessment tools.

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“…The pragmatic perspective on learning emphasizes that education should have real-world applications and relevance. To achieve this, educators often incorporate real-life situations and examples that students may experience or have already experienced (Dolan et al, 2022). The present study employed a phenomenological case study.…”

Section: Methodsmentioning

confidence: 99%

Exploring Factors Underlying Intermediate Students’ Silence in English as Second Language Classroom: A Phenomenological Case Study

Sikandar,

Zamir,

Jabeen

2023

International Journal of Social Science Entrepreneurship

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English is a prima facie case of high significance in the academic milieu. Therefore, the researchers attempted to understand students' performance, participation, and willingness to communicate; however, students’ silence in English as second language (L2) has received little attention leaving a chasm for investigation. Thus, this study aimed to explore the factors underlying students’ silence, and to uncover the dynamics of interaction of these factors in L2 classroom. To answer research questions, the pragmatist explanatory sequential design was adopted. The participant selection rested on silent student identification through quantitative survey results, and then interviews were conducted with the selected participants. The findings suggested that anxiety, fear, lack of confidence, lack of L2 knowledge, and first language interference impact students’ participation in L2 classroom resulting in silence. These problems directly affect students' speaking proficiency, speaking with confidence, and participating in L2 activities. This implies that the students need appropriate training of L2. Moreover, the innovative teaching methods may prove instrumental in developing students’ motivation to initiate active participation in L2, a conducive classroom environment creates a supportive culture for mustering courage to participate in L2 discussion without being belittled by the peers or teacher that may cause fear, anxiety, lack of confidence, and feelings of demotivation among learners which may limit learning experience in L2. Future research may focus on the instructor’s perspective to comprehend students’ in L2 classroom. The parental role in family structure, home psychology, and home sociology may induces silence. Mores studies may opt for cross sectional and longitudinal investigations. Keywords: silence, confidence, L2 classroom, medical students, Government College

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Pragmatism as a philosophical foundation to integrate education, practice, research and policy across the nursing profession

Cited by 7 publications

References 49 publications

Exploring writing a bachelor's thesis as a tool for students’ learning in nursing: A qualitative interview study from an activity theoretical perspective

Exploring writing a bachelor's thesis as a tool for students’ learning in nursing: A qualitative interview study from an activity theoretical perspective

Pass or fail: Teachers’ experience of assessment of postgraduate critical care nursing students’ competence in placement. A qualitative study

Exploring Factors Underlying Intermediate Students’ Silence in English as Second Language Classroom: A Phenomenological Case Study

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