Situated learning in the practice placement

Abstract

Nurses who had just completed their training in Scotland were interviewed with regard to their experiences on placements. The nurses had either completed a traditional training course or came from the first cohort of the Project 2000 diploma level course. The interviews focused on the way in which the student nurses had learned in their practice placements. The results suggest that the placement is a complex social and cognitive experience in which there are elements of situated learning. Acceptance into the community of practice is important but this can be separated, conceptually at least, into a social acceptance which might be extended to any student and a professional acceptance which relies on the display of appropriate competence. The nurses described the way in which their mentors had interacted with them in terms which suggested that cognitive apprenticeship strategies had been used to further their learning in practice. It is concluded that, in view of the central importance of the placement for training nurses, explicit use of mentoring techniques derived from situated learning and cognitive apprenticeship might be beneficial.

The Sheffield outreach teaching programme

“…Outside the surgery, students social acceptance into dental teams encourage additional learning and develops professional self-identity ie 'learning to be a dentist' . 5,23 This outreach programme differs from those recently developed at Cardiff and Leeds which use larger purpose-built units with a staffing ratio around 8:1 and which may not share the same ethos of primary care. 24,25 Those programmes and Newcastle's and Manchester's students are hosted in PCT community services and students attend for one or two sessions weekly or fortnightly.…”

Practice nurses as mentors for student nurses: An untapped educational resource?

“…Year 2's enhanced decision-making and consultation skills were possibly a result of the Skill Session, and noted by the Practice Nurses in Year 2. Cope et al (2000) also commented that the key to developing such skills is the authentic context in which they are practiced. This issue of skills enhancement was also noted as a positive factor in Carter's (1997) study.…”

“…In addition the overall quality of the learning environment was very high, with comments pertaining to the opportunity to reflect on practice, supported by the Practice Nurses' very positive approach to developing a learning environment (Question 9). Cope et al (2000) referred to this as 'cognitive apprentice', whereby the expert makes their knowledge explicit, withdrawing support as they transfer these skills to the learner. Additionally Carter (1997) noted in her study that the Practice Nurses, all Primary Care Tutors, were experienced and qualified in student facilitation, highlighting a previously unmet need.…”

“…Studies included examination of student's cognitive experience (Cope et al 2000), the concept of mentorship and role of the mentor (Andrews & Wallis 1999), education's contribution to the nursing workforce (Flanagan 1998) However no other studies focused in Practice Nurse placements for pre-registration student nurses. The lack of relevant published literature suggested that there was an obvious need for further evaluation.…”

Mentoring student nurses and the educational use of self: A hermeneutic phenomenological study

“…In describing their roles, mentors emphasize including the student in their daily work (Őhrling and Hallberg, 2000) teaching clinical skills (Bray and Nettleton, 2007), giving verbal and written feedback (Clynes, 2008), and 'showing, telling, exploring' and 'acting as appropriate role-models' (Phillips et al, 2000: 41). Theoretical perspectives on workplace and practice-based learning that involve co-participation in or access to work practices (Billett, 2004, Eraut, 2006 and cognitive apprenticeship (Cope et al, 2000) can support understanding of the delicate interplay between mentor and student. Through cognitive apprenticeship, for example, mentors can facilitate a sequence of learning activity from engagement in simple tasks to increasing complexity (Collins, 2006).…”