Studentenes laering av praktiske ferdigheter i modellavdelingen og klinikken; en utforskende studie

May I wash you? - Learning through experiencing vulnerability and controlled trials

“…As a result, one can never be sure of the learning effect of instruction and practice in the simulation laboratory, and there has been a limited amount of research on the transfer value of simulation in clinical practice. [38,39] McCaughey and Traynor [40] found that nursing students in their last study year regarded simulation as a method that prepared them for the transition from student to nurse, which generally promoted patient safety. Blum and Parcells [41] conclude that that one still has no reason to claim that simulation helps students develop their skills in this area.…”

Narratives in student nurses' knowledge development: A hermeneutical research study

“…A one-sided focus on learning through theoretical knowledge may imply that professional practice is narrowed in a professionally unsatisfactory manner, and a one-sided focus on learning through practicebased knowledge that a purely theoretical understanding that is not reinforced by practical experience can cause a situation to fail. Theory taught in the classroom is not always being transferred to the clinical training environment, creating a disconnect between theory and practice (e.g., Alteren and Bjørk, 2006;Bennett et al, 2017). A balance in which student nurses manage to integrate relevant knowledge for the individual patient situation is of paramount importance when providing the patient with competent health care.…”