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Work-Integrated Learning: A Didactic Tool to Develop Praxis in Nurse Education
University West, Department of Nursing, Health and Culture, Divison of Caring Sciences, postgraduate level. (LINA)ORCID iD: 0000-0003-3702-8202
University West, Department of Nursing, Health and Culture, Division of Advanced Nursing. (LINA)ORCID iD: 0000-0002-2793-9937
2014 (English)In: Advances in Nursing Science, ISSN 0161-9268, E-ISSN 1550-5014, Vol. 37, no 1, 61-69 p.Article in journal (Refereed) Published
Abstract [en]

Praxis is a concept that is both vague and overused in nursing science. Hence, a more stringent use of the concept praxis could help clarify the connections between theory and practice. The purpose of this theoretical article was to highlight the advantages of developing praxis in nursing education. By using praxis as a dialectic concept, nurse educators can make significant contributions to clinical practice by clarifying that theory and practice are perceived as 2 sides of same coin, leading to a move from "being in praxis" to "being of praxis," a way to develop the professionÊs autonomy. © 2014 Lippincott Williams and Wilkins.

Place, publisher, year, edition, pages
Lippincott Williams & Wilkins, 2014. Vol. 37, no 1, 61-69 p.
Keyword [en]
critical reflection, dialectics, emancipatory power, WIL, Work-integrated learning
Keyword [sv]
AIL
National Category
Medical and Health Sciences Nursing
Research subject
NURSING AND PUBLIC HEALTH SCIENCE, Nursing science; Work Integrated Learning
Identifiers
URN: urn:nbn:se:hv:diva-5882DOI: 10.1097/ANS.0000000000000018ISI: 000335979300008PubMedID: 24469089OAI: oai:DiVA.org:hv-5882DiVA: diva2:688450
Available from: 2014-01-16 Created: 2014-01-16 Last updated: 2015-03-04Bibliographically approved

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Dahlborg Lyckhage, ElisabethPennbrant, Sandra
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