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From work integrated learning to learning integrated work: A pedagogical model to develop praxis in nursing education
Mälardalens University, Eskilstuna.
University West, Department of Nursing, Health and Culture, Divison of Caring Sciences, undergraduate level. (LINA)ORCID iD: 0000-0003-0084-4636
University West, Department of Nursing, Health and Culture. (LINA)ORCID iD: 0000-0002-2793-9937
University West, Department of Nursing, Health and Culture, Divison of Caring Sciences, postgraduate level. (LINA)ORCID iD: 0000-0003-3702-8202
2014 (English)In: Journal of Nursing Education and Practice, ISSN 1925-4040, E-ISSN 1925-4059, Vol. 4, no 11, 91-100 p.Article in journal (Refereed) Published
Abstract [en]

The move from student to nurse has been described as difficult for newly registered nurses. Newly registered nurses’ feelings of lacking competence can reduce the opportunity to develop professional competence. Entering the nursing profession requires a high degree of adaptation. The difference between the professional competence conveyed during education and the competence demanded in working life is substantial and needs to be taken seriously. The aim of this paper is to propose a model for developing professional competence. The theoretical discussion starts with a model showing processes newly registered nurses must manage to achieve a sense of competence. These processes are highlighted by discussing how they relate to praxis in the Aristotelian tradition, situated learning and Work Integrated Learning (WIL). Learning Integrated Work (LIW) is a pedagogical approach aiming to integrate scientific knowledge with practical knowledge, and to provide an analytical perspective where students have the opportunity to develop metacognitive skills and praxis  by learning in and by clinical practice experiences. One way to achieve this is to learn from the knowledge and skills used when performing practical work. The aims of WIL and LIW are to identify both practical knowledge generated by nurses in the course of their professional activities and theoretical knowledge generated in the academy, and to elaborate an understanding constituting the essence of both theoretical and practical knowledge. By integrating theoretical and practical vocational knowledge, one promotes professionalization, including the ability to perform the expected tasks and to have a critical and development-oriented attitude in daily work.

Place, publisher, year, edition, pages
Sciedu Press , 2014. Vol. 4, no 11, 91-100 p.
Keyword [en]
Learning integrated work, nursing education, praxis, professionalization, self-efficacy, work-integrated learning, WIL
Keyword [sv]
AIL
National Category
Nursing
Research subject
Work Integrated Learning; NURSING AND PUBLIC HEALTH SCIENCE, Nursing science
Identifiers
URN: urn:nbn:se:hv:diva-6689DOI: 10.5430/jnep.v4n11p91OAI: oai:DiVA.org:hv-6689DiVA: diva2:747366
Available from: 2014-09-16 Created: 2014-09-16 Last updated: 2016-06-27Bibliographically approved

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Skyvell Nilsson, MariaPennbrant, SandraDahlborg Lyckhage, Elisabeth
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Divison of Caring Sciences, undergraduate levelDepartment of Nursing, Health and CultureDivison of Caring Sciences, postgraduate level
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