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  • 1.
    Jonsson, Bosse
    et al.
    Mälardalens University, Eskilstuna.
    Skyvell Nilsson, Maria
    University West, Department of Nursing, Health and Culture, Divison of Caring Sciences, undergraduate level.
    Pennbrant, Sandra
    University West, Department of Nursing, Health and Culture.
    Dahlborg Lyckhage, Elisabeth
    University West, Department of Nursing, Health and Culture, Divison of Caring Sciences, postgraduate level.
    From work integrated learning to learning integrated work: A pedagogical model to develop praxis in nursing education2014In: Journal of Nursing Education and Practice, ISSN 1925-4040, E-ISSN 1925-4059, Vol. 4, no 11, p. 91-100Article in journal (Refereed)
    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.

  • 2.
    Pennbrant, Sandra
    et al.
    University West, Department of Health Sciences, Section for nursing - undergraduate level.
    Nunstedt, Håkan
    University West, Department of Health Sciences, Section for nursing - undergraduate level.
    The work-integrated learning combined with the portfolio method: A pedagogical strategy and tool in nursing education for developing professional competence2017In: Journal of Nursing Education and Practice, ISSN 1925-4040, E-ISSN 1925-4059, Vol. 8, no 2, p. 8-15Article in journal (Refereed)
    Abstract [en]

    During nursing education students obtain knowledge and skills to develop their professional competence. Teachers may elect to provide pedagogical tools preparing students for current and future healthcare needs. The purpose of this theoretical article was to highlight Work-Integrated Learning combined with the Portfolio Method as a pedagogical strategy and tool for nursing students to develop professional competence for lifelong learning. This strategy contains six phases: pre-reflection, reflection-in-action, reflection-on-action, self-evaluation, meta-reflection and knowledge-in-action, which can help nursing students, during their clinical education, develop deeper understanding of their future profession, while also providing a teaching planning tool.

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