Work-integrated learning as a pedagogical tool to integrate theory and practice in nursing education – An integrative literature review

2020 ◽  
Vol 42 ◽  
pp. 102685
Author(s):  
Ina Berndtsson ◽  
Elisabeth Dahlborg ◽  
Sandra Pennbrant
Keyword(s):  
Nursing Education ◽  
Literature Review ◽  
Theory And Practice ◽  
Integrated Learning ◽  
Pedagogical Tool ◽  
Integrate Theory ◽  
Work Integrated Learning

scholarly journals The work-integrated learning combined with the portfolio method-A pedagogical strategy and tool in nursing education for developing professional competence

2017 ◽  
Vol 8 (2) ◽  
pp. 8 ◽  
Author(s):  
Sandra Pennbrant ◽  
Håkan Nunstedt
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Clinical Education ◽  
Professional Competence ◽  
Integrated Learning ◽  
Pedagogical Tools ◽  
Pedagogical Strategy ◽  
Healthcare Needs ◽  
Reflection On Action ◽  
Work Integrated Learning

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.

scholarly journals Work Integrated Learning: What do the students want? A qualitative study of Health Sciences students’ experiences of a non-competency based placement

2015 ◽  
Vol 6 (2) ◽  
pp. 87-91 ◽  
Author(s):  
Elizabeth Abery ◽  
Claire Drummond ◽  
Nadia Bevan
Keyword(s):  
Nursing Education ◽  
Real Life ◽  
Health Sciences ◽  
Integrated Learning ◽  
Theoretical Concepts ◽  
Health Sciences Students ◽  
Life Context ◽  
Competency Based ◽  
Work Integrated Learning ◽  
Education And Law

Work Integrated Learning (WIL) offers students the opportunity to explore and expand on theoretical concepts encountered throughout their academic studies in an applied real-life context. WIL also assists students in their transition from educational to professional practice informed by experience, engagement and reflection. Traditionally, disciplines such as Medicine, Nursing, Education, and Law have incorporated WIL into their programs. Literature outlines the benefits of a WIL placement to measure learned competencies, which are integral to such fields of practice. Currently, the scope for a WIL experience is expanding into other non-clinical courses due to increasing pressure for universities to produce “work ready” graduates. However, in generalist degrees such as Health Sciences, where clinical or explicit skill competencies are not required, the WIL experience is generic. This study sought the perceptions of past Health Sciences students’ WIL experiences in order to develop appropriate resources for future students.  

scholarly journals A dicotomia entre teoria e prática na formação do enfermeiro docente

2018 ◽  
Vol 8 (22) ◽  
pp. 93
Author(s):  
Marcus Vinicius da Rocha Santos da Silva ◽  
Francidalma Soares Sousa Carvalho Filha ◽  
Franc-Lane Sousa Carvalho do Nascimento ◽  
Tairo Barros Branco ◽  
Najra Danny Pereira Lima ◽  
...  
Keyword(s):  
Teacher Education ◽  
Nursing Education ◽  
Literature Review ◽  
Scientific Production ◽  
Theory And Practice ◽  
Initial Training ◽  
Teaching Activity ◽  
Nursing Professionals ◽  
Current Guidelines ◽  
Education Nursing

Analisar a produção científica sobre a dicotomia existente entre a teoria e a prática na formação do enfermeiro docente. Revisão integrativa da literatura utilizando as seguintes bases de dados: LILACS, BDENF e MEDLINE, mediante a utilização da associação dos descritores: educação em enfermagem and docentes de enfermagem and práticas do docente de enfermagem, obtendo-se 14 estudos. O período de busca foi 2006 a 2015. A formação inicial nos cursos de graduação em enfermagem apresenta deficiências quando se trata de formar profissionais enfermeiros para a atividade docente, uma vez que ela se pauta na formação norteada pelo modelo tecnicista, hospitalocêntrico, que contraria as diretrizes atuais, e privilegia um enfoque mais centrado na saúde coletiva. Há necessidade de formação, seja inicial e/ou continuada, voltada ao enfermeiro docente, para que a ciência da enfermagem seja direcionada rumo à autoconstrução de forma integral, consciente e emancipada.Descritores: Educação em Enfermagem, Docente de Enfermagem, Prática do Docente de Enfermagem.The dichotomy between theory and practice in teacher educationAbstract: To analyze the scientific production about the dichotomy existing between theory and practice in teacher education. Integrative literature review using the following databases: LILACS, BDENF and MEDLINE, using the association of descriptors: nursing education and nursing teachers and practices of the nursing teacher, obtaining 14 studies. The search period was from 2006 to 2015. The initial training in nursing undergraduate courses presents deficiencies when it comes to training nursing professionals for teaching activity, since it is based on the training guided by the technicist, hospital-centered models that contrary to current guidelines, and favors a more focused approach to collective health. There is a need for training, either initial and / or continuous, aimed at teaching nurses, so that the science of nursing is directed towards selfconstruction in an integral, conscious and emancipated way.Descriptors: Nursing Education, Nursing Teacher, Nursing Teacher Practice.La dicotomía entre teoría y práctica en la formación del enfermero docenteResumen: Analizar la producción científica sobre la dicotomía existente entre la teoría y la práctica en la formación del enfermero docente. Revisión integrativa de literatura utilizando las siguientes bases de datos: LILACS, BDENF y MEDLINE, mediante la utilización de la asociación de los descriptores: educación en enfermería y docentes de enfermería y prácticas del docente de enfermería, obteniendo 14 estudios. El período de búsqueda fue de 2006 a 2015. La formación inicial en los cursos de graduación en enfermería presenta deficiencias cuando se trata de formar profesionales enfermeros para la actividad docente, una vez que ella se pauta en la formación orientada por el modelo tecnicista, hospitalocéntrico, que contrarresta las directrices actuales, y privilegia un enfoque más centrado en la salud colectiva. Hay necesidad de formación, sea inicial y/ou continuada, orientada al enfermero docente, para que la ciencia de la enfermería se a dirigida hacia la autoconstrucción de forma integral, consciente y emancipada.Descriptores: Educación en Enfermería, Docente de Enfermería, Práctica del Docente de Enfermería.

scholarly journals Taking issue with how the Work-integrated Learning discourse ascribes a dualistic meaning to graduate employability

2021 ◽  
Author(s):  
Ville Björck
Keyword(s):  
Cooperative Education ◽  
Theory And Practice ◽  
Integrated Learning ◽  
Daily Work ◽  
Knowing That ◽  
Graduate Employability ◽  
Informal Theory ◽  
Occupational Work ◽  
Work Integrated Learning ◽  
Theory Practice Gap

AbstractWork-integrated Learning (WIL) is renowned for providing a bridge between ‘theory’ and ‘practice’ that fosters ‘employable graduates’. This study critically argues that the WIL discourse continues to ascribe a dualistic meaning to graduate employability that primarily contributes to creating the so-called theory–practice gap for students. As an argument towards such a conclusion, a genealogical discourse analysis of how the graduate employability idea operates in 87 present and past official documents concerning the Cooperative Education (Co-op) WIL model is used. Two accounts of graduate employability, the antagonistic practice acclaiming account and the harmonious theory and practice account, recur in both the present and past documents. Both accounts contribute to creating the gap, while the latter also contributes to bridging it. The non-dualistic account, which involves knowing that the key to becoming employable is understanding how both research-based and informal theory shape daily occupational work, could be a useful alternative to these accounts. This is because it could encourage students to see how theory is a form of knowledge manifested in, rather than disconnected from, this work. However, the usual WIL design, whereby universities and workplaces outside universities are respectively institutionalised as the places where ‘theory’ and ‘practice’ is learnt, is not so much instrumental in spreading this non-dualistic account, but rather implies to students that ‘theory’ is absent from daily work until they apply it. Thus, I discuss how establishing physical and/or virtual countersites to the usual WIL design could potentially spread this account to students.

Work Integrated Learning and Learning Integrated Work

2016 ◽  
pp. 139-159
Author(s):  
Bosse Jonsson ◽  
Elisabeth Dahlborg Lyckhage ◽  
Sandra Pennbrant
Keyword(s):  
Nursing Education ◽  
Professional Competence ◽  
Practical Knowledge ◽  
Metacognitive Skills ◽  
Integrated Learning ◽  
Daily Work ◽  
Analytical Perspective ◽  
The Difference ◽  
Work Integrated Learning ◽  
Pedagogical Approaches

The difference between the professional competence conveyed during education and the competence demanded in working life is substantial and needs to be taken seriously. In this chapter where the case is nursing education, Work Integrated Learning (WIL) and Learning Integrated Work (LIW), are suggested as pedagogical approaches in Higher Education aiming to integrate scientific knowledge and with practical knowledge, and to provide an analytical perspective where students have the opportunity to develop metacognitive skills and praxis by learning through experiences during internship. One way to achieve this in vocational education to learn from the knowledge and skills used when performing in practice. By integrating scientific and practical vocational knowledge, one promotes professionalization that is exhibited as Learning Integrated Work (LIW), i.e. the capability to perform the expected tasks and learn at work by using a critical and development-oriented attitude in daily work and actively participate in renewals of work assignments.

Examining and challenging the intentions of work-integrated learning

2017 ◽  
Vol 7 (2) ◽  
pp. 198-210 ◽  
Author(s):  
Jenny Fleming ◽  
Neil J. Haigh
Keyword(s):  
Cooperative Education ◽  
Theory And Practice ◽  
First Century ◽  
University Education ◽  
Integrated Learning ◽  
Structured Interviews ◽  
Case Study Methodology ◽  
Content Type ◽  
Study Methodology ◽  
Work Integrated Learning

Purpose While the intended outcomes of work-integrated learning (WIL) are well documented, significant challenges arise when the stakeholders have different understandings and expectations. The purpose of this paper is to examine the alignment of stakeholder views on the defining features of cooperative education as a model of WIL. Design/methodology/approach An interpretive case-study methodology, incorporating questionnaires and semi-structured interviews, was used to determine the views of students, workplace supervisors and university academic supervisors involved in a sport cooperative education program. Findings Students, workplace supervisors and academic supervisors shared a perception that the students’ development of employability skills and their acquisition of experience in industry were the primary intended outcomes. As an associated benefit, students would be work-ready. Ideally, cooperative education experiences should also provide opportunities for students to learn to integrate theory and practice, further develop their personal and professional identities, and learn to navigate the important ethical aspects of being a professional. Practical implications While the employability emphasis in the findings aligns well with government agendas, graduates need to be prepared for complex and dynamic workplaces, and to be future ready for careers that are yet to exist. WIL curricula need to explicitly address this expanded agenda, which in turn needs to be communicated clearly to all stakeholders. Originality/value This paper challenges stakeholders in WIL to move beyond a focus on preparing students for the “now” and to reconsider the learning outcomes that should be imperative for university education in the twenty-first century.

scholarly journals Strategies of active learning methodologies in nursing education: an integrative literature review

2021 ◽  
Vol 74 (1) ◽  
Author(s):  
Joyce Fernanda Soares Albino Ghezzi ◽  
Elza de Fátima Ribeiro Higa ◽  
Monike Alves Lemes ◽  
Maria José Sanches Marin
Keyword(s):  
Nursing Education ◽  
Active Learning ◽  
Literature Review ◽  
Latin American ◽  
Flipped Classroom ◽  
Scientific Evidence ◽  
Theory And Practice ◽  
Training Methods ◽  
Structural Support ◽  
Simulation Problem

ABSTRACT Objectives: to analyze the scientific evidence on the strategies of active learning methodologies used in the training of nurses, as well as their contributions and obstacles in training. Methods: integrative literature review conducted with 33 selected articles in the Medical Literature Analysis and Retrieval System Online, Latin American and Caribbean Literature in Health Sciences, Nursing Database, Scopus, Web of Science and Education Resources Information Center databases. Results: among the strategies, simulation, problem-based learning and flipped classroom were highlighted. The active search, the integration of theory and practice and group work were examples of contributions to the training of nurses. However, the lack of preparation of the actors and the lack of structural support contribute to the dissatisfaction of the students. Final Considerations: the active learning methodology places the student at the heart of the learning process, favors critical thinking and the ability to make decisions.

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