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Nurse Education and Communities of Practice. Researching Professional Education Research Reports Series.

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Bibliographic Details
Title: Nurse Education and Communities of Practice. Researching Professional Education Research Reports Series.
Language: English
Authors: Burkitt, Ian, Husband, Charles, Mackenzie, Jennifer, Torn, Alison, English National Board for Nursing, Midwifery and Health Visiting, London.
Availability: English National Board for Nursing, Midwifery and Health Visiting, Publications Department, Victory House, 170 Tottenham Court Road, London W1T 7HA, England, United Kingdom. Tel: 0207-391-6314; e-mail: pubs@enb.org.uk; Web site: http://www.enb.org.uk.
Peer Reviewed: N
Page Count: 116
Publication Date: 2001
Intended Audience: Policymakers; Researchers
Document Type: Reports - Research
Descriptors: Adjustment (to Environment), Affective Behavior, Caregiver Role, Clinical Experience, Cognitive Processes, Collegiality, Education Work Relationship, Employment Qualifications, Experiential Learning, Focus Groups, Foreign Countries, Higher Education, Holistic Approach, Interaction, Interviews, Job Performance, Job Skills, Learning Processes, Mentors, Modeling (Psychology), Nurses, Nursing Education, Skill Development, Socialization, Work Environment
Geographic Terms: United Kingdom (England)
ISBN: 978-1-901697-65-0
Abstract: The processes whereby nurses develop the skills and knowledge required to deliver individualized and holistic care were examined in a 2-year study of nurses in a range of clinical settings and a university department of nursing in England. Members of two research teams of qualified nurses joined various communities of nursing practice as participating members and simultaneously "shadowed" designated nurses. At day's end, shadowers and shadowees reviewed the day's practice in critical incident interviews. The powerful processes of nurse socialization that create a strong core identity of the "good nurse" proved central to understanding the acquisition, use, and protection of nursing skills. Learning to become a nurse was always situated within particular communities of practice. Learning in such contexts, both in clinical and educational settings, entailed not just mastering a range of intellectual concepts but also learning through embodied performances involving engagement and interaction with the community of practice. The following were among the study recommendations: (1) link educational and clinical settings by helping clinical staff understand their collective role in the educational experience; (2) enhance the mentor and assessor functions; and (3) enable, support, and resource time in education for clinicians and time in practice for educators. (Contains 87 references.) (MN)
Entry Date: 2002
Accession Number: ED464239
Database: ERIC
Description
Abstract:The processes whereby nurses develop the skills and knowledge required to deliver individualized and holistic care were examined in a 2-year study of nurses in a range of clinical settings and a university department of nursing in England. Members of two research teams of qualified nurses joined various communities of nursing practice as participating members and simultaneously "shadowed" designated nurses. At day's end, shadowers and shadowees reviewed the day's practice in critical incident interviews. The powerful processes of nurse socialization that create a strong core identity of the "good nurse" proved central to understanding the acquisition, use, and protection of nursing skills. Learning to become a nurse was always situated within particular communities of practice. Learning in such contexts, both in clinical and educational settings, entailed not just mastering a range of intellectual concepts but also learning through embodied performances involving engagement and interaction with the community of practice. The following were among the study recommendations: (1) link educational and clinical settings by helping clinical staff understand their collective role in the educational experience; (2) enhance the mentor and assessor functions; and (3) enable, support, and resource time in education for clinicians and time in practice for educators. (Contains 87 references.) (MN)
ISBN:978-1-901697-65-0