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1	A description of the theoretical and practical experiences of critical care nursing students De Swardt, Hester Cathrina 31 December 2004 (has links) This qualitative study was aimed at exploring and describing the theoretical and practical experiences of second-year critical care nursing students. Purposive sampling was done, and unstructured interviews and narrative descriptions were used as data collection tools. An adaptation of Johns's Framework, the Guideline for the Facilitation of Reflection as Teaching Strategy, was used during interviews to guide participants in reflecting on theory-practice integration. Multiple strategies were used to ensure the trustworthiness of the study. Concerning patient data, communication, and the administration of life-saving medications, theory-practice integration did occur. Regarding treatment and the outcome of nursing interventions, it seemed that knowledge deficiencies and a lack of exposure to practical situations contributed to the inability to apply theory to practice. This apparent inability evoked negative feelings, such as guilt. Discrepancies between practice and theory taught led to confusion. Guided reflection assisted students in gaining a new perspective on nursing and theory-practice integration. / Health Studies / M.A. (Health Studies) Theory-practice gap Johns's Framework Theory-practice integration Guided reflection Accompaniment Clinical facilitator Critical care nursing students Theoretical knowledge Practical skills Experiences Feelings 610.736071168 Curriculum planning -- South Africa Clinical competence -- South Africa Experiential learning -- South Africa
2	A description of the theoretical and practical experiences of critical care nursing students De Swardt, Hester Cathrina 31 December 2004 (has links) This qualitative study was aimed at exploring and describing the theoretical and practical experiences of second-year critical care nursing students. Purposive sampling was done, and unstructured interviews and narrative descriptions were used as data collection tools. An adaptation of Johns's Framework, the Guideline for the Facilitation of Reflection as Teaching Strategy, was used during interviews to guide participants in reflecting on theory-practice integration. Multiple strategies were used to ensure the trustworthiness of the study. Concerning patient data, communication, and the administration of life-saving medications, theory-practice integration did occur. Regarding treatment and the outcome of nursing interventions, it seemed that knowledge deficiencies and a lack of exposure to practical situations contributed to the inability to apply theory to practice. This apparent inability evoked negative feelings, such as guilt. Discrepancies between practice and theory taught led to confusion. Guided reflection assisted students in gaining a new perspective on nursing and theory-practice integration. / Health Studies / M.A. (Health Studies) Theory-practice gap Johns's Framework Theory-practice integration Guided reflection Accompaniment Clinical facilitator Critical care nursing students Theoretical knowledge Practical skills Experiences Feelings 610.736071168 Curriculum planning -- South Africa Clinical competence -- South Africa Experiential learning -- South Africa

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A description of the theoretical and practical experiences of critical care nursing students

A description of the theoretical and practical experiences of critical care nursing students