Browsing by Author "Kane, Sandra Julie"
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Item Open Access Making Sense of Praxis Within an Evolving Clinical Context: A Grounded Theory of Nursing Student Learning Transfer(2024-09-09) Kane, Sandra Julie; Nowell, Lorelli; Raffin Bouchal, Shelley; McCaffrey, Graham; Nathaniel, Alvita; Kawalilak, ColleenNursing curricula are challenged to align with the growing and developing body of nursing knowledge and adequately cover various knowledge areas, including pathophysiology, pharmacotherapeutics, physical health assessment, communication, psychomotor skill development, ethics, leadership, and clinical decision-making. Clinical learning experiences are also essential to nursing programs, allowing students to connect the different types of nursing knowledge they have learned. Through these experiences, nursing students develop their skill sets and knowledge base, preparing them to care for patients with diverse care needs. Understanding how nursing students transfer their classroom learning into clinical practice is essential, especially considering the evolving and expanding body of nursing knowledge. Nursing students must be well-prepared and knowledgeable to provide quality care to patients with varying care needs as nursing practices continue to advance and develop. Therefore, gaining insights into the strategies and processes that nursing students use to transfer learning can help ensure that nursing curricula meet the nursing field's demands. To shed light on this area of interest, I developed a grounded theory using a classic grounded theory methodology that helps explain the processes or strategies fourth-year baccalaureate nursing students use to transfer learning from the classroom into clinical practice. This research helps identify areas of improvement within nursing curricula, provides direction for implementing learning activities, and supports students in their learning experiences.