Making Sense of Praxis Within an Evolving Clinical Context: A Grounded Theory of Nursing Student Learning Transfer

Kane, Sandra Julie

Making Sense of Praxis Within an Evolving Clinical Context: A Grounded Theory of Nursing Student Learning Transfer

dc.contributor.advisor	Nowell, Lorelli
dc.contributor.author	Kane, Sandra Julie
dc.contributor.committeemember	Raffin Bouchal, Shelley
dc.contributor.committeemember	McCaffrey, Graham
dc.contributor.committeemember	Nathaniel, Alvita
dc.contributor.committeemember	Kawalilak, Colleen
dc.date	2024-11
dc.date.accessioned	2024-09-13T18:39:39Z
dc.date.available	2024-09-13T18:39:39Z
dc.date.issued	2024-09-09
dc.description.abstract	Nursing 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.
dc.identifier.citation	Kane, S. J. (2024). Making sense of praxis within an evolving clinical context: a grounded theory of nursing student learning transfer (Doctoral thesis, University of Calgary, Calgary, Canada). Retrieved from https://prism.ucalgary.ca.
dc.identifier.uri	https://hdl.handle.net/1880/119714
dc.language.iso	en
dc.publisher.faculty	Graduate Studies
dc.publisher.institution	University of Calgary
dc.rights	University of Calgary graduate students retain copyright ownership and moral rights for their thesis. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission.
dc.subject	Undergraduate nursing students
dc.subject	Learning transfer
dc.subject	Clinical learning experience
dc.subject	Theory-to-Practice
dc.subject.classification	Nursing
dc.subject.classification	Education--Adult and Continuing
dc.title	Making Sense of Praxis Within an Evolving Clinical Context: A Grounded Theory of Nursing Student Learning Transfer
dc.type	doctoral thesis
thesis.degree.discipline	Nursing
thesis.degree.grantor	University of Calgary
thesis.degree.name	Doctor of Philosophy (PhD)
ucalgary.thesis.accesssetbystudent	I do not require a thesis withhold – my thesis will have open access and can be viewed and downloaded publicly as soon as possible.