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

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.

Name thesis:degree_name

Doctor of Philosophy (PhD)

Discipline thesis:degree_discipline

Nursing

Grantor dc:publisher.institution

Graduate Studies

Year dc:date.issued

2024

Author dc:creator

• Kane, Sandra Julie

Advisor dc:contributor.advisor

• Nowell, Lorelli

Committee members dc:contributor.committeemember

• Raffin Bouchal, Shelley
• McCaffrey, Graham
• Nathaniel, Alvita
• Kawalilak, Colleen

• Undergraduate nursing students
• Learning transfer
• Clinical learning experience
• Theory-to-Practice

Statement 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.

Language dc:language.iso

en

DOI

https://dx.doi.org/10.11575/PRISM/47325

OAI identifier oai:identifier

oai:ucalgary.scholaris.ca:1880/119714