Integrating theory and practice in modular schemes for basic nurse education

Publisher Website
Google Scholar
Abstract
The report describes factors influencing integration of theory and practice in modular schemes of nurse education. It examines the possibility of identifying learners who are more able to see relationships between classroom teaching and a practical experience, the types of experience where integration is more easily achieved, and the ability of hospitals to create and maintain an integrated system whilst still meeting patient demands.Evidence suggested that some students were more able to identify and follow basic principles when working in the practical situation and that tutors were able to identify these students early in their training (after two practical experiences). As might be expected, both students and teachers reacted more favourably to ‘special’ wards when asked how far integration could be and had been achieved. Interviews with ward staff and studies of ward staffing levels and structures again showed how the need to move trained staff, to create stable numbers on wards, militated against the formation of a stable relationship between a learner and a given trained member of staff. Some suggestions for improving integration are made and the need to prepare detailed plans before introducing a modular scheme is stressed.

This publication has 1 reference indexed in Scilit: