Placements and portfolios: enhancing performance through experience and reflection

Published on May 2, 2021in Practice Nursing
· DOI :10.12968/PNUR.2021.32.5.196
Catherine Best (Queen's University), Lucy Tymon
One of the most important ways that a mental health nurse develops their clinical expertise is by reflecting on their professional experiences. Previous articles in this series have examined some o...
1 CitationsSource
#1Sara PedregosaH-Index: 1
#2Núria Fabrellas (University of Barcelona)H-Index: 12
Last. Adelaida ZabaleguiH-Index: 24
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Abstract Objectives This systematic review examines the effectiveness of academic-practice partnership models which include clinical faculty and clinical mentor roles in improving nursing students’ clinical learning when compared with traditional models. Review methods PubMed, CINAHL, PsycINFO and Cochrane Library were searched to locate Randomized Control Trials and quasi-experimental studies published from 1999 to 2020. The Joanna Briggs Institute critical appraisal tools were used to ensure m...
2 CitationsSource
#1Anne Mills (BU: Bournemouth University)H-Index: 4
#2Julie Ryden (BU: Bournemouth University)H-Index: 3
Last. Anneyce Knight (BU: Bournemouth University)H-Index: 3
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Background: Accounts of stress are common among students on nursing programmes. Prolonged high levels of stress can contribute to poor learning, the development of detrimental health behaviours, at...
3 CitationsSource
#2Marion MitchellH-Index: 24
Last. Amanda Henderson (Princess Alexandra Hospital)H-Index: 33
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Introduction Current perspectives present feedback as a dynamic, dialogic process. It is widely accepted that feedback can have an impact on workplace performance, however, how dialogic feedback is enacted with the learner in authentic healthcare settings is less apparent. This paper seeks to describe the design and development of an implementation study to promote the learner voice in the feedback process and improve feedback encounters between learners and learning partners in healthcare setti...
1 CitationsSource
#1Amy Olson (UWO: University of Western Ontario)H-Index: 1
#2Abe Oudshoorn (UWO: University of Western Ontario)H-Index: 4
AIM: The aim of this article is to clarify the concept of knowledge translation (KT) to close the gap that exists between research knowledge and actionable nursing practice. BACKGROUND: KT addresses the research to practice gap that exists in healthcare. KT is often confused with other terms and needs to be defined further as a concept for clarification and application in nursing practice. DESIGN: Concept analysis using the Walker and Avant method. DATA SOURCES: Databases searched were OVID, CIN...
2 CitationsSource
#1Joset Elaine Brown (WPUNJ: William Paterson University)H-Index: 1
Graduate nurses employed in high-acuity areas can experience a deficit in integrating theoretical concepts in the clinical environment, which is known as the theory-practice gap; this may result in...
#1Mahnaz Shoghi (IUMS: Iran University of Medical Sciences)H-Index: 6
#2Mahbobeh Sajadi (Arak University of Medical Sciences)H-Index: 9
Last. Leili Borimnejad (IUMS: Iran University of Medical Sciences)H-Index: 11
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Abstract The gap between education and the clinical practice has always been challenge for educational experts in the field. This article aims to explore the perspective of Iranian nursing experts about strategies used for coordinating education and clinical performance in nursing. This qualitative study was conducted by using a conventional content analysis approach; individual interviews were conducted at the participants’ work place; while focus group discussions took place at the Nursing and...
4 CitationsSource
4 CitationsSource
#1Kathleen Greenway (Oxford Brookes University)H-Index: 3
#2Graham Butt (Oxford Brookes University)H-Index: 14
Last. Helen Walthall (Oxford Brookes University)H-Index: 8
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Abstract In nursing literature, the phrase ‘theory-practice gap’ is widely used without common definition or description of its underlying concept. This review paper presents a concept analysis using Rodgers (2000) evolutionary process to define and clarify the concept of the theory-practice gap as part of a doctoral study. In so doing it provides a deeper understanding of the concept to enable its consistent application within nurse education. A theoretical definition is developed, the data sea...
16 CitationsSource
4 CitationsSource
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