The inability to transfer classroom learning to clinical nursing practice: a learning problem and its remedial plan.
The inability to transfer classroom knowledge to clinical nursing practice is a common learning problem encountered by many nursing students. Manifestations of this problem may involve both the academic performance and personal development of the students: inability to solve problems in nursing situ...
| Publicado en: | Journal of Advanced Nursing (Wiley-Blackwell) Vol. 4; no. 2; pp. 161 - 169 |
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| Formato: | Journal Article |
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Wiley-Blackwell
Mar1979
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=107642482&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 107642482 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 03092402 4BG jtl: Journal of Advanced Nursing (Wiley-Blackwell) issn: 03092402 maglogo: Y pubinfo: dt: Mar1979 vid: 4 iid: 2 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 107642482 14277381 14277381 10.1111/j.1365-2648.1979.tb02997.x NLM254694 107642482 ppf: 161 ppct: 8 formats: tig: atl: The inability to transfer classroom learning to clinical nursing practice: a learning problem and its remedial plan. aug: au: Wong J sug: subj: Education, Nursing Students, Nursing Teachers Transfer (Psychology) ab: The inability to transfer classroom knowledge to clinical nursing practice is a common learning problem encountered by many nursing students. Manifestations of this problem may involve both the academic performance and personal development of the students: inability to solve problems in nursing situations; inflexibility and rigidity in the exercise of nursing care; fragmentation of nursing care; and apathy towards clinical practice. Because of the seriousness of this learning problem, a plan must be formulated to rectify it. This plan is developed with major emphasis on the teaching process, the student and the curriculum. One of the important roles of a teacher is to help students understand many widely useful relationships, principles or generalizations. In order to enhance transfer, nursing students must be given ample opportunities to apply the learned principles in a variety of nursing situations. Learning is a self-active process; an ideal transfer demands the students' conscious realization that transfer is possible. Students need to be committed to the belief that particular facts in the classroom study are pertinent in other situations. To promote transfer, the curriculum must be designed in such a way so that it has transfer value in terms of the students' goals and purposes. Furthermore, proper sequence of curricular activities pubtype: Academic Journal doctype: Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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