Post on 03-Jun-2020
transcript
1
Do
es b
acc
ala
ure
ate
ed
ucatio
n
ma
ke a
diffe
ren
ce in
nu
rsin
g
pra
ctic
e?
Angel C
K L
EE
RN
BN
MB
A M
MedS
cP
hD
2
Backgro
und
•186
0: fo
rmal n
urs
ing e
ducatio
n b
y
Flo
rence N
ightin
ga
le (1
50 y
ears
)
•B
acca
laure
ate
pre
para
tion fo
r nurs
es
–1
96
0: in
the
U.S
.
–1
99
0: in
U.K
.
–2
00
0: in
H.K
.
•2010: re
sum
e h
ospita
l-based tra
inin
g, E
N/R
N
pro
gra
ms
•T
he s
tance o
f nurs
ing in
the 2
1st
centu
ry re
main
s a
su
bje
ct o
f dis
cours
e.
3
Ou
tline o
f dis
cu
ssio
n
1.
Ho
w d
id th
e v
alu
e a
nd
be
liefs
in n
urs
ing
in
he
rited
from
Flo
ren
ce
Nig
htin
ga
le s
ha
do
w
cu
rren
t pra
ctic
e?
2.
Are
the
re a
ny s
ign
ifica
nt m
ove
s in
nu
rsin
g
ed
uca
tion
to b
ridg
e th
e k
no
wle
dg
e-p
ractic
e g
ap?
3.
Do
the
ne
w m
od
els
in n
urs
ing
ed
uca
tion
brin
g
po
sitiv
e h
ea
lthca
re o
utc
om
es c
om
pa
red
to th
e
Ca
tho
lic m
od
el?
4
Th
e o
ne q
uestio
n q
uestio
n
Afte
r educatio
nal re
form
s fo
r nurs
es,
5
Ag
en
da
1.
How
did
the v
alu
e a
nd b
elie
fs in
nurs
ing
inherite
d fro
m F
lore
nce N
ightin
gale
shadow
curre
nt p
ractic
e?
6
Valu
e a
nd
Belie
fs in
Nu
rsin
g
•B
rought fo
rth b
y F
lore
nce N
ightin
gale
•In
term
s o
f nurs
ing e
ducatio
n a
nd n
urs
ing
pra
ctic
e
78
9
Valu
e a
nd
Belie
fs o
f Nu
rsin
g
•N
urs
ing is
a p
rofe
ssio
n
•E
nte
ring n
urs
ing is
like re
spondin
g to
a
call th
us a
sole
mn d
ecis
ion to
make
•Life
-long c
om
mitm
ent
10
Imp
licatio
ns
to n
urs
ing
ed
uca
tion
an
d p
ractic
e
•N
urs
ing
is a
pro
fessio
n
–A
bsta
in fro
m m
isbeha
vio
r
–M
ain
tain
and in
cre
ase th
e s
tand
ard
–P
reserv
e c
onfid
entia
lity
•S
ole
mn
de
cis
ion
to a
ca
ll –
pra
ctic
e fa
ithfu
lly
•L
ife-lo
ng
co
mm
itme
nt
–Loya
lty to
aid
the p
hysic
ian
–D
evote
to w
elfa
re o
f …
11
12
Qu
ality
ass
ura
nc
e a
s a
first s
tep
to
pro
fes
sio
naliz
atio
n
She a
ddre
ssed d
iffere
nt d
om
ain
s o
f quality
assura
nce:
•S
tructu
re
•P
rocess
•O
utc
om
es
13
Qu
ality
ass
ura
nc
e a
s a
first s
tep
to
pro
fes
sio
naliz
atio
n
•S
he
esta
blis
hed s
tandard
s o
f care
in
pra
ctic
e.
•U
nknow
n in
the 1
9th
centu
ry, N
ightin
gale
had to
cre
ate
not o
nly
a s
tructu
re, b
ut a
lso
a c
ultu
reto
support th
at s
tructu
re.
14
Stru
ctu
re d
om
ain
•(Dosse
y, 2
00
0, p
p.1
40)
Sh
e s
ou
gh
t wa
ys to
imp
rove :
•S
taff tra
inin
g &
de
ve
lop
me
nt -
e.g
. fo
rmal tra
inin
g fo
r nurs
es; im
pro
ve th
eir w
ork
ing
cond
itions
•In
frastru
ctu
ree.g
. monito
r hospita
l die
t; impro
ve p
hysic
al d
esig
n o
f the
hosp
ital k
itchen
15
Pro
cess d
om
ain
•(Dosse
y, 2
00
0, p
p.1
40)
Sh
e s
ou
gh
t wa
ys to
imp
rove :
•W
ork
syste
m
e.g
. medic
atio
n p
urc
hasin
g s
yste
m; a
ll hospita
l supp
lies
•M
on
itorin
g s
yste
me.g
. intro
ducin
g n
urs
e s
uperin
ten
dent, to
follo
w a
ll the ru
les
and p
roced
ure
s s
et fo
rth b
y th
e M
ed
ica
l De
partm
ent
•A
pp
oin
ting
syste
me.g
. reje
ct a
pp
oin
ting h
osp
ital p
ers
onne
l ba
sin
g o
n
conn
ectio
ns, th
us s
he w
as n
ever re
lucta
nt to
hire
and fire
16
Ou
tco
me d
om
ain
(Dosse
y, 2
00
0, p
p.1
40)
Sh
e d
eve
lop
co
ns
iste
nt m
ea
su
rab
le
pa
tien
t ou
tco
me
s.
Sh
e p
rep
are
d q
ua
rterly
rep
orts
to th
e
go
ve
rnin
g c
om
mitte
e o
n
(1) th
e p
urp
ose
of d
eliv
erin
g im
pro
ve
d
pa
tien
t ca
re
(2) h
er p
assio
n o
f be
sid
e c
are
giv
ing
.
17
Th
e im
po
rtan
ce o
f nu
rsin
g
ed
uca
tion
•(Dosse
y, 2
00
0, p
p.1
40)
Nig
htin
ga
le m
ain
tain
ed
an
d u
ph
eld
nu
rsin
g s
tan
dard
thro
ug
h
•recru
iting q
uality
stu
dents
•impartin
g g
ood e
ducatio
nal in
put
•pro
vid
ing s
tringent tra
inin
g w
ith a
sound
know
ledge b
ase.
18
Nu
rsin
g e
tiqu
ette
•H
avin
g th
e m
issio
n to
serv
e,
•B
ein
g a
sw
ift and a
ccura
te o
bserv
er,
•B
ein
g a
pt to
care
,
•R
egard
ing n
urs
ing a
s a
callin
g ra
ther
than a
care
er a
lone
Ch
an
g, 1
999, p
p. 1
60
19
if nurs
ing e
ducatio
n d
oes N
OT
•base o
n s
tring
en
t scie
ntific
g
rou
nd
•re
quire
a c
hara
cte
r for th
e jo
b
•re
spond n
urs
ing a
s a
callin
g
Nig
htin
ga
le N
ote
s, 1
860.
20
Sele
ctio
n o
f a n
urs
ing
stu
den
t
•C
alle
d fo
r hig
hly
qualifie
d c
andid
ate
s a
t th
e b
egin
nin
g
•w
ho w
as d
ete
rmin
ed to
devote
her life
to
am
elio
rate
hum
an s
uffe
ring
•w
as s
tringent
–1
6 o
ut o
f 20
00
[< 1
% ]
ap
plic
an
ts fo
r first
recru
itme
nt a
t Nu
rsin
g s
ch
oo
l, St. T
ho
ma
s
Ho
sp
ital, U
K in
18
60
Ch
an
g, 1
999, p
p. 1
60
21
Nig
htin
gale
’s v
isio
n o
n N
urs
ing
•S
he
refe
rred
sic
kn
ess, h
ea
lth a
nd
he
alin
g to
as
Dossey, 2
000, p
p.8
822
Nig
htin
gale
’s m
issio
n o
n h
ealth
care
•S
he
was th
e m
oth
er o
f pu
blic
he
alth
•S
he
pra
ctic
e e
vid
ence
-ba
se
d n
urs
ing
•S
he
was c
on
scie
ntio
us o
f the
ory
-p
ractic
e g
ap
•S
he
was v
igila
nt o
f pre
se
rvin
g th
e
ba
sic
prin
cip
les o
f co
mm
un
ica
ble
d
ise
ase
s
Dosse
y, 2
00
0, p
p.8
8
23
Were
Nig
htin
gale
’s
actu
aliz
ed
?
24
Nu
rsin
g e
du
catio
n in
the la
st
cen
tury
In te
rms o
f
•P
ed
ag
og
ica
l ratio
na
les
•L
ea
rnin
g o
bje
ctiv
es
•P
atie
nt o
utc
om
es
25
Ped
ag
og
ical ra
tion
ale
s o
f h
ealth
care
TO
:
Ho
listic
mo
de
l:
Pe
rso
n-o
rien
ted
; aim
s a
t
pro
vis
ion
of s
afe
an
d
qu
ality
he
alth
ca
re to
me
et p
hysic
al, p
sych
o-
so
cia
l an
d s
piritu
al
ne
ed
s
FR
OM
:
Me
dic
al m
od
el:
Dis
ea
se
-orie
nte
d; a
ims
at id
en
tifyin
g th
e
‘righ
t’tre
atm
en
t
1; 2
, pp. 5
26
Re
gard
sp
iritual c
are
as im
porta
nt h
ealin
g
sourc
e
Infre
quently
addre
ss
such a
spect
Sp
iritua
l
Be re
ady to
liste
nLeave it to
fam
ily
Psycho-
socia
l
Incre
ase in
de
x o
f
susp
icio
n a
nd a
ssess
Refe
r to p
sychia
trist o
r
socia
l work
er
Menta
l
Enh
ance p
atie
nts
’sense o
f wellb
ein
gR
elie
ve s
ym
pto
ms a
nd
reduce d
isab
ility; fo
ste
r
physic
al re
hab
ilitatio
n
Physic
al
Ho
listic
mo
del
Med
ical m
od
el
Asp
ects In
health
care
, nu
rses w
ill
27
By re
ceiv
ing
health
care
, p
atie
nts
will
Ob
tain
form
al s
upp
ort fro
m
ho
sp
ital o
r oth
er N
GO
vo
lun
teers
Do
it by s
elf
Sp
iritua
l
Re
ce
ive
info
rma
l or fo
rma
l su
pp
ort fro
m d
iffere
nt
so
urc
es
Ta
ke
it as p
ers
ona
l or fa
mily
is
su
eP
sycho-
socia
l
Incre
ase a
ware
ne
ss a
nd
se
ek h
elp
Hid
e u
p s
uch
ne
eds o
r be
re
ferre
d to
psych
iatris
t if serio
us s
ym
pto
ms o
ccu
r
Menta
l
Le
arn
to liv
e w
ith th
e
dis
ease
Be
dis
ease
free
or re
du
ce
d
isa
bility
Physic
al
Ho
listic
mo
del
Med
ical m
od
el
Asp
ects
28
Co
mp
arin
g th
e c
od
es o
f pra
ctic
e
Upho
ld th
e im
age o
f nurs
es
Com
ply
with
law
s o
f Ho
ng
Kong
Be fa
ithfu
l to th
e p
rofe
ssio
n
Devotio
n; C
om
mitm
ent to
patie
nt c
are
Attitu
de
Accounta
ble
and p
rofe
ssio
na
l
decis
ion-m
aker in
care
pro
vis
ion
Do n
o h
arm
De
cis
ion
-
ma
kin
g
Pro
vid
e s
afe
and c
om
pete
nt
nurs
ing
Main
tain
the a
gre
ed s
tan
dard
of p
ractic
e
Lo
yally
aid
the p
hysic
ians
Ele
vate
sta
nd
ard
of
pro
fessio
n
Pra
ctic
e
Pro
fessio
na
l co
de
of p
ractic
e
Nig
htin
ga
le’s
Ple
dg
e
29
Ro
les o
f nu
rses in
tran
sitio
n
Now–A
care
manager
–A
n a
dvocate
–A
n e
ducato
r–
A re
searc
her2
Nig
htin
gale
’s tim
e–
A c
are
r–
Ate
chnic
ian
–C
olle
ct h
ospita
l sta
tistic
s (lim
it to
senio
r sta
ff–
An a
dm
inis
trato
r1
1 C
ha
ng, 1
999, p
p. 1
60; 2
Hong K
on
g N
urs
ing C
ouncil, 2
002, p
p. 5
30
31
Ag
en
da
2.
Are
there
any s
ignific
ant m
oves in
nurs
ing e
ducatio
n to
brid
ge th
e
know
ledge-p
ractic
e g
ap?
32
Sig
nific
an
t mo
ve
s in
nu
rsin
g
ed
uca
tion
Befo
re 2
000: A
ppre
ntic
eship
in h
ospita
l tra
inin
g, ie
. Paid
sta
ff
•�
2000 o
nw
ard
s: T
ertia
ry e
ducatio
n, s
elf-
financed le
arn
ers
•�
In fu
ture
: Specia
lty n
urs
ing; A
cadem
y o
f nurs
ing
33
Hie
rarc
hy o
f nu
rsin
g c
are
er
Re
se
arc
he
rs
OR
Te
ac
he
rs
Clin
icia
ns
Stu
de
nts
34
Imp
licatio
ns
of s
uch
a h
iera
rch
y
C
T/R
S
35
Pro
ble
ms in
su
ch
hie
rarc
hy
•L
imit in
div
idu
al a
nd
pro
fessio
na
l gro
wth
�lo
we
r jo
b s
atis
factio
n �
hig
h w
asta
ge
, bu
rno
ut,
diffic
ulty
in re
tain
hig
h-c
alib
rep
ers
on
ne
l…
•D
iscre
te w
ork
role
s �
ina
de
qu
ate
co
mm
un
ica
tion
s b
etw
ee
n s
ecto
rs �
the
ory
-p
ractic
e g
ap
•D
ifficu
lt to e
xe
rcis
e E
BP
�In
flexib
le to
me
et
ne
w h
ea
lthca
re c
ha
llen
ge
s
36
Imp
licatio
ns
of s
uch
a h
iera
rch
y
•O
nly
a s
mall n
um
ber o
f pra
ctis
ing
nurs
es
are
serv
ing th
e ro
les o
f researc
hers
and
teachers
37
Th
eo
ry-p
ractic
e g
ap
s
1.B
acca
lau
rea
te g
rad
ua
tes o
f the
last d
eca
de
is
a m
ino
rity g
rou
p in
clin
ica
l pra
ctic
e.
2.M
ajo
rity n
urs
es a
re s
en
ior p
ractitio
ne
rs w
ho
are
eith
er b
eg
inn
ers
or re
ad
ers
of c
linic
al
rese
arc
h1.
3.C
om
pe
ting
clin
ica
l de
ma
nd
s d
ete
r the
ap
plic
atio
n o
f EB
P2
.
4.T
he
co
nce
pt o
f life-lo
ng
lea
rnin
g is
ne
w a
nd
role
co
nflic
t exis
ts b
etw
ee
n w
ork
, fam
ily a
nd
stu
dy.
1 L
ee e
t al, 2
005; 2
Lee e
t al. 2
007
38
Ro
les o
f nu
rses in
tran
sitio
n
Only
the to
p a
dm
inis
trato
r
Part o
f the c
linic
ian’s
role
Majo
r care
-giv
er
Appre
ntic
e
Nig
htin
ga
le’s
time
an
d
afte
r
Nu
rse
Re
se
arc
he
r (R)
Nu
rse
Te
ach
er (T
)
Nu
rse
Clin
icia
n (C
)
Nu
rse
Stu
de
nt (S
)
Ro
le
39
Ro
les o
f nu
rses in
tran
sitio
n
Inquire
r an
d b
uild
er o
f nurs
ing
kno
wle
dge b
ase to
guid
e E
BP
an
d
qua
lity c
are
A R
ese
arc
he
r (R)
Kno
wle
dg
eab
le in
both
clin
ica
l and
acad
em
ic a
rena to
brid
ge T
PG
A T
ea
ch
er (T
)
Indepe
nd
ent a
nd a
ccounta
ble
decis
ion-
maker a
nd e
xerc
ises E
BP
A C
linic
ian
(C)
Critic
al le
arn
ers
via
PB
L m
ode, k
now
ing
its trip
le ro
les in
futu
reA
Stu
de
nt (S
)
De
sira
ble
AS
K
[A=
Attitu
de, S
=S
kill, K
=K
no
wle
dg
e]
Ro
le
40
Th
e n
ew
lea
rners
in th
e
Mille
nn
ium
Re
se
arc
h
Ed
uc
atio
nP
rac
tice
N.S
NS
=N
urs
ing s
tudents
41
New
bra
nd
of n
urs
es re
qu
ired
Fa
st e
pid
em
iolo
gic
al tra
nsitio
n
in h
ea
lth a
nd
he
alth
ca
re
issu
es �
ne
ed
up
da
ted
an
d
rob
ust re
se
arc
h e
vid
en
ce
to
gu
ide
ou
r pra
ctic
e
Evid
en
ce
-ba
se
d
pra
ctic
e, E
BP
Eve
r-em
erg
ing
dis
ea
se
s a
nd
ch
an
ge
of d
ise
ase
pa
ttern
acro
ss th
e re
gio
ns a
nd
the
glo
be
Pro
ble
m-b
ase
d
lea
rnin
g, P
BL
Ju
stific
atio
ns
Ch
ara
cte
ristic
s o
f
cu
rren
t nu
rse
s
42
43
Ep
idem
iolo
gic
al tra
nsitio
n
•In
cre
asin
g c
hro
nic
illne
ss in
yo
un
ge
r ag
e g
rou
ps
•G
lob
al e
me
rge
nce
of d
isa
bility
du
e to
so
cia
l
ine
qu
alitie
s a
nd
hig
h p
reva
len
ce
in m
en
tal
he
alth
•P
an
de
mic
of c
om
mu
nic
ab
le d
ise
ase
s a
nd
dru
g
resis
tan
t vira
l stra
ins
44
Ep
idem
iolo
gic
al tra
nsitio
n
•C
hanges in
socio
dem
ogra
phy
show
n b
y
the p
opula
tion p
yra
mid
s:
–A
gin
g in
pla
ce
–L
ow
fertility
rate
–R
isin
g d
ep
en
de
ncy ra
tio
–G
en
de
r imb
ala
nce
45
Ep
idem
iolo
gic
al tra
nsitio
n
•T
he
so
cia
l ca
usa
tion
of h
ea
lth a
nd
illne
ss
•A
div
ers
ity o
f he
alth
co
nce
rns a
t scho
ol, w
ork
pla
ce
, fam
ily
•H
ea
lth c
are
utiliz
atio
n a
nd
ba
rriers
to h
ea
lth c
are
•S
ocio
eco
no
mic
ine
qu
alitie
s in
he
alth
: Inte
gra
ting
ind
ivid
ua
l, co
mm
un
ity a
nd
so
cie
tal le
ve
l
46
Em
erg
ing
health
care
co
ncern
s
•A
ccountin
g fo
r dis
ease a
nd d
istre
ss
•G
ender a
nd h
ealth
•C
ultu
ral v
aria
tion in
the e
xperie
nce o
f health
and illn
ess
47
Em
erg
ing
eth
ical is
su
es in
h
ealth
care
•A
ssis
ted re
pro
ductiv
e te
chnolo
gie
s
•A
dvanced d
irectiv
es
•S
tem
cell re
searc
h
•R
outin
ized
vaccin
atio
n a
gain
st g
enita
l dis
eases
48
Th
e d
ilem
ma
•A
ssis
ted re
pro
ductiv
e te
chno
log
ies: H
elp
ing
couple
s v
s.
killin
g liv
es
•A
dva
nce
d d
irectiv
es: w
e k
no
w v
s. G
od k
now
s; m
eanin
g
in s
uffe
ring
vs. g
ettin
g rid
of s
uffe
ring b
y a
ll means
•S
tem
cell re
searc
h: T
echn
olo
gy fo
r life v
s. life
for
techno
logy
•R
outin
ize
dvaccin
atio
n a
gain
st g
enita
l dis
eases:
pers
on
al c
ontro
l to re
frain
from
pro
mis
cu
ity v
s.
techno
log
ical p
reve
ntio
n
49
Nu
rse
s g
et c
au
gh
t up
in
health
care
dile
mm
a
•H
ealth
care
issues:
–D
ive
rse
, eve
r-gro
win
g, ra
pid
ly c
ha
ng
ing
, in
vo
lve
eth
ica
l leg
al c
on
trove
rsy
•N
urs
es m
ake a
cla
im fo
r an in
dependent,
pro
fessio
nal a
nd a
ccounta
ble
decis
ion in
health
care
–W
he
re’s
the
evid
en
ce
?
–W
hic
h p
ers
pe
ctiv
e to
take
?
•T
heory
-pra
ctic
e g
ap!
50
Th
eo
ry-p
ractic
e g
ap
s
TH
EO
RY
PR
AC
TIC
E
•Theory
develo
pm
ent
takes tim
e
•Dis
sem
inatio
n o
f new
kno
wle
dge
•Critic
al a
pp
rais
al o
f pap
ers
•Tim
e
•Cu
lture
51
Sig
nific
an
ce o
f dis
cu
ssio
n
•T
he
pe
ren
nia
l de
ba
te c
on
ce
rnin
g th
e s
o-c
alle
d
'the
ory
-pra
ctic
e g
ap
' pe
rva
de
s h
ea
lth
pro
fessio
na
l ed
uca
tion
. (Ne
wto
n e
t al., 2
00
9)
•A
co
nce
rn a
mo
ng
pre
-a
nd
po
st-re
gis
tratio
n
un
de
rgra
du
ate
nu
rsin
g s
tude
nts
an
d n
urs
es.
(Fin
n e
t al., 2
01
0)
•F
orm
s th
e b
arrie
rs to
imp
lem
en
ting
evid
en
ce
-b
ase
d p
ractic
e. (P
eck e
t al., 2
00
9)
52
Th
eo
ry-P
ractic
e G
ap
(TP
G)
•S
tudent s
kills
and a
ttribute
s w
ere
a
concern
•A
bla
me c
ultu
re b
etw
een s
om
e
univ
ers
ities a
nd m
enta
l health
trusts
(Evans, 2
009)
53
•T
he c
oncern
over p
roductio
n o
f gra
duate
s
who a
re fit fo
r pra
ctic
e a
nd p
urp
ose
(Tic
kle
et a
l., 2010)
•N
urs
ing s
tudents
' train
ing is
suffe
ring
•P
atie
nts
and fa
mily
suffe
r
•H
ospita
l suffe
rs
(Evans, 2
009)
Th
eo
ry-P
ractic
e G
ap
(TP
G)
54
Th
eo
ry-P
ractic
e G
ap
•4
pa
rticip
an
ts re
flectin
g o
n th
eir p
erio
pe
rativ
ee
xp
erie
nce
s d
urin
g p
lace
me
nt
•fiv
e th
em
es:
–dis
covery
of s
elf-le
arn
ing;
–skill a
cq
uire
ment in
clin
ical p
lace
ment;
–assim
ilatio
n o
f know
ledge (m
indin
g th
e th
eory
-pra
ctic
e g
ap);
–clin
ica
l sca
ffold
ing (th
e im
porta
nce o
f clin
ical s
up
port)
and
–pro
fessio
nal e
motio
nal e
mancip
atio
n (re
flectin
g th
e
phe
nom
en
a o
f learn
ing in
the p
ractic
e s
ettin
g a
nd s
kill
acqu
isitio
n).
(Ne
acsu
, 20
06
)
55
Th
eo
ry-P
ractic
e G
ap
•S
ign
ifica
nt d
iffere
nce
s b
etw
ee
n a
ctu
al
ob
se
rva
tion
s a
nd
ide
al p
erc
ep
tion
s o
f mid
wife
ry
pra
ctic
e w
ere
fou
nd
in tw
o o
f the
four c
linic
al
se
tting
s (b
irth c
en
ters
an
d h
om
eb
irth) a
nd
•O
ne
typ
e o
f ed
uca
tion
pro
gra
m (B
A to
BS
N to
C
NM
). No
diffe
ren
ce
wa
s fo
un
d b
etw
ee
n
trad
ition
al v
ers
us d
ista
nce
lea
rnin
g p
rog
ram
s.
(La
ng
e a
nd
Ke
nn
ed
y, 2
00
6)
56
Typ
es o
f TP
G
Tra
nsfe
r kn
ow
led
ge
an
d s
kill fro
m
•Labora
tory
learn
ing �
clin
ical s
ettin
g
•R
esearc
h fin
din
gs �
clin
ical p
ractic
e
57
Ap
plie
d la
bo
rato
ry le
arn
ing
to
clin
ical s
ettin
g
Exam
ple
s:
•T
he u
se o
f sim
ula
tion, w
ithin
mid
wife
ry
educatio
n (D
avis
et a
l., 2009);
•In
troducin
g a
pre
cepto
rship
clin
ical
pla
cem
ent m
odel a
t one h
ealth
care
org
anis
atio
n(N
ew
ton e
t al., 2
009)
58
Ap
plie
d la
bo
rato
ry le
arn
ing
to
clin
ical s
ettin
gA
im o
f the s
tudy :
•H
ow
nurs
ing s
tudents
' kno
wle
dge a
nd s
kills
gain
ed
with
in u
niv
ers
ity c
linic
al la
bora
torie
s tra
nsfe
r into
the
reality
of th
e c
linic
al e
nviro
nm
ent.
Meth
od:
•In
terv
iew
s +
focus g
roup
•S
eco
nd a
nd th
ird y
ear u
nderg
rad
uate
nurs
ing s
tudents
(n
=28)
•D
ata
were
transcrib
ed a
nd im
porte
d in
to N
Viv
o8 fo
r th
em
atic
ana
lysis
.
(New
ton
et a
l., 2009)
59
Fin
din
gs: F
ou
r ke
y th
em
es
•S
tud
en
ts' p
erc
ep
tion
s o
f the
ir lea
rnin
g
pre
fere
nce
s
•P
erc
eiv
ed
lack o
f au
the
ntic
ity o
f clin
ica
l la
bo
rato
ries
•L
ea
rnin
g o
pp
ortu
nitie
s a
va
ilab
le in
the
clin
ica
l se
tting
•In
flue
nce
of in
div
idu
al te
ach
ers
on
stu
de
nt
lea
rnin
g
Ap
plie
d la
bo
rato
ry le
arn
ing
to
clin
ical s
ettin
g
60
•U
se a
fresh a
ppro
ach th
at c
oncentra
tes
on d
iffere
nt fo
rms o
f know
ledge
•A
im to
inte
gra
te s
ubje
ct-b
ased a
nd w
ork
-based k
now
ledge, a
nd
•Id
entify
the w
ays in
whic
h th
ese a
re
conte
xtu
alis
ed
and 're
-conte
xtu
alis
ed' in
m
ovem
ents
betw
een d
iffere
nt s
ites o
f le
arn
ing in
colle
ges a
nd w
ork
pla
ces.
(Evans e
t al., 2
010)
Ap
plie
d la
bo
rato
ry le
arn
ing
to
clin
ical s
ettin
g
61
Ap
plie
d re
searc
h fin
din
gs to
clin
ical p
ractic
e•
Stu
dy re
sults
show
that n
urs
es w
ere
genera
lly in
tere
ste
d to
use re
searc
h
findin
gs
•H
indra
nces to
do s
o d
ue to
: –
lack o
f time
,
–la
ck o
f pee
r an
d m
an
ag
er s
up
po
rt
–lim
ited
kn
ow
led
ge
an
d s
kills
of th
e re
se
arc
h
pro
ce
ss
(Anth
ony e
t al., 2
008)
62
•T
here
is a
lag tim
e in
researc
h
public
atio
ns th
at ta
ke y
ears
to b
e fo
und
in te
xtb
ook (A
nth
ony e
t al., 2
008)
Ap
plie
d re
searc
h fin
din
gs to
clin
ical p
ractic
e
63
Ap
plie
d re
searc
h fin
din
gs to
clin
ical p
ractic
e
ME
TH
OD
:
•A
syste
ma
tic re
vie
w o
f pa
pe
rs id
en
tifyin
g th
e
pro
ble
m (p
ha
rma
co
kin
etic
s in
EC
MO
pa
tien
ts)
an
d th
e d
isse
min
atio
n o
f this
to c
linic
ian
s w
as
un
de
rtake
n.
(An
tho
ny e
t al., 2
00
8)
•E
CM
O-e
xtra
co
rpo
rea
l me
mb
ran
e o
xyg
en
atio
n
64
Ap
plie
d re
se
arc
h fin
din
gs to
clin
ical p
ractic
e
Fin
din
gs:
•3
pa
pe
rs lik
ely
to b
e a
cce
sse
d b
y c
linic
ian
s
•2
textb
ooks a
dd
resse
d th
ese
issu
es
•It to
ok e
igh
t ye
ars
from
the
issu
e b
ein
g firs
t ra
ise
d to
an
y m
ed
ica
l or n
urs
ing
text
dis
cu
ssin
g it.
•P
ub
lica
tion
s c
an
be
fou
nd
in M
ed
line
, an
d
tho
se
dis
se
min
atin
g to
nu
rse
s in
CIN
AH
L.
•L
ag
time
of jo
urn
al fin
din
gs to
textb
ook
(An
tho
ny e
t al., 2
00
8)
65
TP
G m
ay b
e a
pp
are
nt
•T
he n
otio
n th
at k
now
ledge g
ain
ed in
univ
ers
ity d
oes n
ot tra
nsla
te w
ell in
to th
e
work
pla
ce is
unavoid
able
if it is a
m
anife
sta
tion o
f the le
arn
ing a
ppro
aches
used a
nd th
e c
ultu
res o
pera
tive in
the tw
o
locatio
ns. (N
ew
ton, 2
009)
66
Facto
rs a
ffectin
g T
PG
1.
Pers
onal (E
vans, 2
009)
•A
ca
de
mia
•M
en
tor/p
rece
pto
r
•S
tud
en
ts
2.
Org
aniz
atio
nal
•C
urric
ulu
m
•C
linic
al s
ettin
g
67
Pers
on
al fa
cto
rs -
Acad
em
ia
•C
linic
al u
pdatin
g fo
r academ
ic s
taff m
ay
help
TP
G (T
ickle
et a
l., 2010)
•Lectu
rer-p
ractitio
ner is
expecte
d to
brid
ge
the g
ap b
etw
een e
ducatio
n a
nd p
ractic
e
(Barre
tt, 2007)
•E
ducato
rs a
re e
xpecte
d to
help
stu
dents
to
reduce th
e d
iffere
nce b
etw
een w
hat is
consid
ere
d id
eal a
nd w
hat is
real (S
chere
r and S
chere
r, 2007)
68
Pers
on
al fa
cto
rs -
Men
tor/p
rec
ep
tor
•A
ttitude o
f clin
ical s
taff –
impro
ve th
e
rela
tionship
betw
een p
ractic
e a
nd
academ
ia (H
appell,2
006)
•P
recepto
r behavio
rs in
fluence s
tudent
confid
ence s
elf-e
fficacy (J
ord
an a
nd
Farle
y, 2
008)
69
•T
he d
iverg
ent re
quire
ments
and
expecta
tions b
etw
een th
e u
niv
ers
ity a
nd
the re
gis
tere
d n
urs
es (m
ento
rs) p
rovid
ing
superv
isio
n
•S
ituatio
n is
wors
e w
hen b
oth
pla
y a
role
in
stu
dent a
ssessm
ent
(Reid
-Searl, 2
009)
Pers
on
al fa
cto
rs -
Men
tor/p
rec
ep
tor
70
Pers
on
al fa
cto
rs -
Stu
de
nts
1.
Stu
dents
learn
ing p
refe
rences a
nd
oth
ers
(New
ton e
t al., 2
009)
2.
Stu
dents
are
aw
are
of it (P
utte
n2008)
71
Org
an
izatio
nal fa
cto
rs
1.
Nu
rsin
g c
urric
ulu
m–
Educatio
na
l tool fo
r analy
tic/ra
tion
al c
linic
al
decis
ion-m
akin
g fro
m in
tuitiv
e/e
xperie
ntia
l not
ava
ilab
le.
–S
ug
gest n
ine m
odes o
f pra
ctic
e in
a re
vis
ed
cogn
itive c
ontin
uum
to c
linic
al ju
dgem
ent
and
decis
ion-m
akin
g in
nu
rsin
g.
–C
ogn
itive c
ontin
uum
theory
synth
esiz
es riv
al a
nd
com
ple
me
nta
ry a
ppro
aches to
decis
ion th
eory
in a
n
accessib
le fo
rmat, a
nd v
ario
us n
urs
ing s
cho
lars
have a
dvo
cate
d its
use to
enhan
ce th
e
effe
ctiv
ene
ss o
f nurs
es’clin
ica
l judgem
ent
and
decis
ion-m
akin
g.
(Sta
nd
ing, 2
008)
72
Org
an
izatio
nal fa
cto
rs
2. C
linic
al s
ettin
g:
–T
ime
–C
om
pe
ting
de
ma
nd
s
–N
orm
s a
nd
reg
ula
tion
s
–A
cce
ss to
reso
urc
es: In
no
va
tion
s to
clo
se
the
the
ory
-pra
ctic
e g
ap
73
Four s
tages o
f the c
urric
ulu
m d
evelo
pm
ent
pro
cess w
ere
identifie
d:
•E
xplo
ratio
n
•D
esig
n
•Im
ple
menta
tion
•E
valu
atio
n
(Fin
n e
t al., 2
010)
Inn
ovatio
ns to
brid
ge T
PG
74
•D
evelo
pm
ent a
nd im
ple
menta
tion o
f a
new
part-tim
e p
ost-re
gis
tratio
n d
egre
e
did
not h
ave m
uch im
pact o
n T
PG
.
•T
hus a
n e
nquiry
and p
ractic
e b
ased
learn
ing p
hilo
sophy w
as in
troduced to
narro
w T
PG
.
•(F
inn e
t al., 2
010)
Inn
ovatio
ns to
brid
ge T
PG
75
•A
im o
f stu
dy
–T
o e
xp
lore
nu
rsin
g u
nd
erg
rad
ua
tes'
inte
rpe
rso
na
l skills
an
d th
e e
ffects
of u
sin
g
em
piric
al d
ata
as a
tea
ch
ing
an
d le
arn
ing
reso
urc
e.
Inn
ovatio
ns to
brid
ge T
PG
76
•M
ET
HO
DS
:
–2
-Ph
ase
stu
dy
–P
ha
se
1 s
aw
10
stu
de
nt n
urs
e-p
atie
nt
inte
ractio
ns a
ud
io re
co
rde
d a
nd
tran
scrib
ed
an
d th
e d
ata
su
bje
cte
d to
con
ve
rsa
tion
an
aly
sis
.
–P
ha
se
2 s
aw
tap
es a
nd
tran
scrip
ts o
f sim
ilar
inte
ractio
ns u
se
d a
s a
tea
ch
ing
reso
urc
e w
ith
the
sa
me
co
ho
rt of s
tud
en
ts (n
= 4
8)
Inn
ovatio
ns to
brid
ge T
PG
77
•R
esults
–S
tud
en
ts w
ere
ab
le to
ackn
ow
led
ge
the
ir
limita
tion
in n
urs
e-p
atie
nt in
tera
ctio
ns w
hic
h
we
re ta
sk-c
en
tred
an
d b
ure
au
cra
tica
lly
org
an
ize
d.
–S
tud
en
ts re
ga
rds s
uch
tea
ch
ing
ap
pro
ach
po
sitiv
e a
nd
imp
rove
the
ir effe
ctiv
en
ess o
f
brin
gin
g th
e re
alitie
s o
f clin
ica
l pra
ctic
e in
to
the
cla
ssro
om
.
Inn
ovatio
ns to
brid
ge T
PG
78
•R
esults
–
Stu
de
nts
rep
orte
d d
ifficu
lty in
tran
sfe
rring
the
p
rincip
les o
f 'go
od
' co
mm
un
ica
tion
from
the
cla
ssro
om
into
the
ir ow
n in
tera
ctio
ns w
ith
pa
tien
ts.
–S
tud
en
ts' re
flectio
n o
f writte
n a
nd
sp
oke
n
eva
lua
tion
s in
the
pra
ctic
e o
f IPS
tea
ch
ing
is
reco
mm
en
de
d a
s a
me
an
s o
f clo
sin
g th
e
the
ory
-pra
ctic
e g
ap
.
(Ale
d, 2
00
9)
Inn
ovatio
ns to
brid
ge T
PG
79
•T
raditio
nal jo
int c
linic
al a
nd a
cadem
ic
positio
ns d
oes n
ot w
ork
well to
addre
ss
TP
G.
(Kris
tiansen, 2
006)
•P
ilot o
n N
urs
ing C
linic
al D
evelo
pm
ent
Units
(Happell, 2
006)
Inn
ovatio
ns to
brid
ge T
PG
80
•N
urs
ing
Clin
ica
l De
ve
lop
me
nt U
nits
(NC
DU
s)
we
re in
trod
uce
d in
the
Un
ited
Kin
gd
om
•P
relim
ary
resu
lt of a
qu
alita
tive
eva
lua
tion
co
nd
ucte
d w
ith p
artic
ipa
nts
(n=
14
) in V
icto
ria,
Au
stra
lia.
•T
he
find
ing
s s
ug
ge
st th
at th
is in
itiativ
e c
an
sig
nific
an
tly e
nh
an
ce
rela
tion
sh
ips w
ith, a
nd
attitu
de
s to
wa
rds, a
ca
de
mia
.
(Ha
pp
ell, 2
00
6)
Inn
ovatio
ns to
brid
ge T
PG
81
•D
octo
ral s
tudent (u
nder s
uperv
isio
n)
superv
ised te
achin
g p
ractic
um
sat th
e
hospita
l.
•S
/he a
ssis
ts th
e h
ospita
l to im
ple
ment
evid
ence-b
ased p
ractic
e w
ith th
e u
ltimate
goal o
f apply
ing fo
r Magnet s
tatu
s.
•(P
eck e
t al., 2
009)
Inn
ovatio
ns to
brid
ge T
PG
82
Outc
om
e:
•T
he h
ospita
l appre
cia
ted re
searc
h
expertis
e a
nd m
ento
ring fo
r the s
taff
mem
bers
.
•T
he d
octo
ral s
tudents
benefite
d fro
m th
e
opportu
nitie
s to
teach a
nd to
share
know
ledge w
ith th
ese c
linic
al e
xperts
.
•T
his
pro
gra
m h
as b
een s
uccessfu
l in
meetin
g th
e n
eeds o
f both
partie
s.
Inn
ovatio
ns to
brid
ge T
PG
83
In v
iew
of n
atio
nal a
nd in
tern
atio
nal d
ebate
on s
tandard
s, g
uid
elin
es a
nd e
xpert
sta
ndard
s in
care
is in
cre
asin
g.
The d
evelo
pm
ent a
nd in
troductio
n o
f expert
sta
ndard
s c
ould
be a
help
ful s
upport to
overc
om
e th
e th
eory
-pra
ctic
e g
ap
(Wie
teck, 2
009)
Oth
er s
ug
ge
stio
ns
to b
ridg
e T
PG
84
Ho
w d
o w
e p
ositio
n o
urs
elv
es
in 2
1s
t Cen
tury
?
Any n
ew
way o
ut?
85
Po
rtrait n
urs
ing
ed
ucatio
n
in n
eed
S
C/T
T/R
C/R
C/T
/R
86
Ho
w a
bo
ut th
e C
ath
olic
Nu
rse
s?
Any h
ealth
care
model to
follo
w?
87
Ou
r role
mo
del in
health
care
A
A
A
A
MASTER
MASTER
MASTER
MASTER
A
A
A
A
TEACHER
TEACHER
TEACHER
TEACHER
He w
ent aro
und all o
f Galilee,
teachin
g in
their sy
nag
ogues…
Mt, 4
, 23
Teach
ing ab
out an
ger / lo
ve /
pray
er / heav
en / ju
dgin
g o
thers:
Mt, 5
-7
JESUS
JESUS
JESUS
JESUS
A
A
A
A
CARE
CARE
CARE
CARE--- -
GIV
ER
GIV
ER
GIV
ER
GIV
ER
Work
very
late: Luke 4
, 40
When
it was ev
enin
g, th
ey
bro
ught h
im m
any w
ho w
ere possessed
by d
emons…
Mt 8
, 16
A H
EALER
A H
EALER
A H
EALER
A H
EALER
He cu
res of ev
ery d
isease and
illnesses M
t, 4, 2
3
88
Sym
bo
lic to
ols
used
by J
esu
s in
h
ealin
g
VOIC
EVOIC
EVOIC
EVOIC
E
MASTER
MASTER
MASTER
MASTER
SPIR
ITSPIR
ITSPIR
ITSPIR
IT
TEACHER
TEACHER
TEACHER
TEACHER
JESUS
JESUS
JESUS
JESUS
CARE
CARE
CARE
CARE--- -
GIV
ER
GIV
ER
GIV
ER
GIV
ER
HAND
HAND
HAND
HAND
(LUKE, 4
: 40)
(LUKE, 4
: 40)
(LUKE, 4
: 40)
(LUKE, 4
: 40)
HEALER
HEALER
HEALER
HEALER
HEART
HEART
HEART
HEART
89
Jesu
s is
90
Qu
ality
of a
heale
r dem
on
stra
ted
b
y J
esu
s
•B
e fu
lly p
resent
–A
pa
ir of lis
ten
ing
ea
rs;
•C
entu
rion
’s s
erv
ant. W
hen J
esus h
eard
this
, he
was a
maze
d…
Mt 8
, 10
–T
ow
ard
tho
se
in p
ain
an
d s
uffe
ring
–R
esp
ect th
e p
atie
nts
; pro
po
sin
g a
n in
vita
tion
to h
ea
l
91
Qu
ality
of a
heale
r dem
on
stra
ted
b
y J
esu
s
•B
e a
vaila
ble
•B
e a
cceptin
g -
patie
nts
’pre
fere
nce o
f time,
pla
ce a
nd w
ays
•B
e e
nth
usia
stic
•B
e p
rom
pt/tim
ely
to o
ffer h
elp
Luke 5
:
•B
e re
ady
–T
o s
ofte
n s
uffe
ring
92
To
ols
used
by J
esu
s in
healin
g
an
d c
arin
g
•G
oo
d u
se
s o
f hu
ma
n s
en
se
s
–G
ifted, fre
e; a
ll entitle
d to
use
–W
e a
re b
orn
surv
ivors
, heale
rs to
ours
elv
es a
nd
oth
ers
•E
ye c
onta
ct
•T
ouch
–L
uke
5: 1
3, L
epers
sa
id to
Jesus, ‘L
ord
, if yo
u w
ish, y
ou c
an m
ake
me c
lean.’
Jesus s
tretc
hed o
ut h
is h
and, to
uched h
im…
93
To
ols
used
by J
esu
s in
healin
g
an
d c
arin
g
•P
rayer
–F
aith
(Luke 5
,20
; ‘wh
en
J s
aw
the
ir faith
’,love
, �w
e
rem
ain
me
rcifu
l Sa
ma
ritan
s
–B
e h
um
bly
un
ited
with
Ho
ly T
rinity
Fa
the
r/Je
su
s/S
pirit, o
ur B
ES
T ro
le m
od
el, o
ur
true
he
ale
r, ou
r so
urc
e o
f life to
kn
ow
HIS
WA
Y / H
IS W
ILL
to h
ea
l
94
Ab
ove a
ll,
The b
est h
ealin
g to
ol is
•Jesus H
imself O
R o
urs
elv
es a
s a
nurs
e
–A
na
tura
l, dyn
am
ic, re
sp
on
siv
e th
era
pe
utic
ag
en
t
–W
e n
ee
d to
rech
arg
e o
urs
elv
es v
ia p
raye
rs
an
d c
on
tinu
ing
ed
uca
tion
s
95
In s
um
mary
•T
he s
uccess o
f Flo
rence N
ightin
gale
fell
into
:
(1) H
er m
issio
n o
f nu
rsin
g w
as c
lea
r in th
at s
he
wo
uld
pro
mo
te th
e re
co
ve
ry o
f the
sic
k a
s a
resu
lt of w
ar a
nd
dis
ea
se
s in
the
com
mu
nity
in m
id 1
85
0’s
(2) S
he
wa
s in
stru
me
nta
l an
d s
yste
ma
tic in
pu
tting
ide
as in
to p
ractic
e
96
In s
um
mary
To
actu
aliz
e o
ur m
issio
n o
f nu
rsin
g, w
e m
ay:
•F
ind
he
lp p
artly
from
wis
do
m a
nd
he
ritag
e fro
m
Flo
ren
ce
Nig
htin
ga
le w
ho
resp
on
de
d to
Go
d’s
ca
lling
to b
e a
nu
rse
•D
eve
lop
de
ep
ly a
nd
firmly
with
ou
r Fa
ith in
Go
d
be
ca
use
:
–It p
roves to
be th
e b
est m
odel
–It fits
in w
ell w
ith h
olis
tic m
ode
l
–N
urs
ing th
e p
oor, w
eak, s
ick, a
band
on
ed, d
yin
g is
a
callin
g
97
In c
onclu
sio
n‘Does baccalaureate education m
ake a difference in
nursing practice?’
98
In c
onclu
sio
n
Ba
cca
lau
rea
te n
urs
ing
ed
uca
tion
will
imp
rove
pa
tien
t ou
tco
me
s
pro
vid
ed
the h
olis
tic m
odel in
pedagogy
and c
om
pre
hensiv
e ro
les o
f nurs
es a
re
actu
aliz
ed.
99
•B
acca
lau
rea
te e
du
ca
tion
is a
me
an
s
an
d n
ot a
n e
nds fo
r the
nu
rses
100
In c
onclu
sio
n
•T
he m
issio
n o
f nurs
ing a
nd th
e g
oal o
f nurs
ing e
ducatio
n a
re a
chie
ved if a
nurs
e
can a
ppre
cia
te th
e c
om
bin
ed a
nd in
here
nt
role
s o
f bein
g a
life-lo
ng le
arn
er, te
acher,
clin
icia
n a
nd re
searc
her
•B
y s
eein
g th
ese ro
les a
s c
om
ple
menta
ry
and n
ot c
om
petin
g w
ith e
ach o
ther
101
In c
onclu
sio
n
Th
e n
ext q
ue
stio
n w
ho
is th
e u
ltima
te
be
ne
ficia
ryo
f su
ch
a d
iffere
nce
?
Ho
pe
fully
no
t just th
e n
urs
e, b
ut
pa
tien
ts, fa
milie
s, s
ocie
ty a
s a
wh
ole
102
In c
onclu
sio
n
•W
e la
ck d
ata
thu
s n
ee
d to
revis
it our
pro
gra
m a
nd
co
nd
uct o
n-g
oin
g
rese
arc
h to
iden
tify th
e re
latio
nsh
ip
nu
rse
s’in
pu
t an
d p
atie
nt o
utc
om
es in
Ho
ng
Ko
ng
.
103
In c
onclu
sio
n
•A
s a
ca
tho
lic n
urs
e, w
e re
sp
on
d
nu
rsin
g a
s a
ca
lling
, thu
s w
e c
om
mit
ou
r ca
re to
all d
isre
gard
races,
eth
nic
s, b
ou
nda
ries, g
en
de
r, ag
es
an
d le
ve
l of d
isa
bilitie
s b
ecau
se
we
resp
ect G
od
’s c
rea
tion
an
d H
IS
na
tura
l law
s a
nd
be
au
ty in
eve
ry life
.
104
In c
onclu
sio
n
1.
Va
lue
an
d b
elie
fsin
nu
rsin
g in
he
rited
from
F
lore
nce
Nig
htin
ga
le.
2.
Th
e s
ign
ifica
nt m
ove
s in
nu
rsin
g e
du
ca
tion
to
brid
ge
the
kn
ow
led
ge
-pra
ctic
e g
ap
.
3.
JE
SU
Sis
on
e o
f ou
r be
st ro
le m
od
el in
dis
ea
se
a
nd
he
alth
wh
o d
em
on
stra
tes h
olis
tic c
are
and
h
ow
to u
se
ou
rse
lve
s a
s a
he
alin
g to
olfo
r p
atie
nts
, fam
ilies a
nd
po
pu
latio
ns to
brin
g
po
sitiv
e e
nd
urin
g h
ea
lthca
re o
utc
om
es.
105
106
Refe
rences
•A
led
. J. (2
007
). Pu
tting
pra
ctic
e in
to te
ach
ing: a
n e
xp
lora
tory
stu
dy
of n
urs
ing
und
erg
rad
ua
tes' in
terp
ers
on
al s
kills
an
d th
e e
ffects
of
usin
g e
mp
irica
l da
ta a
s a
tea
ch
ing
and
lea
rnin
g re
so
urc
e. J
ourn
al o
f C
linic
al N
urs
ing
, 16
(12): 2
29
7-2
30
7•
An
tho
ny, D
, La
wson
, G. a
nd
Cra
wfo
rd., D
. (20
08). T
he
theo
ry-
pra
ctic
e g
ap
: EC
MO
resea
rch
exam
ple
. Pa
ed
iatric
Nurs
ing
, 20(1
): 4
1-4
5.
•B
arre
tt, D. (2
00
7). T
he
clin
ica
l role
of n
urs
e le
ctu
rers
: pa
st, p
rese
nt,
an
d fu
ture
. Nu
rse
Ed
uca
tion
To
da
y, 2
7(5
): 36
7-3
74
.•
Bo
rlase, J
. and
Ab
els
on
-Mitc
he
ll, N. (2
00
8). U
ser p
erc
ep
tion
s o
f the
K
no
wle
dg
e U
nd
erp
inn
ing
Pra
ctic
e O
rien
tatio
n D
ial (K
UP
OD
) as a
to
ol to
en
hance
learn
ing. N
urs
e E
du
catio
n in
Pra
ctic
e, 8
(1): 9
-19
.•
Do
sse
y, B
. M. 2
000
. Flo
ren
ce
Nig
htin
gale
: mystic
, vis
ion
ary
, h
ea
ler.
PA
: Sp
ring
hou
se
Co
rp.
107
Refe
rences
•E
vans, K
., Guile
, D., H
arris
, J. a
nd A
llan, H
. (2010). P
uttin
g k
no
wle
dg
e to
w
ork
: a n
ew
ap
pro
ach. N
urs
e E
ducatio
n T
oda
y, 3
0(3
): 245-2
51.
•E
vans, M
. (2009). T
acklin
g th
e th
eory
-pra
ctic
e g
ap in
me
nta
l hea
lth n
urs
e
train
ing
•Journ
al, 1
3(2
): 21-2
4
•F
inn, F
. L., F
ensom
, S. A
. and C
hesser-S
myth
, P. (2
010). P
rom
otin
g
learn
ing tra
nsfe
r in p
ost re
gis
tratio
n e
ducatio
n: a
colla
bora
tive a
ppro
ach.
Nurs
e E
ducatio
n in
Pra
ctic
e, 1
0(1
): 32-3
7
•H
app
ell. B
. (20
06). N
urs
ing c
linic
al d
evelo
pm
ents
units
--a s
trate
gy to
pro
mote
the re
latio
nsh
ip b
etw
een p
ractic
e a
nd a
cad
em
ia. In
tern
atio
nal
Journ
al o
f Psychia
tric N
urs
ing R
esearc
h, 1
1(3
): 1322-1
330
.ngK
ong N
urs
ing
Council 2
002
•H
ong K
ong N
urs
ing C
ouncil. (2
002). C
ode o
f Pro
fessio
na
l Conduct a
nd
Code o
f Eth
ics fo
r Nurs
es in
Hong K
on
g. R
etrie
ved a
t http
://ww
w.n
ch
k.o
rg.h
k/file
ma
nager/e
n/p
df/c
onduct_
eng.p
df
on 1
0 A
ugust
2010.
108
Refe
rences
•Jord
an, R
. and F
arle
y, C
. L. (2
008). T
he c
onfid
ence to
pra
ctic
e m
idw
ifery
: pre
cepto
r influ
ence o
n s
tudent s
elf-
effic
acy. J
ourn
al o
f Mid
wife
ry &
Wom
en's
He
alth
, 53(5
): 413-4
20.
•K
ristia
nse
n, E
. (2006). J
oin
t app
oin
tments
-a
Norw
egia
n e
xperie
nce
[Norw
eg
ian] N
ors
kT
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