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Related Experiment Videos

The grid that bridges the gap.

C M Knight1, P Moule, Z Desbottes

  • 1University of the West of England, Faculty of Health and Social Care, (Glenside Campus), Blackberry Hill, Stapleton, Bristol BS16 1DD, UK.

Nurse Education Today
|January 10, 2001
PubMed
Summary
This summary is machine-generated.

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Nursing students

Area of Science:

  • Nursing Education
  • Skill Acquisition
  • Pedagogical Models

Background:

  • Student evaluations consistently reveal anxieties regarding practical nursing abilities.
  • Previous pedagogical approaches de-emphasized skills labs in favor of practice placements.
  • Research does not support the discontinuation of skills-based training environments.

Purpose of the Study:

  • To address student apprehension about practical nursing skills.
  • To reintegrate experiential skills teaching using a structured approach.
  • To bridge the theory-practice gap in nursing education.

Main Methods:

  • Implemented a structured skills teaching approach in a dedicated Skills Centre.
  • Utilized Gentile's model of skill acquisition, incorporating skill analysis (demonstration, analysis, practice).

Related Experiment Videos

  • Developed the "Skill Grid" integrating skill analysis with Carper's "Fundamental Ways of Knowing" framework.
  • Incorporated problem-based learning for skills practice in patient-centered scenarios.

    • Main Results:

    • The Skill Grid successfully links theoretical knowledge (Carper's Ways of Knowing) with practical skill acquisition.
    • The integrated approach addresses both psychomotor skills and the underlying knowledge base.
    • Problem-based learning enhances skill practice in realistic patient care contexts.

    Conclusions:

    • The Skill Grid provides a comprehensive framework for nursing skills education.
    • Integrating diverse ways of knowing with skill analysis deepens understanding and practice.
    • This pedagogical innovation aims to enhance nursing students' confidence and competence.