A cooperative inquiry into action learning and praxis development in a community nursing module

Area of Science:

• Nursing Education
• Healthcare Practice Development
• Adult Learning Theory

Background:

• Post-registration nursing programs require methods to advance practice aligned with policy.
• Bridging academic learning with clinical application is essential for nursing students.
• Existing pedagogical approaches may not fully integrate critical reflection and practical skill development.

Purpose of the Study:

• To investigate practice development and action learning for bachelor's and master's nursing students.
• To enable students to advance practice within evolving healthcare policy and professional landscapes.
• To evaluate the effectiveness of a tripartite learning and assessment approach.

Main Methods:

• Utilized action learning and practice development strategies.
• Employed patchwork texts for summative assessment of practice change.
• Incorporated first-person and cooperative inquiry, including reflective discussions with students and practice mentors.

Main Results:

• Action learning facilitated the integration of experience with dialectical thinking.
• Patchwork texts promoted creative writing, evaluative thinking, and praxis development.
• A relational, tripartite approach involving students, teachers, and mentors proved crucial for mutual learning.

Conclusions:

• Practice development and action learning are effective for advancing nursing practice.
• A collaborative, reflective, and tripartite assessment model enhances student learning and practice.
• Genuine role modeling is vital for fostering a supportive learning environment and mutual resourcefulness.