A socio-cultural approach to learning in the practice setting

Area of Science:

• Nursing Education
• Sociocultural Learning Theories

Background:

• Practice learning constitutes ~60% of Irish pre-registration nursing programs.
• Clinical learning environments significantly influence theory-practice integration for student nurses.
• A key challenge is relating theoretical knowledge to practical situations.

Purpose of the Study:

• Examine curriculum changes in Irish pre-registration nursing programs.
• Analyze the shift from apprenticeship to graduate programs and reduced clinical hours.
• Investigate the impact of Lave and Wenger's theories on student learning in practice settings.

Main Methods:

• Literature review of curriculum changes.
• Analysis of sociocultural learning theories (Lave & Wenger).
• Conceptual application of community of practice principles.

Main Results:

• The transition to graduate programs reduced clinical learning hours.
• Sociocultural theories offer a framework for understanding situated learning in practice.
• Engagement in a community of practice can foster practitioner identity.

Conclusions:

• Reduced clinical hours may impact student nurses' ability to integrate theory and practice.
• Lave and Wenger's concepts provide valuable insights into effective clinical learning.
• Further research is needed to optimize clinical learning environments for student nurses.