A Theoretical Framework to Underpin Clinical Learning for Undergraduate Nursing Students

Area of Science:

• Nursing Education
• Clinical Competency Development
• Learning Theories

Background:

• Undergraduate nursing programs require effective clinical education strategies.
• Assessing student progression from novice to expert is crucial.
• Existing frameworks may not fully address the clinical learning journey.

Purpose of the Study:

• To propose Benner's "Novice to Expert" Framework for undergraduate nursing clinical education.
• To utilize Steinaker and Bell's "Experiential Taxonomy" for detailing clinical activities and competencies.
• To identify applicable learning theories for enhancing clinical learning.

Main Methods:

• Conceptual paper proposing theoretical frameworks.
• Application of "Novice to Expert" Framework to clinical nursing education.
• Integration of "Experiential Taxonomy" to map learning progression.

Main Results:

• A structured approach to clinical nursing education is proposed.
• Clear pathways from novice to expert nursing practice can be defined.
• Learning theories can be systematically applied to clinical settings.

Conclusions:

• Benner's "Novice to Expert" Framework provides a robust model for clinical nursing education.
• Steinaker and Bell's "Experiential Taxonomy" offers a practical tool for curriculum design.
• Integrating learning theories can optimize the development of clinical nursing competencies.