Using Legitimation Code Theory to Underpin the Development of Undergraduate Nursing Students' Breastfeeding...

Area of Science:

• Nursing Education Research
• Qualitative Study Design
• Legitimation Code Theory (LCT)

Background:

• Undergraduate nursing programs aim to equip students with essential knowledge and skills.
• Breastfeeding education is a critical component of paediatric nursing training.
• Understanding knowledge development in this area is vital for effective healthcare professional preparation.

Purpose of the Study:

• To explore the process of knowledge development among undergraduate nursing students during a breastfeeding module.
• To investigate how students integrate personal experiences with theoretical learning.
• To map the journey of knowledge acquisition and the development of disciplinary expertise.

Main Methods:

• A qualitative, single case-study approach was employed.
• Semi-structured interviews and artefact collection were conducted with 10 undergraduate nurses.
• Thematic and content analysis, utilizing the specialisation dimension of Legitimation Code Theory (LCT), was performed.

Main Results:

• Students linked personal breastfeeding experiences with theoretical nursing program components.
• Participants navigated distinct quadrants of the LCT specialisation plane (knowledge, knower, elite).
• The study illustrated the fluid, non-linear nature of knowledge acquisition and knower development, highlighting the intersection of personal and theoretical knowledge.

Conclusions:

• Integrating personal experiences enhances nursing education and professional identity development.
• The findings underscore the dynamic nature of knowledge acquisition in preparing future healthcare professionals.
• This approach enriches nursing education by personalising learning and fostering reflective practice.