Using Legitimation Code Theory to Underpin the Development of Undergraduate Nursing Students' Breastfeeding
Suzanne Bowdler1, Wendy Nielsen2, Helen Georgiou2
1School of Nursing, University of Wollongong, Wollongong, Australia.
Aim:
To explore how undergraduate nursing students develop knowledge during a breastfeeding module.
Design:
A qualitative study using a single case-study approach.
Methods:
This study was conducted in Australia over 2 years during the period between July 2021 and December 2022. Semi-structured interviews and artefact collection were conducted with a purposive sample of undergraduate nurses (n = 10) who completed a paediatric elective subject that included a breastfeeding module. Thematic and content analysis were used. The specialisation dimension in Legitimation Code Theory (LCT) was used for the content analysis, and students' data was mapped on the specialisation plane.
Results:
This study reveals how participants developed knowledge by linking personal breastfeeding experiences to theoretical components within the nursing program. Using the LCT dimension of specialisation, this study provides new insights into how participants move through distinct quadrants of the specialisation plane. Learners tour between the knowledge, knower, and elite quadrants of the plane as they integrate their knowledge. The research maps the journey towards becoming the 'right kind of knower' and reveals how personal experience and theoretical knowledge intersect to create disciplinary expertise. This study advances the LCT dimension of specialisation by illustrating the fluid, non-linear nature of knowledge acquisition and knower development.
Conclusions:
This study highlights the value of integrating personal experiences into nursing education, demonstrating how students use these to build knowledge and professional identity. The findings emphasise the dynamic knowledge development process in preparing future healthcare professionals.
Implications For The Profession And Patient Care:
Integrating lived experiences and interprofessional education equips nurses to address complex health issues, leading to more effective, personalised care and better health outcomes for breastfeeding mothers and infants. This approach signals a transformative shift in nursing education.
Impact:
By personalising and contextualising learning, fostering reflective practice, deepening disciplinary knowledge, and promoting a collaborative practice environment, this approach enriches nursing education.
Reporting Method:
The consolidated criteria for reporting qualitative research (COREQ).
Patient Or Public Contribution:
No patient or public contribution.
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