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Related Experiment Videos

Reflective practice: using the action learning group mechanism

I W Graham

    Nurse Education Today
    |February 1, 1995
    PubMed
    Summary
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    Action learning groups (ALGs) bridge the theory-practice gap in nursing and midwifery education. This study explores how ALGs facilitate reflective learning and enhance post-registration programs, aiming to close the educational divide.

    Area of Science:

    • Nursing Education
    • Healthcare Professional Development
    • Reflective Practice

    Background:

    • The theory-practice gap is a recognized challenge in nursing and midwifery.
    • Closing this gap is crucial due to evolving social, economic, and political factors.
    • Educators and practitioners acknowledge the disconnect between academic learning and clinical application.

    Purpose of the Study:

    • To examine the utilization of action learning groups (ALGs) as a mechanism to close the theory-practice gap.
    • To explore the role of reflective learning within a post-registration nursing and midwifery program.
    • To provide commentary on the effectiveness and student experience of ALGs.

    Main Methods:

    • Commentary on the application of action learning groups (ALGs).

    Related Experiment Videos

  • Discussion of reflective learning and its academic team's understanding.
  • Analysis of the ALG formula, its uses, and student experiences.

    • Main Results:

    • Action learning groups (ALGs) have been utilized in a post-registration diploma/degree program.
    • The study discusses student experiences with ALGs.
    • Reflective learning is presented as a key component understood by the academic team.

    Conclusions:

    • Action learning groups (ALGs) are a viable mechanism for closing the theory-practice gap.
    • The paper discusses the academic team's aspirations for ALGs in nursing and midwifery education.
    • ALGs are proposed as a valuable tool for post-registration professional development.