Linking knowledge and practice through teacher-led placements for students

Area of Science:

• Nursing Education
• Clinical Skills Development

Background:

• Criticism of Project 2000 and diploma level nursing education for insufficient practical skill focus.
• Need for improved methods to integrate theoretical knowledge with practical application in nursing curricula.

Purpose of the Study:

• To describe teacher-led placements as a method for enhancing practical nursing skills.
• To highlight the role of reflective practice in bridging theory and practice.
• To emphasize critical thinking in nursing education.

Main Methods:

• Description of a teacher-led placement model.
• Focus on reflective learning strategies.
• Integration of critical thinking exercises within clinical settings.

Main Results:

• Teacher-led placements effectively equip students with essential practical nursing skills.
• Reflective practice facilitates a stronger connection between theoretical concepts and clinical application.
• Development of critical thinking enhances students' understanding of underlying nursing knowledge.

Conclusions:

• Teacher-led placements are a valuable pedagogical approach for nursing education.
• Reflective and critical thinking are crucial components for developing competent pre-registration nurses.
• Curricula should prioritize the development of practical skills alongside theoretical knowledge.