Bowdler Suzanne, Nielsen Wendy, Meedya Shahla, Salamonson Yenna
School of Nursing, University of Wollongong, Northfields Avenue, Wollongong, NSW 2522 Australia.
School of Education, University of Wollongong, Northfields Avenue, Wollongong, NSW 2522 Australia.
Nurse Educ Pract. 2023 Oct;72:103780. doi: 10.1016/j.nepr.2023.103780. Epub 2023 Sep 17.
To use Legitimation Code Theory as a framework to inform the design of nursing education and gain insights into student perspectives of this design.
Internationally, the World Health Organization's breastfeeding recommendations are not being met. One contributing factor is that healthcare providers including registered nurses lack the knowledge to support breastfeeding women on an ongoing basis and rely on their personal experiences to inform the care they provide. Undergraduate nursing students should receive education to assist breastfeeding women in practice.
The study is underpinned by case-study methodology. The Legitimation Code Theory (LCT) dimension of Semantics and the concepts of semantic gravity and semantic density were used to theoretically frame and develop an intervention module to teach undergraduate nurses about breastfeeding.
This module was part of an elective seven-week paediatric nursing course. University Human Research Ethics Committee (HREC201/203) reviewed the study. Participants (n = 9) completed semi-structured interviews and thematic analysis helped us to understand their experiences of the module. The Template for Intervention and Description and Replication (TIDeR) framework was used to report the intervention.
The breastfeeding module was positively received by participants who noted the module's structure differed from previous courses. Three main themes were identified in the student experience. These are: a) threads and links; b) engaging structure; and c) seedlings.
Legitimation Code Theory is an effective course development framework to harness the learners' prior informal knowledge and weave learning activities between theory and contextual practice to develop cumulative knowledge.
With an increased understanding of how undergraduate nursing students develop knowledge, the LCT dimension of Semantics can be ussed to structure content knowledge in instructional design. This approach builds explicit bridges between knowledge development in the nursing curriculum and learners' informal knowledge and contextual practice in clinical settings.
运用合法化代码理论作为框架，为护理教育设计提供参考，并深入了解学生对该设计的看法。
在国际上，世界卫生组织的母乳喂养建议未得到落实。一个促成因素是，包括注册护士在内的医疗保健提供者缺乏持续支持母乳喂养妇女的知识，而是依靠个人经验来指导他们提供的护理。本科护理学生应接受教育，以便在实践中协助母乳喂养妇女。
本研究以案例研究方法为基础。语义学的合法化代码理论（LCT）维度以及语义引力和语义密度的概念被用于从理论上构建和开发一个干预模块，以教授本科护士有关母乳喂养的知识。
该模块是一门为期七周的儿科护理选修课程的一部分。大学人类研究伦理委员会（HREC201/203）对该研究进行了审查。参与者（n = 9）完成了半结构化访谈，主题分析帮助我们了解他们对该模块的体验。干预描述与复制模板（TIDeR）框架用于报告该干预措施。
参与者对母乳喂养模块给予了积极评价，他们指出该模块的结构与以往课程不同。在学生体验中确定了三个主要主题。它们是：a）线索和联系；b）引人入胜的结构；c）幼苗。
合法化代码理论是一个有效的课程开发框架，可利用学习者先前的非正式知识，并在理论与情境实践之间编织学习活动，以发展累积性知识。
随着对本科护理学生如何获取知识的理解不断加深，语义学的LCT维度可用于在教学设计中构建内容知识。这种方法在护理课程中的知识发展与学习者的非正式知识以及临床环境中的情境实践之间建立了明确的桥梁。
