Bowdler Suzanne, Nielsen Wendy, Meedya Shahla, Matthews Ashley, Salamonson Yenna
University of Wollongong, School of Nursing, Australia.
University of Wollongong, School of Education, Australia.
Nurse Educ Today. 2024 Sep;140:106269. doi: 10.1016/j.nedt.2024.106269. Epub 2024 May 30.
In response to the increasing diversity in nursing education, the Legitimation Code Theory (LCT) offers a transformative approach to understanding and addressing the unique learning needs of students from various backgrounds.
To identify how Legitimation Code Theory has informed the design of professional education in biological and health sciences.
An integrative review was conducted using the Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA) and guided by the five-step process by Whittemore and Knafl.
A comprehensive search of eight databases was conducted (IEEEXplore, Scopus, Web of Science, ProQuest central, EBSCOHost, MEDLINE with full text, CINAHL and INFORMIT) using key concepts: Legitimation Code Theory and professional education from inception until November 2023.
All studies were reviewed by two researchers independently. The same authors appraised the studies using the Mixed Methods Appraisal Tool with a third author providing consensus. The findings were coded and analysed using narrative synthesis.
From the initial 518 records screened, 11 studies were identified where Legitimation Code Theory was used in biological and health science education. There were four themes identified in the review: a) Legitimation Code Theory as a framework for data analysis; b) Identifying and enhancing learning outcomes through Legitimation Code Theory; c) Pedagogy design informed by Legitimation Code Theory; and d) Legitimation Code Theory to contextualise disciplinary knowledge.
This review highlights the significant influence of Legitimation Code Theory on professional education, particularly in the biological and health sciences. The versatility and effectiveness of Legitimation Code Theory are evident across various disciplines, including nursing education. As a comprehensive framework, Legitimation Code Theory not only aids in pedagogy design but also facilitates the transfer of learning, thereby promoting critical thinking. This demonstrates its robustness as a tool in the realm of professional education.
为应对护理教育日益增长的多样性，合法化代码理论（LCT）提供了一种变革性方法，用于理解和满足不同背景学生的独特学习需求。
确定合法化代码理论如何为生物和健康科学专业教育的设计提供信息。
采用系统评价和Meta分析的首选报告项目（PRISMA）进行综合评价，并以惠特莫尔和克纳夫的五步流程为指导。
使用关键概念“合法化代码理论”和“专业教育”对八个数据库（IEEEXplore、Scopus、科学网、ProQuest中央数据库、EBSCOHost、全文MEDLINE、CINAHL和INFORMIT）进行了全面检索，检索时间从开始至2023年11月。
所有研究由两名研究人员独立评审。同一组作者使用混合方法评价工具对研究进行评估，第三名作者提供共识意见。研究结果采用叙述性综合法进行编码和分析。
在初步筛选的518条记录中，确定了11项在生物和健康科学教育中使用合法化代码理论的研究。评价中确定了四个主题：a）合法化代码理论作为数据分析的框架；b）通过合法化代码理论确定并提高学习成果；c）受合法化代码理论影响的教学设计；d）将学科知识置于情境中的合法化代码理论。
本评价突出了合法化代码理论对专业教育的重大影响，特别是在生物和健康科学领域。合法化代码理论的通用性和有效性在包括护理教育在内的各个学科中都很明显。作为一个综合框架，合法化代码理论不仅有助于教学设计，还促进了学习的迁移，从而促进批判性思维。这证明了它作为专业教育领域工具的稳健性。
