Kane Sandra J, Nowell Lorelli, Bouchal Shelley Raffin, McCaffrey Graham
School of Nursing & Midwifery, Faculty of Health, Community & Education, Mount Royal University, Calgary, Canada.
Faculty of Nursing, University of Calgary, Canada.
Nurse Educ Today. 2025 Mar;146:106561. doi: 10.1016/j.nedt.2024.106561. Epub 2024 Dec 24.
Nursing students are tasked with connecting theoretical knowledge with clinical practice to ensure patient safety and provide quality care. However, there is a distinct lack of research on nursing student learning transfer. More exploration and research are necessary to understand how nursing students apply their learning in complex and evolving clinical situations.
The objective of this study was to explore the processes and strategies nursing students use to transfer classroom learning to real-world clinical situations.
We utilized a classic grounded theory methodology developed by Glaser and Strauss to explore how fourth-year baccalaureate nursing students transfer classroom learning to clinical practice.
From March 2023 to February 2024, 19 fourth-year nursing students were recruited from six undergraduate nursing programs across Alberta, Canada, ensuring that the study population provided a fair representation within the province.
Interviews were transcribed verbatim and analyzed through open coding, the constant comparative method, and memo writing. A core category emerged along with four related sub-categories. A substantive theory was developed through theoretical sampling, selective coding, the constant comparative method, and memo writing.
The research findings identified making sense of praxis as the core category, which represented the way students applied theory-to-practice connections in clinical settings. Four interconnected sub-categories were identified: experiencing the clinical environment, making it personal, recognizing connections, and working toward mastery by doing, culminating in the theory Making Sense of Praxis Within an Evolving Clinical Context.
The findings led to recommendations for nursing education programs, specifically nursing curriculum designers and clinical instructors, regarding the preparation of and support for nursing students in their developing clinical practice.
护理专业学生的任务是将理论知识与临床实践相结合，以确保患者安全并提供高质量护理。然而，目前关于护理专业学生学习迁移的研究明显不足。有必要进行更多的探索和研究，以了解护理专业学生如何在复杂且不断变化的临床情境中应用所学知识。
本研究的目的是探索护理专业学生将课堂学习迁移到实际临床情境中所使用的过程和策略。
我们采用了格拉泽和施特劳斯开发的经典扎根理论方法，以探索本科四年级护理专业学生如何将课堂学习迁移到临床实践中。
2023年3月至2024年2月，从加拿大艾伯塔省的六个本科护理项目中招募了19名本科四年级护理专业学生，以确保研究人群能在该省内具有公平的代表性。
访谈内容逐字转录，并通过开放式编码、持续比较法和撰写备忘录进行分析。出现了一个核心类别以及四个相关子类别。通过理论抽样、选择性编码、持续比较法和撰写备忘录，形成了一个实质性理论。
研究结果确定“理解实践”为核心类别，它代表了学生在临床环境中应用理论与实践联系的方式。确定了四个相互关联的子类别：体验临床环境、将其个人化、认识联系以及通过实践努力掌握，最终形成了“在不断变化的临床背景中理解实践”的理论。
研究结果为护理教育项目，特别是护理课程设计者和临床教师，就护理专业学生临床实践发展的准备和支持方面提出了建议。
