LEADER 04194nam 22006134a 450 001 9910830549203321 005 20230617035132.0 010 $a1-280-21396-5 010 $a9786610213962 010 $a0-470-70960-X 010 $a0-470-77449-5 010 $a1-4051-4752-0 035 $a(CKB)1000000000351700 035 $a(EBL)238437 035 $a(OCoLC)61461083 035 $a(SSID)ssj0000228504 035 $a(PQKBManifestationID)11190263 035 $a(PQKBTitleCode)TC0000228504 035 $a(PQKBWorkID)10149729 035 $a(PQKB)11765359 035 $a(MiAaPQ)EBC238437 035 $a(EXLCZ)991000000000351700 100 $a20020529d2003 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aProfessional learning in nursing$b[electronic resource] /$fJenny Spouse 210 $aOsney Mead, Oxford ;$aMalden, MA $cBlackwell Science$dc2003 215 $a1 online resource (252 p.) 300 $aDescription based upon print version of record. 311 $a0-632-05991-5 320 $aIncludes bibliographical references and index. 327 $aTable of Contents; 7.6 Learning through assessment of theory and practice; Preface; Acknowledgements; 1 Introducing Professional Learning in Nursing; 1.1 Nurse education 1971-1989; 1.2 Reforming nurse education; 1.3 Organisation of the book; References; 2 Researching Nurses' Professional Learning; 2.1 The context of the research; 2.2 The curriculum; 2.3 The research design; 2.4 The research participants; 2.5 Data collection; 2.6 Analysing the data; 2.7 Quality assurance activities; References; 3 Case Studies of Professional Development; 3.1 Helen; 3.2 Marie; 3.3 Nicola; 3.4 Jack; 3.5 Grace 327 $a3.6 RuthReferences; 4 Being a Nurse; 4.1 Images of being a nurse; 4.2 Caring and intimacy; References; 5 Feeling Like a Nurse; 5.1 The nature of socialisation; 5.2 Disconfirmation; 5.3 Confusion; 5.4 Impression management; 5.5 Equilibrium; 5.6 Feeling and acting like a nurse; References; 6 Learning to be a Professional; 6.1 Learning to relate to patients and their carers; 6.2 Developing technical knowledge; 6.3 Learning to bundle nursing activities together; 6.4 Developing professional craft knowledge; 6.5 Learning to manage feelings and emotions; 6.6 Learning to cope with ethical dilemmas 327 $a6.7 Developing the essence of nursing and therapeutic action6.8 Developing interprofessional relationships; 6.9 Developing professional knowledge; References; 7 Supporting Professional Development; 7.1 Breaking through; 7.2 Mentorship; 7.3 Explaining good mentorship; 7.4 Learning by flying solo; 7.5 Learning through story-telling; 7.7 Students' professional development; References; 8 Enhancing Nurses' Professional Learning; 8.1 Conceptualising nurse education; 8.2 Researching nurses' professional learning; 8.3 Curriculum issues; 8.4 Conceptualising mentorship in nurse education 327 $a8.5 Research and the future professional development of nursesReferences; Index 330 $aThe way nurses are taught is constantly evolving and changing. Workplace learning is seen as key to developing practitioners. In this book Jenny Spouse discusses how students learn in a range of different clinical settings and how best to facilitate this process. How do students learn to become nurses? What knowledge and understanding do they need to acquire? How do their preconceptions, beliefs about the learning process, and social needs affect their development? What do they find helpful and unhelpful? What makes clinical settings good for learning? Is it helpful for students to document 606 $aNursing$xStudy and teaching (Continuing education) 606 $aCareer development 615 0$aNursing$xStudy and teaching (Continuing education) 615 0$aCareer development. 676 $a610.73/071/5 676 $a610.730711 676 $a610.730715 700 $aSpouse$b Jenny$0953613 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910830549203321 996 $aProfessional learning in nursing$92156259 997 $aUNINA