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Landers MG, O'Mahony M, McCarthy B. A Theoretical Framework to Underpin Clinical Learning for Undergraduate Nursing Students. Nurs Sci Q. 2020;33(2):159-164doi: 10.1177/0894318419898167.
Landers, M. G., O'Mahony, M., & McCarthy, B. (2020). A Theoretical Framework to Underpin Clinical Learning for Undergraduate Nursing Students. Nursing science quarterly, 33(2), 159-164. https://doi.org/10.1177/0894318419898167
Landers, Margaret G, et al. "A Theoretical Framework to Underpin Clinical Learning for Undergraduate Nursing Students." Nursing science quarterly vol. 33,2 (2020): 159-164. doi: https://doi.org/10.1177/0894318419898167
Landers MG, O'Mahony M, McCarthy B. A Theoretical Framework to Underpin Clinical Learning for Undergraduate Nursing Students. Nurs Sci Q. 2020 Apr;33(2):159-164. doi: 10.1177/0894318419898167. PMID: 32180515.
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Nurs Sci Q. 2020 Apr;33(2):159-164. doi: 10.1177/0894318419898167.

A Theoretical Framework to Underpin Clinical Learning for Undergraduate Nursing Students.

Nursing science quarterly

Margaret G Landers, Mairin O'Mahony, Bridie McCarthy

Affiliations

  1. School of Nursing and Midwifery, University College Cork, Cork, Ireland.

PMID: 32180515 DOI: 10.1177/0894318419898167

Abstract

The aim of this is paper is to propose Benner's "Novice to Expert" Framework to underpin learning for students as they progress through the clinical components of an undergraduate nursing educational program. Steinaker and Bell's "Experiential Taxonomy" is presented as a practical medium for itemizing the nursing activities novices are exposed to at the initiation of clinical experience and to the clinical competencies expected of nurses on completion of their educational program. The authors also propose a range of theories of learning applicable to the clinical education of undergraduate nursing students, which can be maximized to enhance clinical learning.

Keywords: clinical learning; nursing students; theoretical framework; undergraduate

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