Abstract

The past 30 years have seen rapid expansion in nursing roles, and the provision of education that supports them. However, the nature of the knowledge that characterises advanced practice, and the pedagogical strategies that are utilised in catalysing its development have yet to be extensively evaluated. Whilst a number of frameworks which purport to conceptualise this knowledge do exist, such structures remain somewhat provisional. Likewise, the pedagogical approaches employed in the development of knowledge for advanced practice are derived as much from teacher preference, organisational expedience, and external policy drivers as educational efficacy. The study presented within this thesis addresses these challenges by examining the knowledge conceptualisation process in relation to two student cohorts undertaking 'Advanced Practice' study at Masters level within the author's employing university. A programme utilising a conventional pedagogical approach has been contrasted with one employing a more collaborative modality; this facilitates an evaluation of the impact of the respective learning and teaching approaches upon the dynamic creation and modification of the practitioners' knowledge base.

Description

This dissertation has also been disseminated through the ProQuest Dissertations and Theses database. Dissertation/thesis number: 29146149; ProQuest document ID: 2645195779. The author still retains copyright.

Author Details

Mark Davies, PhD, MSc, BSC (Hons), PGCEd, RN

Sigma Membership

Non-member

Type

Dissertation

Format Type

Text-based Document

Study Design/Type

Grounded Theory

Research Approach

Qualitative Research

Keywords:

Pedagogical Strategies, Nursing Education, Advanced Practice Knowledge, Clinical Practice, Learning Styles

Advisor

Andrew Rogers

Second Advisor

Catherine Jones

Degree

PhD

Degree Grantor

University of South Wales

Degree Year

2017

Rights Holder

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All permission requests should be directed accordingly and not to the Sigma Repository.

All submitting authors or publishers have affirmed that when using material in their work where they do not own copyright, they have obtained permission of the copyright holder prior to submission and the rights holder has been acknowledged as necessary.

Review Type

None: Degree-based Submission

Acquisition

Proxy-submission

Date of Issue

2022-05-05

Full Text of Presentation

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