A Cooperative Inquiry Into Action Learning and Praxis Development in a Community Nursing Module
Bibliographic Data
| ID | 4633091 |
|---|---|
| Authors | Emrys R Jenkins (Swansea University, Swansea, Wales, United Kingdom), Emrys Jenkins (Swansea University), Gaynor M Mabbett (Swansea University, Swansea, Wales, United Kingdom), Andrea G Surridge (Swansea University, Swansea, Wales, United Kingdom), Joanna Warring (Swansea University, Swansea, Wales, United Kingdom), Elizabeth D Gwynn (Princess Street Surgery, Gorseinon, Swansea, Wales, United Kingdom) |
| Year | 2009 |
| Volume | 19 |
| Issue | 9 |
| Pages | 1303-1320 |
| Publication date | 2009-09-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Qualitative Health Research (JOURNAL) |
| Journal identifiers | ISSN: 1049-7323 • E-ISSN: 1552-7557 |
| Publisher | SAGE Publications Inc (PUBLISHER) |
| DOI | 10.1177/1049732309344110 |
| PMID | 19690210 |
| OpenAlex | W2113984421 |
| Language | EN |
| References cited | 38 |
As nurse lecturers we investigated practice development and action learning approaches aimed at enabling postregistration bachelor's- and master's-level nursing students (Community Health Studies, Nursing in the Home) to advance practice in the context of policy and professional developments. A patchwork text was used to assess summatively what students achieved (practice change/development) and how this was informed critically, via an extended epistemology. First-person inquiry supplemented by cooperative inquiry postcourse completion (including reflective discussions with 16 students and 16 practice mentors) were used to assist coresearcher constructions of meaning. A relational, tripartite approach to learning and assessment (students', teachers', and practice mentors' collective contributions) depends on continuing reflective attention. Action learning enhances interrelation of experience with dialectic thinking. The patchwork text functions to promote creative writing, evaluative thinking, and praxis development. Role modeling by all, being genuine and not just "talking" genuine, is challenging yet crucial if people are to function as mutual resources for learning
Action research · Bachelor · Critical thinking · Dialectic · Epistemology · Pedagogy · Political science · Praxis · Reflective Practice · Innovative Education and Learning Practices · Interprofessional Education and Collaboration · Nursing education and management · Psychology
| Highly cited | No |
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