G.H. Van Rensburg

A conceptual framework for educational design at modular level to promote transfer of learning

Students bridge the theory–practice gap when they apply in practice what they have learned in class. A conceptual framework was developed that can serve as foundation to design for learning transfer at modular level. The framework is based on an adopted and adapted systemic model of transfer of learning, existing learning theories, constructive alignment and the elements of effective learning opportunities. A convergent consensus-seeking process, which is typical of a qualitative approach, was used for expert review. The final conceptual framework consists of two principles: establishing a community of learning and the primacy of a learning outcome. The four steps entail the following: (1) activation of existing knowledge; (2) engaging with new information; (3) demonstrating competence; and (4) application in the real world. It is envisaged that by applying the framework educators in health care will design for transfer of learning, resulting in quality of care and optimal patient outcomes.

TEACHING AND FACILITATION STRATEGIES FOR THE PROFESSIONAL SOCIALISATION OF STUDENT NURSES

A fundamental goal of the professional socialisation of student nurses is to enhance nursing conduct and quality of care. Professional socialisation requires internalisation of characteristics typical of a profession when a student nurse learns and applies knowledge, skills, norms and values. The success of professional socialisation lies in the quality of teaching and learning. The quantitative phase of a sequential mixed methods study revealed the perceptions of nurse educators regarding their role in the teaching and facilitation of professional socialisation. The study findings informed the development of guidelines to support educators in planning and implementing teaching and facilitation strategies. Strategies should incorporate values and beliefs of the nursing profession; be student centred; take cognisance of the hidden curriculum; and utilise various teaching, facilitation and assessment methods. The role of the educator in supporting students in a positive and empowering manner becomes imperative for the professional socialisation of students.