In 1992, as part of a study funded by the English National Board for Nursing, Midwifery and Health Visiting, the author conducted 26 interviews, 12 with students on the newly-introduced Diploma in Higher Education for Nurses, and 14 with District Nursing Sisters who supervised them during their community placements.
The approach to the work was interpretive and was guided by phenomenology.
It was discovered that one of the most valuable contributions of their'community experience'was the opportunities it gave the students to'think through'and develop their own ideas about their practice.
The author's interpretation of these findings was influenced by Donald Schon's ideas about reflective practice and coaching.
His theory that professional practice is based on'knowing-in-action'and'theories-in-use'which are formulated and modified through a process and guidance given to students by their supervisors bore some resemblance to the types of coaching advocated by Schon, to which he gave the names'Joint discussed here also, however, differs from Schon's theories in advocating that more attention should be given to the academic theory referred to by him as'technical rationality.
Mots-clés Pascal : Infirmier, Personnel sanitaire, Formation professionnelle, Enseignement supérieur, Homme, Pratique professionnelle, Théorie, Superviseur, Angleterre, Grande Bretagne, Royaume Uni, Europe, Santé communautaire
Mots-clés Pascal anglais : Nurse, Health staff, Occupational training, Graduate level education, Human, Professional practice, Theory, Supervisor, England, Great Britain, United Kingdom, Europe, Community health
Notice produite par :
Inist-CNRS - Institut de l'Information Scientifique et Technique
Cote : 97-0294802
Code Inist : 002B30A09. Création : 15/07/1997.