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Do learning approaches influence practice-readiness?

  • Author(s) / Creator(s)
  • There continues to be considerable debate about how to prepare nursing students so that they are ready to practise. A recent study with RNs, managers and educators in Alberta showed that: · there is a strong perception that practice-readiness is an idealistic, largely impossible goal that has reached \"mythical proportions\" because there is a limit to how much students can learn in generalist-oriented programs · the level of practice-readiness is often considered to be an educational problem, but it is more of a larger systems-level problem · there is a persistent perception that nursing programs do not include sufficient opportunity to develop strong psychomotor skills · the multiple stressors experienced by new graduates result in a pervasive fear of making mistakes and \"not doing a good job\" for six months to a year following graduation (availability of consistent mentoring, orientation and clinical support on the unit help to alleviate this stress)

  • Date created
    2010
  • Subjects / Keywords
  • Type of Item
    Article (Published)
  • DOI
    https://doi.org/10.7939/R3779V
  • License
    © 2010 College and Association of Registered Nurses of Alberta. This version of this article is open access and can be downloaded and shared. The original author(s) and source must be cited.
  • Language
  • Citation for previous publication
    • Spiers, J., Williams, B., Gibson, B., Kabotoff, W., McIlwraith, D., Sculley, A., Richard, E., & Fisk, A. Do learning approaches influence practice-readiness?. Alberta RN 66.2 (2010), 20:22.