Thesis
Practising for practice : the role of constructionist pedagogies in the development of undergraduate nursing students
- Creator
- Rights statement
- Awarding institution
- University of Strathclyde
- Date of award
- 2024
- Thesis identifier
- T16920
- Person Identifier (Local)
- 201290162
- Qualification Level
- Qualification Name
- Department, School or Faculty
- Abstract
- Constructionist pedagogies are one of several collaborative pedagogical approaches used extensively in pre-registration nursing programmes. Constructionist pedagogies imply that preparation for practice is constructed in social interaction between individuals and their environment. This research, undertaken to inform teaching and research practice, investigated perceptions of constructionist pedagogies from the perspective of student nurses and nurse lecturers on the same programme. To date, there has been no published research on the collaborative elements of constructionist pedagogies in nurse education in relation to the development of collaborative working skills. The study was framed within a social constructionist research design, aligned to my own philosophical assumptions about learning and shaped by my personal experiences as a learner, nurse and nurse lecturer. Purposive sampling, semi structured interviews and focus groups, mediated through Ketso and an Appreciative Inquiry approach, were used. Nvivo software was used to organise data. A pluralistic approach to data analysis was adopted, drawing on Reflexive Thematic Analysis and Content Analysis. The study found that the impact of multiple constructionist pedagogies, used simultaneously, prepares students for practice by providing opportunities to practise and develop collaborative working skills. The development of collaborative working skills is complex and multidimensional; the study recognised multiple interpretations regarding the role of constructionist pedagogies, and revealed information about interaction processes that reflected the complexity of learning and development. A key finding is that collaborative working skills can be considered a meta-skill, incorporating and facilitating the development of sixteen interconnected subskills. A nuanced understanding of how sociocultural learning theory and contextual factors could be applied in connection to key elements of constructionist pedagogies was shown. Contextual factors, such as the nature of the social interaction, the task and the physical environment, combined with social and cognitive aspects of constructionist pedagogies, assist in the development of collaborative working skills and the transfer of theory from an academic setting to practice. This study recommends that a constructionist pedagogy repertoire is maintained in pre-registration nursing education. The distinct method adopted may help to improve pedagogical research by inspiring new methodological ideas.
- Advisor / supervisor
- Wall, Kate
- Adams, Paul, 1969-
- Resource Type
- DOI
Las relaciones
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PDF of thesis T16920 | 2024-05-20 | Público | Descargar |