Technological competence as a fundamental structure of learning in critical care nursing: a phenomenological study.
Post-registration education programmes are frequently informed by nationally agreed curriculum frameworks. Although these aim to promote comparability between similarly focused clinical courses, inconsistencies have recently been identified across a range of critical care curricula. This suggests that broad-based frameworks may be insufficiently sensitive to local learning needs. This study was concerned with the extent to which the curriculum met the learning needs of 10 post-registration critical care students and, in particular, aimed to explore the meaning of learning to the students themselves. The study revealed technological competence to be a necessary foundation to the development of clinical practice and this is discussed from a philosophical perspective which allows the nature of contemporary nursing practice to be reconceptualized. It is argued that curriculum development for clinically based, post-registration courses can be constructively informed by local consultation and that phenomenological study can complement more traditional approaches often relied upon in educational research.
Little
C V
CV
Bournemouth House, Bournemouth University, 17 Christchurch Road, Bournemouth BH1 3LG, UK.
D002983:Clinical Competence; D003162:Competency-Based Education / Q000458:organization & administration / Q000592:standards*; D003422:Critical Care / Q000379:methods / Q000592:standards*; D003479:Curriculum / Q000592:standards*; D004508:Education, Nursing, Baccalaureate / Q000458:organization & administration / Q000592:standards*; D006801:Humans; D007858:Learning; D017145:Models, Educational; D015404:Nursing Methodology Research