title: Implications of the situated learning model for teaching and learning nursing research.
abstract: Situated learning theory is gaining increased attention in the fields of human cognition and learning. The authors discuss the key researchers and basic assumptions of situated learning, and outline implications for the design and development of instruction. The authors describe how they applied the situated model to teaching and learning nursing research, an area identified as problematic for staff, administrators, and educators. They describe their personal observations and discuss feedback from participants at the workshop. The authors conclude that the situated model is useful for exposing nurses with little prior research experience to this domain of knowledge.
authors.affiliation: Health Services Research & Development and Northwest Regional Faculty Development Center, Boise Veterans Administration Medical Center, Idaho 83702-4598, USA.
authors.forename: J A
authors.initials: JA
authors.lastname: Gieselman
authors.forename: N
authors.initials: N
authors.lastname: Stark
authors.forename: M J
authors.initials: MJ
authors.lastname: Farruggia
mesh_terms: D001291:Attitude of Health Personnel; D003299:Cooperative Behavior; D004509:Education, Nursing, Continuing / Q000379:methods*; D005181:Faculty, Nursing; D006801:Humans; D007400:Interprofessional Relations; D007858:Learning; D017145:Models, Educational; D015402:Nursing Education Research; D015399:Nursing Research / Q000193:education*; D009740:Nursing Staff / Q000193:education / Q000523:psychology; D015397:Program Evaluation; D011582:Psychological Theory; D011588:Psychology, Educational; D012381:Role Playing; D012944:Social Support; D013663:Teaching / Q000379:methods*