Putting knowledge to work: a new approach.
Approaches to the longstanding challenges of 'integrating' subject-based and work-based knowledge have typically focused on questions of how learning can be 'transferred' from one setting to another, relating the assumed 'abstract' nature of theory to the assumed 'real' nature of practice. This is often seen as a single movement as encapsulated in the term 'from theory to practice'. The authors have developed a fresh approach that concentrates on different forms of knowledge and the ways in which these are contextualised and 're-contextualised' in movements between different sites of learning in colleges and workplaces. While the research has been carried out in a range of professional fields outside nursing, the arguments put forward by the authors are relevant to continuing debates within nursing around the theory-practice gap. The aim has been to explore how the subject-based and work-based aspects of a curriculum or learning programme can articulate with one another more effectively. The potential of the 're-contextualisation' approach for nurse education is outlined, with a view to further research. The original research was sponsored by the London Chamber of Commerce and Industry Commercial Education Trust and the Economic and Social Research Council Teaching and Learning Research Programme.
Evans
Karen
K
Institute of Education, University of London, 20, Bedford Way, London WC1H OAL, United Kingdom. k.evans@ioe.ac.uk <k.evans@ioe.ac.uk>
Guile
David
D
Harris
Judy
J
Allan
Helen
H
D002983:Clinical Competence; D003479:Curriculum; D055318:Evidence-Based Nursing / Q000193:education*; D005181:Faculty, Nursing; D007722:Health Knowledge, Attitudes, Practice; D006801:Humans; D011369:Professional-Patient Relations; D013338:Students, Nursing; D013663:Teaching; D057170:Translational Research, Biomedical