A Conceptual Framework for Educational Design to Bridge the Theory Practice Gap

2.50
Hdl Handle:
http://hdl.handle.net/10755/303928
Category:
Full-text
Type:
Presentation
Title:
A Conceptual Framework for Educational Design to Bridge the Theory Practice Gap
Author(s):
Botma, Yvonne
Lead Author STTI Affiliation:
Non-member
Author Details:
Yvonne Botma, PhD, botmay@ufs.ac.za
Abstract:

Session presented on: Tuesday, July 23, 2013

Purpose:

Most educators in health care try to enable students to apply what they have learned in classrooms and simulation laboratories to their clinical practice. However, the theory-practice gap remains a contentious issue between faculty and practice. According to a vast number of sources a systemic approach is needed to bridge the theory-practice gap. Various systemic models for transfer of learning refer to personal characteristics, educational design factors, and organisational climate as critical elements in bridging the theory-practice gap. This framework provides tapered information and is a frame of reference to organise thinking, problem-solving and interpretation of educational design elements in different contexts. It is therefore applicable for all educators in health care.

Methods:

The presenter developed a draft framework based on existing learning theories, constructive alignment, and the elements of effective learning opportunities. Members of the review panel possessed expertise and interest in developing guidelines/models/strategies as well as in educational and clinical practice. 'A convergent consensus seeking process was used for expert review. The expert review process was approached in a qualitative manner.' Based on the consensus decisions by the reviewers, adaptions were made to the draft framework.'

Results:

The final framework consists of two principles namely establishing a community of learning and the primacy of a learning outcome. The four steps in the process entails 1) activation of existing knowledge, 2) engaging with new information, 3) demonstrating competence, and 4) apply in real world.

Conclusion:

Strategies to strengthen educators and clinical facilitators in applying the principles underlying the framework will become key to the value and contribution of this framework. The conceptual framework may guide the methodological approach for future research investigating the design aspect in bridging the theory-practice gap.

Keywords:
bridging the theory-practice gap; transfer of learning; framework
Repository Posting Date:
22-Oct-2013
Date of Publication:
22-Oct-2013 ; 22-Oct-2013
Conference Date:
2013
Conference Name:
24th International Nursing Research Congress
Conference Host:
Sigma Theta Tau International, the Honor Society of Nursing
Conference Location:
Prague, Czech Republic
Description:
24th International Nursing Research Congress Theme: Bridge the Gap Between Research and Practice Through Collaboration. Held at the Hilton Prague Hotel.

Full metadata record

DC FieldValue Language
dc.language.isoen_USen_GB
dc.language.isoenen
dc.type.categoryFull-texten
dc.typePresentationen
dc.titleA Conceptual Framework for Educational Design to Bridge the Theory Practice Gapen
dc.contributor.authorBotma, Yvonneen
dc.contributor.departmentNon-memberen
dc.author.detailsYvonne Botma, PhD, botmay@ufs.ac.zaen
dc.identifier.urihttp://hdl.handle.net/10755/303928-
dc.description.abstract<p>Session presented on: Tuesday, July 23, 2013</p><b>Purpose: </b> <p>Most educators in health care try to enable students to apply what they have learned in classrooms and simulation laboratories to their clinical practice. However, the theory-practice gap remains a contentious issue between faculty and practice. According to a vast number of sources a systemic approach is needed to bridge the theory-practice gap. Various systemic models for transfer of learning refer to personal characteristics, educational design factors, and organisational climate as critical elements in bridging the theory-practice gap. This framework provides tapered information and is a frame of reference to organise thinking, problem-solving and interpretation of educational design elements in different contexts. It is therefore applicable for all educators in health care. <p><b>Methods: </b> <p>The presenter developed a draft framework based on existing learning theories, constructive alignment, and the elements of effective learning opportunities. Members of the review panel possessed expertise and interest in developing guidelines/models/strategies as well as in educational and clinical practice. 'A convergent consensus seeking process was used for expert review. The expert review process was approached in a qualitative manner.' Based on the consensus decisions by the reviewers, adaptions were made to the draft framework.' <p><b>Results: </b> <p>The final framework consists of two principles namely establishing a community of learning and the primacy of a learning outcome. The four steps in the process entails 1) activation of existing knowledge, 2) engaging with new information, 3) demonstrating competence, and 4) apply in real world. <p><b>Conclusion: </b> <p>Strategies to strengthen educators and clinical facilitators in applying the principles underlying the framework will become key to the value and contribution of this framework. The conceptual framework may guide the methodological approach for future research investigating the design aspect in bridging the theory-practice gap.en
dc.subjectbridging the theory-practice gapen
dc.subjecttransfer of learningen
dc.subjectframeworken
dc.date.available2013-10-22T20:26:03Z-
dc.date.issued2013-10-22-
dc.date.issued2013-10-22en
dc.date.accessioned2013-10-22T20:26:03Z-
dc.conference.date2013en
dc.conference.name24th International Nursing Research Congressen
dc.conference.hostSigma Theta Tau International, the Honor Society of Nursingen
dc.conference.locationPrague, Czech Republicen
dc.description24th International Nursing Research Congress Theme: Bridge the Gap Between Research and Practice Through Collaboration. Held at the Hilton Prague Hotel.en
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