Abstract
This paper highlights a disjuncture between training frameworks designed to meet work-based competencies, and educational flexibility desirable to prepare diverse learners for fluid workplaces and roles. We describe a pilot study that explored teaching and learning practices in a vocational education and training Diploma of Nursing program. The study used qualitative approaches framed by a social view of learning as a reflexive process. Frictions emerged in how teaching and learning was fostered and how knowledge and skills were contextualised through nursing-accredited training packages. A case is made to enhance critical thinking and reflexive approaches to prepare work-ready nurse graduates.
Original language | English |
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Pages (from-to) | 268-285 |
Number of pages | 18 |
Journal | Studies in Continuing Education |
Volume | 39 |
Issue number | 3 |
DOIs | |
Publication status | Published - 18 Jan 2017 |
Keywords
- reflexive learning
- critical thinking
- VET
- work-ready nurses
- nurse education
- competency-based training