This thesis presents a study which focused on how a blended learning, skills-based programme, embedded in the Situated Cognition Learning Theory (SCLT) explained the learning experience of registered nurses and midwives. It explores the impact in which the principles of SCLT had on student learning, and how such a learning approach can enhance the students’ ability to apply the knowledge and skill acquired in the clinical environment. Finally, the thesis explores the learning experience for students, when the SCLT skills-based education programme is integrated through blended learning. Design Methodology: A qualitative, descriptive, exploratory, sequential design was adopted, to explore the learning experience of fifteen registered nurses and midwives. Data collection of fifteen student participants was by individual semi-structured interviews. A focus group of three lecturers considered the analysed findings of the student interviews. Braun and Clarke’s thematic analysis framework (Braun and Clarke, 2006), generated four themes: (i) the effect the SCLT teaching interventions had on learning, (ii) effects on learning achievement, (iii) effects on clinical skill performance and (iv) the overall learning experience. Findings revealed the principles of SCLT which emerged as key for inclusion for skills-based learning included authenticity of the environment, activities and assessment, multiplicity of roles, need for collaborative learning, and access to expert practice.
| Date of Award | Jul 2022 |
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| Original language | English |
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| Awarding Institution | - Queen's University Belfast
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| Sponsors | Dundalk Institute of Technology |
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| Supervisor | Kevin Gormley (Supervisor) & Peter O'Halloran (Supervisor) |
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- Situated Cognition
- situated learning
- situated cognition learning Theory
- registered nurses
- registered midwives
- blended learning
- skills-based edcuation
To what extent does situated cognition learning theory explain the learning experience of registered nurses and midwives enrolled on a skill-based blended learning programme: a qualitative exploration
King, B. (Author). Jul 2022
Student thesis: Doctoral Thesis › Doctorate in Nursing Practice