Recontextualising Professional Knowledge--Newly Qualified Nurses and Physicians

Autor/inn/en	Smeby, Jens-Christian; Vagan, Andre
Titel	Recontextualising Professional Knowledge--Newly Qualified Nurses and Physicians
Quelle	In: Journal of Education and Work, 21 (2008) 2, S.159-173 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1363-9080
Schlagwörter	Stellungnahme; Physicians; Nurses; Theory Practice Relationship; Questionnaires; Professional Education; Higher Education; Nursing Education; Family Work Relationship; Medical Education; Professional Occupations + Suchen Sie Ihr Suchwort? Physician; Doctor; Arzt; Theorie-Praxis-Beziehung; Fragebogen; Berufsausbildung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Pflegepädagogik; Medizinische Ausbildung; Berufsklassifikation
Abstract	This article examines the discrepancy between newly qualified nurses' and physicians' assessment of acquired knowledge in education and their assessment of the knowledge demands in occupational practice. Knowledge learned in educational institutions is traditionally conceived as general and decontextualised with great potential for transmission transcending different contexts and situations. The gaps between knowledge learned in higher education and knowledge demands in professional practice are, however, not merely a failure in the delivery of knowledge. It is argued that the concept of "boundary-crossing" is an appropriate way of reconceptualising the theory-practice gaps because it focuses on the challenges as well as constructive processes graduates face in their first years in professional work. The empirical material is based upon questionnaires handed in by students in their final semester 2001 and three years after graduation in 2004. (Contains 2 notes, 1 table, and 3 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10