1. Theory, practice and praxis in Nursing Education
Bosse Jonsson Mälardalen University
(Jonsson, Skyvell Nilsson, Pennbrant & Dahlborg Lyckhage, 2014;
Jonsson, Dahlborg Lyckhage & Pennbrant, 2016)
Soy dinosaurio de donde vive Papá Noel
El contexto es distinto no conozco su contexto
Soy pedagogo, ahora la presentación es inspirado tambien de sociología y filosofía, aunque no soy ni dociologo, bi filosofo
Alcalá /BJ

2. - to educate ”legitimate participants”
Educational aim
”legitimate participants” –annan betydelse hos Lave & Wenger
Promoting professionality by unifying scientific knowledge and practical knowledge
- to educate ”legitimate participants”
Alcalá /BJ

3. Theory and practice gap - challenges for professionality
Working conditions
Organizational circumstances
Implicit rules
(Maben, Latter & Clark, 2006)
Alcalá /BJ

4. Environmental changes
Economy
Technology
Education
Culture
Alcalá /BJ

5. Workplace rationalization
Goal rationality ↔ Value rationality the aim is the meaning the process is the meaning (material work) non-material work e.g. goods production e.g. service work - rationality of health care?
Producción de bienes
Aprendizaje integrado en el trabajo
Alcalá /BJ

6. Learning – an everyday activity
Partial connections
(Harman, 2014)
Learning as work
Work as learning
Alcalá /BJ

7. a dialectical process towards professional competence
Learning as inquire
idea ↔ reality
theory ↔ practice
a dialectical process towards professional competence
(Elkjaer, 2003)
Alcalá /BJ

8. Learning as change of theory and practice into praxis
Alcalá /BJ

9. Learning to be in praxis
B. DEPARTING IN EXPERIENCE 1.
EXPERIENCE→REFLEXION→PRAXIS 2.
EXPERIENCE ↔ REFLEXION ↔
↔ PRAXIS
A. DEPARTING IN THEORY 1. THEORY→PRACTICE→PRAXIS 2. THEORY ↔ PRACTICE ↔ ↔PRAXIS
Alcalá /BJ

10. Work Integrated Learning (WIL) an approach to
make praxis of practice
by using partial connections between learning and work
by integrating scientific knowledge and practical knowledge
Alcalá /BJ

11. Learning Integrated Work (LIW)
Capability to
perform expected tasks
learn at work
participate in change of work place
→ Being in praxis
(Dahlborg Lyckhage & Pennbrant, 2014)
Alcalá /BJ

12. WIL AND LIW (Jonsson, Dahlborg Lyckhage & Pennbrant, 2016 )
Work Integrated Learning (WIL)
Learning Integrated Work (WIL)
CONTEXT
Focus: existing routines and conditions
Focus: change and renewal of routines and conditions
Education
Workplace
STUDENT AND EMPLOYEE ROLE
Student as junior participant
Employee as senior participant
Methodological requisite
Methodological continuation
Trainee student
Professional employee
LEARNING PROCESS
Learning by studying
Learning by professional exercise
Learning process
Learning outcomes
Students´aim: learning oneself
Employees´aim: developing activities and oneself
Learning to inquire
Development by inquiries
Epistemological and vocational knowledge
Praxis knowledge
Alcalá /BJ

13. Accomplishment during internship
Collaboration education – health care
Continous assessment
Continous supervision
Evaluation
Alcalá /BJ

14. REFERENCES
Dahlborg Lyckhage, E., Pennbrant, S. (2014) Work Integred Learning - a didactic tool to develop praxis in nurse education, advances in Nursing science, 37 (1), pp
Elkjaer, B. (2003) Organizational learning with a pragmatic slant. International Journal of Lifelong Education, 22(5) pp
Harman, K. (2014) The multiple reals of workplace learning. European Journal for Research on the Education and Learning for Adults, 5 (1) pp
Alcalá /BJ

15. Jonsson, B,. Dahlborg Lyckhage, E. , Pennbrant, S
Jonsson, B,. Dahlborg Lyckhage, E., Pennbrant, S. (2016) Work Integrated Learning and Learning Integrated Work. An approach to unite Theory and Practice to Praxis. . Handbook on Research on Quality Assurance and Value Management in Higher, Education, pp Hershey, PA USA: IGI Global. ISBN (hardcover) (e-book) Jonsson, B., Skyvell Nilsson, M., Pennbrant, S., Dahlborg Lyckhage, E. From work integrated learning learning integrated work – A pedagogical model to develop praxis in nursing education. Journal of Nursing Education,and Practice, 2 (11), pp
Alcalá /BJ

16. Maben, J. , Latter, S. , M. , Clark, J. M
Maben, J., Latter, S., M., Clark, J. M. (2006) The theory practice gap. Impact of professional bureaucratic work conflict on newly-qualified nurses. Journal of Advanced Nursing (4), pp
Alcalá /BJ