Learning to keep patients safe: Emotional safety for learning and complexity in the nursing workforce

Helen Allen, Carin Magnusson, Alison Steven

Research output: Chapter in Book/Report/Conference proceedingChapterpeer-review

5 Downloads (Pure)

Abstract

The focus in this chapter is on the experiences of student nurses and newly qualified nurses (NQNs) as they transition into independent practice and their learning from and in practice. In an investigation into NQNs’ ability to re-contextualise knowledge to allow them to deliver, organise and supervise care (Allan et al. 2016), Allan et al. (2017) found that NQNs progressively put knowledge learnt in university to work by drawing on interconnected domains of learning, including embodied and emotional knowledge. These projects found that attaining competence during the transition period to confident professional is underpinned by knowledge re-contextualisation (Evans et al., 2010).
Original languageEnglish
Title of host publicationRoutledge International Handbook of Nurse Education
EditorsSue Dyson, Margaret McAllister
Place of PublicationAbingdon, Oxon ; New York, NY
PublisherRoutledge
Chapter15
Pages200-212
ISBN (Electronic)9781351121675
ISBN (Print)9780815358862
DOIs
Publication statusPublished - 17 Dec 2019

Publication series

NameRoutledge Handbooks
PublisherRoutledge

Fingerprint

Dive into the research topics of 'Learning to keep patients safe: Emotional safety for learning and complexity in the nursing workforce'. Together they form a unique fingerprint.

Cite this