Making sense of praxis within an evolving clinical context: A grounded theory of nursing student learning transfer
Bibliographic record
Abstract
BACKGROUND: Nursing students are tasked with connecting theoretical knowledge with clinical practice to ensure patient safety and provide quality care. However, there is a distinct lack of research on nursing student learning transfer. More exploration and research are necessary to understand how nursing students apply their learning in complex and evolving clinical situations. AIM: The objective of this study was to explore the processes and strategies nursing students use to transfer classroom learning to real-world clinical situations. DESIGN: We utilized a classic grounded theory methodology developed by Glaser and Strauss to explore how fourth-year baccalaureate nursing students transfer classroom learning to clinical practice. PARTICIPANTS AND SETTING: From March 2023 to February 2024, 19 fourth-year nursing students were recruited from six undergraduate nursing programs across Alberta, Canada, ensuring that the study population provided a fair representation within the province. METHODS: Interviews were transcribed verbatim and analyzed through open coding, the constant comparative method, and memo writing. A core category emerged along with four related sub-categories. A substantive theory was developed through theoretical sampling, selective coding, the constant comparative method, and memo writing. RESULTS: The research findings identified making sense of praxis as the core category, which represented the way students applied theory-to-practice connections in clinical settings. Four interconnected sub-categories were identified: experiencing the clinical environment, making it personal, recognizing connections, and working toward mastery by doing, culminating in the theory Making Sense of Praxis Within an Evolving Clinical Context. CONCLUSIONS: The findings led to recommendations for nursing education programs, specifically nursing curriculum designers and clinical instructors, regarding the preparation of and support for nursing students in their developing clinical practice.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".