Facilitating students' critical transition capabilities in a first year nursing course

Paper

Lawrence, Jill. 2006. "Facilitating students' critical transition capabilities in a first year nursing course." Bunker, Alison and Vardi, Iris (ed.) 29th HERDSA Annual Conference: Critical Visions: Thinking, Learning and Researching in Higher Education (HERDSA 2006). Perth, Australia 10 - 12 Jul 2006 Sydney, Australia.
Paper/Presentation Title

Facilitating students' critical transition capabilities in a first year nursing course

Presentation TypePaper
Authors
AuthorLawrence, Jill
EditorsBunker, Alison and Vardi, Iris
Journal or Proceedings TitleProceedings of the 29th HERDSA Annual Conference: Critical Visions: Thinking, Learning and Researching in Higher Education (HERDSA 2006)
Number of Pages7
Year2006
Place of PublicationSydney, Australia
ISBN0908557698
Web Address (URL) of Paperhttp://www.herdsa.org.au/wp-content/uploads/conference/2006/Lawrence.pdf
Conference/Event29th HERDSA Annual Conference: Critical Visions: Thinking, Learning and Researching in Higher Education (HERDSA 2006)
Event Details
29th HERDSA Annual Conference: Critical Visions: Thinking, Learning and Researching in Higher Education (HERDSA 2006)
Event Date
10 to end of 12 Jul 2006
Event Location
Perth, Australia
Abstract

[Abstract]: From the moment they participate in higher education nursing students undergo a number of transitions which are critical in terms of their capabilities to persevere at university. Their first year experience includes the processes of becoming familiar with,
mastering and demonstrating mainstream university literacies. These include academic literacy and numeracy, communication and information literacies as well as personal, cultural and social literacies, such as reflective practice and critical self awareness. Apart from these transitions nursing students are also required to master discipline specific nursing culture with
its various, and at times inconsistent, clinical, theoretical and research literacies. Nursing
students’ abilities to develop critical transition capabilities are therefore crucial if they are to
persist and be effective, at university and beyond. This paper prioritises three key transition capabilities that nursing students can apply in undergraduate contexts – reflective, sociocultural and critical practice – and discusses how they are prioritised and developed in a first
year nursing course. The approach is underpinned by critical discourse, constructivist and cross cultural theoretical perspectives. The paper also reports the findings of a pilot study evaluating the approach’s effectiveness in assisting students to develop and apply these critical transition capabilities.

Keywordscritical transition practices, critical perspectives, cross cultural communication
ANZSRC Field of Research 2020390303. Higher education
390110. Medicine, nursing and health curriculum and pedagogy
Public Notes

Copyright © 2006 Jill Lawrence: The author assigns to HERDSA and educational non-profit institutions
a non-exclusive license to use this document for personal use and in courses of instruction provided
that the article is used in full and this copyright statement is reproduced. The author also grants a nonexclusive
license to HERDSA to publish this document in full on the World Wide Web (prime sites and
mirrors) on CD and in printed form within the HERDSA 2006 Conference Proceedings. Any other usage
is prohibited without the express permission of the authors.

Byline AffiliationsSchool of Humanities and Communication
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