Knowledge and learning in speciality practice

Spence, K; Sinclair, L; Morritt, ML; Laing, S

Knowledge and learning in speciality practice

Spence, K Sinclair, L

Morritt, ML Laing, S

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Publication Type:: Journal Article
Citation:: Journal of Neonatal Nursing, 2016, 22 (6), pp. 263 - 276
Issue Date:: 2016-12-01

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Field	Value	Language
dc.contributor.author	Spence, K	en_US
dc.contributor.author	Sinclair, L https://orcid.org/0000-0002-4209-9745	en_US
dc.contributor.author	Morritt, ML	en_US
dc.contributor.author	Laing, S	en_US
dc.date.issued	2016-12-01	en_US
dc.identifier.citation	Journal of Neonatal Nursing, 2016, 22 (6), pp. 263 - 276	en_US
dc.identifier.issn	1355-1841	en_US
dc.identifier.uri	http://hdl.handle.net/10453/118450
dc.description.abstract	© 2016 Purpose To describe the working knowledge (knowledge-in-action) of nurses in the speciality of neonatal nursing and understand how they acquire this knowledge to inform strategies for orientation, mentorship, in-service programs and curricula of speciality neonatal programs. A questionnaire consisting of three parts; demographics, questions about outcomes of care and the NICU-BKAT4 knowledge questionnaire. Was distributed to all neonatal nurses in Neonatal Intensive Care Units (NICU) and Newborn Emergency Transport Service (NETS) in New South Wales Australia. Results Nurses with less than one year speciality experience typically had the lowest NICU-BKAT4 scores and ‘critical’ knowledge essential for safe practice (p's < .001). Patterns of learning emerged, with the majority (97%) of novice nurses showing a preference for experiential ‘on-the-job’ learning. Conclusion This research adds to the understanding of nurses' learning preferences, has implications for speciality nursing education and practice and suggests a review of current educational strategies.	en_US
dc.relation.ispartof	Journal of Neonatal Nursing	en_US
dc.relation.isbasedon	10.1016/j.jnn.2016.05.002	en_US
dc.subject.classification	Nursing	en_US
dc.title	Knowledge and learning in speciality practice	en_US
dc.type	Journal Article
utslib.citation.volume	6	en_US
utslib.citation.volume	22	en_US
utslib.for	1110 Nursing	en_US
utslib.for	1114 Paediatrics and Reproductive Medicine	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Health
utslib.copyright.status	closed_access
pubs.issue	6	en_US
pubs.publication-status	Published	en_US
pubs.volume	22	en_US

Abstract:

© 2016 Purpose To describe the working knowledge (knowledge-in-action) of nurses in the speciality of neonatal nursing and understand how they acquire this knowledge to inform strategies for orientation, mentorship, in-service programs and curricula of speciality neonatal programs. A questionnaire consisting of three parts; demographics, questions about outcomes of care and the NICU-BKAT4 knowledge questionnaire. Was distributed to all neonatal nurses in Neonatal Intensive Care Units (NICU) and Newborn Emergency Transport Service (NETS) in New South Wales Australia. Results Nurses with less than one year speciality experience typically had the lowest NICU-BKAT4 scores and ‘critical’ knowledge essential for safe practice (p's < .001). Patterns of learning emerged, with the majority (97%) of novice nurses showing a preference for experiential ‘on-the-job’ learning. Conclusion This research adds to the understanding of nurses' learning preferences, has implications for speciality nursing education and practice and suggests a review of current educational strategies.

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http://hdl.handle.net/10453/118450