Citations (29)
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Ida Katrine Riksaasen Hatlevik & Sylvi Stenersen Hovdenak. (2020) Promoting Students’ Sense of Coherence in Medical Education Using Transformative Learning Activities. Advances in Medical Education and Practice 11, pages 807-816.
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Naomi Tutticci, Fiona Coyer, Peter A. Lewis & Mary Ryan. (2017) Validation of a reflective thinking instrument for third-year undergraduate nursing students participating in high-fidelity simulation. Reflective Practice 18:2, pages 219-231.
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Ida Hatlevik & Jens-Christian Smeby. (2015) Programme coherence and epistemological beliefs. Nordic Psychology 67:2, pages 136-153.
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Lise Cecilie Kleppe, Kristin Margrete Heggen & Eivind Engebretsen. (2015) Dual ideals and single responsibilities – a critical analysis of social workers’ responsibility for the ideal of promoting justice at the individual and the societal level. Nordic Social Work Research 5:1, pages 5-19.
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André Vågan & Kåre Heggen. (2014) Contextualisation and learning: a comparative study of student teachers and student nurses. Journal of Education and Work 27:6, pages 608-628.
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Gerd Sylvi Steinnes. (2014) Common sense or professional qualifications? Division of labour in kindergartens. European Early Childhood Education Research Journal 22:4, pages 478-495.
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Jens-Christian Smeby & Kåre Heggen. (2014) Coherence and the development of professional knowledge and skills. Journal of Education and Work 27:1, pages 71-91.
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Anne Virtanen, Päivi Tynjälä & Anneli Eteläpelto. (2014) Factors promoting vocational students’ learning at work: study on student experiences. Journal of Education and Work 27:1, pages 43-70.
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Jim Hordern. (2014) How is vocational knowledge recontextualised?. Journal of Vocational Education & Training 66:1, pages 22-38.
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Anne Laiho & Tarita Ruoholinna. (2013) The relationship between practitioners and academics – anti-academic discourse voiced by Finnish nurses. Journal of Vocational Education & Training 65:3, pages 333-350.
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Dianne Mulcahy. (2011) Between work and learning: on pedagogic practice and interstitial space. Studies in Continuing Education 33:3, pages 203-217.
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Staffan Nilsson. (2010) On the meaning of higher education in professional practice: the case of physicians and engineers. Journal of Education and Work 23:3, pages 255-274.
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Kaija Collin, Susanna Paloniemi & Jukka‐Pekka Mecklin. (2010) Promoting inter‐professional teamwork and learning – the case of a surgical operating theatre. Journal of Education and Work 23:1, pages 43-63.
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Articles from other publishers (16)
Ria den Hertog & Henny P. A. Boshuizen. (2021) Learning Professional Knowledge: Bachelor Nursing Students’ Experiences in Learning and Knowledge Quality Outcomes in a Competence-Based Curriculum. Vocations and Learning 15:1, pages 21-47.
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Bjørg Christiansen, Vigdis Holmberg, Torunn Erichsen & André Vågan. (2020) Helsepedagogikk – fra begrep til praksis i helsefagutdanninger: Hva kjennetegner studentenes erfaringer?. Uniped 43:3, pages 235-246.
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An Ling Siew, Li Hui Tay, Wei How Darryl Ang & Violeta Lopez. (2019) Survivorship Care Practices and Confidence of Oncology Nurses in Singapore: A Cross-Sectional Study. Journal of Transcultural Nursing 31:5, pages 451-459.
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Kathleen Greenway, Graham Butt & Helen Walthall. (2018) What is a theory-practice gap? An exploration of the concept. Nurse Education in Practice.
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Ülkü Polat & Tuğba Karataş. (2018) Nursing Students’ Knowledge of Palliative Care at a University in Turkey. Research and Theory for Nursing Practice 32:3, pages 276-295.
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Pål Winnæss. (2017) Profesjonsstudentblikk. Norsk sosiologisk tidsskrift 1:4, pages 284-300.
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Nicky Wolmarans. (2016) Inferential reasoning in design: Relations between material product and specialised disciplinary knowledge. Design Studies 45, pages 92-115.
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W. T. Heusdens, A. Bakker, L. K. J. Baartman & E. De Bruijn. (2015) Contextualising Vocational Knowledge: A Theoretical Framework and Illustrations From Culinary Education. Vocations and Learning 9:2, pages 151-165.
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Joakim Caspersen. (2015) Teachers’ Learning Activities in the Workplace: How Does Teacher Education Matter?. Creative Education 06:01, pages 46-63.
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Susan H. Walker & Geraldine Davis. (2014) Knowledge and reported confidence of final year midwifery students regarding giving advice on contraception and sexual health. Midwifery 30:5, pages e169-e176.
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Anton Havnes & Jens-Christian Smeby. 2014. International Handbook of Research in Professional and Practice-based Learning. International Handbook of Research in Professional and Practice-based Learning
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Joakim Caspersen. (2013) The valuation of knowledge and normative reflection in teacher qualification. Teaching and Teacher Education 30, pages 109-119.
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Ida Katrine Riksaasen Hatlevik. (2011) The theory‐practice relationship: reflective skills and theoretical knowledge as key factors in bridging the gap between theory and practice in initial nursing education. Journal of Advanced Nursing 68:4, pages 868-877.
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Jens-Christian Smeby. 2012. Professional Learning in the Knowledge Society. Professional Learning in the Knowledge Society
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Sanne F. Akkerman & Arthur Bakker. (2011) Boundary Crossing and Boundary Objects. Review of Educational Research 81:2, pages 132-169.
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Staffan Nilsson. (2010) Enhancing individual employability: the perspective of engineering graduates. Education + Training 52:6/7, pages 540-551.
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