Putting knowledge to work: A new approach

References 

1. Aarkrog, V., 2003. The coherence between practice situations and ways of transfer. In: Paper Presented at European Conference of Educational Research, 2003. Hamburg, Germany.
2. Allan, H., 2008. Paper Presented at the Learning to be Professional Conference. SCEPTrE, University of Surrey, Guildford April, 2009.
3. Allan HT, Larsen J, Bryan K, Smith P. The social reproduction of institutional racism: internationally recruited nurses’ experiences of the British Health Services. Diversity in Health and Social Care. 2004;1(2):117–126
4. Barnett M. Vocational knowledge and vocational pedagogy. In:  Young M,  Gamble J editor. Knowledge, Curriculum and Qualifications for South African Further Education. Cape Town: HSRC Press; 2006;
5. Bernstein B. Pedagogy, Symbolic Control and Identity: Theory, Research Critique. revised ed.. Lanham: Rowman and Littlefield Publishers, Inc.; 2000;
6. Chambers D. Is the modern NHS fit for nursing students?. British Journal of Nursing. 2007;16(2):74–75
7. Corlett J. The perceptions of nurse teachers, student nurses and preceptors of the theory-practice gap in nurse education. Nurse Education Today. 2000;20(6):499–505
   • Abstract
   • Full-Text PDF (152 KB)
   • CrossRef
8. Davies C. Gender and the Professional Predicament of Nursing. Buckingham: Open University Press; 1995;
9. Evans, K., Guile, D., Harris, J., 2009. Putting Knowledge to Work. Centre for Excellence in Work-Based Learning (WLE Centre) Institute of Education, University of London, London. Available from: <www.wlecentre.ac.uk>.
10. Evans K, Hodkinson P, Rainbird H, Unwin L. Improving Workplace Learning. Abingdon: Routledge; 2006;
11. Evans K, Kersh N, Kontiainen S. Recognition of tacit skills: sustaining learning outcomes in adult learning and work – re-entry. International Journal of Training and Development. 2004;8:54–72
12. Eraut M. Developing Professional Knowledge: A Review of Progress and Practice. London: Falmer Press; 2004;
13. Eraut M. Informal learning in the workplace. Studies in Continuing Education. 2004;26(2):247–274
14. Felstead A, Fuller A, Jewson N, Unwin L. Improving Working as Learning. Abingdon: Routledge; 2009;
15. Gallagher P. How the metaphor of a gap between theory and practice has influenced nursing education. Nurse Education Today. 2004;24(4):263–268
    • Abstract
    • Full Text
    • Full-Text PDF (163 KB)
    • CrossRef
16. Guile D. Learning across contexts. Educational Philosophy and Theory. 2006;38(3):251–268
17. Landers MG. The theory-practice gap in nursing education. Journal of Advanced Nursing. 2000;32(6):1550–1556
    • MEDLINE
    • CrossRef
18. Larsen J, Allan HT, Bryan K, Smith P. Overseas’ nurses motives for working in the UK: global perspectives or local prejudice. Work, Employment & Society. 2005;19(2):349–368
19. Maben J, Latter S, Macleod Clark J. The theory-practice gap: impact of professional-bureaucratic work on newly qualified nurses. Journal of Advanced Nursing. 2006;55(4):465–477
    • MEDLINE
    • CrossRef
20. Spouse J. Learning to nurse through legitimate peripheral participation. Nurse Education Today. 1998;18:345–351
    • Abstract
    • Full-Text PDF (1344 KB)
    • CrossRef
21. van Oers B. The fallacy of decontextualisation. Mind, Culture and Activity. 1998;5(2):143–152
22. Whitehead W. The Case of Commerzbank: Presentation at the Putting Knowledge to Work Seminar. London: WLE Centre, Institute of Education; 2009;
23. Young, M., 2007. Bringing Knowledge Back In. Routledge, Abingdon.