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ERIC Number: EJ799322
Record Type: Journal
Publication Date: 2008-Apr
Pages: 15
Abstractor: As Provided
Reference Count: 59
ISSN: ISSN-1363-9080
Recontextualising Professional Knowledge--Newly Qualified Nurses and Physicians
Smeby, Jens-Christian; Vagan, Andre
Journal of Education and Work, v21 n2 p159-173 Apr 2008
This article examines the discrepancy between newly qualified nurses' and physicians' assessment of acquired knowledge in education and their assessment of the knowledge demands in occupational practice. Knowledge learned in educational institutions is traditionally conceived as general and decontextualised with great potential for transmission transcending different contexts and situations. The gaps between knowledge learned in higher education and knowledge demands in professional practice are, however, not merely a failure in the delivery of knowledge. It is argued that the concept of "boundary-crossing" is an appropriate way of reconceptualising the theory-practice gaps because it focuses on the challenges as well as constructive processes graduates face in their first years in professional work. The empirical material is based upon questionnaires handed in by students in their final semester 2001 and three years after graduation in 2004. (Contains 2 notes, 1 table, and 3 figures.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Opinion Papers
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A