Gröhbiel, Urs
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Participatory videos to teach the use of renewable energy systems. A case study from rural Nepal
2019, Pimmer, Christoph, Zahnd, Alexander, Gröhbiel, Urs
Findings from a Critical Review of Mobile Learning in Higher Education Settings
2016, Pimmer, Christoph, Pachler, Norbert, Mateescu, Magdalena, Gröhbiel, Urs
Crossing the boundaries of schools and workplaces by leveraging the convergence of mobile and social media. Tentative considerations from an apprenticeship study from the Global South
2015-03-27, Pimmer, Christoph, Gröhbiel, Urs, Gwandiwa, Daniel, Friedli, Michael
An Evaluation of a Facebook Intervention for Rural Midwives in South Africa
2015, Pimmer, Christoph, Chipps, Jennifer, Brysiewicz, Petra, Linxen, Sebastian, Gröhbiel, Urs
Theory-practice gap: the experiences of Nigerian nursing students
2018, Odetola, Titilayo Dorothy, Oluwasola, Olusola, Pimmer, Christoph, Dipeolu, Oluwafemi, Akande, Samson Oluwayemi, Olaleye, Oladipupo Samuel, Gröhbiel, Urs, Ajuwon, Ademola Johnson
The “disconnect” between the body of knowledge acquired in classroom settings and the application of this knowledge in clinical practice is one of the main reasons for professional fear, anxiety and feelings of incompetence among freshly graduated nurses. While the phenomenon of the theory-to-practice gap has been researched quite extensively in high-income country settings much less is known about nursing students’ experiences in a developing country context. To rectify this shortcoming, the qualitative study investigated the experiences of nursing students in their attempt to apply what they learn in classrooms in clinical learning contexts in seven sites in Nigeria. Thematic content analysis was used to analyse data gained from eight focus group discussions (n=80) with the students. The findings reveal a multifaceted theory-practice gap which plays out along four tensions: (1)procedural, i.e. the difference between practices from education institutions and the ones enacted in clinical wards – and contradictions that emerge even within one clinical setting; (2)political, i.e. conflicts that arise between students and clinical staff, especially personnel with a lower qualification profile than the degree that students pursue; (3)material, i.e. the disconnect between contemporary instruments and equipment available in schools and the lack thereof in clinical settings; and (4)temporal, i.e. restricted opportunities for supervised practice owing to time constraints in clinical settings in which education tends to be undervalued. Many of these aspects are linked to and aggravated by infrastructural limitations, which are typical for the setting of a developing country. Nursing students need to be prepared regarding how to deal with the identified procedural, political, material and temporal tensions before and while being immersed in clinical practice, and, in so doing, they need to be supported by educationally better qualified clinical staff.
Mobile and ubiquitous learning in higher education settings. A systematic review of empirical studies
2016, Pimmer, Christoph, Mateescu, Magdalena, Gröhbiel, Urs
Crossing the boundaries of schools and workplaces by leveraging the convergence of mobile and social media. Tentative considerations from an apprenticeship study from the Global South
2015, Pimmer, Christoph, Gröhbiel, Urs, Gwandiwa, Daniel, Friedli, Michael
Facebook for supervision? Research education shaped by the structural properties of a social media space
2017, Pimmer, Christoph, Chipps, Jennifer, Brysiewicz, Petra, Walters, Fiona, Linxen, Sebastian, Gröhbiel, Urs
Supervision on social media. Use and perception of Facebook as a research education tool in disadvantaged areas
2016, Pimmer, Christoph, Linxen, Sebastian, Gröhbiel, Urs, Chipps, Jennifer, Brysiewicz, Petra, Walters, Fiona
Using mobile phones and social media to facilitate education and support for rural-based midwives in South Africa
2015, Chipps, Jennifer, Pimmer, Christoph, Brysiewicz, Petra, Walters, Fiona, Linxen, Sebastian, Ndebele, Thandi, Gröhbiel, Urs