Abstract
Dervin’s Sense-Making Methodology (SMM) represents the process of translating knowledge into actual practice [3, 11]. Embodied information practices are associated with actions, habits, and intuitions acquired through both cognitive and physical experiences, and play a crucial role in nursing skill acquisition [7]. This study explored the role of information practices in education and professional development of nurses by examining how nurses acquire and apply knowledge and skills.
Researchers conducted interviews in July-August 2024 with seven registered nurses to explore the transition from classroom learning to bedside practice. The interview questions were constructed in an open-ended, semi-structured approach that allowed the participants to convey a guided yet exploratory conversation throughout the data collection.
In addition to the findings from interviews, return demonstration is a key instructional strategy where nurses learn essential nursing skills [4]. The step-by-step learning process serves as a crucial foundation in nursing education, promoting the mastery of the nursing skill and is effective to prepare nurses application in real-world settings [8]. Reflective learning, coupled with positive feedback, ensured that the nurse understood the skill [2].
Structured learning fosters a strong sense of readiness and competence in nurses by providing a framework grounded in both theoretical and practical knowledge [5]. Nurses can progressively develop their expertise through structured learning, which boosts their confidence when transitioning to real patient care [1]. By engaging in structured learning and supervised practice, nurses build their expertise, ultimately improving the quality of care they provide to patients [10].
However, when the nurse transitions in the bedside to gain experience, the nurse is subjected to situations that are not ideal that can influence the overall outcomes for patients. Additionally, gaining a thorough understanding of nursing skills is crucial for building competence and mastering those skills [6]. As nurses transition to expert roles, embodied practices help them build confidence and solidify their competence [9]. Over time, these practices enable nurses to make sound clinical decisions, relying on both their theoretical knowledge and practical experience.
Notes
References:
1. Alharbi, H. F., Alzahrani, J., Hamed, A., Althagafi, A., & Alkarani, A. S. (2023). The experiences of newly graduated nurses during their first year of practice. Healthcare (Basel, Switzerland), 11(14), 2048. https://doi.org/10.3390/healthcare11142048
2. Chan, C. K. Y., & Lee, K. K. W. (2021). Reflection literacy: A multilevel perspective on the challenges of using reflections in higher education through a comprehensive literature review. Educational Research Review, 32, 100376. https://doi.org/10.1016/j.edurev.2020.100376
3. Dervin, B. (1999). On studying information seeking methodologically: The implications of connecting metatheory to method. Information Processing and Management, 35(6), 727–750.
4. Ghasemi, M. R., Moonaghi, H. K., & Heydari, A. (2020). Strategies for sustaining and enhancing nursing students' engagement in academic and clinical settings: A narrative review. Korean Journal of Medical Education, 32(2), 103–117. https://doi.org/10.3946/kjme.2020.159
5. Green, G. (2024). Exploring the evolution of nursing procedural skills, mastery, and competence through online learning among students: A qualitative study. SAGE Open Nursing, 10, 23779608241262670. https://doi.org/10.1177/23779608241262670
6. Guerrero, J. G., Tungpalan-Castro, G. M., & Pingue-Raguini, M. (2022). Impact of simulation debriefing structure on knowledge and skill acquisition for postgraduate critical care nursing students: Three-phase vs. multiphase. BMC Nursing, 21(1), 318. https://doi.org/10.1186/s12912-022-01100-z
7. Olsson, M., & Lloyd, A. (2017). Being in place: Embodied information practices. Information Research, 22(1), CoLIS paper 1601. Retrieved from http://InformationR.net/ir/22-1/colis/colis1601.html (Archived by WebCite® at http://www.webcitation.org/6oJcFGlSg)
8. Pivač, S., Skela-Savič, B., Jović, D., Avdić, M., & Kalender-Smajlović, S. (2021). Implementation of active learning methods by nurse educators in undergraduate nursing students' programs: A group interview. BMC Nursing, 20(1), 173. https://doi.org/10.1186/s12912-021-00688-y
9. Rahmah, N. M., Hariyati, T. S., & Sahar, J. (2021). Nurses' efforts to maintain competence: A qualitative study. Journal of Public Health Research, 11(2), 2736. https://doi.org/10.4081/jphr.2021.2736
10. Toney-Butler, T. J., & Thayer, J. M. (2023). Nursing process. In StatPearls. StatPearls Publishing. Available from https://www.ncbi.nlm.nih.gov/books/NBK499937/
11. Turner, J. R., Allen, J., Hawamdeh, S., & Mastanamma, G. (2023). The multifaceted sensemaking theory: A systematic literature review and content analysis on sensemaking. Systems, 11(3), 145. https://doi.org/10.3390/systems11030145
Sigma Membership
Non-member
Type
Poster
Format Type
Text-based Document
Study Design/Type
Other
Research Approach
Other
Keywords:
Academic-clinical Partnership, Transition to Practice, Onboarding, Mentoring and Coaching, Nursing Education, Advances in Education
Recommended Citation
Campos, Aldrin Joseph Parilla and Obille, Kathleen Lourdes Ballesteros, "From Classroom to Bedside: Sense-Making and Embodied Information Practices of Nurses" (2025). Biennial Convention (CONV). 25.
https://www.sigmarepository.org/convention/2025/posters_2025/25
Conference Name
48th Biennial Convention
Conference Host
Sigma Theta Tau International
Conference Location
Indianapolis, Indiana, USA
Conference Year
2025
Rights Holder
All rights reserved by the author(s) and/or publisher(s) listed in this item record unless relinquished in whole or part by a rights notation or a Creative Commons License present in this item record. All permission requests should be directed accordingly and not to the Sigma Repository. All submitting authors or publishers have affirmed that when using material in their work where they do not own copyright, they have obtained permission of the copyright holder prior to submission and the rights holder has been acknowledged as necessary.
Review Type
Abstract Review Only: Reviewed by Event Host
Acquisition
Proxy-submission
Date of Issue
2025-11-20
From Classroom to Bedside: Sense-Making and Embodied Information Practices of Nurses
Indianapolis, Indiana, USA
Dervin’s Sense-Making Methodology (SMM) represents the process of translating knowledge into actual practice [3, 11]. Embodied information practices are associated with actions, habits, and intuitions acquired through both cognitive and physical experiences, and play a crucial role in nursing skill acquisition [7]. This study explored the role of information practices in education and professional development of nurses by examining how nurses acquire and apply knowledge and skills.
Researchers conducted interviews in July-August 2024 with seven registered nurses to explore the transition from classroom learning to bedside practice. The interview questions were constructed in an open-ended, semi-structured approach that allowed the participants to convey a guided yet exploratory conversation throughout the data collection.
In addition to the findings from interviews, return demonstration is a key instructional strategy where nurses learn essential nursing skills [4]. The step-by-step learning process serves as a crucial foundation in nursing education, promoting the mastery of the nursing skill and is effective to prepare nurses application in real-world settings [8]. Reflective learning, coupled with positive feedback, ensured that the nurse understood the skill [2].
Structured learning fosters a strong sense of readiness and competence in nurses by providing a framework grounded in both theoretical and practical knowledge [5]. Nurses can progressively develop their expertise through structured learning, which boosts their confidence when transitioning to real patient care [1]. By engaging in structured learning and supervised practice, nurses build their expertise, ultimately improving the quality of care they provide to patients [10].
However, when the nurse transitions in the bedside to gain experience, the nurse is subjected to situations that are not ideal that can influence the overall outcomes for patients. Additionally, gaining a thorough understanding of nursing skills is crucial for building competence and mastering those skills [6]. As nurses transition to expert roles, embodied practices help them build confidence and solidify their competence [9]. Over time, these practices enable nurses to make sound clinical decisions, relying on both their theoretical knowledge and practical experience.
Description
The study examined how nurses acquired essential nursing skills through role of sense-making and embodied information practices. The study highlighted the significant contribution of return demonstrations, simulation models, and mentoring in skill acquisition and confidence-building among nurses. The findings of the study emphasized that structured learning, return demonstrations, and experiential learning through repetition as key strategies for mastering nursing skills.