Abstract
Situated learning serves as an analytical framework for learning in a community of practice and has been widely used to understand the learning process that is entailed in becoming a nurse. Yet in this paper, the difficulties encountered with the original notion of situated learning once it is applied to contemporary Danish nursing education are introduced. One issue that has arisen is the analytical requirement for an educational program to be a homogeneous, singular, and social phenomenon thereby discounting the varied and different sites and materialities found within nursing education. By using the materiality of the hospital bed as an empirical example of the way materiality also shapes practices, an alternative understanding of situated participation can emerge. This approach allows different sites and materialities to be conceptualized as equally genuine parts of the situated leaning framework. I suggest the notion of multi-configured learning, which captures the heterogeneity and materiality encountered during ethnographic fieldwork at a Danish nursing school.
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Notes
The fieldwork was conducted in adherence with the research and ethical guidelines of my university.
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Soffer, A.K.B. Situating beyond the social: understanding the role of materiality in Danish nursing education. Adv in Health Sci Educ 21, 819–832 (2016). https://doi.org/10.1007/s10459-016-9668-7
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DOI: https://doi.org/10.1007/s10459-016-9668-7