Abstract
This chapter explores the nature of trouble in professional learning, using the case of research learning in the undergraduate nursing curriculum. It draws on the results of a study that identified threshold concepts in research education for undergraduate nursing students and explored the nature of trouble within these threshold concepts. We will examine the different sources of trouble that were found for undergraduate students, when learning about nursing research and will consider the possibility that these sources may be inherent in any threshold concepts or practices encountered in professional disciplines.
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Martindale, L., Land, R., Rattray, J., Anderson, L. (2016). Exploring Sources of Trouble in Research Learning for Undergraduate Nurses. In: Land, R., Meyer, J.H.F., Flanagan, M.T. (eds) Threshold Concepts in Practice. Educational Futures. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6300-512-8_18
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DOI: https://doi.org/10.1007/978-94-6300-512-8_18
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