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162 D. Morley / Nurse Education Today 39 (2016) 161–162
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a dynamic process that needs nurturing. Wenger (1998) recognised
Eraut, M., 2004. Informal learning in the workplace. Stud. Contin. Educ. 26 (2), 247–273.
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Morris (2012), in participant observation and informal interviews of Lave, J., Wenger, E., 1991. Situated Learning. Legitimate Peripheral Participation. Cambridge
UK medical students' attachments to their clinical firms, highlighted University Press, New York.
Levett- Jones, T., Lathlean, J., 2008. Belongingness: a prerequisite for nursing students'
that the individual dimension in the relationship between the medical
clinical learning. Nurse Educ. Today 8, 103–111.
student and their community of practice learning was significant. The Morley, D.A., 2015. A Grounded Theory Study Exploring First Year Student Nurses' Learn-
personal ability and motivation of the individual student to seek out ing in Practice. (Doctor in Professional Practice). Bournemouth.
learning opportunities were as significant to the learning process as Morris, C., 2012. Reimagining “the firm”: clinical placements as time spent in communi-
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the community of practice's ability to successfully foster and support Clinical Settings. Radcliffe Publishing, London and New York, pp. 11–25.
it. Billett (2011) cautioned against a purely socio-constructivist learning Moscato, S.R., Miller, J., Logsdon, K., Weinberg, S., Chorpenning, L., 2007. Dedicated educa-
approach that did not recognise an individual student's previous cogni- tion unit: an innovative clinical partner education model. Nurs. Outlook 55, 31–37.
Myall, M., Levett- Jones, T., Lathlean, J., 2008. Mentorship in contemporary practice: the
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What Billett (2011) terms workplace affordances, such as the effect of O′ Driscoll, M.F., Allan, H.T., Smith, P.A., 2010. Still looking for leadership—who is respon-
the mentor on learning (Gray and Smith, 2000; Spouse, 2001; Myall sible for student nurses' learning in practice? Nurse Educ. Today 30 (3), 212–217.
Ranse, K., Grealish, L., 2007. Nursing students' perceptions of learning in the clinical
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health care assistants (Holland, 1999, Morley, 2015), can significantly Roberts, J., 2006. Limits to communities of practice. J. Manag. Stud. 43 (3), 623–639.
alter this balance Robichaud, P., East, J., Beard, L., Morra, D., 2012. Let the patient teach: patient feedback
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ual agency of the learner within communities of practice and for a Spouse, J., 2001. Bridging theory and practice in the supervisory relationship: a sociocul-
positivity that obscures the political (Roberts, 2006) and power (Fox, tural perspective. J. Adv. Nurs. 33 (4), 512–530.
Sprengel, A.D., Job, L., 2004. Reducing student anxiety by using clinical peer mentoring
2000) dimensions of community participation that may affect practice
with beginning nursing students. Nurse Educ. 29 (6), 245–250.
engagement. Wenger does, however, provide a thoughtful learning Thrysoe, L., Hounsgaard, L., Bonderup Dohn, N., Wagner, L., 2010. Participating in a com-
model for practice where student engagement, crucial to learning, is munity of practice as a prerequisite for becoming a nurse—trajectories as final year
scrutinised and alternative strategies offered. Much of the richness of nursing students. Nurse Educ. Pract. 10, 361–366.
Webster, B.J., Goodhand, K., Haith, M., Unwin, R., 2012. The development of service users
practice learning can occur randomly and risks to be hidden against in the provision of verbal feedback to student nurses in a clinical simulation environ-
the business of work practice (Benner, 1984; Eraut, 2000, 2004). ment. Nurse Educ. Today 32 (2), 133–138.
Wenger provides a recognisable learning structure that is applicable to Wenger, E., 1998. Communities of Practice. Learning, Meaning and Identity. Cambridge
University Press, New York.
clinical learning where the development of current and future profes- Wenger, E., McDermott, R., Snyder, W., 2002. Cultivating Communities of Practice: A
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