To what extent does situated cognition learning theory explain the learning experience of registered nurses and midwives enrolled on a skill-based blended learning programme: a qualitative exploration

A focus group of three lecturers considered the analysed findings of the student interviews. Braun and Clarke’s thematic analysis framework (Braun and Clarke, 2006), generated four themes: (i) the effect the SCLT teaching interventions had on learning, (ii) effects on learning achievement, (iii) effects on clinical skill performance and (iv) the overall learning experience. Findings revealed the principles of SCLT which emerged as key for inclusion for skills-based learning included authenticity of the environment, activities and assessment, multiplicity of roles, need for collaborative learning, and access to expert practice.<br>