A Critical Analysis of Theatre as a Learning Environment in Relation to Placement Duration

Abstract

This article examines the potential impact of a shortened theatre placement for pre-registration student nurses. The positive nature of a theatre placement is examined. The change in placement length is related to learning styles and Kolb's experiential learning theory as well as the need to bridge the theory-practice gap. The discussion concludes that a decreased placement length in theatre is a negative change and offers little benefit to the student.