ABSTRACT
This chapter explores the experience of students in practice-based education, as they move between academic and workplace communities, and between different communities in their work lives. Student trajectory are actively engaged in integrating their understanding of academic and workplace practices, and in reconciling their different experiences of themselves in these different domains. The main focus of enquiry was how the students managed their emotions and developed resilience as they negotiated the many challenges they encountered in their learning journey from healthcare support worker to qualified nurse. The transition from the healthcare support worker role to qualified nurse status is very significant in terms of work role and professional identity. Academic work on resilience has its roots in studies of child development where researchers and practitioners noted the marked difference in outcomes between children facing similar risk factors; such as abuse, trauma and divorce. Reflective space strategies helps nursing students to bring the academic and work-based practice domains of practice together.
