AimTo explore how undergraduate nursing students develop knowledge during a breastfeeding module.DesignA qualitative study using a single case‐study approach.MethodsThis study was conducted in Australia over 2 years during the period between July 2021 and December 2022. Semi‐structured interviews and artefact collection were conducted with a purposive sample of undergraduate nurses (n = 10) who completed a paediatric elective subject that included a breastfeeding module. Thematic and content analysis were used. The specialisation dimension in Legitimation Code Theory (LCT) was used for the content analysis, and students' data was mapped on the specialisation plane.ResultsThis study reveals how participants developed knowledge by linking personal breastfeeding experiences to theoretical components within the nursing program. Using the LCT dimension of specialisation, this study provides new insights into how participants move through distinct quadrants of the specialisation plane. Learners tour between the knowledge, knower, and elite quadrants of the plane as they integrate their knowledge. The research maps the journey towards becoming the ‘right kind of knower’ and reveals how personal experience and theoretical knowledge intersect to create disciplinary expertise. This study advances the LCT dimension of specialisation by illustrating the fluid, non‐linear nature of knowledge acquisition and knower development.ConclusionsThis study highlights the value of integrating personal experiences into nursing education, demonstrating how students use these to build knowledge and professional identity. The findings emphasise the dynamic knowledge development process in preparing future healthcare professionals.Implications for the Profession and Patient CareIntegrating lived experiences and interprofessional education equips nurses to address complex health issues, leading to more effective, personalised care and better health outcomes for breastfeeding mothers and infants. This approach signals a transformative shift in nursing education.ImpactBy personalising and contextualising learning, fostering reflective practice, deepening disciplinary knowledge, and promoting a collaborative practice environment, this approach enriches nursing education.Reporting MethodThe consolidated criteria for reporting qualitative research (COREQ).Patient or Public ContributionNo patient or public contribution.

中文翻译：

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利用合法代码理论支撑本科护生母乳喂养知识的发展：一项定性研究


目的探讨本科护理学生如何在母乳喂养模块中发展知识。设计使用单一案例研究方法的定性研究。方法本研究于 2021 年 7 月至 2022 年 12 月期间在澳大利亚进行了为期 2 年。对完成包括母乳喂养模块在内的儿科选修科目的本科护士 （n = 10） 的有目的的样本进行半结构化访谈和人工制品收集。使用主题和内容分析。合法代码理论 （LCT） 中的专业维度用于内容分析，学生的数据被映射到专业平面上。结果本研究揭示了参与者如何通过将个人母乳喂养经验与护理计划中的理论内容联系起来来发展知识。使用 LCT 的专业化维度，本研究为参与者如何在专业化平面的不同象限中移动提供了新的见解。学习者在整合知识时，在飞机的知识、知识者和精英象限之间游走。该研究描绘了成为“正确类型知识者”的旅程，并揭示了个人经验和理论知识如何交叉以创造学科专业知识。本研究通过说明知识获取和知识者发展的流动性、非线性性质，推进了专业化的 LCT 维度。结论本研究强调了将个人经历融入护理教育的价值，展示了学生如何利用这些经验来构建知识和专业身份。研究结果强调了培养未来医疗保健专业人员的动态知识发展过程。对专业和患者护理的影响整合生活经验和跨专业教育使护士能够解决复杂的健康问题，从而为母乳喂养的母亲和婴儿带来更有效、更个性化的护理和更好的健康结果。这种方法标志着护理教育的变革性转变。影响通过个性化和情境化学习、促进反思性实践、加深学科知识以及促进协作实践环境，这种方法丰富了护理教育。Reporting Method（报告方法）报告定性研究 （COREQ） 的综合标准。患者或公众捐款没有患者或公众捐款。