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Att kunna lära eller inte, i en stagnerande miljö där tiden rinner mot sitt slut: En kvalitativ studie om undersköterskors upplevelser av hinder och möjligheter för lärande i dess dagliga arbete inom äldreomsorgen
Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
2018 (Swedish)Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
Abstract [en]

This study aims to create an understanding of how assisting nurses within the Elderly

care perceive their fundamental conditions for learning during their job execution.

More specifically the ambition of the study is, based upon the activity theorys´ stance,

to reveal further knowledge of how these employees perceive their opportunities and

barriers for learning in their everyday work. Two questions was formed in order to

investigate this purpose further; “What obstacles do assisting nurses within the

Elderly care perceive hinders them from learning in their everyday work ? and “What

supporting functions do assisting nurses within the Elderly care perceive support their

learning in everyday work?”.

The study is based on a qualitative method, using eight semi-structured interviews

with assisting nurses working at six different senior care departments at three

retirement homes. By the use of the activity theory the collected empirical data has

been interpreted and analyzed. The results showed that assisting nurses learning

conditions is shaped as result of various interacting and multidimensional variables,

which parallelly can act as hinders as well as supporting functions for learning. Based

upon the results given we argue that the most important variables can be summarized

as communication and close work with colleagues. These variables may contribute to

further learnings, as long as the college in question possesses the relevant

communicative tools, education and experience. Under these conditions the colleague

can act as an supporting function to the assisting nurses´further learning. However if

the colleague does not possess the relevant education, experience or communicative

tools the learning becomes inhibited and acts as a barrier for further learning. Based

upon the results given it also became clear that these conditions were related to and

seems to be a result of all the activities within the activity system - the workplace.

Place, publisher, year, edition, pages
2018. , p. 56
Keywords [en]
learning at work, activity theory, assisting nurses, barriers, supporting functions
National Category
Social Sciences
Identifiers
URN: urn:nbn:se:uu:diva-355146OAI: oai:DiVA.org:uu-355146DiVA, id: diva2:1225315
Subject / course
Education, Advanced Course C
Supervisors
Examiners
Available from: 2018-07-23 Created: 2018-06-26 Last updated: 2018-07-23Bibliographically approved

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