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Akademisering av specialistsjuksköterskans utbildning i Sverige: Spänningsförhållanden med anledning av  utbildningsreform i enlighet med Bologna
Karlstad University, Faculty of Social and Life Sciences, Department of Nursing.
2012 (Swedish)Licentiate thesis, comprehensive summary (Other academic)Alternative title
The academisation of specialist nursing education in Sweden : Tensions arising from the Bologna process. (English)
Abstract [sv]

Licentiatavhandlingens övergripande syfte var att studera konsekvenser av ökad akademisering och akademiskt lärande inom Svensk specialist-sjuksköterskeutbildning efter genomförande av ny utbildningsreform enligt Bologna.

Bakgrund: Specialistsjuksköterskor förväntas i dagens hälso– och sjukvård att kunna bedriva en patientsäker och evidensbaserad vård, vilket kräver akademisk kompetens. Utbildningen till specialistsjuksköterska fördes i och med Bolognaprocessens införande i Sverige 2007 till avancerad utbildningsnivå. Både yrkesexamen och akademisk examen (magisterexamen) skulle inkluderas och integreras i samma utbildning. Detta medförde en förändring från en ämnesinriktad (samlingskodsinriktad) läroplan till en läroplan som syftar till att integrera ämnen (integrationskodsinriktad). Förutom ämnesintegrering skulle yrkesspecifika mål integreras med akademiska mål.

Metod: Artikel I genomfördes i form av ett didaktiskt aktionsforskningsprojekt som pågick under 2½ år. En projektledningsgrupp (n=15-18) från fem lärosäten bildades. Denna grupp har aktivt deltagit i hela aktionsforskningsprocessen och vid projektmöten. Vid varje lärosäte utsågs en projektansvarig som ansvarade för den lokala aktionsforskningsprocessen. Dessa personer samlande in data i form av kursplaner, utbildningsplaner, studiehandledningar, minnesanteckningar från lärarmöten och möten med vårdverksamheter samt minnesanteckningar från forskargruppensmöten. Analys har gjorts med hjälp av konstant komparativ analysmetod. I artikel II användes konstruktivistisk Grounded Theory för att samla in och analysera data. Datainsamlingen påbörjades utifrån specialistsjuksköterskestudenters svar på en enkäts öppna fråga (n=120) i samband med utbildningens avslutning 2009 och 2010. Enkätsvaren reste frågor om specialistsjuksköterskans akademiska lärande. För att inhämta en djupare förståelse genomfördes intervjuer med specialistsjuksköterskor (n=12) som yrkesarbetat mellan 5 och 12 månader efter sin examen. Intervjuerna genomfördes från juni till oktober 2011. Avslutningsvis jämfördes svaren på den öppna enkätfrågan med analysen av intervjuerna.

Resultat: Vid utbildningsreformens införande fanns pedagogiska motsättningar och didaktiska svårigheter som gav upphov till spänningsförhållanden mellan vårdutveckling, forskning, yrkesspecifika mål och akademiska mål. Spänningsförhållanden framkom också när specialistsjuksköterskorna inte erfor att deras akademiska kompetens tillvaratogs och värderades i vårdverksamheten. När stöd inte fanns för akademiskt lärande uppkom villrådighet och specialistsjuksköterskorna blev ambivalenta över om akademiskt lärande var meningsfullt. För att främja meningsfullt akademiskt lärande framhåller deltagarna betydelsen av samverkan och gemensamma arenor mellan lärosäten och vårdverksamhet där nyttoaspekten med akademiskt lärande tydliggörs. De spänningsförhållanden som framkommer var av både positiv och negativ karaktär.

Place, publisher, year, edition, pages
Karlstad: Karlstads universitet, 2012. , 54 p.
Series
Karlstad University Studies, ISSN 1403-8099 ; 2012:56
Keyword [en]
Action Research, Clinical Nurse Specialist, Curriculum, Education Nursing Masters, Grounded Theory, Higher Education, The Bologna Process, Postgraduate Degree Projects.
National Category
Educational Sciences Medical and Health Sciences Nursing
Research subject
Nursing Science
Identifiers
URN: urn:nbn:se:kau:diva-15627ISBN: 978-91-7063-468-0 (print)OAI: oai:DiVA.org:kau-15627DiVA: diva2:570330
Presentation
2013-01-22, 9C203, Universitetsgatan 2, Karlstads universitet, Karlstad, 13:00 (Swedish)
Opponent
Supervisors
Available from: 2012-12-13 Created: 2012-11-16 Last updated: 2012-12-17Bibliographically approved
List of papers
1. Tension related to implementation of postgraduate degree projects in specialist nursing education
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2011 (English)In: Nurse Education Today, ISSN 0260-6917, E-ISSN 1532-2793, Vol. 31, no 3, 283-288 p.Article in journal (Refereed) Published
Abstract [en]

In conjunction with the introduction of the Bologna process in Sweden, specialist nursing education programmes were moved up to the second cycle of higher education with the opportunity to take a one-year master's degree, which also meant that students would undertake a degree project carrying 15 ECTS. Thepurpose of this study was to examine the introduction of postgraduate degree projects on the second-cyclelevel into Swedish specialist nursing programmes in accordance with the Bologna process. Five universities were involved and the study design took the form of action research.

Problem formulation, planning, evaluation and follow-up with reflection led to new actions over a period of 2 1/2 years. Through a review oflocal curriculum documents, the implementation of a postgraduate degree project was monitored and thesereviews, together with field notes, were analysed by means of constant comparative analysis. The results revealed a variety of tensions that arose when postgraduate degree projects were introduced, taking the form of differing views on the relationship between research, clinical development, specific professional objectives and academic objectives. These tensions were reflected in six areas of change. In summary, it can be noted that implementation of the postgraduate degree projects highlighted tensions related to basic views of learning.

Place, publisher, year, edition, pages
Elsevier, 2011
Keyword
Action research, The Bologna process, Education Nursing Masters, Postgraduate degree projects, Subject Didactics
National Category
Nursing
Research subject
Nursing Science
Identifiers
urn:nbn:se:kau:diva-10602 (URN)10.1016/j.nedt.2010.11.012 (DOI)000289323200013 ()
Note

Part of the  licentiate thesis "Akademisering av specialistsjuksköterskans utbildning i Sverige", KUS 2012:56

Available from: 2012-02-08 Created: 2012-02-08 Last updated: 2017-12-07Bibliographically approved
2. Academic learning for specialist nurses: a Grounded Theory study
Open this publication in new window or tab >>Academic learning for specialist nurses: a Grounded Theory study
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2014 (English)In: Nurse Education in Practice, ISSN 1471-5953, E-ISSN 1873-5223, Vol. 14, no 6, 714-721 p.Article in journal (Other academic) Published
Abstract [en]

The aim was to explore the major concerns of specialist nurses pertaining to academic learning during their education and initial professional career. Specialist nursing education changed in tandem with the European educational reform in 2007. At the same time, greater demands were made on the healthcare services to provide evidence-based and safe patient-care. These changes have influenced specialist nursing programmes and consequently the profession. Grounded Theory guided the study. Data were collected by means of a questionnaire with open-ended questions distributed at the end of specialist nursing programmes in 2009 and 2010. Five universities were included. Further, individual, pair and group interviews were used to collect data from 12 specialist nurses, 5-14 months after graduation. A major concern for specialist nurses was that academic learning should be "meaningful" for their professional future. The specialist nurses' "meaningful academic learning process" was characterised by an ambivalence of partly believing in and partly being hesitant about the significance of academic learning and partly receiving but also lacking support. Specialist nurses were influenced by factors in two areas: curriculum and healthcare context. They felt that the outcome of contribution to professional confidence was critical in making academic learning meaningful.

Place, publisher, year, edition, pages
Elsevier, 2014
Keyword
Clinical Nurse Specialist, Grounded Theory, Higher Education, The Bologna Process, Nursing Masters, Postgraduate Degree Projects.
National Category
Medical and Health Sciences Educational Sciences
Research subject
Nursing Science
Identifiers
urn:nbn:se:kau:diva-15642 (URN)10.1016/j.nepr.2014.08.008 (DOI)000349568300022 ()25240945 (PubMedID)
Available from: 2012-11-19 Created: 2012-11-18 Last updated: 2017-12-07Bibliographically approved

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