Students' learning as the focus for shared involvement between universities and clinical practice: a didactic model for postgraduate degree projects.
Artikel i vetenskaplig tidskrift, 2012

In an academic programme, completion of a postgraduate degree project could be a significant means of promoting student learning in evidence- and experience-based practice. In specialist nursing education, which through the European Bologna process would be raised to the master's level, there is no tradition of including a postgraduate degree project. The aim was to develop a didactic model for specialist nursing students' postgraduate degree projects within the second cycle of higher education (master's level) and with a specific focus on nurturing shared involvement between universities and healthcare settings. This study embodies a participatory action research and theory-generating design founded on empirically practical try-outs. The 3-year project included five Swedish universities and related healthcare settings. A series of activities was performed and a number of data sources secured. Constant comparative analysis was applied. A didactic model is proposed for postgraduate degree projects in specialist nursing education aimed at nurturing shared involvement between universities and healthcare settings. The focus of the model is student learning in order to prepare the students for participation as specialist nurses in clinical knowledge development. The model is developed for the specialist nursing education, but it is general and could be applicable to various education programmes.

the Bologna process

Action research

Education Nursing

Clinical nurse specialist

Master's

Författare

Joakim Öhlén

Göteborgs universitet

Linda Berg

Göteborgs universitet

Elisabeth Björk Brämberg

Åsa Engström

Lena German Millberg

Ingela Höglund

Catrine Jacobsson

Margret Lepp

Göteborgs universitet

Eva Lidén

Göteborgs universitet

Irma Lindström

Göteborgs universitet

Kerstin Petzäll

Siv Söderberg

Helle Wijk

Göteborgs universitet

Advances in Health Sciences Education

1382-4996 (ISSN) 1573-1677 (eISSN)

Vol. 17 4 471-487

Ämneskategorier

Omvårdnad

Pedagogik

DOI

10.1007/s10459-011-9323-2

PubMed

21879390