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A Tentative Didactic Model for Theses in Collaboration with Clinical Practice: The Swedish Case of the Implementation of the Bologna Process in Specialist Nurse Programs

Conference paper
Authors Irma Lindström
Linda Berg
Joakim Öhlén
Published in 2010 Nursing education in a global community: Collaboration and networking for the future. 3rd International Nurse Education Conference. 11-14 April, 2010 Sydney, Australia
Volume 2010
Issue Abstract Book,
Pages (P3.07)
Publication year 2010
Published at Institute of Health and Care Sciences
Pages (P3.07)
Language en
Keywords Tentative Didactic Model,Master Thesis, Bologna Process, Specialist Nurse Program
Subject categories Nursing


Introduction: The European higher education reform known as the “Bologna Process” implies further integration and harmonization of nursing education programs into the higher education system. The consequences for the specialist nurse programs are the following: all courses within the programs are on master’s level, called second cycle, and the programs include a degree project which corresponds to a master’s thesis. A collaborative project was initiated in the beginning of this implementation in order to jointly facilitate the development of structures for students’ degree projects. The purpose of this presentation is to report a tentative didactic model for degree projects in collaboration between universities and clinical practice. Methods: Framed by action research, an inductive multi-case study design was chosen. Five collaborating universities constitute one case respectively. A combination of methods has been used: questionnaires to students, focus groups with faculty members, descriptive analysis of curricula and field notes. Results: A tentative model for degree projects within the specialist nurse programs will be presented: didactic intentions, integration of evidence-based experienced-based and improvement knowledge, balancing generic skills with professional skills, and balancing aims and prerequisites from the university and clinical practice. Four collaborative foci are emphasized: identification of problems for research and development (R&D) in dialogues with clinical practice, development of R&D projects driven by clinical practitioners, thesis supervision by clinical practitioners and researchers, feedback of degree projects’ results to clinical practice. Discussion: The model could serve as a resource for enhancing the collaboration between educational and clinical settings, and thereby, constitute a significant facilitator for students to perform projects as part of clinical R&D projects. This is particularly important in the implementation of the Bologna process in the specialist nurse programs. Since we lack tradition to include theses in clinical R&D projects, we have a tendency to foremost connect students’ projects mostly to university driven research. Key words: Bologna Process, Master Thesis, Implementation, Tentative Didactive Model

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