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Students' learning as the focus for shared involvement between universities and clinical practice: a didactic model for postgraduate degree projects.

Artikel i vetenskaplig tidskrift
Författare Joakim Öhlén
Linda Berg
Elisabeth Björk Brämberg
Åsa Engström
Lena German Millberg
Ingela Höglund
Catrine Jacobsson
Margret Lepp
Eva Lidén
Irma Lindström
Kerstin Petzäll
Siv Söderberg
Helle Wijk
Publicerad i Advances in health sciences education
Volym 17
Nummer/häfte 4
Sidor 471-487
ISSN 1573-1677
Publiceringsår 2012
Publicerad vid Institutionen för vårdvetenskap och hälsa
Sidor 471-487
Språk en
Länkar dx.doi.org/10.1007/s10459-011-9323-...
Ämnesord Action research; the Bologna process; Clinical nurse specialist; Education Nursing; Master's
Ämneskategorier Omvårdnad, Vårdpedagogik

Sammanfattning

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.

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