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Perspektiv i sjuksköterskeutbildningen. Hur en grupp studerandes uppfattning av sjuksköterskans yrke förändras under tre år av utbildning

Linder, Karin LU (1999) In Lund studies in education 9.
Abstract (Swedish)
Popular Abstract in Swedish

Forskningsfrågan i studien är: "Hur uppfattar sjuksköterskestuderande sitt blivande yrke som sjuksköterska under sin treåriga utbildning, och hur förändras denna uppfattning under utbildningens gång."



Studien är longitudinell och består av kvalitativa intervjuer med arton studenter från samma klass, vid fyra tillfällen under deras utbildning till sjuksköterska. Datainsamlingen startade våren 1992, då studenterna antogs till utbildningen och avslutades våren 1995 då utbildningen avslutades. Avhandlingens forskningsansats är fenomenografisk och metoden som används är kontextuell analys.



Resultatet beskrivs i form av fyra delstudier där studenternas uppfattning... (More)
Popular Abstract in Swedish

Forskningsfrågan i studien är: "Hur uppfattar sjuksköterskestuderande sitt blivande yrke som sjuksköterska under sin treåriga utbildning, och hur förändras denna uppfattning under utbildningens gång."



Studien är longitudinell och består av kvalitativa intervjuer med arton studenter från samma klass, vid fyra tillfällen under deras utbildning till sjuksköterska. Datainsamlingen startade våren 1992, då studenterna antogs till utbildningen och avslutades våren 1995 då utbildningen avslutades. Avhandlingens forskningsansats är fenomenografisk och metoden som används är kontextuell analys.



Resultatet beskrivs i form av fyra delstudier där studenternas uppfattning av sjuksköterskans yrke presenteras som kategorier. Dessa olika kategorier kan sammanföras till två huvudkategorier, vilka visar på en "instrumentell uppfattning" och en "relationell uppfattning" av sjuksköterskans yrke. Den "instrumentella uppfattningen" är knuten till ett medicinskt perspektiv på sjuksköterskeyrket, vilket överensstämmer med hur dagens sjukvård är organiserad, medan den "relationella uppfattningen" är knuten till ett samhälls- och beteendevetenskapligt perspektiv, vilket överensstämmer med den inriktning som utbildningsdokumenten föreskriver. Samtliga studenter uppfattar emellertid patienten som central och relaterar oavsett vilken kategori av uppfattning de företräder, sjuksköterskans handlingar till patientens välbefinnande. Det finns inget mönster i studenternas utveckling och byte av perspektiv under utbildningens gång, men det är främst de manliga studenterna (5/6) som företräder en relationell uppfattning, medan kvinnorna (8/10) företräder en instrumentell uppfattning. Resultatet visar att sjuksköterskeutbildningen inte leder till en enhetlig uppfattning av sjuksköterskans yrke eftersom studenterna beroende på förförståelse och perspektiv uppfattar i yrket ingående aspekter på kvalitativt skilda sätt. (Less)
Abstract
This study is built around the following research question: "How do student nurses conceptions regarding their future profession change during their training in the three year nursing programme?"



The study is longitudinal in character and consists of qualitative interviews conducted with eighteen students belonging to the same nursing class. The students were interviewed on four occasions during the nursing programme. The data collection started in the spring 1992, when the students were admitted to the programme, and ceased in the spring 1995 when the education was completed. The research approach chosen for the thesis is phenomenography, and the method used is contextual analysis.



The result is... (More)
This study is built around the following research question: "How do student nurses conceptions regarding their future profession change during their training in the three year nursing programme?"



The study is longitudinal in character and consists of qualitative interviews conducted with eighteen students belonging to the same nursing class. The students were interviewed on four occasions during the nursing programme. The data collection started in the spring 1992, when the students were admitted to the programme, and ceased in the spring 1995 when the education was completed. The research approach chosen for the thesis is phenomenography, and the method used is contextual analysis.



The result is described in the form of four interim studies, where the students' conceptions of the nursing profession are presented in categories. The different categories can be brought together to form two main categories, describing an 'instrumental conception' and a 'relational conception' of the nursing profession. The 'instrumental conception' is linked to a medical perspective on the nursing profession, which coincides with how today's medical care is organised, while the 'relational conception' is linked to a social and behavioural science perspective, which corresponds with the direction given in the curriculum. However, irrespective of which category of conception they belong to, all student nurses relate the nurse's interventions to the patient's well-being. It was not possible to identify a pattern in the students' development or change of perspective during their education. However, it is mainly the male students (5/6) who represent the relational conception, while the female students (8/10) represent the instrumental conception. The results show that nursing education does not lead to a unitary conception of the nursing profession, since the students, due to their preunderstanding and earlier acquired perspectives, conceive the different aspects of the profession in qualitatively disparate ways. (Less)
Please use this url to cite or link to this publication:
author
opponent
  • Docent Pilhammar Andersson, Ewa, Gothenburg university
organization
alternative title
Perspectives in the nursing programme. How a group of students' conceptions of the nurse profession change during three years of studies
publishing date
type
Thesis
publication status
published
subject
keywords
Student nurse, learning, nursing care, perspective, change, Sociologi, Sociology, conception
in
Lund studies in education
volume
9
pages
297 pages
publisher
Lund University Press
defense location
Carolinasalen, Lund university
defense date
1999-05-20 10:15
external identifiers
  • other:ISRN: LUSADG/SAPE 99/1041
ISSN
1402-389X
ISBN
91-7966-569-1
language
Swedish
LU publication?
yes
id
ae92ccd8-b827-4c10-8675-e22d56d5e3e1 (old id 19111)
date added to LUP
2007-05-25 08:09:23
date last changed
2016-09-19 08:44:58
@phdthesis{ae92ccd8-b827-4c10-8675-e22d56d5e3e1,
  abstract     = {This study is built around the following research question: "How do student nurses conceptions regarding their future profession change during their training in the three year nursing programme?"<br/><br>
<br/><br>
The study is longitudinal in character and consists of qualitative interviews conducted with eighteen students belonging to the same nursing class. The students were interviewed on four occasions during the nursing programme. The data collection started in the spring 1992, when the students were admitted to the programme, and ceased in the spring 1995 when the education was completed. The research approach chosen for the thesis is phenomenography, and the method used is contextual analysis.<br/><br>
<br/><br>
The result is described in the form of four interim studies, where the students' conceptions of the nursing profession are presented in categories. The different categories can be brought together to form two main categories, describing an 'instrumental conception' and a 'relational conception' of the nursing profession. The 'instrumental conception' is linked to a medical perspective on the nursing profession, which coincides with how today's medical care is organised, while the 'relational conception' is linked to a social and behavioural science perspective, which corresponds with the direction given in the curriculum. However, irrespective of which category of conception they belong to, all student nurses relate the nurse's interventions to the patient's well-being. It was not possible to identify a pattern in the students' development or change of perspective during their education. However, it is mainly the male students (5/6) who represent the relational conception, while the female students (8/10) represent the instrumental conception. The results show that nursing education does not lead to a unitary conception of the nursing profession, since the students, due to their preunderstanding and earlier acquired perspectives, conceive the different aspects of the profession in qualitatively disparate ways.},
  author       = {Linder, Karin},
  isbn         = {91-7966-569-1},
  issn         = {1402-389X},
  keyword      = {Student nurse,learning,nursing care,perspective,change,Sociologi,Sociology,conception},
  language     = {swe},
  pages        = {297},
  publisher    = {Lund University Press},
  school       = {Lund University},
  series       = {Lund studies in education},
  title        = {Perspektiv i sjuksköterskeutbildningen. Hur en grupp studerandes uppfattning av sjuksköterskans yrke förändras under tre år av utbildning},
  volume       = {9},
  year         = {1999},
}