Vägar genom sjuksköterskeutbildningen - Studenters berättelser
(2007)- Abstract
- The aim of this study is to gain knowledge and understanding of how nursing students experience and manage the different parts of the education. A particular focus is set on the tension between a professional degree and an academic degree, between theoretical and clinical studies, and between the subjects nursing and medical science. Furthermore, the aim is to gain knowledge and understanding of aspects that are important to students? learning on their path through the education.
Life History was used as a theoretical and methodological approach of the study. The design was longitudinal and the study opened with a questionnaire to all students at the start of the education. Eight students were then interviewed... (More) - The aim of this study is to gain knowledge and understanding of how nursing students experience and manage the different parts of the education. A particular focus is set on the tension between a professional degree and an academic degree, between theoretical and clinical studies, and between the subjects nursing and medical science. Furthermore, the aim is to gain knowledge and understanding of aspects that are important to students? learning on their path through the education.
Life History was used as a theoretical and methodological approach of the study. The design was longitudinal and the study opened with a questionnaire to all students at the start of the education. Eight students were then interviewed recurrently throughout their education.
The narratives of the students showed that they experienced and managed the education based on their individual notions and experiences. The education is a process in which students find their own way through the many diverse fields of the education. Aspects of importance for the students learning were: To have a clear goal, to revalue ones notions, to be acknowledged, when the abstract becomes tangible, to see education as a part of life, to hover between closeness and distance regarding the future profession and finally: to manage theory and practice in relation to one another. The professional degree seemed to be of highest importance to the students, and they had difficulties to see the meaning of the academic part of the education. The results showed that the students experienced that they learned and developed professionally in the clinical parts of the education and that emphasis on medical science still is present in the students? notions about the education and the profession.
The knowledge gained through this study can be used to support the students? process of learning. An important implication is to use narration as a method within the education. Narration is one way of meeting the student but it is also a way to learn as narration in itself helps the student to create meaning. Teachers must also find ways that will help the student to understand that he or she needs to concretize and view the contents of the education as a comprehensive and meaningful entity instead of seeing them as diverse fields of study. (Less) - Abstract (Swedish)
- Popular Abstract in Swedish
Syftet är att utifrån studenters livsberättelser, få kunskap om och förståelse för hur de upplever och hanterar sjuksköterskeutbildningens olika delar med särskilt fokus på spänningsfälten mellan: yrkesexamen ? akademisk examen, högskoleförlagd utbildning ? verksamhetsförlagd utbildning samt huvudämnet omvårdnad ? stödämnet medicinsk vetenskap. Syftet är vidare att få kunskap om och förståelse för aspekter av betydelse för studenters lärande på vägen genom utbildningen.
Den teoretiska och metodologiska ansatsen är Life History. Designen är longitudinell och studien inleddes med en enkätundersökning med en enkät till alla antagna studenter vid det aktuella lärosätet. Åtta... (More) - Popular Abstract in Swedish
Syftet är att utifrån studenters livsberättelser, få kunskap om och förståelse för hur de upplever och hanterar sjuksköterskeutbildningens olika delar med särskilt fokus på spänningsfälten mellan: yrkesexamen ? akademisk examen, högskoleförlagd utbildning ? verksamhetsförlagd utbildning samt huvudämnet omvårdnad ? stödämnet medicinsk vetenskap. Syftet är vidare att få kunskap om och förståelse för aspekter av betydelse för studenters lärande på vägen genom utbildningen.
Den teoretiska och metodologiska ansatsen är Life History. Designen är longitudinell och studien inleddes med en enkätundersökning med en enkät till alla antagna studenter vid det aktuella lärosätet. Åtta studenter följdes därefter med återkommande intervjuer under hela utbildningstiden.
Studenternas berättelser visade att de upplevde och hanterade vägen genom utbildningen olika, utifrån deras individuella föreställningar och erfarenheter. De aspekter som var av betydelse för studenternas lärande var; att ha ett tydligt mål, att föreställningar omvärderas, att få bekräftelse, att det abstrakta blir konkret, utbildningen som en del av livet, att pendla mellan närhet och distans till det kommande yrket och att hantera teori och praktik i relation till varandra. Det visade sig att yrkesexamen var viktigast för studenterna och att de hade svårt att finna betydelse i den akademiska delen av utbildningen. Studenterna upplevde att det var i den verksamhetsförlagda utbildningen de lärde sig och utvecklades professionellt. Förväntningarna med betoning på medicinsk vetenskap lever fortfarande kvar i studenternas föreställningar om utbildningen och yrket. Spänningen mellan studenternas föreställningar och mötet med utbildningens innehåll var tydlig.
Den kunskap studien har gett kan användas för att stödja studenternas lärandeprocess. En viktig pedagogisk implikation är att använda berättande som metod i utbildningen. Berättande är ett sätt att möta studenten men också en väg till lärande då berättande i sig hjälper studenten att skapa mening. Lärare måste även finna pedagogiska former som hjälper studenten att dels konkretisera, dels se utbildningens innehåll som en förståelig och meningsfull helhet istället för som spänningsfält mellan olika delar. (Less)
Please use this url to cite or link to this publication:
https://lup.lub.lu.se/record/27106
- author
- Lilja Andersson, Petra LU
- supervisor
- opponent
-
- Prof. Segesten, Kerstin, Högskolan i Borås, Inst. för vårdvetenskap
- publishing date
- 2007
- type
- Thesis
- publication status
- published
- subject
- keywords
- experience, narratives, nursing education, nursing students, Medicin (människa och djur), Medicine (human and vertebrates), Life History, Pedagogy and didactics, Pedagogik, didaktik
- pages
- 260 pages
- publisher
- Holmbergs
- defense location
- Högskolan i Kristianstad, Aulan, hus 7, sal 07:318
- defense date
- 2007-05-16 10:15:00
- ISBN
- 978-91-976537-6-3
- language
- Swedish
- LU publication?
- no
- id
- a28e378a-60c2-43f7-b3e1-e734860eebdc (old id 27106)
- date added to LUP
- 2016-04-04 11:38:23
- date last changed
- 2018-11-21 21:06:11
@phdthesis{a28e378a-60c2-43f7-b3e1-e734860eebdc,
abstract = {{The aim of this study is to gain knowledge and understanding of how nursing students experience and manage the different parts of the education. A particular focus is set on the tension between a professional degree and an academic degree, between theoretical and clinical studies, and between the subjects nursing and medical science. Furthermore, the aim is to gain knowledge and understanding of aspects that are important to students? learning on their path through the education.<br/><br>
<br/><br>
Life History was used as a theoretical and methodological approach of the study. The design was longitudinal and the study opened with a questionnaire to all students at the start of the education. Eight students were then interviewed recurrently throughout their education.<br/><br>
<br/><br>
The narratives of the students showed that they experienced and managed the education based on their individual notions and experiences. The education is a process in which students find their own way through the many diverse fields of the education. Aspects of importance for the students learning were: To have a clear goal, to revalue ones notions, to be acknowledged, when the abstract becomes tangible, to see education as a part of life, to hover between closeness and distance regarding the future profession and finally: to manage theory and practice in relation to one another. The professional degree seemed to be of highest importance to the students, and they had difficulties to see the meaning of the academic part of the education. The results showed that the students experienced that they learned and developed professionally in the clinical parts of the education and that emphasis on medical science still is present in the students? notions about the education and the profession.<br/><br>
<br/><br>
The knowledge gained through this study can be used to support the students? process of learning. An important implication is to use narration as a method within the education. Narration is one way of meeting the student but it is also a way to learn as narration in itself helps the student to create meaning. Teachers must also find ways that will help the student to understand that he or she needs to concretize and view the contents of the education as a comprehensive and meaningful entity instead of seeing them as diverse fields of study.}},
author = {{Lilja Andersson, Petra}},
isbn = {{978-91-976537-6-3}},
keywords = {{experience; narratives; nursing education; nursing students; Medicin (människa och djur); Medicine (human and vertebrates); Life History; Pedagogy and didactics; Pedagogik; didaktik}},
language = {{swe}},
publisher = {{Holmbergs}},
title = {{Vägar genom sjuksköterskeutbildningen - Studenters berättelser}},
year = {{2007}},
}