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Academic learning f...
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German Millberg, Lena,1958-Karlstads universitet,Institutionen för hälsovetenskaper (from 2013),Faculty of Health, Science and Technology, Department of Health Science, Nursing Science, Karlstad University, Karlstad, Sweden
(författare)
Academic learning for specialist nurses: a Grounded Theory study
- Artikel/kapitelEngelska2014
Förlag, utgivningsår, omfång ...
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Oxford :Elsevier,2014
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printrdacarrier
Nummerbeteckningar
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LIBRIS-ID:oai:DiVA.org:kau-15642
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https://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-15642URI
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https://doi.org/10.1016/j.nepr.2014.08.008DOI
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http://kipublications.ki.se/Default.aspx?queryparsed=id:130691250URI
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https://gup.ub.gu.se/publication/208905URI
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https://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-41044URI
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https://urn.kb.se/resolve?urn=urn:nbn:se:esh:diva-4237URI
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Språk:engelska
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Sammanfattning på:engelska
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Ämneskategori:vet swepub-contenttype
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Ämneskategori:art swepub-publicationtype
Anmärkningar
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Del av licentiatavhandlingen "Akademisering av specialistsjuksköterskans utbildning i Sverige", KUS 2012:56
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The aim was to explore the major concerns of specialist nurses pertaining to academic learning during their education and initial professional career. Specialist nursing education changed in tandem with the European educational reform in 2007. At the same time, greater demands were made on the healthcare services to provide evidence-based and safe patient-care. These changes have influenced specialist nursing programmes and consequently the profession. Grounded Theory guided the study. Data were collected by means of a questionnaire with open-ended questions distributed at the end of specialist nursing programmes in 2009 and 2010. Five universities were included. Further, individual, pair and group interviews were used to collect data from 12 specialist nurses, 5-14 months after graduation. A major concern for specialist nurses was that academic learning should be "meaningful" for their professional future. The specialist nurses' "meaningful academic learning process" was characterised by an ambivalence of partly believing in and partly being hesitant about the significance of academic learning and partly receiving but also lacking support. Specialist nurses were influenced by factors in two areas: curriculum and healthcare context. They felt that the outcome of contribution to professional confidence was critical in making academic learning meaningful.
Ämnesord och genrebeteckningar
Biuppslag (personer, institutioner, konferenser, titlar ...)
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Berg, Linda,1961Gothenburg University,Göteborgs universitet,Institutionen för vårdvetenskap och hälsa,Institute of Health and Care Sciences,Institute of Health and Care Sciences, Sahlgrenska Academy at the University of Gothenburg, Gothenburg, Sweden(Swepub:gu)xberli
(författare)
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Björk Brämberg, ElisabethGothenburg University,Göteborgs universitet,Karolinska Institutet,Institutionen för vårdvetenskap och hälsa,Institute of Health and Care Sciences,Institute of Health and Care Sciences, Sahlgrenska Academy at the University of Gothenburg, Gothenburg, Sweden & Division of Intervention and Implementation Research, Institute of Environmental Medicine, Karolinska Institutet, Stockholm, Sweden(Swepub:gu)xbjeli
(författare)
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Nordström, GunKarlstads universitet,Institutionen för hälsovetenskaper (from 2013),Faculty of Health, Science and Technology, Department of Health Science, Nursing Science, Karlstad University, Karlstad, Sweden & Faculty of Public Health, Department of Nursing, Hedmark University College, Elverum, Norway(Swepub:kau)gunnords
(författare)
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Öhlén, Joakim,1958Ersta Sköndal högskola,Gothenburg University,Göteborgs universitet,Institutionen för vårdvetenskap och hälsa,Centrum för personcentrerad vård vid Göteborgs universitet (GPCC),Institute of Health and Care Sciences,University of Gothenburg Centre for person-centred care (GPCC),Institute of Health and Care Sciences and Centre for Person-Centred Care, University of Gothenburg, Gothenburg, Sweden & Palliative Research Centre, Ersta Sköndal University, Ersta Hospital, Stockholm, Sweden,Palliativt forskningscentrum, PFC(Swepub:esh)joaohl
(författare)
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Karlstads universitetInstitutionen för hälsovetenskaper (from 2013)
(creator_code:org_t)
Sammanhörande titlar
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Ingår i:Nurse Education in PracticeOxford : Elsevier14:6, s. 714-7211471-59531873-5223
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