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- Ohlsson, Ulla, 1961-
(författare)
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Vägen in i ett yrke : en studie av lärande och kunskasputveckling hos nyutbildade sjuksköterskor
- 2009
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The path to a career in nursing begins on the first day of nursing training and is not completed until the nurses have worked one year in their profession. During the training period, the student nurses have training elements in two different activitysystems: the higher education institution and the healthcare sector. The aim of this study is to examine and highlight the relationship between the different parts of the training as well as how the relationship is manifested during the newly qualified nurses’ initial period in the profession. The research’s overall question is what makes the newly qualified nurses’ learning and knowledge development easier or harder in relation to the different parts of the nursing training. Interviews have been used to create data which have been analysed based on activity theory, a social theory of learning and different ways of describing knowledge. The research findings show that the activity systems have different knowledge cultures, learning processes and patterns of action. The study participants describe the differences in terms of being in ‘different worlds’. The newly qualified nurses do not always have the practical skills that are sought after and, therefore, cannot always act as independent subjects, but become marginalized non-participants who observe the course of events. Supervision and the rounds are the two most demanding duties during the first year in the profession, since these duties have been practiced to a limited extent during the nurse training placement. The supervisory function appears different to newly qualified male and female nurses. The women in the study feel that it is problematic to be a supervisor for older experienced assistant nurses, in that the assistant nurses do not accept them as supervisors. The men do not indicate this as being a problem, rather emphasizing that the assistant nurses support them in the supervisory function. During the rounds, the nurses must inform the doctor of the state of the patients’ health and care needs. The participants feel that it is difficult to live up to the doctors’ demands ahead of the rounds. In summary, my findings show that the different knowledge cultures in the higher education institution and the healthcare sector make the newly qualified nurses’ learning and knowledge development more difficult. During the first year in the profession, the newly qualified nurses learn to be nurses, and they talk about themselves as nurses in a totally different way than at the start of that year. The changed way of talking about themselves indicates that they have recreated their identity from student nurses to nurses.
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| 3. |
- Andersson, Karin, 1958-
(författare)
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Lärande och utveckling av medarbetarskap i vård och omsorg
- 2013
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Licentiatavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Syftet med den föreliggande studien är att utveckla förståelsen av medarbetarskap och teoretiskt pröva det utifrån ett aristoteliskt perspektiv på praktisk kunskap.Frågeställningar:• På vilka sätt kan verksamhetens organisering gynna respektive motverka utveckling av medarbetarskap?• På vilka sätt kan begreppet praxis ge en fördjupad förståelse av medarbetarskap inom komplexa sociala praktiker som vårdorganisationer?
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| 4. |
- Bek, Anders, 1969-
(författare)
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Undervisning och reflektion : Om undervisning och förutsättningar för studenters reflektion mot bakgrund av teorier om erfarenhetslärande
- 2012
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The aim of this study is to explore how teaching can be described by the use of experiential learning theory, focusing on the conditions for students’ reflection. The questions are: How can experiential learning theory and theory about reflection be adapted for analysis and description of teaching? How can a concrete teaching practice be analyzed and described by the use of such theory? What conditions for different levels of reflection do different ways of teaching create? In this observational study, the researcher has followed police students at Umeå University during their first semester of study. Lessons were documented using field notes and video camera. The teachers were interviewed about their views on teaching, and a group of students were interviewed about how they perceived the teaching. Based on Kolb’s experiential learning model (Kolb 1984), a new model for analyzing and describing teaching, named MABU, was developed and used as an analytical tool. MABU describes teaching by identifying and naming four new types of teaching, each of which is a combination of a type of content and a way of processing it: Formulation, Discussion, Application and Exercise. The main tendency is that teaching predominantly consisted of Formulation and Discussion, with an emphasis on theoretical content, processed through verbal activities such as group discussions. However, the studied teaching also included practical content and activities. Instances of student reflection were graded using Moon’s model for grading reflection (Moon2004:214ff). The results show that in most cases, concrete content is processed through organized reflective activities such as discussions, while theoretical content is frequently presented without any subsequent processing activities. In 20 % of the observed lessons, articulated student reflection on deeper levels took place. The teaching during these lessons was subject to further analysis, focusing on four aspects: the presence of interactive activities and a “problem” to stimulate reflection (cf. Dewey 1998/1933); how students’ previous experiences are treated, and whether lesson content is related to the students, their experiences and future, thereby facilitating the creation of what Dewey calls“interest” (Dewey 1975/1913); how emotions are evoked, used and dealt with; and teacher performance, in terms of communicative techniques and how the teacher gives a sense of “personhood” (Brookfield 2006:71). The results show that content is consistently related to the students, their views, values and future profession. However, although the teachers stress the importance of students reflecting critically on previous experiences, these were seldom addressed during the lessons. Based on detailed analysis and rich description of teaching, the study suggests a number of teacher actions and behaviors that stimulate and deepen student reflection, and others that seem to inhibit reflective activity.
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- Bergh, Andreas
(författare)
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Vad gör kvalitet med utbildning? : Om kvalitetsbegreppets skilda innebörder och dess konsekvenser för utbildning
- 2010
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The aim of this dissertation is to investigate what linguistic meanings the concept of quality is imbued with in different educational arenas and to discuss the consequences of such meanings for education. From this aim the main research question is: What does the concept of quality do to education and what does education do to the concept of quality? The question indicates an interest in understanding how the concept of quality and education mutually influence each other. The empirical material consists of national texts written by the government and the national school authorities, mainly between the years of 1997 to 2008, as well as interviews with different people from three local school authorities and schools. Theoretically the approach is inspired by Quentin Skinner and speech-act theory as well as Reinhart Koselleck and conceptual history. While Skinner is mainly interested in the rhetorical use of concepts, Koselleck’s interest lies in investigating how concepts carry historical time. For this study, some analytical concepts are lifted from these two theories and are applied to the empirical material. From the analysis, four concluding criteria of application are formulated: education quality, result quality, market quality and system quality. The result shows that certain meanings, which for a long time have been connected to education and, in this study, are incorporated under the umbrella criterion education quality, have been challenged and partly marginalized. Instead, the dominance of result quality, market quality and system quality lead to an acceptance of new social perceptions in education. The different national and local structures that are developed to measure quality have a high impact on local practice. As a consequence of a shift from goal to result, overriding goals are clarified and made juridically controllable. The changes also lead to consequences for the different actors in the education system, as well as for teachers, national politicians and for national and local school administrations.
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- Berndtsson, Rolf, 1936-
(författare)
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Om folkhögskolans dynamik : Möten mellan olika bildningsprojekt
- 2000
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This study is describing the projects of Bildung which are possible to identify with the students and the teachers at two folk high schools and the meeting between those projects in the classrooms. Another purpose is to describe and analyze processes, which arise when teachers, students and folk high school as an institution come together. As a background and part of the study, connected to the central concept of the thesis - power and Bildung - is an account of the projects of Bildung which have been developed within the folk high school in a historical perspective. It is the generally oriented course and the students that are in focus.The study is part of an ethnographic research tradition and the empirical part of the study consists of a combination of qualitative interviews with the teachers and the students and participant observation.The projects of Bildung, which I have found represented by the students are “selfeducation” with the subgroups "self-development" and "self-rehabilitation" and "the project of qualification". Most of the teachers try to establish an attitude that has a self-educational direction but gradually the teachers are forced to let the qualification project get a more prominent part in the teaching. The projects of Bildung are changing and are in contrast to each other, sometimes in harmony and sometimes out of balance. I found that the study setting could be characterized by manifoldness and dynamics. A pluralism resulting in challenges and different processes.
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