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- Johansson Mahic, Maria, et al.
(författare)
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Att forma en medarbetare eller att undervisa en student
- 2014
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Ingår i: Nordic Journal of Vocational Education and Training. - 2242-458X .- 2242-458X. ; 4:2, s. 1-12
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Tidskriftsartikel (refereegranskat)abstract
- Genom cooperative education (co-op) ges studenter möjlighet att inomutbildningen, praktiskt tillämpa sina kunskaper på en arbetsplats. Under co-op tilldelasstudenten en av arbetsgivaren utsedd handledare. Co-op är ett trepartssamarbete mellanhögskola, student och arbetsplats. Merparten av tidigare studier fokuserar studenternasupplevelse av co-op eller vad co-op kan innebära för studentens studiemotivation, framtidakarriär och möjlighet till arbete. Syftet med denna fenomenografiska studie är att beskrivahandledares uppfattning om handlednings syfte. Studien kan därmed bidra till kunskap om denutbildningssituationen studenter ställs inför i co-op. Studiens resultat, som är baserad påintervjuer, visar fyra olika uppfattningar om handlednings syfte: Stödja in i gemenskapen, Delgespecifikt kunskapsinnehåll, Att få möjlighet att lära och Bidra till produktionen. Handledarnasuppfattningar indikerar att studenten förväntas praktiskt tillämpa teoretisk kunskap och fåarbets- och yrkesrelaterade erfarenheter genom ett socialt lärande. Variationerna i handledarnasuppfattningar antyder även att det samlade kunskapsinnehållet som studenten får ta del av underco-op kan variera stort. Utifrån resultatet diskuteras möjligheter och hinder för studentenslärande under co-op.
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- Nilsson, Maria Skyvell, 1961, et al.
(författare)
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Clinical Course Content As A Dynamic Variable In Supervision Of Medical Students
- 2010
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Ingår i: The Internet Journal of Medical Education. - 2155-6725. ; 1:2
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Tidskriftsartikel (refereegranskat)abstract
- BackgroundDuring clinical supervision, medical students are expected to gain experience through clinical work, with the support of their clinical supervisor. What each supervisor chooses to emphasize and considers important will have a decisive impact on students’ understanding of what is content necessary to master in order to gain clinical skills. Therefore, in this study, the focus of attention is on what supervisors choose to emphasise during clinical supervision of fourth year medical students during a surgical course. MethodAn ethnographic approach was used, including a selective intermittent time mode, where observation and informal interviews were conducted. Twelve supervisors and nine medical students at a teaching hospital in Sweden participated. Field notes were made during observation; these were transcribed and analysed qualitatively. ResultsThe analysis resulted in six topic areas describing what was emphasized during supervision. The topic areas were: 1) Identifying, collecting and combining information, 2) Problem-solving and decision-making, 3) Handling treatment of disease, 4) Practical skills and illustration of technical equipment, 5) Communicating with patients, and 6) Handling organisational demands.ConclusionsThe findings of this study show the existence of several areas that are focused on in supervision. In authentic clinical situations, these topic areas were intertwined and overlapped and often appeared simultaneously. The clinical situations were adjusted neither to the students’ clinical experience nor to the needs of the students. Consequently, the students may find it difficult to determine what to learn and what to achieve during supervision. They may also find it difficult to understand the situations in the same way as their supervisors, because students focus on handling situations with a more theoretical and declarative approach to a larger extent than do their supervisors. The students therefore need supervisor support to develop and integrate theoretical knowledge. One conclusion that can be made is that supervisor awareness of students’ understanding is of crucial significance for the effective supervision. Regarding the nature of the content chosen in supervised situations, research in other settings and specialties would be required to map and to determine a more general theory of what is focused during medical supervision.
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- Skyvell Nilsson, Maria, 1961-, et al.
(författare)
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Attitudes Emphasizing in the Clinical Supervision of Medical Students : An Ethnographic Study in Sweden
- 2012
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Ingår i: The Open Medical Education Journal. - 1876-519X. ; 5, s. 5-11
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Tidskriftsartikel (refereegranskat)abstract
- Introduction: Medical student's professional attitudes are expected to be developed in medical school, and particularly during clinical education. In this study we focus on supervision in order to describe the attitudes emphasized in the clinical education of fourth-year medical students taking a surgical course.Methods: An ethnographic approach was applied where observation and interviews were conducted. Nine medical students and twelve supervisors at a teaching hospital in Sweden participated. Field notes were made during observation as well as interviews; these were transcribed and analysed qualitatively.Result: The analysis resulted in six topic areas describing the attitudes emphasized. The medical students were expected to be: 1) Informed and effective decision makers, 2) Sensitive to patients' needs and expectations, 3) Communicative, 4) Authoritative and patriarchal, 5) Adaptable to organizational demands, and 6) Mindful of nurse's knowledge and requests.Conclusions: This study reveals that the attitudes emphasised during supervision are: dualistic and complex to learn, developed by a former generation and influence student learning. Students need support in order to handle the state of tension that exists in the attitudes emphasized. Medical students might experience difficulties in adopting some attitudes belonging to a former generation. There is a need for competence development among supervisors concerning how students may experience the attitudes emphasized in supervision.
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- Johansson, Bosse, et al.
(författare)
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Praxis and Work Integrated Learning as Pedagogical Approach in Nursing Education
- 2014
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- The move from student to nurse has been described as difficult and tough for new nurses. New nurses' feeling of lacking competence can reduce the opportunity to develop professional competence.They also reported fears of being "exposed" as clinically incompetent, and failing to provide safe care.Entering the nursing profession requires a high degree of adaptation where graduates are shown what skills are needed.There is a qualitative difference between the professional competence conveyed during education and the competence demanded in working life.The aim of this paper is to discuss and propose hown urses ́praxis can be developed by means of Work Integrated Learning as a pedagogical approach.The study departs from a model which shows processes newly registered nurses must manage to achieve a sense of competence. These processes will behighlighted by discussing the model's processes related to praxis in the Aristotelian tradition, situated learning, social construction and WIL.One idea behind this paper is to,by using the concept of praxis, hold up the potential of WIL It is concluded that WIL may provide an analytical perspective using reflection where the student is given the opportunity to develop metacognitive skills to reflectt heir experiences in orde rto create understanding and manifest praxis by learning in and by clinical practice, the move from being a student to becoming a nurse. The intent of praxis and WIL is to integrate scientific knowledge with practical knowledge as a pedagogical approach that provide an analytical perspective where the student is given the opportunity to develop metacognitive skills and to test their experiences in order to create understanding and manifest their praxis by learning in and by clinical practice, the move from being a student to becoming a nurse.One way to do it is by using praxis as a component in WIL and to identify knowledge that is generated in practical knowledge, professional nursing activities and endeavors by nurses on the one hand and scientific knowledge that is generated in the academy on the other hand, in order to elaborate ways to mixt hem and create a certain kind of knowledge that is neither theoretical nor purely practical.The result of this study will be proposed as a complement to nursing program curriculum in clinical practice, to identify special challenges facing students when managing and developing their professional competence
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- Nilsson, Maria Skyvell, 1961
(författare)
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Nu är det du som är doktor, nu är det du som bestämmer - Studier av yrkeskunnandets utveckling och manifestation hos studenter och läkare
- 2010
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The overall purpose of this thesis was to contribute to the understanding of how doctors’ professional knowledge evolves during both their clinical training and professional life. In this thesis, this is achieved by describing the supervision of medical students and the professional approaches of active doctors when making clinical judgments. During supervision students are expected to develop professional knowledge and to become socialised into the profession. Professional knowledge is personal, is developed throughout life, and is infl uenced by the person’s education, experiences and generation group, and by organisational conditions. The profession’s culture and attitudes also infl uence what knowledge is focused on, considered valid and appropriate. The professional knowledge of a doctor changes continuously as he or she gains clinical experience. The overall theoretical perspective of the thesis is symbolic interactionism, meaning that professional knowledge and socialisation are described based on how they appear and create meaning for medical students and active doctors. The thesis is based on data from two separate data collection efforts. In studies I, II and III, the focus was on the supervision of medical students in a surgical training program. The empirical data consisted of fi eld notes from approximately 100 hours of observations and informal discussions. This group of ethnographic studies generated three separate thematic areas that were described: what was identifi ed as contents during supervision, attitudes conveyed in supervision and pedagogical strategies used by supervisors. In study IV the focus was on professionally active doctors’ clinical judgements and the study was based on interviews with nine junior and nine senior internal medicine doctors. This study made it possible to describe the way in which junior and senior doctors´ professional approaches vary when making clinical judgements. The four studies show that master-apprentice-like learning occurs both between supervisors and medical students and between more experienced and less experienced doctors. It emerges that it is not entirely clear what students are expected to learn and develop during the supervision. Moreover, the content is not adapted to the students’ level of knowledge and experience. The students are abandoned to structure and prioritise the contents according to the clinical situations encountered. The students are expected to cope with attitudes that sometimes may be perceived as demanding or demeaning, and which may be diffi cult to adapt to patient- and team-centred care. Both students and junior doctors are placed in diffi cult and challenging situations in relation to their experience and skills. Making clinical judgments is an important aspect of a doctor’s professional knowledge. This knowledge is complex and grows with the extent of the clinical experience and it varies depending on the context in which it has been gained. The level of professional knowledge and clinical judgment-making ability is also increased by observing how more senior and experienced doctors act and behave. Therefore, it would be of interest for both students and for the health care organisation at large to develop the pedagogical approach of both supervisors and active doctors.
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- Pennbrant, Sandra, 1967-, et al.
(författare)
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Mastering the professional role as a new graduate
- 2012
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Konferensbidrag (refereegranskat)abstract
- Professional development is a process that starts in education and continues through working life. To be a new graduated registered nurse has been described as difficult and tough. The healthcare organization, patients and nurses would all benefit if the professional development was smooth and supportive. The aim was to develop a model describing newly graduated registered nurses professional development during the first years of healthcare practice. To develop a model a constant comparative analysis was performed. Data consisted of written answers to an open question concerning what newly graduates perceived of particular significance to facilitate the transition between education and professional life. In this study the core concept constructed from data was mastering the professional role and was seen as a result of an ongoing process regarding the individual's experiences as well as relations with the surrounding environments. The analysis shows that the professional developmental process involves three interrelated sub-processes; Evaluating and re-evaluating educational experience, developing professional self-efficacy and developing clinical competence. These sub-processes are all influenced by six factors, social values and norms, the healthcare organization, nurse-management, coworkers, patients/relatives and private life situation. These factors affect nurse' professional development directly, indirectly or as mediating influences and can lead to various possible orientations. The result underlines the importance of knowing of how to develop the personal professional role within in a working life context inorder to experience to mastering the professional role. In this process the new registered nurses need support from both their nursing school and employer. This model will be the subject of further measurement and testing
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