Sökning: onr:"swepub:oai:DiVA.org:hv-18167" >
Newly-graduated nur...
Newly-graduated nurses´ work-integrated learning : A qualitative study from an educational and occupational perspective
-
- Andersson, Anna (författare)
- Högskolan Väst,Avdelningen för omvårdnad - grundnivå,LOV, LINA,Department of Health Sciences, University West, Trollhättan, Sweden
-
- Hällgren Graneheim, Ulla, 1947- (författare)
- Umeå universitet,Högskolan Väst,Avdelningen för omvårdnad - avancerad nivå,Department of Nursing, Umeå University, Umeå (SWE),Department of Health Sciences, University West, Trollhättan, Sweden,Institutionen för omvårdnad
-
- Skyvell Nilsson, Maria, 1961- (författare)
- Högskolan Väst,Avdelningen för omvårdnad - avancerad nivå,LOV, LINA,Department of Health Sciences, University West, Trollhättan, Sweden
-
(creator_code:org_t)
- Elsevier Ltd, 2022
- 2022
- Engelska.
-
Ingår i: Nurse Education in Practice. - : Elsevier Ltd. - 1471-5953 .- 1873-5223. ; 59
- Relaterad länk:
-
https://doi.org/10.1...
-
visa fler...
-
https://hv.diva-port... (primary) (Raw object)
-
https://doi.org/10.1...
-
https://umu.diva-por... (primary) (Raw object)
-
https://urn.kb.se/re...
-
https://doi.org/10.1...
-
https://urn.kb.se/re...
-
visa färre...
Abstract
Ämnesord
Stäng
- Aim: The aim of this study was to describe newly graduated nurses´(NGNs´) experience of work-integrated learning (WIL), from an educational and occupational perspective.Background: NGNs often find themselves unprepared to meet occupational demands on their competence on entering working life, and express difficulties integrating educational theory into a practical context. Qualitative and effective WIL becomes particularly important for NGNs to develop the competence required to handle the transition from education to working life.Design: This is a qualitative, descriptive study with an inductive approach.Methods: Seven focus-group discussions were performed and subjected to qualitative content analysis.Results: The results revealed that WIL for NGNs includes personal mastering of several professional roles: a self-directed and collaborative learning role, a relational nursing role, and a transition from a student role to a collegial role. Furthermore, WIL entails adapting to organisational requirements, including development of contextual workplace knowledge and understanding; striving for confidence in medical-technical performance; and developing an experience-based understanding of clinical situations.Conclusion: The results reveal that WIL is complex, encompassing adaptation to roles and personal capabilities that increase new graduates´competence and preparation for work. In addition, WIL requires personal commitment to one’s own learning as well as organisational and social support.
Ämnesord
- MEDICIN OCH HÄLSOVETENSKAP -- Hälsovetenskap -- Omvårdnad (hsv//swe)
- MEDICAL AND HEALTH SCIENCES -- Health Sciences -- Nursing (hsv//eng)
- SAMHÄLLSVETENSKAP -- Utbildningsvetenskap -- Lärande (hsv//swe)
- SOCIAL SCIENCES -- Educational Sciences -- Learning (hsv//eng)
- SAMHÄLLSVETENSKAP -- Annan samhällsvetenskap -- Arbetslivsstudier (hsv//swe)
- SOCIAL SCIENCES -- Other Social Sciences -- Work Sciences (hsv//eng)
- SAMHÄLLSVETENSKAP -- Utbildningsvetenskap -- Pedagogik (hsv//swe)
- SOCIAL SCIENCES -- Educational Sciences -- Pedagogy (hsv//eng)
Nyckelord
- Focus group discussions
- Nursing education
- Professional development
- Transition
- Qualitative content analysis
- Work-based learning
- Work-integrated learning
- Work Integrated Learning
- Arbetsintegrerat lärande
- Vårdvetenskap
- Nursing science
Publikations- och innehållstyp
- ref (ämneskategori)
- art (ämneskategori)
Hitta via bibliotek
Till lärosätets databas