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Academic learning for specialist nurses: A grounded theory study
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2014 (English)In: Nurse Education in Practice, ISSN 1471-5953, E-ISSN 1873-5223, Vol. 14, no 6, 714-721 p.Article in journal (Refereed) Published
Abstract [en]

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.

Place, publisher, year, edition, pages
2014. Vol. 14, no 6, 714-721 p.
National Category
Nursing Learning
Identifiers
URN: urn:nbn:se:esh:diva-4237DOI: 10.1016/j.nepr.2014.08.008PubMedID: 25240945OAI: oai:DiVA.org:esh-4237DiVA: diva2:774460
Available from: 2014-12-23 Created: 2014-12-23 Last updated: 2015-01-21Bibliographically approved

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Öhlen, Joakim
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Palliative Reserch Centre, PRC
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  • apa
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