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Academic learning for specialist nurses: A grounded theory study
Faculty of Health, Science and Technology, Department of Health Science, Nursing Science, Karlstad University, Karlstad, Sweden.
Institute of Health and Care Sciences, Sahlgrenska Academy at the University of Gothenburg, Gothenburg, Sweden.
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.ORCID iD: 0000-0002-0204-5144
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.
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2014 (English)In: Nurse Education in Practice, ISSN 1471-5953, E-ISSN 1873-5223, Vol. 14, no 6, p. 714-721Article in journal (Other academic) 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. © 2014 Elsevier Ltd.

Place, publisher, year, edition, pages
Oxford: Elsevier, 2014. Vol. 14, no 6, p. 714-721
Keywords [en]
Clinical Nurse Specialist, Grounded Theory, Higher Education, The Bologna Process, Nursing Masters, Postgraduate Degree Projects.
National Category
Nursing
Research subject
Nursing Science
Identifiers
URN: urn:nbn:se:hh:diva-41044DOI: 10.1016/j.nepr.2014.08.008ISI: 000349568300022PubMedID: 25240945Scopus ID: 2-s2.0-84918584836OAI: oai:DiVA.org:hh-41044DiVA, id: diva2:1373529
Note

Del av licentiatavhandlingen " Akademisering av specialistsjuksköterskans utbildning i Sverige", KUS 2012: 56

Available from: 2019-11-27 Created: 2019-11-27 Last updated: 2019-11-28
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German Millberg, LenaNordström, Gun

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