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Tensions related to implementation of postgraduate degree projects in specialist nursing education
Faculty of Social and Life Sciences, Department of Nursing, Karlstad University, Karlstad, Sweden & Faculty of Social and Life Sciences, Department of Nursing, University of Karlstad, Karlstad, Sweden.
Institute of Health and Care Sciences, Sahlgrenska Academy, Gothenburg, Sweden.
Institute of Health and Care Sciences, Sahlgrenska Academy, Gothenburg, Sweden.
Faculty of Social and Life Sciences, Department of Nursing, Karlstad University, Karlstad, Sweden.
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2011 (English)In: Nurse Education Today, ISSN 0260-6917, E-ISSN 1532-2793, Vol. 31, no 3, p. 283-288Article in journal (Refereed) Published
Abstract [en]

In conjunction with the introduction of the Bologna process in Sweden, specialist nursing education programmes were moved up to the second cycle of higher education with the opportunity to take a one-year master's degree, which also meant that students would undertake a degree project carrying 15 ECTS. The purpose of this study was to examine the introduction of postgraduate degree projects on the second-cycle level into Swedish specialist nursing programmes in accordance with the Bologna process. Five universities were involved and the study design took the form of action research. Problem formulation, planning, evaluation and follow-up with reflection led to new actions over a period of 2 1/2 years. Through a review of local curriculum documents, the implementation of a postgraduate degree project was monitored and these reviews, together with field notes, were analysed by means of constant comparative analysis. The results revealed a variety of tensions that arose when postgraduate degree projects were introduced, taking the form of differing views on the relationship between research, clinical development, specific professional objectives and academic objectives. These tensions were reflected in six areas of change. In summary, it can be noted that implementation of the postgraduate degree projects highlighted tensions related to basic views of learning. © 2010 Elsevier Ltd.

Place, publisher, year, edition, pages
Oxford: Elsevier, 2011. Vol. 31, no 3, p. 283-288
Keywords [en]
Action research, The Bologna process, Education Nursing Masters, Postgraduate degree projects, Subject Didactics
National Category
Nursing
Research subject
Nursing Science
Identifiers
URN: urn:nbn:se:hh:diva-41045DOI: 10.1016/j.nedt.2010.11.012ISI: 000289323200013PubMedID: 21112676Scopus ID: 2-s2.0-79952483945OAI: oai:DiVA.org:hh-41045DiVA, id: diva2:1373531
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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