The article explores the major features of the Swedish Government's new initiative -a school based Upper Secondary Apprenticeship model. The analyses are guided by activity theory. The analysed texts are part of the parliamentary reformmaking process of the 2011 Upper Secondary School reform. The analyses unfold how the Government, the Swedish Trade Union Confederation (LO), and the Confederation of Swedish Enterprise (SN) construct Upper Secondary Apprenticeship as an activity in the 21st century. The conclusion highlights how three traditional aspects of Swedish initial vocational education and training (IVET) collide in the formation of Upper Secondary Apprenticeship -a curriculum of labour market based apprenticeships, a curriculum of school based IVET, and ill-defined curriculums of school based apprenticeships. The emerging Upper Secondary Apprenticeship curriculum foreshadows multifaceted educational trajectories where the learning targets, and not the responsibility for the student's learning are displaced from the school to the workplace setting.

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The article examines how students in Swedish upper secondary apprenticeship education contribute to the shaping of their education through their choices and actions in relation to work-based learning. Activity theory and the notion of interacting activity systems was used to emphasise the students’ perspective as active subjects. Data was collected through observations and interviews with 15 students in their second year of an apprenticeship. An initial qualitative content analysis revealed a pattern of actions that related to both school and work. The result of this analysis was further elaborated with activity theoretical concepts. Thereby dominating rules/norms and tools they made use of, contributed to identifying three potential objects for students’ actions: grades in vocational subjects, development of vocational skills, and inclusion in the workplace community. Depending on what objects the students held as superior and subordinate different outcomes could be achieved – an upper secondary vocational degree, development of vocational skills, and/or being employed while studying. One object did not necessarily exclude the others. It is concluded that the multiple expectations from students, school, and workplaces that coexist in relation to work-based learning need to be continuously communicated among all participants to strengthen the students’ possibility to achieve their desired educational outcome.

Newly graduated nurses show lacking skills and competences regarding the ability to make appropriate clinical assessment of acute, complex care situations. There is also a lack of translated, qualitative relevance-evaluated and reliability-tested rubrics in the Swedish language. The purpose of this method article was to translate, and conduct a relevance evaluation and reliability test of the identified Lasater Clinical Judgment Rubric (LCJR). In this article, the Swedish translation LCJR (S) is presented. The results showed that the LCJR (S) was both qualitatively relevant and quantitatively reliable. We claim that there are several advantages to systematic use LCJR (S) for assessment of nursing students' clinical judgement in laboratory simulation environments with acute patient situations. IntroduktionBristande förmåga att göra kliniska bedömningar i akuta situationer Det finns sto¨d fö r pa˚sta˚endet att nyutexaminerade sjuksko¨-terskor uppvisar bristande skicklighet och kompetens i fo¨r-ma˚gan att go¨ra adekvata kliniska bedo¨mningar i akuta komplicerade va˚rdsituationer, 1,2 vilket ytterst kan riskera patienternas ha¨lsa och liv. Som utbildningsanordnare ma˚ste man ha stor samverkan med den kliniska verksamheten fo¨r att anpassa och mo¨ta den snabba kliniska utvecklingen 3 och fo¨r att utveckla vetenskapligt fo¨rankrade metoder som fo¨rba¨ttrar utbildningen av sjuksko¨terskor. En utbildningsstrategisk satsning idag ma˚ste kunna peka pa˚att a˚tga¨r-der och insatser i kvalitetsho¨jande syfte ba˚de a¨ger giltighet och a¨r evidensbaserade eller baserade pa˚Best Practice. Na¨r la¨rosa¨tet valde en strategisk utbildningssatsning med 3G-simulatorer (3G a¨r en av marknadens mest tekniskt avancerade human simulatorer) fo¨r ö kad kvalitet i sjuksko¨ters-keutbildningen, var det da¨rfo¨r logiskt och viktigt att parallellt knyta en didaktisk forskningsdel till denna fo¨r att fo¨r det fö rsta identifiera, fo¨r det andra testa och fo¨r det tredje sa¨kersta¨lla korrekt tilla¨mpning av en bedo¨mnings-matris. En viktig bakomliggande anledning till utbildningssatsningen a¨r rapporterna om fo¨rsa¨mrade kliniska resultat i akuta patientsituationer fo¨r nyutbildade sjuksko¨terskor. 4,5 Forskningsma¨ssigt underso¨ker vi a¨ven om den systematiska, a˚terkommande och niva˚anpassade anva¨ndningen av Highfidelity patient simulation (HFS) leder till fo¨rba¨ttrade kliniska fa¨rdigheter hos studenterna. Bakgrund Rättssäkra studentbedömningarRa¨ttssa¨kra och ra¨ttvisa bedo¨mningar av studenters la¨rande a¨r centrala och avgo¨rande fra˚gor fo¨r hela universitetsoch ho¨gskolesektorn. Inom sjuksko¨terskeutbildningen beho¨vs bra metoder fo¨r att ma¨ta och sa¨kersta¨lla att studenterna a¨r tillra¨ckligt kliniskt kompetenta fo¨r den kommande professionen. Ett exempel pa˚ett spritt och va¨lbepro¨vat ma¨tinstrument, som ma¨ter sjuksko¨ters-kestudenters kliniska fo¨rma˚gor och som a˚terspeglar Mittuniversitetet, Sweden

Critical reflection is an essential element in the professional teacher's practice. This article investigates vocational teacher education (VTE) students´ability to reflect when engaged in site-based education and considers how arrangements in vocational teacher education enable or constrain this ability. The study was conducted at one Swedish university, where 78 VTE students' written self-evaluation reports from three practicum courses were analyzed on the basis of the concept of critical reflection and the theory of practice architectures. The findings emphasize the value of a strong relationship between the learning at university and in the teaching workplace, and the progression of critical reflection throughout the education. These findings support the conclusion that practice architectures that improve VTE students' ability to critical reflection need to include tasks that focuse on both reflection and on bridging the contexts of research-based and experience-based knowledge and practice.