Key features of the curriculumEducation of family health nursing lasting for two semesters and 60 credits (ECTS) were offered to three student groups in Finland. These studies were based on an approach, according to which an adult as a learner is self-directed and can utilise his/her own experiences. The teacher's responsibility is to build such circumstances in which the students can recognise their learning needs and the significance of theoretical knowledge (1; 25).According to competence-based approach, learners are active, goaloriented, self-directed problem solvers with accumulated life experience that influences what is learned (26). Learning can be described as aiming at a common goal of the student group and working community, problem-solving and the sharing of meanings (27; 28). Critical thinking promotes a change of conceptual thinking, the application and further development of theories, and also raises new questions about the practice (29; 30). The teacher's task is then to guide the students to acquire deeper knowledge by means of different teaching methods and guidance. Because of this, lectures, group discussions, case-method, web-based learning, guidance and written documents (outset essays, reports of practice-based development projects and The views of students completing continuing education of family health nursing Tuovi Hakulinen-Viitanen, RN, PhD, Adjunct Professor -Pirjo Havukainen, RN, PhD -Marjaana Pelkonen, RN, PhD, Adjunct Professor ABSTRACT Aim: The purpose of the study was to describe the views of post-basic students participating in the continuing education of family health nursing. Background: The research was a part of WHO's family health nursing project, which aimed at deepening the family health nursing skills of registered nurses. In Finland, these studies were realised at two Universities of Applied Sciences in three study groups. Methods: The data was comprised of students' written documents prepared at different stages of the studies. The data was analysed by using content analysis. Findings: Family health nursing was seen as the responsibility of the individual in nursing, the participation of family members in the care, interaction and cooperation with the family and empowering the family. These subcategories were categorised and reviewed in the light of the levels of family health nursing. They were family as a context, as a sum of its parts, as a subsystem and as a client. Students' views changed during the education from one of emphasising the individual to a more expansive view of the family. Conclusion: The continuing education of family health nursing increased students' theoretical knowledge and readiness to encounter the family.

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This paper continues the discussion about student-driven, interactive learning activities in higher education. Using object-oriented activity theory, the article explores the relational aspects of reflexive practice as demonstrated in five online discussions groups to develop students' conceptual understanding. The purpose of the research is to describe both the process of reflection during online interaction and how practical engagement with the discipline is supported through pedagogical guidance. The students wrote short texts on the practice of health promotion ethics and discussed their perspectives in relation to theory and research. The analysis proved the importance of structural design in learning assignments to enable the cohesive and dialogic nature of interaction. Practical reflexivity is a necessary condition for enhancing the ability of professionals to question and justify critical aspects of their organisational relationships.