Students’ learning as the focus for shared involvement between universities and clinical practice: a didactic model for postgraduate degree projects

Abstract

In an academic programme, completion of a postgraduate degree project could be a significant means of promoting student learning in evidence- and experience-based practice. In specialist nursing education, which through the European Bologna process would be raised to the master's level, there is no tradition of including a postgraduate degree project. The aim was to develop a didactic model for specialist nursing students' postgraduate degree projects within the second cycle of higher education (master's level) and with a specific focus on nurturing shared involvement between universities and healthcare settings. This study embodies a participatory action research and theory-generating design founded on empirically practical try-outs. The 3-year project included five Swedish universities and related healthcare settings. A series of activities was performed and a number of data sources secured. Constant comparative analysis was applied. A didactic model is proposed for postgraduate degree projects in specialist nursing education aimed at nurturing shared involvement between universities and healthcare settings. The focus of the model is student learning in order to prepare the students for participation as specialist nurses in clinical knowledge development. The model is developed for the specialist nursing education, but it is general and could be applicable to various education programmes.

Striving to be in close proximity to the patient: An interpretive descriptive study of nursing practice from the perspectives of clinically experienced registered nurses

“…Similar suggestions can be found in the literature, where preparing the students to meet the expectations placed on a nurse in practice is a responsibility shared by universities and the healthcare system (Millberg et al, 2014;Öhlén et al, 2012).…”

“…To better understand nurses’ work in practice and to gain a better understanding of the importance of theorising practice, the participants in our study suggested that Master's students should conduct in‐depth degree projects linked to their workplace. Similar suggestions can be found in the literature, where preparing the students to meet the expectations placed on a nurse in practice is a responsibility shared by universities and the healthcare system (Millberg et al., 2014; Öhlén et al., 2012).…”

Tensions during a process of change – implementation of the Bologna educational reform in Swedish specialist nursing programmes

“…The research team met every month via the internet or through physical meetings. They also communicated through a special web portal adapted for the project [13] .…”