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

Abstract

Background/Objective: This study is an enquiry into the process of change during the implementation of the European educational reform, the Bologna process. The aim was to critically elaborate tensions during the process, focusing on the implementation of the degree project into Swedish specialist nursing programmes.Methods: Data were collected in a multi-centre participatory research project during the period August 2007 to January 2011, and consisted of memorandums kept by the project members and written vignettes from questionnaires answered by students. Eighteen faculty members from five universities, 69 male and 268 female students participated. The data were analysed according to a theoretical framework of thesis: the prevailing perspective, antithesis; a challenging perspective, and synthesis: an amalgamated perspective opening for constructive development. Main findings:The findings revealed conflicting views on research-based versus clinical development-based degree projects, and deductive versus inductive didactic development. The tensions consisted of lack of trust and confidence and were expressed as excluding and supercilious behaviour from the defenders of the traditional model. Conclusions:The implementation process, addressing conflicting views, resulted in a synthesized perspective between research and clinical development, paving the way for shared involvement between students, faculty members and clinicians in regard to the students' degree projects.

Participatory design in education materials in a health care context

“…Health care has a strong framework of regulations and traditions but introducing new ways of collaboration in a research context may contribute to both theory development and clinical development, something that has been done successfully in other areas of participatory research but not found in the development of health care materials. The same research reveals issues similar to those we have found, namely that action research is time-consuming (Linden et al, 2012), staff are insecure about viewing patients as capable (Bengtsson, Kasperowski, Ring, & Kjellgren, 2014) and shared involvement is possible between stakeholders through synthesizing conflicting views (Berg et al, 2014). This needs to be addressed and further researched.…”

Academic-practice partnerships

“…13 Development of clinicians as faculty included offering a three-credit curriculum development course at the VA. Efforts to use theory and research evidence to drive project initiatives weren't always warmly received.…”