19 SES 13, Classroom Ethnographies in Dialogue (Part 2)
Symposium continued from 19 SES 12
Nursing education is at a significant moment. Profound changes in health care systems, in technology, and in science challenge not only the nursing profession, but also today’s nursing education. Benner et al. (2010) suggest that redesigning nursing education is an urgent societal agenda and raises questions on how both teaching and student learning more effectively can prepare nursing students to enter a complex health care system and practice. Critique of newly educated nurses not prepared for the task, has over decades pushed forwards reforms in the nursing education throughout Europe (Spitzer & Perrenoud, 2006). In Denmark alone changes have been made numerously times in the last two decades. Concurrently, a considerable amount of studies has been published focusing on the nursing education, stressing a call for transformation. Division of learning contexts into clinical and classroom settings is a strong marker of the nursing education and has as such also been of interest for research. There is a large number of studies (e.g. Larsen, 2000; Johnsen, 2003; Kragelund, 2006; Voigt, 2007; Henriksen, 2009; Højbjerg, 2011) that explore the learning contexts in the nursing education. However, most of the studies primarily focus on the clinical learning context. Based upon educational ethnographic studies following nursing students in and out of both learning contexts (Noer, 2016) and by drawing on concepts of formation (Benner, 2011), learning strategies (Borgnakke, 2008) and positioning strategies (Christensen, 2013), this presentation will focus on ‘what’s happening in the classroom’ when classroom is ‘school’ among fellow students opposed to ‘real nursing practice’ among future colleagues. Focusing on student strategies in the classroom, the presentation will further elaborate on the inherent conflicts and consequences of an education sharp divided by location and influenced by high pace and hectic bustle, in the classroom as well as the clinical setting (Noer, 2016; Nielsen & Noer, 2016).
Benner, P., Sutphen, M., Leonard, V., & Day, L. (2010). Educating nurses: a call for radical transformation (1st ed.). San Francisco: Jossey-Bass. Benner, P. (2011). Formation in Professional Education. Journal of Medicine & Philosophy, 36(4), 342–353. Borgnakke, K. (2008). Evalueringens spændingsfelter. Århus: Klim. Christensen, G. (2013). Projekt grupper - en undersøgelse af subjektiveringsmekanismer i gruppe- og projektarbejde på universitetsniveau. Aarhus Universitet, Institut for Uddannelse og Pædagogik (DPU), Kbh. Henriksen, J. (2009). Magt - viden og sygepleje : sygeplejestuderendes subjektiveringsprocesser i to kliniske læringsarenaer : ph.d.-afhandling. Det Humanistiske Fakultet, Københavns Universitet, Kbh. Højbjerg, K. (2011). Formalisering af professionspædagogiske praksisformer i praktikuddannelse. Institut for læring og filosofi, Aalborg Universitet, Aalborg. Johnsen, MH. (2003). Undervisning og læring i praktik, Ph.d.- afhandling. PUC, Viborg. Kragelund, L. (2006). Uddannelse til professionsbachelor i sygepleje : en kvalitativ undersøgelse af sygeplejestuderendes læreprocesser under klinisk uddannelse i psykiatri : Ph.d.-afhandling. Danmarks Pædagogiske Universitets Forlag, Kbh. Nielsen, C. K., & Noer, V. R. (2016). Student Strategies: Crossing contexts towards the profession. Paper, OEC, Oxford, Storbritannien. Noer, V. R. (2016). 'Rigtige sygeplejersker': Uddannelsesetnografiske studier af sygeplejestuderendes studieliv og dannelsesprocesser. Københavns Universitet, Det Humanistiske Fakultet Spitzer, A.; Perrenoud, B. (2006) Reforms in nursing education across Western Europe. J Prof Nurs. 2006 May-Jun;22(3):150-61.
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
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