Time is up – There’s a need for transformation in Nursing Education
Author(s):
Vibeke Røn Noer (presenting / submitting)
Conference:
ECER 2012
Network:
21. Emerging Researchers' Group (for presentation at Emerging Researchers' Conference)
Format:
Paper

Session Information

ERG SES F 10, Health

Parallel paper session

Time:
2012-09-18
09:00-10:30
Room:
FCEE - Aula 4.2
Chair:
Daniel Fischer

Contribution

Nursing education has over the past 20 years undergone significant substantive and organizational changes (Spitzer and Perrenoud 2006). Still, there is a call for radical transformation within nursing education, if the education wants to prepare nursing students to enter a complex practice in which changes are both inevitable and rapid (Benner, Sutphen, Leonard & Day, 2010).  This research project will investigate an alternative educational model in a Danish Nursing programme at The School of Health Sciences in Aarhus. The aim for the research is to investigate how the alternative educational model works both in terms of an individual and organizational perspective. This paper will focus on the attempt to integrate classroom and clinical teaching strategies in order to discuss and reflect upon issues related to typical learning situations in both clinical and scholastic learning contexts.

In terms of theory the research project is anchored in a variety of learning theories conceptualizing the spectra from the learning student to the learning organization (Borgnakke, 2005). And tries to combine concepts of situated learning theory (Lave & Wenger, 1991) with strategies to teach for a sense of salience, clinical and moral imagination and formation (Benner, Sutphen, Leonard & Day, 2010) with concepts of experienced based learning from Negt (1971).

 

Method

The methodical approach is Educational Ethnography (Walford, 2008, Hammersley & Atkinson, 2007). Data is generated through qualitative interviews, observational studies of actual teaching situations both in clinical settings and in the classroom, student video diaries, document analysis.

Expected Outcomes

Expectation are that the research project will generate new knowledge about 1) the interaction between teaching and learning in clinical situations and teaching and learning in classroom settings 2) teachers, clinical supervisors and students interactions and exchange of professional knowledge, skilled know-how and experience. Furthermore it is expected that the research will contribute to discussions and reflections needed to transform the nursing education.

References

Benner, B, Sutphen, M, Leonard, V, Day, L (2010) Eudcating Nurses – A call for Radical Transformation. San Francisco: Jossey Bass. Borgnakke, K. (2005) Læringsdiskurser og praktikker, Akademisk Forlag. Borgnakke, K.(2010a) Études ethnographiques de pédagogie et d'apprentissage: Défis postmodernes, Revue Européenne d'Ethnographie de l'Education, SEE. 2010/ 78: 243 - 260. Hammersley M, Atkinson P.(2007) Ethnography: principles in practice. 3. ed. ed. London: Routledge. Lave and Wenger (1991) Situated learning. Legitimate peripheral participation, Cambridge University Press. Negt, O. (1971) Soziologische Phantasie und exemplarisches Lernen, Frankfurt am Main - Köln, Europäische Verlagsanstalt. Spitzer and Perrenoud (2006a) Reforms in nursing education across Western Europe: from agenda to practice, Journal of Professional Nursing 22(3): 150-161 Walford, G (Ed) (2008) How to do Educational Ethnography. London, The Tufnell Press

Author Information

Vibeke Røn Noer (presenting / submitting)
VIA University College, Denmark

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