Medisinske diagnoser og prosedyrer – det viktigste å lære i praksisstudier? : -en kvalitativ studie

Kari Jonsbu Hjerpaasen; Kari Toverud Jensen; Unni Knutstad

doi:10.7557/14.6558

Authors

Kari Jonsbu Hjerpaasen OsloMet - storbyuniversitetet
Kari Toverud Jensen OsloMet - storbyuniversitetet https://orcid.org/0000-0001-6084-2638
Unni Knutstad OsloMet - storbyuniversitetet https://orcid.org/0000-0002-2162-7959

DOI:

https://doi.org/10.7557/14.6558

Keywords:

learning outcmes, practical placement studies, nursing students, assessment, thematic analysis

Abstract

The purpose of this study is to shed light on written assessment of nursing students regarding learning outcomes in practical placements. The research applies a qualitative descriptive design. The data consist of 100 assessment forms from placements in the specialist health service. An overview of which learning outcomes have received the most comments is provided. Inspired by Braun and Clarke a thematic analysis of the free text in the assessment forms was conducted. Knowledge related to the patient, nursing actions, individualization of learning outcomes, and students' professional qualities are the themes presented in the findings. Medical diagnoses and nursing procedures are emphasised in patient assessments and nursing actions. We also discover that students are described positively as knowledgeable, clever, and active. The learning outcomes are specified and personalised through progression requirements. The assessment forms indicate continuity in learning.

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Author Biographies

Kari Jonsbu Hjerpaasen, OsloMet - storbyuniversitetet

Universitetslektor, Institutt for sykepleie og helsefremmende arbeid, (SHA)

Kari Toverud Jensen, OsloMet - storbyuniversitetet

Førsteamanuensis, Institutt for sykepleie og helsefremmende arbeid, (SHA)

Unni Knutstad, OsloMet - storbyuniversitetet

Førsteamanuensis, Institutt for sykepleie og helsefremmende arbeid, (SHA)

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