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Students' experiences of learning in relation to didactic strategies during the first year of a nursing programme: a qualitative study
Högskolan i Skövde, Institutionen för hälsa och lärande. Högskolan i Skövde, Forskningsspecialiseringen Hälsa och Lärande. (Äldre och långvariga hälsoproblem, Older Adults and Long-Term Health Problems)ORCID-id: 0000-0003-3404-3431
Högskolan i Skövde, Institutionen för hälsa och lärande. Högskolan i Skövde, Forskningsspecialiseringen Hälsa och Lärande. School of Health, Care and Social Welfare, Mälardalens University, Västerås, Sweden. (Äldre och långvariga hälsoproblem, Older Adults and Long-Term Health Problems)ORCID-id: 0000-0002-9194-3244
Högskolan i Skövde, Institutionen för hälsa och lärande. Högskolan i Skövde, Forskningsspecialiseringen Hälsa och Lärande. (Äldre och långvariga hälsoproblem, Older Adults and Long-Term Health Problems)ORCID-id: 0000-0002-2671-1041
2015 (engelsk)Inngår i: BMC Medical Education, ISSN 1472-6920, E-ISSN 1472-6920, Vol. 15, artikkel-id 49Artikkel, forskningsoversikt (Fagfellevurdert) Published
Abstract [en]

In university undergraduate nursing programmes, didactic strategies that enable students to learn nursing skills, solve problems and develop reflective and critical thinking and practice are needed. The aim of this study was to explore how different didactic strategies support nursing students’ experiences of learning during the first year of a reconstructed nursing curriculum.

Methods

This study employed a qualitative approach. The data were gathered through written narratives that were analysed using qualitative content analysis.

Results

Nursing students’ experiences of learning through different didactic strategies, were evident in the text. These perspectives were organised into the following themes: To focus on the patient perspective and paying more attention to others, Learning from discussions and reflections on one’s own learning, Training for the professional role and becoming more courage, and Gaining insights into nursing and increasing one’s self-awareness. The education increased the students’ self-awareness, which helped them to pay greater attention to patients and their relative. During the learning process, the students became more courageous, reflected and discovered their shortcomings.

Conclusion

Stated didactic strategies supported a broad base of knowledge on nursing and the professional role of nurses. Educators are challenged to strengthen meaningful learning in nursing and to facilitate the progression of nursing programmes.

sted, utgiver, år, opplag, sider
BioMed Central, 2015. Vol. 15, artikkel-id 49
Emneord [en]
Nursing, Education, Teaching, Qualitative, Learning strategies
HSV kategori
Identifikatorer
URN: urn:nbn:se:his:diva-10817DOI: 10.1186/s12909-015-0338-xISI: 000351580000001PubMedID: 25889028Scopus ID: 2-s2.0-84961292156OAI: oai:DiVA.org:his-10817DiVA, id: diva2:799738
Tilgjengelig fra: 2015-03-31 Laget: 2015-03-31 Sist oppdatert: 2017-12-04bibliografisk kontrollert

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Westin, LarsSundler, Annelie JohanssonBerglund, Mia

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