Nursing students' perceptions of knowledge: an international perspective
DOI:
https://doi.org/10.14528/snr.2015.49.1.47Keywords:
nursing knowledge, education, students' perspective, Slovenia, SwedenAbstract
Introduction: Nursing education in Europe is undergoing the development toward greater comparability under the Bologna process. Based on our mutual experiences from teaching in Slovenia and Sweden, the students' perspectives on knowledge and nursing practice became an issue. The aim was to explore Slovenian and Swedish undergraduate nursing students' perceptions of knowledge needed for future practice. Methods: A qualitative study design was applied. A questionnaire with open ended questions was used to collect opinions of 174 nursing students from the University of Ljubljana, Slovenia, and 109 nursing students from the University of Umea, Sweden. Textual data were analysed using qualitative content analysis. Results: Four subcategories were identified, related to the content of knowledge: knowledge about 'bodies and diseases', about 'people and communication'; and to its purpose: 'to do nursing' and 'to be a nurse'. The main theme, 'integration', indicated the students' awareness of the complexity of their future work and the need for a wide integrated knowledge. Discussion and conclusion: There were more similarities than differences between the Slovenian and Swedish students included in the study. The students were aware of the complex responsibilities and expressed the need for integrating various competences. Interprofessional education should become a constitutive part of nursing education programmes.Downloads
Metrics
References
Apesoa-Varano, E.C., 2007. Educated caring: the emergence of professional identity among nurses. Qualitative Sociology, 30(3), pp. 259–274. http://dx.doi.org/10.1007/s11133-007-9069-6
Bengtsson, B. & Ohlsson, B., 2010. The nursing and medical students' motivation to attain knowledge. Nurse Education Today, 30(3), pp. 150–156.http://dx.doi.org/10.1016/j.nedt.2009.07.005
Binding, L.L., Morck, A.C. & Moules, N.J., 2010. Learning to see the other: a vehicle of reflection. Nurse Education Today, 30(7), pp. 591–594. http://dx.doi.org/10.1016/j.nedt.2009.12.014
Bonis, S.A., 2009. Knowing in nursing: a concept analysis. Journal of Advanced Nursing, 65(6), pp. 1328–1341.http://dx.doi.org/10.1111/j.1365-2648.2008.04951.x
Brante, T., 2010. State formations and the historical take-off of continental professional types: the case of Sweden. In: Svensson,L.G. & Evetts J. eds. Sociology of professions: continental and Anglo-Saxon traditions. Göteborg: Daidalos, pp. 75–122.
Brown, C.E., Kim, S.C., Stichler, J.F. & Fields, W., 2010. Predictors of knowledge, attitudes, use and future use of evidence- based practice among baccalaureate nursing students at two universities. Nurse Education Today, 30(6), pp. 521–527. http://dx.doi.org/10.1016/j.nedt.2009.10.021
CAIPE, 2002. Defining interprofessional education. Available at: http://caipe.org.uk/about-us/the-definition-and-principles-ofinterprofessional-education/ [2. 7. 2014]
Carper, B.A., 1978. Fundamental patterns of knowing in nursing. Advances in Nursing Science, 1(1), pp. 13–23. http://dx.doi.org/10.1097/00012272-197810000-00004 PMid:110216
Carlsson, E., Pilhammar, E. & Wann-Hansson, C., 2010. 'This is nursing': nursing roles as mediated by precepting nurses during clinical practice. Nurse Education Today, 30(8), pp. 763–767. http://dx.doi.org/10.1016/j.nedt.2010.01.020
Dickieson, P., Carter L.M., & Walsh M., 2008. Integrative thinking and learning in undergraduate nursing education: three strategies. International Journal of Nursing Education Scholarship, 5(1), pp. 1–15. http://dx.doi.org/10.2202/1548-923X.1696 PMid:18976236
European Ministers of Education, 1999. The Bologna declaration of 19 June 1999. Available at: http://www.magna-charta.org/resources/files/BOLOGNA_DECLARATION.pdf [3. 2. 2015].
Goverment bill 2004/05: 162. Ny värld – ny högskola [in English: New world – new higher education]. Stockholm: Utbildningsoch kulturdepartementet.
Hsieh, H-F. & Shannon, S.E., 2005. The approaches to qualitative content analyses. Qualitative Health Resarch, 15(9), pp. 1277–1288. http://dx.doi.org/10.1177/1049732305276687
James, I., Andershed, B., Gustavsson, B. & Ternestedt, B-M., 2010. Knowledge constructions in nursing practice: understanding and integrating different forms of knowledge. Qualitative Health Research, 20(11), pp. 1500–1518. http://dx.doi.org/10.1177/1049732310374042
Lindahl, E., Gilje, F. & Norberg, A., 2007. Striving for purity. Shared understandings in retired Swedish care providers' narratives on nursing care around 1950. Journal of Holistic Nursing, 22(4), pp. 333–350. http://dx.doi.org/10.1177/0898010104269243 PMid:15486153
Lipscomb, M., 2011. Only connect ... a response (connected!). Nurse Education Today, 31(1), pp. 6–8. http://dx.doi.org/10.1016/j.nedt.2010.08.004
Lundman, B. & Sandman, P.O. red., 2009. Umeĺ-modellen för omvĺrdnad (In English: The Umeĺ concept of nursing care). Umea: Institutionen för omvardnad, Umea universitet.
Mantzoukas, S. & Jasper, M., 2007. Types of nursing knowledge used to guide care of hospitalized patients. Journal of Advanced Nursing 62(3), pp. 318–326. http://dx.doi.org/10.1111/j.1365-2648.2007.04587.x
McKie, L., Gregory, S. & Bowlby, S., 2002. Shadow times: the temporal and spatial frameworks and experiences of caring and working. Sociology, 36(4), pp. 897–924. http://dx.doi.org/10.1177/003803850203600406
Neergaard, M.A., Olesen, F., Andersen R.S. & Sondergaard, J., 2009. Qualitative description – the poor cousin of health research? BMC Medical Research Methodology, 9, p. 52. http://dx.doi.org/10.1186/1471-2288-9-52
Pahor, M., 2003. Do nurses in Slovenia have the opportunity to care? Barriers to nursing care becoming a cognitive, reflective and moral practice. In: Sevenhuijsen, S. & Švab, A. eds. Labirynths of care – the relevance of the ethics of care perspective for social policy. Ljubljana: Mirovni institut, pp. 79–93.
Pahor, M. & Rasmussen, B., 2009. How does culture show? A case study of an international and interprofessional course in palliative care. Journal of Interprofessional Care, 23(5), pp. 474–485. http://dx.doi.org/10.1080/13561820903163512
Reeves, S., Perrier, L., Goldman, J., Freeth, D. & Zwarenstein M., 2013. Interprofessional education: effects on professional practice and health care outcomes (update). Cochrane Database of Systematic Reviews, 3, p. CD002213. http://dx.doi.org/10.1002/14651858.CD002213.pub3 PMid:23543515
Robinson, K. & Vaughan, B., 1993. Knowledge for nursing practice. Oxford: Butterworth- Heinemann.
Rolfe, G., 2010. Editorial: only connect ... an invitation to scholarship. Nurse Education Today, 30(8), pp. 703–704. http://dx.doi.org/10.1016/j.nedt.2010.05.010
Safadi, R.R., Saleh M.Y.N., Nassar O.S., Amre H.M. & Froelicher E.S., 2011. Nursing students perceptions of nursing: a descriptive study of four cohorts. International Nursing Review, 58(4), pp. 420–427. http://dx.doi.org/10.1111/j.1466-7657.2011.00897.x PMid:22092319
Sandelowski, M., 2000. Focus on research methods. Whatever happened to qualitative description. Research in Nursing and Health 23(4), pp. 334–340. http://dx.doi.org/10.1002/1098-240X(200008)23:4<334::AID-NUR9>3.0.CO;2-G
Sandelowski, M., 2010. What's in a name? Qualitative description revisited. Research in Nursing and Health, 33, pp. 77–84. http://dx.doi.org/10.1002/nur.20362
Salminen, L., Stolt, M., Saarikoski, M., Suikkala, A., Vaartio, H. & Leino- Kilpi, H., 2010. Future challenges for nursing education – a European perspective. Nurse Education Today, 30(3), pp. 233–238. http://dx.doi.org/10.1016/j.nedt.2009.11.004 PMid:20005606
Skar, R., 2009. Knowledge use in nursing practice: the importance of practical understanding and personal involvement. Nurse Education Today, 30(2), pp. 132–136. http://dx.doi.org/10.1016/j.nedt.2009.06.012
Spitzer, A. & Perrenoud, B., 2006. Reforms in nursing education across western Europe: implementation processes and current status. Journal of Professional Nursing, 22(3), pp. 162–171. http://dx.doi.org/10.1016/j.profnurs.2006.03.011
Syllabus Nursing Programme, 2007. Umea: Department of Nursing, Umea University. Visokošolski strokovni študijski program Zdravstvena nega [in English: Higher Education Study Programme in Nursing], 2008, Ljubljana: Univerza v Ljubljani, Zdravstvena fakulteta
Downloads
Published
How to Cite
Issue
Section
License
As the author undersigned hereby, I transfer, assign, or otherwise convey the following authorship rights as comprised in the Copyright and Related Rights Act (CRRA) to the Slovenian Nursing Review, Ob železnici 30A, 1000 Ljubljana: the right of reproduction - the exclusive right to fix the work in a material medium or in another copy directly or indirectly, temporarily or permanently, by any means and in any digital form, in whole or in part (CRRA, Article 23); the right of distribution (CRRA, Article 24); the right of making a work available and accessible through the internet (CRRA, Article 32a); the right of transformation, especially the exclusive right to translate a pre-existing work (CRRA, Article 33). The transfer of author rights applies to the article in its entirety, including pictorial and/or graphic works and possible supplements. The transfer of rights is exclusive and unlimited in duration or territory.
