Silén Marit, Johansson Linda
Faculty of Health and Occupational Studies, Department of Health and Caring Sciences, University of Gävle, SE-801 76 Gävle, Sweden.
Jönköping University, School of Health and Welfare, Institute of Gerontology/Department of Nursing, SE-551 11 Jönköping, Sweden.
Nurse Educ Today. 2016 Feb;37:91-6. doi: 10.1016/j.nedt.2015.11.020. Epub 2015 Dec 2.
Nursing students' independent projects in Sweden not only provide an opportunity to receive a professional qualification as a nurse but also gain a Bachelor's degree in nursing. The aim of these projects is to demonstrate knowledge and understanding within the major field of the education.
This study aimed to describe and analyze the topics as well as theoretical frameworks and concepts in nursing students' independent projects, which lead to a Bachelor's degree, in a Swedish context.
A total of 491 independent projects, written by nursing students in Sweden, were included in the study.
Topics together with theoretical frameworks and concepts in the projects were identified. Similar topics and theoretical frameworks and concepts, respectively, were grouped into subcategories, and similar subcategories were then merged into a main category. The number of entries in each category was counted for descriptive statistics in order to allow for the demonstration of magnitude.
The most common topics concerned experiences and managing when having an illness, experiences of care and of being a caregiver, and healthcare staff's care and knowledge. The nursing theories/models that were most often used were Eriksson's Theory of Caritative Caring, Travelbee's Human-to-Human Relationship Model, and Orem's Self-care Theory. Among the non-nursing theories/models, perspectives and concepts lifeworld, ethical values and principles, existential concepts and quality of life/health-related quality of life, were most often used by these students.
There may be some difficulty in finding a topic for the project that is relevant for both a professional qualification as a nurse, as well as for achieving the requirements of a Bachelor's degree in nursing. The study indicates that there is a need to widen the student's understanding of different nursing theories/perspectives/models/concepts during nursing education so that students are familiar with a broad range of these when conducting their independent project.
瑞典护理专业学生的独立项目不仅提供了获得护士专业资格的机会，还能获得护理学学士学位。这些项目的目的是展示在教育主要领域内的知识和理解。
本研究旨在描述和分析瑞典背景下导致获得护理学学士学位的护理专业学生独立项目中的主题以及理论框架和概念。
本研究纳入了瑞典护理专业学生撰写的总共491个独立项目。
确定项目中的主题以及理论框架和概念。分别将相似的主题、理论框架和概念归为子类别，然后将相似的子类别合并为一个主要类别。计算每个类别的条目数量以进行描述性统计，以便展示规模。
最常见的主题涉及患病时的经历和管理、护理经历及作为护理者的经历，以及医护人员的护理和知识。最常使用的护理理论/模型是埃里克森的慈善关怀理论、特拉维贝的人际关模型以及奥瑞姆的自我护理理论。在非护理理论/模型中，这些学生最常使用生活世界的视角和概念、伦理价值观和原则、存在主义概念以及生活质量/健康相关生活质量。
为该项目找到一个既与护士专业资格相关又符合护理学学士学位要求的主题可能存在一些困难。该研究表明，在护理教育期间需要拓宽学生对不同护理理论/视角/模型/概念得理解，以便学生在进行独立项目时熟悉广泛的这些内容。
