Bergström Peter, Lindh Viveca
Department of Applied Educational Science, Umeå University, Johan Bures Väg 13, 901 87 Umeå, Sweden.
Department of Nursing, Umeå University, Vårdvetarhuset, 901 87 Umeå, Sweden.
Nurse Educ Pract. 2018 Jan;28:196-201. doi: 10.1016/j.nepr.2017.10.030. Epub 2017 Nov 7.
This paper reports on a research study conducted with a group of nurses in Sweden enrolled in a newly developed blended learning master's programme to become advanced practice nurses (APNs). As background, the paper presents the regional needs the programme is intended to address and describes how the programme was designed. The aim was to understand how, from students' perspective, the nurse master's programme structured knowledge for their future position as APNs. The research question focuses on how the master's programme prepares students by meeting their diverse needs for knowledge. Empirical material was collected at two times during the students' first and second years of study through semi-structured qualitative interviews. The findings highlight the process in which these master's students gained a more advanced identity of becoming APNs. This process demonstrates how students perceive their current position as nurses based on a discourse of knowledge in relation to the practical and theoretical knowledge they encounter in the master's programme. This article concludes by recommending that attention should be paid to developing APN role models in the current Swedish healthcare system.
本文报告了一项针对瑞典一群护士开展的研究。这些护士参加了一个新开发的混合式学习硕士项目，旨在成为高级实践护士（APN）。作为背景，本文介绍了该项目旨在满足的地区需求，并描述了项目的设计方式。目的是从学生的角度了解护士硕士项目如何为他们未来作为高级实践护士的职位构建知识。研究问题聚焦于硕士项目如何通过满足学生对知识的多样化需求来培养学生。在学生学习的第一年和第二年期间，通过半结构化定性访谈分两次收集了实证材料。研究结果突出了这些硕士学生获得更高级的高级实践护士身份的过程。这一过程展示了学生如何基于与他们在硕士项目中遇到的实践和理论知识相关的知识话语来理解自己当前作为护士的地位。本文最后建议，在当前瑞典医疗体系中应重视培养高级实践护士榜样。
