Kasper Jürgen, Bigum Sundar Turid Kristin, Valla Lisbeth, Lilleengen Anne Marie, Rydtun Haug Anne Grete, Engen Marsdal Kjersti, Borgen Iren, Telle Hjellset Victoria
Faculty of Health Sciences, Department of Nursing and Health Promotion, OsloMet Metropolitan University, Oslo, Norway.
Division of Obstetrics and Gynaecology, Oslo University Hospital, Oslo, Norway.
BMC Med Educ. 2024 Dec 19;24(1):1496. doi: 10.1186/s12909-024-06461-4.
In the course of worldwide attempts at the academisation of professional education and the Bologna process, nursing education has become both bachelor's and master's programmes at colleges, polytechnics, and universities.We investigated how a master's level in internships is conceptionalised by the involved parties. Our focus was on Norwegian master's education programmes in two different health professions, midwifery and public health nursing.The study also aimed at providing a better understanding of barriers and facilitators of realising the master's level in internships.Using the Theory of Planned Behaviour as a theoretical and methodological framework, we conducted individual in depth interviews with representatives of all involved parties (supervisors, students, university teachers, and clinic managers). After content analysing the interview data, we held focus group meetings aiming to confirm the findings from the first part of the study.The findings reveal a controversial debate over the necessity of a master's level education and the challenges participants reported from their attempts to implement the master's level into student internships. The main result is the lack of consensus on the role of internships within a master's programme and on how students, practise supervisors, and educational institutions should collaborate on this issue. Various assumptions about the roles, accountability, and professional functions of a master's student during an internship have been distilled into five distinct models. Instead of comparing and ranking these models, their mere coexistence is discussed as an obstacle to implementing advanced nursing practise. Recommendations are provided to help resolve this confusion.
在全球范围内推动职业教育学术化以及博洛尼亚进程的过程中，护理教育已在学院、理工学院和大学中发展为本科和硕士课程。我们调查了相关各方如何看待硕士阶段实习的概念。我们重点关注了挪威两个不同健康专业领域的硕士教育项目，即助产和公共卫生护理。该研究还旨在更好地理解在实习中实现硕士水平的障碍和促进因素。我们以计划行为理论作为理论和方法框架，对所有相关方（实习导师、学生、大学教师和诊所管理人员）的代表进行了深入的个人访谈。在对访谈数据进行内容分析之后，我们召开了焦点小组会议，旨在确认研究第一部分的结果。研究结果揭示了关于硕士水平教育必要性的争议性辩论，以及参与者在尝试将硕士水平纳入学生实习时所报告的挑战。主要结果是在硕士项目中实习的作用以及学生、实习导师和教育机构应如何在这个问题上进行合作方面缺乏共识。关于硕士研究生在实习期间的角色、责任和专业职能的各种假设已被提炼为五个不同的模式。我们讨论的不是对这些模式进行比较和排名，而是将它们的共存视为实施高级护理实践的障碍。文中还提供了一些建议以帮助解决这种混乱局面。
