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Academic learning for specialist nurses: a grounded theory study
Lena German Millberg1, Linda Berg2, Elisabeth Björk Brämberg3
1Faculty of Health, Science and Technology, Department of Health Science, Nursing Science, Karlstad University, SE-651 88 Karlstad, Sweden.
Nurse Education in Practice
|September 22, 2014
Summary
Specialist nurses desire academic learning to be meaningful for their careers, balancing belief with hesitation and support needs. Curriculum and healthcare contexts significantly influence this meaningfulness.
Area of Science:
- Nursing Education
- Professional Development
- Higher Education in Healthcare
Background:
- Specialist nursing education reforms in Europe (2007) coincided with increased healthcare demands for evidence-based, safe patient care.
- These concurrent changes impacted specialist nursing programs and the nursing profession.
- The study addresses the evolving landscape of specialist nursing education and its practical application.
Purpose of the Study:
- To explore specialist nurses' primary concerns regarding academic learning during their education and early careers.
- To understand the factors influencing the perceived meaningfulness of academic learning for specialist nurses.
- To identify how educational and healthcare contexts shape the specialist nursing learning experience.
Main Methods:
- Grounded Theory methodology was employed to guide the research.
- Data collection involved questionnaires with open-ended questions from specialist nursing program graduates (2009-2010) across five universities.
- Qualitative data were further gathered through interviews with 12 specialist nurses 5-14 months post-graduation.
Main Results:
- A key concern identified was the need for academic learning to be "meaningful" for professional practice.
- Specialist nurses exhibited ambivalence towards academic learning's significance, experiencing both support and a lack thereof.
- Factors within the curriculum and the healthcare context were significant influences on the learning experience.
Conclusions:
- The meaningfulness of academic learning for specialist nurses is contingent upon its perceived relevance to professional practice.
- A balance of confidence in and skepticism towards academic rigor, alongside adequate support, shapes the learning process.
- Enhancing professional confidence through academic learning is crucial for its perceived value and integration into specialist nursing roles.
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