Abstract
Cultivation and co-creation of education between academy and nursing home: A critical ethnography study
 Collaboration between academy and practice in education is emphasized. In this study, we explored and described boundary-crossing spaces, when co-creating an adjusted educational program for nursing students in a nursing home in Norway. How to learn holistic person-centered dementia care, evolved through the participants in a learning community. A critical ethnographic approach and method with observations, field notes, minutes of board, spontaneous meetings, and focus groups particularly with the students were used. Data were analyzed with six-step thematic analysis by Braun and Clarke. There were two main themes: 1) Creating a room for learning communities and 2) The room of the cultivation of students in learning communities. We further suggest, learning communities co-creation in elderly care, might potentiate innovative research- and development methods for the future.
Highlights
I en norsk kontekst, som vi utgår ifra i denne studien, anbefales en utvikling av nye og innovative utdanningsmetoder mellom universitet og praksis i praksisundervisning av sykepleierstudenter
Husebø et al (2018) beskriver innovative metoder som nye læringsmuligheter og roller studentene kan få i sykehjempraksis for å fremme profesjonell vekst og utvikling
Et optimalt læringsmiljø kan bidra til å forberede studentene både innen akademia og for praksis ved at det gis fortløpende veiledning, og via teamlæring
Summary
Cultivation and co-creation of education between academy and nursing home- a critical ethnography study Collaboration between academy and practice in education is emphasized. We explored and described boundary-crossing spaces, when co-creating an adjusted educational program for nursing students in a nursing home in Norway. Our aim was to explore how to learn person-centered dementia care through the participants in a learning community. A critical ethnographic approach and method with observations, field notes, minutes of board, spontaneous meetings, and focus groups with the students were used. There were two main themes: 1) Creating a room for learning communities and 2) The room of the cultivation and border-crossing in learning communities. We further suggest, learning communities’ co-creation in elderly care, might potentiate innovative research- and development methods for the future. Co-creation, nursing students, boundary-crossing læringsfellesskap, samskaping, sykepleierstudenter, grensekryssing
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