Abstract
<p class="Toverskrift3" style="margin: 6pt 0cm;"><span style="mso-ansi-language: EN-US;" lang="EN-US"><strong><span style="font-size: large;"><span style="font-family: Times New Roman;">Abstract</span></span></strong></span></p><p class="Toverskrift3" style="margin: 6pt 0cm;"><strong><span style="font-size: large;"><span style="font-family: Times New Roman;"><span style="mso-ansi-language: EN-GB;" lang="EN-GB">N</span><span style="mso-ansi-language: EN-US;" lang="EN-US">ursing students&rsquo; experiences of the relevance of the theory of science in </span><span style="mso-ansi-language: EN-GB;" lang="EN-GB">clinical practice</span><span style="mso-ansi-language: EN-US;" lang="EN-US"></span></span></span></strong></p><p style="margin: 0cm 0cm 0pt;"><span style="font-size: small;"><span style="font-family: Times New Roman;"><em style="mso-bidi-font-style: normal;"><span style="color: black; mso-ansi-language: EN-US; mso-themecolor: text1;" lang="EN-US">This article presents nursing students&rsquo; experiences of the relevance of the theory of science in </span></em><em style="mso-bidi-font-style: normal;"><span style="color: black; mso-ansi-language: EN-GB; mso-themecolor: text1;" lang="EN-GB">clinical practice. These experiences come to light in focus group interviews with third-year students. The results show that students may perceive the theory of science as vague and meaningless, while at the same time it gives them a perspective on the nursing profession and provides an opportunity to view their own practice from a critical perspective. However, the theory of science becomes more comprehensible through metaphor, more meaningful through narratives, and more concrete via nursing theories. When the students describe their experiences of the relevance of the theory of science, these descriptions are often related to their own life-world and their view of humanity.</span></em></span></span></p><p style="margin: 0cm 0cm 0pt;"><span style="font-size: small;"><span style="font-family: Times New Roman;"><em style="mso-bidi-font-style: normal;"><span style="color: black; mso-ansi-language: EN-GB; mso-themecolor: text1;" lang="EN-GB">The students would nevertheless like an opportunity to discuss the theory of science related to situations in clinical practice. They also accept that they are required to be theoretically prepared. The article concludes that the goal of such discussions, where the students share experiences related to the theory of science, is the process of gaining insight, not coming up with the &ldquo;right&rdquo; answers</span></em><span style="color: black; mso-ansi-language: EN-GB; mso-themecolor: text1;" lang="EN-GB">.</span></span></span></p>
Highlights
This article presents nursing students’ experiences of the relevance of the theory of science in clinical practice
For å oppnå et mer ensartet begrepsapparat og verdigrunnlag, inngår vitenskapsteori i fellesdelen for rammeplanene for alle helse- og sosialfagutdanninger på bachelornivå (Rammeplanen for sykepleierutdanningen 2008:p2)
Transkripsjonen ble sammenholdt med bisitters notater underveis i intervjuene og notatene fra møtene våre i etterkant av hvert intervju
Summary
Vi har tidligere beskrevet hvordan vi, med utgangspunkt i Rammeplanen (2008) implementerer vitenskapsteori i Fagplanen for Bachelor i Sykepleie (BiS) ved Haraldsplass diakonale høgskole (HDH) (Pedersen 2009). Videre vektlegges vitenskapsteorien som et perspektiv på metodelære, videreført til arbeider med å vurdere forskningsresultater. I praksistudiene stilles det eksplisitte krav til å anvende forskningsresultater, mens vitenskapsteorien mer implisitt inngår i krav om å utvise en kritisk-analytisk holdning i handlingsberedskap og i. I 2009 gjennomførte vi en spørreskjemaundersøkelse blant avgangskullet ved BiS for å få frem i hvilken grad våre studenter ser relevansen av vitenskapsteori i sykepleiefaget. Her sa ni av ti seg enige i relevansen av vitenskapsteori for bacheloroppgaven. Det vil si at studentene i større grad ser vitenskapsteorien som relevant for teoretiske arbeider, enn for yrkesutøvelse (Pedersen 2011). Når Lechasseur, Lazure & Guilbert (2011) tar for seg beslutningskompetanse i lys av KT, finner de at det å kunne kjenne igjen, kombinere og vurdere ulike former for kunnskap innenfor en sykepleiefaglig kontekst, er en kompetanse som tar tid å tilegne seg og som betinger et høyt refleksjonsnivå
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