Clinical Teaching as a Challenge in Transforming the Nursing Profession in Estonia
The changes in European healthcare education, building on the Bologna Process, aimed at the integration of clinical work and teaching and promoted a holistic patient and learner-centred professional paradigm. The article, based on the findings of two qualitative studies (2017–2019), focuses on the...
Main Authors: | , , |
---|---|
Format: | Article |
Language: | English |
Published: |
Oslo and Akershus University College of Applied Sciences
2021-08-01
|
Series: | Professions and Professionalism |
Online Access: | https://journals.oslomet.no/index.php/pp/article/view/3995 |
id |
doaj-13ad206f5c2f4e9695110c31828dfa58 |
---|---|
record_format |
Article |
spelling |
doaj-13ad206f5c2f4e9695110c31828dfa582021-08-22T12:33:32ZengOslo and Akershus University College of Applied SciencesProfessions and Professionalism1893-10492021-08-0111110.7577/pp.3995Clinical Teaching as a Challenge in Transforming the Nursing Profession in EstoniaKristel Kotkas0Anja Heikkinen1Larissa Jõgi2Tallinn UniversityTampere UniversityTallinn University The changes in European healthcare education, building on the Bologna Process, aimed at the integration of clinical work and teaching and promoted a holistic patient and learner-centred professional paradigm. The article, based on the findings of two qualitative studies (2017–2019), focuses on the transformation of the nursing profession in the context of the Estonian healthcare curriculum reform. Thematic written interviews accompanied by a drawing task were collected from clinical nurse teachers and graduating students. The data was analysed using hermeneutic content and comparative analysis. The findings showed that the students had internalised the patient-centred paradigm and integrated teaching into their clinical work, but their learning was hampered by the institutional atmosphere dominated by clinical values. Among the nurses, only the “ideal clinical teachers” had combined clinical work and teaching in their professional paradigm. The tensions in the clinical internship limit the attainment of the reformed profession. https://journals.oslomet.no/index.php/pp/article/view/3995 |
collection |
DOAJ |
language |
English |
format |
Article |
sources |
DOAJ |
author |
Kristel Kotkas Anja Heikkinen Larissa Jõgi |
spellingShingle |
Kristel Kotkas Anja Heikkinen Larissa Jõgi Clinical Teaching as a Challenge in Transforming the Nursing Profession in Estonia Professions and Professionalism |
author_facet |
Kristel Kotkas Anja Heikkinen Larissa Jõgi |
author_sort |
Kristel Kotkas |
title |
Clinical Teaching as a Challenge in Transforming the Nursing Profession in Estonia |
title_short |
Clinical Teaching as a Challenge in Transforming the Nursing Profession in Estonia |
title_full |
Clinical Teaching as a Challenge in Transforming the Nursing Profession in Estonia |
title_fullStr |
Clinical Teaching as a Challenge in Transforming the Nursing Profession in Estonia |
title_full_unstemmed |
Clinical Teaching as a Challenge in Transforming the Nursing Profession in Estonia |
title_sort |
clinical teaching as a challenge in transforming the nursing profession in estonia |
publisher |
Oslo and Akershus University College of Applied Sciences |
series |
Professions and Professionalism |
issn |
1893-1049 |
publishDate |
2021-08-01 |
description |
The changes in European healthcare education, building on the Bologna Process, aimed at the integration of clinical work and teaching and promoted a holistic patient and learner-centred professional paradigm. The article, based on the findings of two qualitative studies (2017–2019), focuses on the transformation of the nursing profession in the context of the Estonian healthcare curriculum reform. Thematic written interviews accompanied by a drawing task were collected from clinical nurse teachers and graduating students. The data was analysed using hermeneutic content and comparative analysis. The findings showed that the students had internalised the patient-centred paradigm and integrated teaching into their clinical work, but their learning was hampered by the institutional atmosphere dominated by clinical values. Among the nurses, only the “ideal clinical teachers” had combined clinical work and teaching in their professional paradigm. The tensions in the clinical internship limit the attainment of the reformed profession.
|
url |
https://journals.oslomet.no/index.php/pp/article/view/3995 |
work_keys_str_mv |
AT kristelkotkas clinicalteachingasachallengeintransformingthenursingprofessioninestonia AT anjaheikkinen clinicalteachingasachallengeintransformingthenursingprofessioninestonia AT larissajogi clinicalteachingasachallengeintransformingthenursingprofessioninestonia |
_version_ |
1721199289691013120 |