The nursing profession and nursing education program have been subjects of discussion in both Danish and international contexts, since nursing education originated. In this article we present a Foucault-inspired analysis on how »what a nurse should be able to do« was debated in Denmark in the years 1999-2016.
Fifty-six written materials consisting of laws, executive orders, directives, reports and articles were analyzed. The analysis showed how this debate influenced nurses’ base of knowledge and tasks in both nursing as a profession and nursing education. We identified two discourses: an occupational role discourse and a value discourse. The occupational role discourse acted as a dominant discourse to which the value discourse alternately acted as both a co discourse and a counter discourse. This pattern uncovered an adaption strategy where the nursing education program was adapted to fit a more market-oriented role of nursing.
Introduction: Relative involvement is crucial in traumatic brain injury (TBI) rehabilitation when patients are incapable of being involved due to cognitive impairment. However, involving is complex because of differing understandings of involvement as well as diverse needs to be involved. Aim: To identify relatives’ strategies and practices in the rehabilitation process. Methods: Participant observations during meetings with health care professionals (HCPs) and semi-structured interviews with eleven relatives of patients with TBI was analyzed using qualitative content analysis. Results: Drawing on Bourdieu’s theory of practice, three relative positions were identified, the warrior, the observer and the hesitant. These positions illustrate how different relative positions influence the relatives’ strategies; how they act, participate and relate to the patient and the HCPs during rehabilitation. Conclusion: Acknowledging relatives’ positions during the rehabilitation process enables better understanding and support of the relatives in the rehabilitation process to meet their (and thus the patients’) diverse needs.
This study examines the concept of suffering to gain a deeper understanding of the dimensions of suffering at the end of life. Suffering is a central concept in the caring communion at the end of life. To develop an understanding of the concept of suffering, we used semantic concept analysis techniques developed by Koort and analyzed testability using quality content analysis developed by Graneheim and Lundman. The materials analyzed included 14 dictionaries and an autobiography. The concept analysis of suffering revealed three dimensions related to end-of-life care: tolerance, endurance, and agony. These dimensions were continuously referred to throughout the testability analysis. The dimensions can give a deeper understanding for the patients’ total suffering in end-of-life care and their relatives.
Background: National guidelines for nursing education emphasise the significance of developing practical competency in professional communication. This implies the acquisition of basic communication skills.
Purpose: The study describes first-year nursing students’ evaluation of an educational course in basic professional communication.
Method: The study had an explorative design using a questionnaire that comprised 13 closed and one open-ended question(s), grouped in four main categories: teaching preparation, teaching level, previous experience from health-care education or training, and teaching methods. Seventy-nine first-year students participated.
Results: The teaching methods receiving the best evaluation were role-playing where the educators assumed the roles of patient and nurse, pre-training lectures, and role-playing in small groups where the students alternated as nurses, patients and observers.
Conclusions: The tuition methods were met with a preponderance of positive evaluations. Almost all the students assessed the pre-training lectures as having enhanced both their participation and learning.
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Annelise Norlyk, lektor, Institut for Folkesundhed – Sygepleje, Aarhus Universitet
Aarhus Universitet v/ Bente Martinsen Woythal
Institut for Folkesundhed, Sektion for Sygepleje, Campus Emdrup
Tuborgvej 164, bygning B
2400 København NV