Master's level in primary health care education - students' and preceptors' perceptions and experiences of the alteration in the clinical areas

Abstract Background Many Western European countries are undergoing reforms with changes in higher education according to the Bologna declaration for Higher European Education Area. In accordance with these changes, the Master's degree was introduced in specialist nurse education in Sweden in 2007, and as a result changed the curriculum and modified theoretical and clinical areas. The aim of this study was to investigate students' and preceptors' perceptions and experiences of Master's level education in primary health care with a focus on the clinical area. Methods A descriptive design and qualitative approach was used. Interviews with ten students and ten preceptors were performed twice, before and after the clinical practice period. Interviews were audio-recorded, transcribed verbatim and themes formulated. Results Students perceived alteration in the content of the education at the Master's level such as more independence and additional assignments. The preceptors perceived benefits with the Master's level but were unsure of how to transform theoretical and abstract knowledge into practice. Writing the Master's thesis was seen by students to take time away from clinical practice. For some students and preceptors the content of the Master's level clinical practice area was experienced as vague and indistinct. The students had not expected supervision to be different from earlier experiences, while preceptors felt higher demands and requested more knowledge. Both students and preceptors perceived that education at the Master's level might lead to a higher status for the nurses' profession in primary health care. Conclusions Students and preceptors experienced both advantages and disadvantages concerning the change in specialist nurse education in primary health care at the Master's level. The altered educational content was experienced as a step forward, but they also questioned how the new knowledge could be used in practice. The relevance of the Master's thesis was questioned. Supervision was seen by students as an introduction to the work of the district nurses' work. Preceptors perceived high demands and did not feel enough qualified for student supervision. Both groups considered it an advantage with the change in education that could result in higher status for nurses working in primary health care.</p

Competence Development for Teachers Within a Digital Inter-professional Community

Competence development for teachers is of increasing importance as the use of digital tools poses a challenge to the pedagogical approach within the teaching context in schools. Schools are responsible for ensuring that students are able to use modern technology as tools for searching for knowledge and for communication, as well as for creation and learning. Hence, teachers need to develop their competence in integrating digital technologies into their pedagogical practices. Digital tools function as resources for interaction and collaboration across space and time, and also considerably facilitate inter-professional work and communication. This paper is based on an action-based qualitative study of a Nordic education project that focused on competence development among teachers, and where inter-professional collaboration and the use of digital tools was of great importance. The aim of this paper is to analyze how teachers’ competence development with regard to innovative pedagogical skills can be supported in an inter-professional community of practice, using digital technologies. Different pedagogical approaches, curricular contents, digital resources and organizational conditions were produced in the virtual collaboration within this community of practice.</p