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  • 1. Andersson, Nina
    et al.
    Klang, Birgitta
    Petersson, Gunilla
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Differences in clinical reasoning among nurses working in highly specialised paediatric care2012In: Journal of Clinical Nursing, ISSN 0962-1067, E-ISSN 1365-2702, Vol. 21, no 5-6, p. 870-879Article in journal (Refereed)
    Abstract [en]

    Aims and objectives. The aim of the study was to examine differences in clinical reasoning among novice, experienced and specialist paediatric nurses. Background. Highly specialised paediatric care requires specific knowledge and ongoing skill performance of the nurses employed. There is a lack of research in how paediatric nurses manage the daily care problems they encounter and how they acquire the skills required to give patients the best possible care. More knowledge is needed about how paediatric nurses with different experience and education reason and communicate about paediatric patient situations. Design. The study was based on six recorded group discussions of a fictitious, but realistic paediatric case. Three categories of nurses: novices (n = 7), experienced (n = 7) and specialists (n = 7) from a paediatric hospital participated. A qualitative content analysis approach was chosen to examine differences in clinical reasoning. Results. Several themes were uncovered: child's social situation, child abuse and the child's illness, qualitative differences emerged in how the nurses discussed the case. Three approaches were identified: a task-oriented approach (novices and experienced), an action-oriented approach (novices and experienced) and hypothesis-oriented approach (specialists) while discussing the case. Conclusion. When comparing nurses in three competence groups, it was established that the groups with extensive experience and specialist education reasoned differently than the other groups. Between the novice and experienced groups, no obvious differences were found. Thus, the importance of experience alone for the development of competence is still an open question. Experience combined with further education appears important for developing professional competence in paediatric care. Relevance to clinical practice. Nurses' reasoning in clinical paediatric care is related to experience and training.

  • 2.
    Halldén, Ola
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Petersson, Gunilla
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Scheja, Max
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Ehrlén, Karin
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Haglund, Liza
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Österlind, Karolina
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Stenlund, Agneta
    Situating the concept of conceptual change2002In: Reconsidering conceptual change: Issues in theory and practice, Kluwer (Dordrecht, Netherlands) , 2002, p. 137-48Chapter in book (Refereed)
  • 3. Jakobsson Öhrn, Harriet
    et al.
    Petersson, Gunilla
    Stockholm University, Faculty of Social Sciences, Department of Education.
    The Transition of Knowledge between Educational and Professional Discourses: The impact of students experiential knowlee in higher vocational education2007Conference paper (Refereed)
    Abstract [en]

    The aim of this study is to examine how students in higher education, undergraduate and further education, handle the transition between two institutional contexts, educational and professional setting, in order to make sense of a course content in relation to their future occupation. The paper takes its point of departure in nursing and police students’ perspective and will describe the transition of knowledge between the educational and professional discourses. Vocational education, both undergraduate and further education, is mostly based on experience from the practical discourse in order to exemplify the theoretical course content. The practical experience from the field is taken with help of professionals into the education, but also making use of the students own experience from the field. The purpose of using experience knowledge is to help the student make a transition between the more decontextualized educational setting and the professional setting in order to facilitate their learning process. But how are the students’ conceptions of this arrangement? Can they see the underlying purpose or is it only blurring their own learning process?

  • 4.
    Lundholm, Cecilia
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Education. Stockholm University, Stockholm Resilience Centre.
    Petersson, GunillaStockholm University, Faculty of Social Sciences, Department of Education.Wistedt, IngerStockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Begreppsbildning i ett intentionellt perspektiv2010Collection (editor) (Other academic)
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