Browsing by Subject "työharjoittelu"
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(2018)The professional development of nursing students takes place by integrating theoretical and practical knowledge in clinical practice. The clinical practice covers approximately half of nursing studies. Studies concerning clinical practice supervision have pointed out that contemporary supervision is not done the optimal way when it comes to certain supervision factors like supervisory resources or supervisory competence. These problems can be difficult to solve, if it is not understood how the supersivison works as a whole and which different factors finally affect the appearance of it. The purpose of this study was to examine the clinical practice supervision in nursing context, and with a systemic approach (Bertalanffy 1968) increase the understanding of the supervisory factors and their mutual relations that affect the appearance of the supervision. The aim was to produce knowledge especially about supervision as a systemic whole, and which factors challenge the quality of supervision. The theoretical framework of this study was built around the supervision theory focusing on nursing context. In addition, the systemic approach that was applied in this study was presented in the theoretical framework. This study is an empirical qualitative study. The data was acquired by three group theme interviews and questionnaires (N=13) from nurse students’ supervisors from different health care units. Content analysis was used as the method for the analysis, and the material was examined as a whole in order to reach the unseen dynamics that were delineated between the divisions of the supervision. A systemic model of supervision (The Dynamic Model of Supervision) was created as a result of this research in order to locate those factors and relations of the factors that affect the appearance of supervision. The model examines the supervision more holistically than earlier research, so that it does not merely examine single factors that affect the supervision, but also the dynamic relation of those factors. Use of the model gives a more realistic picture of the complex and systemic nature of supervision. The model offers a new point of view to develop the supervision, because with the help of the model it is possible to reach the actual reasons that lie behind single supervision factors. Although this study concentrated in the nursing context, the knowledge it offers can be used to understand practical training supervision as a phenomenon also in general level.
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(2016)Aims. Generally, there is a lot of research about generic skills, but how these skills develop during the work phase has barely been researched. The participants of the study are students from the Finnish National Defense University, whose studies include a four-year long work phase between the bachelor degree and the master's degree. The research questions were: 1.What kind of generic skills students learn at the workplace? 2. How do these skills and the work phase generally affect the studies after the work phase? 3. How do the generic skills learned during the work phase differ between the students who experienced that the transition from the work phase to masters' studies went well and those who experienced the transition as challenging? The results are used to discuss the development of students' expertise. Methods. The data were collected with a questionnaire during the spring 2015. The link to the questionnaire was sent by email to the second year master students from the Finnish National Defense University (N=108). Twenty-six students responded, the response rate being 24 %. The qualitative data was analyzed with inductive content analysis. The first two questions were analyzed with a variable-oriented approach while the third question was analyzed with a person-oriented approach. Results and conclusions. The analysis showed that students learned many kinds of generic skills during the work phase. These skills were categorized into five categories: social skills, skills related to self-knowledge, skills related to the mastery of big picture, problem solving and organizing skills and other skills. These skills and the work generally had impact on the master studies after the work phase. These impacts were: impact on maturity, impact on the master's thesis, influence on the fluency of the studies and other impacts. The learned generic skills were also related to the transition from the work phase to the studies. Those students who felt their transition went smoothly had learned more skills related to self-knowledge and problem solving and organizing skills than those students who experienced the transition as challenging. On the contrary, these students had learned more social and other skills than the students who felt their transition went smoothly.
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