{"id":14852,"date":"2025-05-27T19:34:16","date_gmt":"2025-05-27T17:34:16","guid":{"rendered":"https:\/\/sygeplejevidenskab.dk\/?page_id=14852"},"modified":"2025-05-27T19:35:22","modified_gmt":"2025-05-27T17:35:22","slug":"uddannelse-prae-graduat","status":"publish","type":"page","link":"https:\/\/sygeplejevidenskab.dk\/index.php\/faglige-artikler\/uddannelse-prae-graduat\/","title":{"rendered":"Uddannelse Pr\u00e6-graduat"},"content":{"rendered":"
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Skaber det kvalitet i uddannelsen \u2013 eller det modsatte? - <\/span>Og hvad er der p\u00e5 spil for studerende, undervisere og studievejledere, n\u00e5r der indf\u00f8res m\u00f8depligt?<\/span><\/strong><\/p>\n

Hedwig Kamphof <\/span>1A* <\/strong><\/span>Stine Leegaard Jepsen <\/span>1B*<\/strong><\/span> Marianne Kj\u00e6r Freiesleben <\/span>1C*<\/strong>\u00a0<\/span>Helle Merete Nordentoft <\/span>2<\/span><\/strong><\/p>\n

1A <\/span><\/strong>Hedwig Kamphof, sygeplejerske, Master of Health Science Nursing, Lektor og studievejleder ved VIA sygeplejerskeuddannelsen i Horsens.
\n<\/span>1B <\/span><\/strong>Stine Leegaard Jepsen, sygeplejerske, cand.cur. Lektor og studievejleder ved sygeplejerskeuddannelsen i Silkeborg. <\/span>stlj@via.dk<\/a>
\n1C <\/span><\/strong>Marianne Kj\u00e6r Freiesleben, sygeplejerske, cand.cur. Lektor og studievejleder ved VIA sygeplejerskeuddannelsen i Randers.
\n<\/span>2<\/span><\/strong> Helle Merete Nordentoft, sygeplejerske og sundhedsprofessionel supervisor. Ph.d. og lektor i vejledning ved DPU Aarhus Universitet.
\n<\/span>*<\/span><\/strong>Delt 1. forfatterskab<\/span><\/p>\n

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Resum\u00e9
\n<\/span><\/strong>Artiklen omhandler indf\u00f8relsen af m\u00f8depligt p\u00e5 sygeplejerskeuddannelsen p\u00e5 VIA University College. Baggrunden for indf\u00f8relsen af m\u00f8depligt i september 2022 var et manglende fremm\u00f8de i teoretisk undervisning p\u00e5 uddannelsens f\u00f8rste tre semestre. Der har v\u00e6ret st\u00f8rre frafald, og udbudsstederne har haft sv\u00e6rere ved at rekruttere kvalificerede studerende end tidligere. M\u00f8depligt i teoriundervisningen har f\u00f8rt til en \u00e6ndring i hverdagen p\u00e5 uddannelsen, b\u00e5de for de studerende, underviserne, studievejlederne og uddannelseslederne. Gennem et aktionsl\u00e6ringsprojekt har tre studievejledere unders\u00f8gt, hvilken betydning m\u00f8depligt og registrering af fremm\u00f8de har. <\/span><\/p>\n

F\u00f8lgende perspektiver p\u00e5 m\u00f8depligt diskuteres og perspektiveres: Er det systematisk omsorg eller tvang? Hvordan p\u00e5virkes l\u00e6ringsmilj\u00f8et, b\u00e5de positivt og negativt? Hvordan h\u00e5ndteres magtkampen mellem undervisere og studerende i forbindelse med m\u00f8depligt? Foreg\u00e5r fremm\u00f8deregistrering retf\u00e6rdigt? Hvordan synligg\u00f8r m\u00f8depligt diversiteten i klasserummet? Konklusionen er, at der fortsat er brug for dialog og samarbejde mellem akt\u00f8rerne om, hvordan data om m\u00f8depligt kan bruges til at arbejde med de studerendes trivsel, s\u00e5 de kan gennemf\u00f8re uddannelsen.<\/span><\/p>\n

English a<\/strong>bstract<\/strong><\/h5>\n

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Mandatory attendance in the nursing education programme<\/h4>\n

This article examines the introduction of mandatory attendance in the nursing education programme at VIA University College. The policy was implemented in September 2022 in response to low attendance in theoretical teaching during the first three semesters, rising dropout rates, and growing difficulties in recruiting sufficiently qualified students. Mandatory attendance in theoretical courses has changed everyday life in the programme for students, lecturers, student counsellors and educational leaders. Through an action learning project, three student counsellors explored how mandatory attendance and systematic registration of participation are experienced and what consequences they have.<\/p>\n

The article discusses several perspectives on mandatory attendance: whether it can be understood as systematic care or as coercion; how it affects the learning environment, both positively and negatively; how power struggles between lecturers and students play out around attendance control; whether attendance registration is carried out fairly; and how mandatory attendance makes student diversity in the classroom more visible. The conclusion is that there remains a need for ongoing dialogue and collaboration between stakeholders on how attendance data can be used constructively to support student well\u2011being and thereby enhance completion rates in the nursing education programme.<\/p>\n

Keywords: <\/strong>Mandatory attendance, nursing education, learning environment, student well\u2011being, dropout, action learning, power relations, diversity in the classroom<\/p>\n

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