{"id":11284,"date":"2025-01-22T13:44:49","date_gmt":"2025-01-22T12:44:49","guid":{"rendered":"https:\/\/sygeplejevidenskab.dk\/?p=11284"},"modified":"2025-07-14T20:09:04","modified_gmt":"2025-07-14T18:09:04","slug":"at-laere-sygepleje-self-directed-learning-in-nursing-education-what-do-the-students-do-to-learn-nursing-student-perspective","status":"publish","type":"post","link":"https:\/\/sygeplejevidenskab.dk\/index.php\/2025\/01\/22\/at-laere-sygepleje-self-directed-learning-in-nursing-education-what-do-the-students-do-to-learn-nursing-student-perspective\/","title":{"rendered":"At l\u00e6re sygepleje: Self-directed learning in nursing education-What do the students do to learn nursing? Student perspective"},"content":{"rendered":"<p><img data-recalc-dims=\"1\" fetchpriority=\"high\" decoding=\"async\" class=\"alignnone size-full wp-image-11285\" src=\"https:\/\/i0.wp.com\/sygeplejevidenskab.dk\/wp-content\/uploads\/2025\/01\/Uddannelse-forskningsartikel.png?resize=690%2C204&#038;quality=80&#038;ssl=1\" alt=\"\" width=\"690\" height=\"204\" srcset=\"https:\/\/i0.wp.com\/sygeplejevidenskab.dk\/wp-content\/uploads\/2025\/01\/Uddannelse-forskningsartikel.png?w=690&amp;quality=80&amp;ssl=1 690w, https:\/\/i0.wp.com\/sygeplejevidenskab.dk\/wp-content\/uploads\/2025\/01\/Uddannelse-forskningsartikel.png?resize=300%2C89&amp;quality=80&amp;ssl=1 300w, https:\/\/i0.wp.com\/sygeplejevidenskab.dk\/wp-content\/uploads\/2025\/01\/Uddannelse-forskningsartikel.png?resize=600%2C177&amp;quality=80&amp;ssl=1 600w\" sizes=\"(max-width: 690px) 100vw, 690px\" \/><\/p>\n<p><span class=\"OYPEnA font-feature-liga-off font-feature-clig-off font-feature-calt-off text-decoration-none text-strikethrough-none\">Nielsen K., Dahl Petersen J. M., Vejrup K. S., Henriksen J. H. Self-directed learning in nursing education-What do the students do to learn nursing? Student perspective. Journal of Nursing Education and Practice 2025, Vol. 15, No. 1, pp. 71-82. <\/span><a class=\"OYPEnA font-feature-liga-off font-feature-clig-off font-feature-calt-off text-decoration-none text-strikethrough-none\" draggable=\"false\" href=\"https:\/\/doi.org\/10.5430\/jnep.v15n1p71\" target=\"_blank\" rel=\"noopener\">https:\/\/doi.org\/10.5430\/jnep.v15n1p71<\/a><\/p>\n<p><a class=\"fasc-button fasc-size-medium fasc-type-flat fasc-rounded-medium\" style=\"background-color: #33809e; color: #ffffff;\" target=\"_blank\" rel=\"noopener\" href=\"https:\/\/sygeplejevidenskab.dk\/wp-content\/uploads\/2025\/01\/Resume-0325-Self-directed-learning.pdf\">Download som PDF<\/a><\/p>\n<p class=\"cvGsUA direction-ltr align-start para-style-body\"><strong><span class=\"OYPEnA font-feature-liga-off font-feature-clig-off font-feature-calt-off text-decoration-none text-strikethrough-none\">Form\u00e5l &amp; introduktion<br \/>\n<\/span><\/strong><span class=\"OYPEnA font-feature-liga-off font-feature-clig-off font-feature-calt-off text-decoration-none text-strikethrough-none\">Form\u00e5let var at unders\u00f8ge sygeplejestuderendes initiativer til at l\u00e6re sygepleje og afd\u00e6kke omr\u00e5der, hvor yderligere facilitering er n\u00f8dvendig for, at studerende kan udvikle evne til livslang l\u00e6ring. <\/span><span class=\"OYPEnA font-feature-liga-off font-feature-clig-off font-feature-calt-off text-decoration-none text-strikethrough-none\">Internationalt er der fokus p\u00e5 sygeplejestuderendes kompetencer til livslang l\u00e6ring, s\u00e5ledes at de kontinuerligt kan udvikle kompetencer til at yde patientcentreret sygepleje i et dynamisk sundhedsv\u00e6sen.<\/span><\/p>\n<p class=\"cvGsUA direction-ltr align-start para-style-body\"><strong><span class=\"OYPEnA font-feature-liga-off font-feature-clig-off font-feature-calt-off text-decoration-none text-strikethrough-none\">Metode<br \/>\n<\/span><\/strong><span class=\"OYPEnA font-feature-liga-off font-feature-clig-off font-feature-calt-off text-decoration-none text-strikethrough-none\">Projektet blev gennemf\u00f8rt med en f\u00e6nomenologisk-hermeneutisk tilgang. Informanterne var et hold studerende. Data blev genereret gennem narrative interviews og en sp\u00f8rgeskemaunders\u00f8gelse. Temaerne blev fortolket kritisk og diskuteret med anerkendt teori og forskning.<\/span><\/p>\n<p class=\"cvGsUA direction-ltr align-start para-style-body\"><strong><span class=\"OYPEnA font-feature-liga-off font-feature-clig-off font-feature-calt-off text-decoration-none text-strikethrough-none\">Resultater<br \/>\n<\/span><\/strong><span class=\"OYPEnA font-feature-liga-off font-feature-clig-off font-feature-calt-off text-decoration-none text-strikethrough-none\">Gennem naiv l\u00e6sning og strukturanalyse fremkom tre temaer:<\/span><\/p>\n<ul>\n<li><span class=\"OYPEnA font-feature-liga-off font-feature-clig-off font-feature-calt-off text-decoration-none text-strikethrough-none\">L\u00e6ring gennem forberedelse<\/span><\/li>\n<li><span class=\"OYPEnA font-feature-liga-off font-feature-clig-off font-feature-calt-off text-decoration-none text-strikethrough-none\">l\u00e6ring gennem skrivning<\/span><\/li>\n<li><span class=\"OYPEnA font-feature-liga-off font-feature-clig-off font-feature-calt-off text-decoration-none text-strikethrough-none\">l\u00e6ring i interaktion.<\/span><\/li>\n<\/ul>\n<p class=\"cvGsUA direction-ltr align-start para-style-body\"><strong><span class=\"OYPEnA font-feature-liga-off font-feature-clig-off font-feature-calt-off text-decoration-none text-strikethrough-none\">Konklusion<br \/>\n<\/span><\/strong><span class=\"OYPEnA font-feature-liga-off font-feature-clig-off font-feature-calt-off text-decoration-none text-strikethrough-none\">Flest studerende tog initiativ til l\u00e6ringsaktiviteter baseret p\u00e5 egne evner for at l\u00e6re, deres livssituation og tilg\u00e6ngelige l\u00e6ringsressourcer. Studerendes evner til at igangs\u00e6tte, gennemf\u00f8re og evaluere l\u00e6reprocesser varierede. F\u00e5 studerende havde behov for ekstern motivation og mere vejledning til at opn\u00e5 kompetencer til at l\u00e6re at l\u00e6re.<\/span><\/p>\n<p class=\"cvGsUA direction-ltr align-start para-style-body\"><strong><span class=\"OYPEnA font-feature-liga-off font-feature-clig-off font-feature-calt-off text-decoration-none text-strikethrough-none\">Implikationer for praksis<br \/>\n<\/span><\/strong><span class=\"OYPEnA font-feature-liga-off font-feature-clig-off font-feature-calt-off text-decoration-none text-strikethrough-none\">Studiet bidrager med viden om sygeplejestuderendes initiativer til at l\u00e6re og afd\u00e6kker omr\u00e5der til overvejelse n\u00e5r udvikling af evner til at l\u00e6re skal faciliteres og planl\u00e6gges:<\/span><\/p>\n<ul>\n<li><span class=\"OYPEnA font-feature-liga-off font-feature-clig-off font-feature-calt-off text-decoration-none text-strikethrough-none\">Kan team-baseret l\u00e6ring fremme studerendes motivation og give tid til ekstra vejledning, hvilket nogle beh\u00f8ver for at fordybe sig, reflektere skriftligt og planl\u00e6gge egen l\u00e6reproces?<\/span><\/li>\n<li><span class=\"OYPEnA font-feature-liga-off font-feature-clig-off font-feature-calt-off text-decoration-none text-strikethrough-none\">Kan implementering af et evalueringsredskab st\u00f8tte studerendes evaluering af eget og andres l\u00e6ringsudbytte?<\/span><\/li>\n<li><span class=\"OYPEnA font-feature-liga-off font-feature-clig-off font-feature-calt-off text-decoration-none text-strikethrough-none\">Kan uddannelsens h\u00f8je niveau fastholdes med mindre pensum?<\/span><\/li>\n<li><span class=\"OYPEnA font-feature-liga-off font-feature-clig-off font-feature-calt-off text-decoration-none text-strikethrough-none\">En forl\u00e6ngelse til et fire\u00e5rig uddannelsesforl\u00f8b som i Island, Spanien og Portugal vil kunne give mere tid til fordybelse og l\u00e6ring.<\/span><\/li>\n<\/ul>\n<p><span class=\"OYPEnA font-feature-liga-off font-feature-clig-off font-feature-calt-off text-decoration-none text-strikethrough-none\">Kirsten Nielsen, Sygeplejerske, ph.d., MSc, VIA University College, Sygeplejerskeuddannelsen, Campus Holstebro. <\/span><a href=\"mailto:kirni7500@gmail.com\">kirni7500@gmail.com<\/a><\/p>\n","protected":false},"excerpt":{"rendered":"<p>Nielsen K., Dahl Petersen J. M., Vejrup K. S., Henriksen J. H. Self-directed learning in nursing education-What do the students [&hellip;]<\/p>\n","protected":false},"author":1,"featured_media":12685,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"_ppp_document_settings_meta":"","site-sidebar-layout":"default","site-content-layout":"","ast-site-content-layout":"default","site-content-style":"default","site-sidebar-style":"default","ast-global-header-display":"","ast-banner-title-visibility":"","ast-main-header-display":"","ast-hfb-above-header-display":"","ast-hfb-below-header-display":"","ast-hfb-mobile-header-display":"","site-post-title":"","ast-breadcrumbs-content":"","ast-featured-img":"","footer-sml-layout":"","ast-disable-related-posts":"","theme-transparent-header-meta":"default","adv-header-id-meta":"","stick-header-meta":"","header-above-stick-meta":"","header-main-stick-meta":"","header-below-stick-meta":"","astra-migrate-meta-layouts":"set","ast-page-background-enabled":"default","ast-page-background-meta":{"desktop":{"background-color":"var(--ast-global-color-4)","background-image":"","background-repeat":"repeat","background-position":"center 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