![\"\"](\"https:\/\/i0.wp.com\/sygeplejevidenskab.dk\/wp-content\/uploads\/2024\/05\/Uddannelse-forskningsartikel-1.png?resize=690%2C204&quality=80&ssl=1\")
<\/p>\n<\/p>\n
Download som PDF<\/a><\/p>\n Jensen, C., Bertelsen, T.E., Kuipers, F.L., Jessiman, S.R., Andersen, L.R., S\u00f8rensen, A.G., Larsen, N.S, Bernild, C. What\u2019s going on in the clinical examination room? \u2013 An exploratory and comparative study of two types of clinical exams and their meaning for nursing students in the final year of the nursing education. Journal of Nursing Education and Practice. 2024, Vol. 14, No. 7. URL: <\/span>https:\/\/doi.org\/10.5430\/jnep.v14n7p1<\/a><\/p>\n Introduktion Metode Resultater og diskussion Implikationer for praksis Christina Jensen, klinisk underviser, cand.p\u00e6d.p\u00e6d.psyk, <\/span>christina.jensen.03@regionh.dk <\/a> Dette studie unders\u00f8ger en ny eksamensform (interventionseksamen) gennem komparation til en eksisterende eksamensform (kontroleksamen) i den afsluttende klinik p\u00e5 sygeplejestudiet.<\/p>\n","protected":false},"author":4,"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 center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"tablet":{"background-color":"","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"mobile":{"background-color":"","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""}},"ast-content-background-meta":{"desktop":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"tablet":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"mobile":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""}},"_jetpack_newsletter_access":"","_jetpack_dont_email_post_to_subs":false,"_jetpack_newsletter_tier_id":0,"_jetpack_memberships_contains_paywalled_content":false,"_jetpack_feature_clip_id":0,"_jetpack_memberships_contains_paid_content":false,"footnotes":"","jetpack_post_was_ever_published":false,"_members_access_role":[],"_members_access_error":""},"categories":[13,163],"tags":[],"class_list":["post-4201","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-resume-af-forskning","category-uddannelse-resume-af-forskning"],"acf":[],"jetpack_featured_media_url":"https:\/\/i0.wp.com\/sygeplejevidenskab.dk\/wp-content\/uploads\/2025\/01\/Uddannelse.png?fit=2000%2C2000&quality=80&ssl=1","jetpack_sharing_enabled":true,"_links":{"self":[{"href":"https:\/\/sygeplejevidenskab.dk\/index.php\/wp-json\/wp\/v2\/posts\/4201","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/sygeplejevidenskab.dk\/index.php\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/sygeplejevidenskab.dk\/index.php\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/sygeplejevidenskab.dk\/index.php\/wp-json\/wp\/v2\/users\/4"}],"replies":[{"embeddable":true,"href":"https:\/\/sygeplejevidenskab.dk\/index.php\/wp-json\/wp\/v2\/comments?post=4201"}],"version-history":[{"count":1,"href":"https:\/\/sygeplejevidenskab.dk\/index.php\/wp-json\/wp\/v2\/posts\/4201\/revisions"}],"predecessor-version":[{"id":17242,"href":"https:\/\/sygeplejevidenskab.dk\/index.php\/wp-json\/wp\/v2\/posts\/4201\/revisions\/17242"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/sygeplejevidenskab.dk\/index.php\/wp-json\/wp\/v2\/media\/12685"}],"wp:attachment":[{"href":"https:\/\/sygeplejevidenskab.dk\/index.php\/wp-json\/wp\/v2\/media?parent=4201"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/sygeplejevidenskab.dk\/index.php\/wp-json\/wp\/v2\/categories?post=4201"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/sygeplejevidenskab.dk\/index.php\/wp-json\/wp\/v2\/tags?post=4201"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}
\n<\/span><\/strong>Dette studie unders\u00f8ger en ny eksamensform (interventionseksamen) gennem komparation til en eksisterende eksamensform (kontroleksamen) i den afsluttende klinik p\u00e5 sygeplejestudiet.
\n<\/span>Interventionseksamen best\u00e5r af en ud\u00f8vende del, hvor eksaminatorerne observerer studerende yde sygepleje i praksis, direkte efterfulgt af mundtlig refleksion. Kontroleksamen best\u00e5r af et forl\u00f8b over flere dage med dataindsamling i praksis, udarbejdelse af skriftligt opl\u00e6g, og mundtlig eksamination.
\n<\/span>Form\u00e5let med dette studie er at unders\u00f8ge, hvilke typer af logikker, viden og kompetencer de to eksamener henholdsvis fremmer og begr\u00e6nser og hvordan studerende vurderer og oplever det.<\/span><\/p>\n
\n<\/span><\/strong>Data best\u00e5r af 104 besvarelser fra en sp\u00f8rgeskemaunders\u00f8gelse, observationer af den mundtlige del af seks kontroleksamener og seks interventionseksamener, samt to fokusgruppeinterviews med studerende i begge grupper.<\/span><\/p>\n
\n<\/span><\/strong>Sp\u00f8rgeskemaunders\u00f8gelsen viser, at der ikke er statistisk signifikant forskel p\u00e5 studerendes vurdering af sammenh\u00e6ngen mellem eksamen og deres kliniske kompetencer. Dog svarer 38% af interventionsgruppen at deres kliniske kompetencer blev afpr\u00f8vet \u2019i meget h\u00f8j grad\u2019, mens kun 14% af kontrolgruppen svarede det samme.
\n<\/span>Analysen af den kvalitative data viser at der forskel p\u00e5 eksamensformerne. Interventionseksamen er kendetegnet ved at v\u00e6re uforudsigelig, praksisstyret og fokuseret omkring konkrete sygeplejehandlinger. Studerende viser og g\u00f8r sygepleje og eksamensformen fremmer refleksion nu-og-her. Der er forskellige<\/span> logikker i spil, hvor studerende fokuserer p\u00e5 relationen til patienten, samarbejdet med kollegaer og de formelle uddannelseskrav p\u00e5 \u00e9n gang.
\n<\/span>Kontroleksamen er derimod forudsigelig, l\u00e6ringsm\u00e5lsstyret og med et fokus p\u00e5 generelle, teoretiske begreber i sygeplejen og p\u00e5 formelle uddannelseskrav. Der ses en dominerende uddannelseslogik ved denne pr\u00f8ve og de studerende freml\u00e6gger teoretisk viden med kobling til praksis, hvorved refleksion over sygeplejehandlinger fremmes.<\/span><\/p>\n
\n<\/span><\/strong>Der er<\/span> potentiale for at udvikle en fremtidig klinisk eksamensform, hvor sygeplejestuderende b\u00e5de kan vise, hvordan de agerer ad\u00e6kvat i en kompleks og uforudsigelig praksis, og samtidig kan reflektere over praksis og argumentere teoretisk for deres sygepleje.<\/span><\/p>\n
\nCamilla Bernild, Faglig uddannelsesleder og klinisk uddannelsesforsker, Ph.D., <\/span>camilla.bernild@regionh.dk<\/a><\/p>\n","protected":false},"excerpt":{"rendered":"