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首页> 外文期刊>Journal of Nursing Education and Practice >Tensions during a process of change – implementation of the Bologna educational reform in Swedish specialist nursing programmes
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Tensions during a process of change – implementation of the Bologna educational reform in Swedish specialist nursing programmes

机译：变革过程中的紧张局势–在瑞典专业护理计划中实施博洛尼亚教育改革

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Background/Objective: This study is an enquiry into the process of change during the implementation of the European educational reform, the Bologna process. The aim was to critically elaborate tensions during the process, focusing on the implementation of the degree project into Swedish specialist nursing programmes. Methods: Data were collected in a multi-centre participatory research project during the period August 2007 to January 2011, and consisted of memorandums kept by the project members and written vignettes from questionnaires answered by students. Eighteen faculty members from five universities, 69 male and 268 female students participated. The data were analysed according to a theoretical framework of thesis: the prevailing perspective, antithesis; a challenging perspective, and synthesis: an amalgamated perspective opening for constructive development. Main findings: The findings revealed conflicting views on research-based versus clinical development-based degree projects, and deductive versus inductive didactic development. The tensions consisted of lack of trust and confidence and were expressed as excluding and supercilious behaviour from the defenders of the traditional model. Conclusions: The implementation process, addressing conflicting views, resulted in a synthesized perspective between research and clinical development, paving the way for shared involvement between students, faculty members and clinicians in regard to the students’ degree projects.
机译：背景/目的：本研究是对欧洲教育改革实施过程中的变革过程（博洛尼亚进程）的调查。目的是在此过程中严格阐述紧张关系，重点是将学位项目实施到瑞典专业护理计划中。方法：数据是在2007年8月至2011年1月的一个多中心参与性研究项目中收集的，包括项目成员保存的备忘录和学生回答的问卷上的插图。来自五所大学的18名教职员工，69名男生和268名女学生参加了会议。根据论文的理论框架对数据进行了分析：主流观点，对立论;具有挑战性的观点和综合：为建设性发展而合并的观点开放。主要发现：这些发现揭示了在基于研究的与基于临床开发的学位项目以及演绎与归纳式教学发展方面的观点不一致。紧张关系包括缺乏信任和信心，并表示为排斥传统模式捍卫者的行为。结论：实施过程解决了相互矛盾的观点，从而在研究和临床开发之间形成了综合的观点，为学生，教职员工和临床医生在学生学位项目方面的共同参与铺平了道路。

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