Kollegagrupper som laeringsarena i klinikken - stimulering til kritisk refleksjon
Sammanfattning
This study was a joint project with a college and a hospital emergency unit during the period 2009 to 2011. We tested a model for case-based
learning (CBL) and evaluated participants’ learning of clinical reasoning/critical reflection, and their experienced quality in clinical practice.
Twenty-five nurses participated.
Cases were collected at the workplace. The test groups included 5-7 participants (total 5 groups), mainly nurses with limited experience, led by
four experi enced emergency nurses. The work followed a clear structure with different phases focussing on discussion and reflection. We aimed
to link relevant theory to nursing practice in concrete situations.
We evaluated the project using three focus group interviews. The informants were nurse leaders, group leaders and group participants.
We carried out a qualitative content analysis of the interview data.
Our results show that working with cases from the participants’ own working situations stimulate their professional awareness. Learning in the
groups has direct transfer value to daily work and leads to increased professional security. The participants’ clinical reasoning and the link
between theory and practice were improved.
CBL has clear advantages over other competence-raising measures. The method demands organization, a clear structure and a group leader
who can lead the reflection process.