Sygeplejestuderendes dannelse af fagidentitet - En diskurspsykologisk analyse - konstruktioner
og forståelse af klinisk undervisning
Sammanfattning
Background: Clinical teaching practice is one of the most crucial phases in nursing students’
professional identity development. Nursing students’ development of professional identity has not
previously been studied using critical discursive psychology. The aim was, with a critical discursive
psychological lens, to examine how nursing students and clinical supervisors understand the
students’ developing professional identity towards becoming a nurse. Method: A qualitative design
with written interviews. The informants were clinical supervisors and nursing students. The written
interviews were analysed using critical discursive psychology. Results: The students draw on the
interpretive repertoire «learning as a challenge», constructing themselves in a subject position
«stressed students» or they submit to the interpretative repertoire «learning as professional and
personal development» through the subject position «positively challenged students». The clinical
supervisors draw on two different interpretative repertoires in their constructions of the students:
«nursing skills» and «personal approach to nursing». They construct the students through three
subject positions: «the clever students», «the difficult students» and «the careful students».
Conclusion: The students show that clinical learning is challenging. Practical tasks are the most
important method towards identifying oneself as a nurse. The clinical supervisors orient towards
theory and work practices.