Sygeplejestuderendes udvikling af personlige kompetencer: i et selvpsykologisk og dannelsespædagogisk perspektiv.

Keld Bach Nielsen, Preben Thomassen

Publikation: Bog/antologi/rapport/kliniske retningslinjerRapportForskning


The study Student nurses’ development of personal competences in a self-psychology and formation pedagogical perspective is a qualitative empirical study based on semi-structured focus group and individual interviews. The interviews were based on Steinar Kvale’s theoretical and practical recommendations concerning analysis of research interviews as well as levels of opinion condensation and interpretation (Kvale, 1997). The purpose of individual
interviews was to gain knowledge of students’ subjective and phenomenological qualification of a possibly experienced development of personal competences at the 3 and 4 semesters of the nursing education. To qualify the content of the concept personal competences focus group interviews were conducted with nurse managers and clinical counsellors from primary care and psychiatry as well a student nurses starting their 3 semester theoretical education. The purpose of focus group interviews was 1) to uncover the expectations of end-users in primary care and psychiatry to the personal competences of newly graduated nurses, 2) the perception among clinical counsellors of the personal competences a student nurse should have and develop during the clinical placement period, and 3) the student nurses’ expectations to develop personal competences during the theoretical and clinical placement periods from the 3 semester to the end of the placement period at the 4 semester in the areas primary care nursing or psychiatric nursing.
The opinion condensation from focus group interviews forms the basis of the subsequent semi-structured individual interviews with 11 student nurses at the School of Nursing in Aarhus, Denmark. The interviews took place immediately after the termination of the students’ 4 semester clinical placement period in either primary care or psychiatry.
The findings of the study indicated that decisive acknowledgement, learning and formation processes take place in the informants’ experience of their personal competence development from the 3 to the end of the 4 semester. The informants generally experienced an increased personalised identification of the nursing profession and the nursing education. The time factor in the identity formation process of the nursing profession and nursing education influenced 1) the experience of the connection between theory and practice, 2) the exercising
of practical skills in clinical practice and 3) the experience of being educated as a nurse.
Findings also showed that informants considered the interpersonal relation to the clinical counsellor as a role model, sparring partner and emotionally supporting and challenging person in relation to professional and personal issues very important in their education and learning in clinical practice. According to the informants, the personal relation to the clinical counsellor can influence the student’s motivation to learn and her experience of safety and positive self-esteem in the clinical practice setting.
On the basis of the findings of the study it can be concluded that to further validate the results of the present study, future studies could be conducted on:
1. the importance of the time factor for the students’ development of personal competences and the implications for evaluating theoretical and clinical education
2. the role of the concrete education framework of the clinical placement for the student’s development of personal competences, e.g. physical framework, patient load/flow, time for counselling etc.
3. the importance of the interpersonal relation between the clinical counsellor and the student nurse for development of the student nurse’s personal competences and how the clinical counsellor manages demands for clarity and visibility in her pedagogical and nursing professional role in relation to the student
4. how lecturers and educational institutions can organise and prepare students to develop personal competences to manage the experiences they are confronted with during their clinical placement period.
ForlagSygeplejerskeuddannelsen Aarhus, JCVU
Antal sider122
ISBN (Trykt)978-87-90497-13-2
StatusUdgivet - okt. 2007


  • personlighedspsykologi
  • psykologi
  • sygeplejestuderende
  • dannelse
  • pædagogik
  • kompetenceudvikling