Vidensgrundlaget i professionsudannelserne: kognition som fundament eller forplumring?

Abstract:
In this article we deals with the matter of education on professional bachelor level in Denmark. It is a fact that opinions differ in the matter of what can and must be learned in respectively practical practice and in theoretical practice in a professional training. There seems to be at unclearness in the foundation of knowledge concerning the education of professionals. This can have consequences for the students’ competences to develop the profession and consequences for the student´s outcome of learning in different settings.
The aim of this article is to articulate and discuss the foundation of knowledge and the lack of acknowledgement of different types of knowledge on behalf of others. The empirical data is achieved from the authors research and development project (Dau & Nielsen 2009), investigating of the understandings of practical as well as theoretical training in nursing education.
The method of the research and development project consists of qualitative focus group interviews. These were aimed at investigating the understandings of the role of theory and practice in college and in practical settings. The informants were nursing students, teachers from a nursing college and clinical instructors from a university hospital. The three focus group interviews were conducted from a theoretical frame of reference regarding the matter of theory and practice and the relations between these concepts. The method of data analysis took place through the three folded mimesis as presented in Ricæurs critical hermeneutic.
This article will redraw results from the project’s analysis concerning forms and foundation of explicated knowledge and problems concerning this foundation - characterizing lack of clearness of some forms of knowledge and segmentation of other forms of knowledge. These problems will be discussed. This article can give perspectives for discussing curricula development crossing various health professions degrees and can provide the background for further innovation and quality in educational affairs.