"Det her er en læringsseance for alle". - Den kliniske vejleders uddannelsesopgave i den primære sundhedssektor
The project is based on a literature- and document search and 6 semistructuredqualitative interviews. Our approach is phenomenological hermeneutics because the studie project are aimed at understanding the clinical teachers professional ‘lifeworld’. Based on respondents' answers, we can deduce an ideal for the teaching, which also expresses a professional value set by the clinical teacher. They bring a set of values from the nursing profession into their teaching. The value set contains a very holisticand humanistic view of humanity. The clinical teacher are paying high attention to the well being of the individual, both personally and socially. They are looking at the individual student and her academic level as the basis for the learning, that is to take place in practice. This set of values reflects an experience-based and pragmaticapproach to learning, which in this project is represented by the American philosopher and educator John Dewey. When the clinical counselors plan and evaluate the student's internship, they are oriented towards the module description from the nursing program. This includes a number of learning goals that govern what is going to happen in practice. All 6 respondents had this as a basis for their planning and evaluation. Another common feature is that they help the student translate the learning goals into specific actions inpractice. The clinical teachers experience a crosswise pressure because of the different roles she is filling out. This crosswise pressure is associated with a time constraint because it is also about the fact, that when you solve a task it happens at the expenseof another task. Another major challenge that all our respondents draw forward is the role of examiner, both in relation to the actual exam situation, but also the relationship between the two roles: Supervisor and judge. In respondents 'answers, we do not come to the core of their understanding of what is actually happening in the students' learning process in the space between theory and practice. In view of what they do not say anything about, one can see a potential in terms of developing their didactic skills. The conclusions of the thesis are supported by the research in the field.