lnu.sePublikasjoner
Endre søk
RefereraExporteraLink to record
Permanent link

Direct link
Referera
Referensformat
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Annet format
Fler format
Språk
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Annet språk
Fler språk
Utmatningsformat
  • html
  • text
  • asciidoc
  • rtf
Dialogue in a learning process: problematization of gender equality in higher education
Linnéuniversitetet, Fakulteten för Hälso- och livsvetenskap (FHL), Institutionen för hälso- och vårdvetenskap (HV).
Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för socialt arbete (SA).ORCID-id: 0000-0002-9984-6596
2017 (engelsk)Inngår i: Reflective Practice, ISSN 1462-3943, E-ISSN 1470-1103, Vol. 18, nr 4, 474-495 s.Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

The overall aim with the study was to describe the knowledge building that was developed in a group of students who were trained nurses enrolled in a Swedish higher education programme. With a point of departure in an interactive research approach, the authors applied the dialogue seminar as method and pedagogical model. When the students in close to practice talks, shared their thoughts about how gender and gender equality could be experienced and understood, the dialogue seminar became useable. At the analysis of the stories which the students shared at the dialogue seminars, it became clear that most of the students had an ambivalent approach to gender equality. When they reflected on gender relations, they brought out the hierarchical and separate gender relations which they experienced as existing within healthcare. Furthermore, their professional lives seemed to be embedded in gender-related practices. An important conclusion is that the students’ reflections oscillated between critical reflection on conditions and critical reflection on processes within their own practice in healthcare. Another finding was that the students’ reflections in dialogue form became important in a learning process, not least in the light of that gender relations and gender equality only to a limited degree had been included in their nurse’s education at the basic level.

sted, utgiver, år, opplag, sider
Taylor & Francis, 2017. Vol. 18, nr 4, 474-495 s.
Emneord [en]
Nurse education, dialogue seminar, learning process, reflective learning, common knowledge building, gender relations, gender equality
HSV kategori
Forskningsprogram
Pedagogik och Utbildningsvetenskap
Identifikatorer
URN: urn:nbn:se:lnu:diva-62817DOI: 10.1080/14623943.2017.1307728OAI: oai:DiVA.org:lnu-62817DiVA: diva2:1092855
Tilgjengelig fra: 2017-05-04 Laget: 2017-05-04 Sist oppdatert: 2017-07-26bibliografisk kontrollert

Open Access i DiVA

Fulltekst mangler

Andre lenker

Forlagets fulltekst

Søk i DiVA

Av forfatter/redaktør
Albinsson, GunillaArnesson, Kerstin
Av organisasjonen
I samme tidsskrift
Reflective Practice

Søk utenfor DiVA

GoogleGoogle Scholar

Altmetric

Totalt: 211 treff
RefereraExporteraLink to record
Permanent link

Direct link
Referera
Referensformat
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Annet format
Fler format
Språk
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Annet språk
Fler språk
Utmatningsformat
  • html
  • text
  • asciidoc
  • rtf