Det vitenskapelige essayet i profesjonsforskning: en kritiskutprøvende metode

Halås, Catrine Torbjørnsen; Mcguirk, James P.

doi:10.18261/issn.1504-3010-2021-01-02

Cited by 10 publications

(6 citation statements)

References 2 publications

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“…Despite the introduction to essay writing that was provided, the teacher could have been clearer about the rules that applied when writing an essay. Halås and McGuirk (2021) underlined that essays do not have a fixed structure but are a text that emerges as a process. It is about allowing experience to be exposed to critical reflection and theoretical considerations with new insights and understanding as a result (Heroa et al, 2023;Noroozi et al, 2023;Shields, 2010).…”

Section: Discussionmentioning

confidence: 99%

Exploring Scientific Writing as Part of a Learning Model for Interprofessional Higher Health Education – a Qualitative Study

Vasset,

Dahl,

Thunem

et al. 2023

Preprint

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Section: Discussionmentioning

confidence: 99%

Exploring Scientific Writing as Part of a Learning Model for Interprofessional Higher Health Education – a Qualitative Study

Vasset,

Dahl,

Thunem

et al. 2023

Preprint

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“…Selv om den essayistiske stilen er nokså fri i sin form, er det likevel et underliggende krav om sammenheng, konsistens, en viss systematikk og logisk fremstilling i et vitenskapelige essay (Halås & McGuirk, 2021). Derfor kan jeg ikke foreta en ensidig vandring i egen tankeverden, men ha en vitenskapelig bevegelse mellom det allmenne og subjektive gjennom en fortolkende kritisk refleksjon og en analyse av teorien.…”

Section: Hvorfor Essayistisk?unclassified

En trøstende kontakt mellom sykepleier og pasient

Glad

2023

NorTidHelse

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Hensikten med dette essay er å belyse hva trøst i sykepleien er og hvordan kontakt mellom pasient og sykepleier kan oppleves trøstende for pasienter. Bakgrunnen for essayet er en pasients brev til sykepleier om det å ha noen å snakke med under behandlingsoppholdet i sykehuset. I samtalen med pasienten kan sykepleier oppnå kontakt, en kontakt med sin egen karakter og grenser. Når vi tror at vi trøster er det ikke sikkert at det er det vi gjør. Trøst er et mysterium og skjer ikke på sykepleiernes premisser. Sykepleiere må snakke med pasientene, engasjere seg og la seg berøre av hva som virkelig er pasientens lidelse, slik kan dører åpnes og trøst slippe til. I en gjøremålstravel yrkeshverdag for sykepleieren er det utfordrende å delta i en trøstende prosess sammen med pasienten, men det er ikke umulig.

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“…Since completing our Ph.D. studies, all three authors have been concerned about the consequences of governmental policy guidelines for practice, education, and research. Our concern can be understood as experiences of discrepancies (Lindseth, 2017), for example, an unexpected outcome, disappointed expectations, a feeling that something is wrong or poorly done, or even the unexpected joy of succeeding (Halås, 2017;Halås and Fuglseth, 2021). These are experiences that deviate from our preconceptions and expectations, and for the experienced professional these are a warning about a problem that requires attention and thought.…”

Section: Foucault's Perspectives On Systemic Guidance Through a Panop...mentioning

confidence: 99%

Cause for concern? The value of practical knowledge in professional education

Mæhre,

Hvitsten,

Halås

2023

Policy Futures in Education

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The aim of this paper is to explore how practical knowledge can enhance higher education and Bildung for the human service professions. The paper sheds light on how governance reforms such as New Public Management have influenced higher education, where we argue that scientific rationality has weakened the professional’s autonomy and responsibility. The paper is based on the three authors’ experiences as university teachers and researchers from three different fields, namely, nursing, social work, and special education. By using Foucault’s theory of the panoptic gaze, the analysis shows what is at stake in professional practice, education, and research and introduces perspectives from practical knowledge as a more functional understanding, highlighting 1) that subjective experiences are not being legitimized, 2) the inherent knowledge of practice, and 3) evidence and valid knowledge.

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Det vitenskapelige essayet i profesjonsforskning: en kritiskutprøvende metode

Cited by 10 publications

References 2 publications

Exploring Scientific Writing as Part of a Learning Model for Interprofessional Higher Health Education – a Qualitative Study

Exploring Scientific Writing as Part of a Learning Model for Interprofessional Higher Health Education – a Qualitative Study

En trøstende kontakt mellom sykepleier og pasient

Cause for concern? The value of practical knowledge in professional education

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