Abstract
Nursing education in Sweden aims to develope and change the nursing profession. Nurses trained according to the reformed nursing education are the intended performers of changes in their own professional role, a role based on exclusive privileges as to knowledge which includes both theoretical and practical knowledge. The process of development and change in the profession demands a perceptivity of nursing theories. This paper deals with nurse students' conceptions of theoretical and practical sections of the nursing education. Altogether three studies have been carried out initially and at the end of nursing education, and one year after graduation. The subject dealt with here includes valuation of the priority as well as the benefit of theoretical/practical sections of nursing education. Variables reflecting this topic were used in the second of the three studies. We have found a significant difference in the distribution of conceptions between as regards they give most priority to and what they derive most benefit from. The results indicate that the majority gave priority to theoretical sections and derived benefit from practical sections.
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