Clinical Placement Studies on Early Nursing Education with a Focus on Pedagogical Methods: Qualitative Document Analysis

Abstract

The present study aimed to explore and describe how pedagogical methods are communicated within formal documents pertaining to clinical placement studies in the first year of nursing education. Developing professional competence among nursing students during clinical placements is essential to the provision of high-quality patient care. The nursing bachelor programme in Norway has undergone a transition process involving the development of new study plans with corresponding subject plans in all higher educational institutions. A qualitative descriptive research design was applied. Formal documents (study plans and subject plans) from all the 13 Norwegian Nursing programs were included. Thematic document analysis was used. The results show there exist huge differences in presenting the nursing study programme in study plans and subject plans. Nursing programs should consider developing uniform documentation processes to ensure that they meet the standards, as well as to enhance students’ possibilities to transfer between higher educational institutions in nursing nationally and internationally.