https://tidsskrift.dk/tipro/issue/feed 2024-12-16T11:46:13+01:00 Martin Blok Johansen (ansv.red.) blok@via.dk Open Journal Systems https://tidsskrift.dk/tipro/article/view/152181 2024-12-12T19:09:57+01:00 Christian Aabro blok@via.dk Peter Østergaard Andersen blok@via.dk

<p>In this article, the still unsettled development of pedagogues' professionalism is discussed, based on a recently completed study of three years' nominations for the national Politiken's Pedagogue Awards. First, the study itself is reviewed. We will then discuss the study's findings, drawing on two different theoretical perspectives. First, the study's results are understood in the light of Julia Evett's concepts of occupational versus organizational professionalism. Next, the same findings are viewed considering theories about the affective. Finally, the article discusses the study's highlighting of pedagogues' human, relational, affective qualities, which can be understood both as a historical relic from a non-professionalized time, as an expression of a slowdown in the management rationality, and finally as an expression of a broader affectation of society.</p>

2024-12-16T00:00:00+01:00 Copyright (c) 2024 https://tidsskrift.dk/tipro/article/view/152182 2024-12-12T19:13:21+01:00 Anne-Louise Karstoft Klein blok@via.dk Anne-Lisbeth Nyvang blok@via.dk Christina Prinds blok@via.dk

<p>This qualitative study delves into the reflections of eight Danish midwifery students regarding their profession. Despite midwives' pivotal role in maternal care, little attention has been given to understanding the reflections of those preparing to enter this profession. The findings revealed a nuanced interplay of ambivalence, worry, doubt, excitement, and expectations that shaped students' perceptions. Amidst students' apprehensions were also thoughts about resilience. Engaging in dialogue with other newly educated midwives was perceived as a valuable resource by participants.</p>

2024-12-16T00:00:00+01:00 Copyright (c) 2024 https://tidsskrift.dk/tipro/article/view/152183 2024-12-12T19:17:30+01:00 Camilla Bernild blok@via.dk Louise Støier blok@via.dk Vibeke Røn Noer blok@via.dk Mari Holen blok@via.dk

<p>Clinical leadership is a central and dominant educational concept in nursing education expressed in learning objectives. However, we know very little about how clinical leadership takes shape in clinical practice and how it is acquired, which we explore in this article. The article is based on institutional ethnography combined with educational theory on competence acquisition, consisting of three domains: qualification, socialization, and subjectification. The empirical material is produced through ethnographic fieldwork as part of an educational experiment where a new examination of clinical leadership is being tested. The analysis shows that competence acquisition in clinical leadership is characterized by contradictions between the domains of qualification, socialization, and subjectification. On the one hand, clinical leadership is a dominant educational concept that, through the <em>qualification</em> of students, has the potential to contribute to desirable changes in practice, which the new educational approach seems to support. On the other hand, clinical leadership is an empty concept that attaches itself to very different clinical practices with historically anchored norms that strongly influence <em>socialization</em> into clinical leadership. In some cases, clinical leadership becomes a matter of subordinating and adapting care to collaborators. Consequently, <em>subjectification</em> to clinical leadership provides relatively little room for freedom of action and exercise of authority - regardless of the intentions of the education.</p>

2024-12-16T00:00:00+01:00 Copyright (c) 2024 https://tidsskrift.dk/tipro/article/view/152188 2024-12-13T10:49:40+01:00 Sine Lehn blok@via.dk Karin Højbjerg blok@via.dk Cathrine Sand Nielsen blok@via.dk Elise Bromann Bukhave blok@via.dk

<p>The article examines the implications of a national revision of bachelor's degree programmes in healthcare that aimed to increase students' competencies for cross-sectoral collaboration. Through critical policy analysis inspired by Nudzor's approach to policy as text and discourse, the article provides insight into the complex dynamics underlying the policy-practice gap related to this particular learning objective. The analysis shows that the introduction of this standardised learning outcome across bachelor's degree programmes in the health field has created challenges in clinical educational practice. While some programmes can relatively easily 'translate' policy into educational practice, others struggle to create meaningful and realisable educational practice with a focus on cross-sectoral competence development. Policy thus produces differentiations in the educational field. Some programmes and implementation actors are positioned as 'good', while others are left in less favourable positions. The article highlights the importance of illuminating how policy resonates with and influences practice in a complex and differentiated way. Furthermore, the article points to the need to critically discuss the transformation of objectives of health system policy to objectives of professional competencies.</p>

2024-12-16T00:00:00+01:00 Copyright (c) 2024 https://tidsskrift.dk/tipro/article/view/152189 2024-12-13T10:55:07+01:00 Janne Bryde Laugesen blok@via.dk

<p>This article examines discussions about home nursing professionalism in the emergence of the municipal healthcare system. Based on a registrant analysis based on Ejersbo and Greve's projection of the modernization of the public sector and a professional theoretical understanding of professionalism, the article examines how home nursing professionalism is articulated in internal and external texts on home nursing professionalism in the municipal sector in the period 1983-2005. It then examines how home nursing professionalism is shaped through internal and external struggles over time. This is seen in relation to Julia Evett's concepts of professional theory and contemporary expectations of home nursing.&nbsp;</p>

2024-12-16T00:00:00+01:00 Copyright (c) 2024 https://tidsskrift.dk/tipro/article/view/152190 2024-12-13T11:03:18+01:00 Hanne Meyer-Johansen blok@via.dk

<p>The article advocates for a more socially transformative and non-individual-oriented approach to social pedagogy, emphasizing the potential of the empowerment concept in efforts to contribute to individuals' emancipation and the transformation of their life conditions. The significance of this pedagogical aim is examined based on an exploration of the historical development of social pedagogy as a normative and political foundational idea, inspired by two central pedagogical and learning theorists: Paulo Freire and Oskar Negt. Drawing on these critical social analyses and transformative possibilities, illustrative examples from previous studies of social pedagogical practice are included to uncover the presence or absence of educators' reflections on critical social and transformative perspectives and transgressive orientations. The prevailing societal tendency towards an individualized and organizationally internal perspective is revealed to dominate, with the reduced social pedagogical potential inherent in such a compensatory view of citizens. However, another study indicates that the need for pedagogical encounters across the organizational frameworks of the workplace can highlight the importance of a broader societal perspective, with solidaristic identification and a focus on the empowerment of the citizens involved. This might be a useful way to contribute to a renewed generation of meaning and a transformative dimension of social pedagogical work, as well as its practitioners in this field.</p>

2024-12-16T00:00:00+01:00 Copyright (c) 2024 https://tidsskrift.dk/tipro/article/view/152191 2024-12-13T11:12:48+01:00 Camilla Bernild blok@via.dk Karin Vallgren Seyfarth blok@via.dk Anne Mørup Mellergaard blok@via.dk Anette Lykke Hindhede blok@via.dk Niels Sandholm blok@via.dk

<p>This article examines the testing of a new bachelor program in nursing education (intervention program) aimed at increasing the integration between theory and practice in bachelor projects and harnessing the potential for contributing to practice development. Specifically, the purpose is to investigate which discourses about nursing are present in bachelor projects and the final examination in the intervention program compared to the regular program (control program). Based on this, the analysis explores how students' bachelor projects are constructed as agents of change for clinical practice. The empirical data consists of 12 bachelor projects and 12 observations of the final examination in both programs. Analytically, the methodological approach is inspired by critical discourse analysis. The analysis reveals that the two programs share the same types of discourses: scientific, caring, improvement, institutional, medical, and societal discourses. The difference lies in the weighting of the discourses and the way they are presented. Thus, the two programs are co-constitutive of two different forms of agents of change: the intervention program for a practice-oriented agent of change and the control program for a method-oriented potential agent of change. The latter is rewarded in the final examination for focusing on scientific discourse. Based on this, the article initiates a discussion on whether the discourse of change in the future should have as central a place as it does now, and, not least, how.</p>

2024-12-16T00:00:00+01:00 Copyright (c) 2024 https://tidsskrift.dk/tipro/article/view/152192 2024-12-13T11:20:49+01:00 Emma Borup Jørgensen blok@via.dk Rosa Birkelund blok@via.dk Matilde Høybye-Mortensen blok@via.dk

<p>Working with children who are not thriving often requires collaboration across professional and organizational boundaries. In this paper, we focus on individual street-level bureaucrats’ (shortened SLB) coping mechanisms employed in collaboration with other professionals either internally in the same organization (school or daycare) or outside the organization (e.g. between schoolteachers and family therapists or psychologists). We argue that the service delivery of today is not only dependent on the individual SLBs but also heavily dependent on the division of labor between different actors. In our case, the support of a child depends a lot on how teachers collaborate with other professionals in other organizations. Coping mechanisms have mainly been studied as behavioral efforts employed by SLBs in client relations. This article expands the existing knowledge by applying a SLB perspective and focusing on individual coping strategies in collaborative work. A research project was conducted in seven Danish municipalities including 35 interviews conducted with six different professions, who is involved in either everyday care of children in daycare or schools or are experts called upon. We identify three families of coping mechanisms at play in the collaborative work: 1) Passing the buck, 2) Preparing and anticipating, and 3) Omissions.</p>

2024-12-16T00:00:00+01:00 Copyright (c) 2024 https://tidsskrift.dk/tipro/article/view/152204 2024-12-16T10:01:18+01:00 Johannes Adamsen blok@via.dk 2024-12-16T00:00:00+01:00 Copyright (c) 2024 https://tidsskrift.dk/tipro/article/view/152205 2024-12-16T10:23:06+01:00 Brian Benjamin Hansen blok@via.dk 2024-12-16T00:00:00+01:00 Copyright (c) 2024 https://tidsskrift.dk/tipro/article/view/152206 2024-12-16T10:29:08+01:00 Anne Marie Villumsen blok@via.dk 2024-12-16T00:00:00+01:00 Copyright (c) 2024 https://tidsskrift.dk/tipro/article/view/152207 2024-12-16T11:28:09+01:00 Hanne Værum Sørensen blok@via.dk 2024-12-16T00:00:00+01:00 Copyright (c) 2024 https://tidsskrift.dk/tipro/article/view/152208 2024-12-16T11:29:51+01:00 Nina Hauge Jensen blok@via.dk 2024-12-16T00:00:00+01:00 Copyright (c) 2024 https://tidsskrift.dk/tipro/article/view/152209 2024-12-16T11:31:28+01:00 Sofie Holm Egense blok@via.dk 2024-12-16T00:00:00+01:00 Copyright (c) 2024 https://tidsskrift.dk/tipro/article/view/152210 2024-12-16T11:33:01+01:00 Karina Kiær blok@via.dk 2024-12-16T00:00:00+01:00 Copyright (c) 2024 https://tidsskrift.dk/tipro/article/view/152212 2024-12-16T11:35:16+01:00 Niels Bjerre Tange blok@via.dk 2024-12-16T00:00:00+01:00 Copyright (c) 2024 https://tidsskrift.dk/tipro/article/view/152213 2024-12-16T11:37:07+01:00 Stine Karen Nissen blok@via.dk 2024-12-16T00:00:00+01:00 Copyright (c) 2024 https://tidsskrift.dk/tipro/article/view/152214 2024-12-16T11:38:41+01:00 Bjarke Vognstrup Fog blok@via.dk 2024-12-16T00:00:00+01:00 Copyright (c) 2024