Session 5A: Tacit knowledge and strategies to organize education

Moderator: Lena Nilsson-Wikmar

Tacit knowledge – a resource in health care

Tacit knowledge within health care is an important area in all professions. It has not been articulated enough and therefore seldom part of students’ education and rarely used in health care. Tacit knowledge occur in the periphery of the situation were it is used or it takes for granted (Polanyi, 1967). It is communicated through the body and the only way to make it visible is learning by doing (Dewey, 2009). Dewey argues for a democratic and student centred learning. Some areas of tacit knowledge are spontaneous movements, the human defence system and communication. It is basic actions that seem to be the same all over the world. The aim of the workshop is to show the pedagogic how to articulate and communicate tacit knowledge to students. The workshop invites you to experience spontaneous movements how fear influence mobility and the importance to be aware of words and body language in the communication with others. Specific movements will be highlighted with illustrations. As movements and bodily behaviour is a multifaceted task some points will be illuminated to facilitate learning and understanding. The goal is to make tacit knowledge visible and to analyse the consequences of a conscious action and make it explicit. The expected outcome is that participants increase their bodily awareness (Roxendal, 1985) for personal development and professional growth.

Name of author: Kindblom, Kristina
Working title: University lecturer
University/College/Hospital: Karolinska Institutet
Department: Neurobiology, Care Sciences and Society (NVS
Section: Division of Physiotherapy
Contact info: Kristina.kindblom@ki.se

Development of an advanced level educational profile for program committee at Karolinska Institutet

How can an educational profile and general professional competencies on advanced level be defined and implemented in common for different health care professions?  This question was addressed and elaborated during a five year period in PN9 responsible for medical education, midwifery, specialist nursing and master’s program in clinical medical science at KI.  In a first step an educational profile common to all programmes was developed. The profile described a pedagogical approach to students learning at the advanced level as problem-oriented and collaborative.  Five areas evidence-based approach, communication skills, information literacy, multi-perspective views and readiness to act were described as general competencies. As a next step the profile was discussed among teachers from all programs in a workshop and thereafter reformulated and finalized. In the next steps implementation of the profile has been realized. All syllabi have been examined, developed and rewritten according to the profile. Workshops have been arranged for course leaders and teachers from all programmes.  The committee members have now continued to develop support for expressing progression related to general competences and the next step will be to meet with course leaders and teachers.  The next planned step is to discuss the competences among teachers within the programs. The concluding last planned step is to reformulate the profile. Working in an interprofessional work group for several years and developing an educational profile for advanced level education can be successful if the work group is relatively stable during the five years of development. It turned out to be a fruitful challenge with a lot of engagement resulting in an educational profile that has supported improved quality in all programmes in different ways.

Name of authors: Wahlberg, Anna Carin; Sillén, Charlotte; Swedberg, Sofia
Working title: Senior lecturer
University/College/Hospital: Karolinska Institutet
Department: Neurobiology, Care Sciences and Society (NVS)
Section: Nursing
Contact info. anna.carin.wahlberg@ki.se

Grundutbildningsstudenter i specialistsjuksköterskans kontext - ambulanssjukvård

Inledning
Efterfrågan på nya verksamhetsförlagda utbildningsplatser (VFU) har uppstått, strukturella förändringar inom Hälso- och sjukvården har minskat antalet VFU platser samtidigt som antalet studerande ökat. Samverkan mellan ambulanssjukvården och Karolinska Institutet (KI) har stärkts sedan etableringen av Akademisk ambulans, en utveckling och samverkan som lett till att ambulanssjukvården värderats som möjlig VFU plats för grundutbildningsstudenter. 
Syfte
Det huvudsakliga syftet med projektet var att utöka antalet VFU platser med bibehållen kvalitet motsvarande lärosätets krav på VFU plats.  
Genomförande
HT14/VT15 fick samtliga sjuksköterskestuderande, termin 4 ansöka om VFU i ambulanssjukvård. Totalt 48 studenter (av ca 220 studenter) ansökte. Utifrån studenternas motivationsbrev valdes 19 studenter att genomföra en sammanhållen (3-6 veckor) VFU i ambulanssjukvården. Utvärderingen genomfördes med stöd av bedömningsunderlag där student och handledare visade för universitetsadjunkt hur lärandemålen uppnåtts. Vidare utvärdering genomfördes med två fokusgruppsintervjuer, 13 skriftliga studentreflektioner, två loggböcker förda av lärare samt genom diskussioner med examinator och programdirektör PN1. 
Resultat
Antalet VFU platser med bibehållen kvalitet kan öka genom att använda ambulanssjukvården som VFU plats för grundutbildningsstudenter. De medverkande sjuksköterskestudenterna i termin 5 nådde samtliga lärandemål under VFU i specialistsjuksköterskans kontext, ambulanssjukvård. Studenterna ansåg sig ha stora möjligheter att träna professionell självständighet på ett sätt som de inte upplever är möjligt på vårdavdelningar. ”Ambulansen var den bästa och mest lärorika VFU-plats jag haft under min sjuksköterskeutbildning”.
Rekommendationer
Vidga perspektiven för att identifiera nya VFU platser. Lärandestöd behöver inte vara professionsbundet använd specialistsjuksköterskans kontext för studerande på grundnivå. Involvera interna och externa aktörer med mandat att genomföra en förändring.

Name of authors: Nilsson, Tomas (1); Lindström, Veronica (2)
Working title: 1) Prehospital emergency care nurse, Lecturer 2) RN, Senior Lecturer
University/College/Hospital: 1, 2) Karolinska Institutet, Academic EMS
Department: 1) Department of clinical science and education, Södersjukhuset 2) Department of Neurobiology, Care Sciences and Society, division of nursing
Contact info: tomas.nilsson@ki.se veronica.lindstrom@ki.se