ArticleSAGE open nursing
Useful Learning From Bachelor's Thesis to Professional Nursing Practice: A Qualitative Interview Study.
Article in SAGE open nursing. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
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Who cites it
1 citing paper in PubMed.
Corrections and comments
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Authors and funding
5 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Introduction: It is well-established in research that clinical learning during nursing education is a foundational preparation for future practice. However, the role of academic tasks, such as writing a bachelor's thesis, is less recognized for its contributions to nurses' working lives and overall professional development. Objective: This study aimed to explore registered nurses' perceptions of the process of bachelor's thesis and its perceived usefulness in professional nursing careers. Methods: Semistructured interviews with ten registered nurses was employed. A thematic analysis of the data and the framework of sustainable learning were used. Results: The findings showed that the process of writing a bachelor's thesis during nursing education was perceived as a valuable learning experience and a source of continuing development. The main themes, professional knowing and professional agency, demonstrate the knowing applied in the healthcare contexts and for understanding nurse-patient relationships. The nurses stated that professional agency in research dissemination and a critical approach in their daily patient care was important and that the bachelor's thesis had provided a foundation for these practices. Conclusion: Writing a bachelor's thesis during nursing education is justified as it may contribute to a critical understanding of nursing phenomena and the care taking place in clinical contexts. Bachelor's theses align with sustainable learning and are one of the prerequisites for readiness for change and development in professional practice.
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