Hälsopedagogik i sjuksköterskeutbildningen

Sammanfattning: This study is about health pedagogy in nursing education. The main purpose is to describe health pedagogy in the context of nursing education and to increase the understanding for the subject. It is the different experiences of how teachers and students understand the concept, and how this can be related to how health pedagogical knowledge is expressed in the documents which govern nurses' education, that is in focus. The methodological approach is phenomenographic and interpretative. The method is contextual analysis and the study is designed as a case study of one education at one school. The data material is qualitative interviews, study program syllabus, and syllabuses for nurses' education. Twelve teachers and twelve students were interviewed and the interviews were analysed contextually. The documents were analysed on the basis of how health pedagogical knowledge is expressed in them. The result from the analyse of the documents shows that the concept health pedagogy is not used, and there are few words and terms which relate to how to work pedagogically in facilitating health. The terms, which are used in the documents and that relate to pedagogical work to facilitate health are public health, health promotion, prevention, health guidance and nursing care. The documents do not give a clear indication in which area of science health pedagogy belongs. In the results from the interviews six different categories of descriptions of how teachers experience health pedagogy were found and from the students' interviews four categories were found. The teachers categories relate to an educational and activity perspective. The student's categories relate to health pedagogy mostly at an individual activity level. Teacher and student categories together can be related to health policy questions, to subject and activity levels. A comparison is made between the categories of description from teachers and students groups, but also between the categories of description and how pedagogical knowledge is expressed in the document. The conclusion is that health pedagogy could be seen as aspects of four different areas: nursing science, public health, social science and as a specific subject. The result also shows that teachers and students understand health pedagogy in many ways and that health pedagogy is complex and has a character, which is rational, contextual and situational. The study shows that there are grounds to accommodate the growing debate of teaching issues.