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dc.contributor.authorHusøy, Gjertrud
dc.date.accessioned2009-04-30T15:02:06Z
dc.date.issued2009
dc.identifier.citationNorsk tidsskrift for sykepleieforskning, 11(1), 16-26en
dc.identifier.urihttp://hdl.handle.net/11250/150722
dc.description.abstractThis article is based on a research project testing out the use of group-based work, individual portfolios and group-exams in the first year of study in a Norwegian Nursing school, focusing on the evaluation of process and outcome through students` experiences of learning results, using process evaluation. Written papers from 84 first year students focusing on how they saw their own progress and learning experiences through their first year of study was analysed according to Giorgi`s phenomenological methods. With using portfolios and portfolio assesment the results showed that the students were active in their search for knowledge. The students have achieved ability to present knowledge in nursing. During group-work the students have reached ability to share their knowledge and experience, and they have also learnt to take considerations for each other to reach common goals. This is understood as an important meta-learning for future practice as nurses.
dc.format.extent6059637 bytes
dc.format.mimetypeapplication/pdf
dc.language.isonoren
dc.subjectSykepleieen
dc.subjectLæringen
dc.subjectgruppeeksamenen
dc.subjectmapperen
dc.titleMapper, grupper og gruppeeksamen: en god lærings- og vurderingsform i grunnleggende sykepleieen
dc.typeJournal articleen
dc.source.pagenumber16-26en
dc.source.volume11en
dc.source.journalNorsk tidsskrift for sykepleieforskningen
dc.source.issue1en


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