Agents of innovation? An Institutional Ethnographic Study about Nurse Students’ Work with Real Life Problems in their Bachelor Trajectory

Abstract

This institutional ethnographic study examines a novel approach to organizing the trajectory of the Bachelor Thesis (BT), which involves integrating it with clinical placements. The research utilized questionnaires, field observations, and focus group interviews to investigate a) disparities between students in the control program (CP) and the intervention program (IP) regarding the practical development of their BT; b) the proceedings of the IP's conference, where students engage in discussions with the ward regarding their BT; and c) the experiences and strategies of nursing students during the conference and subsequent practice development requirements. 

The findings indicate that this new approach enhances innovation opportunities for student nurses. However, it also highlights a significant increase in complexity when transitioning the BT from a purely academic to a clinical setting. Practice development emerges as predominantly relational work, which is not necessarily governed by formal educational criteria.