Sjuksköterskeutbildningen på högskolor i Sverige utgörs av teoretiska och praktiska studier, uppdelat på sex terminer. I den svenska utbildningstraditionen var upplägget att en person, lärare eller handledare, hade kunskapen om ett ämne där studenten skulle ställa frågor för att få ta del av denna kunskap. Denna tradition återfanns även i yrkesutbildningar så som sjuksköterskeutbildningen, även om den då lade mycket ansvar hos både studenten och handledaren. Syfte: Syftet med studien var att kartlägga hur sjuksköterskestudenter i termin 4 uppfattade det stöd de fick av sina handledare (kliniska sjuksköterskor) under VFU placeringarna i termin 4. Dessutom efterfrågades de egenskaper studenterna ansåg att en god handledare bör ha. Metod: Studien hade en kvantitativ ansats, med ett tvärsnittsperspektiv. Enkäten delades ut till alla närvarande studenter (73) i termin 4, på en högskola i södra Sverige. Materialet analyserades manuellt med hjälp av Excel. Resultat: Resultatet blev olika utifrån de olika frågorna och VFU placeringarna, men alla frågor kretsade kring stödet från handledarna. De flesta studenterna svarade med graderingar 3 eller högre på de flesta frågorna, oavsett vilken VFU placering de hade varit på. Den egenskap som flest studenter ansåg att en god handledare bör ha var lyhördhet. Slutsatsen blev att studenterna generellt sett var nöjda med det stöd de fick av handledarna på VFU placeringarna. / Nurse education at Swedish universities includes both theoretical studies and clinical training, divided into six semesters. The traditional set-up of Swedish education is that one person, a teacher or a supervisor, has the knowledge about a subject, and that the students should ask questions to gain part of this knowledge. This tradition also exists in vocational educations, like the nurse education, even though this means a lot of responsibility both for the student and the supervisor. Purpose: The aim of this study was to identify how nursing students of the fourth semester perceived the support they received from their supervisors (clinical nurses) during the clinical training placements during this semester. In addition there were asked for which characteristics students believed a good supervisor should have. Method: The study had a quantitative approach, with a cross-sectional perspective. The questionnaire was handed out to all attending students (73) of the fourth semester at a university in southern Sweden. The material was manually analyzed with the support of Excel. Results: The result showed variations depending on the questions and the clinical training placements, but all the questions revolved around the support from the supervisors. Most students graded 3 or higher in most of the questions, no matter which clinical training placement they had been to. The characteristic most in demand was sensitivity for the students’ needs. The conclusion was that students generally are satisfied with the support they receive from the supervisors during clinical training placements.

This study explores trainees' experiences of power dynamics within a ritualised training context, with reference to the three major aspects of the study: training, ritual and power. The psychotherapeutic training took place at Agape, a community-based counselling service in Mamelodi, whose theoretical approach to training included a mixture of postmodern, ecosystemic and African traditions. A substantial literature survey examines the major concepts and issues related to the research subject, such as psychotherapeutic training approaches, the philosophies and theories that may inform training procedures, ritual practices in psychotherapy, and organisational and power aspects of psychotherapeutic training. The research process was executed using the qualitative, interpretive research methodology. A sample of six of the trainees who had completed their training at this placement was interviewed, and two of the trainers. The researcher's reflections on her own training experiences are woven into the material. Using the interview technique and through asking a series of open-ended questions, the researcher obtained an account of the subjective, sacralised training interactions at Agape. Themes were identified that had emerged during the interview process. In brief, the themes referred to trainees' theoretical and practical experiences in the training placement, how they made sense of the sacralised therapeutic experiences, and comments on their relationship with trainers and fellow trainees. The most common theme that emerged was that of power. The end product of this study portrays the trainees' understandings of power within a sacralised psychotherapeutic context and their responses to this. This study makes explicit the links between ritualisation and power within an evaluative psychotherapeutic training context, and the consequences of this for training. / Psychology / M.A. (Clinical Psychology)

This study explores trainees' experiences of power dynamics within a ritualised training context, with reference to the three major aspects of the study: training, ritual and power. The psychotherapeutic training took place at Agape, a community-based counselling service in Mamelodi, whose theoretical approach to training included a mixture of postmodern, ecosystemic and African traditions. A substantial literature survey examines the major concepts and issues related to the research subject, such as psychotherapeutic training approaches, the philosophies and theories that may inform training procedures, ritual practices in psychotherapy, and organisational and power aspects of psychotherapeutic training. The research process was executed using the qualitative, interpretive research methodology. A sample of six of the trainees who had completed their training at this placement was interviewed, and two of the trainers. The researcher's reflections on her own training experiences are woven into the material. Using the interview technique and through asking a series of open-ended questions, the researcher obtained an account of the subjective, sacralised training interactions at Agape. Themes were identified that had emerged during the interview process. In brief, the themes referred to trainees' theoretical and practical experiences in the training placement, how they made sense of the sacralised therapeutic experiences, and comments on their relationship with trainers and fellow trainees. The most common theme that emerged was that of power. The end product of this study portrays the trainees' understandings of power within a sacralised psychotherapeutic context and their responses to this. This study makes explicit the links between ritualisation and power within an evaluative psychotherapeutic training context, and the consequences of this for training. / Psychology / M.A. (Clinical Psychology)