Traditionen finns stark inom sjuksköterskans yrke, såväl i vårdandet som i sättet att lära. Fortsatt forskning bör initieras där omvårdnadens kultur och sjuksköterskans unika varande i denna kultur studeras utifrån kraven om att arbetet skall baseras på vetenskap och beprövad erfarenhet. Andra viktiga områden för fortsatta studier är ”att vara sjuksköterskestudent” och ”vägen till professionell sjuksköterska”, där utbildningens och vårdens kultur fokuseras. Forskningen indikerar att det finns en viss diskrepans mellan sjuksköterskors tanke och handling. Det skulle vara intressant att genom observationsstudier av sjuksköterskors handlande och varande i kombination med sjuksköterskors berättelser av olika omvårdnadssituationer försöka fånga och belysa denna diskrepans.
Instrumentet för att mäta sjuksköterskors inställning till omvårdnadsforskning behöver utvecklas, ytterligare testas och analyseras. Intresse för instrumentet har visats såväl nationellt som internationellt. Ett samarbete har påbörjats med Mc Master University, Hamilton, Ontario, Kanada om den engelska versionen. Det skulle vara av intresse att genomföra en nordisk studie om sjuksköterskors inställning till och medvetenhet om omvårdnadsforskning, för att se om det föreligger några kulturella skillnader. En sådan studie skulle också kunna kombineras med kvalitativa studier inriktade på professionell medvetenhet och hur den omsätts i det dagliga sjuksköterskearbetet. De något motstridiga resultaten om god skattning av kompetens i relation till vad som framkommer i andra studier om självaktning är av intresse att ytterligare studera.
Tack
Studenter och sjuksköterskor, ni som lämnat synpunkter på och besvarat frågeformulär. Till Er och alla andra blivande och verksamma sjuksköterskor - som gör gott för andra, är kunniga och skickliga, har mod och stolthet i yrkesrollen och som strävar efter professionell utveckling – tillägnar jag denna avhandling.
Elsy Athlin, huvudhandledare i mitt avhandlingsarbete, för att du gav mig möjlighet att tillsammans med dig få forska om ”den professionella sjuksköterskan”, för att du så kunnigt och skickligt, med värme och tillit har visat mig vägen in i forskarens spännande värld. Inger Johansson, biträdande handledare, för att du så frikostigt delat med dig av din kunskap och erfarenhet. Tack för ert ihärdiga arbete, ert engagemang och er glädje, för alla kreativa, stimulerande och roliga möten och för att ni så generöst delat er tid med mig. Ni har varit oumbärliga!
Elisabeth Hamrin, för att du gav mig ”tanken” och inspirationen att ta steget in i forskarstudier. Tack för ditt arbete som handledare och medförfattare, och för att du följt mig under dessa år och delat med dig av din gedigna kunskap och erfarenhet.
Carin Norberg, för din hjälp att främja ordning i kodlistor i de två första delstudierna.
Jeanette Palm, för excellent språkgranskning, och för dina goda och konstruktiva råd.
Bengt Gustavsson, för dina kloka råd i statistikens mystiska och roliga värld.
Elisabeth Wennö för att du med så kort varsel hjälpte mig med översättning.
Doktorandgruppen och lektorer, som strävsamt granskat mitt arbete och som gett mig uppmuntrande ord på vägen.
Alla ni andra vid Karlstads universitet och Landstinget i Värmland som gett mig stöd och möjlighet att nå det som ibland känts ouppnåeligt.
Mina nära och kära, mina vänner ni som alltid funnits tillhands när jag har behövt, och som skänkt mig värme och glädje, vila och ro.
För stöd från Karlstads universitet, Umeå universitet, Landstinget i Värmland samt Svensk sjuksköterskeförening, vilket möjliggjort genomförandet av de olika delstudierna.
Referenser
Allen G.D., Rubenfeld M.G. & Scheffer B.K. (2004) Reliability of assessment of critical thinking. Journal of Professional Nursing 20(1), 15-22.
Altman D.G. (1991) Practical statistics for medical research. Originally published Chapman & Hall (reprinted 1997 First CRC Press), London, Great Britain.
Andréasson S., Gullberg M.T., Olsson H.M., Hamrin E. (1992) Medical laboratory technologists’ perception of professional self. Scandinavian Journal of Caring Sciences 6(2) 67-74.
Angel B.F., Duffey M. & Belyea M. (2000) An evidence-based project for evaluating strategies to improve knowledge acquisition and critical-thinking performance in nursing students. Journal of Nursing Education 39(5), 219-228.
Arthur D. (1992) Measuring the professional self-concept of nurses: a critical review. Journal of Advanced Nursing 17, 712-719.
Arthur D. (1995) Measurement of the professional self-concept of nurses: development a measurement instrument. Nurse Education Today 15, 328-325.
Arthur D. & Thorne S. (1998) Professional self-concept of nurses: a comparative study of four strata of nursing students in a Canadian university. Nurse Education Today 18, 380-388.
Arthur D., Sohng K.Y., Noh C.H. & Kim S. (1998) The professional self concept of Korean hospital nurses. International Journal of Nursing Studies 35, 155-162.
Arwidson B., Löfgren H. & Fridlund B. (2001) Psychiatric nurses’ conceptions of how group supervision in nursing care influences their professional competence: a 4-year follow up study. Journal of Nursing Management 9, 161-171.
Askling B. (1987) Vårdutbildningar i förändring. Slutrapport från UHÄ:s uppföljning av Vård 77-reformen. UHÄ-rapport.
Ax S. & Kincade E. (2001) Nursing students’ perceptions of research: usefulness, implementation and training. Journal of Advanced Nursing 35(2), 161-170.
Bartlett H.P., Simonite V., Westcott E. & Taylor H.R. (2000) A comparison of the nursing competence of graduates and diplomas from UK nursing programmes. Journal of Clinical Nursing 9, 369-381.
Beach D.J. (2002) Professional knowledge and its impact on nursing practice. Nurse Education in Practice 2, 80-86.
Beck C.T. (1993) Qualitative research: the evaluation of its credibility, fittingness, and auditability. Western Journal of Nursing Research 15(2), 263-266.
Beagly C. & White P. (2003) Irish nursing students’ changing self-esteem and fear of negative evaluation during their pre-registration programme. Journal of Advanced Nursing 42(4), 390-401.
Benner P. (1993) Från novis till expert – mästerskap och talang i omvårdnadsarbetet. Studentlitteratur, Lund.
Benner P., Tanner C.A. & Chesla C.A. (1999) Expertkunnande i omvårdnad. Omsorg, klinisk bedömning och etik. Studentlitteratur, Lund.
Bentling S. (1992) I idéernas värld. En analys av omvårdnad som vetenskap och grund för en professionell utbildning. Acta Universitatis Upsaliensis. Uppsala Studies in Education. Doktorsavhandling. Almqvist & Wiksell, Stockholm.
Bentling S. (1995) Sjuksköterskeprofessionen. Vetenskapliga idéer och kunskapsutveckling. Liber Utbildning AB, Falköping.
Berg B.L. (2001) Qualitative Research Methods for Social Sciences. Ally and Bacon, Boston, USA.
Bostrom A., Malnight M., MacDougall J. & Hargis D. (1989) Staff nurses’ attitudes toward nursing research: a descriptive survey. Journal of Advanced Nursing 14, 915-922.
Bradshaw A. (2000) Competence and British nursing: a view from history. Journal of Clinical Nursing 9, 321-329.
Burke L.M. & Harris D. (2000) Education purchasers’ views of nursing as an all graduate profession. Nurse Education Today 20, 620-628.
Carlisle C., Luker K.A., Davies C., Stilwell J. & Wilson R. (1999) Skills competency in nurse education: nurse managers’ perceptions of diploma level preparation. Journal of Advanced Nursing 29, 1256-1264.
Carr L.T. (1994) The strength and weakness of quantitative and qualitative research: what method for nursing. Journal of Advanced Nursing 20, 716-721.
Champion V. & Leach A. (1989) Variables related to research utilization in nursing: an empirical investigation. Journal of Advanced Nursing 14, 705-710.
Chekol I-M. (2003) Handledning som undervisningsform i sjuksköterskeprogrammets praktik – en beskrivning av variationer i innebörd. (Doktorsavhandling) Lunds universitet, Pedagogiska institutionen, Lund.
Christianson-Rykling R. & Norrman M-L. (2001) Marie Cederschiöld och Florence Nightingale. Den diakonala omvårdnadnadens inflytande på sjuksköterskeprofessionen. Vård i Norden 3, 29-32.
Clinton M., Murrells T. & Robinson S. (2005) Assessing competency in nursing: a comparison of nurses prepared through degree and diploma programmes. Journal of Clinical Nursing 14, 82-94.
Corlett J. (2000) The perceptions of nurse teachers, student nurses and preceptors of the theory-practice gap in nurse education. Nurse Education Today 20, 499-505.
Cormacks F.S. (1996) The research process in nursing. Blackwell Science Ltd. London, Great Britain.
Cowan D.T., Norman I. & Coopamah V.P. (2005) Competence in nursing practice: a controversial concept – a focused review of literature. Nurse Education Today 24, 355-362.
Crawford M.W. & Kiger A.M. (1998) Development through self-assessment: strategies used during clinical nursing placements. Journal of Advanced Nursing 27, 157-164.
Cronbach L.J. (1951) Coefficient alpha and the internal structure of tests. Psychometrika 16(3), 297-334.
Dagenais F. & Meleis A.I. (1982) Professionalism, work ethic, and empathy in nursing: the nurse self-description form. Western Journal of Nursing Research 4(4), 407-422.
Daly W. & Carnwell R. (2003) Nursing roles and levels of practice: a framework for differentiating between elementary, specialist and advancing nursing practice. Journal of Clinical Nursing 12, 158-167.
Day A.R., Field P.A., Campbell I.E. & Reutter L. (1995) Students’ evolving beliefs about nursing: from entry to graduation in a four-year baccalaureate programme. Nurse Education Today 15, 357-364.
Deans C., Congdon G. & Sellers E.T. (2003) Nurse education in English universities in a period of change: expectations of nurse academics for the year 2008. Nurse Education Today 23, 146-154.
DeBack V. & Mentkowski V. (1986) Does the baccalaureate make a difference? Differentiating nurse performance by education and experience. Journal of Nursing Education 25(7), 275-285.
De Bueno D., Weeks L. & Brown-Stewart P. (1987) Clinical assessment centers: a cost-effective alternative for competency development. Nursing Economics 5(1), 21-26.
Derbring L., Matell E., Rooke L. & Stölten C. (1993) Används omvårdnadsforskningen? Forskning och utveckling 1993:6, Vårdhögskolan, Malmö.
Derbring L., Matell E., Rooke L. & Stölten C. (1994) Används
omvårdnadsforskningen Delstudie II. Forskning och utveckling 1994:11,
Vårdhögskolan, Malmö.
Downe-Wamboldt B. (1992) Content analysis: method, applications, and issues. Health Care for Women International 13, 313-321.
Dyson J. (1997) Research: promoting positive attitudes through education. Journal of Advanced Nursing 26, 608-612.
Estabrooks C.A. (2003) Translating research into practice: implications for organizations and administrators. Canadian Journal of Nursing Research 35(3), 53-68.
Estabrooks C. A., Floyd J.A., Scott-Findlay S., O´Leary K.A. & Gushta M. (2003) Individual determinants of research utilization: a systematic review. Journal of Advanced Nursing 43(5), 506-520.
Estabrooks C.A., Rutakumwa W., O´Leary K.A., Profetto-McGrath J., Milner M., Levers M.J. & Scott-Findlay S. (2005) Sources of practice knowledge among nurses. Qualitative Health Research 15(4), 460-476.
Etiska riktlinjer för omvårdnadsforskning i Norden (2003) Vård i Norden 4, appendix.
Fagerberg I. (2004) Registered nurses’ work experiences: personal accounts integrated with professional identity. Journal of Advanced Nursing 46(3), 284-291.
Fagerber I. & Ekman S.-L. (1998) Swedish nursing students’ transition into nursing during education. Western Journal of Nursing Research 20(5) 602-620.
Fagerberg I. & Kihlgren M. (2001) Experiencing a nurse identity: the meaning of identity to Swedish registered nurses 2 years after graduation. Journal of Advanced Nursing 34(1), 137-145.
Fagermoen M.S. (1997) Professional identity: values embedded in meaningful nursing practice. Journal of Advanced Nursing 25, 434-441.
Fitzpatrick J.M., While A.E. & Roberts J.D. (1992) The role of the nurse in high-quality patient care: a review of the literature. Journal of Advanced Nursing 17, 1210-1219.
Fitzpatrick J.M., While A.E. & Roberts J.D. (1993) The relationship between nursing and higher education. Journal of Advanced Nursing 18, 1488-1497.
Fitzpatrick J.M., While A E. & Roberts J D (1996) Key influences on the professional socialisation and practice of students undertaking different pre-registration nurse education programmes in the United Kingdom. International Journal of Nursing Studies 33(5), 506-518.
Fletcher J. (1997) Do nurses really care? An agenda for higher education following recent mergers. Journal of Nursing Management 5, 97-104.
Francis B. & Humphreys J. (1999) Enrolled nurses and the professionalisation of nursing: a comparison of nurse education and skill-mix in Australia and the UK. International Journal of Nursing studies 36, 127-135.
Funk S.G., Champange M.T., Wiese R.A. & Tornquist E.M. (1991) Barriers: the barriers to research utilization scale. Applied Nursing Research 4, 39-45.
Furåker C. (2001) Styrning och visioner – en sjuksköterskeutbildning i förändring. Doktorsavhandling. Göteborgs Studies in Educational Sciences 158, Acta universitatis Gothoburgensis, Göteborg.
Gedda B. (2005) Kan det professionella jaget mätas? En granskning av instrumenten ”Nurse Self Description Form (NSDF)/”Professional Self Description Form (PSDF). Vård i Norden 25(2), 26-31.
Gerrish K. & Clayton J. (2004) Promoting evidence-based practice: an organization approach. Journal of Management 12, 114-123.
Girot E.A. (1993) Assessment of competence in clinical practice: a phenomenological approach. Journal of Advanced Nursing 18, 114-119.
Girot E.A. (2000a) Assessment of graduates and diplomas in practice in the UK – are we measuring the same level of competence? Journal of Clinical Nursing 9, 330-337.
Girot E.A. (2000b) Graduate nurses: critical thinkers or better decision makers? Journal of Advanced Nursing 31(2), 288-297.
Glacken M. & Chaney D. (2004) Preceived barriers and facilitators to implementing research findings in the Irish practice setting. Journal of Clinical Nursing 13, 731-740.
Gorsuch R. (1983) Factor analysis. Lawrence Erlbaum Associates, Inc, New Jersey, USA.
Grahn G. (1987) Education situations in clinical settings. A process analysis. Doktorsavhandling. Acta Universitatis Upsaliensis. Uppsala Studies in Education 27. Almqvist & Wiksell International, Stockholm.
Graneheim B. & Lundman B. (2004) Qualitative content analysis in nursing research: concepts, procedures and measures to achieve trustworthiness. Nurse Education Today 24, 105-112.
Gray M. & Smith L.N. (1999) The professional socialization of diploma of higher education in nursing students (Project 2000): a longitudinal qualitative study. Journal of Advanced Nursing 29(3), 639-647.
Greenhalgh J., Vanhanen L. & Kyngäs H. (1998) Nurse caring behaviours. Journal of Advanced Nursing 27, 927-932.
Greenwood E. (1957) Attributes of a profession. Ingår i Gilbert & Specht (1976) The emergence of social welfare and social work. Illinois, USA.
Greenwood J. (2000) Critique of the graduate nurse: an international perspective. Nurse Education Today 20, 17-23.
Gullberg M.T., Olsson H.M., Alenfelt G., Ivarsson A-B. & Nilsson M. (1994) Ability to solve problems, professionalism, management, empathy, and working capacity in occupational therapy. Scandinavian Journal of Caring Sciences 8, 173-178.
Gullberg M. (1996) From student to nurse. A six-year follow-up of perception and attitudes to professional role. Paper IV in Health Care Professionals’ Self Description. Doktorsavhandling, Linköping University, Medical Dissertations No 479, Department of Caring Sciences, Faculty of Health Sciences, Linköping, Sweden.
Hall-Lord M.L. & Athlin E. (2005) Utvärdering av avtal gällande den verksamhetsförlagda utbildningen i sjuksköterskeprogrammet – med fokus på handledningsmodellen. Ett samarbete mellan Karlstads universitet och Landstinget i Värmland. Karlstads universitet, Institutionen för hälsa och vård, Karlstad.
Hair J.F., Anderson R.E., Tatham R.L. & Black W.C. (1998) Multivariate data analysis. Prentice Hall, Inc. Upper Saddle, New Jersey, River, USA.
Hamrin E. (1990) Nursing research in Sweden. International Journal of Nursing Studies 27, 149-157.
Hamrin E. (red) (1997) Florence Nightingale – en granskning i nutida perspektiv. Vårdförbundet SHSTF:s Fou-serie FoU rapport 50, Stockholm.
Hamrin E. (2000) Vårdforskningens framväxt nationellt, i Norden och internationellt. Vård 4, 1-8.
Hannigan B. (2001) A discussion of strengths and weaknesses of ‘reflection’ in nursing practice and education. Journal of Clinical Nursing 10, 278-283.
Henderson S. (2002) Factors impacting on nurses’ transference of theoretical knowledge of holistic care into clinical practice. Nurse Education in Practice 2, 244-250.
Heyman I. (1995) Gånge hatt till. Omvårdnadsforskningens framväxt i Sverige,
sjuksköterskors avhandlingar 1974-1991. Doktorsavhandling. University,
Stockholm, Daidalos, Stockholm.
Hewison A. & Wildman S. (1996) The theory-practice gap in nursing: a new dimension. Journal of Advanced Nursing 24, 754-761.
Hicks C. (1995) The shortfall in published research: a study of nurses’ research and publication activities. Journal of Advanced Nursing 21, 594-604.
Hicks C. (1996) A study of nurses’ attitudes towards research: a factor analytic approach. Journal of Advanced Nursing 23, 373-379.
Hjälte L. (2000) Det är inte min värld. Kliniskt verksamma sjuksköterskors uppfattningar om vårdvetenskaplig forskning och tillämpning av dess resultat i praktisk verksamhet. Vård i Norden 20(4), 32-37.
Holm A-K., Lantz I. & Severinsson E. (1998) Nursing students’ experiences of the effects of continual process-oriented supervision. Journal of Nursing Management 6, 105-113.
Holmström I. & Larsson J. (2005) A tension between genuine care and other duties: Swedish nursing students’ views of their future work. Nurse Education Today 25, 148-155.
Hutchinson A.M. & Johnston L. (2004) Bridging the divide: a survey of nurses’ opinions regarding barriers to, and facilitators of, research utilization in the practice setting. Journal of Clinical Nursing 13, 304-315.
Hunt G. & Wainwright P. (red) (1994) Expanding the role of the nurse. Blackwell Science Ltd, Oxford, UK.
Hunt J. (1981) Indicators for nursing practice: the use of research findings. Journal of Advanced Nursing 6, 189-194.
Hunt J. (1996) Barriers to research utilization. Journal of Advanced Nursing, 23 (3), 423-425.
ICN (2000) Etiska kod för sjuksköterskor. Svensk sjuksköterskeförening, Stockholm.
Janiszewski Goodin H. (2003) The nursing shortage in the United States of America: an integrative review of the literature. Journal of Advanced Nursing 43(4), 335-350.
Jonsson A. & Segesten K. (2004) Daily stress and concept of self in Swedish ambulance personnel. Prehospital and Disaster Medicine 19(3), 226-234.
Kapborg I. (1998) Nursing education in Sweden: development from vocational training to higher level education. Journal of Advanced Nursing 27, 372-378.
Karaöz S. (2005) Turkish nursing students’ perception of caring. Nurse Education Today 25, 31-40.
Kelly B. (1992a) The professional self-concepts of nursing undergraduates and their perceptions of influential forces. Journal of Nursing Education 31(3), 121-125.
Kelly B. (1992b) Professional ethics as perceived by American nursing undergraduates. Journal of Advanced Nursing 17, 10-15.
Kelly B. (1996) Hospital nursing: It’s a battle! A follow-up study of English graduate nurses. Journal of Advanced Nursing 24, 1063-1069.
Kelly B (1998) Preserving moral integrity: a follow-up study with new graduate nurses. Journal of Advanced Nursing 28(5), 1134-1145.
Kim H.S. (1993) Putting theory into practice: problems and prospects. Journal of Advanced Nursing 18, 1632-1639.
Kitson A. (1999) The essence of nursing: part II. Nursing Standard 13, 34-36.
Klaich K. (1990) Transitions in professionals identity of nurses enrolled in graduate educational programs. Holistic Nursing Practice 4(3), 17-24.
Krause K. (1994) Vad innebär professionalism och vad förutsätter den av sjukskötaren. Vård i Norden 4, 31-37.
Kröll V. (2000) Den nyuddannede sygeplejerskes competence nu og om fem år – set fra et empirisk og fagprofessionelt perspektiv. Vård i Norden 4, 10-16.
Kuuppelomäki M. & Tuomi J. (2005) Finnish nurses’ attitudes towards nursing research and related factors. International Journal of Nursing Studies 42, 187-196.
Kvale S. (1997) Den kvalitativa forskningsintervjun. Studentlitteratur, Lund
Lacey E.A. (1994) Research utilization in nursing practice - a pilot study. Journal of Advanced Nursing 19(5), 987-995.
La Monica E.L., Oberst M.T., Madea A.R. & Wolf R.M. (1986) Development of a patient satisfaction scale. Research in Nursing and Health 9(1), 43-50.
Landers M.G. (2000) The theory-practice gap in nursing: the role of the nurse teacher. Journal of Advanced Nursing 32(6), 1550-1556.
Lane L.A. & Paterson C. (2001) Legal Perspectives in Nursing education. I The Nursing Profession, tomorrow and beyond. (edited by Chaska N.L.). Sage Publications, Inc. Thousand Oaks, California, USA.
Lehtinen U., Öhlén J. & Asplund K. (2002) Grundforskning – något för omvårdnad? Svensk sjuksköterskeförening, Stockholm.
Likert R. (1932) A technique for the measurement of attitudes. Archives of Psychology, No 140, New York, USA.
Lindberg-Sand Å. (1996) Spindeln i klistret. Den kliniska praktikens betydelse för
utvecklingen av yrkeskompetens som sjuksköterska. En
etnografisk-fenomenografisk studie. Doktorsavhandling. Pedagogiska institutionen, Lunds universitet, Lund.
Lindencrona C., Lundh K. & Svensson K. (1998) Information om omvårdnadsforskning till sjuksköterskor – verklighet eller myt? Vård i Norden 2, 37-41.
Linder K. (1999) Perspektiv i sjuksköterskeutbildningen. Hur en grupp studerandes uppfattning av sjuksköterskans yrke förändras under tre år av utbildningen. Doktorsavhandling. Studies in Education 9, Lund University Press, Lund.
Lindgren B., Brulin C., Holmlund K. & Athlin E. (2005) Nursing students’ perceptions of group supervision during clinical training. Journal of Clinical Nursing 14, 822-829.
Lundberg P.C. & Boonprasabhai K. (2001) Meanings of good nursing care among Thai female last-year undergraduate nursing students. Journal of Advanced Nursing 34(1), 35-42.
Löfmark A. & Thorell-Ekstrand I. (2000) Evaluation by nurses and students of a new assessment form for clinical nursing education. Scandinavian Journal of Caring Sciences 14, 89-96.
MacArthur MacVicar M.H. (1998) Intellectual development and research: student nurses’ and midwives’ accounts. Journal of Advanced Nursing 27, 1305-1316.
Macleod Clark J., Maben J. & Jones K. (1997) Project 2000: perceptions of the philosophy and practice of nursing: shifting perceptions – a new practitioner? Journal of Advanced Nursing 26, 161-168.
Manley K. & Garbett R. (2000) Paying Peter and Paul: reconciling concepts of expertise with competency for a clinical career structure. Journal of Clinical Nursing 9, 347-359.
Manninen E. (1998) Changes in nursing students’ perceptions of nursing as they progress through their education. Journal of Advanced Nursing 27, 390-398.
Manninen E. (1999) Longitudinal study of Finnish nursing students’ preferences for knowledge in nursing practice. Scandinavian Journal of Caring Sciences 13, 83-90.
Martin G. & Mitchell G. (2001) A study of critical incident analysis as a route to the identification of change necessary in clinical practice: addressing the theory-practice gap. Nurse Education in Practice 1, 27-34.
Maynard C.A. (1996) Relationship of critical thinking ability to professional nursing competence. Journal of Nursing Education 35(1), 12-18.
McCleary L. & Brown G.T. (2003) Association between nurses’ education about research and their research use. Nurse education Today 23, 556-565.
McKeen M., Aiken L., Rafferty A.M. & Sochalski J. (1998) Organisational change and quality of health care: an evolving international agenda. Quality in Health Care 7, 37-41.
McSherry R. (1997) What do registered nurses and midwives feel and know about research? Journal of Advanced Nursing 25, 985-998.
Meleis A.I. (1984) Theoretical Nursing: Development and Progress. Lippincott-Raven, Philadelphia, USA.
Meleis A.I. (2005) Theoretical Nursing: Development and Progress. Lippincott-Raven, Philadelphia, USA.
Meleis A.I. & Dagenais F. (1981) Sex-role identity and perception of professional self in graduates of three nursing programs. Nursing Research 30(3), 162-167.
Meretoja R., Isoaho H. & Leino-Kilpi H. (2004a) Nurse competence scale: development and psychometric testing. Journal of Advanced Nursing 47(2), 124-133.
Meretoja R., Leino-Kilpi H. & Kaira A-M. (2004b) Comparison of nurse competence in different hospital work environments. Journal of Nursing Management 12, 329-336.
Mikkelsen Kyrkjebø J., Mekki T.E. & Ronke Hanestad B. (2002) Nursing education in Norway. Journal of Advanced Nursing 38(3), 296-302.
Milligan F. (1998) Defining and assessing competence: the distraction of outcomes and the importance of educational process. Nurse Education Today 18, 273-280.
Mogensen E. (1994) Lära i praktiken. En studie av sjuksköterskeutbildningens
kliniska avsnitt. Doktorsavhandling. Pedagogiska institutionen, Stockholms
Moloney M.M. (1986) Professionalization of Nursing. Current issues and trends. J.B. Lippincott Company, Philadelphia, Pennsylvania, USA.
Morgan D.L. (1993) Qualitative content analysis: a guide to paths not taken. Qualitative Health Research 3(1), 112-121.
Mulhall A. (1997) Nursing research: our world not theirs? Journal of Advanced Nursing 25, 969-976.
Mulhall A., May A.L. & Alexander C. (2000) Research based nursing practice – an evaluation of an educational programme. Nurse Education Today 20, 435-442.
Murray M. & Chambers M. (1990) Characteristics of students entering different forms of nurse training. Journal of Advanced Nursing 15, 1099-1105.
Nagelsmith L. (1995) Competence: An evolving concept. The Journal of Continuing Education in Nursing 26(6), 245-248.
Nightingale F. (1876) Notes on nursing: What it is, and what it is not. With an introduction by Barbara Stevens Barnum and commentaries by contemporary