Scientific Area: Social Science.

EXPR: Work-integrated Learning.

Name of the service: Professional learning in working life (HV).

Main responsible: Jan Gustafsson Nyckel – Professor.

Category of the service: Research group.

Target group: All interested in life-long learning.

Scientific refence:

– Scientific reference: Selected publications among others are:
– Eklund, A. Sterner, A., Skyvell Nilsson, M. & Larsman, P. (2024). The impact of transition programs on well-being, experiences of work environment and turnover intention among early career hospital nurses, WORK: A Journal of Prevention, Assessment & Rehabilitation DOI: 10.3233/WOR-230537
– Sterner, A., Eklund, A. & Skyvell Nilsson, M. (2023). Prepared to learn but unprepared for work: A cross sectional survey study exploring the preparedness, challenges, and needs of newly 17
graduated nurses entering a hospital-based transition program, Nurse Education in Practice, 72, 103782.
– Gustafsson, J., & Thång, P-O. (2017). Workplace Learning in Higher Education: Two Examples from a Swedish Context. In Bowen, T. & Drysdale, M. T. B. (Eds.), Work-integrated Learning in the 21st Century: Global Perspectives on the Future, (35-49) (International Perspectives on Education and Society, V32), Bingley, UK: Emerald Publishing Limited., Bingley, UK, Emerald Publishing Limited, ISBN: 978-1-78714-860-4.
– Kolbaek, D., & Lundh Snis, U. (2019) Online learning: In between University studies and Professional work. Nordic Studies in Education, 39(2), Vol. 39, no 2, p. 164-180.

Offer description:

IToday’s society places new demands on professionals’ learning, knowledge and competence in both working life and everyday life. This theme area includes studies of both the individual’s learning and knowledge, as well as learning and knowledge production between and within professions. Society and working life are undergoing rapid changes, which requires professionals to constantly learn and improve their knowledge and skills. This thematic area focuses on learning and professional knowledge, both individually and within professions. We examine how knowledge is formed and used in practice, and how work contributes to learning and knowledge production. We look at two perspectives on learning: adaptation-oriented and development-oriented. In the first, professionals adapt to their work environments, while in the second, they actively create opportunities for development and learning. Both perspectives are important for developing professional knowledge. We also emphasize the importance of collaboration between different professions to solve problems and develop tasks. It requires recognizing and utilizing each other’s resources and competencies, as well as working across the boundaries between professions. Working across professional boundaries means identifying which knowledge is relevant and developing common professional knowledge. Through reflection and clarification of expertise and values, common knowledge and understanding can be built. This is crucial for developing effective interprofessional work.