ABSTRACT

New parents are offered parental education groups as a way to support their transition to parenthood. Interactive approaches in these groups are of importance, but studies have reported a lack of activities that support interaction. Cooperative learning is a structured method when working with groups and based on five elements essential to maximizing the cooperative potential of groups. The aim was to investigate the leadership skills of child healthcare nurses as leaders for parental education groups, their ideas about creating conditions for well-functioning groups, and what is required to achieve this. The results were analyzed and discussed using social interdependence theory as a framework and especially the five elements of cooperative learning. Further, the study used a qualitative descriptive design, and eight qualitative interviews were analyzed deductively using thematic analysis. The results showed that in their narratives the nurses display vocational knowledge and describe conditions important for their groups from a cooperative learning perspective. Nevertheless, the results indicate that the nurses had difficulty explicitly instructing parents to use their personal experiences and social skills to get groups to function effectively. Knowledge developed in the workplaces from the experience of leading groups is mostly implicit, and formal knowledge and awareness of leadership is necessary for development of the role.

摘要

为新父母提供家长教育小组，以支持他们过渡到为人父母的身份。这些群体中的互动方法很重要，但研究报告称缺乏支持互动的活动。合作学习是与团队合作时的一种结构化方法，它基于对最大化团队合作潜力至关重要的五个要素。目的是调查儿童保健护士作为家长教育团体领导者的领导技能，他们关于为运作良好的团体创造条件的想法，以及实现这一目标所需的条件。使用社会相互依赖理论作为框架，特别是合作学习的五个要素，对结果进行了分析和讨论。此外，该研究使用了定性描述性设计，并使用主题分析对八个定性访谈进行了演绎分析。结果表明，在他们的叙述中，护士们展示了职业知识，并从合作学习的角度描述了对他们的群体很重要的条件。然而，结果表明，护士难以明确指导父母利用他们的个人经验和社交技能来让小组有效运作。在工作场所从领导小组的经验中获得的知识大多是隐性的，正式的知识和领导意识对于角色的发展是必要的。然而，结果表明，护士难以明确指导父母利用他们的个人经验和社交技能来让小组有效运作。在工作场所从领导小组的经验中获得的知识大多是隐性的，正式的知识和领导意识对于角色的发展是必要的。然而，结果表明，护士难以明确指导父母利用他们的个人经验和社交技能来让小组有效运作。在工作场所从领导小组的经验中获得的知识大多是隐性的，正式的知识和领导意识对于角色的发展是必要的。