Exploring writing a bachelor's thesis as a tool for students’ learning in nursing: A qualitative interview study from an activity theoretical perspective

Abstract

Nursing education prepares students for both academia and practice; however, the contribution of writing a bachelor's thesis in learning nursing is overlooked. The aim of the present study was to explore the role of a bachelor thesis as a learning tool in nursing. A total of 15 nursing students were individually interviewed using semi-structured questions. The data were analyzed using thematic analysis, and the activity theoretical concept of a tool was subsequently applied. The results were reported in accordance with COREQ for qualitative research. The findings identified writing a bachelor's thesis as a ‘ Personal tool’ and a ‘ Systemic tool for learning nursing’. The personal tool was related to ‘ Preparation for patient encounters in working life’ and ‘ Discovering bodily mechanisms of disease or health’. The systemic tool was related to ‘ Enabling to impact on the organization of work and stakeholders’ and ‘ Facilitating knowledge of the links between patient groups and common diseases’. The study discusses and concludes that a bachelor's thesis represents both a personal and a systemic tool that embodies nursing knowledge, preparing students for their future work as registered nurses. An implication for contemporary nursing is that a bachelor's thesis may serve as a boundary-crossing tool that transcends the school, workplace, and even society.