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.