Abstract：
BACKGROUND: Collaborative and innovative educational approaches are essential to building nurses\' competencies in responding to healthcare challenges and to enhance high-quality nursing practice. Nurses are increasingly learning in various contexts, and thus, the understanding and organising of collaborative learning needs further exploration.
OBJECTIVE: To describe collaborative learning in nursing practice and education from the point of view of nurses, involved as students and teachers in master\'s education in nursing.
METHODS: Qualitative study using semi-structured focus groups involving 33 nurses as master\'s students and teachers from Estonia and Norway. The data were analysed using inductive content analysis.
RESULTS: The essence of collaborative learning in the context of nursing practice and education was identified as the aggregation of diverse learners\' skills and reflections while working towards shared aims. This fostered the development of workplace competencies, professional attitudes, and personal growth. Organising collaborative learning requires careful planning and synchronisation between clinical and educational organisations.
CONCLUSIONS: Collaborative learning is an inclusive method, aiding nurses at different phases of their career to gain knowledge and enhance their soft skills, and potentially reducing professional hierarchies. Further research is needed to develop methods for evaluating the outcomes of collaborative learning.
OBJECTIVE: To describe collaborative learning in nursing practice and education from the point of view of nurses, involved as students and teachers in master\'s education in nursing.
METHODS: Qualitative study using semi-structured focus groups involving 33 nurses as master\'s students and teachers from Estonia and Norway. The data were analysed using inductive content analysis.
RESULTS: The essence of collaborative learning in the context of nursing practice and education was identified as the aggregation of diverse learners\' skills and reflections while working towards shared aims. This fostered the development of workplace competencies, professional attitudes, and personal growth. Organising collaborative learning requires careful planning and synchronisation between clinical and educational organisations.
CONCLUSIONS: Collaborative learning is an inclusive method, aiding nurses at different phases of their career to gain knowledge and enhance their soft skills, and potentially reducing professional hierarchies. Further research is needed to develop methods for evaluating the outcomes of collaborative learning.
摘要：
背景：协作和创新的教育方法对于培养护士应对医疗保健挑战的能力和提高高质量的护理实践至关重要。护士越来越多地在各种情况下学习，因此，协作学习的理解和组织需要进一步探索。
目的：从护士的角度描述护理实践和教育中的协作学习，作为学生和教师参与护理硕士教育。
方法：定性研究使用半结构化焦点小组，包括来自爱沙尼亚和挪威的33名护士作为硕士学生和教师。使用归纳内容分析对数据进行分析。
结果：在护理实践和教育的背景下，协作学习的本质被认为是不同学习者的技能和反思的聚集，同时努力实现共同的目标。这促进了工作场所能力的发展，专业态度,和个人成长。组织协作学习需要临床和教育组织之间的仔细计划和同步。
结论：协作学习是一种包容性方法，帮助护士在职业生涯的不同阶段获得知识并提高他们的软技能，并可能减少专业等级制度。需要进一步的研究来开发评估协作学习成果的方法。
目的：从护士的角度描述护理实践和教育中的协作学习，作为学生和教师参与护理硕士教育。
方法：定性研究使用半结构化焦点小组，包括来自爱沙尼亚和挪威的33名护士作为硕士学生和教师。使用归纳内容分析对数据进行分析。
结果：在护理实践和教育的背景下，协作学习的本质被认为是不同学习者的技能和反思的聚集，同时努力实现共同的目标。这促进了工作场所能力的发展，专业态度,和个人成长。组织协作学习需要临床和教育组织之间的仔细计划和同步。
结论：协作学习是一种包容性方法，帮助护士在职业生涯的不同阶段获得知识并提高他们的软技能，并可能减少专业等级制度。需要进一步的研究来开发评估协作学习成果的方法。
