* Outlines a holistic, evidence-based mindset shift for designing and implementing technology-rich learning experiences that are attentive to social concerns such as equity, ethics, play, diversity, and democratic participation. * Driven by a balance of theoretical and methodological chapters with grounded empirical bases. * Concludes with a future-focused discussion about upcoming digital competencies and the implications of applying design-oriented approaches to digital learning practices.

* Outlines a holistic, evidence-based mindset shift for designing and implementing technology-rich learning experiences that are attentive to social concerns such as equity, ethics, play, diversity, and democratic participation. * Driven by a balance of theoretical and methodological chapters with grounded empirical bases. * Concludes with a future-focused discussion about upcoming digital competencies and the implications of applying design-oriented approaches to digital learning practices.

Forsknings- og udviklingsprojektet unders ger og diskuterer vidensgrundlaget i professionsbacheloruddannelser. Diktonomit nkningen bag teori og praksis udfordres og udfoldes. Der er tale om unders gelser foretaget i sygeplejerskeuddannelsens regi. Unders gelsen illustrerer en mangfoldighed i vidensopfattelser og manglende anerkendelse af bestemte vidensformer til fordel for andre. Bogen best r af s vel et litteraturstudie som en empirisk unders gelse af hvilke opfattelser der er, af hvad der kan og skal l res i henholdsvis klinisk og teoretisk undervisning. Metodisk er der anvendt en kritisk hermeneutisk tilgang, med anvendelse af bla. Gadamer og Ric ur. Unders gelsens fagdidaktiske implikationer diskuteres og perspektiveres i herv rende udviklings- og forskningprojekt, hvor en utydelighed i vidensformerne og opfattelserne heraf problematiseres i forhold til studerendes muligheder for l ring og dermed videnstilegnelse.