A training course on interpersonal relationships using role play in a Master of Mental Health Care programme - The students' experiences.

OBJECTIVES: To study how Master Students of Mental Health Care experienced role play as an educational method that strengthened their relational competence. DESIGN: The study was qualitative with an exploratory descriptive design. SETTINGS: Relational competence training course during the Master of Mental Health Care programme INFORMANTS: Master students in a Mental Health Care programme METHODS: Data from open-ended questions were analysed using qualitative content analysis based on Graneheim and Lundman. RESULTS: The following three categories were identified: A deeper understanding of self and others, Different positions and situations provide comprehensive understanding and Engagement strengthens relational competence. CONCLUSIONS: The study demonstrated that extensive use of role play, in which the students took on the roles of patient, healthcare professional and observer, combined with theoretical preparations and reflections seemed to elicit some of the humanistic values and attitudes central for strengthening relational competence.

Aspiring for competence in a multifaceted everyday life: A qualitative study of adult students' experiences of a blended learning master programme in Norway.

AIM: To gain knowledge of how adult students experienced the first year of a blended learning master programme to better understand their learning process. METHODS: A qualitative, exploratory, descriptive study based on data from two focus group interviews with students attending a blended learning Master programme. Qualitative content analysis based on Graneheim and Lundman's procedures was applied. FINDINGS: Our analyses revealed one main theme: aspiring for competence in a multifaceted everyday life and four main categories: acquiring professional competence, struggling to manage diverse forms of communication, demanding task juggling and confused student role. CONCLUSIONS: The participants experienced that the programme enabled them to acquire professional competence relevant to practice. Despite the challenges, the programme is recommended for prospective students who live in both urban and rural areas, who are working and also responsible for children and other family tasks.