Project Details
Description
The national research school Development of Academic Competence in Healthcare Education (DACHE) will provide a structured, inclusive environment that strengthens the research capacity of university teachers in healthcare education and accelerates researchinformed pedagogical quality. The application aligns with Government Bill 2024/25:60, which
calls for a significant increase in the number of educators with doctoral training to safeguard the quality and sustainability of Swedish higher education in healthcare.
DACHE pursues three interlinked aims:
1. Secure future faculty competence to ensure the long-term quality and sustainability
of healthcare education across Sweden.
2. Build a durable structure for academic expertise that is integrated across
universities and clinical settings, explicitly bridging theory and practice.
3. Advance collaborative, implementation-oriented research with regions and
municipalities and with end-users - students, patients, families, and healthcare
professionals - so that research results are relevant, adopted, and sustained in realworld practice.
Sweden faces a rapidly ageing population and a rising burden of chronic conditions, alongside a paradigm shift from hospital-based to home-based care. These changes create new demands on curricula and on the academic staff who prepare the next generation of professionals. At the same time, persistent shortages of registered nurses and other healthcare professionals shrink the recruitment base for doctoral-level educators and for clinically active staff with PhDs. Further, this shortage threatens the research-teaching nexus that underpins academic standards and the ability to generate and apply evidence-based knowledge that addresses health and social care challenges.
DACHE directly addresses this gap. It will educate doctoral students who are active teaching staff at Swedish higher education institutions, equip them with advanced methodological expertise (evidence synthesis, measurement, and complex interventions), and strengthen their academic teaching. Furthermore, contemporary research aims to strengthen the relationship between patients/students and clinicians/teachers (Wolf 2008) emphasizing the
importance of including the Public and Patient Involvement (PPI) perspective. PPI should be understood as the involvement of key stakeholders in the context where the knowledge is to be used and where the end-users are located (Mathie et al., 2020; Jones et al., 2021). By integrating PPI as a method - not only a principle - DACHE ensures that doctoral projects are academically rigorous, socially relevant, and designed for implementation in authentic clinical
and educational contexts.
calls for a significant increase in the number of educators with doctoral training to safeguard the quality and sustainability of Swedish higher education in healthcare.
DACHE pursues three interlinked aims:
1. Secure future faculty competence to ensure the long-term quality and sustainability
of healthcare education across Sweden.
2. Build a durable structure for academic expertise that is integrated across
universities and clinical settings, explicitly bridging theory and practice.
3. Advance collaborative, implementation-oriented research with regions and
municipalities and with end-users - students, patients, families, and healthcare
professionals - so that research results are relevant, adopted, and sustained in realworld practice.
Sweden faces a rapidly ageing population and a rising burden of chronic conditions, alongside a paradigm shift from hospital-based to home-based care. These changes create new demands on curricula and on the academic staff who prepare the next generation of professionals. At the same time, persistent shortages of registered nurses and other healthcare professionals shrink the recruitment base for doctoral-level educators and for clinically active staff with PhDs. Further, this shortage threatens the research-teaching nexus that underpins academic standards and the ability to generate and apply evidence-based knowledge that addresses health and social care challenges.
DACHE directly addresses this gap. It will educate doctoral students who are active teaching staff at Swedish higher education institutions, equip them with advanced methodological expertise (evidence synthesis, measurement, and complex interventions), and strengthen their academic teaching. Furthermore, contemporary research aims to strengthen the relationship between patients/students and clinicians/teachers (Wolf 2008) emphasizing the
importance of including the Public and Patient Involvement (PPI) perspective. PPI should be understood as the involvement of key stakeholders in the context where the knowledge is to be used and where the end-users are located (Mathie et al., 2020; Jones et al., 2021). By integrating PPI as a method - not only a principle - DACHE ensures that doctoral projects are academically rigorous, socially relevant, and designed for implementation in authentic clinical
and educational contexts.
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