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Merriam SB, Tisdell EJ. Qualitative research: a guide to design and implementation. 4th ed. San Francisco: Jossey-Bass; 2016.Pelger, S., & Santesson, S. (2017). Kompetensportfolj for dokumentation, reflektion och progression. Report EQ11-projektet, Lund: Lund University. Fontana A, Frey JH. The interview: from structured questions to negotiated text. In: Denzin NK, Lincoln YS, editors. Handbook of qualitative research. 2nd ed. Thousand Oaks: Sage; 2000. p. 645–72.

Delany, C., & Golding, C. (2014). Teaching Clinical Reasoning by Making Thinking Visible; an Action Research Project with Allied Health Clinical Educators. BMC Medical Education, 14, 20. The new intervention in the course was to have a second simulation scenario in the end of the course with an individual written academic reflection afterwards. Before this final simulation-based training, the students were encouraged to be prepared to meet a patient with; sepsis, acute abdomen, diabetes and heart or respiratory insufficiency. The students should also be aware of laws and regulations regarding patient safety and medication administration. Malterud K, Siersma VD, Guassora AD. Sample size in qualitative interview studies: guided by information power. Qual Health Res. 2016;26(13):1753–60. Please reflect what you did well during the simulated-based scenario. What significance did it have for the scenario and how can you use this experience in your future profession?Liamputtong P, Schmied V. Getting started: designing and planning a research project. In: Liamputtong P, editor. Research methods in health: foundations for evidence-based practice. 3rd ed. Melbourne: Oxford University Press; 2017. p. 29–48. During the simulation scenarios, the students appreciated having the opportunity to be an observer for developing knowledge regarding clinical competence. As observers, the students emphasised that it is very useful to watch how classmates act in different clinical situations; they see shortcomings, but were also impressed how classmates acted and from this got ideas about solutions and approaches they may not have thought of themselves. That is in common with findings in Lestander et al. (2016) were several students described that they learned a lot by watching other people’s actions during the simulated scenario. Exceptionally comprehensive but practical and student-friendly, offering clear and complete coverage of all the key areas of social research methods. New material on recent developments within social research, including social media research and big data, has been embedded throughout and the numerous examples of real research have been thoroughly updated.

Moon, J. (2006). Learning Journals: A Handbook for Reflective Practice and Professional Development. London: Routledge.Extensive digital resources help students grasp key concepts and develop practical research skills. They include multiple choice questions, templates and examples, a 'research process in practice' simulation, videos from the 'Learn from experience' graduates, and screencast tutorials for the main data analysis software programmes (SPSS, Nvivo, R, and Stata). Rhodes T, Bernays S, Houmoller K. Parents who use drugs: accounting for damage and its limitation. Soc Sci Med. 2010;71(8):1489–97. https://doi.org/10.1016/j.socscimed.2010.07.028. Morse JM. Reframing rigor in qualitative inquiry. In: Denzin NK, Lincoln YS, editors. The Sage handbook of qualitative research. 5th ed. Thousand Oaks: Sage; 2018. p. 796–817. Irvine A. Duration, dominance and depth in telephone and face-to-face interviews: a comparative exploration. Int J Qual Methods. 2011;10(3):202–20.