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| 2. |
- Arvidsson, Barbro, et al.
(författare)
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The development of a questionnaire for evaluating process-oriented group supervision during nursing education
- 2008
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Ingår i: Nurse Education in Practice. - Amsterdam : Elsevier. - 1471-5953 .- 1873-5223. ; 8:2, s. 88-93
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Tidskriftsartikel (refereegranskat)abstract
- The benefits of process-oriented group supervision are difficult to evaluate, as the validity and reliability of the existing instruments have been questioned. The aim was to develop and test the psychometric properties of a questionnaire in order to evaluate the effects of process-oriented group supervision on nursing students during their three-year nursing education. A 55-item Process-oriented Group Supervision Questionnaire (PGSQ) with a developmental design was formulated on the basis of a literature review and the expectations of nursing students who participated in a three-year nursing education programme (N = 176). Construct validity and internal consistency reliability were tested at the end of each study year: year 1 (T1), year 2 (T2), and year 3 (T3) by means of exploratory factor analysis and Cronbach’s coefficient. An adequate explorative factor analysis (principal component analysis, varimax rotation) with an Eigenvalue >1.0 and factor loadings >0.40, reduced the questionnaire to 18 items comprising three factors labelled educative, supportive and developmental, which explained 60.2% at T1, 71.8% at T2, and 69.3% at T3 of the total cumulative variance. The corresponding Cronbach’s coefficient figures were 0.89 (T1), 0.94 (T2) and 0.93 (T3). The 18-item PGSQ is considered to be a short and useful tool due to its satisfactory validity and reliability figures.
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| 3. |
- Bos (Sparén), Elisabeth, et al.
(författare)
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District nurses' experience of supervising nursing students in primary health care : A pre- and post-implementation questionnaire study.
- 2009
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Ingår i: Nurse Education in Practice. - : Elsevier BV. - 1471-5953 .- 1873-5223. ; 9:6, s. 361-366
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Tidskriftsartikel (refereegranskat)abstract
- Nursing students go through clinical supervision in primary health care settings but district nurses' (DNs) circumstances when supervising them are only briefly described in the literature. The aim of this study was to investigate DNs experience of supervising nursing students before and after the implementation of a new supervision model. Ninety-eight (74%) DNs answered a questionnaire before and 84 (65%) after implementation of the new supervision model. The study showed that DNs in most cases felt that conditions for supervision in the workplace were adequate. But about 70% lacked training for the supervisory role and 20% had no specialist district nurse training. They also experienced difficulty in keeping up-to-date with changes in nurse education programmes, in receiving support from the university and from their clinic managers, and in setting aside time for supervision. Improvements after the implementation of a new model chiefly concerned organisation; more DNs stated that one person had primary responsibility for students' clinical practice, that information packages for supervisors and students were available at the health care centres, and that conditions were in place for increasing the number of students they supervised. DNs also stated that supervisors and students benefited from supervision by more than one supervisor. To conclude, implementation of a new supervision model resulted in some improvements.
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| 4. |
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| 5. |
- Fagerberg, Ingegerd, et al.
(författare)
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A comparison of curricular approaches of care of the aged in Swedish and US nursing programs
- 2007
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Ingår i: Nurse Education in Practice. - : Elsevier BV. - 1471-5953 .- 1873-5223. ; 7:6, s. 358-364
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Tidskriftsartikel (refereegranskat)abstract
- In an era of global aging, the steady increase in older people in Sweden and the United States is having a direct effect on nursing practice, presenting unprecedented opportunities and challenges in nursing education. The aim of this study was to highlight differences and similarities in curricular approaches to care of aged in Swedish and US baccalaureate nursing programs. The Swedish response rate was 100% (N=26); the US response rate was 36% (N=202). The results, which compare curricula approaches, have implications for nursing education in Sweden and the United States. Both include stand-alone and integrated courses on care of the aged, geriatrics and gerontology. Differences are noted in the percentage of programs that include care of the age in their curricula and the clinical education settings. Results of this study add to the sparse body of knowledge of cross-cultural nursing research on curricular approaches to geriatrics and gerontology, high-light similarities and differences in nursing education in two countries and invite dialogue among nurse educators. Future research is needed to address curricular issues on the aged population and cross cultural perspectives.
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| 6. |
- Fulton, John, et al.
(författare)
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Mentorship : An international perspective
- 2007
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Ingår i: Nurse Education in Practice. - : Elsevier BV. - 1471-5953 .- 1873-5223. ; 7:6, s. 399-406
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Tidskriftsartikel (refereegranskat)
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| 7. |
- Ivarsson, Bodil, et al.
(författare)
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The subject of pedagogy from theory to practice - The view of newly registered nurses
- 2009
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Ingår i: Nurse Education in Practice. - : Elsevier BV. - 1471-5953 .- 1873-5223. ; 29:5, s. 510-515
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Tidskriftsartikel (refereegranskat)abstract
- The aim was to describe, from the newly registered nurses’ perspective, specific events when using their pedagogical knowledge in their everyday clinical practice. The design was qualitative and the critical incident technique was used. Data was collected via interviews with ten newly registered nurses who graduated from the same University program 10 months earlier and are now employed at a university hospital.Two categories emerged in the analyses. The first category was “Pedagogical methods in theory” with the sub-categories Theory and the application of the course in practice, Knowledge of pedagogy and Information as a professional competence. The second category was “Pedagogical methods in everyday clinical practice” with sub-categories Factual knowledge versus pedagogical knowledge, Information and relatives, Difficulties when giving information, Understanding information received, Pedagogical tools, Collaboration in teams in pedagogical situations, and Time and giving information. By identifying specific events regarding pedagogical methods the findings can be useful for everyone from teachers and health-care managers to nurse students and newly registered nurses, to improve teaching methods in nurse education.
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| 8. |
- Lindahl, Berit, et al.
(författare)
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A student-centered clinical educational unit : description of a reflective learning model
- 2009
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Ingår i: Nurse Education in Practice. - : Churchill Livingstone. - 1471-5953 .- 1873-5223. ; 9:1, s. 5-12
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Tidskriftsartikel (refereegranskat)abstract
- This article describes a model of a student-centered Clinical Education Unit (CEU) within an undergraduate nursing education programme. The model comprises three various levels of learning in the nursing education programme at School of Health Sciences, University College of Borås, Sweden. The three levels of learning correspond to the first, second and third programme years of the nursing education. Each level of learning is represented by clinical training in three different hospital care settings. The educational model was developed through a co-operation between hospital representatives and nurse educators at the university college. The model is built on a human caring science perspective and knowledge that focuses on patients’ lived experience of their care and illness. The model emphasises collaboration in communion between students, hospital and faculty members as an alternative to bridge the gap between theory and practice in nursing. Reflection and critical thinking are the vital components in a clinical learning environment.
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| 9. |
- Lindahl, Berit, et al.
(författare)
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A student-centered clinical educational unit : a description of a model
- 2008
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Ingår i: Nurse Education in Practice. - : Churchill Livingstone. - 1471-5953 .- 1873-5223. ; 9:1, s. 5-12
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Tidskriftsartikel (refereegranskat)abstract
- This article describes a model of a student-centered Clinical Education Unit (CEU) within an undergraduate nursing education programme. The model comprises three various levels of learning in the nursing education programme at School of Health Sciences, University College of Borås, Sweden. The three levels of learning correspond to the first, second and third programme years of the nursing education. Each level of learning is represented by clinical training in three different hospital care settings. The educational model was developed through a co-operation between hospital representatives and nurse educators at the university college. The model is built on a human caring science perspective and knowledge that focuses on patients’ lived experience of their care and illness. The model emphasises collaboration in communion between students, hospital and faculty members as an alternative to bridge the gap between theory and practice in nursing. Reflection and critical thinking are the vital components in a clinical learning environment.
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| 10. |
- Lindahl, Berit, 1955, et al.
(författare)
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A student-centered clinical educational unit – a description of a model. Nursing Education in Practice.
- 2009
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Ingår i: Nurse Education in Practice. - : Elsevier BV. - 1471-5953. ; 9:1, s. 5-12
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Tidskriftsartikel (refereegranskat)abstract
- This article describes a model of a student-centered Clinical Education Unit (CEU) within an undergraduate nursing education programme. The model comprises three various levels of learning in the nursing education programme at School of Health Sciences, University College of Borås, Sweden. The three levels of learning correspond to the first, second and third programme years of the nursing education. Each level of learning is represented by clinical training in three different hospital care settings. The educational model was developed through a co-operation between hospital representatives and nurse educators at the university college. The model is built on a human caring science perspective and knowledge that focuses on patients’ lived experience of their care and illness. The model emphasises collaboration in communion between students, hospital and faculty members as an alternative to bridge the gap between theory and practice in nursing. Reflection and critical thinking are the vital components in a clinical learning environment. Keywords: Reflective practice; Education clinical; Student-centered; Learning environment; Education; Nursing; Students; Reflection; Student placement
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