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Sökning: AMNE:(SOCIAL SCIENCES Educational Sciences Didactics) > Medicin och hälsovetenskap

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1.
  • Lilja Andersson, Petra, et al. (författare)
  • Nursing students' experiences of assessment by the Swedish National Clinical Final Examination
  • 2013
  • Ingår i: Nurse Education Today. - : CHURCHILL LIVINGSTONE. - 0260-6917 .- 1532-2793. ; 33:5, s. 536-540
  • Tidskriftsartikel (refereegranskat)abstract
    • The Swedish National Clinical Final Examination (NCFE) was established in 2007 in order to examine nursing students' clinical competence upon completing their Bachelor's degree in nursing. The NCFE constitutes an innovative method of examination, divided into two parts: a written and bedside test. The aim of this study was to evaluate nursing students' experiences of being assessed by means of the NCFE, in order to obtain information that could be used to improve the examination. A survey was conducted using a questionnaire with open-ended questions concerning the written and the bedside part of the NCFE. The answers from 577 third-year nursing students were analysed using content analysis. The nursing students regarded the NCFE as promoting further learning and as an important means of quality assurance. Its comprehensive nature was perceived to tie the education together and contributed to the students' awareness of their own clinical competence. The strengths of the NCFE especially highlighted were its high degree of objectivity and the fact that it took place in a natural setting. However, the students felt that the NCFE did not cover the entire nursing programme and that it caused stress. It thus appears to be important to reconsider the written theoretical part of the examination and to standardise the bedside part. (C) 2011 Elsevier Ltd. All rights reserved.
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2.
  • Nilsson, Jan, et al. (författare)
  • Nurse professional competence (NPC) assessed among newly graduated nurses in higher educational institutions in Europe
  • 2019
  • Ingår i: Nordic Journal of Nursing Research Vol. 39(3) 159–167. - : SAGE Publications. ; 39:3, s. 159-167
  • Tidskriftsartikel (refereegranskat)abstract
    • Abstract Nursing education will play an important role in further advancing healthcare transformation in the future. The aim of this study was to assess and compare nursing education and self-reported professional competence among nursing students graduating with a bachelor’s degree from higher education institutions in Europe. Data were collected using the Nurse Professional Competence Scale including 88 items and eight competence areas. In total, 752 nursing students at 11 higher education institutions in Europe participated in the study, with a response rate of 88.7%. The highest measured mean scores were found in the competence areas ‘Value-based nursing care’ and ‘Medical technical care’ and the lowest were found in ‘Legislation in nursing and safety planning’ and ‘Education and supervision of staff and students’. Nursing students in central Europe scored significantly higher on seven out of the eight competence areas than nursing students in northern and southern Europe. In order to standardize and further develop nursing education in Europe, the assessment of nursing-related competences is of crucial importance.
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3.
  • Brodin, Jane, 1942-, et al. (författare)
  • How many positive results on inclusion do we need to make a change?
  • 2009. - Vol. 25
  • Ingår i: Assistive Technology From Adapted Equipment to Inclusive Environments. - The Netherlands : IOS Press. ; , s. 708-712
  • Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
    • The expectations of Information and Communication Technologies (ICT) as a tool for participation and equal opportunities for all have been highly valued within the European community. For children and young persons with disabilities the expecations have been of special importance as they have found their opportunities for inclusion on the agenda. Inclusion is not only a physical placement. Inclusion means to be part of, to share, to communicate and to be someone to count with. The aim of the article is to stress research on inclusion of children and highlight how ICT has been and still is used in the schools to enhance participation and equal opportunities for all. Our intention is to stress challenging research results and we ask 'how many positive results on inclusion do we need to make changes?' and 'where are all the progressive decision-makers who will implement the research results?'.
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4.
  • Gardulf, A, et al. (författare)
  • The Nurse Professional Competence (NPC) Scale: A tool that can be used in national and international assessments of nursing education programmes.
  • 2019
  • Ingår i: Nordic Journal of Nursing Research. - : SAGE Publications. - 2057-1585 .- 2057-1593. ; 39:3, s. 137-42
  • Tidskriftsartikel (refereegranskat)abstract
    • Abstract The quality of basic nursing bachelor programmes nationally and internationally must regularly be assessed to ensure that they fulfil requirements and are appropriate in relation to developments and changes in societies and healthcare systems. There is a need for instruments in helping to assess this. The aim of this study was to investigate whether the Nurse Professional Competence (NPC) Scale could serve as a tool to measure and detect possible differences between universities/university colleges regarding nursing students’ self-reported competence. Totally, 543 nursing students who had just completed their academic three-year nursing bachelor programmes at 10 universities/university colleges in Sweden participated in the study (response rate 71%). The students answered the NPC Scale with its 88 items constituting eight competence areas (CAs) and two overarching themes. The results from using the NPC Scale by the students were then compared between the 10 universities/university colleges. Significant mean score differences were found between the universities/university colleges on all CAs and on both themes. The highest mean score differences were found for the CAs ‘Medical and technical care’ and ‘Documentation and information technology’. The lowest mean score differences were found for the CAs ‘Value-based nursing care’ and ‘Leadership in and development of nursing’. It is concluded that the NPC Scale can serve as a useful tool in national and international assessments of nursing bachelor programmes.
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5.
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6.
  • Brodin, Jane, 1942-, et al. (författare)
  • IRIS Teacher Training : CD
  • 2009
  • Annan publikation (övrigt vetenskapligt/konstnärligt)abstract
    • CD in English from the IRIS Teacher Training package. International cooperation between Austria, Belgium, Catalonia (Spain), England, Portugal and Sweden. Focus is on inclusive education and classroom climate.
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7.
  • Langegård, Ulrica, 1969, et al. (författare)
  • Nursing students' experiences of a pedagogical transition from campus learning to distance learning using digital tools.
  • 2021
  • Ingår i: BMC nursing. - : Springer Science and Business Media LLC. - 1472-6955. ; 20:1
  • Tidskriftsartikel (refereegranskat)abstract
    • The use of distance education using digital tools in higher education has increased over the last decade, particularly during the COVID-19 pandemic. Therefore, this study aimed to describe and evaluate nursing students' experiences of the pedagogical transition from traditional campus based learning to distance learning using digital tools.The nursing course Symptom and signs of illness underwent a transition from campus based education to distance learning using digital tools because of the COVID-19 pandemic. This pedagogical transition in teaching was evaluated using both quantitative and qualitative data analysis. Focus group interviews (n = 9) were analysed using qualitative content analysis to explore students' experiences of the pedagogical transition and to construct a web-based questionnaire. The questionnaire comprised 14 items, including two open-ended questions. The questionnaire was delivered to all course participants and responses were obtained from 96 of 132 students (73%). Questionnaire data were analyzed using descriptive statistics and comments from the open-ended questions were used as quotes to highlight the quantitative data.The analysis of the focus group interviews extracted three main dimensions: didactic aspects of digital teaching, study environment, and students' own resources. Social interaction was an overall theme included in all three dimensions. Data from the questionnaire showed that a majority of students preferred campus based education and experienced deterioration in all investigated dimensions after the pedagogical transition. However, approximately one-third of the students appeared to prefer distance learning using digital tools.The main finding was that the pedagogical transition to distance education reduced the possibility for students' social interactions in their learning process. This negatively affected several aspects of their experience of distance learning using digital tools, such as reduced motivation. However, the heterogeneity in the responses suggested that a blended learning approach may offer pedagogical benefits while maintaining an advantageous level of social interaction.
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8.
  • Vårdpedagogik. Vårdens kärnkompetenser från ett pedagogiskt perspektiv
  • 2017
  • Samlingsverk (redaktörskap) (övrigt vetenskapligt/konstnärligt)abstract
    • Att ge vård och omvårdnad medför pedagogiska utmaningar i det dagliga arbetet. Dessa utmaningar kräver kunskap om bland annat lärandeprocesser, patientundervisning, rådgivning och handledning. I boken belyser författarna pedagogiska aspekter på professionella möten med studenter, kolleger, patienter och anhöriga. Boken ger både en teoretisk orientering och en praktisk tillämpning med exempel på evidensbaserade modeller och fallbeskrivningar.
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9.
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10.
  • Bylow, Helene, et al. (författare)
  • Self-learning training versus instructor-led training for basic life support : A cluster randomised trial.
  • 2019
  • Ingår i: Resuscitation. - : Elsevier BV. - 0300-9572 .- 1873-1570. ; 139, s. 122-132
  • Tidskriftsartikel (refereegranskat)abstract
    • AIM: To compare the effectiveness of two basic life support (BLS) training interventions.METHODS: This experimental trial enrolled 1301 lay people in BLS training. The participants were cluster randomised to either self-learning training or to traditional instructor-led training. Both groups used the Mini-Anne Kit (Laerdal Medical, Stavanger, Norway) and standardised film instructions. After training, the participants practical skills were measured on a Resusci Anne manikin and an AED trainer with the PC SkillReporting system (Laerdal Medical, Stavanger, Norway). The primary outcome was the total score from the modified Cardiff Test of basic life support with automated external defibrillation (19-70 points), six months after training. The secondary outcomes were total score directly after training and quality of individual variables, self-assessed knowledge, confidence and willingness to act, directly and six months after training.RESULTS: For primary outcome six months after training there was no statistically significant difference (p = 0.44) between the total score for the self-learning group (n = 670; median 59, IQR 55-62) compared with the instructor-led group (n = 561; median 59, IQR 55-63). The instructor-led training resulted in a statistically significant higher total score (median 61 versus 59, p < 0.0001), self-assessed knowledge and willingness to act, directly after training (secondary outcomes) compared with the self-learning training.CONCLUSIONS: There was no statistically significant difference in practical skills or willingness to act when comparing self-learning training with instructor-led training six months after training in BLS. However, directly after the intervention, practical skills were better when the training was led by an instructor.
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