| 1. |
- Okenwa-Emegwa, Leah, 1973-, et al.
(författare)
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Lessons Learned from Teaching Nursing Students about Equality, Equity, Human Rights, and Forced Migration through Roleplay in an Inclusive Classroom
- 2020
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Ingår i: Sustainability. - Basel : MDPI. - 2071-1050. ; 12:17
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Tidskriftsartikel (refereegranskat)abstract
- Inclusive education, sustainable development, and core nursing values all share common goals of promoting diversity, equity, social justice, and inclusion. However, prevailing norms of exclusion may shape health systems and healthcare workers’ attitudes and threaten inclusive patient care. Ongoing global conflicts and violence resulting in growing patient diversity in terms of ethnicity and migration status have led to questions regarding healthcare systems’ preparedness for inclusive nursing. Diversity-rich classrooms and collaborative learning methods, like role play, are inclusive strategies that may be useful in nursing education. The purpose of this paper is to present lessons learned from incorporating role play about forced migration in inclusive nursing classrooms. Various diversity-rich nursing student groups participated in a two-hour role play on forced migration facilitated by youth volunteers from the Swedish Red Cross Society between 2017 and 2019. This study is based on the amplified analysis of qualitative data materials, in the form of notes and summarized feedbacks, obtained from evaluating the role play as a teaching-learning activity. Three themes were identified, specifically, knowledge exchange, existential reflections, and empathy evoked. Findings suggest that working collaboratively in an inclusive environment may improve nursing students’ understanding of the vulnerabilities created by forced migration and to be better prepared for promoting social justice for this group in health care settings.
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| 2. |
- Salzmann-Erikson, Martin, et al.
(författare)
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PhD students' presenting, staging and announcing their educational status - An analysis of shared images in social media
- 2018
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Ingår i: Computers and education. - : Elsevier Ltd. - 0360-1315 .- 1873-782X. ; 116, s. 237-243
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Tidskriftsartikel (refereegranskat)abstract
- Little research has been conducted on the question of academics' use of social media. The effects of social media on the educational environment of postgraduate students need to be further explored. The purpose of this study was to investigate the underlying values and ideas of being in postgraduate education by analysing 176 posted photos on social media. The findings show that PhD students manifest their educational status by presenting themselves as being in a process, staging academic artefacts and announcing important achievements towards the goal of earning their degree. These activities represent a global understanding of being a PhD student, that exists regardless of nation, gender or ethnicity and as such represents a “meta curricula” that exists above and beyond any locally defined PhD syllabus. It should be considered that the constant mirroring of PhD student life that has been made possible via social platforms seems to gain in importance and that the enculturation into the academic culture that exists among postgraduate students' own activities on social media needs to be taken into account when addressing postgraduate education, in practice as well as in research. © 2017 Elsevier Ltd
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| 3. |
- Larsson, Margaretha, Lektor, et al.
(författare)
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The clinical learning environment during clinical practice in postgraduate district nursing students' education : a cross‐sectional study
- 2023
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Ingår i: Nursing Open. - : John Wiley & Sons. - 2054-1058. ; 10:2, s. 879-888
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Tidskriftsartikel (refereegranskat)abstract
- AimTo describe and compare the clinical learning environment in community-based home care and primary health care in postgraduate district nursing students' education.DesignCross-sectional study design.MethodsA convenience sample of postgraduate district nursing students was derived from five Swedish universities in 2016 and 2017.ResultsThe postgraduate district nursing students were generally satisfied with the clinical learning environment in their clinical placement. In clinical placement, several factors affected the students' opportunities to learn, such as sufficiently meaningful learning situations with multidimensional content. A working environment that imposed psychosocial strain and high levels of stress among the staff negatively affected the students' learning. To further improve their learning from clinical practices, the students need preceptors who have the skills and competence required to support more advanced reflections and critical thinking on caring situations.
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| 4. |
- Löfmark, Anna, et al.
(författare)
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Strengthening and updating supervising staff nurses in educational workshops : an international partnership project
- 2010
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Ingår i: Nurse Education in Practice. - : Elsevier BV. - 1471-5953 .- 1873-5223. ; 10:5, s. 262-267
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Tidskriftsartikel (refereegranskat)abstract
- As part of a collaborative project involving Tanzania and Sweden, workshops were arranged for staff nurses in order to develop a forum for discussing the raised demands for supervision of nursing students during their clinical education. The aim was to meet nurses in educational workshops to initiate a dialogue on their views and experiences of supporting and supervising nursing students in their clinical studies. Their experiences of the workshops were also requested. Two groups of nurses in Tanzania (n = 30), and six groups in Sweden (n = 60) participated. The content, which was agreed between the project leaders in Tanzania and Sweden was carried out either on a whole day workshops or divided at three different occasions. Questionnaires were given before and about two months after, and workshops were also evaluated with an open-ended question immediately after. The nurses both in Tanzania and in Sweden appreciated the workshops as a possibility to create a dialogue and to discuss challenges in the supervision of students. Their views and experiences of the supervision role showed awareness of staff nurses as role models and teachers. Accomplishment of this partnership co-operation through arranging workshops has shown to be an easy and simple way of giving support to staff nurses for the supervision task.
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| 5. |
- Löfmark, Anna, et al.
(författare)
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An assessment form for clinical nursing education : a Delphi study
- 2004
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Ingår i: Journal of Advanced Nursing. - : Wiley. - 0309-2402 .- 1365-2648. ; 48:3, s. 291-298
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Tidskriftsartikel (refereegranskat)abstract
- Aim. This paper reports a study to develop further the existing assessment form and to capture new aspects of assessment for the nursing profession of the future for inclusion in the form. Background. Since nursing education became part of the higher education system, the assessment of clinical periods of the programme has become more complicated and requirements are more demanding. Changes in the health care sector, such as demographic changes and shorter hospitalization, create demands upon the independent nursing role of the future. Many educational documents, such as an assessment form, must continuously be up-dated and adapted to changes in society. Method. A Delphi study concerning the content of this assessment form was carried out using two rounds. Through this process, an expert panel gave their opinions about the form and possible changes to it. Results. There was general acceptance of the content in the current assessment form. Suggested changes were the addition of two factors concerning collaboration with the family and society, and development of the student's independence. Two new area headings were suggested: one about ability to use the nursing process, and the other about development of a professional stance. Conclusions. The suggested changes in the assessment form match expected changes in the health care sector and the demands of an academic nursing education
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| 6. |
- Hägg Martinell, Ann, et al.
(författare)
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Possibilities for interprofessional learning at a Swedish acute healthcare ward not dedicated to interprofessional education : an ethnographic study
- 2019
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Ingår i: BMJ Open. - : BMJ Publishing Group Ltd. - 2044-6055. ; 9:7
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Tidskriftsartikel (refereegranskat)abstract
- OBJECTIVES: Almost all healthcare today is team-based in collaboration over professional borders, and numerous students have work-based learning in such contexts. However, interprofessional learning (IPL) in clinical settings has mostly been systematically explored in specially designed contexts dedicated to interprofessional education (IPE). This study aimed to explore the possibilities for IPL activities, and if or how they occur, in an acute ward context not dedicated to IPE.DESIGN AND SETTING: Between 2011 and 2013 ethnographic observations were performed of medical and nursing students' interactions and IPL during early clerkship at an acute internal medicine ward in Sweden. Field notes were taken and analysed based on the framework of IPE: learning with, from and about.PARTICIPANTS: 21 medical, 4 nursing students and 30 supervisors participated.RESULTS: Learning with-there were no organised IPE activities. Instead, medical and nursing students learnt in parallel. However, students interacted with staff members from other professions. Learning from-interprofessional supervision was frequent. Interprofessional supervision of nursing students by doctors focused on theoretical questions and answers, while interprofessional supervision of medical students by nurses focused on the performance of technical skills. Learning about-students were observed to actively observe interactions between staff and learnt how staff conducted different tasks.CONCLUSION: This study shows that there were plenty of possibilities for IPL activities, but the potential was not fully utilised or facilitated. Serendipitous IPL activities differed between observed medical and nursing students. Although interprofessional supervision was fairly frequent, students were not learning with, from or about each other over professional borders.
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| 7. |
- Christidis, Maria, 1982-, et al.
(författare)
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Mathematics as an aspect of vocational knowing in animal caregiving, from a student perspective
- 2024
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Ingår i: Learning, Culture and Social Interaction. - : Elsevier. - 2210-6561 .- 2210-657X. ; 45
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Tidskriftsartikel (refereegranskat)abstract
- The purpose of this study was to explore whether and how students experience mathematics as an aspect of vocational knowing in the Swedish upper secondary Natural Resource Programme, in the orientation of animal care, and in the vocation. Data for the study comprised teacher's documented planning, student interviews, followed by a validation of the interviews. Data were initially analysed thematically. Thereafter, the themes were analysed with theoretical concepts from the theory of practice architectures (sayings, doings, and relatings), and interpreted in terms of characteristic arrangements (cultural-discursive, material-economic, and social-political). Themes identified in the student interviews were: 1) Vocational knowing in animal caregiving 2) Mathematics as vocational knowing 3) Mathematics as part of vocational language, and 4) Mathematics as a foundation subject. Sayings were also related to doings, because of the accessibility and character of data. It was evident that students recognized mathematics as an aspect of vocational knowing, but there was also a tension between this mathematics and for the school/as a foundation subject. Relatings represented the recurrent contexts of school, animal facilities, workplace learning but also laws and regulations for contemporary animal care. Further analysis was made to historical traces of previous education within the area and to political decisions.
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| 8. |
- Klarare, Anna, et al.
(författare)
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Methods and strategies to promote academic literacies in health professions : a scoping review
- 2022
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Ingår i: BMC Medical Education. - : BioMed Central. - 1472-6920. ; 22:1
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Tidskriftsartikel (refereegranskat)abstract
- BACKGROUND: Universities enroll students from diverse backgrounds every year, with 300 million students expected in higher education by 2025. However, with widening participation, increasing numbers of students enrolling in higher health education and future health professions will be underprepared to meet demands of academic literacies, i.e. ability to read, interpret and critically evaluate academic texts and communicating the understanding verbally or in writing. The aim of this scoping review was to describe and explore methods and strategies to promote development of academic literacies.RESULTS: Thirty-one relevant studies were included and analyzed according to scoping review guidelines. The results showed four strategies: (1) integrating learning activities to develop academic literacies in the regular curriculum, (2) changing the course design with new methods for teaching and learning, (3) establish collaborations amongst academics and librarian faculty, and (4) adding courses or foundation year focusing on development of academic literacies. The results are discussed in light of the United Nations Agenda 2030 Sustainable Development, Goal 4, Quality Education, and widening participation.CONCLUSIONS: Aspects of widening participation and inclusion in higher education have been debated, and increasing numbers of students from diverse backgrounds are expected to enter health studies in higher education. We encourage integration of teaching and learning activities targeting parallel learning of course materials and development of academic literacies, beyond study skills. Embracing epistemic complexity and diversity as well as choosing strategic work with academic literacies may provide a starting point toward realizing sustainable development goals and widening participation.
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| 9. |
- Manninen, Katri, et al.
(författare)
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Supervisors' pedagogical role at a clinical education ward : an ethnographic study
- 2015
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Ingår i: BMC Nursing. - : BioMed Central. - 1472-6955. ; 14
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Tidskriftsartikel (refereegranskat)abstract
- BACKGROUND: Clinical practice is essential for health care students. The supervisor's role and how supervision should be organized are challenging issues for educators and clinicians. Clinical education wards have been established to meet these challenges and they are units with a pedagogical framework facilitating students' training in real clinical settings. Supervisors support students to link together theoretical and practical knowledge and skills. From students' perspectives, clinical education wards have shown potential to enhance students' learning. Thus there is a need for deeper understanding of supervisors' pedagogical role in this context. We explored supervisors' approaches to students' learning at a clinical education ward where students are encouraged to independently take care of patients.METHOD: An ethnographic approach was used to study encounters between patients, students and supervisors. The setting was a clinical education ward for nursing students at a university hospital. Ten observations with ten patients, 11 students and five supervisors were included in the study. After each observation, individual follow-up interviews with all participants and a group interview with supervisors were conducted. Data were analysed using an ethnographic approach.RESULTS: Supervisors' pedagogical role has to do with balancing patient care and student learning. The students were given independence, which created pedagogical challenges for the supervisors. They handled these challenges by collaborating as a supervisory team and taking different acts of supervision such as allowing students their independence, being there for students and by applying patient-centredness.CONCLUSION: The supervisors' pedagogical role was perceived as to facilitate students' learning as a team. Supervisors were both patient- and student-centred by making a nursing care plan for the patients and a learning plan for the students. The plans were guided by clinical and pedagogical guidelines, individually adjusted and followed up.
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| 10. |
- Dyar, Anna, et al.
(författare)
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What about the supervisor? Clinical supervisors' role in student nurses' peer learning : a phenomenographic study
- 2021
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Ingår i: Medical Education. - : John Wiley & Sons. - 0308-0110 .- 1365-2923. ; 55:6, s. 713-723
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Tidskriftsartikel (refereegranskat)abstract
- INTRODUCTION: Peer learning is increasingly used for healthcare students in the clinical setting. However, as peer learning between students involves students taking a teaching role, it is unclear what the supervisor's role then becomes. It is vital to determine the role of the supervisor in student peer learning to ensure high quality learning and patient safety.METHODS: Semi-structured interviews were performed with 15 student nurse supervisors (nurses and assistant nurses) from two hospital wards that practice peer learning to investigate the different ways clinical supervisors view their role in students' peer learning. Transcribed data were coded and analysed using a phenomenographic approach.RESULTS: Four hierarchical levels of the supervisor's understanding of their role in students' peer learning were identified: the teacher; the facilitator; the stimulator; and the team player. These categories represent an increasingly inclusive view of which people present on the ward play a role in enabling effective peer learning.CONCLUSIONS: The various understandings of supervisor roles have implications for how supervision of peer learning could be implemented in the future.
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