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- Löfmark, Anna, et al.
(author)
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Student nurses' ability to perform pain assessment.
- 2003
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In: Nurse Education in Practice. - 1471-5953 .- 1873-5223. ; 3:3, s. 133-43
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Journal article (peer-reviewed)abstract
- The objective of this study was to investigate student nurses' ability to handle a pain assessment situation. A systematic way of working based on knowledge within the area is emphasised in nursing education today. The performance of 32 student nurses at a university college in Sweden took place in an arranged assessment situation that closely simulated clinical practice. The conversation between the student and the patient (a voluntary patient) was videotaped and analysed with content analysis according to predetermined components of pain assessment. The results showed that one-third of the students had performed adequately based on the requirements for pain assessment in the curriculum for nursing education. Two-thirds of the group did not handle the situation systematically and also showed a lack of knowledge of pain assessment, and among these was a group of students whose performance was inadequate. The results indicate that during their education it is very important for student nurses to obtain experience and guidance in how to work systematically and to have their knowledge and skills in pain assessment evaluated.
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| 2. |
- Abelsson, Anna, 1971-, et al.
(author)
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Nurse students learning acute care by simulation : Focus on observation and debriefing
- 2017
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In: Nurse Education in Practice. - : Elsevier. - 1471-5953 .- 1873-5223. ; 24, s. 6-13
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Journal article (peer-reviewed)abstract
- Introduction: Simulation creates the possibility to experience acute situations during nursing education which cannot easily be achieved in clinical settings. Aim: To describe how nursing students learn acute care of patients through simulation exercises, based on observation and debriefing. Design: The study was designed as an observational study inspired by an ethnographic approach.MethodData was collected through observations and interviews. Data was analyzed using an interpretive qualitative content analysis.Results: Nursing students created space for reflection when needed. There was a positive learning situation when suitable patient scenarios were presented. Observations and discussions with peers gave the students opportunities to identify their own need for knowledge, while also identifying existing knowledge. Reflections could confirm or reject their preparedness for clinical practice. The importance of working in a structured manner in acute care situations became apparent. However, negative feedback to peers was avoided, which led to a loss of learning opportunity.Conclusion: High fidelity simulation training as a method plays an important part in the nursing students' learning. The teacher also plays a key role by asking difficult questions and guiding students towards accurate knowledge. This makes it possible for the students to close knowledge gaps, leading to improved patient safety.
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| 3. |
- Ahlin, Catharina, et al.
(author)
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Assessing nursing students’ knowledge and skills in performing venepuncture and inserting peripheral venous catheters
- 2017
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In: Nurse Education in Practice. - : Elsevier BV. - 1471-5953 .- 1873-5223. ; 23, s. 8-14
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Journal article (peer-reviewed)abstract
- Venepuncture and the insertion of peripheral venous catheters are common tasks in health care, and training in these procedures is included in nursing programmes. Evidence of nursing students’ knowledge and skills in these procedures is limited. The main aim of this study was to assess nursing students’ knowledge and skills when performing venepuncture and inserting peripheral venous catheters. Potential associations between level of knowledge and skills, self-training, self-efficacy, and demographic characteristics were also investigated. The assessment was performed by lecturers at a university college in Sweden using the two previously tested instruments "Assess Venepuncture"€ and "Assess Peripheral Venous Catheter Insertion". Between 81% and 100% of steps were carried out correctly by the students. The step with the highest rating was "€œUses gloves", and lowest rating was "€˜Informs the patients about the possibility of obtaining local anaesthesia"€™. Significant correlations between degree of self-training and correct performance were found in the group of students who registered their self-training. No associations between demographic characteristics and correct performances were found. Assessing that students have achieved adequate levels of knowledge and skills in these procedures at different levels of the nursing education is of importance to prevent complications and support patient safety.
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| 4. |
- Albinsson, Gunilla, Docent, 1953-, et al.
(author)
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In search of a caring relationship : nursing students' notions of interactions in the nurse-patient relationship
- 2021
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In: Nurse Education in Practice. - : Elsevier. - 1471-5953 .- 1873-5223. ; 50:January, s. 1-6
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Journal article (peer-reviewed)abstract
- The aim of the study is to explore how nursing students talks about their notions on interactions in the relationship between nurse and patient. Empirical data has been obtained from 22 students in their first semester of the Swedish undergraduate nursing programme, applying thematic, individual interviews and using qualitative content analyses. The most significant finding is that although the students had none or limited pre-understanding of caring and the interaction between nurse and patient they were aware of the pre-supposes for establishing such an interplay, articulated in a desire to find out how to build an authentic and trustful caring relationship. Empirical data also show that the students, in the stage of beginners, were trying to identify and relate to basic concepts within caring science. The restricted understanding could then be understood as a matter of the students not being able to express more than they had words for. The results provide new insights into the interactions in the nurse-patient relationship, seen from the perspective of beginner students. These insights could be useful, for lecturers and clinical supervisors, who play a paramount role in the development of each student's acquisition of theoretical and practical knowledge.
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| 5. |
- Andersson, Anna, et al.
(author)
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Newly-graduated nurses´ work-integrated learning : A qualitative study from an educational and occupational perspective
- 2022
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In: Nurse Education in Practice. - : Elsevier Ltd. - 1471-5953 .- 1873-5223. ; 59
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Journal article (peer-reviewed)abstract
- Aim: The aim of this study was to describe newly graduated nurses´(NGNs´) experience of work-integrated learning (WIL), from an educational and occupational perspective.Background: NGNs often find themselves unprepared to meet occupational demands on their competence on entering working life, and express difficulties integrating educational theory into a practical context. Qualitative and effective WIL becomes particularly important for NGNs to develop the competence required to handle the transition from education to working life.Design: This is a qualitative, descriptive study with an inductive approach.Methods: Seven focus-group discussions were performed and subjected to qualitative content analysis.Results: The results revealed that WIL for NGNs includes personal mastering of several professional roles: a self-directed and collaborative learning role, a relational nursing role, and a transition from a student role to a collegial role. Furthermore, WIL entails adapting to organisational requirements, including development of contextual workplace knowledge and understanding; striving for confidence in medical-technical performance; and developing an experience-based understanding of clinical situations.Conclusion: The results reveal that WIL is complex, encompassing adaptation to roles and personal capabilities that increase new graduates´competence and preparation for work. In addition, WIL requires personal commitment to one’s own learning as well as organisational and social support.
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| 6. |
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| 7. |
- Arveklev Höglund, Susanna, et al.
(author)
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Nursing students experiences of learning about nursing through drama
- 2018
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In: Nurse Education in Practice. - Edinburgh : Churchill Livingstone. - 1471-5953 .- 1873-5223. ; 28:1, s. 60-65
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Journal article (peer-reviewed)abstract
- The ability to understand, interact and create a caring relationship with the patient is a core component in nursing. A shift in nursing education from traditional classroom teaching towards more experiential approaches should be encouraged as this will support learning that links theory with practice. The aim of this study was to describe nursing students' experiences of learning about nursing through drama. This qualitative study was conducted at a university in Sweden. Four focus group interviews were conducted with a total of 16 nursing students and the data was analyzed using a phenomenographic approach.Three themes with their attendant categories emerged through the analysis: "To explore the future professional self", "To develop an understanding of the patient perspective", and "To reflect on the nature of learning". In conclusion this study shows that the use of drama in nursing education can provide opportunities to explore interactions with others which can increase students' self-awareness and ability to reflect on their future professional identity. Acting in role as a patient can provide an opportunity to experience the patient perspective. Also clear was the importance of commitment and engagement ofthe students as a prerequisite for optimizing this form of learning experience through drama
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| 8. |
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| 9. |
- Arvidsson, Barbro, et al.
(author)
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Nurses' various ways of conceiving their learning process as doctoral students: A phenomenographic study
- 2013
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In: Nurse Education in Practice. - Kidlington : Elsevier BV. - 1471-5953 .- 1873-5223. ; 13:1, s. 53-57
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Journal article (peer-reviewed)abstract
- Aim: The aim was to describe variations in how doctoral students conceive their learning process to become researchers in the light of their professional background as nurses. Background: Nursing research is an emerging discipline and the number of nurses who acquire a doctor's degree is increasing. Method: The study had a descriptive, qualitative design with a phenomenographic approach and was carried out by means of 20 interviews. Results: Three different description categories emerged: (1) A learning process that provides a synthesis of different parts of the research process aimed at developing preparedness for action within the nursing profession. (2) A learning process where practical problems are integrated with and problematised in relation to scientific theories. (3) A learning process involving the transformation from nurse to researcher. Conclusions: The description categories revealed that the focus was on solving problems that occur in health care and synthesising them by means of research tools. Furthermore, the doctoral students explored different ways of understanding and developing their awareness of the nature of research. Focus was also on the nursing profession and practice and a shift towards the role of a researcher was evident. © 2012 Elsevier Ltd.
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| 10. |
- Arvidsson, Barbro, et al.
(author)
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The development of a questionnaire for evaluating process-oriented group supervision during nursing education
- 2008
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In: Nurse Education in Practice. - Amsterdam : Elsevier. - 1471-5953 .- 1873-5223. ; 8:2, s. 88-93
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Journal article (peer-reviewed)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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