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Sökning: WFRF:(Asp Margareta 1958 )

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1.
  • Källestedt, M. -LS., et al. (författare)
  • When caring becomes an art - how clinical gaze are perceived to be developed
  • 2023
  • Ingår i: International Journal of Qualitative Studies on Health and Well-being. - : NLM (Medline). - 1748-2623 .- 1748-2631. ; 18:1
  • Tidskriftsartikel (refereegranskat)abstract
    • PURPOSE: This qualitative study describes nurses' experiences and perceptions of how they develop the clinical gaze. METHODS: This qualitative study used an inductive approach and content analysis to assess the experiences of newly graduated nurses, nurse managers, and nursing teachers. Nineteen interviews were conducted. To achieve credibility, the study followed the guidelines of the Consolidated Criteria for Reporting Qualitative research (COREQ). RESULTS: Two themes emerged: nurses' personal abilities and the learning culture. Learning culture was considered the foundation of the development of the clinical gaze. The clinical gaze was found to be developed in relationships with patients and when learning together with colleagues, in which the opportunities for reflection are central. To develop the clinical gaze, structures for learning activities, such as reflection, communication exercises, and simulation, are needed so that they become a natural part of daily work. This can also be achieved through supervision and skills training both at university and in a care context. CONCLUSIONS: Prerequisites for the development of the clinical gaze include physical presence with the patient combined with learning activities such as conscious reflection with others in a safe learning culture.
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2.
  • Letterstål, Anna, et al. (författare)
  • Nursing Faculties' Perceptions of Integrating Theory and Practice to Develop Professional Competence
  • 2022
  • Ingår i: Journal of Nursing Education. - : SLACK, Inc.. - 0148-4834 .- 1938-2421. ; 61:5, s. 236-241
  • Tidskriftsartikel (refereegranskat)abstract
    • Background: Nursing faculties??? perceptions influence nursing education. This article describes how nursing faculty perceive nursing students??? development of professional competence by integrating theory and practice, and by examining how this context influences this integration. Method: With a phenomenographic approach, interviews were conducted with nine participants and analyzed into qualitatively different categories of description. Results: The integration of theoretical and practical knowledge is perceived as a challenge or as naturally intertwined in the entire education, focusing mainly on individual prerequisites for learning. Perceptions of a common mission create coherence for students. Evident learning structures are needed, and there is a perceived discrepancy between nurses??? competence and expectations in health care. Conclusion: If the theory and practice gap could be perceived as a driving force for continuous learning, it could become an incentive for closer collaboration by creating structures for competence development that include individuals, teams, and organizations. [J Nurs Educ. 2022;61(5):236-241.]
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3.
  • Södersved Källestedt, Marie-Louise, 1976-, et al. (författare)
  • Perceptions of managers regarding prerequisites for the development of professional competence of newly graduated nurses : A qualitative study
  • 2020
  • Ingår i: Journal of Clinical Nursing. - : WILEY. - 0962-1067 .- 1365-2702. ; 29:23-24, s. 4784-4794
  • Tidskriftsartikel (refereegranskat)abstract
    • Aim and objectives: To describe perceptions of managers regarding prerequisites for professional competence development of newly graduated nurses following a 1-year residency programme.Background: In general, managers are unsatisfied with the professional competence of newly graduated nurses. Therefore, they have been involved in residency programmes to support the nurses' transition from being nursing students to professional nurses. However, perceptions of managers regarding the professional competence development of nurses have been sparingly studied.Design/Methods: Qualitative, descriptive study with a data-driven inductive approach with content analysis to obtain an understanding of the perceptions of nine managers through interviews. EQUATOR checklist COREQ is used (see FileS1).Results: Three themes emerged: (a) the nurses' relationships with their teams and patients, (b) expectations regarding the development of practical skills and leadership skills and (c) prerequisites for continuing learning by supportive structures and a mutual responsibility between the manager and the nurse. Reflection was perceived by the managers as a cornerstone in the learning and development of professional competence. Learning theory was important, but learning practical clinical skills was essential for the nurses to develop competence and be able to perform their work, including being a leader of the team. Some structures discouraged continued learning in the development of professional competence, indicating a gap between the healthcare settings and the basic nursing programme.Conclusions: There is a gap between the university and the healthcare settings in maintaining a structure for continued learning, which requires cooperation. This gap and tension can be a driving force for the learning process of competence development. Relationships with team members and patients are considered fundamental for developing professional competence. Relevance to clinical practice To overcome the gap between the university and the healthcare settings, the managers can facilitate nurses' continued learning by creating structures for reflection.
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4.
  • Widarsson, Margareta, et al. (författare)
  • Newly Graduated Swedish Nurses' Inadequacy in Developing Professional Competence
  • 2020
  • Ingår i: Journal of Continuing Education in Nursing. - : SLACK INC. - 0022-0124 .- 1938-2472. ; 51:2, s. 65-74
  • Tidskriftsartikel (refereegranskat)abstract
    • Background: The learning process for student and recently graduated nurses during their transition to professional nursing is stressful and challenging. The aim of this study was to describe recent graduates' experiences of developing professional competence in their basic nursing program and during their first year.Method: A qualitative descriptive design with an inductive approach based on interviews with 11 nurses, with a qualitative content analysis.Results: Recently graduated nurses experience shortages and struggle to develop their professional competence. They find that reflection is a fundamental tool in the process of professional competence development. The competence gap is not between theoretical and practical knowledge, but rather between the university and health care organizations.Conclusion: Focusing on the intertwining of theoretical and practical knowledge can bridge the gap between these two organizations and create a foundation for lifelong learning of professional competence. Creating opportunities for reflection is central to the learning process.
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5.
  • Aryuwat, Pimwalunn, et al. (författare)
  • An integrative review of resilience among nursing students in the context of nursing education
  • 2022
  • Ingår i: Nursing Open. - : Wiley. - 2054-1058.
  • Tidskriftsartikel (refereegranskat)abstract
    • This integrative review aimed to examine empirical research on resilience among nursing students in the context of nursing education. Resilience helps nursing students handle challenges, such as changing learning styles and experiencing their first clinical practice.DesignAn integrative review.MethodsThe search terms focused on resilience and health in nursing students and nursing education. The database used in this review were CINAHL Plus, PubMed and MEDLINE. The Mixed Methods Appraisal Tool appraised the studies' quality.ResultsThis study explored 52 records and revealed three current research focuses related to nursing students' resilience: (1) the concept and description of resilience, (2) the characteristics affecting resilience and (3) the mediating role of resilience in maintaining holistic health. Recommendations include adding a resilience topic to the nursing curriculum, providing resilience enhancement programs, examining the relationship between resilience and holistic health and exploring the influence of resilience about global health crises.Public Contribution Resilience among nursing students plays a vital role in helping them to overcome adversities during their nursing education. Additionally, after graduation, nursing students can continue contributing to society as resilient Registered Nurses in the future.
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6.
  • Aryuwat, Pimwalunn, et al. (författare)
  • Factors Associated with Resilience among Thai Nursing Students in the Context of Clinical Education : A Cross-sectional Study
  • 2024
  • Ingår i: Education Sciences. - 2227-7102. ; 14:1
  • Tidskriftsartikel (refereegranskat)abstract
    • Resilience aids nursing students in dealing with adversities during their nursing education. This study examined the relationship between nursing students’ resilience and relevant variables in the context of clinical education. Methods: A cross-sectional study was conducted to collect data from 319 undergraduate nursing students in Northeast Thailand. The Connor–Davidson Resilience Scale, the Multidimensional Scale of Perceived Social Support, the Learning Experience Scale or the Personal Responsibility Orientation to Self-Direction in Learning Scale, and the Stressors in Nursing Students scale were administered. A multiple regression analysis was performed for factors presumed to be associated with resilience. Results reported that Thai nursing students’ average resilience score was 71.79 ± 16.33. Multiple regression analysis indicated factors associated with resilience, in which social support (β = 0.354, p < 0.001, 95%CI: 0.240 to 0.469) and self-directed learning (β = 0.787, p < 0.001, 95%CI: 0.606 to 0.968) showed a positive association, while stress (β = −0.083, p = 0.025, 95%CI: −0.083 to −0.006) had a negative association. The final model accounted for 43.4% of the variance in the resilience score. In conclusion, self-directed learning, social support, and perceived stress among nursing students during clinical education are associated with their resilience.
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7.
  • Asp, Margareta, 1958- (författare)
  • Begreppet Vila
  • 2012. - 1
  • Ingår i: Vårdvetenskapliga begrepp i teori och praktik. - Lund : Studentlitteratur AB. - 9789144071046 ; , s. 461-471
  • Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
    • Vila är ett fenomen som har betydelse för människors hälsa. Under vilan sker återhämtning om man upplever balans, harmoni och kan känna sig hel. Kapitlet handlar om vad vila innebär och hur vårdandet kan skapas för att  ge människor förutsättningar för att uppleva vila.
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8.
  • Asp, Margareta, 1958- (författare)
  • Begreppet Vila
  • 2017. - 2
  • Ingår i: Vårdvetenskapliga begrepp i teori och praktik. - Lund : Studentlitteratur AB. - 9789144112435 ; , s. 437-447
  • Bokkapitel (övrigt vetenskapligt/konstnärligt)
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9.
  • Asp, Margareta, 1958-, et al. (författare)
  • Begreppsutveckling på livsvärldsfenomenologisk grund
  • 2012. - 1
  • Ingår i: Vårdvetenskapliga begrepp i teori och praktik. - Lund. - 9789144071046 ; , s. 65-77
  • Bokkapitel (populärvet., debatt m.m.)abstract
    • I kapitlet presenteras en modell för att utveckla begrepp på livsvärldsfenomenologisk grund. Det förs en argumentation föratt denna kunskapsteoretiska grund stämmer överens med antaganden om vad som karaktäriserar en människa liksom hälsorelaterade fenomen som patienter erfar och vårdare reflekterar över.
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10.
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