| 1. |
- Bäckström, Josefin, Med dr, 1977-, et al.
(författare)
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Assessment and Evaluation Methods in APN Education
- 2024
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Ingår i: Navigating the Future. Advanced Practice Nursing Educational Tools for Success. - : Nordic/Baltic Advanced Practice Nursing Educators NORDPLUS network. ; , s. 41-53
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- Assessing nursing skills, whether in the first term of a bachelor’s programme or the final term of an APN programme, is, from our experience, a topic frequently discussed among colleagues. This collaborative discussion occurs irrespective of whether the assessment or evaluation targets more solitary theoretical course activities or theoretical knowledge manifested as clinical skills. In all courses – and in broader perspective educational programmes – it is pivotal that teachers and educators, together with students, ensure that learning activities allow students to achieve the expected learning outcomes. All components, from the curriculum to course content and activities, intended outcomes, and evaluation and assessment methods and tools, should be aligned.Since these are fundamentally based on theoretical knowledge, it is seldom meaningful or purposeful to differentiate between theoretical and clinical nursing skills in clinical skill evaluation and assessments. Hence, assessing clinical skills will also always include theoretical knowledge and reasoning.This chapter will comprehensively summarise formative and summative evaluation and assessment tools and guidelines relevant to APN education, highlighting best practices for evaluating educational outcomes and competencies which are essential in Advanced Practice Nursing. Numerous methods and tools in this chapter may apply to education at both bachelor’s and master’s level and to other healthcare professions. In this chapter, we emphasise that assessment and evaluation are closely related concepts, where formative methods are related to an evaluation approach, and summative methods are related to an assessment approach. By the end of this chapter, educators and students will feel well-informed and prepared to implement these tools and guidelines in their educational practices.
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| 2. |
- Bäckström, Josefin, Med dr, 1977-, et al.
(författare)
-
Assessment and Evaluation Methods in APN Education
- 2024
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Ingår i: Navigating the Future: Advanced Practice Nursing Educational Tools for Success. - : Nordic/Baltic Advanced Practice Nursing Educators Nordplus network. ; , s. 39-50
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- Assessing nursing skills, whether in the first term of a bachelor’s programme or the final term of an APN programme, is, from our experience, a topic frequently discussed among colleagues. This collaborative discussion occurs irrespective of whether the assessment or evaluation targets more solitary theoretical course activities or theoretical knowledge manifested as clinical skills. In all courses – and in broader perspective educational programmes – it is pivotal that teachers and educators, together with students, ensure that learning activities allow students to achieve the expected learning outcomes. All components, from the curriculum to course content and activities, intended outcomes, and evaluation and assessment methods and tools, should be aligned.Since these are fundamentally based on theoretical knowledge, it is seldom meaningful or purposeful to differentiate between theoretical and clinical nursing skills in clinical skill evaluation and assessments. Hence, assessing clinical skills will also always include theoretical knowledge and reasoning.This chapter will comprehensively summarise formative and summative evaluation and assessment tools and guidelines relevant to APN education, highlighting best practices for evaluating educational outcomes and competencies which are essential in Advanced Practice Nursing. Numerous methods and tools in this chapter may apply to education at both bachelor’s and master’s level and to other healthcare professions. In this chapter, we emphasise that assessment and evaluation are closely related concepts, where formative methods are related to an evaluation approach, and summative methods are related to an assessment approach. By the end of this chapter, educators and students will feel well-informed and prepared to implement these tools and guidelines in their educational practices.
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| 3. |
- Bäckström, Josefin, Med dr, 1977-, et al.
(författare)
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Teaching Methods and Techniques in APN Education
- 2024
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Ingår i: Navigating the Future. Advanced Practice Nursing Educational Tools for Success. - : Nordic/Baltic Advanced Practice Nursing Educators NORDPLUS network. ; , s. 34-40
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- Modern learning-centred methods in higher education represent an innovative approach to teaching and learning that aims to actively engage learners and develop practical skills and knowledge. Teaching methods should support and encourage the understanding that learning can occur in many different ways; traditional lectures and seminars may be only one part of the learning process. Active learning must include various learning activities that engage learners in learning beyond listening and memorising. Effective methods support learners’ active participation. Standard active learning methods include problem-based learning, simulation-based learning and integrating technology into learning. These methods promote learner engagement, critical thinking, problem-solving and decision-making, preparing learners for future academic and professional challenges.
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| 4. |
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| 5. |
- Lindberg, Ulla, et al.
(författare)
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Aktivt Åldrande – individuellt anpassade måltidslösningar för hälsa och livskvalitet hos äldre : beställning och distribution av mat för den äldre
- 2015
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Rapport (övrigt vetenskapligt/konstnärligt)abstract
- ”Active Ageing – Personalised food and meal solutions for health and quality of life” (Aktivt åldrande – individuellt anpassade måltidslösningar för hälsa och livskvalitet hos äldre. Diarienr 2013-02780) is a project that aims to maintain the quality of life and autonomy of older persons, through individual and personalised meal solutions that fit their needs and requirements. The target group are primarily the age 75 or older. Five work packages are included in the project. This report describes the work package that had the scope of developing a concept for the ordering, distribution and delivery of meal to the elderly. Refrigeration technology and the cold-chain will play an important role in the concept by preserving the safety and quality of foods during its transportation to the elderly. Refrigeration technology and the cold-chain will also make it possible to prepare specific types of foods that meet the demand of the elderly. In particular for the elderly consumers that would like to eat at home and decrease their independency and overall quality of life. It is also important the value chain and concept for the business model must be flexible and taking into account needs from the elderly consumers at all stages, starting from ordering the meal, handling in the household and disposing of the packaging material. An interdisciplinary approach – combining knowledge of ICT (information and communications technology) – Technology, food quality, packaging, logistic, sensory, and waste/return systems for the food that is distributed is increasingly necessary. As the demand for food for the elderly is on the rise, the development of new products, models and services might be facilitated by collaborating with SMEs (micro, small and mediumsized enterprises) and other business partners interested in delivering solutions for the elderly consumers. The concept for the ordering, distribution and delivery of meal to the elderly developed in the project can be used by other end users and/or for other products and services.
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| 6. |
- Sulosaari, Virpi, et al.
(författare)
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A comparative review of advanced practice nurse programmes in the Nordic and Baltic countries
- 2023
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Ingår i: Nurse Education Today. - : Elsevier. - 0260-6917 .- 1532-2793. ; 127
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Tidskriftsartikel (refereegranskat)abstract
- BackgroundAdvanced practice nurses (APNs) programs are career-development opportunities significant for nursing workforce retention as well as for the quality of patient care. Inconsistency regarding policy, education, titles, scope of practice, skills and competencies have been identified as major challenges in developing advanced practice nursing in Europe. APN roles and education are under development in the Nordic and Baltic countries. However, there is a lack of information on the current state in this region.ObjectiveThe purpose of this paper is to compare APN programs in the Nordic and Baltic countries to identify their commonalities and differences.Design and methodsThis descriptive comparative study reviewed seven master's level APN programs in six Nordic and Baltic countries. Data was extracted from the programme by the expert teachers or leaders of the programmes (N = 9). Competencies recommended in the European Tuning Project (ETP) and the International Council of Nurses (ICN) guidelines on advanced practice nursing, were used to evaluate the programs. The same informants provided additional information on the current state of APN education in the country.ResultsThe admission requirements were similar in the six countries but in two, clinical work experience is an entry requirement. There are two commonly identified APN roles: clinical nurse specialist (CNS) and nurse practitioner (NP). Most of the programs included all the EPT and ICN competencies. The main differences regarded prescribing competencies. All programmes included clinical training, but the methods on how it is implemented varies.ConclusionThe findings indicate that APN programs in the Nordic and Baltic countries correspond with the recommendations of the European Tuning Project and ICN guidelines. This is an important message for administrators, policymakers, and politicians, as well as the nursing community, on providing opportunities for APNs to practice to their full potential within each country as well as cross-country.Tweetable abstract: “APN programmes in the Nordic and Baltic countries correspond with international guide-lines. Special attention is needed in future on the clinical training of APNs”.
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| 7. |
- Urban, Reet, et al.
(författare)
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Teaching Methods and Techniques in APN Education
- 2024
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Ingår i: Navigating the Future: Advanced Practice Nursing Educational Tools for Success. - : Nordic/Baltic Advanced Practice Nursing Educators Nordplus network. ; , s. 32-38
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- Modern learning-centred methods in higher education represent an innovative approach to teaching and learning that aims to actively engage learners and develop practical skills and knowledge. Teaching methods should support and encourage the understanding that learning can occur in many different ways; traditional lectures and seminars may be only one part of the learning process. Active learning must include various learning activities that engage learners in learning beyond listening and memorising. Effective methods support learners’ active participation. Standard active learning methods include problem-based learning, simulation-based learning and integrating technology into learning. These methods promote learner engagement, critical thinking, problem-solving and decision-making, preparing learners for future academic and professional challenges.
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