| 1. |
- Hörberg, Anna, et al.
(författare)
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Challenging encounters as experienced by registered nurses new to the emergency medical service : explored by using the theory of communities of practice
- 2019
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Ingår i: Advances in Health Sciences Education. - : Springer Science and Business Media LLC. - 1382-4996 .- 1573-1677. ; 24:2, s. 233-249
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Tidskriftsartikel (refereegranskat)abstract
- The aim of this study was to explore challenging encounters experienced by registered nurses (RN) during their first year in the emergency medical service by using the social learning theory of communities of practice. During the first year in a new professional practice, a new RN experiences a transition during which the new professional identity is being formed. This is a challenging and demanding period of time. According to the learning theory of communities of practice by Lave and Wenger, individuals' learning and development in a new professional practice occurs through participation in social activity and is influenced by context. This study is based on the qualitative data from semi-structured interviews. Thirty-two RNs working in the Swedish emergency medical service were interviewed via telephone during the spring of 2017. A qualitative content analysis with deductive reasoning of the interviews was used. The analysis process generated the main category; New RNs participation is challenged by unpredictability and uncertainty in practice. The main category was based on three generic categories; Loneliness in an unpredictable context, Uncertainty about the team, and Uncertainty in action. The challenges new RNs encounter during the first year relate to all three dimensions of a community of practice; mutual engagement, joint enterprise and shared repertoire. The encountered challenges also relate to the EMS context. Taking into account all these aspects when designing support models for RN's professional development may be advantageous for creating positive development for RNs new to the EMS and/or similar practices.
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| 2. |
- Hörberg, Anna, et al.
(författare)
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Striving for balance - A qualitative study to explore the experiences of nurses new to the ambulance service in Sweden
- 2017
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Ingår i: Nurse Education in Practice. - : Elsevier BV. - 1471-5953 .- 1873-5223. ; 27, s. 63-70
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Tidskriftsartikel (refereegranskat)abstract
- New nurses and nurses new to a professional practice go through a transition where they adopt a new professional identity. This has been described as a challenging time where peer support and limited responsibility are considered necessary. Little is known about the experience of nurses being new to the ambulance service where support is limited and the nurse holds full responsibility of patient care. The aim of this study has therefore been to explore nurses' experiences during their first year of employment in the Swedish ambulance service. Data was generated from semi-structured interviews with 13 nurses having less than 12 months of experience of work in the ambulance service. The nurses represented nine different districts in Sweden. Analysis was a latent inductive qualitative content analysis. The analysis resulted in the main category, Striving for balance during the transition process in the ambulance context. Transition in the ambulance service was experienced as a balance act between emotions, expectations and a strive for professional development. The balance was negatively affected by harsh, condescending attitudes among colleagues and the lack of structured support and feedback. In striving for balance in their new professional practice, the nurses described personal, unsupervised strategies for professional development.
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| 3. |
- Hörberg, Anna, et al.
(författare)
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Treat me nice! -a cross-sectional study examining support during the first year in the emergency medical services
- 2018
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Ingår i: Scandinavian Journal of Trauma, Resuscitation and Emergency Medicine. - : Springer Science and Business Media LLC. - 1757-7241. ; 26
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Tidskriftsartikel (refereegranskat)abstract
- Background Working in the emergency medical service (EMS) can be extremely varying and sometimes physically and psychologically demanding. Being new in this context can be a great challenge. This study aim to describe what ambulance nurses consider to be important support during the first year in the EMS.Methods Three hundred and eighty-nine eligible participants that had graduated from the prehospital emergency care program were identified via university registrations office in Sweden. The eligible participants received a study specific questionnaire via mail consisting of 70 statements about support during the first year. The perceived importance of each statement were graded on a 7-point Likert scale. The gradings were analysed using descriptive statistics and frequencies, mean and SD were calculated.Results Two hundred and thirty questionnaires were returned fully completed, giving a response rate of 59%. Fourteen statements regarding desirable support were rated with mean values >6.00 and SD<1.00 and considered as being the most important during the first year in the EMS. The important supports regarded; colleagues and work environment, management and organisation, experience-based knowledge, introduction period, practical support, and theoretical support. Most statements regarded culture and climate and the way the newcomers wanted to be treated.Conclusion It was concluded that an important way to support newcomers in the EMS is to treat them nice'. This can be achieved by creating an open climate and a welcoming culture where the new professionals feel trusted and treated with respect, created ways to work structurally, have applicable medical guidelines, and for newcomers to receive feedback on their actions.
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| 4. |
- Hörberg, Anna, et al.
(författare)
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We need support! A Delphi study about desirable support during the first year in the emergency medical service.
- 2017
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Ingår i: Scandinavian Journal of Trauma, Resuscitation and Emergency Medicine. - : Springer Science and Business Media LLC. - 1757-7241. ; 25:1
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Tidskriftsartikel (refereegranskat)abstract
- BACKGROUND: New and inexperienced emergency medical service (EMS) professionals lack important experience. To prevent medical errors and improve retention there is an urgent need to identify ways to support new professionals during their first year in the EMS.METHODS: A purposeful sample and snowball technique was used and generated a panel of 32 registered nurses with 12-48 months of EMS experience. A Delphi technique in four rounds was used. Telephone interviews were undertaken in round one to identify what desirable support professionals new to the EMS desire during their first year. Content analysis of the transcribed interviews yielded items which were developed into a questionnaire. The experts graded each item in terms of perceived importance on a 5-graded likert scale. Consensus level was set at 75%. Items which reached consensus were removed from questionnaires used in subsequent rounds.RESULTS: Desirable support was categorized into eight areas: Support from practical skills exercises, support from theoretical knowledge, support from experiences based knowledge, theoretical support, support from an introduction period, support from colleagues and work environment, support from management and organization and other support. The experts agree on the level of importance on 64 of a total of 70 items regarding desirable support. One item was considered not important, graded 1 or 2, 63 items were considered important, graded 4 or 5.CONCLUSION: Even with extensive formal competence the EMS context poses challenges where a wide variety of desirable forms of support is needed. Support structures should address both personal and professional levels and be EMS context oriented.
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| 5. |
- Kalén, Susanne, et al.
(författare)
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Medical students' experiences of their own professional development during three clinical terms : a prospective follow-up study.
- 2017
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Ingår i: BMC Medical Education. - : Springer Science and Business Media LLC. - 1472-6920. ; 17:1
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Tidskriftsartikel (refereegranskat)abstract
- BACKGROUND: A modern competency-based medical education is well implemented globally, but less is known about how the included learning activities contribute to medical students' professional development. The aim of this study was to explore Swedish medical students' perceptions of the offered learning activities and their experiences of how these activities were connected to their professional development as defined by the CanMEDS framework.METHODS: A prospective mixed method questionnaire study during three terms (internal medicine, scientific project, and surgery) in which data were collected by using contextual activity sampling system, i.e., the students were sent a questionnaire via their mobile phones every third week. All 136 medical students in the 6th of 11 terms in the autumn of 2012 were invited to participate. Seventy-four students (54%) filled in all of the required questionnaires (4 per term) for inclusion, the total number of questionnaires being 1335. The questionnaires focused on the students' experiences of learning activities, especially in relation to the CanMEDS Roles, collaboration with others and emotions (positive, negative, optimal experiences, i.e., "flow") related to the studies. The quantitative data was analysed statistically and, for the open-ended questions, manifest inductive content analysis was used.RESULTS: Three of the CanMEDs Roles, Medical Expert, Scholar, and Communicator, were most frequently reported while the four others, e.g., the role Health Advocate, were less common. Collaboration with students from other professions was most usual during the 8th term. Positive emotions and experience of "flow" were most often reported during clinical learning activities while the scientific project term was connected with more negative emotions.CONCLUSIONS: Our results showed that it is possible, even during clinical courses, to visualise the different areas of professional competence defined in the curriculum and connect these competences to the actual learning activities. Students halfway through their medical education considered the most important learning activities for their professional development to be connected with the Roles of Medical Expert, Scholar, and Communicator. Given that each of the CanMEDS Roles is at least moderately important during undergraduate medical education, the entire spectrum of the Roles should be emphasised and developed during the clinical years.
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| 6. |
- Kalén, Susanne
(författare)
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Mentorship for medical students : space for something else
- 2013
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Mentorship has been used in undergraduate medical education to support students' learning and development. The medical education literature describes various goals for mentoring, various designs of mentoring programs, and various roles and functions of the mentor. The aim of the thesis was to deepen the understanding of the meaning of mentoring for medical students ́ professional and personal development and to contribute new knowledge that will be useful when designing mentoring programs for medical students in the future. Students ́ experiences of two forms of mentoring were explored in four consecutive studies in Europe. Theories of professional competence, learning, and transition were used for the interpretation, understanding, and explanation of the findings. Studies I and II explored experiences of one-to-one mentoring during the first clinical courses, semesters 5–8. In Study I, a questionnaire showed that the students felt that the mentorship had facilitated their professional (78%) and personal (63%) development. They felt respected by their mentors, and the role of the mentor was experienced as being supportive and providing guidance and perspectives. In Study II, their experiences were further explored by means of interviews. Three themes were found: Space, Belief in the future, and Transition. Having a mentor gave a sense of security and constituted a “free zone” alongside the educational program. It gave hope about the future and increased motivation. The students were introduced to a new community and began to identify themselves as physicians. The mentorship created conditions to start to develop the more “elusive” professional competences, such as reflective capacity, emotional competence, and the feeling of belonging to a community. Studies III and IV further explored experiences of mentorship using interviews concerning combined group and one-to-one mentoring during semesters 1–11. In Study III, five themes were found about what the mentorship created opportunities for; Psychosocial support by the mentor, A relationship with a physician beneath the professional surface, Space for something else, Awareness of one ́s own development, and Reflection and learning with peers. The mentorship created space for reflection on the humanistic aspects of the professional role. A mentoring relationship can be on a personal level without frequent meetings and knowing one another well. Continuity helped the students to recognize their own development. Study IV focused on the transitional process of becoming a physician. The analyses resulted in three themes: Integrate oneself with the future role as a physician, Exciting clinical experiences with the mentor give incentives to learn, and Toward understanding the professional competence of a physician. The mentorship enabled the students to get a view of their future lives and start to integrate the professional role with themselves as persons. Early access to the clinical environment with the mentor was an incentive and gave meaning to the theoretical knowledge. Their understanding of professional competence and behavior evolved and they advanced toward understanding the wholeness of the profession. In conclusion: mentorship can facilitate medical students ́ professional and personal development by creating space for reflection and development of the more “elusive” competences of a physician, by giving incentives to learn, and by facilitating the students ́ process of becoming a physician.
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| 7. |
- Liljedahl, Matilda, et al.
(författare)
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To belong or not to belong : nursing students' interactions with clinical learning environments - an observational study
- 2016
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Ingår i: BMC Medical Education. - : Springer Science and Business Media LLC. - 1472-6920. ; 16
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Tidskriftsartikel (refereegranskat)abstract
- Background: Belongingness has been argued to be a prerequisite for students' learning in the clinical setting but making students feel like they belong to the workplace is a challenge. From a sociocultural perspective, workplace participatory practices is a framework that views clinical learning environments to be created in interaction between students and the workplace and hence, are dependent on them both. The aim of this study was to explore the interdependence between affordances and engagement in clinical learning environments. The research question was: How are nursing students influenced in their interactions with clinical learning environments? Methods: An observational study with field observations and follow-up interviews was performed. The study setting comprised three academic teaching hospitals. Field observations included shadowing undergraduate nursing students during entire shifts. Fifty-five hours of field observations and ten follow-up interviews with students, supervisors and clinical managers formed the study data. A thematic approach to the analysis was taken and performed iteratively with the data collection. Results: The results revealed that students strived to fill out the role they were offered in an aspirational way but that they became overwhelmed when given the responsibility of care. When students' basic values did not align with those enacted by the workplace, they were not willing to compromise their own values. Workplaces succeeded in inviting students into the community of nurses and the practice of care. Students demonstrated hesitance regarding their desire to belong to the workplace community. Conclusion: The results imply that the challenge for clinical education is not to increase the experience of belongingness but to maintain students' critical and reflective approach to health care practice. Additionally, results suggest students to be included as an important stakeholder in creating clinical learning environments rather than being viewed as consumer of clinical education.
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| 8. |
- Olsson, Caroline, et al.
(författare)
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Personality and learning styles in relation to attitudes towards interprofessional education : a cross-sectional study on undergraduate medical students during their clinical courses
- 2020
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Ingår i: BMC Medical Education. - : BioMed Central. - 1472-6920. ; 20:1
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Tidskriftsartikel (refereegranskat)abstract
- BACKGROUND: Interprofessional Education (IPE) is now included in curricula in universities worldwide. It is known that there are differences in attitudes towards IPE among students, but less is known regarding how students' personalities and learnings styles correspond with those attitudes. The aim of this study was to investigate whether personality traits and learning styles have any impact on medical students' attitudes towards IPE.METHODS: Seventy nine medical students in their 9th term (63% females, mean age 29 years) were questioned regarding their attitudes towards IPE according to the Interdisciplinary Education Perception Scale questionnaire, the Kolb's learning style and Big Five Inventory questionnaires. For all three instruments we used the Swedish translated versions.RESULTS: When investigated with a logistic regression, adjusting for age and gender, there were no significant associations between Big Five inventory, Kolb's learning style and IEPS, except for the Reflective-Pragmatic learning style that was moderately associated with a higher IEPS score.CONCLUSION: There was no clear correlation between personality, learning style and attitude towards IPE as measured by the IEPS among medical students in our study population. Further investigations would benefit from a combination of qualitative and quantitative design.
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| 9. |
- Stenfors-Hayes, Terese, et al.
(författare)
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Being a mentor for undergraduate medical students enhances personal and professional development
- 2010
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Ingår i: MEDICAL TEACHER. - : Informa UK Limited. - 0142-159X .- 1466-187X. ; 32:2, s. 148-153
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Tidskriftsartikel (refereegranskat)abstract
- Aim: This study aims to evaluate an undergraduate mentor programme from the mentors perspective, focusing particularly on the effect of mentorship, the relationships between mentoring and teaching and the mentors perceived professional and personal development. Methods: Data was gathered through a questionnaire to all 83 mentors (response rate 75%) and semi-structured interviews with a representative sample of 10 mentors. Results: Findings show, for example, that a majority of respondents developed their teaching as a result of their mentorship and improved their relations with students. Most respondents also claimed that being a mentor led to an increased interest in teaching and increased reflections regarding their own values and work practices. Conclusion: Being a mentor was perceived as rewarding and may lead to both personal and professional development.
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| 10. |
- Williams, Brett, et al.
(författare)
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Translation and psychometric evaluation of the Swedish version of the Interdisciplinary Education Perception Scale
- 2018
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Ingår i: Journal of Interprofessional Care. - : Informa UK Limited. - 1356-1820 .- 1469-9567. ; 32:1, s. 63-68
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Tidskriftsartikel (refereegranskat)abstract
- Interprofessional education (IPE) is widely accepted worldwide, as a key part of training for health professionals and critical to an effective, patient-centred healthcare system. Several tools have been developed to evaluate IPE programmes and interventions globally. Many of the widely-used tools have been successfully adapted to suit specific cohorts and different languages; the Interdisciplinary Education Perception Scale (IEPS), however, has not yet been translated and validated for use in Sweden. The aim of this study was to translate the IEPS into Swedish and validate the psychometric properties of this new version. The 12-item IEPS underwent translation into Swedish and back-translation into English by suitable independent translators to ensure items retained their meaning. The new Swedish version was completed by 164 medical and nursing, occupational therapy and physiotherapy students on clinical placements in Stockholm. Principal Axis Factoring (PAF) and Oblique Oblimin Rotation confirmed a three-factor structure, that explained 77.4% of variance. The new 10-item Swedish version IEPS displayed good internal consistency with an overall Cronbach's alpha of a = .88 and subscale values of .89, .88 and .66. The exclusion of two-items limits the transferability of this scale; however, the factor makeup was very similar to the original 12-item English version. It is suspected that minor differences were due to unavoidable deviations in meaning following translation (i.e. certain English words have no equivalent in Swedish). Nevertheless, the results imply that the Swedish version of the IEPS is a valid and reliable tool for assessing students' perceptions and attitudes towards IPE within the Swedish health education system.
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