| 1. |
- Fagerberg, Ingegerd, et al.
(författare)
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Influencing aspects in nursing education on Swedish nursing students' choice of first work area as graduated nurses
- 2000
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Ingår i: Journal of Nursing Education. - : SLACK, Inc.. - 0148-4834 .- 1938-2421 .- 0022-3158. ; 39:5, s. 211-218
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Tidskriftsartikel (refereegranskat)abstract
- It is difficult to recruit RNs to positions in various areas of elder care. The aim of this study is to understand the meaning of Swedish nursing students' reasoning during education about where in the health care system they would like to work as RNs after graduation. The students were interviewed using the same guide at the end of each of their three academic years. In the second and the third year the students kept diaries about their clinical education. A phenomenological-hermeneutic method of analysis was used, and eight themes appeared vital for the students' choice of work area after graduation. The deeper interpretations of the results imply that the students received contradictory messages during the education in elder care. Students found that nurses working in this field were often isolated with no apparent support system, which in turn reinforced their own ambivalence and reluctance towards future work in elder care.
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| 2. |
- Aronsson, Jennie, et al.
(författare)
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Sustainability in Clinical Practice : A Cross-National Comparative Study of Nursing Students in England and Sweden
- 2022
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Ingår i: Journal of Nursing Education. - : SLACK, Inc.. - 0148-4834 .- 1938-2421. ; 61:7, s. 390-393
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Tidskriftsartikel (refereegranskat)abstract
- Background: Delivering health care negatively influ-ences the environment and contributes to climate change. This study examined how nursing students in England and Sweden can make changes in clinical practice to enhance environmental sustainability. Method: Third-year under-graduate nursing students at English and Swedish universities responded to open-ended questions on the Sustainability Attitudes in Nursing Survey. Data were analyzed using inductive content analysis. Results: Students in both countries identified lack of confidence as the main barrier to challenging unsustainable practice, followed by a resistance to change in practice. English students predominantly changed their own behavior or influenced the practice of others. Swedish students either changed their own behavior or their own attitudes to sustainability. Conclusion:There is a need to ensure students have confidence to act as change agents to enhance sustainable practice in the clinical environment.
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| 3. |
- Arveklev, Susanna H., 1975, et al.
(författare)
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Learning About Conflict and Conflict Management Through Drama in Nursing Education
- 2018
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Ingår i: Journal of Nursing Education. - New York : SLACK, Inc.. - 0148-4834 .- 1938-2421. ; 57:4, s. 209-216
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Tidskriftsartikel (refereegranskat)abstract
- Background: In the health care settings in which nurses work, involvement in some form of conflict is inevitable. The ability to manage conflicts is therefore necessary for nursing students to learn during their education. Method: A qualitative analysis of 43 written group assignments was undertaken using a content analysis approach. Results: Three main categories emerged in the analysis-to approach and integrate with the theoretical content, to step back and get an overview, and to concretize and practicetogether with the overall theme, to learn by oscillating between closeness and distance. Conclusion: Learning about conflict and conflict management through drama enables nursing students to form new knowledge by oscillating between closeness and distance, to engage in both the fictional world and the real world at the same time. This helps students to form a personal understanding of theoretical concepts and a readiness about how to manage future conflicts.
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| 4. |
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| 5. |
- Georg, Carina, et al.
(författare)
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A Rubric to Assess Students' Clinical Reasoning When Encountering Virtual Patients
- 2018
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Ingår i: Journal of Nursing Education. - : Slack Incorporated. - 0148-4834 .- 1938-2421. ; 57:7, s. 408-415
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Tidskriftsartikel (refereegranskat)abstract
- BACKGROUND: Training with virtual patients has been proposed as a suitable learning activity to improve clinical reasoning skills for nursing students. However, published instruments with the capacity to assess students' reasoning process in the encounter with virtual patients are lacking.METHOD: Deductive and abductive analyses were used to adapt the Lasater Clinical Judgment Rubric (LCJR) to assess nursing students' clinical reasoning skills in the encounter with virtual patients. The new rubric's ability to capture nursing students' clinical reasoning processes was tested using deductive analysis and statistical analysis.RESULTS: A grading rubric for virtual patients, the vpLCJR, was developed. Cronbach's alpha showed .892, indicating good internal consistency.CONCLUSION: The rubric vpLCJR, which deconstructs aspects of clinical reasoning for both students and faculty members, can be used to clarify expectations, assess students' clinical reasoning process, and provide feedback for learning when nursing students encounter virtual patients. [J Nurs Educ. 2018;57(7):408-415.].
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| 6. |
- Letterstål, Anna, et al.
(författare)
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Nursing Faculties' Perceptions of Integrating Theory and Practice to Develop Professional Competence
- 2022
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Ingår i: Journal of Nursing Education. - : SLACK, Inc.. - 0148-4834 .- 1938-2421. ; 61:5, s. 236-241
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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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| 7. |
- Lyckhage, Elisabeth Dahlborg, et al.
(författare)
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The Importance of Awareness of Nursing Students' Denotative Images of Nursing
- 2008
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Ingår i: Journal of Nursing Education. - 0148-4834. ; 47:12, s. 537-543
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Tidskriftsartikel (refereegranskat)abstract
- The aim of this article is to describe the images that recent nursing students in Eurocentric culture have of nursing and discuss how these images can be used to highlight nurses' authority and autonomy in comparison with the medical profession. The empirical material consists of short narratives from 168 nursing students. Three themes emerged from the categories of answers: The Nurse as an Idealistic Helper, The Nurse as a Realistic Developer, and The Nurse as a Young Seeker. The essence of nursing could be traced in these themes even if a solid ground of nursing shows itself in changing forms. According to this study and previous research, nursing can be considered as a mummified occupation in its essence, given that the old values and stereotypes largely remain. The main motives for becoming a nurse are altruism, a desire for autonomy, and flexibility. To strengthen the profession, both teachers and clinical supervisors should use the students' images of nursing as a starting point in nursing education and develop them in different contexts.
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| 8. |
- Pilhammar Andersson, Ewa, 1943
(författare)
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From vocational training to academic education, the situation of the Schools of Nursing in Sweden.
- 1999
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Ingår i: Journal of Nursing Education. - 0148-4834. ; 38:1, s. 33-38
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Tidskriftsartikel (refereegranskat)abstract
- As a consequence of a college reform in 1993, nursing education in Sweden is changing from vocational training to academic education. Teacher competence is considered to be of strategic importance to the quality of education for nurses, and nurse educators are expected to have a doctorate or master's degree in nursing or social science. This article focuses on teaching competence as it is perceived by teachers and describes the strategies used by nurse educators to meet the educational changes. The data for this ethnographic study were collected by participant observations at three Swedish nursing schools and interviews with 59 nurse educators. Results indicate that nurse educators use three different strategies to cope with changing demands and to keep their knowledge and competence as faculty at a desirable level. A good nurse educator must: (a) be a "real" nurse; (b) be well prepared in different subject matters; or (c) have an academic degree (master's degree or PhD). The success of the change from vocational training of nurses to an academic education depends on the faculty composition and the culture of the school. As a result of the increased demands for competence, traditional strategies to cope with change are no longer appropriate. Nonacademic-educated faculty risk losing their identity as good educators. PMID: 9921786 [PubMed - indexed for MEDLINE]
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