| 1. |
- Aarts, Clara, et al.
(författare)
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Enabling nursing students to focus on the Ottawa Charter and the nurses role in tackling inequalities in health through international exchange
- 2010
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Ingår i: Nurse Education Today. - : Elsevier BV. - 0260-6917 .- 1532-2793. ; 30:5, s. 448-452
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Tidskriftsartikel (refereegranskat)abstract
- Student nurses in a transatlantic exchange program explored the role of registered nurses in five countries' public health systems. The Ottawa Charter provided a framework for students to examine the nurse's responsibilities in public health. Students took practice placements in geographically rural areas on another continent and explored inequalities in health care. If nurses are to understand their role in the health care system then they must be taught the scope of their practice including their role in health promotion, public health practice and community development. For this project nursing instructors developed an assignment relevant to the aims and suitable for students in all five nursing programs. Only three of 48 students offered an assignment which focused on building healthy public policy. Nurse educators need to explore this further to ensure nurses of the future are aware of their role and responsibilities in this area and have skills to work effectively to influence and build healthy policy. The international student exchange supported the students' developing understanding of the breadth of initiatives around the globe where nurses are actively engaged in addressing inequalities of health. Findings from an analysis of their assignments are presented in this evaluative report.
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| 2. |
- Al Qadire, Mohammad, et al.
(författare)
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Student nurses' knowledge about the management of chemotherapy-induced neutropenia : Multi-national survey
- 2021
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Ingår i: Nurse Education Today. - 0260-6917 .- 1532-2793. ; 105, s. 1-6
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Tidskriftsartikel (refereegranskat)abstract
- BACKGROUND: Chemotherapy-induced neutropenia is a serious global health concern. It is essential that student nurses who are the future of healthcare are equipped with the right knowledge to care for the unique needs of patients with neutropenia.OBJECTIVE: The study assesses student nurses' knowledge of neutropenia management and examines the difference in their knowledge with regard to their demographics.DESIGN: A descriptive cross-sectional survey design was used.SETTINGS: Participants for this survey were recruited from four nursing schools from three countries: Jordan, Oman, and Saudi Arabia.PARTICIPANTS: The study sample comprised 230 student nurses representing all three countries.METHODS: Online data collection was implemented. A message including the link to the study questionnaire was sent to students through their university portal. Demographic data and the neutropenia knowledge questionnaire were collected.RESULTS: The student nurses showed poor knowledge of neutropenia and its management (mean = 10.1 out of 30). The bridging students (M = 12.6, SD = 9.8) had significantly higher mean total knowledge scores than the regular students (M = 9.8, SD = 5.5) (t = 2.9, df = 38.9, p = 0.006). However, students who had received previous education about neutropenia management (M = 11.6, SD = 5.0) had significantly higher mean knowledge scores than those who had not (M = 9.5, SD = 5.6) (t = -2.73, df = 134.8, p = 0.007).CONCLUSIONS: The study findings underscore the overarching necessity to improve students' knowledge of neutropenia and its management. However, addressing this concern is multifaceted and requires deliberate effort from various agencies. Developing innovative strategies to increase the coverage of oncology nursing in the curriculum, improving faculty expertise, enhancing staff nurses' knowledge and skills, provision of funding, and adoption of oncology-related competencies in the nursing program need to be explored as key solutions.
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| 3. |
- Al Qadire, Mohammad, et al.
(författare)
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Student nurses' knowledge about the management of chemotherapy-induced neutropenia : Multi-national survey
- 2024
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Ingår i: Nurse Education Today. - : Churchill Livingstone. - 0260-6917 .- 1532-2793. ; 105, s. 1-6
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Tidskriftsartikel (refereegranskat)abstract
- BACKGROUND: Chemotherapy-induced neutropenia is a serious global health concern. It is essential that student nurses who are the future of healthcare are equipped with the right knowledge to care for the unique needs of patients with neutropenia. OBJECTIVE: The study assesses student nurses' knowledge of neutropenia management and examines the difference in their knowledge with regard to their demographics. DESIGN: A descriptive cross-sectional survey design was used. SETTINGS: Participants for this survey were recruited from four nursing schools from three countries: Jordan, Oman, and Saudi Arabia. PARTICIPANTS: The study sample comprised 230 student nurses representing all three countries. METHODS: Online data collection was implemented. A message including the link to the study questionnaire was sent to students through their university portal. Demographic data and the neutropenia knowledge questionnaire were collected. RESULTS: The student nurses showed poor knowledge of neutropenia and its management (mean = 10.1 out of 30). The bridging students (M = 12.6, SD = 9.8) had significantly higher mean total knowledge scores than the regular students (M = 9.8, SD = 5.5) (t = 2.9, df = 38.9, p = 0.006). However, students who had received previous education about neutropenia management (M = 11.6, SD = 5.0) had significantly higher mean knowledge scores than those who had not (M = 9.5, SD = 5.6) (t = -2.73, df = 134.8, p = 0.007). CONCLUSIONS: The study findings underscore the overarching necessity to improve students' knowledge of neutropenia and its management. However, addressing this concern is multifaceted and requires deliberate effort from various agencies. Developing innovative strategies to increase the coverage of oncology nursing in the curriculum, improving faculty expertise, enhancing staff nurses' knowledge and skills, provision of funding, and adoption of oncology-related competencies in the nursing program need to be explored as key solutions.
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| 4. |
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| 5. |
- Andersson, Anna, et al.
(författare)
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Development and validation of experienced work-integrated learning instrument (E-WIL) using a sample of newly graduated registered nurses : A confirmatory factor analysis
- 2023
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Ingår i: Nurse Education Today. - 0260-6917 .- 1532-2793. ; 128, s. 1-9
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Tidskriftsartikel (refereegranskat)abstract
- INTRODUCTION: Research indicates that newly graduated registered nurses struggle to develop practical skills and clinical understanding and to adapt to their professional role. To ensure quality of care and support new nurses, it is vital that this learning is elucidated and evaluated. Aim The aim was to develop and evaluate the psychometric properties of an instrument assessing work-integrated learning for newly graduated registered nurses, the Experienced Work-Integrated Learning (E-WIL) instrument.METHOD: The study utilized the methodology of a survey and a cross-sectional research design. The sample consisted of newly graduated registered nurses (n = 221) working at hospitals in western Sweden. The E-WIL instrument was validated using confirmatory factor analysis (CFA).RESULTS: The majority of the study participants were female, the average age was 28 years, and participants had an average of five months' experience in the profession. The results confirmed the construct validity of the global latent variable E-WIL, "Transforming previous notions and new contextual knowledge into practical meaning," including six dimensions representing work-integrated learning. The factor loadings between the final 29 indicators and the six factors ranged from 0.30 to 0.89, and between the latent factor and the six factors from 0.64 to 0.79. The indices of fit indicated satisfactory goodness-of-fit and good reliability in five dimensions with values ranging from α = 0.70 to 0.81, except for one dimension showing a slightly lower reliability, α = 0.63, due to the low item number. Confirmatory factor analysis also confirmed two second-order latent variables, "Personal mastering of professional roles" with 18 indicators, and "Adapting to organisational requirements" with 11 indicators. Both showed satisfactory goodness-of-fit, and factor loading between indicators and the latent variables ranged from 0.44 to 0.90 and from 0.37 to 0.81, respectively.CONCLUSION: The validity of the E-WIL instrument was confirmed. All three latent variables could be measured in their entirety, and all dimensions could be used separately for the assessment of work-integrated learning. The E-WIL instrument could be useful for healthcare organisations when the goal is to assess aspects of newly graduated registered nurses' learning and professional development.
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| 6. |
- Andersson, Erika, et al.
(författare)
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To Be Involved – a Qualitative Study of Nurses' with Limited Experiences of Caring for Dying Patients
- 2016
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Ingår i: Nurse Education Today. - : Elsevier BV. - 0260-6917 .- 1532-2793. ; 38, s. 144-149
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Tidskriftsartikel (refereegranskat)abstract
- Objective The aim of this study was to describe nurses' experiences (> two years) of caring for dying patients in surgical wards. Background Palliative care is included in education for nurses. However, the training content varies, and nurse educators need to be committed to the curriculum regarding end-of-life situations. A lack of preparation among newly graduated nurses regarding dying and death could lead to anxiety, stress and burnout. Therefore, it is important to improve knowledge regarding end-of-life situations. Setting, Participants and Method A qualitative descriptive study was carried out in two surgical wards in the southern part of Sweden. The study comprised six interviews with registered nurses and was analysed using manifest qualitative content analysis, a qualitative method that involves an inductive approach, to increase our understanding of nurses' perspectives and thoughts regarding dying patients. Results The results formed one category (caring—to be involved) and three subcategories (being supportive, being frustrated and being sensitive in the caring processes). Nurses were personally affected and felt unprepared to face dying patients due to a lack of knowledge about the field of palliative care. Their experiences could be described as processes of transition from theory to practice by trial and error. Conclusion Supervision is a valuable tool for bridging the gap between theory and practice in nursing during the transition from novice to expert. Improved knowledge about palliative care during nursing education and committed nursing leadership at the ward level facilitate preparation for end-of-life situations.
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| 7. |
- Anåker, Anna, et al.
(författare)
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Nursing students' perception of climate change and sustainability actions - A mismatched discourse : A qualitative, descriptive exploratory study.
- 2021
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Ingår i: Nurse Education Today. - : Elsevier BV. - 0260-6917 .- 1532-2793. ; 105
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Tidskriftsartikel (refereegranskat)abstract
- BACKGROUND: Climate change is described as the biggest global challenge for human health in the upcoming decade. Nurses play a central role in mitigating the effect of climate change on the healthcare sector and adapting to the phenomenon. Therefore, nursing students must be prepared for a new professional role keeping climate change in mind; consequently, it is important to study students' perceptions of climate change and sustainability.OBJECTIVES: To explore nursing students' perceptions of climate change and sustainability and examine how they perceive their role as nursing students in working towards a more sustainable development within the healthcare sector.DESIGN: It is a qualitative, descriptive exploratory study.SETTINGS: A nursing program at a university in central Sweden.PARTICIPANTS: Nursing students.METHODS: Individual in-depth interviews and one group interview were conducted for the study.RESULTS: The main findings revealed that students saw themselves living in a mismatched discourse. They perceived the future of humanity as gloomy but thought that sustainability is the society's joint obligation to achieve the right to a good life for all people equally.CONCLUSIONS: Nursing students perceived themselves as important actors in the work of climate change and sustainability. Thus, nursing education needs to integrate the impact of climate change on healthcare and promote sustainability into the curriculum for preparing students to take responsibility for sustainability in society.
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| 8. |
- Arveklev Höglund, Susanna, et al.
(författare)
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The use and application of drama in nursing education : An integrative review of the literature
- 2015
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Ingår i: Nurse Education Today. - Edinburgh : Churchill Livingstone. - 0260-6917 .- 1532-2793. ; :7, s. e12-e17
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Tidskriftsartikel (refereegranskat)abstract
- Background Caring is grounded on universal humanistic values such as kindness, empathy, concern and love for self and others. Nurses need to learn how to implement these values in the care for patients. Nursing students find it hard to assimilate theoretical knowledge in practice. Experiential learning in the form of drama has been used in several studies to enhance nursing students' learning. Aim The aim of this study was to review empirical and theoretical articles on the use and application of drama in nursing education. Design An integrative review of the literature.MethodThe databases CINAHL, PubMed, ProQuest and Academic search elite were searched for articles. Result The search generated 64 articles, with 20 articles meeting the inclusive criteria. Three themes with their attendant subthemes emerged through the analysis. The themes are: The Framing, The Objectives and The Embodiment. Conclusion Drama is effective in entry level courses in nursing education to enhance student learning and can be flexible and adjusted to various contexts. Further research using drama to enroll nursing students as fictive patients and relatives and thereby explore different perspectives is suggested, and more research on the application of drama in nursing education at an advanced level is required.
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| 9. |
- Arveklev, Susanna H., et al.
(författare)
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Learning to teach at a norm-critical clinical learning centre : A Phenomenographic study
- 2024
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Ingår i: Nurse Education Today. - : Elsevier BV. - 0260-6917 .- 1532-2793. ; 139
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Tidskriftsartikel (refereegranskat)abstract
- Background: Campus-based clinical learning centres are used for practice and learning in nursing students' education and can be arenas in which to enhance students' awareness and competence in social justice issues. Norm-critical approaches can be used as pedagogical tools in these centres to prepare students for hands-on caring situations in which social norms can bias the outcome. Objectives: To describe nursing teachers' conceptions of learning norm-critical approaches and implementing them in a clinical training centre. Setting and participants: The study is based on interviews with 10 teachers at a Swedish university college. Methods: The data was analysed using a phenomenographic approach. Results: Five categories of description emerged in the analysis that described conceptions related to norm-critical approaches. These categories were: personally developing and meaningful; easily integrated with established nursing concepts; highlighting surrounding power; something to lean on when letting students take the first steps in norm-critical initiatives; and helping implementation in teaching and education. Conclusions: Teachers who are facing the task of providing norm-critical, practical education to nursing students in campus-based clinical learning environments are ambivalent towards the core principles of norm criticism, which they conceive as natural and provoking, at the same time. We therefore need to un-dramatise norm criticism and better prepare teachers in how to use it. Teachers would benefit from follow-up activities and formal collaborations regarding norm-critical teaching, so that they are given context to discuss, reflect, and learn from each other.
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| 10. |
- Axelsson, Christer, et al.
(författare)
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How the context of ambulance care influences learning to become a specialist ambulance nurse a Swedish perspective.
- 2015
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Ingår i: Nurse Education Today. - : Elsevier BV. - 0260-6917 .- 1532-2793.
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Tidskriftsartikel (refereegranskat)abstract
- OBJECTIVES: Ambulance emergency care is multifaceted with extraordinary challenges to implement accurate assessment and care. A clinical learning environment providing opportunities for mastering these essential skills is a key component in ensuring that prehospital emergency nurse (PEN) students acquire the necessary clinical competence.AIM: The aim is to understand how PEN students experience their clinically based training, focusing on their learning process.METHOD: We applied content analysis with its qualitative method to our material that consisted of three reflections each by 28 PEN students over their learning process during their 8weeks of clinical ambulance practice. The research was carried out at the Center for Prehospital Care, University of Borås, Sweden.RESULTS: The broad spectrum of ambulance assignments seems to awaken great uncertainty and excessive respect in the students. Student vulnerability appears to decrease when the clinical supervisor behaves calmly, knowledgeably, confidently and reflectively. Early traumatic incidents on the other hand may increase the students' anxiety. Each student is offered a unique opportunity to learn how to approach patients and relatives in their own environments, and likewise an opportunity to gather information for assessment. Infrequency of missions seems to make PEN students less active in their student role, thereby preventing them from availing themselves of potential learning situations. Fatigue and hunger due to lack of breaks or long periods of transportation also inhibit learning mode.CONCLUSION: Our findings suggest the need for appraisal of the significance of the clinical supervisor, the ambulance environment, and student vulnerability. The broad spectrum of conditions in combination with infrequent assignments make simulation necessary. However, the unique possibilities provided for meeting patients and relatives in their own environments offer the PEN student excellent opportunities for learning how to make assessments.
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| 11. |
- Axelsson, Malin, et al.
(författare)
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Which nursing students are more ready for interprofessional learning? A cross-sectional study
- 2019
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Ingår i: Nurse Education Today. - : Elsevier. - 0260-6917 .- 1532-2793. ; 79, s. 117-123
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Tidskriftsartikel (refereegranskat)abstract
- Background: It has been argued that the significance of personality in relation to students' readiness for interprofessional collaboration is an area where more research is needed. Nursing students in particular seem to be unsure about their role in the interprofessional team. Objective: To explore associations between nursing students' readiness for interprofessional learning and personality traits with regard to biological sex, and previous work experience from health care. Design: A cross-sectional questionnaire study. Setting: Nursing students in year one and three enrolled in a three-year undergraduate bachelor in nursing programme. Participants: Nursing students (n = 284) in semester two and six. Methods: The participants completed the Readiness for Interprofessional Learning Scale and the Neuroticism, Extraversion, and Openness to experience Five Factor Inventory-3. The data were statistically analyzed by descriptive statistics, t-tests, correlations and linear regressions. Results: Four of the five investigated personality traits – Extraversion, Openness to experiences, Agreeableness and Conscientiousness - were associated with nursing students' readiness for interprofessional learning. Moreover, nursing students in semester six were more ready for interprofessional learning regarding Negative professional identity and Roles and responsibilities than students in semester two. Female students were more ready for Teamwork and collaboration than male students. Conclusions: Nursing students being more outgoing, open-minded, agreeable or conscientious seem to be more ready for interprofessional learning. Consequently, personality is of significance for nursing students' readiness for interprofessional learning.
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| 12. |
- Baxter, Rebecca, et al.
(författare)
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Impact of a critical care postgraduate certificate course on nurses' self-reported competence and confidence : A quasi-experimental study
- 2018
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Ingår i: Nurse Education Today. - : Elsevier. - 0260-6917 .- 1532-2793. ; 65, s. 156-161
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Tidskriftsartikel (refereegranskat)abstract
- Background: Postgraduate education is said to support the development of nurses' professional competence and confidence, essential to the delivery of safe and effective care. However, there is a shortness of empirical evidence to demonstrate an increase to nurses' self-reported confidence and competence on completion of critical care postgraduate certificate-level education.Objectives: To explore the impact of a critical care postgraduate certificate course on nurses' self-reported competence and confidence. To explore the psychometric properties and performance of the Critical Care Competence and Confidence Questionnaire.Design: A quasi-experimental pre/post-test design.Participants: A total population sample of nurses completing a critical care postgraduate certificate course at an Australian University.Methods: The Critical Care Competence and Confidence Questionnaire was developed for this study to measure nurses' self-reported competence and confidence at baseline and follow up. Descriptive and inferential statistics were used to explore sample characteristics and changes between baseline and follow-up. Reliability of the questionnaire was explored using Cronbach's Alpha and item-total correlations.Results: There was a statistically significant increase in competence and confidence between baseline and follow-up across all questionnaire domains. Satisfactory reliability estimates were found for the questionnaire.Conclusions: Completion of a critical care postgraduate certificate course significantly increased nurses' perceived competence and confidence. The Critical Care Competence and Confidence Questionnaire was found to be psychometrically sound for measuring nurses' self-reported competence and confidence.
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| 13. |
- Bengtsson, Mariette, et al.
(författare)
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The nursing and medical students´motivation to attain knowledge
- 2009
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Ingår i: Nurse Education Today. - : Elsevier. - 0260-6917 .- 1532-2793. ; :2
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Tidskriftsartikel (refereegranskat)abstract
- Objectives: The aim was to gather information regarding what students consider important for their motivation to attain knowledge, in order to shape courses that foster this motivation. Method: A qualitative design comprising focus groups including 31 nursing and medical students for interviews, semi-structured questions, and content analysis was utilized. Result: The students thought it was important to coordinate more superficial knowledge with learning in depth, and to apply the theoretical knowledge in practise. Self-motivation, committed teachers and discussions with other students were considered to be important for learning. The difference between the groups was that the nurses were focused on their assessments because of lack of time, while the medical students were more learning for life. Their greatest problem was to know what of all knowledge they needed to learn and should focus on. Conclusion: The motivation must come from the students themselves, but dedicated teachers giving performance feed-back, discussions in different forms and choices of learning and assessment methods enhance enthusiasm and learning. By providing an educational environment that resonates with the students’ needs, teachers may be successful in their teaching.
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| 14. |
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| 15. |
- Bisholt, Birgitta, 1963-
(författare)
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The learning process of recently graduated nurses in professional situations : Experiences of an introduction program
- 2012
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Ingår i: Nurse Education Today. - : Elsevier. - 0260-6917 .- 1532-2793. ; 32:3, s. 289-293
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Tidskriftsartikel (refereegranskat)abstract
- An increased theoretical focus and decreased clinical training have resulted in sharp criticism from health care institutions of the content of the nursing education program. As a consequence of this criticism, employers offer introduction programs to recently graduated nurses after they have completed their nursing education. This study is part one of a larger research study. The aim of the present study was to analyze and describe how recently graduated nurses learn at the place of work and how they seek a meaning in their encounter with that environment. The research method was ethnographic, and the empirical material was based upon data from participant observations, interviews and field notes. The results disclosed that workplaces using the master–apprentice system as a model for supervising recently graduated nurses during the introduction program. The results also showed that the novices have acquired theoretical knowledge and know what action to take, but may have trouble assessing which part of their knowledge to use. The introduction program constitutes an obstacle in the professional development of the novices.
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| 16. |
- Bisholt, Birgitta, 1963-
(författare)
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The professional socialization of recently graduated nurses : Experiences of an introduction program
- 2012
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Ingår i: Nurse Education Today. - : Elsevier. - 0260-6917 .- 1532-2793. ; 32:3, s. 278-282
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Tidskriftsartikel (refereegranskat)abstract
- Nursing education entails a three-year program leading up to a Bachelor's degree. Recently graduated nurses lack theoretical as well as clinical skills, thus experiencing difficulties in taking on the professional role. Health care institutions have previously expressed great concern about the increase of theoretical focus at the cost of decreased clinical training and consequently employers presently offer introduction programs after the completion of the nursing education. The present study is part two of a larger study. The aim of the present study was to describe and analyze how recently graduated nurses are socialized into the profession. The research was conducted using an ethnographic approach and the empirical data was acquired by means of participant observations, interviews and field notes. The findings revealed that the staff questions the novices' nursing knowledge and strongly doubts their professional skills. In order for novices to attain member status at the clinical facility, they must constantly prove their professional ability. The findings showed furthermore that deviation by the novices from the norms and expectations associated with the professional role results in their becoming outsiders. Within nursing education the ideology of nursing is prominent, but within the profession the emphasis is on good occupational skills.
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| 17. |
- Borglin, Gunilla
(författare)
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Promoting Critical Thinking and Academic Writing Skills in Nurse Education
- 2012
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Ingår i: Nurse Education Today. - : Elsevier. - 0260-6917 .- 1532-2793. ; 32:5, s. 611-3
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Tidskriftsartikel (refereegranskat)abstract
- Although academic skills, conceptualised as writing and critical thinking, are a vital part of university studies, research indicates that many students leave without having mastered these skills effectively. This research also reflects on nursing students. Nursing could also be said to be hampered by a number of complex educational challenges that are likely to impact on the academic socialisation process in general. These challenges include being a relatively ‘young’ academic discipline, the ‘theory–practice’ divide, a knowledge bed lying on a complex intersection of two ‘antithetical sciences’ and, at least in the Scandinavian countries, an increasing number of nurse educators with a PhD in nursing science but with limited time to develop their own teaching skills. In combination, these challenges have the potential to act as stumbling blocks, both from a teaching and learning perspective. I would suggest that a departure in teaching fromtheoretical educational models, such as Lea and Street's ‘academic literacies model,’ including skills, socialisation and academic literacy models simultaneously, could be one of several ways forward to create a learning environment that takes these issues into account.
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| 18. |
- Bos (Sparén), Elisabeth, et al.
(författare)
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Factors associated with student learning processes in primary health care units : a questionnaire study
- 2015
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Ingår i: Nurse Education Today. - : Elsevier BV. - 0260-6917 .- 1532-2793. ; 35:1, s. 170-175
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Tidskriftsartikel (refereegranskat)abstract
- BACKGROUND: Clinical placement plays a key role in education intended to develop nursing and caregiving skills. Studies of nursing students' clinical learning experiences show that these dimensions affect learning processes: (i) supervisory relationship, (ii) pedagogical atmosphere, (iii) management leadership style, (iv) premises of nursing care on the ward, and (v) nursing teachers' roles. Few empirical studies address the probability of an association between these dimensions and factors such as student (a) motivation, (b) satisfaction with clinical placement, and (c) experiences with professional role models.OBJECTIVE: The study aimed to investigate factors associated with the five dimensions in clinical learning environments within primary health care units.DESIGN AND METHODS: The Swedish version of Clinical Learning Environment, Supervision and Teacher, a validated evaluation scale, was administered to 356 graduating nursing students after four or five weeks clinical placement in primary health care units. Response rate was 84%. Multivariate analysis of variance is determined if the five dimensions are associated with factors a, b, and c above.RESULTS: The analysis revealed a statistically significant association with the five dimensions and two factors: students' motivation and experiences with professional role models. The satisfaction factor had a statistically significant association (effect size was high) with all dimensions; this clearly indicates that students experienced satisfaction.CONCLUSIONS: These questionnaire results show that a good clinical learning experience constitutes a complex whole (totality) that involves several interacting factors. Supervisory relationship and pedagogical atmosphere particularly influenced students' satisfaction and motivation. These results provide valuable decision-support material for clinical education planning, implementation, and management.
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| 19. |
- Boussaid, Lena, et al.
(författare)
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Nurses learn caring theory by being co-researchers in a surgical setting
- 2012
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Ingår i: Nurse Education Today. - : Elsevier BV. - 0260-6917 .- 1532-2793. ; 32:4, s. 393-398
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Tidskriftsartikel (refereegranskat)abstract
- This paper present findings from research on the following issues: How nurses from surgical unit learn a caring theory by being co-researchers in a research group. The aim was to describe the learning process of the nurses when they were co-researchers in a research group. The study has a qualitative design and a hermeneutical approach. Data were collected through interviews with seven registered nurses in hospital in mid Sweden. The study shows that nurses learn caring by listening to each other. Four sub-themes emerged through the interpretation: Nurses learn caring theory by listening to each other when they are; giving time to talk to one another, expressing their actions in words, sharing thoughts with others and allowing themselves to be touched by each other's stories. The new understanding highlights that learning in research groups can be understood as a learning process, where nurses listen to one another and thereby create an expression and meaning of their experiences through caring theory, while at the same time developing their profession. Nurses learn caring theory by being co-researchers in a research group. In order for this to happen, the research collaboration should be characterized by realism and engagement. (C) 2011 Elsevier Ltd. All rights reserved.
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| 20. |
- Bredesen, Ida Marie, et al.
(författare)
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Effect of e-learning program on risk assessment and pressure ulcer classification : A randomized study
- 2016
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Ingår i: Nurse Education Today. - : Elsevier BV. - 0260-6917 .- 1532-2793. ; 40, s. 191-197
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Tidskriftsartikel (refereegranskat)abstract
- Background: Pressure ulcers (PUs) are a problem in health care. Staff competency is paramount to PU prevention. Education is essential to increase skills in pressure ulcer classification and risk assessment. Currently, no pressure ulcer learning programs are available in Norwegian. Objectives: Develop and test an e-learning program for assessment of pressure ulcer risk and pressure ulcer classification. Methods: Design, participants and setting: Forty-four nurses working in acute care hospital wards or nursing homes participated and were assigned randomly into two groups: an e-learning program group (intervention) and a traditional classroom lecture group (control). Data was collected immediately before and after training, and again after three months. The study was conducted at one nursing home and two hospitals between May and December 2012. Analysis: Accuracy of risk assessment (five patient cases) and pressure ulcer classification (40 photos [normal skin, pressure ulcer categories I-IV] split in two sets) were measured by comparing nurse evaluations in each of the two groups to a pre-established standard based on ratings by experts in pressure ulcer classification and risk assessment. Inter-rater reliability was measured by exact percent agreement and multi-rater Fleiss kappa. A Mann-Whitney U test was used for continuous sum score variables. Results: An e-learning program did not improve Braden subscale scoring. For pressure ulcer classification, however, the intervention group scored significantly higher than the control group on several of the categories in post-test immediately after training. However, after three months there were no significant differences in classification skills between the groups. Conclusion: An e-learning program appears to have a greater effect on the accuracy of pressure ulcer classification than classroom teaching in the short term. For proficiency in Braden scoring, no significant effect of educational methods on learning results was detected.
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| 21. |
- Buchanan, K., et al.
(författare)
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Learning objectives of cultural immersion programs : A scoping review
- 2021
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Ingår i: Nurse Education Today. - : Churchill Livingstone. - 0260-6917 .- 1532-2793. ; 100
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Forskningsöversikt (refereegranskat)abstract
- Background: Cultural immersion as a learning activity provides students with the opportunity to experience diversity and develop cultural safety. Both, ‘Study Abroad Programs’ and ‘Internationalisation at Home’ (IaH) aim to provide a cultural immersion experience for students. However, explicit learning objectives are essential for quality pedagogy and for students to develop cultural safety from their learning experience. Objective: To identify the learning objectives of study abroad and Internationalisation at Home (IaH) programs in higher education health profession programs. Design: A scoping review was undertaken according to recommendations by the Joanna Briggs Institute (Peters et al., 2020) and PRISMA guidelines. Data sources: The electronic databases CINAHL, MEDLINE, PsychINFO and PubMed and were searched in November 2019 and updated September 2020. The search was limited to qualitative studies, text and opinion pieces, English language, published between 2015 and 2019. Review methods: Inclusion criteria using the participants, concept, and context (PCC framework) was utilised and search terms such as study abroad and Internationalisation at Home were combined with learning objectives to identify articles. The articles were screened for eligibility by title, abstract, and full text review by two independent reviewers. A data extraction tool was utilised to extract and synthesise data into categories that represent the core learning objectives of cultural immersion programs reviewed. Results: Fourteen of the 66 initially identified studies were included in this scoping review. Qualitative synthesis yielded five broad categories of learning objectives used in cultural immersion programs: cultural competence, internationalisation, pedagogy, collegiality, and personal growth. Conclusion: A minimum set of essential learning outcomes was derived from this review that will be of interest to developers and implementers of cultural immersion programs.
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| 22. |
- Carlson, Elisabeth, et al.
(författare)
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Nursing as universal and recognisable: Nursing students' perceptions of learning outcomes from intercultural peer learning webinars : A qualitative study
- 2017
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Ingår i: Nurse Education Today. - : Elsevier. - 0260-6917 .- 1532-2793. ; 57, s. 54-59
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Tidskriftsartikel (refereegranskat)abstract
- Background: Nursing students need to be prepared for the increasingly culturally diverse health care. Therefore, providing students with international perspectives remains the mission of higher education. However, given the logistic and financial constraints, not all students will be able to travel overseas for their international experiences. A feasible alternative to study abroad is internationalisation-at-home where intercultural dimensions are incorporated into curriculum, without students leaving their home universities. This paper presents findings from a collaboration between nursing programmes in Sweden and Hong Kong. The aim of the project was to explore how undergraduate nursing students' perceived achieved learning outcomes after participating in a web-based intercultural peer-learning intervention. Methods: A qualitative and interpretative design was adopted to capture undergraduate nursing students' experiences of internationalisation at home via webinars. We used convenience sampling and recruited ten undergraduate nursing students from each university. The students were assigned a generic patient case that they discussed and reflected on during three webinars. Data were collected by students´ reflective journals and focus group interviews. Analysis of data followed the principles for thematic networks. Results: In exploring how undergraduate nursing students' perceived learning outcomes after participating in a web-based intercultural peerlearning intervention the global theme, nursing as universal and recognisable, emerged from the data. Recognition of the global theme aroused from two organisational themes; mirroring nursing through an intercultural lens and reflecting on personal action and the action of others. Conclusions: Developing an understanding of nursing as universal and recognisable has implications for nursing students as it supports not only a willingness to work abroad, but also preparedness to care for a diverse population. Therefore, the use of web-based learning activities allow new effective approaches to internationalisation at home programmes and needs to be further developed and implemented in nursing
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| 23. |
- Carlson, Elisabeth, et al.
(författare)
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Nursing students' experiences of the clinical learning environment in nursing homes : A questionnaire study using the CLES+T evaluation scale
- 2014
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Ingår i: Nurse Education Today. - : Elsevier. - 0260-6917 .- 1532-2793. ; 34:7, s. 1130-1134
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Tidskriftsartikel (refereegranskat)abstract
- Background: One major challenge facing the health care systems worldwide is the growing demand for registered nurses able to provide qualified nursing care for a vulnerable population. Positive learning experiences during clinical practice influence not only learning outcomes, but also how students reason in relation to future career choices. Objectives: To investigate student nurses' experiences of the clinical learning environment during clinical practice in nursing homes, and to compare perceptions among student nurses with or without priorwork experience as health care assistants in elderly care. Design: A cross-sectional study was designed, utilising the Swedish version of the CLES + T evaluation scale. Methods: 260 student nurses (response rate 76%)who had completed a five week long clinical placement in nursing homes returned the questionnaire during the data collection period in 2011–2012. Data were analysed using descriptive statistics. Mann–Whitney U-test was used to examine differences in relation to students with or without prior experience of elderly care. Results: Overall, the clinical learning environment was evaluated in a predominantly positive way. The subdimension Supervisory relationship displayed the highest mean value, and the lowest score was calculated for the sub-dimension Leadership style of the ward manager. Statistical significant differences between sub-groups were displayed for four out of 34 items. Conclusion: The supervisory relationship had the greatest impact on how student nurses experienced the clinical learning environment in nursing homes. It is therefore, of utmost importance that collaborative activities, between educational and nursing home settings, supporting the work of preceptors are established and maintained.
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| 24. |
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| 25. |
- Carlson, Elisabeth, et al.
(författare)
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The uniqueness of elderly care : Registered nurses' experience as preceptors during clinical practice in nursing homes and home-based care
- 2014
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Ingår i: Nurse Education Today. - : Elsevier. - 0260-6917 .- 1532-2793. ; 34:4, s. 569-573
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Tidskriftsartikel (refereegranskat)abstract
- The expected shortage of registered nurses with an advanced degree as specialists in geriatric care or gerontology is imminent. Previous studies report that clinical practice where student nurses are supervised by registered nurses has a direct impact on how students perceive nursing as a profession and future career choice. Considering the anticipated need for well-educated and specialised nurses it is therefore, relevant as well as necessary to describe clinical learning with a focus on preceptorship in geriatric nursing care. This paper is a report of a study describing registered nurses’ experience of precepting undergraduate student nurses during clinical practice in nursing homes and home-based care. A qualitative design, based on seven focus group interviews, was employed with 30 registered nurses with preceptor experience from nursing homes and home-based care for the elderly. Our findings present three precepting strategies that are unique to elderly care: preparing students for end of life care, facilitating a respectful approach to the older person and promoting creativity and independent work. The findings are discussed using a socio-cultural perspective and illustrate how communities of elderly practice can be valuable learning environments.
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| 26. |
- Carlson, Elisabeth, et al.
(författare)
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"This is nursing": Nursing roles as mediated by precepting nurses during clinical practice
- 2010
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Ingår i: NURSE EDUCATION TODAY. - : Elsevier. - 0260-6917 .- 1532-2793. ; 30:8, s. 763-767
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Tidskriftsartikel (refereegranskat)abstract
- In nursing education, it has been argued that professional socialization is facilitated by clinical experiences where students work together with precepting nurses. However, few studies found have focused on how nurses think and act as preceptors, hence providing a base for professional socialization to occur. Therefore; this study aimed to describe how preceptors mediated nursing as a profession to undergraduate nursing students during clinical practice. This was an ethnographic study guided by symbolic interactionism. A purposeful sampling of 13 precepting nurses was observed during the field work period. In addition, 16 staff nurses, purposively selected, and experienced in precepting, participated in focus group interviews. All text from field notes and interviews were read as a whole and analyzed following the ethnographic approach. Findings illustrated how nursing was mediated as the medical–technical, the administrative, and the caring role. Preceptors aimed for professionalism in their students by teaching the students to reflect on what they can do independently as nurses. Preceptors strived to verbalise their practical knowledge to make theory explicit and contextualize to student nurses. This knowledge can guide implementation of preceptor programmes focusing on the meaning and implications of professionalism.
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| 27. |
- Carlson, Elisabeth, et al.
(författare)
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Who wants to work with older people? Swedish student nurses’ willingness to work in elderly care : a questionnaire study
- 2015
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Ingår i: Nurse Education Today. - : Elsevier. - 0260-6917 .- 1532-2793. ; 35:7, s. 849-853
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Tidskriftsartikel (refereegranskat)abstract
- Background: The ageing population is a globally recognised challenge for the health care service. The growing number of older people will probably lead to increased demands for registered and specialised nurses working in nursing homes and home-based care. Clinical practice is of great importance not only to clinical learning processes, but also how student nurses perceive a particular field of nursing. Objectives: To compare perceptions of the clinical learning environment in nursing homes among students considering a career in aged care or not, and to examine the difference in age, gender and previous working experience as health care assistants in elderly care between the two groups. Design: This was a cross-sectional study. Data were obtained by means of the Swedish version of the Clinical Learning Environment and Nurse Teacher evaluation scale. Methods: Consecutive sampling was performed over three semesters commencing in September 2011 through to December 2012. The survey was conducted with 183 student nurses after completion of a compulsory five week long clinical practice in a nursing home. Mann-Whitney U-test was used to examine differences in relation to two groups namely student nurses who did or did not consider to work in elderly care. A chi-square test of independence was performed to examine the difference in age, gender and previous working experience between the two groups. Results: The analysis leaned towards an overall positive evaluation of the clinical learning environment with more positive values for students considering a career. There were no significant differences between younger students (18-23) and older students (24-50) regarding willingness to work in elderly care or not. Neither was any significant difference displayed between students, based on gender nor for previous work experience. Conclusion: Age, gender and previous work experiences as health care assistants did not impact on students willingness to work in elderly care or not. Therefore, future studies need to acknowledge the complexity of why student nurses choose a particular pathway in nursing by longitudinal studies following cohorts of students during the course of the nursing programme.
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| 28. |
- Chaboyer, W, et al.
(författare)
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Embedding Evidence-based Practice in a Nursing Curriculum - A benchmarking Project
- 2004
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Ingår i: Nurse Education Today. - : Churchill Livingstone. - 0260-6917 .- 1532-2793. ; 4:3, s. 216-223
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Tidskriftsartikel (refereegranskat)abstract
- The development of a new nursing curriculum in one Australian university provided the opportunity for academic staff to consider the best ways to integrate the requirements of evidence-based practice (EBP) into nursing education and culminated in the development and conduct of a specific benchmarking project. Data collection for the project included the use of university documents, observations and informal discussions with staff. An analysis of this information resulted in the emergence of five categories that were grouped into two major categories, namely infrastructure and processes. Within the major category of infrastructure, two minor categories, namely evidence-based nursing (EBN) Unit and EBN champions emerged. The major category of processes included three minor categories, namely integrating a research thread, immediate introduction to EBP and planning with local services. The outcome of the benchmarking project also offers a template for other health disciplines to adopt when trying to embed and value EBP in their department and curricula.
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| 29. |
- Chan, E Angela, et al.
(författare)
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Nursing Students' Intercultural Learning via Internationalization at Home : A Qualitative Descriptive Study
- 2017
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Ingår i: Nurse Education Today. - : Elsevier. - 0260-6917 .- 1532-2793. ; 52, s. 34-39
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Tidskriftsartikel (refereegranskat)abstract
- We attempted to map out the processes of intercultural communication, interaction, and reflection by examining the intercultural learning that took place among nursing students. Through an understanding of the process of their intercultural learning, the Hong Kong and Swedish students revealed their identity not only as nurses but more so as learners. Their intercultural learning started with a superficial and fact-based exchange and evolved into reflection and mindfulness. Students at both ends reported increased knowledge about both their own and the other's culture. They were also able to translate some of their understanding through intercultural communication into their nursing practices. Throughout the process, the aspects that facilitated their intercultural learning were a relaxed and open attitude, an eagerness to learn, sensitivity, and flexibility. Those qualities,whichmade for effective intercultural communication, are aligned with those that are valued in nursing. The students' appreciation of the value and appropriateness of the Skype technology in facilitating the development of intercultural competence without the need to leave home indicates the potential of this kind of telecollaboration.
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| 30. |
- Dahlqvist, Vera, et al.
(författare)
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Dealing with stress : Patterns of self-comfort among healthcare students
- 2008
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Ingår i: Nurse Education Today. - : Elsevier BV. - 0260-6917 .- 1532-2793. ; 28:4, s. 476-584
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Tidskriftsartikel (refereegranskat)abstract
- Stress among healthcare students is a growing problem. As self-comfort is assumed to be a way of coping with stressful emotions, the aim of this study was to describe the patterns of self-comforting actions that healthcare students usually use in distress. One hundred and sixty-eight healthcare students volunteered to write down accounts of what they do when they comfort themselves. Their accounts were analysed using qualitative content analysis. The findings reveal two themes: Ingressing and Transcending. Ingressing comprises the sub-themes Unloading, Distracting, Nurturing oneself, Withdrawing and Reassuring. Transcending comprises the sub-themes Opening up and Finding new perspectives. These findings are in line with some stress-reducing strategies described in the literature on stress management. Winnicott’s theory about the phenomenon of transition is used to interpret the findings. In the light of Winnicott’s theory, self-comforting measures can be comprehended as the ability to transfer early childhood experiences of being nurtured and comforted into well-adapted strategies to effect relaxation and gain strength.
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| 31. |
- Danielson, Ella, et al.
(författare)
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Registered nurses' perceptions of educational preparation for professional work and development in their profession
- 2007
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Ingår i: Nurse Education Today. - 0260-6917 .- 1532-2793. ; 27:8, s. 900-908
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Tidskriftsartikel (refereegranskat)abstract
- There is a lack of knowledge regarding graduate nurses' experiences of preparation in nursing education for their work in health care. The aim was to describe registered nurses' (RNs) perceptions of preparation in nursing education for their professional work and development in the nursing profession. The sample consisted of 339 RNs with 3 years experience taken from Swedish class registers for graduation in nursing education. A questionnaire was sent by post to 327 RNs. The response rate was 70.3%. The results (n=219) show that the most important domains of knowledge for RNs' work were biological science, medical science and nursing, whereas humanities and social science were less important. The importance of medical science was significantly lesser in community care and nursing in emergency care. Research methodology was of little importance for RNs' work. RNs could not make use of or conduct research in their work but research planning was significantly higher for those with extensive university education. This study mainly indicates that RNs need a stimulating work environment, including mentoring and support to enable continuous professional development in health care.
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| 32. |
- Debyser, Bart, et al.
(författare)
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The evaluation of nursing students by patients instrument (ENSPA) : Development and validation
- 2020
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Ingår i: Nurse Education Today. - : Elsevier. - 0260-6917 .- 1532-2793. ; 89
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Tidskriftsartikel (refereegranskat)abstract
- BACKGROUND: Patient participation is increasingly used in different aspects of healthcare due to its positive outcomes. Still, instruments for involving patients in the evaluation of nursing students during their internship are scarce.OBJECTIVES: To develop and validate an instrument that enables patients to evaluate nursing students during their internship.DESIGN AND METHODS: A 3-phased validation process was conducted: (1) development of an instrument through literature and patient interviews; (2) content and response process validation by use of cognitive interviews and pilot-testing; (3) testing construct validity and reliability of the instrument which was completed by 244 hospitalized patients.SETTINGS AND PARTICIPANTS: Patients from a variety of wards in a general hospital were recruited for the different phases. In phase 1, 17 interviews and 47 thought shower sessions with patients were performed. In phase 2, 9 cognitive interviews and pilot testing by 4 patients evaluating actual nursing students were used to refine the instrument. In phase 3, 380 patients were eligible to participate. Of these patients, 317 completed the instrument. A sample of 244 completed instruments was useful to perform the psychometric analyses. To assess the test-retest reliability, 50 patients completed the instrument twice with a 4 hour time interval.RESULTS: The 19-item Evaluation of Nursing Students by Patients instrument (ENSPa) is designed. The ENSPa-instrument comprises 7 items that assess whether the patient can place trust in the student, 5 items evaluating person-oriented skills, 4 items appraising caring and 3 items to grade the integrity and honesty of the nursing students. Each item is scored both for importance and rating. The instrument shows high reliability and consistency ratings.CONCLUSIONS: The ENSPa-instrument is a valuable instrument for collecting data on the performance and skills of nursing students during their internship from the patient's perspective. By receiving structured feedback from patients, important learning opportunities are created for nursing students.
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| 33. |
- Démeh, Waddah, et al.
(författare)
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The Visualization of Clinical Leadership in the Content of Nursing Education – a Qualitative Study of Nursing Students’ Experiences.
- 2015
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Ingår i: Nurse Education Today. - : Elsevier BV. - 0260-6917 .- 1532-2793. ; 35:7, s. 888-893
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Tidskriftsartikel (refereegranskat)abstract
- Objective: The aim of this study was to describe nursing students’ experiences of clinical leadership during their last year of education. Background: Work as a nurse is complex with several demands from stakeholders who are colleagues, managers, patients and relatives. Therefore, it is important to provide students with tools for a forthcoming professional life as a nurse. Setting, Participants and Method: A qualitative descriptive study was carried out in Jordan. Narratives (n=20) written by nursing students in their last year before graduation as a registered nurse were collected. The data were analysed by a manifest content analysis. Results: The results formed one category:(Clinical leadership – safety in being a nurse), and three subcategories (eye-opener, a role model and bridging the gap) described the students’ clinical leadership experiences due to the preparation process for being a nurse. Clinical leadership applies theory to practice by using a holistic view in nursing. Conclusion: Clinical leadership is a valuable tool for bridging the gap between theory and practice in nursing education. Skills within nursing management clarify and simplify nursing activities, which facilitates the transition from student to nurse. Focus on learning needs in nursing management is needed for stakeholders within education and health care organisations to facilitate graduation of well skilled nurses.
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| 34. |
- Donetto, S., et al.
(författare)
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New models to support the professional education of health visitors : A qualitative study of the role of space and place in creating ‘community of learning hubs’
- 2017
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Ingår i: Nurse Education Today. - : Elsevier. - 0260-6917 .- 1532-2793. ; 54, s. 69-76
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Tidskriftsartikel (refereegranskat)abstract
- Background In response to a policy-driven workforce expansion in England new models of preparing health visitors for practice have been implemented. ‘Community of Learning hubs’ (COLHs) are one such model, involving different possible approaches to student support in clinical practice placements (for example, ‘long arm mentoring’ or ‘action learning set’ sessions). Such models present opportunities for studying the possible effects of spatiality on the learning experiences of students and newly qualified health visitors, and on team relationships more broadly.Objectives To explore a ‘community of learning hub’ model in health visitor education and reflect on the role of space and place in the learning experience and professional identity development of student health visitors.Design Qualitative research conducted during first year of implementation.Settings Three ‘community of learning hub’ projects based in two NHS community Trusts in London during the period 2013–2015. Participants Managers and leads (n = 7), practice teachers and mentors (n = 6) and newly qualified and student health visitors (n = 16).Methods Semi-structured, audio-recorded interviews analysed thematically.Results Participants had differing views as to what constituted a ‘hub’ in their projects. Two themes emerged around the spaces that shape the learning experience of student and newly qualified health visitors. Firstly, a generalised need for a ‘quiet place’ which allows pause for reflection but also for sharing experiences and relieving common anxieties. Secondly, the role of physical arrangements in open-plan spaces to promote access to support from more experienced practitioners.Conclusions Attention to spatiality can shed light on important aspects of teaching and learning practices, and on the professional identities these practices shape and support. New configurations of time and space as part of educational initiatives can surface new insights into existing practices and learning models.
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| 35. |
- Dotevall, Camilla, et al.
(författare)
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Nursing students' experiences with refugees with mental health problems in Jordan: a qualitative content analysis
- 2018
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Ingår i: Nurse Education Today. - : Elsevier BV. - 0260-6917 .- 1532-2793. ; 61, s. 155-161
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Tidskriftsartikel (refereegranskat)abstract
- Objectives: The aim of this study was to describe Jordanian nursing students' experiences with caring for refugees with mental health problems. Background: A well-educated staff is necessary to provide a high quality of care to refugees with mental health problems caused by traumatic experiences. Therefore, health professionals play an important role in creating an environment that promotes human rights regardless of ethnic origin. Settings, Participants, Methods: In this study, eight interviews were conducted, and the results were analysed by content analysis, a qualitative method that uses an inductive approach, to increase our understanding of nursing students’ perspectives and thoughts regarding caring for refugees with mental health problems. Results: The results formed one category (being challenged by refugees’ mental health issues) and three subcategories (managing refugees’ mental health needs, being affected by refugees’ mental health, and improving mental healthcare for refugees). Conclusion: Language problems can be managed by using interpreters to decrease cultural clashes to facilitate equal healthcare. In addition, well-educated (theoretical knowledge) and trained (practical knowledge) nursing students have the potential to fulfil refugees’ care needs regardless of ethnicity or background by using nursing interventions built on communication skills.
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| 36. |
- Dupin, Cecile, et al.
(författare)
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Conceptions of learning research: variations among French and Swedish nurses : A phenomenographic study
- 2015
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Ingår i: Nurse Education Today. - : Elsevier. - 0260-6917 .- 1532-2793. ; 35:1, s. 73-79
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Tidskriftsartikel (refereegranskat)abstract
- BACKGROUND:The development of nursing research capacity and interactions with cultural and structural issues is at various stages throughout Europe. This process appears to be remarkably similar irrespective of the country. Sweden has developed this capacity since the 1990s, whereas France is experiencing a transition. Nevertheless, knowledge about how nurses conceive their learning about nursing research and transitioning toward being researchers is scarce.OBJECTIVES:The aim of this study was to explore French and Swedish RNs' conceptions of research education and educational passage toward research and to describe how learning research contributes to the understanding of their norms and practices.DESIGN:A phenomenographic approach was used to understand and describe the qualitatively different ways in which French and Swedish RNs conceive research and its apprenticeship.SETTINGS AND PARTICIPANTS:A purposive maximum variation sampling of five French and five Swedish Nurse Researchers with PhDs.METHODS:Individual in-depth interviews conducted in France and Sweden between November 2012 and March 2013 were analysed using phenomenography.FINDINGS:The analysis revealed one main category, "Organisational factors to sustain individual apprenticeship". Three descriptive categories have emerged from the data and its variations amongst French and Swedish nurses: (1) entrance into research--modes of commitment; (2) nurses' engagement--the need for dedicated support; and (3) research as the means to resolve nursing situations.CONCLUSIONS:This study demonstrates how registered nurses have integrated nursing and researcher roles following different efficient paths. Education in nursing research is part of the strategy needed for the development of nursing research and is supported by the integration of research and practic
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| 37. |
- Edberg, Anna-Karin, et al.
(författare)
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The shift from a medical to a nursing orientation : a comparison of Swedish nursing students' expectations when entering the nursing degree programme in 2003 and 2013
- 2015
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Ingår i: Nurse Education Today. - : Churchill Livingstone. - 0260-6917 .- 1532-2793. ; 35:9, s. e78-e83
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Tidskriftsartikel (refereegranskat)abstract
- BACKGROUND: The focus of education in nursing has changed over time with a decreased focus on biomedicine and an increased focus on nursing science. It is therefore important to investigate whether these changes are also reflected in the students' conceptions and expectations of the programme over time.OBJECTIVES: The aim of the study was to describe and compare two cohorts of students entering the nursing programme with 10year in between (2003 and 2013), regarding their demographic background, reasons for wanting to become a registered nurse, expectations of the programme and perceptions of the nursing profession.DESIGN AND SETTING: The study was a descriptive cross-sectional cohort study carried out at a university in southern Sweden.PARTICIPANTS: In all, 177 nursing students participated in the study, 89 from the 2003 cohort and 88 from the 2013 cohort.METHODS: Data were collected at the start of the programme using a questionnaire consisting of predefined and open-ended questions. The responses were statistically analysed and compared.RESULTS: The students' reasons for wanting to become a registered nurse remained stable over the 10-year period. The main reason stated by the students in both cohort was humanitarian, i. e wanting to help others. The students' expectations regarding both the programme and the nursing profession had, however, changed significantly from a biomedical to a nursing orientation in the 10-year perspective.CONCLUSIONS: The change in the students' preconceptions of the nursing education towards increasing importance of nursing science indicates the beginning of a paradigm shift.
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| 38. |
- Edberg, Anna-Karin, et al.
(författare)
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The shift from a medical to a nursing orientation : a comparison of Swedish nursing students' expectations when entering the nursing degree programme in 2003 and 2013
- 2015
-
Ingår i: Nurse Education Today. - : Churchill Livingstone. - 0260-6917 .- 1532-2793. ; 35:9, s. e78-e83
-
Tidskriftsartikel (refereegranskat)abstract
- BACKGROUND: The focus of education in nursing has changed over time with a decreased focus on biomedicine and an increased focus on nursing science. It is therefore important to investigate whether these changes are also reflected in the students' conceptions and expectations of the programme over time. OBJECTIVES: The aim of the study was to describe and compare two cohorts of students entering the nursing programme with 10year in between (2003 and 2013), regarding their demographic background, reasons for wanting to become a registered nurse, expectations of the programme and perceptions of the nursing profession. DESIGN AND SETTING: The study was a descriptive cross-sectional cohort study carried out at a university in southern Sweden. PARTICIPANTS: In all, 177 nursing students participated in the study, 89 from the 2003 cohort and 88 from the 2013 cohort. METHODS: Data were collected at the start of the programme using a questionnaire consisting of predefined and open-ended questions. The responses were statistically analysed and compared. RESULTS: The students' reasons for wanting to become a registered nurse remained stable over the 10-year period. The main reason stated by the students in both cohort was humanitarian, i. e wanting to help others. The students' expectations regarding both the programme and the nursing profession had, however, changed significantly from a biomedical to a nursing orientation in the 10-year perspective. CONCLUSIONS: The change in the students' preconceptions of the nursing education towards increasing importance of nursing science indicates the beginning of a paradigm shift.
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| 39. |
- Ekebergh, Margaretha, et al.
(författare)
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Reflective learning with Drama in Nursing Education : a Swedish attempt to overcome the theory praxis gap
- 2004
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Ingår i: Nurse Education Today. - : Churchill Livingstone. - 0260-6917 .- 1532-2793. ; 24:8, s. 622-628
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Tidskriftsartikel (refereegranskat)abstract
- It is obvious that the gap between theory and praxis in nursing education affects the students’ ability to develop understanding and professional knowledge that stems both from theory and practice. Appropriate didactic methods are thus needed in nursing education. In a project we developed and practised a didactic model with the intention of encouraging a reflective attitude within the student, considering caring science in theory as well as in praxis. The didactic model, based on educational drama, was implemented during three terms of the nursing education programme. In this paper we present the educational model and its theoretical foundation. We also present the preliminary outcomes of the project.
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| 40. |
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| 41. |
- Engström, Maria, et al.
(författare)
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Nursing students' perceptions of using the Clinical Education Assessment tool AssCE and their overall perceptions of the clinical learning environment : a cross-sectional correlational study
- 2017
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Ingår i: Nurse Education Today. - : Elsevier BV. - 0260-6917 .- 1532-2793. ; 51, s. 63-67
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Tidskriftsartikel (refereegranskat)abstract
- BackgroundClinical education is a vital part of nursing students' learning; the importance of assessment tools and feedback in stimulating student learning has been stressed, but this needs to be studied in more detail.ObjectivesTo examine relationships between nursing students' perceptions of using an Assessment tool in Clinical Education (AssCE) during their mid-course discussion and final assessment, the content discussed during these meetings between the student, preceptor and nurse teacher and the students' overall perception of the clinical learning environment.DesignA cross-sectional, correlational design was used.Setting and ParticipantsA convenience sample of 110 nursing students from one Norwegian university college with two campuses.MethodsData were collected with self-developed questionnaires and analysed using logistic regression with SPSS and the PROCESS macro for mediation analysis.ResultsThere was a positive relationship between nursing students' perceptions of using the assessment tool AssCE and their overall perception of the clinical learning environment. This relationship was, in turn, mediated by the content discussed during the formative mid-course discussion and summative final assessment.ConclusionsOur conclusion is that the assessment tool AssCE supported students' clinical learning and that this relationship, in turn, was mediated by the degree to which the conversation during the assessment meeting focused on the student's knowledge, skills and professional judgement.
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| 42. |
- Enskär, Karin, et al.
(författare)
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Lecturers' experiences of participation in an international exchange
- 2011
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Ingår i: Nurse Education Today. - : Elsevier BV. - 0260-6917 .- 1532-2793. ; 31:6, s. 541-546
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Tidskriftsartikel (refereegranskat)abstract
- Globalization is a trend in higher education and is judged to be essential to quality; however, there is a lack of publications on the outcome of lecturers' exchange. The aim of this study was to describe lecturers' experiences of participating in an international exchange. Twenty-six lecturers who had taken part in an exchange were invited to participate through writing a narrative. Data was analyzed with a qualitative method, and five categories emerged: Preparation and timing, challenges in teaching, demanding but worthwhile, broadening perspective and expanding network. The overall result showed that participating lecturers judged their international exchange to be a positive experience that had resulted in personal as well as professional development. However, a successful exchange requires planning, support and an open mind from all involved lecturers and institutions.
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| 43. |
- Eriksson, Elisabet, 1971-, et al.
(författare)
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Preceptors' experiences of supervising internationally educated nurses attending a bridging program: An interview study
- 2023
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Ingår i: Nurse Education Today. - : Elsevier. - 0260-6917 .- 1532-2793. ; 131
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Tidskriftsartikel (refereegranskat)abstract
- BackgroundInternationally educated nurses attending a bridging program must demonstrate clinical competence and meet requirements to apply for a nursing license in Sweden.ObjectivesTo describe preceptors' experiences of supervising internationally educated nurses undergoing clinical practice education during a bridging program.DesignA qualitative descriptive study.SettingsTwo universities offering the 1-year bridging program for nurses with a nursing degree from outside European Union/European Economic Area and Switzerland.ParticipantsFifteen preceptors, all registered nurses, who supervised internationally educated nurses were included.MethodsSemi-structured interviews were performed, and data were analyzed using qualitative content analysis.ResultsSupervising internationally educated nurses was not the same as supervising nursing students and raised feelings of both joy and frustration. Preceptors had to adapt supervision to the student's nursing knowledge and skills. They had to help students communicate in Swedish and form good relationships with other students, patients, and other professionals. Most preceptors requested more information about the student's nurse education, country of education/cultural background, and previous work experiences. Mixed experiences of support from the university, first-line managers, and colleagues were reported.ConclusionsBeing a preceptor for internationally educated nurses is a challenge, and supervision training is important for managing preceptorship. To supervise students based on their level of knowledge and skills, more information must be shared with the preceptor. Encounters with others are of importance in the training, where teamwork and person-centered care must be in focus, both in prior theoretical education and in clinical practice education.
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| 44. |
- Ewertsson, Mona, 1958-, et al.
(författare)
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Use of technical skills and medical devices among new registered nurses : A questionnaire study
- 2015
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Ingår i: Nurse Education Today. - : Churchill Livingstone. - 0260-6917 .- 1532-2793. ; 35:12, s. 1169-1174
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Tidskriftsartikel (refereegranskat)abstract
- Background: One comprehensive part of nursing practice is performing technical skills and handling of medical equipment. This might be challenging for new registered nurses (RNs) to do in patient-safe way.Objectives: The aim of this study was to describe and compare the extent to which new RNs perform various technical skills and handle medical devices in different settings, and to investigate their possibility for continued learning in this respect. A further aim was to describe their perceptions of incident reporting related to technical skills and medical devices.Design: A cross-sectional study with descriptive and comparative design.Participants: RNs who recently graduated from a nursing programme at three Swedish universities and had worked as a RN for up to 1year were included in the study (n=113, response rate 57%).Method: Data were collected by means of a postal questionnaire.Results: Half of the RNs reported that they performed several of the listed tasks every day or every week, regardless of workplace. These tasks were most frequently performed in surgical departments. The majority of the participants (76%) stated a need of continued practical training. However, less than half of them (48%) had access to a training environment. Several participants (43%) had been involved in incidents related to technical skills or medical devices, which were not always reported. Nearly a third of the participants (31%) did not use the existing guidelines when performing technical skills, and reflection on performance was uncommon.Conclusions: This study highlights the importance of shared responsibilities between nurse educators and health care employers to provide learning opportunities for new RNs in technical skills, to maintain patient safety. To increase the safety culture where nursing students and new RNs understand the importance of using evidence-based guidelines and taking a reflective approach in the performance of technical tasks is needed.
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| 45. |
- Fagerberg, Ingegerd, et al.
(författare)
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"Learning by doing" : or how to reach an understanding of the research method phenomenological hermeneutics
- 2009
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Ingår i: Nurse Education Today. - : Elsevier BV. - 0260-6917 .- 1532-2793. ; 29:7, s. 735-739
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Tidskriftsartikel (refereegranskat)abstract
- One problem addressed in teaching graduate students qualitative research methods is practising the cognitive and conative skills that students need to generate both rich data and meaningful analysis. The aim of the study was to illuminate development in a group of pre-doctoral and doctoral students as they learnt the phenomenological hermeneutics research method. In a course comprising 18 doctoral students we used the "guided path" pedagogical approach and decided to use a subject of which everyone has lived experience, "troubled conscience", for the phenomenological hermeneutic analysis conducted with the students. As the students progressed in their learning experience of the research method, they analysed their data according to the steps in the method, and we as teachers conducted separate analyses of the same data. The results point in the same direction as previous studies in the field. This is discussed in terms of strength of the pedagogical approach and the students' learning, since despite the fact that their data are limited and not very detailed they were able to come up with results that were in line with previous research.
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| 46. |
- Fagerberg, Ingegerd, et al.
(författare)
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Two studies of the new nursing education in Sweden : I. The place of gerontology and geriatrics. 2. Student characteristics and expectations.
- 1997
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Ingår i: Nurse Education Today. - 0260-6917 .- 1532-2793. ; 17:2, s. 150-7
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Tidskriftsartikel (refereegranskat)abstract
- In the autumn of 1993, a new system of nursing education started in Sweden. A questionnaire was sent to the presidents of all the colleges of nursing, health and the caring sciences, and questions were asked about the part played by gerontology and geriatrics in the new curricula. The responses showed a considerable variety in the amounts of theoretical and clinical education given at the colleges. During the first or second week of their education, the students admitted to three colleges in the Mälaren area answered a questionnaire containing questions about their educational backgrounds, their working experiences in the health care system, why they chose nursing education, their ideas of the tasks that a registered nurse primarily carries out, and their preferences for work after graduation. The result shows a correlation between working experience and the reasons for studies. The students stated a preference for working in emergency care rather than in geriatric care after graduation from college.
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| 47. |
- Forsberg, Elenita, 1961-, et al.
(författare)
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Clinical reasoning in nursing, a think-aloud study using virtual patients – A base for an innovative assessment
- 2013
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Ingår i: Nurse Education Today. - Amsterdam : Elsevier. - 0260-6917 .- 1532-2793. ; 34:4, s. 538-542
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Tidskriftsartikel (refereegranskat)abstract
- In health-care education, it is important to assess the competencies that are essential for the professional role. To develop clinical reasoning skills is crucial fornursing practice and therefore an important learning outcome in nursing education programmes. Virtual patients (VPs) are interactive computer simulations of real-life clinical scenarios and have been suggested for use not only for learning, but also for assessment of clinical reasoning. The aim of this study was to investigate how experienced paediatric nurses reason regarding complex VP cases and how they make clinical decisions. The study was also aimed to give information about possible issues that should be assessed in clinical reasoning exams for post-graduate students in diploma specialist paediatric nursing education. The information from this study is believed to be of high value when developing scoring and grading models for a VP-based examination for the specialist diploma in paediatricnursing education. Using the think-aloud method, data were collected from 30 RNs working in Swedish paediatric departments, and child or school health-care centres. Content analysis was used to analyse the data. The results indicate that experienced nurses try to consolidate their hypotheses by seeing a pattern and judging the value of signs, symptoms, physical examinations, laboratory tests and radiology. They show high specific competence but earlier experience of similar cases was also of importance for the decision making. The nurses thought it was an innovative assessment focusing on clinical reasoning and clinical decision making. They thought it was an enjoyable way to be assessed and that all three main issues could be assessed using VPs. In conclusion, VPs seem to be a possible model for assessing the clinical reasoning process and clinical decision making, but how to score and grade such exams needs further research. © 2013 Elsevier Ltd. All rights reserved.
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| 48. |
- Forsberg, Elenita, 1961-, et al.
(författare)
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Evaluation of a novel scoring and grading model for vp-based exams in postgraduate nurse education
- 2015
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Ingår i: Nurse Education Today. - Kidlington : Elsevier BV. - 0260-6917 .- 1532-2793. ; 35:12, s. 1246-1251
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Tidskriftsartikel (refereegranskat)abstract
- For Virtual Patient-based exams, several scoring and grading methods have been proposed, but none have yet been validated. The aim of this study was to evaluate a new scoring and grading model for VP-based exams in postgraduate paediatric nurse education. The same student group of 19 students performed a VP-based exam in three consecutive courses. When using the scoring and grading assessment model, which contains a deduction system for unnecessary or unwanted actions, a progression was found in the three courses: 53% of the students passed the first exam, 63% the second and 84% passed the final exam. The most common reason for deduction of points was due to students asking too many interview questions or ordering too many laboratory tests. The results showed that the new scoring model made it possible to judge the students' clinical reasoning process as well as their progress.
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| 49. |
- Forsberg, Elenita, et al.
(författare)
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Virtual patients for assessment of clinical reasoning in nursing – a pilot study
- 2011
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Ingår i: Nurse Education Today. - Edinburgh : Elsevier BV. - 0260-6917 .- 1532-2793. ; 31:8, s. 757-762
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Tidskriftsartikel (refereegranskat)abstract
- In different nursing programmes, one important learning outcome is clinical reasoning (CR) skills. However, to date, there is limited number of methods available for assessment of CR skills; especially for distance-based courses. This study investigates students' opinions about the feasibility of using Virtual Patients (VPs) for assessing CR in nursing education. VPs were introduced as an assessment tool in three different nursing courses at two universities, comprising 77 students in total. Students' overall acceptance of this assessment tool, including its applicability to the practise of nursing and the potential of VP-based assessment as a learning experience, were investigated using questionnaires. Course directors used the Web-SP system to assess students' interactions with VPs and their answers regarding diagnoses, caring procedures and their justifications. Students' found the VP cases to be realistic and engaging, and indicate a high level of acceptance for this assessment method. In addition, the students' indicated that VPs were good for practising their clinical skills, although some would prefer that the VP system be less "medical" and asked for more focus on nursing. Although most students supplied correct diagnoses and made adequate clinical decisions, there was a wide range in their ability to explain their clinical reasoning processes.
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| 50. |
- Fourie, Anika, et al.
(författare)
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Exploring the learning needs of clinicians in Belgium and Sweden regarding prone positioning and skin damage prevention : A qualitative study
- 2023
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Ingår i: Nurse Education Today. - : Elsevier. - 0260-6917 .- 1532-2793. ; 128
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Tidskriftsartikel (refereegranskat)abstract
- Introduction: During the coronavirus pandemic (COVID -19), the use of prone positioning in critically ill patients with acute respiratory distress syndrome (ARDS) increased substantially. As a result, clinicians had to (re)learn how to treat the patient in the prone position while preventing adverse events such as pressure ulcers, skin tears and moisture-associated skin damage.Aim: The purpose of the study was to determine participants' learning needs related to patients in the prone position and the prevention of skin damage, such as pressure ulcers, and what they perceived as a positive or negative learning experience.Design: This study used a qualitative methodological framework and employed an exploratory design.Participants: A purposive sample of clinicians (n = 20) with direct or indirect work experience with prone ventilated patients was recruited in Belgium and Sweden.Methods: Individual semi-structured interviews were conducted in Belgium and Sweden between February and August 2022. Data were analysed thematically using an inductive approach. The COREQ guideline was utilised to comprehensively report on the study.Findings: Two themes were identified: 'Adapting to a crisis' and 'How to learn', with the latter having two subthemes: 'balancing theory and practice' and 'co-creating knowledge'. Unexpected circumstances necessitated a personal adaption, a change in learning methods and a pragmatic adaptation of protocols, equipment and working procedures. Participants recognised a multifaceted educational approach which would contribute to a positive learning experience regarding prone positioning and skin damage prevention. The importance of poising theoretical teaching with practical hands-on training was highlighted with an emphasis on interaction, discussion, and networking between peers. Conclusions: The study findings highlight learning approaches which may help inform the development of befitting educational resources for clinicians. Prone therapy for ARDS patients is not limited to the pandemic. Therefore, educational efforts should continue to ensure patient safety in this important area.
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