| 1. |
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| 2. |
- Fjällman, Carina, et al.
(författare)
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Home health nurses' views on participating in pre-ambulance emergency treatment : A qualitative descriptive study
- 2021
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Ingår i: Nordic journal of nursing research. - : Sage Publications. - 2057-1585 .- 2057-1593. ; 41:2, s. 92-100
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Tidskriftsartikel (refereegranskat)abstract
- As part of the Health Care Interaction project that was rolled out in western Sweden, home health nurses (HHNs) were called on as first responders to provide emergency treatment to patients, while waiting for the ambulance to arrive. The aim of this study was to evaluate the Health Care Interaction project in terms of the training and preparation of HHNs and the competencies that the nurses felt they needed to develop to feel confident in these assignments. In this qualitative descriptive study, 11 home health nurses from six municipalities that implemented the project were interviewed, and the data were analysed using content analysis. The COREQ guidelines were followed in the reporting of this study. The findings show that some municipalities did not have a training or preparation course in place, and guided the HHNs to refer to self-education material. The HHNs emphasised the importance of continuously updating their knowledge and skills through regular training. Further, feedback and reflection were considered important as reinforcement of learning.
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| 3. |
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| 4. |
- Hilli, Yvonne, 1959-, et al.
(författare)
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A Nordic model for learning compassionate care in clinical education.
- 2020
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Ingår i: Nurse Education Today. - : Elsevier BV. - 0260-6917 .- 1532-2793. ; 90
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Tidskriftsartikel (refereegranskat)abstract
- BACKGROUND: Preceptorship is one model of supporting student nurses' learning and development during their clinical education. However, little is known about what there is in preceptorship that promotes or hinders learning. Earlier studies found that there were ethical dimensions to students' encounters with preceptors.AIM: The overall purpose of this Nordic follow-up study was to develop a model for learning compassionate care among student nurses during their clinical education - first, to deeper understand the learning of student nurses, and second, to investigate the phenomenon of preceptorship from the preceptors´ point of view.METHOD: This study used a mixed methods design. Undergraduate student nurses (n = 139) from three universities in Finland and Sweden were shadowed for a period of three years. Quantitative data were collected through a questionnaire and were analysed using statistical methods. To better understand the learning acquired by the student nurses, focus group interviews (n = 70) were conducted. The phenomenological-hermeneutical approach was adopted. To capture the preceptors' point of view, narrative interviews were held with them (n = 88) in western Finland and northern Sweden. A hermeneutical approach was used when analysing the data.FINDINGS: According to both student nurses and preceptors, a caring student-preceptor relationship, imbued with commitment, reverence and responsibility, is fundamental and serves as the basis for students' learning and development more than pedagogical methods used. Three main themes emerged: a caring student-preceptor relationship; a caring manner of being-the conduct; and a caring culture-the tone of the learning space.CONCLUSIONS: This study shows the importance of preceptorship on student nurses in their quest of becoming compassionate and caring nurses. Therefore, based on earlier findings and the findings in this study, there is a need to facilitate and support the students' transformation, that is, the process of becoming, from student to a professional nurse.
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| 5. |
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| 6. |
- Hilli, Yvonne Elisabet, et al.
(författare)
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Being a preceptor : A Nordic qualitative study
- 2014
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Ingår i: Nurse Education Today. - : Elsevier. - 0260-6917 .- 1532-2793. ; 34:12, s. 1420-1424
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Tidskriftsartikel (refereegranskat)abstract
- Background: Positive preceptor experiences enhance learning and even affect the decisions of students to remain in nursing. In light of this, nurse managers have a responsibility, besides maintaining staff competence, to assess whether preceptors live up to their professional obligations. Aim: The aim of this Nordic qualitative study was to gain a deeper understanding of the perceived experiences of preceptorship used to support undergraduate student nurses during their clinical education. Method: Data was collected through narrative interviews with 31 preceptors in Finland and Sweden before being analysed using a hermeneutical approach. Findings: Preceptorship is all about teaching in a supportive environment with ethical dimensions uniting theory and praxis. A caring relationship is essential and the basis for student learning and development. Conclusion: The preceptors emphasise a caring relationship as the foundation for student learning. Moreover, preceptorship is an ethical issue, a responsibility that should be recognised by all stakeholders. The findings suggest that preceptorship should be examined from a new perspective. The ethical dimension must be recognised and linked to the further education of preceptors. Nurse managers are in a key position to lead for change. (C) 2014 Elsevier Ltd. All rights reserved.
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| 8. |
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| 9. |
- Hilli, Yvonne Elisabet
(författare)
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Hemmet som ethos. En idéhistorisk studie av hur hemmet som ethos blev evident i hälsosysterns vårdande under 1900-talets första hälft
- 2007
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Hemmet som ethos, en etisk dimension inom människan, utgör forskningsintresset i denna studie. Kan hemmet som ethos utgöra motiv och drivkraft för människan? Avhandlingen har en övergripande hermeneutisk ansats med en vårdvetenskaplig tolkningshorisont. Studien har som syfte att för det första göra en begreppsbestämning av begreppet ’hem’ för att utreda dess etymologiska och semantiska innebörd. Därtill utreds begreppets vårdvetenskapliga innehåll. För det andra är syftet, att genom en idéhistorisk metodansats undersöka, hur hemmet som ethos blir synligt och evident i hälsosysterns vårdande under 1900-talets första hälft. Vilka var de motiv som utgjorde drivkraften i hälsosysterns vårdande? Vilka idémönster framtonar? Materialet för den ontologiska begreppsbestämningen består av etymologiska ordböcker samt svenska ordböcker utgivna 1850–2001. Resultatet från begreppsbestämningen utmynnar i en preliminär idealmodell, där dimensioner såsom ethos som människans innersta rum, människans sätt att vara och metaforen ”Mitt hem är min borg” framtonar. Dessa delresultat utgör bakgrund till den idéhistoriska undersökningen. En idéhistorisk undersökning görs genom att granska och tolka historiska källor med fokus på hälsosysterns vårdande. Hälsosystern representerar kontexten och den rådande traditionen under nämnda tidsperiod. De historiska källorna utgörs av tre olika typer källor nämligen, läroböcker, arkivmaterial och facktidskrifterna Epione och Sairaanhoitajatarlehti. Strävan är att återupptäcka bärande idémönster genom att tematisera mönster i de historiska källorna. Tre övergripande idémönster med underliggande teman har återupptäckts: kärleken – en eld som brinner inom människan, vördnad inför människan och hemmet samt ansvaret som en hederssak. Idémönstren går in i varandra som trådarna i en väv och bildar ett mönster. En ny tolkning görs och horisonten vidgas vilket leder till att konturerna till en teorimodell tonar fram. Teorimodellen formas av tre olika skikt. Ethos som människans innersta rum – andan. Ethos som människans innersta rum innesluter människans värdegrund, den anda hon genomsyras av. Grundläggande värden omformas till en inre etik och blir synliga i människans sätt att vara – hållningen. Metaforen ”mitt hem är min borg” – tonen symboliserar det rum som bebos av människan abstrakt eller konkret. Andan, ethoset, kommer till uttryck i hemmets kultur och atmosfär, d.v.s. tonen i hemmet eller hur man bor i rummet. Gemenskapen ingår som en betydelsefull beståndsdel vid skapandet av kulturen och atmosfären. Teorimodellen ’öppnar upp’ för ett nytt seende som kan generera nya handlingsmönster i nutid. Utgående från teorimodellen kan implikationer härledas för vårdandet och vårdvetenskapen i dag med utgångspunkt i det historiska.
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| 10. |
- Hilli, Yvonne Elisabet
(författare)
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Hälsosysterns arbete i Finland 1920-1944
- 1997
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Ingår i: Hippokrates. Årsskrift för Finlands Medicinhistoriska Sällskap. - 0781-5859. ; 14
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Tidskriftsartikel (refereegranskat)
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| 11. |
- Hilli, Yvonne Elisabet, et al.
(författare)
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Idéhistoria som metod
- 2008
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Ingår i: Hoitotiede. - 0786-5686. ; 20:6, s. 345-353
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Tidskriftsartikel (refereegranskat)
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| 12. |
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| 13. |
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| 14. |
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| 15. |
- Hilli, Yvonne, 1959-
(författare)
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Hemmet
- 2017. - 2
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Ingår i: Vårdvetenskapliga begrepp i teori och praktik. - Stockholm : Studentlitteratur AB. - 9789144112435 ; , s. 257-268
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Bokkapitel (refereegranskat)abstract
- Vad innebär hemmet i djup mening för människan? Hemmet relateras kanske i första hand till den konkreta platsen där människan vuxit upp, barndomshemmet, familjen, hembygden och fosterlandet. Allt detta är fysiskt påtagbart. Men vad innebär det egentligen att känna sig hemma eller hemlös? Handlar hemma om en känsla och upplevelse som berör frågor om identitet, gemenskap och tillhörighet? Människor med samma kulturbakgrund delar ofta språket, sättet att uttrycka sig, humorn, gemensamma traditioner och värderingar. Är det detta som gör att man känner sig hemma med det bekanta och med människor som delar ens värderingar?I mötet med andra människor och nya situationer finns hemmet som en klangbotten mot vilket allt det nya speglas, men kan hemmet innebär något mera? Hemma är inte nödvändigtvis bundet till en geografisk plats utan kan mera handla om en känsla.
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| 16. |
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| 17. |
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| 18. |
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| 19. |
- Hilli, Yvonne, 1959-, et al.
(författare)
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Perspectives on preceptorship:A matter of ethics
- 2014
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Ingår i: Nursing Ethics. - : SAGE Publications. - 0969-7330 .- 1477-0989. ; 21:5, s. 565-575
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Tidskriftsartikel (refereegranskat)abstract
- Clinical education is an essential part of the Bachelor’s program in Nursing and a keystone of professional nursing education. Through clinical experiences, the student nurses acquire nursing knowledge and essential skills for professional practice. The preceptor plays a vital role in the development of student nurses becoming professional nurses. Aim: The aim of this Nordic qualitative study was to explore the experiences of good preceptorship in relation to undergraduate student nurses in clinical education from the perspective of the preceptors themselves. Method: Data were collected by narrative interviews with 27 preceptors in Finland and Sweden and analyzed using a hermeneutical approach. Findings: A caring relationship, based on caring ethics, is seen as the foundation for learning and development. Moreover, a mutual respect is a prerequisite for fellowship and a good atmosphere. As such, encounters are characterized by reciprocity and mutuality. The preceptors have a deep sense of responsibility toward the students and the profession. Furthermore, the preceptors have an inner responsibility to guide the students into working life and to share their knowledge by acting as role models. Conclusion: The findings suggest that preceptorship should be examined through new lenses. Moreover, preceptorship is an ethical issue that should be recognized by all stakeholders.
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| 20. |
- Hilli, Yvonne, 1959-, et al.
(författare)
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Swedish School Nurses’ Perspectives on Caring for and Promoting the Health of Adolescents with Mental Health Problems – A Qualitative Study
- 2017
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Ingår i: Clinical Nursing Studies. - : Sciedu Press. - 2324-7940 .- 2324-7959. ; 5:3, s. 1-9
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Tidskriftsartikel (refereegranskat)abstract
- Background: Over the last few decades, there has been an increase in mental health problems among adolescents, manifested as physical symptoms, such as stomach pain, headaches, feelings of anxiety, worry, stress and sleeping problems. Surveys among school nurses’ have revealed that mental health work now forms a key part of their role. Although an increasing number of adolescents are suffering from mental health problems in upper-secondary schools (16-19 years), there are few studies focusing on this matter. Therefore we wanted to explore the matter from the school nurses’ point of view. The aim of this study was to explore Swedish school nurses’ experiences of caring for and promoting the health of students suffering from mental health problems.Methods: The present study had a descriptive design and a qualitative approach. A purposeful sample of eight (n = 8) school nurses was interviewed. Their working experience varied between 4 and 29 years. The data were analysed using content analysis. The ethical principles stipulated by the Swedish Research Council were carefully followed throughout the study.Results: Three main themes with sub-themes were found: A caring relationship as the foundation for health promotion, organizing health-promoting work and interprofessional cooperation as a prerequisite for good caring.Conclusions: The findings strengthen the evidence of the importance of the health dialogue as a tool for the school nurses to identify students with mental health problems. Creating a caring relationship with the students is a prerequisite for caring and health promotion. Further education concerning mental health and evidence-based-practice should be arranged on regular basis. More research and cooperation between different stakeholders is needed.
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| 21. |
- Hilli, Yvonne, et al.
(författare)
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The experience of being a preceptor for nurse students in clinical practice : A cross-sectional qualitative study
- 2011
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Ingår i: Learning Communities International Journal of Learning in Social Contexts Australia. - Darwin Australia : Darwin university, Australia. - 1329-1440. ; October:1, s. 84-99
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Tidskriftsartikel (refereegranskat)abstract
- This study examined the experience of being a clinical preceptor. A purposive sample of 15 nurses from Västerbotten, Sweden, and 15 nurses from Ostrobothnia, Finland, served as informants. The data were collected through interviews and analysed through qualitative content analysis. Three themes were examined: supervision; reflection and critical thinking; and the connection between theory and practice. Variations were found to exist in how the supervision was carried out and how the preceptors planned and prepared themselves for it. The students’ learning outcomes were neither clear nor considered important to most of the preceptors. They maintained that as they had too little time for supervision, the students simply had to follow the preceptors in their daily work. Feedback was, however, considered important in supporting the students’ learning process, but reflection and critical thinking were not familiar concepts to most of the preceptors. Most of them also had difficulties in combining theory and practice. The preceptors maintained that the cooperation between the faculty and the preceptors should be enhanced in order to narrow the gap between theory and practice. However, there was a willingness to be a preceptor and the informants considered themselves to be important role models. It was found that the preceptors need pedagogical support from nursing educators and the organisation. Moreover, the nursing educators should prepare the students for their clinical practice and take part in the supervision. In the future, new e-based pedagogical methods could be used to enhance the contact between the student, the preceptor and the nursing educator.
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| 22. |
- Hilli, Yvonne, 1959-, et al.
(författare)
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The Home as Ethos of Caring - a concept determination
- 2017
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Ingår i: Nursing Ethics. - : SAGE Publications. - 0969-7330 .- 1477-0989.
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Tidskriftsartikel (refereegranskat)abstract
- Background: Within nursing, the concepts of home and homelike have been used indiscriminately to describe characteristics of health care settings that resemble a home more than an institution.Objectives: The aim of this study was to investigate the concept of home (hem in Swedish). The main questions were as follows: What does the concept of home entail etymologically and semantically? Of what significance is the meaning of the concept to caring science and nursing?Design and methods: This study had a qualitative design with a hermeneutical approach guided by Gadamer. Eriksson’s model of concept determination was partly used to determine the etymology and semantics, the essence and epistemic category of the concept of home. In this study, etymological dictionaries and 17 Swedish language dictionaries published between 1850 and 2001 were investigated.Findings: The home, framed as the ethos of caring, can be drawn as a three-dimensional picture where the three dimensions have a common core, enclosed and inviolable. Symbolically, the picture of home can be seen as the ethos of the human being’s innermost room, the human being’s manner of being and the tone cxpressed in the external or abstract room where the human being lives and interacts with others.Conclusions: Based on the findings in this study we conclude that home as ethos is an inner ethical dimension within the human being. Human beings who are in contact with their ethos, the self, feel at home and dare to follow the voice of their heart. Nurses who experience at-homeness have an ability to invite the patient into a caring relationship. The home and the feeling of being at home have significant meaning in terms of human beings’ health and well-being.
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| 23. |
- Jonsén, Elisabeth, et al.
(författare)
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Finnish and Swedish nursing students' experiences of their first clinical practice placement : a qualitative study
- 2013
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Ingår i: Nurse Education Today. - : Elsevier. - 0260-6917 .- 1532-2793. ; 33:3, s. 297-302
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Tidskriftsartikel (refereegranskat)abstract
- BACKGROUND: Nursing is a practice-based discipline. Clinical practice settings are important in preparing undergraduate nursing students for the role of registered nurse. AIM: The aim of this Nordic qualitative study is to illuminate first year undergraduate nursing students' experiences of clinical practice during their first clinical placement, with a focus on preception, reflection, and the link between theory and practice. METHOD: Data were collected by focus group interviews with 22 nursing students, and analyzed with qualitative content analysis. FINDINGS: Positive experiences included stimulating and visible preceptors, a permissive atmosphere, and reflection as a matter of course. Negative experiences were related to feelings of abandonment and powerlessness when preceptors were invisible and the atmosphere at the ward was non-permissive. The implementation of research-based knowledge was insufficient. CONCLUSIONS: A permissive atmosphere and visible preceptors are crucial if learning is to be maximized. Consequently, it is important to set aside time for preceptors to be more visible and to make the atmosphere at the clinical placement more permissive. The student must have the opportunity to combine scientific knowledge with evidence-based knowledge in order to develop nursing actions.
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| 24. |
- Kallerhult Hermansson, Stina, 1979-, et al.
(författare)
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Experiences of being a mentor for newly qualified nurses : An interview study
- 2022
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Ingår i: 8th International Nurse Education Conference, Sitges, October 19-22, 2022.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Background: Challenges of retaining registered nurses in the profession is a global issue[1]. Support is an important factor for retaining nurses[2], and even though mentorship have been found to reduce turnover rate for nurses[3], it is still not a fully integrated routine in all health care units. To fill the knowledge gap, the aim of this study is to describe registered nurses’ experiences of being a mentor for newly qualified nurses.Methods: Members of the collaborative project Becoming a Professional Nurse performed individual interviews in health care units in Sweden and Norway. Participants were registered nurses (n=21) who had mentored at least one newly qualified nurse. Transcribed interview data were analysed using qualitative content analysis[4]. Preliminary results: To be a mentor were described as; being a role model for the mentees, creating an inclusive and open environment, and developing as a professional. To be successful mentors, they described a need of; scheduled time, support from colleagues, education about mentorship, arenas for exchange of experience, and attendant leaders. Conclusions: There is a need of a structured organization to promote mentorship. More research is needed to develop, test and evaluate evidence-based mentorship programs in the health care units. [1] World Health Organisation. (2020). State of the world's nursing 2020: investing in education, jobs and leadership. ISBN: 978-92-4-000327-9 [2] Akerjordet, K., Furunes, T., & Haver, A. (2018). Health-promoting leadership: An integrative review and future research agenda. Journal of Advanced Nursing, 74(7), 1505-1516. https://doi.org/10.1111/jan.13567 [3] Zhang, Y., Qian, Y., Wu, J., Wen, F., & Zhang, Y. (2016). The effectiveness and implementation of mentoring program for newly graduated nurses: A systematic review. Nurse Education Today, 37, 136-144. https://doi.org/10.1016/j.nedt.2015.11.027[4] Lindgren, Lundman, B., & Graneheim, U. H. (2020). Abstraction and interpretation during the qualitative content analysis process. International Journal of Nursing Studies, 108, 103632–103632. https://doi.org/10.1016/j.ijnurstu.2020.103632
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| 25. |
- Kallerhult Hermansson, Stina, 1979-, et al.
(författare)
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Exploring registered nurses’ perspectives as mentors for newly qualified nurses : a qualitative interview study
- 2024
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Ingår i: BMJ Open. - : BMJ Publishing Group Ltd. - 2044-6055. ; 14:5
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Tidskriftsartikel (refereegranskat)abstract
- Objective: Existing research has focused mostly on mentees’ experiences of mentoring rather than mentors’ experiences. Therefore, this study describes registered nurses’ experiences of being a mentor for newly qualified nurses.Design: A qualitative interview study based on semistructured individual interviews. Interviews were analysed using qualitative content analysis.Participants and setting: A purposive sample of experienced registered nurses (n=21) from healthcare units in northern Sweden and northern Norway. Inclusion criteria were to have been a mentor to at least one newly qualified nurse, hold permanent employment of 75%–100% as a registered nurse and to be able to communicate in Swedish or Norwegian.Results: Our study’s findings suggest that being a mentor plays a crucial role in establishing safety in complex work environments. The main theme consists of three themes: feeling motivated in being a mentor; continuously developing the learning environment; and navigating obstacles and cultivating support.Conclusion: Being a mentor is a complicated role for registered nurses. The mentoring role is beneficial—ie, positive and rewarding—if facilitated sufficiently in the context of a structured organisation. This study brings a more profound understanding of and provides new insights into registered nurses’ perspectives and needs regarding being a mentor and the study’s findings make an important contribution to the field of nursing regarding the facilitation of mentoring.
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| 26. |
- Kallerhult Hermansson, Stina, 1979-, et al.
(författare)
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Job satisfaction, professional competence, and self-efficacy : a multicenter cross-sectional study among registered nurses in Sweden and Norway
- 2024
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Ingår i: BMC Health Services Research. - : BioMed Central (BMC). - 1472-6963. ; 24:1
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Tidskriftsartikel (refereegranskat)abstract
- Background: Healthcare organizations worldwide face persistent challenges relating to turnover and intention to leave the nursing profession among registered nurses. Factors contributing to their retention and well-being at work include high job satisfaction, professional competence, and self-efficacy. Few multicenter studies have investigated these factors in relation to work experience in a Nordic context. Therefore, this study aimed to investigate job satisfaction, professional competence, and self-efficacy among registered nurses.Methods: This multicenter cross-sectional study survey was part of a larger overarching Swedish-Norwegian project, and was conducted among registered nurses (n = 1137) in September 2021. The participants worked in a variety of health care units, e.g., hospital units, primary health care, and home care. Data was subjected to descriptive and comparative statistical analysis; chi-square test, one-way between-groups analysis of variance (ANOVA) and Kruskal-Wallis test.Results: The findings show that job satisfaction is reported as lowest in registered nurses with medium-term work experience as compared to newly qualified and long-term work-experienced registered nurses. Professional competence and self-efficacy are reported as higher among registered nurses with long-term work experience as compared to those with medium-term work experience and newly qualified registered nurses. However, the participants reported their professional competence as highest in relation to the same factor – “Value-based nursing care” – regardless of their work experience.Conclusions and implications: This study underscores the need for continuous support and professional development for registered nurses throughout their careers. Proactive support for newly qualified nurses may improve job satisfaction as they progress to being registered nurses with medium-term work experience. Tailored interventions to address the distinct needs of both newly qualified and medium-term work-experienced registered nurses are crucial for nurturing a sustainable nursing workforce.
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| 27. |
- Kallerhult Hermansson, Stina, 1979-, et al.
(författare)
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The impact of a mentorship program with digital solutions : Mentors' experiences, self-reported self-efficacy, and clinical teaching behavior
- 2023
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Background: In 2021, a two-fold mentorship program was developed in collaboration with new and experienced registered nurses and leaders in healthcare units and municipalities in two regions in northern Sweden and northern Norway. The mentorship program aimed to support newly qualified nurses into working life as well as support mentors and was tested in intervention units from October-21 to April-22. The aim of this sub-study was to evaluate the mentors´ experiences, self-reported self-efficacy, and clinical teaching behavior.Methods: A mixed methods design was used where data was collected via focus-group interviews (n=5) directly after the intervention. A follow-up, self-reported questionnaire study was conducted at three different time points: pre-test, baseline, and post-test I, directly after the intervention, and post-test II, eight months after the intervention. Transcribed interview data will be analyzed using qualitative content analysis, and self-reported answers will be analyzed using suitable statistical methods.Results and conclusion: Preliminary results will be presented at the conference. The evaluation will highlight the potential effects and meaning of the mentorship program from the mentors´ perspective as well as what it means to be a mentor.
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| 28. |
- Karlsson, Mattias, et al.
(författare)
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Ethical dilemmas during cardiac arrest incidents in the patient’s home
- 2017
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Ingår i: Nursing Ethics. - : SAGE Publications. - 0969-7330 .- 1477-0989. ; , s. 1-13
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Tidskriftsartikel (refereegranskat)abstract
- Background: The majority (70%) of cardiac arrests in Sweden are experienced in the patient’s home. In these situations, the ambulance nurses may encounter several ethical dilemmas. Aim: The aim was to investigate Swedish specialist ambulance nurses’ experiences of ethical dilemmas associated with cardiac arrest situations in adult patients’ homes.Methods: Nine interviews were conducted with specialist ambulance nurses at four different ambulance stations in the southeast region of Sweden. Data were analysed using content analysis.Ethical considerations: Ethical principles mandated by the Swedish Research Council were carefully followed during the whole process.Findings: Two main themes with six sub-themes were identified: The scene – creating a sheltered space for caring and Ethical decision-making. The results showed that ethical dilemmas might occur when trying to create a sheltered space to preserve the patients’ integrity and dignity. A dilemma could be whether or not to invite significant others to be present during the medical treatment. Ethical decision-making was dependent on good communication and ethical reasoning among all parties. In certain situations, decisions were made not to commence or to terminate care despite guidelines. The decision was guided by combining the medical/nursing perspectives and ethical competence with respect to the human being’s dignity and a will to do good for the patient. The nurses followed the voice of their heart and had the courage to be truly human.Conclusion: The ambulance nurses were guided by their ethos, including the basic motive to care for the patient, to alleviate suffering, to confirm the patient’s dignity and to serve life and health.
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| 29. |
- Koldestam, Maria, 1968-
(författare)
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MILO - A Conceptual Learning Model Grounded in a Hermeneutical and a Caritative Caring Perspective : Development and Evaluation
- 2024
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Aim: The overall aim was to develop and evaluate a conceptual learning model grounded in a caritative caring perspective aimed to facilitate undergraduate nursing students’ learning during clinical practice.Methods: This thesis comprises four studies with a descriptive explorative design overall. In the inductively applied research, different designs using both qualitative and quantitative methods, were used. Studies I–III used qualitative methods; data for study I were collected using the Delphi method and analysed using qualitative data analysis. In study II, data were collected using focus group interviews and analysed using latent content analysis. In study III, data were collected using individual interviews and analysed using a phenomenographic approach. Study IV used quantitative methods and data were collected using a questionnaire and analysed using statistical methods.Results: Study I resulted in a conceptual learning model grounded in hermeneutics and a caritative caring perspective. The Model for Improvement in Learning Outcomes (MILO) encompasses eight concepts: four intrapersonal, i.e. the students’ own characteristics, reflecting understanding, and four contextual concepts, i.e. environmental concepts, reflecting structure. Study II showed that students’ learning is facilitated as a result of natural actions and elements that occur in daily life, integrating natural caring with professional caring. Studies III and IV showed that students’ learning was a gain in knowledge and understanding of supportive elements for learning and the perspective of the patients, and a gain in engagement and dedication. Study IV also showed that the intrapersonal concepts were valued more than the contextual concepts in the three different semesters studied. The use of the applications was valued more at the start of the students’ education. Some of the concepts and their applications had not been used in accordance with MILO’s implementation in the region involved.Conclusions: The fundamentals needed to become a professional caring nurse include having compassion and competence. Undergraduate nursing students’ learning during clinical practice needs to be facilitated by a theoretical foundation establishing an ethical bearing, by knowledge and understanding of one self and of the patient as a whole, and by challenged learning using a diversity of tools to achieve the intended outcome of better health and well-being for the patient.
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| 30. |
- Koskinen, Monika, et al.
(författare)
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Ethical dilemmas faced by healthcare teachers during the COVID-19 pandemic
- 2023
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Ingår i: Nursing Ethics. - : Sage Publications. - 0969-7330 .- 1477-0989.
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Tidskriftsartikel (refereegranskat)abstract
- Background: Previous studies have shown that the rapid transition to emergency remote teaching due to the COVID-19 pandemic was challenging for healthcare teachers in many ways. This sudden change made them face ethical dilemmas that challenged their values and ethical competence. Research aim: This study aimed to explore and gain a deeper understanding of the ethical dilemmas healthcare teachers faced during the COVID-19 pandemic. Research design: This was an inductive qualitative study using a hermeneutic approach. Semi-structured interviews were conducted and analysed thematically. Participants and research context: Healthcare teachers (n = 20) from eight universities and universities of applied sciences in the Nordic and Baltic countries participated. Ethical considerations: This study was based on the research ethics of the Norwegian National Research Ethics Committee for Medicine and Health Sciences and approved by the Norwegian Agency for Shared Services in Education and Research. Findings: Healthcare teachers faced several ethical dilemmas due to restrictions during the COVID-19 pandemic. The analysis revealed three main themes: How should I deal with students’ ill-being, and what can I as a teacher do?; What can I demand from myself and my students, what is good teaching?; How do I manage the heavy workload and everyone’s needs, and who gets my time? Conclusions: This study highlights the importance of healthcare teachers’ continuous need for pedagogic and didactic education, especially considering new technology and ethical issues. During the pandemic, the ethical consequences of remote teaching became evident. Ethical values and ethical dilemmas should be addressed in healthcare education programmes at different levels, especially in teacher education programmes. In the coming years, remote teaching will grow. Therefore, we need more research on this issue from an ethical perspective on its possible © The Author(s) 2023.
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| 31. |
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| 32. |
- Larsson, Åsa, et al.
(författare)
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The ethos of caring within midwifery in the early 1900s: A History of Ideas study
- 2016
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Ingår i: Nursing Ethics. - : SAGE Publications. - 0969-7330 .- 1477-0989.
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Tidskriftsartikel (refereegranskat)abstract
- Background: The midwifery profession in Sweden has a history since the early 1700s when government training for midwives began. Midwifery is historically well described, but the idea of caring within midwifery is not described.Aim: The aim was to describe the patterns of ideas of caring as they appeared in midwifery during the first half of the 20th century.Research design: This study has a hermeneutic approach and the method is history of ideas. Sources of material are taken from the journal Jordemodern (Midwifery), textbooks for midwives, and midwifery regulations. The study has a caring science perspective according to Eriksson.Ethical considerations: This study is conducted in accordance with the ethical guidelines for good scientific practice issued by The Finnish Advisory Board on Research Integrity. The special demands on approach to the analyzed text in history of ideas have been met.Findings: Three themes were identified: Serving as a way of life, Acting in a redemptive spirit, and Having independence with heavy responsibility. The various themes are not refined, but current ideas are woven into the weave that were characteristic of midwifery during the first half of the 20th century.Conclusion: History of ideas is a fruitful method for understanding and re-finding valuable cultural goods. We can once more stress the manner of being within the midwife’s profession where inner values, ethos, shape the manner of conduct in the care of women in childbirth.
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| 33. |
- Levy-Malmberg, Rika, et al.
(författare)
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The enhancement of clinical competence through caring science.
- 2014
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Ingår i: Scandinavian Journal of Caring Sciences. - : Wiley. - 0283-9318 .- 1471-6712. ; 28:4
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Tidskriftsartikel (refereegranskat)abstract
- This theoretical research attempts to create a new basis for dialogue between two independent research fields that are connected by an inseparable link. The first, nursing science, is a body of professional knowledge, while the second, caring as an independent body of pure knowledge, conducts basic research with an aspiration towards applicability. This theoretical research uses the guidelines of the Buberian dialogue, which provides new meaning to the concept of clinical competence. The results emphasise the need to adopt abstract knowledge into the nursing field in order to improve the graduate's clinical capabilities. The combination of assessing clinical capability in a judgmental manner together with the dialogical humanistic approach of caring science may create a genuine platform and meeting event as a maturing process, which is intended to promote educational goals, which subsequently receive new meaning, that is, a different type of assessment. However, this assessment cannot be measured since a wide range of ethical moral aspects regarding both the student and the patient will have to be included. Nevertheless, this dialogue between nursing science and caring science can implement evidence on the basis of trust and can be used as a dialogical tool for evaluating clinical skills with the goal of empowering the educational field in nursing. Consequently, this clinical competence is called 'caring maturing means', and the goal is to convert the learning process into a meaningful event with the aim of improvement.
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| 34. |
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| 35. |
- Melender, Hanna-Leena, et al.
(författare)
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Nursing students' experiences from their first clinical eduaction : a qualitative studie
- 2012
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Ingår i: journal of cooperativ education and internship. - 1933-2130. ; 46, s. 30-43
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Tidskriftsartikel (refereegranskat)abstract
- This article describes the experiences of 137 nursing students from their first clinical education.The material was collected with four open questions and was analyzed through qualitative content analysis. The descriptions focused on students’ experiences in general as well as their clinical education circumstances and learning experiences. They reported on the characteristics of their preceptors, the feedback, and the preceptorship culture on the ward. The students assessed their own learning from the perspectives of activity level, nursing procedures they had practiced, and personal development. Taking responsibility for their own learning was manifested as responsibility for learning according to the learning outcomes, an experience of having taken only a small amount of responsibility, and a desire to take part in all things possible
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| 36. |
- Melender, Hanna-Leena, et al.
(författare)
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Nursing students´ Experiences from Their First Clinical Education – a qualitative study
- 2012
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Ingår i: Journal of Cooperative Education and Internships. - 1933-2130. ; 46:1
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Tidskriftsartikel (refereegranskat)abstract
- This article describes the experiences of 137 nursing students from their first clinical education. The material was collected with four open questions and was analyzed through qualitative content analysis. The descriptions focused on students' experiences in general as well as their clinical education circumstances and learning experiences. They reported on the characteristics of their preceptors, the feedback, and the preceptorship culture on the ward. The students assessed their own learning from the perspectives of activity level, nursing procedures they had practised, and personal development. Taking responsibility for their own learning was manifested as responsibility for learning according to the learning outcomes, an experience of having taken only a small amount of responsibility, and a desire to take part in all things possible.
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| 37. |
- Melender, Hanna-Leena, et al.
(författare)
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Quality of clinical education : comparison of experiences of undergraduate student nurses in Finland and Sweden
- 2013
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Ingår i: Nurse Education in Practice. - Oxford : Elsevier. - 1471-5953 .- 1873-5223. ; 13:4/S1, s. 256-261
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Tidskriftsartikel (refereegranskat)abstract
- The purpose of this study was to compare the experiences of three groups of undergraduate student nurses on the quality of clinical education over time. The study is part of a longitudinal research and development project in Finland and Sweden. The sample (n = 109) consisted of three subgroups of student nurses: the first in a Swedish faculty (SWE) (n = 53), the second in a Finnish faculty (FIN1, n = 42), and the third in another Finnish faculty (FIN2, n = 14). In the comparison of the subgroups, FIN1 and FIN2 were put together, because of the small sample size. The first data was collected in 2009 after the students' first clinical education period in acute and elderly care. The second data was collected in 2010 after the students' second clinical education period on different wards in central hospitals, in primary care units and in elderly care. The data was collected using a self-administered questionnaire and analysed using statistical methods. On the basis of an explorative factor analysis conducted on the first data four sum variables were produced, named as follows: Clinical Preception, Learning in Clinical Education, Learning Objectives in Clinical Education, and Reflection in Clinical Education. In the comparison of the years 2009 and 2010 (n = 109), the factors Clinical Preception and Learning Objectives in Clinical Education had lower evaluations in year 2010 than in year 2009. In year 2009 Swedish students (n = 53) evaluated Clinical Preception and Learning in Clinical Education lower than Finnish students (n = 56). In year 2010 Finnish students evaluated Clinical Preception lower than Swedish students. It is evident that the clinical education practices should be developed in cooperation with the faculties and the staff of the clinical education placements.
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| 38. |
- Melender, Hanna-Leena, et al.
(författare)
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Quality of clinical education - A three-year follow-up among undergraduate nursing students in Finland and Sweden
- 2014
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Ingår i: Asia-Pacific Journal of Cooperative Education. - 1175-2882. ; 15:4, s. 305-319
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Tidskriftsartikel (refereegranskat)abstract
- The purpose of this study was to compare the experiences of a group of Swedish and two Finnish groups of student nurses (n=86) on the quality of clinical education over time. The data was collected using an instrument including four factors. In the comparison of the years 2009, 2010 and 2011/2012 (n=86), there were no statistically significant differences between years in the whole data. In year 2009 Swedish students (n=41) evaluated clinical preception and learning in clinical education lower than Finnish students (n=45). In the year 2010 Finnish students' evaluated clinical preception lower than Swedish students. In year 2011/2012 Swedish students evaluated learning objectives in clinical education lower than Finnish students. The follow-up group and the dropout group did not differ from each other regarding the background variables or reports on the quality of clinical education.
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| 39. |
- Røkholt, Gro, et al.
(författare)
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Helsepersonells erfaringer med å implementere kunnskapsbasert praksis på et sykehus i Norge
- 2017
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Ingår i: Nordisk sygeplejeforskning. - : Scandinavian University Press / Universitetsforlaget AS. - 1892-2678 .- 1892-2686. ; 7:3, s. 195-208
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Tidskriftsartikel (refereegranskat)abstract
- Bakgrunn: Helsetjenester skal være kunnskapsbaserte, men å omsette forskningsfunn til klinisk praksis beskrives gjennomgående som komplekst og utfordrende. Studien som presenteres i denne artikkelen var første del av et aksjonsforskningsprosjekt i samarbeid mellom et universitetssykehus og en høgskole. Formålet var å understøtte implementering av kunnskapsbasert praksis som arbeidsform på sykehuset for å bidra til å styrke kvalitet på praksis og å utvikle praksisplassen som læringsarena. Hensikt med denne første delstudien var å avdekke faktorer av betydning for implementerings-prosessen blant ansatte. Studiens forskningsspørsmål var: Hvordan erfarer helsepersonell kunnskapsbasert praksis i sin arbeidshverdag?Metode: For å innhente deltagernes erfaringer ble det utført en kulturanalyse ved fire enheter på et sykehus i Sør Norge. Brevmetoden ble brukt datainnsamlingsmetode og data ble analysert med systematisk tekstkondensering. Resultat: Studiens resultat presenteres under tre hovedkategorier: Lederen angir tonen som motivator og pådriver; Positiv holdning til og bruk av kunnskapsbasert praksis i arbeidshverdagen; Organisatoriske forhold av betydning. Studien viser at for å lykkes med implementering av kunnskapsbasert praksis er det viktig å ha en leder med positiv holdning som motiverer ansatte og skaper forutsetninger for utviklingsarbeid. Når en slik holdning preger arbeidsmiljøet understøtter det åpenhet og samarbeid og gjør det mulig å dele erfaring og reflektere over praksis. I tillegg trengte en ildsjeler med kompetanse og interesse for kunnskapsbasert praksis. Tidspress, travelhet og varierende kompetanse ble beskrevet som hindringer for implementering av kunnskapsbasert praksis.Konklusjon: Det kreves et samspill mellom alle disse faktorene for at implementeringen og utviklingsarbeidet skal lykkes.
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| 40. |
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| 41. |
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| 42. |
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| 43. |
- Sandvik, Ann-Helen, et al.
(författare)
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Sjuksköterskestudenters erfarenheter av sin första kliniska utbildningsperiod : en nordisk kvantitativ studie
- 2012
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Ingår i: Vård i Norden. - 0107-4083 .- 1890-4238. ; 32:1, s. 20-25
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Tidskriftsartikel (refereegranskat)abstract
- Background: Differences in quality of clinical education and support to students occur and there are demands for a unification of higher education in Europe.Aim: The aim of the study was to describe the nursing students’ experiences of their first clinical education period in relation to learning and professional development.Methods: The sample consisted of 139 nursing students from Finland and Sweden. The data was collected by questionnaire and analyzed statistically.Findings: Students’ experiences of clinical competence were examined from four perspectives: clinical preception, learning, learning objectives and reflection. Overall, students rated highly, however there were statistically significant differences among the students concerning nationality and length of clinical education. Students did not always get a clear picture of what was expected of them in clinical education and there were deficits in continuing feedback. Students’ clinical learning was associated with the length of clinical education.Conclusions: Clinical preceptoring as a catalyst in student's understanding and learning is central. Students rated learning of tasks and skills higher than abilities that require more reflection and consideration, which may indicate a more task-centered preception. A conscious didactic approach would help students to reflect and develop into professionals in nursing and caring science.
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| 44. |
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| 45. |
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| 46. |
- Sandvik, Ann-Helén, 1966-, et al.
(författare)
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Understanding and formation : the essence in becoming a caring nurse
- 2018
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Ingår i: https://elsevier.conference-services.net/secureProgramme.asp?conferenceID=4188&uID=830778. - Vikby.
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Konferensbidrag (refereegranskat)abstract
- Understanding and formation - the essence in becoming a caring nurseA-H. Sandvik*2,3, K. Eriksson2, Y. Hilli1,31Novia university of applied sciences, Finland, 2Åbo Akademi University, Finland, 3BoråsUniversity, SwedenIntroduction: Nurse education most often focus on a linear problem-solving process,exemplifying a narrow, technical rationality (Benner & Sutphen 2007). In other words, attentionis largely given to tasks or technical skills (Mulcahy 2011), while the focus rather should be ondeveloping students' understanding (Gustavsson 2011). There is need for a new approach thattargets the processes of becoming and supports identity formation, with the key purpose ofdeveloping professional ways of being, rather than simply knowledge and skills (Dall’Alba2009).Aim: The aim was to clarify the meaning and essence of understanding, as well as to exploreand deepen the understanding of student nurses' processes of understanding and becoming,with the intention of developing a theory model for caring didactics.Methods: The study had a hermeneutical approach and was based on qualitative andquantitative data. The study was longitudinal and followed the students at three universitiesthroughout the education.Findings: Understanding was perceived as an unlimited, endless movement, which can beillustrated as a lemniscate, i.e. a lying eight. Seeing, knowing and becoming are the warpthreads that constitutes the lemniscate. These interwoven threads run throughout the sevenstages of the lemniscate. The infinite spiral movement leads to an ever-increasing degree offormation (Bildung). The lemniscate of understanding circles around two hubs, ethos and arête.A caring culture encloses the lemniscate of understanding, it provides the life space ofunderstanding, and the prevailing basic values are expressed in the culture of the learningspace.Conclusion: Learning and understanding is a process of formation (Bildung). It is not merelylearning and training, but having the opportunity and space to grow into the person one is meantto be. It is not sufficient to confine education to mediation of knowledge and technical skills,whereas true understanding and learning involves a transformation of oneself as a person.There is a need to emphasize this and give it a more prominent position in the nursingeducation.References:Benner, P., & Sutphen, M. (2007). Learning across the professions: The clergy, a case in point.Journal of Nursing Education, 46(3), 103-108.Dall’Alba, G. (2009). Learning to be professionals. Dordrecht: Springer.Gustavsson, B. (2011). Att humanisera och demokratisera utbildning. [To humanize anddemocratize education]. In M. Jensen (Ed.), Lärandets grunder. [The basis for learning] (pp.237-251). Lund: Studentlitteratur.Mulcahy, D. (2011). Teacher professional becoming: A practice-based, actor-network theoryperspective. In L. Scanlon (Ed.), 'Becoming' a professional: An interdisciplinary analysis ofprofessional learning (pp. 219-244). Dordrecht: Springer.Keywords: understanding, becoming, Bildung, formation
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| 47. |
- Sandvik, Ann-Helén, 1966-, et al.
(författare)
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Understanding and formation - A process of becoming a nurse
- 2023
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Ingår i: Nursing Philosophy. - : Wiley. - 1466-7681 .- 1466-769X. ; 24:1
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Tidskriftsartikel (refereegranskat)abstract
- Nursing is a complicated and multifaceted profession that sets high demands in preparing nursing students for the profession. In today's education, the emphasis is often on knowledge and skills, that is, epistemology. In caring science another approach is sought, an approach based on human sciences in which knowledge will serve a more profound understanding, that is, the ontology. Consequently, the question of what this 'understanding' in clinical education is and how it is promoted in clinical nursing education becomes important to clarify. Therefore, the aim here is to explicate the phenomenon of understanding in clinical education as experienced by third-year undergraduate nursing students ready for graduation. This study, with a hermeneutic approach, is based on a secondary analysis of focus group interviews with undergraduate nursing students. The analytical expansion of the original material suggests three interrelated themes that illuminate the phenomenon of understanding in clinical education. These findings are deepened and enriched through philosophical abstraction. In the process of understanding, episteme, techne and phronesis can be viewed as inherent parts of the structure of thought in nursing. The perspective advanced in this study adds new aspects to the phenomenon of understanding and its meaning and significance in the dynamic process of formation and becoming in clinical education. The focus in clinical nursing education should be on learning reflective, critical thinking and the ways of being a nurse, rather than drilling students on particular skills. In the rapidly changing world of the 21st century, an understanding-based education is needed as a more meaningful and authentic approach. Therefore, an ontological turn in nursing education, through which the main focus shifts from a traditional epistemology to an epistemology in the service of ontology, is suggested. Further studies are needed in the development and implementation of an understanding-based, interpretative education in nursing.
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| 48. |
- Tast, Anette, et al.
(författare)
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Being a newly qualified nurse : a Nordic focus group study
- 2024
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Ingår i: Sage Open Nursing. - : Sage Publications. - 2377-9608. ; 10
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Tidskriftsartikel (refereegranskat)abstract
- Introduction: The transition to working life as a newly qualified nurse (NQN) can be challenging, leading to heightened stress levels. While NQNs are generally enthusiastic about starting their careers, they often express concerns about various responsibilities and a perceived lack of experience in independently dealing with clinical care in complex environments.Objective: To acquire an in-depth understanding, from a caring science perspective, of what it means to be an NQN during the transition period of the first 18 months in the profession.Methods: This study relied on an exploratory qualitative design. The methodological approach followed Gadamer's hermeneutic philosophy. Six focus group interviews were conducted in northern Norway (n = 3) and northern Sweden (n = 3) from January through May 2021. The interpretation of the data was inspired by Fleming et al. Nineteen female and seven male NQNs working in different contexts, including hospitals and municipalities, participated in the study. The consolidated criteria for qualitative research were used to report the results.Results: Perspectives on NQNs are presented as three themes: a) the responsibility was perceived as a significant challenge, b) being a nurse is complex and demanding, and c) a desire for personal and professional development. Learning to be a nurse shouldering responsibility necessitates support and guidance from caring and compassionate colleagues and leaders.Conclusions: This study sheds light on the importance of creating a workplace culture where NQNs’ learning is promoted and supported by designated mentors during their transition to working life. The responsibilities should be aligned with their level of knowledge. It is important that leaders hold developmental dialogues and ensure a career plan for NQNs to continuously develop their knowledge and skills. Intervention studies designed to evaluate the meaning of the support from appointed mentors within structured mentorship programs are needed.
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