| 1. |
- Amnér, Gunilla, et al.
(author)
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Dilemman vi lever
- 2018
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In: Pedagogiska dilemman: Proceedings från Humanistiska och teologiska fakulteternas pedagogiska inspirationskonferens 2016. - 9789188473158 ; 2016, s. 15-28
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Conference paper (peer-reviewed)
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| 2. |
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| 3. |
- Cronhjort, Mikael, PhD, 1965-, et al.
(author)
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Efforts to improve attractiveness of lower level engineering education (concept)
- 2022
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In: SEFI 2022 - 50th Annual Conference of the European Society for Engineering Education, Proceedings. - Barcelona : Universitat Politècnica de Catalunya. ; , s. 1104-1112
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Conference paper (peer-reviewed)abstract
- There are nine study programmes awarding the degree bachelor in engineering (högskoleingenjör) at the University of Gävle. Some of these have only a few applicants, even though the graduates are appreciated by a relatively large regional primary and secondary sector industry. A major revision of the programmes is planned. One objective is to increase the attractiveness of the programmes. In the revised programmes, students are proposed to study most courses together during the first year of study, even if they belong to different engineering specializations. This is intended to improve the study environment. Students in programmes with low numbers of applicants will become part of a richer and livelier student collective. However, the attractiveness could further be problematized by asking to whom higher education is attractive. A special focus will be on increasing the admission of students from groups in society that have been underrepresented in higher education. More specifically this may be linked to individual factors such as the educational level of parents, family income, immigrational background and geography. There may also be societal explanations in traditions of gendered professions. Engineering programmes, and especially some of the specializations at the university, are dominated by male students. This study focuses on how universities can take action to further increase the attractiveness of the engineering programmes, with a special regard to groups that are known to be underrepresented among the students.
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| 4. |
- Dahlström, Ulf, 1946-, et al.
(author)
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Hjärtsvikt hos äldre
- 2001
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In: Nordisk geriatrik. - 1403-2082. ; 1, s. 30-36
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Journal article (other academic/artistic)
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| 5. |
- Engström, Maria, et al.
(author)
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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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In: Nurse Education Today. - : Elsevier BV. - 0260-6917 .- 1532-2793. ; 51, s. 63-67
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Journal article (peer-reviewed)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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| 6. |
- Engström, Maria, et al.
(author)
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Staff assessment of structural empowerment and ability to work according to evidence-based practice in mental health care
- 2015
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In: Journal of Nursing Management. - : Hindawi Limited. - 0966-0429 .- 1365-2834. ; 23:6, s. 765-774
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Journal article (peer-reviewed)abstract
- Aim: To study associations between staff members' self-rated structural empowerment in mental health care, organisational type, and the ability and willingness to work according to evidence-based practice.Method: Questionnaire data were collected from 253 mental health staff members.Result: Multivariate logistic regressions analyses revealed that participants who scored higher on opportunity (OR 2.5) and were employed by the county council (OR 1.9) vs. the municipality were more likely to report high evidence-based practice ability. A generalised estimating equation taking into account unknown correlations within units found opportunity and resources to be significant predictors of evidence-based practice ability. Regarding evidence-based willingness, increased odds were found for higher scores of opportunity (OR 2.2) and being employed by the county council (OR 2.9). The generalised estimating equation also found resources to be a significant predictor of evidence-based willingness. In both organisations, the values for empowerment were moderate.Conclusion: Structural conditions such as access to opportunities and resources are important for creating supporting structures for practice to be evidence-based. Implications for nursing management: Our results emphasise the managers' essential role in creating empowering structures, and especially access to opportunities and resources, for their staff to carry out evidence-based practice.
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| 7. |
- Engström, Maria, et al.
(author)
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What relationships can be found between nurses' working life and turnover? - A mixed-methods approach
- 2022
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In: Journal of Nursing Management. - : Wiley. - 0966-0429 .- 1365-2834. ; 30:1, s. 288-297
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Journal article (peer-reviewed)abstract
- AIM: to describe why registered nurses decide to leave their work and to investigate relationships between registered nurses' working life and turnover (leaving the unit versus the profession).BACKGROUND: Much research has explored nurses' intention to leave, while less research has looked at turnover and especially leaving the profession.METHODS: Data were collected using questionnaires and interviews.RESULTS: The three most common reasons for both groups (leaving the profession, n=40; leaving unit but not profession, n=256) were high workload, low salary and applied for and got a new job. Multivariate logistic regression analysis revealed statistically significant relationships between turnover and empowering structures, such as access to resources and informal power as well as the factor learning in thriving.CONCLUSIONS: Structural empowerment, such as good access to resources and informal power, is important to keeping nurses in the profession, while learning seems to increase the risk of leaving the profession when variables such as vitality, resources, informal power and age are held constant.IMPLICATIONS FOR NURSING MANAGEMENT: To counteract nurses leaving the profession, managers must provide nurses with good access to resources, informal power, such as networks within and outside the organization, and focus on nurses' vitality.
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| 8. |
- Florin, Jan, 1956-, et al.
(author)
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Attitudes towards pressure ulcer prevention : a psychometric evaluation of the Swedish version of the APuP instrument
- 2016
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In: International Wound Journal. - : Wiley. - 1742-4801 .- 1742-481X. ; 13:5, s. 655-662
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Journal article (peer-reviewed)abstract
- The primary aim was to conduct a psychometric evaluation of the Attitude towards Pressure ulcer Prevention (APuP) instrument in a Swedish context. A further aim was to describe and compare attitudes towards pressure ulcer prevention between registered nurses (RNs), assistant nurses (ANs) and student nurses (SNs). In total, 415 RNs, ANs and SNs responded to the questionnaire. In addition to descriptive and comparative statistics, confirmatory factor analyses were performed. Because of a lack of support for the instrument structure, further explorative and consecutive confirmatory tests were conducted. Overall, positive attitudes towards pressure ulcer prevention were identified for all three groups, but SNs reported lower attitude scores on three items and a higher score on one item compared to RNs and ANs. The findings indicated no support in this Swedish sample for the previously reported five-factor model of APuP. Further explorative and confirmative factor analyses indicated that a four-factor model was most interpretable: (i) Priority (five items), (ii) Competence (three items), (iii) Importance (three items) and (iv) Responsibility (two items). The five-factor solution could not be confirmed. Further research is recommended to develop a valid and reliable tool to assess nurses' attitudes towards pressure ulcer prevention working across different settings on an international level.
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| 9. |
- Friberg, Ingrid Osika, et al.
(author)
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Patients' perceptions and factors affecting dialysis modality decisions
- 2018
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In: Peritoneal Dialysis International. - : SAGE Publications. - 0896-8608. ; 38:5, s. 334-342
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Journal article (peer-reviewed)abstract
- Background: Home-based dialysis, including peritoneal dialysis (PD) and home hemodialysis (HHD), has been shown to be associated with tower costs and higher health-related quality of life than in-center HD. However, factors influencing the choice of dialysis modality, including gender, are still not well understood. Methods: A questionnaire was sent out to all dialysis patients in the western region of Sweden in order to investigate factors affecting choice of dialysis modality. Logistic regression was used to analyze the data. Results: Patients were more likelyto have home dialysis if they received predialysis information from 3 or more sources and, to a greater extent, perceived the information as comprehensive and of high quality. In addition, patients had a lower likelihood of receiving home dialysis with increasing age and if they lived closer to a dialysis center. Men had in comparison with women a greater likelihood of receiving home dialysis if they lived with a spouse. In-center dialysis patients more often believed that the social interaction and support provided through in-center HD treatment influenced the choice of dialysis modality. Conclusion: This study highlights the need for increased awareness of various factors that influence the choice of dialysis modality and the importance of giving repeated, comprehensive, high-quality information to dialysis and predialysis patients and their relatives. Information and support must be adapted to the needs of individual patients and their relatives if the intention is to improve patients' well-being and the proportion of patients using home dialysis.
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| 10. |
- Gunningberg, Lena, et al.
(author)
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Pressure ulcer knowledge of registered nurses, assistant nurses and student nurses : a descriptive, comparative multicentre study in Sweden
- 2015
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In: International Wound Journal. - : Wiley. - 1742-4801 .- 1742-481X. ; 12:4, s. 462-468
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Journal article (peer-reviewed)abstract
- The aim of this study was to describe and compare the knowledge of registered nurses (RNs), assistant nurses (ANs) and student nurses (SNs) about preventing pressure ulcers (PUs). PU prevention behaviours in the clinical practice of RNs and ANs were also explored. A descriptive, comparative multicentre study was performed. Hospital wards and universities from four Swedish county councils participated. In total, 415 participants (RN, AN and SN) completed the Pressure Ulcer Knowledge Assessment Tool. The mean knowledge score for the sample was 58·9%. The highest scores were found in the themes 'nutrition' (83·1%) and 'risk assessment' (75·7%). The lowest scores were found in the themes 'reduction in the amount of pressure and shear' (47·5%) and 'classification and observation' (55·5%). RNs and SNs had higher scores than ANs on 'aetiology and causes'. SNs had higher scores than RNs and ANs on 'nutrition'. It has been concluded that there is a knowledge deficit in PU prevention among nursing staff in Sweden. A major educational campaign needs to be undertaken both in hospital settings and in nursing education.
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| 11. |
- Hellström-Hyson, Eva, et al.
(author)
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To take responsibility or to be an onlooker : Nursing students' experiences of two models of supervision
- 2012
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In: Nurse Education Today. - : Elsevier BV. - 0260-6917 .- 1532-2793. ; 32:1, s. 105-110
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Journal article (peer-reviewed)abstract
- AIM: The present study aimed at describing how nursing students engaged in their clinical practice experienced two models of supervision: supervision on student wards and traditional supervision. BACKGROUND: Supervision for nursing students in clinical practice can be organized in different ways. In the present study, parts of nursing students' clinical practice were carried out on student wards in existing hospital departments. The purpose was to give students the opportunity to assume greater responsibility for their clinical education and to apply the nursing process more independently through peer learning. METHOD: A descriptive design with a qualitative approach was used. Interviews were carried out with eight nursing students in their final semester of a 3-year degree program in nursing. The data were analyzed using content analysis. FINDINGS: Two themes were revealed in the data analysis: When supervised on the student wards, nursing students experienced assuming responsibility and finding one's professional role, while during traditional supervision, they experienced being an onlooker and having difficulties assuming responsibility. CONCLUSIONS: Supervision on a student ward was found to give nursing students a feeling of acknowledgment and more opportunities to develop independence, continuity, cooperation and confidence.
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| 12. |
- Jarnulf, Therese, et al.
(author)
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District nurses experiences of precepting district nurse students at the postgraduate level
- 2019
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In: Nurse Education in Practice. - : Elsevier BV. - 1471-5953 .- 1873-5223. ; 37, s. 75-80
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Journal article (peer-reviewed)abstract
- District nurses are preceptors of district nurse students at the postgraduate level. These district nurse students are already registered nurses who have graduated and are now studying to become district nurses; this training is at the postgraduate level. As preceptors at the postgraduate level, district nurses play an important role in helping these students to achieve the learning outcomes of the clinical practice part of their education. However, there is a lack of studies on precepting at this level. Thus, the aim was to describe district nurses' experiences of precepting district nurse students at the postgraduate level. The study was descriptive in design and used a qualitative approach. Purposive sampling was used and nine district nurses from seven primary health care units in Sweden were interviewed. Data were analysed using qualitative content analysis. An overall theme ”Fluctuating between transferring knowledge and striving for reflective learning” and two subthemes emerged. The preceptors’ views on precepting and performance varied depending on the situation. The conclusions is that given the current learning outcomes for clinical practice education at the postgraduate level, district nurses need to bemore influenced by preception focused on reflective learning.
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| 13. |
- Kristofferzon, Marja-Leena, 1950-, et al.
(author)
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Nursing students' perceptions of clinical supervision : The contributions of preceptors, head preceptors and clinical lecturers
- 2013
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In: Nurse Education Today. - : Elsevier BV. - 0260-6917 .- 1532-2793. ; 33:10, s. 1252-1257
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Journal article (peer-reviewed)abstract
- Aim: The aims of the study were 1) to investigate to what extent nursing students were satisfied with the supervision provided by facilitators (preceptor, head preceptor, and clinical lecturer), 2) to compare nursing students' ratings of facilitators' contribution to supervision as supportive and challenging, and 3) to examine relationships between facilitators' supportive and challenging behavior in supervision and nursing students' perception of fulfillment of expected learning outcomes in clinical education.Background: Although there are many studies on support of students in clinical education, few have addressed this from the students' point of view or made comparisons between different facilitators.Methods: A cross-sectional survey study was conducted during April to November 2010, where 107 nursing students, from a university in central Sweden, answered a questionnaire about supervision immediately after their period of clinical education.Result: Supportive behavior in supervision was rated higher by students for all facilitator groups as compared with challenging behavior. The students rated preceptors and clinical lecturers as more supportive than head preceptors and clinical lecturers as providing more challenges than the two other facilitator groups. Supportive and challenging behavior in supervision explained 39% of the variance in students' overall learning outcomes. However, the regression coefficient was only significant for students' ratings of supportive behavior for the preceptor.Conclusions: Nursing students were satisfied with facilitators' supervision and by their contribution to fulfillment of overall learning outcomes. Comparisons showed that preceptors in a higher degree were perceived as supportive while clinical lecturers were perceived as more important as challengers for critical thinking, reflection and exchange of experiences between students. The model of supervision seems to be promising, but the roles across facilitators need to be made clearer, especially the head preceptor's role, which seemed to be the most unclear role in this model.
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| 14. |
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| 15. |
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| 16. |
- Lovén Wickman, Ulrica, 1966-
(author)
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Self-care: the way to find balance in life : development and evaluation of a self-care questionnaire for patients with inflammatory bowel disease
- 2019
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Doctoral thesis (other academic/artistic)abstract
- Introduction: Inflammatory bowel disease (IBD), ulcerative colitis (UC), and Crohn’s disease (CD) occur worldwide and are life-long chronic conditions. The symptoms, which include abdominal pain and frequent diarrhea, cause limitations in life. Thus, patients with IBD need self-care in accordance with their symptoms, their own commitment to maintaining health, and decisions on symptom management. To strengthen self-care, there is a need for a tool that assesses self-care in patients with IBD, which aims to support the patient dialogue about self-care.The overall aim of this thesis was to develop and evaluate a questionnaire for the clinical assessment of self-care, and to explore self-care in relation to disease activity and to health-related quality of life (HRQOL) in patients with IBD.Design and method: The thesis includes four studies, where studies I, II and IV were conducted in Sweden, and study III was conducted in the United States (U.S.). In study I, a descriptive design, interviews were conducted with twenty adult patients, in order to explore self-care in patients with IBD. In study II, the self-care questionnaire was developed and tested with 193 patients with IBD in Sweden. In study III, a crosssectional descriptive design, the self-care questionnaire was translated into English, and the responses of 67 patients in the U.S. were evaluated. Finally, in study IV, a cross-sectional exploratory design was used to explore self-care in relation to patient characteristics, disease activity, and HRQOL among 234 patients. For a total of 421 patients, the data was analyzed using content analysis, and descriptive and analytic statistics (studies I, II, III and IV).Results: Among patients with IBD, self-care relates to symptom recognition, handling of symptoms, planning life, and seeking new options. Self-care varied according to how the patient managed daily life with regard to the symptoms of the disease (study I). Based on the results from study I, the self-care questionnaire was developed in Swedish, resulting in a valid and reliable questionnaire comprising 22 items (study II). The questionnaire was translated to English, and performed self-care activities were associated with a lower degree of well-being in relation to age and gender (study III). The patients were taking medication for IBD, paying attention to their intestinal symptoms, adapting their diet, managing their stress, planning their day and avoiding activities (studies III and IV). Self-care was more frequent in patients with CD when it came to paying attention to psychological symptoms; diet adaption; avoiding various activities including sex; and looking for new approaches to living with IBD. A greater degree of self-care activities was associated with a lower degree of HRQOL (IV).Conclusion: The results indicate the importance of identifying the total symptom experience, and of the patient’s need to discuss self-care, in order to strengthen selfcare and achieve better treatment. The self-care questionnaire can be a useful tool to benefit the discussion of self-care for the patient, and to secure health literacy, medication adherence, and HRQOL. The valid and reliable self-care questionnaire is available for patients with IBD at gastroenterology clinics or out-patient clinics, as primary care. Disease activity affects self-care, and consequently the self-care activities.
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| 17. |
- Lozano, Rodrigo, et al.
(author)
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Sustainability Competences and Pedagogical Approaches at the University of Gävle
- 2021
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In: Developing Sustainability Competences Through Pedagogical Approaches. - Cham : Springer Nature. ; , s. 33-45
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Book chapter (peer-reviewed)abstract
- The University of Gävle is located in the city of Gävle, Sweden. It has 16,000 students (about 6,500 full time equivalent) and 700 employees. The University of Gävle has been working with sustainability for the last 25 years. The university has extensive experience in working with an environmental management system, certified according to ISO 14001 since 2004. It published its first sustainability report in 2017. This chapter presents the results from the 66 survey respondents. The main focus of the university is on cross-cutting themes. The economic, environmental, and social dimensions have fairly similar percentages. The contribution to sustainability is high and the strength is high. The ranking of the competences shows that Critical thinking and analysis is the highest, followed by Justice, responsibility, and ethics. The ranking of the pedagogical approaches resulted in Project- or Problem-based learning and Case studies were the highest, followed by Inter-disciplinary team teaching. The correlation analysis showed that Project- or Problem-based learning developed the most competences followed by Case studies and then Place-based environmental education. The competences most developed were Systems thinking, Anticipatory thinking, Strategic action, Personal involvement, and Justice, responsibility and ethics. The results highlight a holistic understanding and teaching of sustainability at the University of Gävle. The results provide a necessary mapping of the competences being developed by the educators and the university and the pedagogical approaches being used. Identifying sustainability trends and patterns in teaching at the University of Gävle can help to better integrate sustainability into all educational programmes, so that students can better contribute to making societies more sustainability.
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| 18. |
- Löfmark, Anna, 1941-, et al.
(author)
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Lecturers' reflection on the three-part assessment discussions with students and preceptors during clinical practice education : A repeated group discussion study
- 2019
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In: Nurse Education in Practice. - : Elsevier BV. - 1471-5953 .- 1873-5223. ; 36, s. 1-6
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Journal article (peer-reviewed)abstract
- Assessment of students' learning and achievement requires active involvement of participating students, preceptors and lecturers. The lecturers have overall responsibility for both the content of the assessment and students' learning. The aim of the present study was to investigate lecturers' reflections on the mid-course discussion and final assessment that are part of nursing students' clinical practice education. The design was descriptive and had a qualitative approach. Repeated group discussions were undertaken with 14 lecturers at two university campuses in Norway. Five categories were identified: preparing for the three-part discussion, creating a collaborative atmosphere, facilitating student learning, verifying student learning, using the assessment tool to create the assessment discussion; one theme emerged: ‘being able to see and justify students’ learning processes'. Lecturers' reflections on both assessment discussions and students' learning proceeded from a clear pedagogical viewpoint.
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| 19. |
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| 20. |
- Löfmark, Anna, et al.
(author)
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Validation of the tool Assessment of Clinical Education (AssCE) : a study using Delphi method and clinical experts
- 2017
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In: Nurse Education Today. - : Elsevier BV. - 0260-6917 .- 1532-2793. ; 50, s. 82-86
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Journal article (peer-reviewed)abstract
- The aim of the present study was to establish the validity of the tool Assessment of Clinical Education (AssCE). The tool is widely used in Sweden and some Nordic countries for assessing nursing students' performance in clinical education. It is important that the tools in use be subjected to regular audit and critical reviews. The validation process, performed in two stages, was concluded with a high level of congruence. In the first stage, Delphi technique was used to elaborate the AssCE tool using a group of 35 clinical nurse lecturers. After three rounds, we reached consensus. In the second stage, a group of 46 clinical nurse lecturers representing 12 universities in Sweden and Norway audited the revised version of the AssCE in relation to learning outcomes from the last clinical course at their respective institutions. Validation of the revised AssCE was established with high congruence between the factors in the AssCE and examined learning outcomes. The revised AssCE tool seems to meet its objective to be a validated assessment tool for use in clinical nursing education.
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| 21. |
- Mamhidir, Anna-Greta, et al.
(author)
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Nursing preceptors' experiences of two clinical education models
- 2014
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In: Nurse Education in Practice. - : Elsevier BV. - 1471-5953 .- 1873-5223. ; 14:4, s. 427-433
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Journal article (peer-reviewed)abstract
- Preceptors play an important role in the process of developing students' knowledge and skills. There is an ongoing search for the best learning and teaching models in clinical education. Little is known about preceptors' perspectives on different models. The aim of the study was to describe nursing preceptors' experiences of two clinical models of clinical education: peer learning and traditional supervision. A descriptive design and qualitative approach was used. Eighteen preceptors from surgical and medical departments at two hospitals were interviewed, ten representing peer learning (student work in pairs) and eight traditional supervision (one student follows a nurse during a shift). The findings showed that preceptors using peer learning created room for students to assume responsibility for their own learning, challenged students' knowledge by refraining from stepping in and encouraged critical thinking. Using traditional supervision, the preceptors' individual ambitions influenced the preceptorship and their own knowledge was empathized as being important to impart. They demonstrated, observed and gradually relinquished responsibility to the students. The choice of clinical education model is important. Peer learning seemed to create learning environments that integrate clinical and academic skills. Investigation of pedagogical models in clinical education should be of major concern to managers and preceptors.
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| 22. |
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| 23. |
- Mårtensson, Gunilla, 1957-, et al.
(author)
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Are cancer patients whose problems are overestimated by nurses less satisfied with their care?
- 2010
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In: European Journal of Cancer Care. - : Hindawi Limited. - 0961-5423 .- 1365-2354. ; 19:3, s. 382-392
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Journal article (peer-reviewed)abstract
- The main aim of the present study was to investigate whether patient-nurse dis/agreement concerning cancer patients' situation was of importance to patients' satisfaction with care. Another aim was to describe cancer patients' satisfaction with care and to investigate its relationship to cancer patients' emotional distress. A consecutive sample of individual patient-nurse pairs (n = 82) was recruited and followed during 3 days. Each pair consisted of a cancer patient newly admitted to an oncological/haematological ward and a nurse responsible for that patient's care. The known phenomenon of nurse overestimation of cancer patients' problems did not appear to be of importance to patients' satisfaction with care. However, patients whose depressive problems were underestimated by nurses were significantly less satisfied with the care they received. Furthermore, anxious and depressed patients were less satisfied with some aspects of the care they received than were the remaining patients. Although the patients' ratings and experiences of received care indicated a high degree of satisfaction, the patients also expressed negative experiences of care. To improve the quality of cancer care, nurses need to improve their ability to identify cancer patients' emotional distress if they are to satisfy patients' needs.
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| 24. |
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| 25. |
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| 26. |
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| 27. |
- Mårtensson, Gunilla, et al.
(author)
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Do nurses and cancer patients agree on cancer patients' coping resources, emotional distress and quality of life?
- 2008
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In: European Journal of Cancer Care. - : Hindawi Limited. - 0961-5423 .- 1365-2354. ; 17:4, s. 350-360
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Journal article (peer-reviewed)abstract
- The present study examines differences, associations and agreement in cancer patients' and their nurses' ratings of cancer patients' coping resources, emotional distress and quality of life. The study sample includes 90 individual patient-nurse pairs. The patient and nurse in each pair independently completed the Cancer Behaviour Inventory, the Hospital Anxiety and Depression Scale and the Functional Assessment of Chronic Illness Therapy-Spiritual Well-being. The results indicate a distinct pattern in which nurses overestimate patients' emotional distress and underestimate patients' coping resources and quality of life. A nurse who overestimated a patient's emotional distress and underestimated his/her resources for handling the situation was also likely to underestimate the patient's quality of life. Patient-nurse pairs who demonstrated consistent agreement differed from remaining pairs in that they had a larger percentage of nurses with advanced education and previous responsibility for their patients' care and in that they had higher frequencies of patients who had previously received care at the ward > , 5 days. Nurses caring for patients with cancer should be aware of the risk of making systematic misjudgements of patients' status. Increased attention to patients' internal resources may improve nurses' ability to make correct assessments and plan for individualized care.
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| 28. |
- Mårtensson, Gunilla, 1957-, et al.
(author)
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Do oncology nurses provide more care to cancer patients with high levels of emotional distress?
- 2010
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In: Oncology Nursing Forum. - 0190-535X .- 1538-0688. ; 37:1, s. e34-e42
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Journal article (peer-reviewed)abstract
- PURPOSE/OBJECTIVES: To investigate nurses' planning and implementation of individualized patient care in relation to patients' emotional distress as assessed by nurses and whether nurses and patients perceived the implemented care in a similar manner. DESIGN: Prospective, comparative. SETTING: Five oncologic-hematologic wards in Sweden. SAMPLE: 90 individual nurse-patient pairs were recruited and 81 were intact after three consecutive days. Each pair consisted of a patient with cancer and a nurse responsible for that patient's care. METHODS: Nurse-patient pairs were followed using questionnaires. Outcome measures were nurses' identification of patients' emotional distress, care planning, and nurse-patient ratings of implemented care. MAIN RESEARCH VARIABLES: Patients' emotional distress and nurses' implemented care. FINDINGS: Nurses identified a variety of emotional issues among patients and planned individual nursing interventions. Nurse and patient perceptions of implemented care demonstrated weak correlations for individually planned interventions and nurses' general caring behavior. With one exception, nurse self-reports did not indicate any differences in nurses' caring behavior directed to more and less distressed patients. Nurses reported providing comfort more frequently to patients with high levels of emotional distress, but this was not substantiated in patients' ratings. CONCLUSIONS: Nurses showed an intention to provide individualized care. However, with one exception, nurses did not report providing more care to patients with cancer with high levels of emotional distress than to less distressed patients. IMPLICATIONS FOR NURSING: To ensure individualized care, nurses in cancer care should closely validate the accuracy of their interpretation of patients' needs and their planning of care in collaboration with the patients.
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| 29. |
- Mårtensson, Gunilla, 1957-, et al.
(author)
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Do oncology nurses provide more care to patients with high levels of emotional distress?
- 2010
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In: Oncology Nursing Forum. - 0190-535X .- 1538-0688. ; 37:1, s. E34-E42
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Journal article (peer-reviewed)abstract
- PURPOSE/OBJECTIVES: To investigate nurses' planning and implementation of individualized patient care in relation to patients' emotional distress as assessed by nurses and whether nurses and patients perceived the implemented care in a similar manner.DESIGN: Prospective, comparative.SETTING: Five oncologic-hematologic wards in Sweden.SAMPLE: 90 individual nurse-patient pairs were recruited and 81 were intact after three consecutive days. Each pair consisted of a patient with cancer and a nurse responsible for that patient's care.METHODS: Nurse-patient pairs were followed using questionnaires. Outcome measures were nurses' identification of patients' emotional distress, care planning, and nurse-patient ratings of implemented care.MAIN RESEARCH VARIABLES: Patients' emotional distress and nurses' implemented care.FINDINGS: Nurses identified a variety of emotional issues among patients and planned individual nursing interventions. Nurse and patient perceptions of implemented care demonstrated weak correlations for individually planned interventions and nurses' general caring behavior. With one exception, nurse self-reports did not indicate any differences in nurses' caring behavior directed to more and less distressed patients. Nurses reported providing comfort more frequently to patients with high levels of emotional distress, but this was not substantiated in patients' ratings.CONCLUSIONS: Nurses showed an intention to provide individualized care. However, with one exception, nurses did not report providing more care to patients with cancer with high levels of emotional distress than to less distressed patients.IMPLICATIONS FOR NURSING: To ensure individualized care, nurses in cancer care should closely validate the accuracy of their interpretation of patients' needs and their planning of care in collaboration with the patients.
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| 30. |
- Mårtensson, Gunilla
(author)
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Etik och profession
- 2014
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In: Sjuksköterskans omvårdnadskunnande. - Harlow : Pearson Education. - 9780273744801 - 9780273744825 ; , s. 24-32
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Book chapter (pop. science, debate, etc.)
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| 31. |
- Mårtensson, Gunilla, et al.
(author)
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Implementation and student evaluation of clinical final examination in nursing education
- 2013
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In: Nurse Education Today. - : Elsevier BV. - 0260-6917 .- 1532-2793. ; 33:12, s. 1563-1568
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Journal article (peer-reviewed)abstract
- Background: Clinical examinations have a distinct focus, the overall aim being to demonstrate through action whether nursing students have acquired the knowledge and skills necessary to be safe and accountable practitioners. This complexity of knowledge cannot be assessed using single examinations, thus there is a need to develop multiple assessment approaches. Objectives: To describe the process of developing valid clinical examinations for nursing students at the end of the final semester and to evaluate students' perceptions of these examination formats. Outline of the developmental process: Based on earlier research, overall goals for the degree of Bachelor of Science in Nursing and guided by both task-related and relational aspects of nursing, two clinical final examinations were developed and tested. One was a standardized test of performance in vitro using Objective Structured Clinical Examination (OSCE) based on five specific areas in which newly graduated nurses had shown deficiencies. The other was a test of performance in real conditions, in vivo, using Bedside Observation Examination (BOE) assessing nurse-patient relation, entirely based on patients' needs. Nursing Students' Evaluation: Three classes of students (n=203) were asked to participate and answer a study-specific questionnaire. The students highly valued the two examinations and perceived that the knowledge and skills tested were relevant to nurses' work. They found the examinations stressful, but at the same time meaningful, and felt they could do themselves full justice through this form of examination. Recommendations: The assessment test should be chosen depending on the preferred outcome. The OSCE, with its high degree of standardization, is appropriate to use to assess task-related aspects of nursing (show how), while the BOE, with its low degree of standardization, is suitable in real settings and has the potential to capture the relational aspects of nursing (does).
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| 32. |
- Mårtensson, Gunilla, 1957-, et al.
(author)
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Is nurse-patient agreement of importance to cancer nurses' satisfaction with care?
- 2010
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In: Journal of Advanced Nursing. - : Wiley. - 0309-2402 .- 1365-2648. ; 66:3, s. 573-582
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Journal article (peer-reviewed)abstract
- Aim.: This paper is a report of a study of situational (nurse-patient agreement), personal and occupational factors of potential importance to oncology nurses' satisfaction with care provided and general work satisfaction. Background.: Nurses have a general tendency to attribute to patients with cancer more problems and suffering than patients themselves report. However, little is known about whether dis/agreement between oncology nurses and patients with cancer concerning perceptions of patients' situation is of importance to nurses' satisfaction with their work. Methods.: The study had a comparative and prospective design. Data were collected in 2005 using self-administrated questionnaires with 81 consecutively recruited nurse-patient pairs. Data were analysed with non-parametric tests (for comparison between subgroups) and with multiple regression analyses (for identifying predictors). Results.: Initial nurse-patient agreement concerning patients' emotional distress, coping resources and quality of life did not appear to be important to nurses' subsequent satisfaction with the care directed at a specific patient. However, higher satisfaction with care provided as well as general work satisfaction was reported by nurses with more experience of cancer care and with a lower workload. Conclusion.: To improve oncology nurses' opportunities to provide high quality cancer care, novice nurses and advanced beginners in particular should receive support and nurses' working conditions must be improved. Further research is needed to examine whether there are other aspects of the nurse-patient relationship that contribute to oncology nurses' satisfaction with the care provided to specific patients.
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| 33. |
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| 34. |
- Mårtensson, Gunilla, 1957-, et al.
(author)
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Mental health nursing staff's attitudes towards mental illness : an analysis of related factors
- 2014
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In: Journal of Psychiatric and Mental Health Nursing. - : Wiley. - 1351-0126 .- 1365-2850. ; 21:9, s. 782-788
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Journal article (peer-reviewed)abstract
- Employer/workplaces have an impact on mental health nursing staff's general attitudes towards persons with mental illness. Staff have more positive attitudes if their knowledge about mental illness is less stigmatized and currently have or have once had a close friend with mental problem. More favourable attitudes among staff towards persons with mental illness could be developed and transmitted in the subculture at work places.ABSTRACT: There is growing awareness that mental illness is surrounded by negative attitudes and stigmas. The aim of the present study was to investigate factors associated with mental health nursing staff's attitudes towards persons with mental illness. Data were collected from 256 mental health nursing staff employed by one county council and 10 municipalities. The findings show that staff have more positive attitudes towards persons with mental illness if their knowledge about mental illness is less stigmatized, their work places are in the county council, and they currently have or have once had a close friend with mental health problems. The multiple regression model explained 16% of the variance; stigma-related knowledge and employer had significant Beta-coefficients. To account for unknown correlations in data, a linear generalized estimating equation was performed. In this model, stigma-related knowledge and employer remained significant, but a new significant factor also emerged: personal contact, i.e. currently having or having once had a close friend with mental health problems. This indicates correlations at unit level in the county council and in the municipalities. The conclusion is that more favourable attitudes among staff towards persons with mental illness could be developed and transmitted in the subculture at work places.
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| 35. |
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| 36. |
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| 37. |
- Mårtensson, Gunilla, et al.
(author)
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Preceptors' reflections on their educational role before and after a preceptor preparation course : A prospective qualitative study
- 2016
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In: Nurse Education in Practice. - : Elsevier BV. - 1471-5953 .- 1873-5223. ; 19, s. 1-6
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Journal article (peer-reviewed)abstract
- During clinical practice, preceptors play an important educational role in helping nursing students become secure and effective practitioners. For this educational role they need adequate preparation. The aim of the present prospective study was to describe preceptors' experiences of their educational role before and after attending a university preceptor preparation course. This 7.5-credit, Master's level course is offered on a part-time basis and covers one semester. The theoretical approach was self directed and reflective learning. Twentyseven preceptors participated in group interviews before and after the course, and data were analyzed using qualitative content analysis. The findings revealed a shift in preceptors' perceptions. Their view of the educational role changed from being characterized by individual experiences and notions to being guided by personal and formal demands. Before the course, the lack of sufficient preconditions for preceptorship predominated, whereas after the course participants described ways of creating such preconditions. Before the course, the supervisory process was described as teaching, whereas after the course it was described as a learning process for students. Using reflective learning in a preceptor preparation course can develop and strengthen preceptors' view of their educational role and help them manage and create the preconditions for preceptorship.
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| 38. |
- Mårtensson, Gunilla
(author)
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The Insider and Outsider Perspective : Clinical importance of agreement between patients and nurses in cancer care concerning patients’ emotional distress, coping resources and quality of life
- 2009
-
Doctoral thesis (other academic/artistic)abstract
- Background: It is a well-known phenomenon that nurses and other oncology staff have a tendency to ascribe patients with cancer more problems and suffering than the patients themselves report. Aim: The overall aim of the present thesis was therefore to gain increased knowledge and understanding of dis/agreement between patients with cancer and nurses regarding their perception of patients’ situation and of the importance of patient-nurse dis/agreement in clinical practice. Methods: A prospective comparative design was used. Data were collected from a sample of 90 consecutively recruited patient-nurse pairs. Each pair consisted of a patient with cancer, newly admitted to a ward, and a nurse responsible for that patient’s care. Data were collected from the pairs with corresponding self-administrated questionnaires on two occasions: directly after the admission interview and on the patient’s third day on the ward. Results: At the group level, a distinct pattern was shown in which nurses ascribed the patients more emotional distress, less coping resources and a lower quality of life than the patients themselves reported. In short, the results revealed the following clinical importance of patient-nurse dis/agreement. With respect to how nurses act in relation to their perceptions of patients’ emotional distress, patient-nurse dis/agreement did not seem to be important; with few exceptions, nurses’ implemented care did not differ when it was directed at more as compared to less distressed patients. Further, nurses’ general tendency to overestimate cancer patients’ problems and suffering had no influence on patients’ satisfaction with received care and nurses’ satisfaction with provided care. However, patients cared for by nurses who underestimated their level of depression were less satisfied with those nurses’ care. In addition, the more frequently the nurse had implemented care characterized by a trusting relationship, the higher patients’ and nurses’ satisfaction with received/provided care. Conclusions: Initial patient-nurse dis/agreement concerning patients’ situation appears to be of little significance to nurses’ caring behaviour and to patients’ and nurses’ subsequent evaluation of received and provided care.
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| 39. |
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| 40. |
- Mårtensson, Gunilla, et al.
(author)
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What are the structural conditions of importance to preceptors' performance?
- 2013
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In: Nurse Education Today. - : Elsevier BV. - 0260-6917 .- 1532-2793. ; 33:5, s. 444-449
-
Journal article (peer-reviewed)abstract
- Background: Preceptors play a critical role in the process of developing nursing students' knowledge, skills and ability to make independent and critical judgments, however relatively little is known about what aspects are associated with nurses' performance as preceptors. Objectives: To investigate structural conditions and professional aspects of potential importance to nurses' perceptions of their performance as preceptors, and to evaluate the validity and reliability of a questionnaire measuring nurses' perceptions of being a preceptor. Methods: The study had a correlational design. Total population sampling (N = 1720) in a county council district in central Sweden was used to screen for nurses with recent preceptor experience, 933 nurses responded (response rate 54%), of those 323 nurses fulfilled the inclusion criteria. The present findings are based on data from 243 of these subjects. Data were collected with a questionnaire and analyzed using multiple regressions analyses, exploratory factor analyses and reliability coefficients. Results: The results show that aspects such as receiving feedback on the function as a preceptor, being able to plan and prepare the clinical education period, receiving support from unit managers and having specific supervision education explain 31% of nurses' overall view of their performance as preceptors. However, structural conditions and professional experiences could not explain preceptors' use of reflection and critical thinking when acting as preceptors. These findings are discussed within the framework of Kanter's structural theory of power in organizations. Further, the psychometric evaluation showed that the questionnaire is a valid and reliable instrument for measuring nurses' structural conditions for and perceptions of their performance as preceptors. Conclusions: Structural conditions such as feedback and support seemed to strengthen nurses' general view of their performance as preceptors but did not seem to facilitate nurses' work toward the aim of higher education and helping nursing students develop critical thinking.
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| 41. |
- Mårtensson, Jan, et al.
(author)
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Nurse-led heart failure follow-up in primary care in Sweden
- 2009
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In: EUROPEAN JOURNAL OF CARDIOVASCULAR NURSING. - : Oxford University Press (OUP). - 1474-5151 .- 1873-1953. ; 8:2, s. 119-124
-
Journal article (peer-reviewed)abstract
- Background: Little or no knowledge is available about which service is offered to patients with heart failure in primary care. Aims: To describe nurse-led follow-up of patients with heart failure in primary care in Sweden. Methods and results: A questionnaire was sent to all primary health care centres in Sweden and 6 10 of 939 centres returned the questionnaire. Special nurses had designated time for follow-up of heart failure patients at 18% (n = 111) of the centres, compared to 93% and 78% for diabetes and obstructive lung disease. Centres with nurse-led follow-up of heart failure patients more frequently provided heart failure information (pandlt;0.001), had more doctors interested in heart failure (pandlt;0.001), more often had special care programmes (Pandlt;0.001) and had more co-operation with the hospitals around patients with heart failure (pandlt;0.01), compared to centres without such follow-up (n = 499). Conclusion: In primary care in Sweden, nurse-led follow-up is uncommon for patients with heart failure, despite being common for patients with diabetes and obstructive pulmonary disease. To improve this situation in primary care, an increased number of specially trained nurses is needed, together with further research to ensure a high quality follow-up in primary care.
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| 42. |
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| 43. |
- Mårtensson, Katarina, et al.
(author)
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Ledning av pedagogisk verksamhet
- 2009
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In: Proceedings Utvecklingskonferens Lunds universitet 2009. - 9789197797429 ; , s. 146-147
-
Conference paper (peer-reviewed)
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| 44. |
- Mårtensson, Lena, 1953, et al.
(author)
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Occupational life trajectories in the context of chronic pain and immigration
- 2016
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In: Scandinavian Journal of Occupational Therapy. - : Informa UK Limited. - 1103-8128 .- 1651-2014. ; 23:5, s. 383-390
-
Journal article (peer-reviewed)abstract
- Background Persons with chronic pain report a range of occupational problems. The specific health needs of immigrants are judged to be poorly understood, and health systems are not prepared to respond adequately. Being an immigrant is regarded as a risk factor for the progression of chronic widespread pain into a state of disability. Objectives To explore occupational life trajectories among immigrant women with chronic pain. Material and methods A qualitative content analysis was used to capture the latent meaning of experiences in individual interviews of eight women with immigrant background and chronic pain. Results An overarching theme, 'making the best of a conditional situation', representing the women's occupational life trajectories, covers the content of two categories: 'being controlled', including affected self-perception, social relations, and future prospects, and 'trying to deal with challenges', comprising a focus on resources, having trust in one's own judgements and getting help from others. Conclusion and significance The experiences demonstrate an occupational life controlled by internal and external factors and may be understood as a disrupted occupational life trajectory. This knowledge may be helpful to occupational therapists supporting immigrant women's attempts to regain a structured life despite the constant presence of pain.
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| 45. |
- Mårtensson, Olof, et al.
(author)
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Fermented, ropy, oat-based products reduce cholesterol levels and stimulate the bifidobacteria flora in humans
- 2005
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In: Nutrition Research. - : Elsevier BV. - 0271-5317. ; 25:5, s. 429-442
-
Journal article (peer-reviewed)abstract
- This investigation determined the effects of fermented oat-based products containing both native and microbial beta-glucans on plasma lipids and on fecal total bacterial count and Bifidobacterium ssp. The study was randomized, double blind with 3 parallel groups. Sixty-two free-living volunteers with moderately increased plasma cholesterol levels were recruited. In the final analysis, 56 subjects remained, as 6 subjects had left the study either due to lack of time (n = 2), unwillingness to continue the regimen (n = 2), or for other reasons (n = 2). During the first 3 weeks, all subjects received a fermented dairy-based product (control product, run-in period). On the following 5 weeks, I group continued with the control product, whereas the other 2 groups were given fermented oat-based products (intervention period, 3-3.5 g native beta-glucans per day). One of the oat products (ropy) was cofermented with an exopolysaccharide-producing strain, Pediococcus damnosus 2.6. A significant (P = .022) reduction in total cholesterol by 6% was observed in volunteers who had eaten the fermented, ropy, oat-based product compared with the control group. No other significant changes in plasma lipids were found. A significant increase in total bacterial count (P = .001) and Bifidobacterium ssp (P = .012) was observed in fecal samples from volunteers in the group who had eaten the fermented, ropy, oat-based product. This study shows that a fermented, ropy, oat-based product, containing both native and microbial glucans, can reduce the blood cholesterol level and also stimulate the bifidobacteria flora in the gastrointestinal tract. (c) 2005 Elsevier Inc. All rights reserved.
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| 46. |
- Nahlen Bose, Catarina
(author)
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Coping and emotional well-being in patients with chronic heart failure
- 2015
-
Doctoral thesis (other academic/artistic)abstract
- Background: Chronic heart failure (CHF) is a serious illness, with a profound impact on the patient. Poor health-related quality of life (HRQoL) as well as anxiety and depression are prevalent in CHF and predict mortality and rehospitalization, yet, psychosocial factors are infrequently treated and cared for.Aim: To gather scientific evidence on illness perception and coping strategies to predict emotional well-being in patients with CHF and to establish a measurement model of coping strategies. Furthermore, to evaluate a nurse-led psychoeducational intervention, Coping Effectiveness Training (CET) adapted for patients with CHF.Methods: Studies I-III were cross sectional. Study IV was a randomized controlled trial aimed to improve emotional well-being (one-year follow-up). All studies used patient reported outcome measures and clinical data via medical journals.Results: Younger age and male gender were associated with higher levels of alcohol usage and/or drugs to cope, p < 0.01. Poor sense of coherence was associated with maladaptive coping (I). A four factorial model of Brief COPE displayed the best psychometric properties (II). Avoidant coping influenced negative affect (NA) (I), worse HRQoL (II) and greater anxiety and depression (III). CET (IV) improved personal control in the intervention group (IG) compared to the control group (CG), p = 0.036. Improved scores for the IG were detected in emotional well-being and HRQoL, p = ns. The IG demonstrated reduced NA, p = 0.022, excluding cases with clinical anxiety and depression. Time to cardiovascular readmission or death was non-significantly lower in the IG vs the CG (Hazard ratio 0.58 [0.29-1.18]) adjusted p = 0.135.Conclusions: Personal resources seemed to influence the coping strategies used by patients with CHF. Avoidant coping had an adverse influence on emotional wellbeing and illness perception in CHF. The perceived sense of control and illness burden were of importance for emotional well-being. A CET intervention for patients with CHF increased sense of control over the illness. CET also reduced NA in patients with no or mild symptoms of anxiety and depression.
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| 47. |
- Pålsson, Ylva, 1971-
(author)
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A pathway into the profession : The use, feasibility and outcomes of a peer learning intervention for nursing students and newly graduated nurses
- 2020
-
Doctoral thesis (other academic/artistic)abstract
- The overall aim of present thesis was to study the use, feasibility and outcomes of a peer learning intervention for nursing students and new graduates, including studies using a quasi-experimental (Study I and III), descriptive (Study II) and mixed-methods (Study IV) design. Data were collected using questionnaires, observations, checklists for intervention fidelity, individual interviews and group interviews. When studying peer learning outcomes among nursing students, peer learning seems to have a significant interaction effect on self-efficacy, based on a comparison of changes over time between the intervention (n=42) and comparison (n=28) groups. Studying each group separately over time, significant improvements were found in the intervention group on thirteen of the twenty variables, whereas the comparison group improved on four (Study I). Observations of how nursing students (n=16) used peer learning revealed that the student pairs collaborated to different extents and in different ways. All students were observed practicing several competencies together (Study II). Testing the peer learning model in new graduates’ workplace introduction (n=10) revealed that new graduates’ descriptions of peer learning were consistent with the theoretical description (Study III). Feasibility was tested in relation to compliance and acceptability, and lessons were learned. In Study IV, fidelity to the intervention was generally good. When first-line managers (n=8) described their perception of using the peer learning intervention with new graduates, predominantly positive outcomes were expressed. When examining the effect of peer learning in workplace introduction for newly graduated nurses (n=35), it was difficult to draw any conclusions due to recruitment problems (Study IV). The conclusions is that peer learning is a useful model for nursing students’ that seems to improve self-efficacy more than traditional supervision does. The model gives nursing students opportunities to practice several competencies on each other, and these competencies, e.g., leadership and organizational skills are useful in their future profession. The students practice teaching and supervision skills on each other, which seems to be a natural part of the peer relationship. Peer learning in the context of new graduates’ workplace introduction describes in a way consistent with the theoretical description of peer learning outcomes thus, also here it seems as a useful model. When developing and testing new interventions such as peer learning, it is important to do so systematically to minimize problems when conducting an evaluation, where the MRC framework can be useful. First-line managers generally expressed a positive attitude toward the peer learning model.
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| 48. |
- Pålsson, Ylva, Adjunkt, 1971-, et al.
(author)
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A peer learning intervention in workplace introduction - managers’ and new graduates’ perspectives
- 2022
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In: BMC Nursing. - : BMC. - 1472-6955. ; 21
-
Journal article (peer-reviewed)abstract
- BackgroundEvaluation of a complex intervention are often described as being diminished by difficulties regarding acceptability, compliance, delivery of the intervention, recruitment and retention. Research of peer learning for nursing students have found several positive benefits while studies of peer learning for newly graduated nurses are lacking. This study aimed (1) to investigate the study process in terms of (a) first-line managers’ perspectives on the intervention study, the difficulties they face and how they handle these and (b) new graduates’ fidelity to the intervention and (2) to examine the effect of the peer learning intervention in workplace introduction for newly graduated nurses.MethodsA mixed-methods approach using semi-structured interviews with eight managers, repeated checklist for fidelity and questionnaires conducted with 35 new graduates from June 2015 and January 2018, whereof 21 in the intervention group. The peer learning intervention’s central elements included pairs of new graduates starting their workplace introduction at the same time, working the same shift and sharing responsibility for a group of patients for 3 weeks. The intervention also included 3 months of regular peer reflection.ResultsManagers offered mostly positive descriptions of using peer learning during workplace introduction. The intervention fidelity was generally good. Because of recruitment problems and thereby small sample size, it was difficult to draw conclusions about peer learning effects and, thus, the study hypothesis could either be accepted or rejected. Thereby, the study should be regarded as a pilot.ConclusionsThe present study found positive experiences of, from managers, and fidelity to the peer learning intervention; regarding the experimental design, there were lessons learned.Trial registrationBefore starting data collection, a trial registration was registered at (Trial ID ISRCTN14737280).
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| 49. |
- Pålsson, Ylva, et al.
(author)
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A peer learning intervention targeting newly graduated nurses : A feasibility study with a descriptive design based on the Medical Research Council framework
- 2018
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In: Journal of Advanced Nursing. - : John Wiley & Sons. - 0309-2402 .- 1365-2648. ; 74:5, s. 1127-1138
-
Journal article (peer-reviewed)abstract
- Aims: The aim of this study was to describe the feasibility of a peer learning intervention targeting newly graduated nurses. Feasibility was tested concerning consistency of the theoretical description of peer learning with empirical findings in a new context, compliance and acceptability, as well as usability of a questionnaire measuring the intended future outcome variables.Background: Newly graduated nurses who meet, socialize and share experiences have described supporting each other's ability to cope with stress. Peer learning involves individuals in a similar situation learning from and with each other through interaction. When implementing new interventions, feasibility studies are used to minimize problems in future evaluation studies.Design: Quasi‐experimental design with an intervention group, followed over time using descriptive methods. The study was based on the Medical Research Council framework.Methods: Repeated semi‐structured interviews, a checklist for fidelity and a questionnaire were conducted with 10 newly graduated nurses from January to March 2015. The intervention's main component included pairs of newly graduated nurses working the same shift and having joint responsibility for a group of patients for a period of 3 weeks. The intervention also included 3 months of regular reflection by the pair.Findings: Using deductive analysis, the peer learning intervention was found to be consistent with the theoretical description. Due to the compliance and acceptability, there were lessons learnt. The tested questionnaire was found to be useful.Conclusions: This peer learning intervention seems to be feasible in this context. This study will serve as the basis for a future full‐scale evaluation study.
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| 50. |
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