| 1. |
- Blomberg, Karin, 1970-, et al.
(författare)
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Work stress among newly graduated nurses in relation to workplace and clinical group supervision
- 2016
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Ingår i: Journal of Nursing Management. - : Wiley-Blackwell Publishing Ltd.. - 0966-0429 .- 1365-2834. ; 24:1, s. 80-87
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Tidskriftsartikel (refereegranskat)abstract
- The aim was to investigate occupational stress among newly graduated nurses in relation to the workplace and clinicla group supervision. Being a newly graduated nurse is particulary stressful. Whar remains unclear is wehter teh workplace and clinical group supervision affect the stress. A cross-sectional comperative study was performed. Data were collected by means of a numerical scale measuring occupational stress, questions about workplace and clinicla group supervision. One hundred and thirteen nusres were included in the study. Conclusions: Newly graduated nurses experience great strss and need support. Nusrse participating in clinical group supervision reported significantly less stress.
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| 2. |
- Ewertsson, Mona, 1958-, et al.
(författare)
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Use of technical skills and medical devices among new registered nurses : A questionnaire study
- 2015
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Ingår i: Nurse Education Today. - : Churchill Livingstone. - 0260-6917 .- 1532-2793. ; 35:12, s. 1169-1174
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Tidskriftsartikel (refereegranskat)abstract
- Background: One comprehensive part of nursing practice is performing technical skills and handling of medical equipment. This might be challenging for new registered nurses (RNs) to do in patient-safe way.Objectives: The aim of this study was to describe and compare the extent to which new RNs perform various technical skills and handle medical devices in different settings, and to investigate their possibility for continued learning in this respect. A further aim was to describe their perceptions of incident reporting related to technical skills and medical devices.Design: A cross-sectional study with descriptive and comparative design.Participants: RNs who recently graduated from a nursing programme at three Swedish universities and had worked as a RN for up to 1year were included in the study (n=113, response rate 57%).Method: Data were collected by means of a postal questionnaire.Results: Half of the RNs reported that they performed several of the listed tasks every day or every week, regardless of workplace. These tasks were most frequently performed in surgical departments. The majority of the participants (76%) stated a need of continued practical training. However, less than half of them (48%) had access to a training environment. Several participants (43%) had been involved in incidents related to technical skills or medical devices, which were not always reported. Nearly a third of the participants (31%) did not use the existing guidelines when performing technical skills, and reflection on performance was uncommon.Conclusions: This study highlights the importance of shared responsibilities between nurse educators and health care employers to provide learning opportunities for new RNs in technical skills, to maintain patient safety. To increase the safety culture where nursing students and new RNs understand the importance of using evidence-based guidelines and taking a reflective approach in the performance of technical tasks is needed.
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| 3. |
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| 4. |
- Gustafsson, Margareta, 1952-, et al.
(författare)
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Nurse teacher models in clinical education from the perspective of student nurses : A mixed method study
- 2015
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Ingår i: Nurse Education Today. - : Elsevier BV. - 0260-6917 .- 1532-2793. ; 35:12, s. 1289-1294
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Tidskriftsartikel (refereegranskat)abstract
- Objectives: The aim was to describe and compare the clinical teacher's role in different models of clinical practice from the perspective of student nurses. Design and Settings: The study took place in collaboration with two Swedish universities that applied different educational models in clinical practice. A mixed method approach was used. The quantitative part had a comparative design and the qualitative part had a descriptive design. Participants: The study group consisted of 114 student nurses (response rate 87%). Fifty-three of them had met clinical teachers employed at the university and not participating in the daily clinical work (University Nurse Teachers, UNTs), whilst 61 had met clinical teachers dividing their time between teaching and nursing (Clinical Nurse Teachers, CNTs). Eight students participated in the qualitative part of the study. Methods: A questionnaire including the CLES + T scale was used to ascertain the students' perception of the clinical teacher's role, complemented by interviews directed towards an enrichment of this perception. Results: Students meeting CNTs agreed more strongly than those meeting UNTs that the teacher had the ability to help them integrate theory and practice. Whilst spontaneous meetings between students and CNTs occurred, students mostly met UNTs in seminars. Students meeting UNTs felt alone but did appreciate having someone outside the clinical environment to provide support if they did not get along with their preceptor. Conclusions: In the case of UNTs, it is important that they keep their knowledge of clinical issues updated and visit the clinical placement not only for seminars but also to give students emotional support. In the case of CNTs, it is important that they are members of the faculty at the university, take part in the planning of the clinical courses and are able to explain the learning goals to the students. (C) 2015 Elsevier Ltd. All rights reserved.
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| 5. |
- Gustafsson, Margareta, 1952-, et al.
(författare)
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Test-retest reliability of the Clinical Learning Environment, Supervision and Nurse Teacher (CLES + T) scale
- 2015
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Ingår i: Nurse Education in Practice. - : Elsevier BV. - 1471-5953 .- 1873-5223. ; 15:4, s. 253-257
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Tidskriftsartikel (refereegranskat)abstract
- The Clinical Learning Environment, Supervision and Nurse Teacher (CLES + T) scale evaluates the student nurses' perception of the learning environment and supervision within the clinical placement. It has never been tested in a replication study. The aim of the present study was to evaluate the test-retest reliability of the CLES + T scale. The CLES + T scale was administered twice to a group of 42 student nurses, with a one-week interval. Test-retest reliability was determined by calculations of Intraclass Correlation Coefficients (ICCs) and weighted Kappa coefficients. Standard Error of Measurements (SEM) and Smallest Detectable Difference (SDD) determined the precision of individual scores. Bland-Altman plots were created for analyses of systematic differences between the test occasions. The results of the study showed that the stability over time was good to excellent (ICC 0.88 - 0.96) in the sub-dimensions “Supervisory relationship”, “Pedagogical atmosphere on the ward” and “Role of the nurse teacher”. Measurements of “Premises of nursing on the ward” and “Leadership style of the manager” had lower but still acceptable stability (ICC 0.70 - 0.75). No systematic differences occurred between the test occasions. This study supports the usefulness of the CLES + T scale as a reliable measure of the student nurses’ perception of the learning environment within the clinical placement at a hospital.
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| 6. |
- Gustafsson, Peter, et al.
(författare)
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The problem-solving process in physics as observed when engineering students at university level work in groups
- 2015
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Ingår i: European Journal of Engineering Education. - : Informa UK Limited. - 0304-3797 .- 1469-5898. ; 40:4, s. 380-399
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Tidskriftsartikel (refereegranskat)abstract
- The problem-solving process is investigated for five groups of students when solving context-rich problems in an introductory physics course included in an engineering programme. Through transcripts of their conversation, the paths in the problem-solving process have been traced and related to a general problem-solving model. All groups exhibit backward moves to earlier stages in the problem-solving process. These earlier stages are revisited by the groups for identifying sub-problems, setting parameter values or even restating the goal. We interpret this action as coming from the fact that the students have not yet developed a knowledge base and a problem-solving scheme. Connected to the backward moves in the process are opportunities for the group members to build such a knowledge base from contributions and experiences from all group members. Problem contents that induce such moves are identified and can thus be considered by science teachers when constructing problems for group work.
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| 7. |
- Ross, Anita, 1957-, et al.
(författare)
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Evaluation of an intervention to individualise patient education at a nurse-led heart failure clinic : a mixed-method study
- 2015
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Ingår i: Journal of Clinical Nursing. - Hoboken, USA : Wiley-Blackwell. - 0962-1067 .- 1365-2702. ; 24:11-12, s. 1594-1602
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Tidskriftsartikel (refereegranskat)abstract
- Aims and objetives: The main aim of this study was to evaluate whether addressing the written questions of heart failure patients could individualise the education and increase patient satisfaction. A further aim was to describe the learning needs of patients with newly diagnosed heart failure.Background: Despite well-designed patient education, daily problems and self-care sometimes seem difficult to manage for the patient with heart failure. The literature suggested that nurses should include individualised educational interventions.Design: The study had an evaluative and descriptive design.Methods: A mixed-method approach was used. A quasi-experimental method was used to compare patients in the control group (n = 41), who received regular education at the nurse-led heart failure clinic, with patients in the intervention group (n = 44), who received regular education but also education addressing questions they had written down at home before coming to the clinic. Two instruments were used to investigate, respectively, whether the intervention caused patients to experience a greater sense of involvement in their education and greater satisfaction. The patients' questions were subjected to manifest content analysis.Results: There was no significant difference in satisfaction with the education between the control group and the intervention group. However, the intervention group did feel more strongly that the information they received was related to their personal situation. The patients' learning needs before education were categorised as: causes and meaning of illness, control and management of the disease, impact on daily living and future health.Conclusion: Asking heart failure patients to write down their learning needs before the education increases their chances of receiving education based on their individual needs.Relevance to clinical practice: The method is simple and cost-effective and could be a way to improve the patient education and facilitate person-centred care.
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| 8. |
- Wallin, Agneta, et al.
(författare)
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Radiographers' experience of risks for patient safety incidents in the radiology department
- 2019
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Ingår i: Journal of Clinical Nursing. - : Wiley. - 0962-1067 .- 1365-2702. ; 28:7-8, s. 1125-1134
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Tidskriftsartikel (refereegranskat)abstract
- Aims and objectives To describe potential risks for patient safety incidents in the radiology department from a radiographer's perspective. Background A radiology department is a high-tech environment with high communication activity between different healthcare systems in combination with a large patient flow. Risks for patient safety incidents exist in every phase of a radiological examination. Due to the nature of the activity, a radiology department needs to have its own range of measures to prevent risks linked to radiology. Design A qualitative descriptive design. Methods Semi-structured interviews were carried out with 17 radiographers during the period September 2015 to February 2016. The data were analysed using conventional content analysis. This study followed the COREQ checklist criteria for the reporting of qualitative research. Results The analysis yielded 20 different patient safety incidents that could result in the following six types of healthcare-associated harm: Patients could be exposed to unnecessary radiation; patients could receive an inaccurate diagnosis; patients could incur drug-induced damage; patients could suffer direct physical injury; or, their examination and treatment could be delayed or not carried out; or, their general health condition could deteriorate. Conclusion Lack of communication and knowledge, both internally and externally, can increase risks for patient safety incidents. The study describes a complex chain of activities that represent risks in the radiology department. It needs to be pointed out that it is not always the activities in the radiology department that cause the harm. Relevance to clinical practice To carry out preventive patient safety work, a comprehensive analysis of the entire care chain is required. Patient safety work should also focus on improvement in communication both internally, within the radiology department, and externally. Standardised methodological guidelines, consistent prescriptions of method from the radiologist and a good working environment are internal success factors for patient safety at the radiology department.
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