| 1. |
- Bray, Lucy, et al.
(författare)
-
Developing rights-based standards for children having tests, treatments, examinations and interventions : using a collaborative, multi-phased, multi-method and multi-stakeholder approach to build consensus
- 2023
-
Ingår i: European Journal of Pediatrics. - : Springer Nature. - 0340-6199 .- 1432-1076.
-
Tidskriftsartikel (refereegranskat)abstract
- Children continue to experience harm when undergoing clinical procedures despite increased evidence of the need to improve the provision of child-centred care. The international ISupport collaboration aimed to develop standards to outline and explain good procedural practice and the rights of children within the context of a clinical procedure. The rights-based standards for children undergoing tests, treatments, investigations, examinations and interventions were developed using an iterative, multi-phased, multi-method and multi-stakeholder consensus building approach. This consensus approach used a range of online and face to face methods across three phases to ensure ongoing engagement with multiple stakeholders. The views and perspectives of 203 children and young people, 78 parents and 418 multi-disciplinary professionals gathered over a two year period (2020–2022) informed the development of international rights-based standards for the care of children having tests, treatments, examinations and interventions. The standards are the first to reach international multi-stakeholder consensus on definitions of supportive and restraining holds.Conclusion: This is the first study of its kind which outlines international rights-based procedural care standards from multi-stakeholder perspectives. The standards offer health professionals and educators clear evidence-based tools to support discussions and practice changes to challenge prevailing assumptions about holding or restraining children and instead encourage a focus on the interests and rights of the child.What is Known:• Children continue to experience short and long-term harm when undergoing clinical procedures despite increased evidence of the need to improve the provision of child-centred care.• Professionals report uncertainty and tensions in applying evidence-based practice to children’s procedural care. What is New:• This is the first study of its kind which has developed international rights-based procedural care standards from multi-stakeholder perspectives.• The standards are the first to reach international multi-stakeholder consensus on definitions of supportive and restraining holds.
|
|
| 2. |
- Eklund, Annika, et al.
(författare)
-
The impact of transition programs on well-being, experiences of work environment and turnover intention among early career hospital nurses
- 2024
-
Ingår i: Work. - 1051-9815 .- 1875-9270. ; , s. 1-10
-
Tidskriftsartikel (refereegranskat)abstract
- Abstract: BACKGROUND: Transition programs for newly graduated nurses in hospital settings are reported to provide learning opportunities, strengthening confidence, workplace integration and skills, retention and job satisfaction. Still, our knowledge of long-term effects is scarce and few studies have used control groups. OBJECTIVE: To explore the long-term impact of having attended a transition program on the nurses’ experiences of the first years of practice. More specifically, ideology-infused psychological contract, ethical stress, perceived organizational support, job satisfaction, opportunities for learning, and intention to stay in the nursing profession, were explored as outcome variables. METHODS: A questionnaire survey was carried out among registered nurses from November 2019 to January 2020, with a 54% response rate. The analysis was based on 149 nurses who had attended a transition program, and 72 who had not attended. The nurses had seniority between one and three years. Independent samples t-test were used to investigate differences between the groups. RESULTS: The two groups showed small and non-significant differences in the outcome variables. However, regarding the frequency of ethical value conflicts induced by insufficient resources, as well as experiences of ethical value conflict distress, the group of nurses who had attended a transition program showed statistically significantly higher mean values, although the effect sizes were small. CONCLUSION: Newly graduated nurses need more than transition programs and skills training to progress in their nursing role and develop competence, increase job satisfaction, and reduce stress. Achieving these goals requires a long-term supportive learning environment that is integrated into everyday work.
|
|
| 3. |
- Koskinen, Monika, et al.
(författare)
-
Ethical dilemmas faced by healthcare teachers during the COVID-19 pandemic
- 2023
-
Ingår i: Nursing Ethics. - : Sage Publications. - 0969-7330 .- 1477-0989.
-
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.
|
|
| 4. |
- Nilsson, Christina, et al.
(författare)
-
Varför vårdvetenskap?
- 2008
-
Ingår i: Vårdvetenskapliga vägskäl. - Växjö : Växjö universitet. ; , s. 49-60
-
Rapport (övrigt vetenskapligt/konstnärligt)
|
|
| 5. |
- Nilsson, Stefan, et al.
(författare)
-
The Facial Affective Scale as a Predictor for Pain Unpleasantness When Children Undergo Immunizations
- 2014
-
Ingår i: Nursing Research and Practice. - : Hindawi Limited. - 2090-1429 .- 2090-1437. ; , s. 628198-
-
Tidskriftsartikel (refereegranskat)abstract
- Needle fear is a common problem in children undergoing immunization. To ensure that the individual child’s needs are met during a painful procedure itwould be beneficial to be able to predictwhether there is a need for extra support.Theself-reporting instrument facial affective scale (FAS) could have potential for this purpose.The aim of this study was to evaluate whether the FAS can predict pain unpleasantness in girls undergoing immunization. Girls, aged 11-12 years, reported their expected pain unpleasantness on the FAS at least two weeks before and then experienced pain unpleasantness immediately before each vaccination. The experienced pain unpleasantness during the vaccination was also reported immediately after each immunization. The level of anxiety was similarly assessed during each vaccination and supplemented with stress measures in relation to the procedure in order to assess and evaluate concurrent validity.The results show that the FAS is valid to predict pain unpleasantness in 11-12-year-old girls who undergo immunizations and that it has the potential to be a feasible instrument to identify children who are in need of extra support to cope with immunization. In conclusion, the FAS measurement can facilitate caring interventions.
|
|
| 6. |
- Pettersson, Torsten, et al.
(författare)
-
Litteraturen på undantag? : Unga vuxnas fiktionsläsning i dagens Sverige
- 2015
-
Bok (övrigt vetenskapligt/konstnärligt)abstract
- Förlagets beskrivning: Håller dagens unga vuxna på att överge skönlitteraturen? Har den för dem blivit överspelad i ett internetsamhälle som erbjuder ständigt växande möjligheter att surfa på nätet och engagera sig i sociala medier i stället för att läsa? Spekulationer av detta slag förekommer ofta i både medier och kafferum. De kan nu ersättas av kunskap baserad på över 500 unga vuxnas textkommentarer, enkätsvar och intervjudiskussioner. Den har vuxit fram i ett mångårigt forskningsprojekt som har finansierats av Vetenskapsrådet och utmynnat i "Litteraturen på undantag?". Boken ger svar på frågor som: Hur ser unga vuxna på de särskilda upplevelser och värden som litteraturen erbjuder? Kan de ta till sig texter som förutsätter en viss förmåga att "läsa mellan raderna"? Vilka strategier uppvisar de inför olika texter? Och föredrar de den tryckta boken eller någon form av digital förmedling, såsom lässajter, surfplattor och mobilappar? I sista hand ger boken en blick in i framtiden: hurdan kommer skönlitteraturens ställning att vara i den kultur som om några årtionden domineras av dem som är unga i dag?
|
|
| 7. |
- Pettersson, Torsten, 1955-, et al.
(författare)
-
Sammanfattningar och rekommendationer
- 2015
-
Ingår i: Litteraturen på undantag?. - Göteborg : Makadam Förlag. - 9789170611797 ; , s. 263-281
-
Bokkapitel (övrigt vetenskapligt/konstnärligt)
|
|
| 8. |
- Sjösten, Oscar, et al.
(författare)
-
The prehospital assessment of patients with a final hospital diagnosis of sepsis: Results of an observational study
- 2019
-
Ingår i: Australasian Emergency Care. - : Elsevier BV. - 2588-994X.
-
Tidskriftsartikel (refereegranskat)abstract
- BackgroundSepsis is a severe condition which affects 300–800/100,000 persons each year. There are indications that the prehospital identification of patients with sepsis is difficult. The aim of the study was, among patients with a final hospital diagnosis of sepsis, to compare emergency medical service (EMS) field assessments of patients in whom there was a prehospital suspicion of sepsis with those without this suspicion.MethodsThe study had a retrospective, observational design. The data used in the study were retrieved from the prehospital and hospital medical records of patients with a final hospital diagnosis of sepsis, transported to hospital by the EMS within a region in the south west of Sweden during a period of one year.ResultsAmong patients with a final diagnosis of sepsis (n = 353), the EMS identified the condition in 36% of the cases. These patients were characterised by more abnormal vital signs (a higher respiratory rate and heart rate and more frequent temperature abnormalities) and were more ambitiously assessed (more lung auscultations and more assessments of the degree of consciousness).ConclusionThe EMS was already able to identify 36% of patients with a final diagnosis of sepsis in the prehospital phase. There were minor differences in the prehospital assessment between patients who were identified by the EMS nurse and those who were not.
|
|
| 9. |
- Sterner, Anders, et al.
(författare)
-
Ability to Care in Acute Situations : The Influence of Simulation-Based Education on New Graduate Nurses
- 2022
-
Ingår i: Journal of Emergency Nursing. - : Elsevier BV. - 0099-1767 .- 1527-2966. ; 48:5, s. 515-524
-
Tidskriftsartikel (refereegranskat)abstract
- Introduction:Simulation-based education is frequently used in transition programs for new graduate nurses. Simulation-based education is implemented as a measure to practice nursing skills, gain experience, and prepare nurses for caring in challenging situations, such as acute situations. However, concerns about the data supporting the use of simulation are obtained from small studies that do not use validated measurement scales.Objective:This study aimed to explore the influence of simulation-based education on new graduate nurses’ perceivedability to provide care in acute situations.Methods:A total of 102 new graduate nurses participated in simulation-based education as a mandatory part of an introductory program. They completed a premeasurement and a postmeasurement using the Perception to Care in Acute Situations scale. The Wilcoxon signed-rank test and the paired samples ttest were used to test the statistical significance of outcomes for the simulation-based education, with the alpha set at 0.05.Cohen’s d formula was used to calculate the effect size.Results:The Wilcoxon signed-rank test on the total scale score showed that simulation-based education resulted in a statistically significant change in the nurses’ perceptions of their abilityt o care in acute situations (N ¼ 99; Z ¼ 7877; P < .001). The paired samplest test showed that the mean posteducation scorewas significantly higher (P < .001) in the total score. Cohen’sd formula (-1.24) indicated a large effect size on the total score.Discussion:Simulation-based education can provide an effective means of improving new graduate nurses’ perceivedability to provide care in acute situations.
|
|
| 10. |
- Sterner, Anders, et al.
(författare)
-
Prepared to learn but unprepared for work : A cross sectional survey study exploring the preparedness, challenges, and needs of newly graduated nurses entering a hospital-based transition program
- 2023
-
Ingår i: Nurse Education in Practice. - 1471-5953 .- 1873-5223. ; 72
-
Tidskriftsartikel (refereegranskat)abstract
- The study aims to investigate new graduate nurses the perceptions of educational preparedness, their challenges, and their expectations during their transition to hospital care and introduction to work.Background: Previous research has raised questions about new graduate nurses’ (NGNs) preparedness for work in the clinical setting, and transition programs have been implemented to smooth the transition process. Information about NGNs’ expectations of both transition programs and their introduction to work when first entering the nursing profession is scarce.Design: A cross-sectional survey design was used. Method: NGNs enrolled in a regional transition program in six hospitals were recruited from three-cohorts during September 2021, January 2022 and September 2022. After responding to a survey both a qualitative and quantitative approach was used when analyzing responses.Results: Quantitative and qualitative findings derived from 248 NGNs responses showed that 65% of the NGNs perceived that nursing education in general prepared them for clinical work, that they were prepared for and committed to workplace learning but require support from a well-designed transition program as well as from colleagues and managers in their ward unit.The conclusion is that the preparation provided by nursing education as well as organizational factors in the healthcare workplace influence new graduate nurses’ readiness for clinical work, the challenges they perceive, and their needs for learning and supp
|
|
