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- Craftman, Åsa, et al.
(author)
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District nurses' perceptions of the concept of delegating administration of medication to home care aides working in the municipality : A discrepancy between legal regulations and practice
- 2013
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In: Journal of Clinical Nursing. - : Wiley. - 0962-1067 .- 1365-2702. ; 22:3-4, s. 569-578
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Journal article (peer-reviewed)abstract
- Aims and objectives. To describe district nurses perceptions of the concept of delegating medication management to unlicensed personnel working in municipal social care. Background. The delegation of medical tasks involves responsibility and is regulated by law to avoid damage and injuries and to protect the patient. The delegation of the administration of medication is a multifaceted task. The delegating district nurse is responsible for the outcome and should also follow up the delegated task. Design. A descriptive qualitative study, involving semi-structured interviews and content analysis. Methods. Twenty district nurses were interviewed. The interviews were audio taped. The data were collected from April 2009August 2010 and analysed using content analysis. Results. The findings revealed that the statutes of delegation appear to be incompatible with practice, however, mostly due to lack of time. Communication between district nurses and home care aides, as well as tutoring, was regarded as important. The district nurses found it imperative to be available to the home care aides and made an effort to create a trusting atmosphere. Conclusions. District nurses cannot manage their workload without delegating the administration of medication in the present organisational model of health care and social care. The statutes regarding delegating medicine tasks are also cumbersome and difficult to incorporate for district nurses who are responsible for the delegation. Relevance to clinical practice. The findings elucidate the current situation as regards district nurses and the need to delegate the administration of medication. Health care and social care for home-dwelling older patients, as well as statutes, needs to be evaluated and updated to meet and be prepared for the increasing demands of care.
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| 2. |
- Lundell Rudberg, Susanne
(author)
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Feeling ready and always more to learn : Students' journeys towards becoming a professional nurse
- 2023
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Doctoral thesis (other academic/artistic)abstract
- Background: Well-educated competent professional nurses are needed to ensure sustainable healthcare systems and reduce health inequalities. Nursing is a global profession, and the requirements and competences vary between regions regarding both education and professional requirements. The Swedish nursing program contains both theoretical education and practical training, to prepare the students for working life. The learning process is affected by several factors, for example, learning environment, learning activities and feelings, so called academic emotions. Since students' experiences vary in relation to different learning activities and over time data was collected longitudinally to follow their development throughout the whole nursing program.Aim: The aim of this thesis was to contribute to a deeper knowledge and understanding about nursing students’ experiences of learning activities and the process of developing professional identity during higher education in the field of nursing.Methods: All students (n=459) starting the nursing program from August 2015 to January 2017 were invited to participate. The data collection started in August 2015 and was completed in January 2020. Data was collected via interviews at four occasions (n=286), and at 42 measurement (n=2,947) points using Contextual Activity Sampling System, CASS (Lachmann et al., 2012; Muukkonen et al., 2008). Study I was a mixed methods study including 126 semi-structured individual interviews and 158 CASS-questionnaires collected at the start of the program. The interviews were analysed using qualitative content analysis and the questionnaires with descriptive statistics. Study II was a longitudinal qualitative study using 136 semi-structured individual interviews performed at four stages, analysed using longitudinal content analysis. Study III was a longitudinal prospective study using 2,947 CASS-questionnaires collected throughout the program, analysed with descriptive statistics. In this study, the students’ academic positive emotions (determination; enthusiasm; interest), negative emotions (irritation; nervousness; anxiety) and their perceived challenge and competence related to their current learning activity were analysed. Study IV was a parallel mixed method study including 68 RIPLS questionnaires and 34 semi-structured individual interviews analysed with descriptive statistics, paired sample T-test, and qualitative content.Results: In Study I the findings from the interviews were summarized in the overarching theme: Making a difference if managing to become a professional nurse, from the seven main categories in the three domains Conceptions; Expectations; and Doubts. The selfrated questionnaires revealed emotions of high ambition and motivation. The ratings of negative emotions correlated with the fears and worries about uncertainty expressed in interviews. In Study II the overarching theme: Ready but not fully trained was summarized from the four main categories: Anticipation; Prepared for internship; Deepened understanding; and Insight. The students deemed that working as a professional nurse requires continuously learning and improvement and underlined in the final interview that there will always be more to learn. Study III revealed that the students experienced high positive academic emotions combined with low negative emotions when first entering clinical practice in the third semester, upon completion of clinical practice in the fourth semester and while writing their bachelor thesis in the fifth semester. Optimal experience during clinical practice was reported by 21 percent in semester three to five, and by 34 percent in semester six. The students’ reported low positive emotions and high negative emotions during theoretical courses in medical science and in research methodology preparing for writing their thesis. The negative emotions reported during the thesis preparation period shifted to more positive emotions during the time of writing it. While when writing the bachelor thesis, 29 percent experienced flow compared to 13 percent during the preparatory course. In Study IV the students’ reported learning styles and their attitudes to interprofessional collaboration were analysed. The findings indicated that 64.7 percent had a predominantly concrete learning style while 35.3 percent were predominantly reflective. No significant results were found regarding relationships between learning styles and attitudes to interprofessional learning. The theme Well-functioning teams improve patients’ outcome and working environment was summarized from the four main categories: Amazing when it’s functional; Deepened insight of care; Increased quality of care; and Understanding own profession.Conclusion: During the education, emotions experienced by students varied during the various learning activities. They started their education with a vision of making a difference. In the first academic year they developed a solid theoretical basis and were eager to enter internship to transform their knowledge into practice and to gain clinical experience. When entering clinical practice, students witnessed of a reality that did not always correspond with what they had been taught. At the time of graduation, students felt ready to join the workforce and stressed that there is always more to learn. These findings reveal a gap between theoretical and practical education that needs to be addressed.
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| 3. |
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| 4. |
- Lundell Rudberg, Susanne, et al.
(author)
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Nursing students experienced academic emotions during education : A longitudinal desciptive study from a nursing baccalaureate program in Sweden
- 2024
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In: BMC Nursing. - 1472-6955. ; 23
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Journal article (peer-reviewed)abstract
- Aim: To explore nursing students' academic emotions during ongoing learning activities focusing on perceived challenge and competence.Background: Emotions plays an important part in learning. Positive emotions can be beneficial while negative emotions can be detrimental to educational outcomes. Optimal experiences are situations when learners simultaneously experience sufficient challenge and competence. Since various learning activities are performed in different learning environments during the nursing program, it is of interest to investigate students' ongoing emotions in the occurring contexts.Design: A longitudinal descriptive study.Methods: By using the Contextual Activity Sampling System, data was collected every third week on a three-year nursing program. From August 2015 to January 2020, a total of 2, 947 questionnaires were answered by 158 students. Experiences of positive and negative academic emotions were calculated for the entire program. Optimal experience was calculated for courses where high discrepancy between positive and negative experiences were identified.Results: Students self-reported academic emotions varied over time and in relation to learning activities. High ratings of negative emotions were reported during clinical practice in all semesters except the final. Students' positive academic emotions and optimal experience in clinical practice increased after having deepened their academic knowledge.Conclusion: Nursing students had an increased positive experience when they themselves practice a learning activity and it appeared that they benefit from academic preparation prior to entering internship. Nursing students need an academic competence to develop their skills during training in the clinical reality. Increased collaboration between academia and clinic would be beneficial for students' clinical development.Keywords: Academic emotions; Contextual activity sampling system; Longitudinal study; Ongoing learning activities; Students, nursing.
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| 5. |
- Lundell Rudberg, Susanne, et al.
(author)
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The impact of learning styles on attitudes to interprofessional learning among nursing students : A longitudinal mixed methods study
- 2023
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In: BMC Nursing. - : Springer Science and Business Media LLC. - 1472-6955. ; 22
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Journal article (peer-reviewed)abstract
- BACKGROUND: A functional interprofessional teamwork improves collaborative patient-centred care. Participation in interprofessional education promotes cooperation after graduation. Individuals tend to use different approaches to learning depending on their individual preferences. The purpose of this study was to explore nursing students' experiences of professional development with a focus on the relationship between attitudes to interprofessional learning and learning styles.METHODS: A longitudinal parallel mixed-methods design. The study was carried out at a Swedish three-year nursing program from August 2015 to January 2020. On enrolment, thirty-four students self-assessed their attitudes to interprofessional learning according to the Readiness for Interprofessional Learning Scale, and their learning style according to Kolbs' Learning Style Inventory. In the final semester the students participated in an interview focusing on their experiences and perceptions of teamwork and they self-assessed their attitudes to interprofessional learning again.RESULTS: Our findings indicated that 64.7% had a predominantly concrete learning style and 35.3% had a predominantly reflective learning style. No significant relationship with internal consistency reliability was identified among the participants between attitudes to interprofessional learning and learning styles. The content analysis resulted in four main categories: Amazing when it's functional; Deepened insight of care; Increased quality of care; Understanding own profession which were summarized in the theme: Well-functioning teams improve patients' outcome and working environment.CONCLUSION: The students' attitudes to interprofessional learning were positive and it was considered as an opportunity to participate in interprofessional cooperation during internship. Transformative learning is a useful strategy in fostering interprofessional relationships due to the interdependence of various professions in interprofessional teams. When students are guided to use reflection to develop new perspectives and meaning structures, they acquire emotional and rational skills beneficial for interprofessional cooperation.
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| 6. |
- Lundell Rudberg, Susanne, et al.
(author)
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Undergraduate nursing students' experiences of becoming a professional nurse : a longitudinal study
- 2022
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In: BMC Nursing. - : Springer Science and Business Media LLC. - 1472-6955. ; 21:1
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Journal article (peer-reviewed)abstract
- Background: During education it is essential for nursing students to develop professionalism in nursing. Nurses are placed in situations based on trust, and it is crucial that their patients have confidence in them to provide professional and safe care. A key period in nursing students’ development of a professionalism occurs during training when students gain knowledge and skills that separate nurses as professional healthcare workers from laypeople. The purpose of this study was to investigate nursing students’ experiences of professional competence development during education.Methods: A longitudinal study was carried out using qualitative content analysis with a manifest inductive approach. Thirty-four students enrolled in a Swedish three-year nursing program, from August 2015 to January 2017 were interviewed on four occasions.Results: The results revealed that students’ professional role developed gradually. The students’ started their education with dreams and a naive understanding of the profession, but their understanding of the complexity of the nursing profession gradually evolved. Students became theoretically equipped at the university and developed clinical skills through practice. Students’ focus went from mastering medical technology to a more holistic approach. Before graduating, students felt ready but not fully trained.Conclusions: Our findings indicate a discrepancy between the content of the theoretical education and the clinical settings since students identified a lack of evidence-based practice. A solid theoretical education before entering clinical training offered students possibilities for reflecting on evidence-based practice and the clinical settings. The realization that there is always potential for professional improvement can be interpreted as an emerging awareness, and development of professionalism. It is clear that students could benefit from increased collaborative work between clinical supervisors and faculty staff at the university.
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| 8. |
- Lundell Rudberg, Susanne, et al.
(author)
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Views on education and upcoming profession among newly admitted students at a Swedish baccalaureate nursing program : A descriptive mixed method study
- 2022
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In: Nurse Education in Practice. - : Elsevier BV. - 1471-5953 .- 1873-5223. ; 63
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Journal article (peer-reviewed)abstract
- Aim: The aim of this study was to investigate newly admitted nursing students’ views on nursing education and their future profession.Background: Students' choice of education can be influenced by societal and familial values and among nursing students’ altruistic motives are common. Students’, conceptions, expectations and doubts combined with their orientations to learning affect their ability to successfully cope with studies in higher education.Design: A descriptive design using mixed method.Methods: This mixed-method study is based on 126 qualitative semi-structured interviews and 158 questionnaires with newly admitted nursing students. The data collection was conducted during their first six weeks of education. Collected data were analyzed using content analysis and descriptive statistics. This study was conducted and reported in accordance with the COREQ checklist.Results: The overarching theme: “Making a difference if managing to become a professional nurse”, describing students’ dichotomous emotions of expectations and doubts in relation to their conceptions, emerged from seven main categories. Students’ ratings of emotions revealed high ambition and motivation. Fears and worries about uncertainty expressed in interviews correlated with ratings of negative emotions.Conclusion: Newly admitted nursing students think highly of the nursing profession and upcoming education. Students put faith in their own ability which is accompanied by doubts derived from uncertainty about forthcoming demands in academic, clinical and personal settings. Understanding of students’ conceptions, expectations, doubts and their orientations to learning could be helpful in guiding them to acquire the nurse competencies necessary to become professional nurses that are able to handle complex situations.
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| 9. |
- Rudberg, Susanne Lundell, et al.
(author)
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Nursing students experienced academic emotions during education - a longitudinal descriptive study from a nursing bachelor’s program in Sweden
- 2024
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In: BMC Nursing. - 1472-6955. ; 23
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Journal article (peer-reviewed)abstract
- Aim To explore nursing students’ academic emotions during ongoing learning activities focusing on perceived challenge and competence.Background Emotions plays an important part in learning. Positive emotions can be beneficial while negative emotions can be detrimental to educational outcomes. Optimal experiences are situations when learners simultaneously experience sufficient challenge and competence. Since various learning activities are performed in different learning environments during the nursing program, it is of interest to investigate students’ ongoing emotions in the occurring contexts.Design A longitudinal descriptive study.Methods By using the Contextual Activity Sampling System, data was collected every third week on a three-year nursing program. From August 2015 to January 2020, a total of 2, 947 questionnaires were answered by 158 students. Experiences of positive and negative academic emotions were calculated for the entire program. Optimal experience was calculated for courses where high discrepancy between positive and negative experiences were identified.Results Students self-reported academic emotions varied over time and in relation to learning activities. High ratings of negative emotions were reported during clinical practice in all semesters except the final. Students’ positive academic emotions and optimal experience in clinical practice increased after having deepened their academic knowledge.Conclusion Nursing students had an increased positive experience when they themselves practice a learning activity and it appeared that they benefit from academic preparation prior to entering internship. Nursing students need an academic competence to develop their skills during training in the clinical reality. Increased collaboration between academia and clinic would be beneficial for students’ clinical development.
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