| 1. |
- Albinsson, Gunilla, Docent, 1953-, et al.
(author)
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In search of a caring relationship : nursing students' notions of interactions in the nurse-patient relationship
- 2021
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In: Nurse Education in Practice. - : Elsevier. - 1471-5953 .- 1873-5223. ; 50:January, s. 1-6
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Journal article (peer-reviewed)abstract
- The aim of the study is to explore how nursing students talks about their notions on interactions in the relationship between nurse and patient. Empirical data has been obtained from 22 students in their first semester of the Swedish undergraduate nursing programme, applying thematic, individual interviews and using qualitative content analyses. The most significant finding is that although the students had none or limited pre-understanding of caring and the interaction between nurse and patient they were aware of the pre-supposes for establishing such an interplay, articulated in a desire to find out how to build an authentic and trustful caring relationship. Empirical data also show that the students, in the stage of beginners, were trying to identify and relate to basic concepts within caring science. The restricted understanding could then be understood as a matter of the students not being able to express more than they had words for. The results provide new insights into the interactions in the nurse-patient relationship, seen from the perspective of beginner students. These insights could be useful, for lecturers and clinical supervisors, who play a paramount role in the development of each student's acquisition of theoretical and practical knowledge.
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| 2. |
- Andersson, Anna, et al.
(author)
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Newly-graduated nurses´ work-integrated learning : A qualitative study from an educational and occupational perspective
- 2022
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In: Nurse Education in Practice. - : Elsevier Ltd. - 1471-5953 .- 1873-5223. ; 59
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Journal article (peer-reviewed)abstract
- Aim: The aim of this study was to describe newly graduated nurses´(NGNs´) experience of work-integrated learning (WIL), from an educational and occupational perspective.Background: NGNs often find themselves unprepared to meet occupational demands on their competence on entering working life, and express difficulties integrating educational theory into a practical context. Qualitative and effective WIL becomes particularly important for NGNs to develop the competence required to handle the transition from education to working life.Design: This is a qualitative, descriptive study with an inductive approach.Methods: Seven focus-group discussions were performed and subjected to qualitative content analysis.Results: The results revealed that WIL for NGNs includes personal mastering of several professional roles: a self-directed and collaborative learning role, a relational nursing role, and a transition from a student role to a collegial role. Furthermore, WIL entails adapting to organisational requirements, including development of contextual workplace knowledge and understanding; striving for confidence in medical-technical performance; and developing an experience-based understanding of clinical situations.Conclusion: The results reveal that WIL is complex, encompassing adaptation to roles and personal capabilities that increase new graduates´competence and preparation for work. In addition, WIL requires personal commitment to one’s own learning as well as organisational and social support.
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| 3. |
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| 4. |
- Berg, Eva, et al.
(author)
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The meaning and application of student-centered learning in nursing education : An integrative review of the literature
- 2023
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In: Nurse Education in Practice. - : Elsevier. - 1471-5953 .- 1873-5223. ; 69
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Research review (peer-reviewed)abstract
- Aim: The aim of this study was to review empirical articles to explore the meaning and the application of student-centered learning in nursing education. Background: Teachers in higher education are encouraged to adopt student-centered learning principles, but research shows that many still apply teacher-centered methods. There is therefore a need to clarify the meaning of student-centered learning, including how it is performed and the reasons to apply it in nursing education. Design: This study employed an integrative review method, following Whittemore and Knafl's framework. Methods: The databases CINAHL, Education Database and Education Research Complete were searched for related literature published from 2010 to 2020. The initial search located 308 articles. After screening and checking for eligibility, 25 articles were critically appraised. Data were extracted from the articles and displayed in matrices to be categorized and compared. Results: Three themes with attendant sub-themes emerged through the analysis: foundation, using core concepts to define and explain student-centered learning, eligibility, enhancing student knowledge, developing student abilities and supporting student self-reliance and realization, learning in interaction with peers, learning individually and learning in interaction with the teacher. Conclusion: Student-centered learning in nursing education is an approach where the teacher is a facilitator of student learning and students are empowered to take control of their own studies. Students study together in groups; they are listened to by the teacher and their needs are taken into consideration. The main reasons to apply student-centered learning are to enhance students’ theoretical and practical learning; to improve their generic competencies, such as problem-solving and critical-thinking abilities; and to strengthen students’ self-reliance.
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| 5. |
- Berg, Marie, et al.
(author)
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Contextual factors influencing implementation of a university-based midwifery education programme in Central Africa : A qualitative study
- 2023
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In: Nurse Education in Practice. - : Elsevier. - 1471-5953 .- 1873-5223. ; 71
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Journal article (peer-reviewed)abstract
- Aim: To investigate contextual factors and their influence on implementing a 90-credit midwifery education programme for nurses at a university in the eastern DRC. Background: To improve maternal and neonatal health, there is a government policy in the Democratic Republic of Congo (DRC) to educate midwives at a higher education level according to international norms. This study investigates contextual factors and their influence on the implementation of a midwifery education programme which is based on national curriculum and has a profile of person-centred care, simulation-based learning pedagogy and information and communication technology. Method: A qualitative study was conducted with data collected through semi-structured interviews with 22 participants who were directly or indirectly involved in establishing the midwifery education programme. Transcribed interviews were analysed using content analysis. Results: The factors influencing the implementation of the new midwifery education programme comprise facilitating and hindering factors. Facilitating factors were: (i) awareness that midwives educated at a higher education level can deliver higher-quality health care, (ii) women are motivated to seek care from well-educated midwives, (iii) the planned programme is attractive and (iv) the university has a stable academic administration and established collaborations. Hindering factors were: (i) Students’ lack of prerequisites for study; (ii) objections to educating midwives at a higher education level; (iii) inadequate teaching resources; and (iv) inadequate working conditions for midwives. Conclusion: The facilitating factors strengthen the belief that it is possible to implement this midwifery education programme, while the hindering factors need to be addressed to run the programme successfully. The findings can guide higher education institutions starting similar midwifery education programmes in the DRC and elsewhere, although it is crucial to conduct a context study in those specific contexts.
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| 6. |
- Berndtsson, Ina, 1953-
(author)
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Work-integrated learning as a pedagogical tool to integrate theory andpractice in nursing education : An integrative literature revie
- 2020
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In: Nurse Education in Practice. - : Elsevier BV. - 1471-5953 .- 1873-5223. ; 42
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Journal article (peer-reviewed)abstract
- It can be challenging for nursing students to navigate between theory and practice and to implement theoretical knowledge in real work situations and vice-versa.Work-integrated learning can support the students by enabling them to combine theoretical studies with practical work experience during their clinical placement.The aim of this integrative literature review was to identify models for the integration of theory and practice during clinical placements in nursing education by usingwork-integrated learning. Sixteen articles were found and analyzed using an integrative review method. Three themes were identified: 1) Supervisor support toenable students to develop a professional identity 2) Variety of modalities for teaching and 3) Collaboration between academic lecturers and clinical supervisorsaimed at integrating theoretical and practical knowledge. Work-integrated learning enables students to integrate theory and practice, develop skills for knowledge-inpractice and prepares them for working life. It also supports the sharing of experiences between various healthcare professionals. This review identified a need forfurther research on work-integrated learning as a method for enhancing nursing students’ workplace learning.
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| 7. |
- Bremer, Anders, Docent, 1957-, et al.
(author)
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Translation and further validation of a global rating scale for the assessment of clinical competence in prehospital emergency care
- 2020
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In: Nurse Education in Practice. - : Elsevier. - 1471-5953 .- 1873-5223. ; 47:August, s. 1-8
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Journal article (peer-reviewed)abstract
- Global rating scales are useful to assess clinical competence at a general level based on specific word dimensions. The aim of this study was to translate and culturally adapt the Paramedic Global Rating Scale, and to contribute validity evidence and instrument usefulness in training results and clinical competence assessments of students undergoing training to become ambulance nurses and paramedics at Swedish and Finnish universities. The study included translation, expert review and inter-rater reliability (IRR) tests. The scale was translated and culturally adapted to clinical and educational settings in both countries. A content validity index (CVI) was calculated using eight experts. IRR tests were performed with five registered nurses working as university lecturers, and with six clinicians working as ambulance nurses. They individually rated the same simulated ambulance assignment. Based on the ratings IRR was calculated with intra-class correlation (ICC). The scale showed excellent CVI for items and scale. The ICC indicated substantial agreement in the group of lecturers and a high degree of agree- ment in the group of clinicians. This study provides validity evidence for a Swedish version of the scale, sup- porting its use in measuring clinical competence among students undergoing training to become ambulance nurses and paramedics.
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| 8. |
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| 9. |
- Detlín, Maria, et al.
(author)
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The experience of new nurses’ early working life : learning in a hospital care context – An interview study
- 2022
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In: Nurse Education in Practice. - : Elsevier BV. - 1471-5953 .- 1873-5223. ; 65
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Journal article (peer-reviewed)abstract
- Aim: To explore how nurses during their early working life learn to provide high-quality care in relation to organisational prerequisites in a hospital setting.BackgroundWhen nurses enter employment in contemporary hospital settings, they face multiple learning challenges. Organisational prerequisites that have been identified to affect their ability to learn to provide high-quality care are related to staffing turnovers, large patient groups and a lack of experienced staff to support their learning.Design: Qualitative.Methods: The study was conducted between 2018 and 2019 at a medium-sized hospital in Sweden. Data from interviews with 10 nurses with fewer than two years’ work experience were subjected to qualitative content analysis.Results: The results describe the nurses’ learning during their early working life in two categories: Performing tasks in relation to organisational prerequisites and Making use of clinical experiences to grasp the complexity of nursing care. The first theme reflected a learning process that was initially characterised by seeking confirmation and instructions from colleagues of how to act safely and by balancing the demands of time efficiency and sustaining patient safety. The second theme reflected that, after addressing organisational prerequisites, the nurses tried to understand and make use of clinical experiences to grasp the complexity of nursing care by encountering and processing clinical patient situations.Conclusions: The results of this study revealed that nurses’ learning during early working life seemed to be primarily directed towards handling tasks, with sometimes limited opportunities to grasp the complexity of nursing care. Their learning depended largely on their own initiative and motivation and was strongly influenced by organisational prerequisites. The limited availability of experienced nurse colleagues and lack of time devoted for reflection needs to be dealt with to support nurses’ learning.
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| 10. |
- Eide, W. M., et al.
(author)
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FIRST-YEAR nursing students’ experiences of simulation involving care of older patients : A descriptive and exploratory study
- 2020
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In: Nurse Education in Practice. - : Elsevier. - 1471-5953 .- 1873-5223. ; 45
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Journal article (peer-reviewed)abstract
- Mastering geriatric nursing skills takes time and its acquisition should start early in undergraduate nursing training. The purpose of this study is to synthesise and evaluate the learning experiences that first-year nursing students had following geriatric patient simulation and practice of clinical patient handover. Qualitative content analysis of survey comments from first-year students (n = 216) at a large university in Norway were performed. Simulation training included systematic patient observation of scenarios based on genuine geriatric cases in nursing homes and practice of clinical patient handover. Content analyses identified four generic categories: (1) ‘embodying theoretical knowledge’; (2) ‘increased awareness about one's self’; (3) ‘understanding that collaboration is needed’; (4) ‘preparing for future work life’. These themes provide evidence for students integrating geriatric theoretical knowledge with clinical skills as a result of simulation. Analysis of learning experiences shows that geriatric scenario simulation and practice of clinical patient handover are valuable instruments before entering clinical training with geriatric patients, even for novice students. The use of genuine simulation cases and instruction on the use of clinical handover instruments are effective in producing conceptual changes that prepare students for their first encounter with complex, real-world geriatric scenarios.
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| 11. |
- Eklund, Annika, 1981-, et al.
(author)
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A bridge over troubled water? : Exploring learning processes in a transition program with newly graduated nurses
- 2021
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In: Nurse Education in Practice. - : Elsevier BV. - 1471-5953 .- 1873-5223. ; 3:51
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Journal article (peer-reviewed)abstract
- Successful preparation of newly graduated nurses (NGN) is a critical concern for the healthcare sector. This study explores the learning processes enacted in a transition program with NGNs implemented in hospitals in western Sweden. Group interviews with NGNs and ward managers were conducted, with the data analyzed using qualitative thematic analysis. The following themes were identified as the learning processes secured through the program: Recognizing the NGNs' role as novice practitioners, Emphasizing newly graduated nurses as learners, and Progressing towards a comprehensive nursing role. To support these learning processes, the program should provide opportunies to consolidate and reconcile NGNs' experiences as novices in healthcare environments where effective performance is crucial. If NGNs are supported in these ways, the program can make salient contributions to develop the knowledge bases of their occupational expertise.
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| 12. |
- Fischer-Grönlund, Catarina, 1962-, et al.
(author)
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The ‘one to five’ method - A tool for ethical communication in groups among healthcare professionals
- 2021
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In: Nurse Education in Practice. - : Elsevier. - 1471-5953 .- 1873-5223. ; 51
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Journal article (peer-reviewed)abstract
- Healthcare professionals have expressed a wish for facilitated inter-professional communications about ethical difficulties experienced in clinical practice. The introduction of an easily accessible method for facilitating ethical communication in groups may promote its implementation in everyday clinical practice. The aim of this paper was to draw on previous studies and available knowledge in order to develop and describe a method that enables systematic implementation of inter-professional ethical communication in groups. The ‘one-to-five method’ for facilitated ethical communication in groups is theoretically inspired by Habermas's theory of communicative actions and base on previous studies that accords with the Helsinki Declaration (2013). The ‘one to five method’ supports guidance of ethical communication in five steps: telling the story about the situation; reflections and dialogue concerning the emotions involved; formulation of the problem/dilemma; analysis of the situation and the dilemma; and searching for a choice of action or approach. It offers an easily accessible method for teaching healthcare professionals how to facilitate ethics communication groups. Educating facilitators closely connected to clinical work may lead to ethical dialogue becoming a natural part of clinical practice for healthcare professionals.
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| 13. |
- Henttonen, Ani, et al.
(author)
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Nursing students’ expectations of the process of writing a bachelor’s thesis in Sweden : A qualitative study
- 2021
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In: Nurse Education in Practice. - : Elsevier BV. - 1471-5953 .- 1873-5223. ; 54
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Journal article (peer-reviewed)abstract
- While performing various academic work, such as writing a bachelor’s thesis, are known to be challenging for university students, less is known about students’ expectations in this regard. Aim: The aim was to describe students’ expectations of the upcoming process of writing a bachelor’s thesis.Design: The study employed an explorative, qualitative approach with a single, written open-ended question design.Methods: The data were collected consecutively 2013–2016 in class. A total of 93 final-year students volunteered and provided hand-written accounts which were analyzed using qualitative content analysis.Results: The students’ accounts revealed three generic categories of expectations: Gaining professional knowledge and competency, Planning and organizing the work, and Taking stock of personal resources. Writing a bachelor’s thesis was a new challenge for most of the students and the answers testify to mixed feelings about the upcoming work and its supervision.Conclusions: The nursing students’ expectations included present and future competencies, skills and abilities. In promoting development of transferable skills and knowledge, educators of future health-care professionals would be well advised to invite students to reflect on and discuss, their expectations prior to writing a bachelor’s thesis and similar academic student papers. This study adds to the research on students’ studying and learning in nursing education by bringing to the fore students’ expectations of academic learning tasks as an important aspect to consider in higher education contexts, both nationally and internationally.
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| 14. |
- Jangland, Eva, et al.
(author)
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A mentoring programme to meet newly graduated nurses' needs and give senior nurses a new career opportunity : A multiple-case study
- 2021
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In: Nurse Education in Practice. - : Elsevier. - 1471-5953 .- 1873-5223. ; 57
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Journal article (peer-reviewed)abstract
- Aim: To evaluate the implementation of a multifaceted mentoring programme in a large university hospital and describe its value from the perspectives of newly graduated nurses, experienced nurses and the hospital organisation.Background: Healthcare organisations need long-term competence-planning strategies to retain nurses, prevent their premature departure from the profession and use their competencies. This paper reports a mentoring programme focused on supporting newly graduated nurse' transition to practice and senior nurses' professional development as supervisors.Design: A multiple-case study.Methods: We performed 35 interviews with nurses, supervisors and nurse managers in the five units that implemented the programme, mapped the programme at the hospital level and extracted the nurses' working hours. The interviews were analysed thematically using the theoretical lens of the head-heart-hand model to interpret the results.Results: Of 46 units in the hospital, 14 had implemented one or several of the components in the mentoring programme. The programme corresponded to the newly graduated nurses' needs, gave senior nurses a new career opportunity and contributed to an attractive workplace. The main theme, Giving new nurses confidence, experienced nurses a positive challenge and the organisation an opportunity to learn, reflects the value of the programme's supervisory model to new and experienced nurses and to the organisation as a whole.Conclusion: The mentoring programme appeared to be a promising way to smooth the transition for newly graduated nurses. The experienced supervising nurses were key to the success of this complex programme, supporting the new nurses at the bedside and being available to respond to their questions and reflections. Embedding the supervisors in the units' daily practice was necessary to the success of the different parts of the programme. Despite the strategic and well-designed implementation of this mentoring programme aimed to solve the everyday challenge of nurse shortages in the hospital, it was a challenge to implement it fully in all the units studied.
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| 15. |
- Jans, Jessica, et al.
(author)
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Nurse anesthetists’ reflections and strategies when supervising master's students
- 2021
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In: Nurse Education in Practice. - : Elsevier. - 1471-5953 .- 1873-5223. ; 54
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Journal article (peer-reviewed)abstract
- ObjectiveThe objective was to describe registered nurse anesthetists’ reflections and strategies in relation to supervision of specialist nursing students in anesthetic care.BackgroundIn anesthesiology care, registered nurse anesthetists work with advanced care in a high-technology environment. The complexity of working with production requirements, time pressure and patient safety creates great challenges. Registered nurse anesthetists have a unique position and are responsible for the patient’s life during surgery. At the same time, they must supervise students without risking patient safety. Little research to date has focused on the clinical supervisory role in this context.DesignA qualitative design was used.MethodsThe data were collected in 2018 from qualitative interviews with a purposive sample of twelve student registered nurse anesthetists from a large hospital in Sweden. The data were analyzed using content analysis.ResultsThe results demonstrated that the dual role of registered nurse anesthetist and supervisor was experienced as satisfying, important and promoting development, although it also involved several challenges. Creating opportunities for supervision and learning in perioperative care improved supervisors’ prerequisites for supporting students and helping them develop. Being a supervisor was also rewarding, and given the interplay with students, supervision was viewed as a process of mutual growth.ConclusionBy focusing on students and their learning, we can help produce well-qualified registered nurse anesthetists who have positive experiences of the workplace and who want to stay in their profession.
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| 16. |
- Janssens, Oona, et al.
(author)
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The role of ePortfolios in supporting learning in eight healthcare disciplines : A scoping review
- 2022
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In: Nurse Education in Practice. - : Elsevier. - 1471-5953 .- 1873-5223. ; 63
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Research review (peer-reviewed)abstract
- AimThis scoping review aims at providing a summary of available knowledge about the role of ePortfolios in scaffolding learning in eight healthcare disciplines to identify main concepts, best practices, and knowledge gaps.BackgroundePortfolios are well established in scaffolding learning in many healthcare disciplines. Yet, an overview of the ePortfolio literature in the context of healthcare education doesn’t exist.Design and methodsA scoping review of ePortfolio use in the following healthcare disciplines was conducted: audiology, dental hygiene, midwifery, nursing (associate degree and bachelor), occupational therapy, podiatry, and speech therapy. Eight databases were systematically searched. By structuring the data, five themes were identified: (1) contexts, (2) research populations and samples, (3) ePortfolio platforms used and objectives, (4) benefits and challenges in the use of ePortfolios, and (5) recommendations derived from literature in the use of ePortfolios. The themes were further specified with sub-themes. The themes help meeting the aim of the scoping review to develop a structured overview of ePortfolio use and research.ResultsThirty-seven articles were included. Samples predominantly involved students and fewer mentors, educators, and graduates. ePortfolios were used to support learning in the context of healthcare workplaces (n = 17), educational institutions (n = 14), or both (n = 6). Different objectives of ePortfolio use were derived from literature and categorized into eight themes: (1) to document and evidence competency, (2) reflection, (3) feedback and assessment, (4) (inter)professional collaboration, (5) support Continuous Professional Development, (6) bridging the gap between theory and practice, (7) employment, and (8) certification. These objectives were in turn coupled to two identified types of ePortfolio platforms: “store and communicate” and “work and learn” ePortfolios. The description of benefits and challenges formed a substantial part of the literature and data were mapped into five themes to structure the data: (1) technology, (2) collaboration, (3) competency development (before and after graduation), (4) employment, and (5) quality of patient care. Although the benefits outweighed the challenges, important challenges were identified, e.g., the high time investment required when working with an ePortfolio, low digital literacy, lack of internet access.ConclusionsStudies mainly focused on perceptions (n = 32). Only a few studies explored measurable outcomes (i.e., competencies or behavioral indicators). Because ePortfolios are used by different ePortfolio users, in different contexts, and with different objectives, new research directions are needed to investigate how specific features, such as collaboration tools, feedback tools, or assessment tools can improve the role of ePortfolios in supporting healthcare education.
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| 17. |
- Kjällquist-Petrisi, Anna, et al.
(author)
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Preceptors’ experiences of peer learning in an intensive care unit
- 2021
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In: Nurse Education in Practice. - : Elsevier. - 1471-5953 .- 1873-5223. ; 54
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Journal article (peer-reviewed)abstract
- In Sweden, there is a lack of nurses with competence in intensive and critical care as well as experienced critical care nurses with a formal education in preceptorship. Using the peer learning model could be one way to assure the quality of critical care practice placements for post-graduate nursing students as this model requires only one preceptor for every two students. This study's aim was to examine the experience of preceptors regarding peer learning at a university hospital intensive care unit. The study followed a qualitative descriptive design. The participants were nine preceptors with experience working as critical care nurses ranging from 3 to 24 years. Each preceptor was interviewed individually using a semi-structured interview guide. The data were subjected to conventional inductive content analysis. The analysis reveals three categories: collaboration and communication; responsibility; and psychosocial environment. Some preceptors felt responsible for the delivery of adequate clinical practice despite students having difficulties in communicating and collaborating with each other or being at different experience levels. While preceptors and students need more preparation and knowledge about peer learning it can, nevertheless, contribute to the development of collaboration and communication skills within the intensive care setting.
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| 18. |
- Koldestam, Maria, 1968-, et al.
(author)
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Model for Improvements in Learning Outcomes (MILO) : Development of a conceptual model grounded in caritative caring aimed to facilitate undergraduate nursing students’ learning during clinical practice (Part 1)
- 2021
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In: Nurse Education in Practice. - : Elsevier. - 1471-5953 .- 1873-5223. ; 55
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Journal article (peer-reviewed)abstract
- Aim: The aim was to describe the development of a caritative caring conceptual model aimed to facilitate undergraduate nursing students’ learning during clinical practice. Design: An explorative design was used.Methods: The Delphi method with a panel of 12 experts together with a literature search with a systematic approach were used and data were analysed according to content analysis.Results: The Model for Improvements in Learning Outcomes (MILO) consists of eight core concepts divided into four intrapersonal concepts (nursing, a reflective approach, a critical approach, quality and safety) and four contextual concepts (peer learning, co-clinical teachers, student-centred and student-active supervision, a good learning environment). MILO is grounded in the theory of caritative caring with a hermeneutic approach and the understanding of caring and learning as parallel processes. Tools such as reflection, structure and guiding pm are used to intertwine caring, nursing, pathophysiology and medicine.Conclusions: MILO intertwines didactics with concepts important for nursing students’ learning with a foundation in caritative caring and may facilitate undergraduate nursing students’ learning in clinical practice.
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| 19. |
- Koldestam, Maria, 1968-, et al.
(author)
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Supervisors’ experiences of undergraduate nursing students’ learning in clinical practice when applying caring and learning as parallel processes in a caritative caring conceptual learning model (Part 2)
- 2021
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In: Nurse Education in Practice. - : Elsevier. - 1471-5953 .- 1873-5223. ; 52
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Journal article (peer-reviewed)abstract
- The Model for Improvements in Learning Outcomes (MILO) is theoretically grounded and designed to intertwine didactics, pathophysiology and medicine with specific concepts important for learning. The aim was to describe supervisors' experiences of undergraduate nursing students' learning during clinical practice when using MILO. A qualitative and explorative design was used. Seventeen supervisors, thirteen women and four men from different departments at three hospitals in southern Sweden participated. After using the model, data were collected through four focus group interviews with open unstructured interview questions and analysed using inductive latent content analysis. Twelve subcategories, four generic subcategories and one main category emerged. The students developed a questioning approach and were more reflective, open and compliant. Twosomes enhanced learning. Specific documents generated structure and feelings of participation. The supervisors felt that taking the students' pre-understanding into account and a caring approach in the learning environment were valuable for enhanced learning. The students established a caring relationship with the patients and the patients’ perspective became emphasized. Using MILO, intertwining between the natural and the professional became possible; enhanced learning in nursing skills together with a more caritative caring approach towards the patient was revealed. The need of compassion is discussed.
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| 20. |
- Ljunggren, Cecilia, 1965-, et al.
(author)
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Drama with a focus on professional communication : A phenomenographic study
- 2021
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In: Nurse Education in Practice. - : Elsevier. - 1471-5953 .- 1873-5223. ; 52
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Journal article (peer-reviewed)abstract
- The nursing program is intended to prepare students for future occupational life. One role for nurses in thenursing occupation includes being prepared to communicate well in various patient situations. The aim of thisstudy was to describe variations in nursing students’ conceptions of a drama workshop to practically illustratecommunication in nurses’ work. This qualitative study was conducted at a university in southern Sweden. Interviewswith 15 nursing students were conducted and the data were analyzed using a phenomenographicapproach. Four descriptive categories were identified through the analysis: ‘Conceptions in relation to thedevelopment of empathy’, ‘Conceptions in relation to “my” learning’, ‘Conceptions in relation to personaldevelopment of professional identity’ and ‘Conceptions in relation to the understanding of applying pedagogythrough drama as a method’. This study illustrates that the use of drama in nursing education can increasenursing students’ understanding of professional communication relating to the care of patients. To use drama asan educational method provides opportunities to develop nurses’ professional identity and professional role.Moreover, drama can act as a teaching strategy that increases the understanding of theory through practical exercises.
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| 21. |
- 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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| 22. |
- Löfgren, Ulrika, et al.
(author)
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The nursing process: A supportive model for nursing students’ learning during clinical education - A qualitative study
- 2023
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In: Nurse Education in Practice. - : Elsevier Ltd. - 1471-5953 .- 1873-5223. ; 72
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Journal article (peer-reviewed)abstract
- AimThe aim of this study was to increase understanding of nursing students’ learning during clinical education in relation to the nursing process.BackgroundNursing students’ learning during clinical education is of great importance in creating meaning for theory and development of core competencies. As a theoretical model, the nursing process is challenging to apply in practice for both students and registered nurses, although use of the model has benefits for patient care.DesignThis is a descriptive qualitative study with an abductive approach. Methods: Twelve semi-structured interviews with nursing students in education from six universities in Sweden were conducted in 2021–2022. Data were examined using qualitative content analysis.ResultsThe results revealed that the nursing process supported learning when theory and practice ‘spoke the same language’. This allows for the opportunity to perform in a consistent way with the theory, while obtaining awareness of an invisible process. Furthermore, the nursing process supported learning by incorporating a thought structure for the student´s professional role through developing independence to conduct a holistic assessment and increasing an understanding of the nurse´s area of responsibility.ConclusionThe results revealed that when theory and practice were aligned, the nursing process became a meaningful structure to develop a sustainable, safe way of thinking for one's future professional role. It is important to use supportive pedagogical models for students and supervisors that facilitate the integration of concepts of the nursing process in practice.
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| 23. |
- Mantzoukas, Stefanos, et al.
(author)
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The impact of The Florence Network in advancing nursing and midwifery in Europe
- 2021
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In: Nurse Education in Practice. - : Elsevier. - 1471-5953 .- 1873-5223. ; 50
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Journal article (peer-reviewed)abstract
- Diversity of the nursing workforce and multiculturalism of European cities have mandated the need for culturally sensitive nurses and midwives able to provide effective, engaging, high quality and socially just healthcare. The Florence Network is a professional network that aims to bring together like-minded professionals and to cultivate relationships amongst nurses and midwives from different European Union (EU) countries to create synergies on matters of common interest by transcending national and cultural barriers.A qualitative study based upon a focus group interview was conducted with six former Presidents and one present President of the Florence Network, each with a tenure of two years. The study explored the impact of the Florence Network in advancing cultural awareness and promoting educational, research and professional synergies.The outcome of the study identified that from the Presidents perspectives networks create awareness of cultural diversity, enable the delivery of multicultural nursing care and develop future leaders regarding global health-related issues. Furthermore, professional networks contribute to the refining of educational curricula, in developing applicable research evidence, and in sharing formal and informal professional knowledge.
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| 24. |
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| 25. |
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| 26. |
- O'Connor, Siobhan, et al.
(author)
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Podcasting in nursing and midwifery education : An integrative review
- 2020
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In: Nurse Education in Practice. - : Elsevier. - 1471-5953 .- 1873-5223. ; 47
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Journal article (peer-reviewed)abstract
- Podcasting is used in higher education so various digital resources can be shared with students. This review aims to synthesise evidence on podcasting in nursing and midwifery education. PubMed, MEDLINE, CINAHL, Scopus and ERIC databases were searched using key terms. 242 articles were found and screened. Data extraction, quality assessment and data analysis, underpinned by a Social Media Learning Model, were conducted on relevant studies. Twenty-six studies were included in the review. Three themes emerged; 1) learning and other outcomes, 2) antecedents to learning, and 3) learning process. Students seemed to acquire new knowledge and skills by using podcasts and it also appeared to improve clinical confidence. The organisation of podcasting, digital literacy and e-Professionalism, the personal motivation of learners, and flexible access to the technology seemed to impact the delivery of this educational intervention. Mechanisms that appeared to affect the learning process were the speed of exchange, the type of social media user, the timeframe, quality of information, the functionality of podcasts and other learning activities. This review synthesised evidence on podcasting in nursing and midwifery education. The technology was seen as a positive learning tool but more robust research examining its efficacy in improving learning outcomes is needed.
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| 27. |
- Pålsson, Ylva, Adjunkt, 1971-, et al.
(author)
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First-year nursing students' collaboration using peer learning during clinical practice education : An observational study.
- 2021
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In: Nurse Education in Practice. - : Elsevier Ltd. - 1471-5953 .- 1873-5223. ; 50
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Journal article (peer-reviewed)abstract
- The purpose of this observational study was to describe the collaboration between first-year nursing students using peer learning during their first clinical practice education. In earlier, predominantly interview studies, peer learning has been described as a model with several positive outcomes. However, no studies on how students act in collaboration in a real-life context have been found. The present study observed sixteen arbitrarily paired nursing students (eight pairs) on three to five occasions per pair, in total 164 h from September 2015 to March 2016. Repeated unstructured observations including informal conversations were used. Using qualitative content analysis, one theme 'Involuntary collaboration leads to growth in different competencies' emerged and three categories 'Practising nursing skills and abilities when working together', 'Establishing knowledge by helping each other to understand' and 'Sharing thoughts, feelings, and knowledge and put them into words'. In conclusion, nursing students using peer learning were observed practising several competencies, some of them not so easily elicited according to earlier research as organization, nursing leadership, teaching, and supervision.
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| 28. |
- Romare, Charlotte, et al.
(author)
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The use of smart glasses in nursing education : A scoping review
- 2023
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In: Nurse Education in Practice. - : Elsevier. - 1471-5953 .- 1873-5223. ; 73
-
Research review (peer-reviewed)abstract
- Aim: The aim of this scoping review was to give an overview of the usability and feasibility of smart glasses in nursing education. In addition, this study will highlight nursing students’ experiences of using smart glasses in learning situations. Background: Healthcare is becoming increasingly complex and technological and so is nursing education. Technology enhanced learning aims to enhance the teaching-learning process through use of technology, for example through smart glasses. Design and methods: A literature review using a scoping review methodology was conducted. Qualitative content analysis was performed to analyse data. 14 references were included in the analysis. References were found using the databases PubMed, SCOPUS and ERIC. Results: The analysis resulted in three categories; (1) Situations in which smart glasses have been used in nursing education, (2) Learning experiences from using smart glasses in nursing education, and (3) User experiences from using smart glasses in nursing education. Smart glasses were used in different learning situations and were in general positively evaluated by nursing students. Although, drawbacks of using smart glasses were noted which could negatively effect student learning. Conclusions: Smart glasses have been used in a variety of learning situations in nursing education and enabled new learning situations. Students found smart glasses beneficial for their learning and smart glasses motivated and engaged students in the learning situation. Although, this was both user- and situation dependent. Technical issues could cause students to lose focus and there is need for technical support to facilitate the learning curve. By learning from others’ experiences unnecessary drawbacks can be avoided. © 2023 The Authors
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| 29. |
- Skedsmo, Karoline, et al.
(author)
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Postgraduate nursing students’ experiences with simulation-based learning in palliative care education : A qualitative study
- 2023
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In: Nurse Education in Practice. - 1471-5953 .- 1873-5223. ; 73
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Journal article (peer-reviewed)abstract
- Aim: The aim of this study was to explore postgraduate palliative care nursing students' experiences with simulation-based learning focusing on communication skills, as a learning method in palliative care education.Background: Communication is one of several important competencies in palliative care and found to be challenging. Developing appropriate communication skills in palliative care requires education and practice. To provide postgraduate palliative care nursing students with the required knowledge and experience, practical and active learning approaches, such as simulation-based learning, can be applied. Several studies have explored undergraduate nursing students' experiences with simulation-based learning in palliative care. However, to our knowledge no studies have explored postgraduate palliative care nursing students` experiences with simulation-based learning focusing on communication skills in palliative care education.Design: An exploratory descriptive design.Methods: A qualitative method was employed. Three focus group interviews were conducted in May 2022 using videoconferencing (Zoom) with 11 postgraduate palliative care nursing students, eight of whom wrote reflective notes. Data were analysed using systematic text condensation.Results: Three categories were identified in the data analysis: 1) from uncertain expectations to the real experience of simulation-based learning; 2) being a skilled professional in everyday life versus being observed in the scenarios; and 3) the balance between self-confidence and challenges in experiencing professional development and mastery.Conclusions: Postgraduate palliative care nursing students seemed to experience anxiety towards simulation-based learning in palliative care education, as well as variable expectations for the approach. This could be due to their unfamiliarity with the learning method. The need for repetition was underlined and the students indicated that they would like to be able to participate in several simulation sessions to familiarise themselves with the approach. The contrast between being a skilled professional in everyday life and the pressure of being observed and judged in the scenarios was an important finding. Students outlined the desire to feel safe, but also highlighted the importance of being challenged to experience professional development and enhanced mastery. Generally, the findings indicate that academic and psychological safety should be a focus during simulation-based learning and instructors should understand that students may have varied learning strategies, divergent learning experiences and shifting beliefs in their own competencies.
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| 30. |
- Stenberg, Marie, et al.
(author)
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Collaboration between first year undergraduate nursing students : A focused ethnographic study
- 2022
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In: Nurse Education in Practice. - : Elsevier. - 1471-5953 .- 1873-5223. ; 64
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Journal article (peer-reviewed)abstract
- AIM: The aim was to explore collaboration between first year undergraduate nursing students in a three-year bachelor program during clinical skills lab practices.BACKGROUND: The ability to collaborate is important in the nursing profession to ensure patient safety. Thus, efforts supporting nursing students with learning activities emphasizing this ability is crucial in nurse education as a preparation for the requirements of the nursing profession. Collaborative learning models are described as ways that support the students' interaction during education. However, collaboration between students has shown to have challenges such as negative competition and confrontations. This stresses the need to explore the collaboration between students to find ways to support the interaction.DESIGN: The study was conducted with a focused ethnographic approach.METHOD: Data were generated by participant observations during one semester, involving 70 h observation of 87 first year nursing students for 6 months and 24 training sessions in clinical skills lab practices. Two focus group discussions were used to elaborate students' views of collaboration and to provide an opportunity for follow up questions and interpretations from the observations. Field notes and focus group discussions were interpreted as one unit of analysis conducted with thematic network analysis. A global theme were synthesized from organizational and additional basic themes presenting the overall metaphor of the students' collaboration.RESULT: The global theme, Between adaptation and non-conformity, revealed a field of tension in the nursing students' collaboration. One the one hand, the global theme involved the students' ability to adopt to new knowledge and to being a nursing student in a clinical skills lab and to others' perspective. On the other hand, non-conformity creates a collaboration with less reflection between the students and non-synchronized and time-consuming laboratory work.CONCLUSION: Collaborative activities in nurse education fosters and challenges nursing students' collaboration required for clinical practices and later in the nursing profession. By the presented scaffolding efforts, nurse educators can arrange a learning environment that can support the collaboration between students and facilitate the transition into the profession.
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| 31. |
- Stenberg, Marie, et al.
(author)
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Preceptors' experiences of using structured learning activities as part of the peer learning model : A qualitative study
- 2020
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In: Nurse Education in Practice. - : Elsevier. - 1471-5953 .- 1873-5223. ; 42
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Journal article (peer-reviewed)abstract
- The clinical environment is a vital component of nurse education, constantly changing due to constraints of the current health care systems such as increasing number of students and a limited number of preceptors. Peer learning, is gaining momentum as an educational model highly suitable for clinical placements. The peer learning model incorporates structured learning activities that support student activity, but little is reported of the actual structure and content of those activities. Thereby, the aim of this study was to explore precepting nurses’ experience of using structured learning activities as part of the peer learning model during clinical placement. We used a qualitative research approach, using two open self-administered global questions. The result is based on the analysis of the written responses from 62 preceptors. Four categories followed the analysis: An opportunity for collaboration, An occasion for reflection, A new educational structure, and Recommendations for development. The preceptors perceived the structured learning activities as beneficial for increased collaboration and reflection among students. Moreover, utilizing the structured learning activities was perceived to be time saving for the preceptors, however this is an area where further research is needed.
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| 32. |
- Sterner, Anders, et al.
(author)
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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
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In: Nurse Education in Practice. - 1471-5953 .- 1873-5223. ; 72
-
Journal article (peer-reviewed)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
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| 33. |
- Sterner, Anders, et al.
(author)
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The value of simulation-based education in developing preparedness for acute care situations : An interview study of new graduate nurses’ perspectives
- 2023
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In: Nurse Education in Practice. - : Elsevier. - 1471-5953 .- 1873-5223. ; 67, s. 1-7
-
Journal article (peer-reviewed)abstract
- AimThis study aimed to explore how new graduated nurses experience a one-day simulation based education, contributing to providing care in acute situations two months after completion.BackgroundSimulation-based education is often offered to new graduated nurses as part of important workplace learning. Simulation-based education is a valid learning and teaching strategy and is suggested as a measure to improve nurses’ ability in acute situations. However, studies are often conducted as pre-post evaluations immediately after completion of a simulation. Thus, knowledge of the clinical impact of simulation-based education on actual acute care situations could benefit both research and practice.Design/methodDuring the winter of 2021–2022, 14 semi-structured interviews were conducted with newly graduated nurses two months after they completed the simulation-based education and the interviews were analyzed using thematic analysis.ResultsThe results are presented in three themes: a structured and shared strategy to handle acute situations, a developed role in acute situations and a more comprehensive understanding of acute situations. The results revealed that simulation-based education can contribute to the ability to care in acute situations in terms of action readiness and broad contextual understanding.ConclusionSimulation-based education can help develop the ability to care for patients in acute situations. However, differences in participant experiences must be acknowledged and processed in order for the implementation and outcome to be successful.
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| 34. |
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| 35. |
- Tuvesson, Hanna, et al.
(author)
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Registered nurse preceptors’ perceptions of changes in the organisation of clinical placements in psychiatric care for undergraduate nursing students : A mixed-methods study
- 2021
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In: Nurse Education in Practice. - : Elsevier Ltd. - 1471-5953 .- 1873-5223. ; 57
-
Journal article (peer-reviewed)abstract
- Aim: The aim of this study was to investigate the perceptions of registered nurse (RN) preceptors working in psychiatric care concerning the organisation of clinical placements and their own preceptor role with undergraduate nursing students. Background: Clinical placements play a central role in undergraduate nursing education, and it is crucial that psychiatric care clinical placements are of high quality. Methods: The RNs’ perceptions before and after the introduction of changes in the organisation of clinical placements were compared. A total of 103 surveys with quantitative and qualitative data were returned, from 59 RN preceptors at baseline and 44 RN preceptors at follow-up. Data were analysed with non-parametrical statistics and qualitative content analysis. Results: The majority of RN preceptors perceived the changes to have been beneficial, but there was still a desire for the students to have more time in their psychiatric care clinical placements according to the RN preceptors. At follow-up, significantly more RN preceptors perceived that they had an intentional pedagogical foundation for their precepting. Conclusions: We conclude that the changes introduced into the clinical placement are beneficial, but there is still need for further improvement in relation to the amount of time student nurses spend in psychiatric clinical placements and in the opportunities provided for RN preceptors to attend preceptor preparation courses. © 2021 The Authors
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| 36. |
- Westerdahl, Frida, et al.
(author)
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Bachelor nursing students acute accent and their educators acute accent experiences of teaching strategies targeting critical thinking : A scoping review
- 2022
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In: Nurse Education in Practice. - : Elsevier. - 1471-5953 .- 1873-5223. ; 63
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Journal article (peer-reviewed)abstract
- Aim: The objective of this scoping review was to review the published literature on existing teaching strategies targeting bachelor nursing students' critical thinking and explore how these strategies are described by students and educators. The research questions were: (i) Which teaching strategies are described in the literature targeting critical thinking among nursing students? and (ii) How are these teaching strategies described and experienced by students and/or nurse educators?Background: Critical thinking is integrated in the many clinical assignments and responsibilities with which registered nurses are faced. Therefore, it is important that nurse educators implement teaching strategies sup-porting bachelor nursing students' development of critical thinking to prepare them for their professional responsibilities.Design: Scoping review, Open Science Framework (OSF) registries DOI: 10.17605/OSF.IO/D89SB.Methods: The scoping review followed the six steps of Arksey and O'Malley (2005). Systematic searches were conducted using the databases PubMed, CINAHL, ERIC, ERC and PsycINFO. Eligible studies were quality assessed and text excerpts answering the research questions were analysed by a thematic analysis.Results: Our findings represent 19 published studies and can be understood according to two themes: the importance of the educational conditions and the impact of implemented teaching strategies. The first theme reflected not only the descriptions of important traits in the educational milieu facilitating the development of critical thinking but also the importance of how the content targeting such skills were delivered and organised. The second theme mirrored descriptions of how the students, through the teaching strategies, realized the need for collaboration to facilitate critical thinking. Further, it showed how the teaching strategies fostered professional growth and learning adaptation, by encouraging the students to question their knowledge and facilitating their development of clinical knowledge.Conclusions: The strategies used in the facilitation of critical thinking need to incorporate collaboration and student-centredness, creating a relaxed climate where the educators can assist through guidance and support. This calls for the implementation of teaching strategies whereby both educators and students are active in facilitating the learning environment.
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| 37. |
- Westerdahl, Frida, et al.
(author)
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Bachelor nursing students´ and their educators´ experiences of teaching strategies targeting critical thinking : A scoping review
- 2022
-
In: Nurse Education in Practice. - : Elsevier. - 1471-5953 .- 1873-5223. ; 63
-
Research review (peer-reviewed)abstract
- AIM: The objective of this scoping review was to review the published literature on existing teaching strategies targeting bachelor nursing students' critical thinking and explore how these strategies are described by students and educators. The research questions were: (i) Which teaching strategies are described in the literature targeting critical thinking among nursing students? and (ii) How are these teaching strategies described and experienced by students and/or nurse educators?BACKGROUND: Critical thinking is integrated in the many clinical assignments and responsibilities with which registered nurses are faced. Therefore, it is important that nurse educators implement teaching strategies supporting bachelor nursing students' development of critical thinking to prepare them for their professional responsibilities.DESIGN: Scoping review, Open Science Framework (OSF) registries DOI: 10.17605/OSF.IO/D89SB.METHODS: The scoping review followed the six steps of Arksey and O'Malley (2005). Systematic searches were conducted using the databases PubMed, CINAHL, ERIC, ERC and PsycINFO. Eligible studies were quality assessed and text excerpts answering the research questions were analysed by a thematic analysis.RESULTS: Our findings represent 19 published studies and can be understood according to two themes: the importance of the educational conditions and the impact of implemented teaching strategies. The first theme reflected not only the descriptions of important traits in the educational milieu facilitating the development of critical thinking but also the importance of how the content targeting such skills were delivered and organised. The second theme mirrored descriptions of how the students, through the teaching strategies, realized the need for collaboration to facilitate critical thinking. Further, it showed how the teaching strategies fostered professional growth and learning adaptation, by encouraging the students to question their knowledge and facilitating their development of clinical knowledge.CONCLUSIONS: The strategies used in the facilitation of critical thinking need to incorporate collaboration and student-centredness, creating a relaxed climate where the educators can assist through guidance and support. This calls for the implementation of teaching strategies whereby both educators and students are active in facilitating the learning environment.
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| 38. |
- Wigert, Helena, 1960, et al.
(author)
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Managing conflict situations nursing students encounter during their clinical practice, narrated and performed through Forum Play
- 2021
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In: Nurse Education in Practice. - : Elsevier BV. - 1471-5953 .- 1873-5223. ; 56
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Journal article (peer-reviewed)abstract
- Aim: To describe and illuminate conflict situations nursing students encounter during their clinical practice, narrated and performed through Forum Play. Background: Conflicts are common in healthcare settings and affect patient care and the wellbeing of nurses. To be able to manage complex practice situations, conflict management is an essential competence for nurses and should be highlighted during education. The aim of the study was to describe and illuminate conflict situations nursing students encounter during their clinical practice, narrated and performed through Forum Play. Design: The study was designed as a summative qualitative analysis of written group assignments related to nursing students' participation in a drama workshop. Method: A summative qualitative content analysis of written group assignments related to nursing students' participation in a drama workshop, focusing on conflict management. During the workshop the students explored conflict situations they had encountered during clinical practice, through Forum Play. After the workshop, the students handed in a mandatory written group assignment where they described one of the conflict situations. Results: The findings are presented in three categories; Parties; Arenas; Situations, one main theme; "Who knows best" and two subthemes; Difficulties to adapt to the new and Difficulties reaching a mutual understanding. Conclusion: Conflict situations that nursing students encounter during their clinical practice often stem from the health care staff's difficulties in adapting to the new and difficulty reaching a mutual understanding. Conflict management can be implemented as a powerful learning strategy in nursing education.
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| 39. |
- Wiklund, Lena, 1960-, et al.
(author)
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Nursing teachers’ experiences of the process of recovery while participating in a group programme for reducing work-related stress: A qualitative content analysis
- 2020
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In: Nurse Education in Practice. - : Elsevier BV. - 1471-5953 .- 1873-5223. ; 48
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Journal article (peer-reviewed)abstract
- Work-related stress is an increasing health problem among nursing teachers, contributing to health problems, disengagement and poor job satisfaction. Negative coping strategies impact on both teachers' and students' teaching-learning experiences. Several interventions have been developed to address work-related stress. There has been less focus on how nursing teachers can learn to recover from work-related stress before it has severe consequences for their health, and to understand it from a nursing perspective. The aim of this study was to explore how nursing teachers who participated in a cognitive relational group programme experienced the process of recovery from work-related stress. Data were collected by means of three focus groups and subjected to qualitative content analysis, resulting in three categories: relatedness, evoking the inner caregiver, and re-orientation in life. These categories were reflected on in relation to Benner and Wrubel's “primacy of caring and synthesised into a metaphorical theme: “finding one's footings”. The findings imply that the development of positive coping strategies as well as knowledge and understanding about psychological processes are vehicles in the process of recovery. We conclude that interventions also need to account for the process of recovery as related to an ontological level and the persons Being-in-the-World.
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| 40. |
- Xiarchi, Lamprini, et al.
(author)
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Balancing between familiarity and professionalism in caring for older persons : A phenomenological study from the perspective of nursing students
- 2023
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In: Nurse Education in Practice. - : Elsevier. - 1471-5953 .- 1873-5223. ; 71
-
Journal article (peer-reviewed)abstract
- Aim: To describe the meaning of caring for older persons based on the experiences of nursing students in Greece. Background: The present study is conducted based on a caring science perspective derived from a holistic viewpoint of human beings, aiming to support the well-being of older persons. In Greece, informal caregivers play an important role in caring for older people; however, as the population ages, the need for registered nurses specialising in caring for older people is also increasing. Previous research in other countries has reported a relative lack of interest in this field, which is a threat to the quality of care. To ensure an adequate number of new-generation nurses caring for older people, nursing students’ perceptions of the phenomenon of caring for older persons should be well understood and explored in a context where the number of long-term care beds and residential care facilities are low and where informal caregiving is common. Design: Based on Descriptive Phenomenology, in line with the Reflective Lifeworld Research (RLR) approach. Methods: A total of 12 nursing students at a university in Greece underwent in-depth lifeworld interviews online during June and July 2021 and March 2022; Interviews were transcribed verbatim and were analysed according to the principles of RLR that approaches the phenomena with openness and constant reflection. The participants were students in their fourth or fifth year of nursing education; they had previous experience in older person care and were not acquainted with the authors. Results: The results show the essential structure of the meaning of caring for older persons, where otherness consists of intertwined demanding and rewarding elements. The essence is further conveyed by three constituents: otherness of the older person: witnessing someone's vulnerability; trustful caring: struggling with normative structures; and closeness and distance: balancing between familiarity and professionalism. Conclusion: To ensure quality of care for older persons in the future, an understanding of how nursing students describe their experiences of caring for older persons during education is important. Balancing between familiarity and professionalism highlights the need for further reflection on professionalism and dignity and identifying the norms and values helps to highlight particularities of the context and national healthcare system. Curricula focusing on cultivating students’ preunderstanding, regarding caring for older persons are required to promote a higher quality of care in the future. Caring science can contribute to a focus on a holistic perspective in caring for older people. Tweetable abstract: There is an ever-increasing need for educated nurses in the field of caring for older people. With the lack of interest in this field of nursing, the overall quality of care is impacted. This study describes the meaning of caring for older persons based on the experiences of nursing students in the Greek health care system.
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| 41. |
- Zhang, Hui, et al.
(author)
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Developing a structured three-phase video-assisted debriefing to enhance prelicensure nursing students debriefing experiences, reflective abilities, and professional competencies: A proof-of-concept study
- 2020
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In: Nurse Education in Practice. - : ELSEVIER SCI LTD. - 1471-5953 .- 1873-5223. ; 44
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Journal article (peer-reviewed)abstract
- Video-assisted debriefing (VAD) refers to using video capture and playback to support learning in debriefing. Despite being deemed as the gold standard in simulation, VAD has received little attention to its structure development. This paper aimed to describe the development process of a structured three-phase VAD and report its preliminary effects on nursing students debriefing experiences, reflective abilities, and professional competencies following a code blue simulation. This three-phase VAD was developed through an extensive literature review, and its pilot test was conducted at a tertiary university using the pretest-posttest design. A convenient sample of 63 prelicensure nursing students were used. Study outcomes were measured using the Debriefing Experience Scale (DES), the Groningen Reflective Ability Scale (GRAS), and the Simulation-based Assessment Tool (SAT). The preliminary findings of this study showed that the developed three-phase VAD demonstrated its potential on improving nursing students debriefing experiences (p < 0.001), reflective abilities (p < 0.01), and professional competencies (p < 0.001). Considering the limitations of the pilot design, a two-arm quasi-experimental study with a larger sample size will be conducted to further confirm its effectiveness on the context of nursing.
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| 42. |
- Ädel, Eva, et al.
(author)
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Health-promoting and -impeding aspects of using peer-learning during clinical practice education : A qualitative study
- 2021
-
In: Nurse Education in Practice. - : Elsevier. - 1471-5953 .- 1873-5223. ; 55
-
Journal article (peer-reviewed)abstract
- AimThe aim of the present study was to elucidate health-promoting and -impeding aspects of peer-learning by examining nursing students' descriptions of learning together as peers, and how this might interact with their health.BackgroundPeer-learning is a useful strategy for teaching and learning in nursing students' clinical practice education. In the research, benefits such as improved cooperation and increased self-confidence have been described and labelled as health-promoting.DesignA qualitative descriptive approach Method Thirteen first-year nursing students aged 22-45 years, who had completed their first clinical practice education on a medical or surgical hospital ward, participated in one-on-one semi-structured interviews. The interviews were analyzed using qualitative content analysis.ResultWorking as a pair was primarily described as positive, as the peers felt basic support from each other, even though they described negative experiences that limited their own development and challenged their patience.ConclusionPeer-learning as a model for supervision in clinical practice incorporates valuable health-promoting aspects, as the students felt safe, supported, increased self-confidence, and participation. The interaction between peers helped them grow as human beings, and the mutual support the peers felt was a vital health-promoting aspect that limited the impact of the described health-impeding aspects, which included sometimes finding peer-learning trying, stressful and irritating.
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