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Terp, U., Bisholt, B. & Hjärthag, F. (2022). A feasibility study of a cognitive behavioral based stress management intervention for nursing students: results, challenges, and implications for research and practice. BMC Nursing (1), Article ID 30.
Öppna denna publikation i ny flik eller fönster >>A feasibility study of a cognitive behavioral based stress management intervention for nursing students: results, challenges, and implications for research and practice
2022 (Engelska)Ingår i: BMC Nursing, ISSN 1472-6955, E-ISSN 1472-6955, nr 1, artikel-id 30Artikel i tidskrift (Refereegranskat) Published
Abstract [en]

Background Stress related psychological problems are growing in nursing education and constitute an essential challenge for educators. This makes research about strategies and interventions to meet these problems important. Stress management interventions need to be tested for feasibility and acceptability, before conducting large scale RCTs. The objective of our study was to assess the feasibility and acceptability of a newly developed cognitive behavioral stress management intervention for nursing students. Methods Data were collected using a combination of standardized measurements and newly created questionnaires in combination with qualitative data. Our data included recruitment capability, sample characteristics, intervention acceptability and preliminary evaluation of participant psychological changes. Results Findings suggested that the feasibility of conducting a full-scale evaluation was confirmed for intervention acceptability, data collection procedures, and adherence. However, difficulties relating to recruitment capability and homework were identified. All aspects taken together, the intervention was found feasible and acceptable to nursing students, and thus a potential stress management intervention for the nurse education context. Conclusions Overall, this study provides an insight into the challenges and complexities of developing and evaluating a new brief cognitive behavioral based stress management training intervention in a nurse education setting.

Ort, förlag, år, upplaga, sidor
BioMed Central, 2022
Nyckelord
Feasibility, Cognitive behavioral stress management, Nursing education, Stress, Health promotion
Nationell ämneskategori
Psykologi Omvårdnad
Forskningsämne
Psykologi
Identifikatorer
urn:nbn:se:kau:diva-75457 (URN)10.1186/s12912-021-00761-6 (DOI)000745383900001 ()2-s2.0-85123375716 (Scopus ID)
Anmärkning

Publicerades som manuscript i avhandlingen med titel: Cognitive Behavioral Stress Management Training for Nursing Students 

Tillgänglig från: 2019-10-28 Skapad: 2019-10-28 Senast uppdaterad: 2022-04-07Bibliografiskt granskad
Blomberg, A.-C., Lindwall, L. & Bisholt, B. (2022). Operating theatre nurses' with managerial responsibility: Self-reported clinical competence and need of competence development in perioperative nursing. Nursing Open, 9(1), 692-704
Öppna denna publikation i ny flik eller fönster >>Operating theatre nurses' with managerial responsibility: Self-reported clinical competence and need of competence development in perioperative nursing
2022 (Engelska)Ingår i: Nursing Open, E-ISSN 2054-1058, Vol. 9, nr 1, s. 692-704Artikel i tidskrift (Refereegranskat) Published
Abstract [en]

Aim: The aim of this study was to investigate operating theatre nurses (OTNs) with managerial responsibility, and their self-rated clinical competence and need for competence development in perioperative nursing. Design: A cross-sectional study was applied using a modified version of Professional Nurse Self-Assessment Scale of Clinical Core Competence I. Method: Data were collected from 303 OTNs in Sweden, 80 of whom indicated that they had managerial responsibility. Statistics analysis was used to identify the relationships between background variables to compare OTNs with and without managerial responsibility and their need for competence development. Results: OTNs with an academic degree and managerial responsibility self-rated their clinical competence higher compared with OTNs without an academic degree. It also turned out that OTNs with RN education and 1-year advanced nursing in theatre care, and master's 60 credits had a lower need for competence development in cooperation and consultation, professional development and critical thinking.

Ort, förlag, år, upplaga, sidor
Wiley-Blackwell, 2022
Nyckelord
competence, competence development, operating theatre nurse, perioperative nursing
Nationell ämneskategori
Omvårdnad
Forskningsämne
Omvårdnad
Identifikatorer
urn:nbn:se:kau:diva-87332 (URN)10.1002/nop2.1120 (DOI)000714932200001 ()34741502 (PubMedID)2-s2.0-85118484337 (Scopus ID)
Tillgänglig från: 2021-11-22 Skapad: 2021-11-22 Senast uppdaterad: 2022-05-16Bibliografiskt granskad
Granrud, M. D., Bisholt, B., Anderzen-Carlsson, A. & Myhrene Steffenak, A. K. (2020). Overcoming barriers to reach for a helping hand: Adolescent boys' experience of visiting the public health nurse for mental health problems. International Journal of Adolescence and Youth, 25(1), 649-660
Öppna denna publikation i ny flik eller fönster >>Overcoming barriers to reach for a helping hand: Adolescent boys' experience of visiting the public health nurse for mental health problems
2020 (Engelska)Ingår i: International Journal of Adolescence and Youth, ISSN 0267-3843, E-ISSN 2164-4527, Vol. 25, nr 1, s. 649-660Artikel i tidskrift (Refereegranskat) Published
Abstract [en]

Mental health problems among adolescents have become a public health issue in Norway. However, few adolescent boys seek help for their mental health problems. This study focus on adolescent boys' experiences related to visiting the public health nurse for mental health problems. Twelve adolescent boys were interviewed and qualitative content analysis was used to analyse the data. The theme identified from the data was: overcoming barriers to reach for a helping hand. The theme consisted of four categories: the public health nurse must be accessible; breaking the norm is a prerequisite for the adolescent boys to talk about mental health problems; ensuring that confidentiality is respected; and the public health nurse is a trustworthy person who can open up for new perspectives. The adolescent boys experienced barriers to visiting the public health nurse. When they had crossed these barriers, the visit was experienced as positive.

Ort, förlag, år, upplaga, sidor
Taylor & Francis, 2020
Nyckelord
Adolescent, boy, content analysis, mental health problems, public health nurse, school health service
Nationell ämneskategori
Omvårdnad
Forskningsämne
Omvårdnad
Identifikatorer
urn:nbn:se:kau:diva-74369 (URN)10.1080/02673843.2020.1711529 (DOI)000514447300001 ()
Anmärkning

Artikeln ingick som manuskript i Granruds doktorsavhandling.

Tillgänglig från: 2019-08-16 Skapad: 2019-08-16 Senast uppdaterad: 2020-05-13Bibliografiskt granskad
Allvin, R., Bisholt, B., Blomberg, K., Bååth, C. & Wangensteen, S. (2020). Self-assessed competence and need for further training among registered nurses in somatic hospital wards in Sweden: a cross-sectional survey. BMC Nursing, 19(1), Article ID 74.
Öppna denna publikation i ny flik eller fönster >>Self-assessed competence and need for further training among registered nurses in somatic hospital wards in Sweden: a cross-sectional survey
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2020 (Engelska)Ingår i: BMC Nursing, ISSN 1472-6955, E-ISSN 1472-6955, Vol. 19, nr 1, artikel-id 74Artikel i tidskrift (Refereegranskat) Published
Abstract [en]

Background Professional competence and continuous professional development is essential for ensuring high quality and safe nursing care, and it might be important for motivating nurses to stay in the profession. Thus, there is a need to identify the developmental process of nursing competency. Assessment of competence and need for further training helps to identify areas for quality improvement, and to design interventions in order to facilitate continuous competence development in different work contexts. The current study aimed to 1) describe registered nurses' self-assessment of clinical competence as well as the need for further training, and 2) explore possible differences between registered nurses with varying lengths of professional experience as a nurse (<= 0,5 year, > 0,5-5 years, and >= 6 years). Methods A cross-sectional survey design was applied, using the Professional Nurse Self-Assessment Scale of clinical core competencies II. Registered nurses (n = 266) working in medical and surgical contexts in hospitals in Sweden responded (response rate 51%). Independent student t-test and analysis of variance were carried out. Results Registered nurses assessed their competence highest in statements related to cooperation with other health professionals; taking full responsibility for own activities; and acting ethically when caring for patients. They assessed their need for further training most for statements related to assessing patients' health needs by telephone; giving health promotion advice and recommendations to patients by telephone; as well as improving a creative learning environment for staff at the workplace. For self-assessed competence and need for further training, differences between the groups for 35 and 46 items respectively, out of 50 were statistically significant. Conclusions Although the registered nurses assessed their competence high for important competence components expected of professionals such as cooperation with other healthcare professionals, it is problematic that knowledge of interactions and side-effects of different types of medication were reported as having the highest need of training. Longitudinal follow up of newly graduated nurses regarding their continuous development of competence as well as further training is needed.

Ort, förlag, år, upplaga, sidor
BMC, 2020
Nyckelord
Clinical competence, Nurse competence, Registered nurses, Self-assessment
Nationell ämneskategori
Omvårdnad
Forskningsämne
Omvårdnad
Identifikatorer
urn:nbn:se:kau:diva-80202 (URN)10.1186/s12912-020-00466-2 (DOI)000560171300001 ()32774153 (PubMedID)2-s2.0-85089486114 (Scopus ID)
Tillgänglig från: 2020-09-16 Skapad: 2020-09-16 Senast uppdaterad: 2021-09-16Bibliografiskt granskad
Terp, U., Hjärthag, F. & Bisholt, B. (2019). Effects of a Cognitive Behavioral-Based Stress Management Program on Stress Management Competency, Self-efficacy and Self-esteem Experienced by Nursing Students. Nurse Educator, 44(1), E1-E5
Öppna denna publikation i ny flik eller fönster >>Effects of a Cognitive Behavioral-Based Stress Management Program on Stress Management Competency, Self-efficacy and Self-esteem Experienced by Nursing Students
2019 (Engelska)Ingår i: Nurse Educator, ISSN 0363-3624, E-ISSN 1538-9855, Vol. 44, nr 1, s. E1-E5Artikel i tidskrift (Refereegranskat) Published
Abstract [en]

Nursing students' exposure to stress negatively affects both academic and clinical performance and potentially their future as professional nurses. This pilot study measured the effects of a 10-week cognitive behavioral therapy-based stress management program, using a quasi-experimental design. Independent t tests showed positive effects of the training program compared with a control group. Students' perceived stress management competency, self-efficacy, and self-esteem were higher 1 year after the intervention.

Ort, förlag, år, upplaga, sidor
Wolters Kluwer, 2019
Nyckelord
cognitive behavioral training; group intervention, health promotion, nursing students, stress management
Nationell ämneskategori
Psykologi (exklusive tillämpad psykologi)
Forskningsämne
Psykologi
Identifikatorer
urn:nbn:se:kau:diva-70307 (URN)10.1097/NNE.0000000000000492 (DOI)000453438300001 ()29286989 (PubMedID)
Tillgänglig från: 2018-11-27 Skapad: 2018-11-27 Senast uppdaterad: 2019-10-28Bibliografiskt granskad
Sundler, A. J., Blomberg, K., Bisholt, B., Eklund, A., Windahl, J. & Larsson, M. (2019). Experiences of supervision during clinical education among specialised nursing students in Sweden: A cross-sectional study. Nurse Education Today, 79, 20-24
Öppna denna publikation i ny flik eller fönster >>Experiences of supervision during clinical education among specialised nursing students in Sweden: A cross-sectional study
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2019 (Engelska)Ingår i: Nurse Education Today, ISSN 0260-6917, E-ISSN 1532-2793, Vol. 79, s. 20-24Artikel i tidskrift (Refereegranskat) Published
Abstract [en]

Background: The importance of the clinical learning environment in nurse education has gained increasing attention over the last decades. However, there is a lack of research on the learning environment, its significance and meaning in specialist nurse education. Objective: The objectives of the study were to investigate specialised nursing students' experiences of supervision during clinical practice and to compare students who were satisfied with the supervision with those who were dissatisfied with respect to a)organisation of supervision and number of preceptors, as well as time allocated by preceptors for b)supervision, c)reflection, d)discussion of intended learning outcomes, and e)assessments of students' performance by preceptors. Design: This study used a cross-sectional design. Sample and settings: A convenience sample of specialised nursing students was derived from five Swedish universities in the years 2016 and 2017. Methods: Data were collected using a questionnaire. Statistical analyses and a qualitative conventional content analysis were performed. Results: While almost all specialised nursing students reported that there had been time for discussion on their performance assessment, almost half of the students reported not getting time for supervision, or time for reflections and discussions on intended learning outcomes with the preceptor. Students reporting having time allocated for supervision by preceptors were found to be more satisfied with supervision. It was described as important that the preceptor(s)acknowledged the students previous work experiences. Even though being a registered nurse, reflections and feedback were described as valuable for the students learning. Several preceptors were described as positive allowing a broader picture and different views regarding working as a specialist nurse. Conclusions: This study indicates that supervision, in terms of discussions and reflections, of specialised nursing students is significant for learning experiences and satisfaction during clinical placement.

Ort, förlag, år, upplaga, sidor
Elsevier, 2019
Nyckelord
Clinical practice, Community health care, Graduate nursing education, Learning, Preceptorship, Primary health care, Specialist nurse education, Supervision, article, clinical education, community care, content analysis, controlled study, convenience sample, cross-sectional study, human, human experiment, nursing education, nursing student, outcome assessment, questionnaire, registered nurse, satisfaction, statistical analysis, Sweden, work experience
Nationell ämneskategori
Omvårdnad
Forskningsämne
Omvårdnad
Identifikatorer
urn:nbn:se:kau:diva-72501 (URN)10.1016/j.nedt.2019.05.009 (DOI)000473377700004 ()2-s2.0-85065447098 (Scopus ID)
Tillgänglig från: 2019-06-13 Skapad: 2019-06-13 Senast uppdaterad: 2020-07-13Bibliografiskt granskad
Terp, U., Bisholt, B. & Hjärthag, F. (2019). Not Just Tools to Handle It: A Qualitative Study of Nursing Students' Experiences From Participating in a Cognitive Behavioral Stress Management Intervention. Health Education & Behavior, 46(6), 922-929
Öppna denna publikation i ny flik eller fönster >>Not Just Tools to Handle It: A Qualitative Study of Nursing Students' Experiences From Participating in a Cognitive Behavioral Stress Management Intervention
2019 (Engelska)Ingår i: Health Education & Behavior, ISSN 1090-1981, E-ISSN 1552-6127, Vol. 46, nr 6, s. 922-929Artikel i tidskrift (Refereegranskat) Published
Abstract [en]

Background. Stress-related problems are an increasing challenge within nurse education since it affects learning, professional development, and mental health negatively. Despite this, knowledge is scarce regarding nursing students' experiences of being in stress management interventions. Aim. This study aimed to describe how nursing students experienced a preventive cognitive behavioral therapy-based stress management intervention. Method. Data were collected through 14 semistructured interviews with nursing students who had participated in a stress management intervention, and analyzed using inductive qualitative content analysis. Results. The analysis yielded one theme, Turning points, which consisted of four categories: (1) more in touch with reality, (2) increased self-confidence, (3) improved communication skills, and (4) a new way of reflecting. Discussion. Findings emphasize the importance of both theoretical and structural aspects when planning a stress management training intervention. A group format delivery in combination with a multicomponent cognitive behavioral intervention can be interrelated elements for positive stress-related changes. Conclusion. Our findings indicate that participants developed new and more adaptive coping strategies, which were attributed to the intervention. The participants expressed that they had increased their ability to reflect, which led to increased insight and self-reflection. The intervention constitutes an example of a contribution to stress management research and provides information for stress management training initiatives in nurse education.

Ort, förlag, år, upplaga, sidor
Thousand Oaks, CA, USA: Sage Publications, 2019
Nyckelord
health promotion, higher education, nursing students, prevention, qualitative content analysis, stress management
Nationell ämneskategori
Omvårdnad Psykologi (exklusive tillämpad psykologi)
Forskningsämne
Psykologi; Omvårdnad
Identifikatorer
urn:nbn:se:kau:diva-74570 (URN)10.1177/1090198119865319 (DOI)000481300300001 ()31394927 (PubMedID)
Tillgänglig från: 2019-08-29 Skapad: 2019-08-29 Senast uppdaterad: 2020-03-31Bibliografiskt granskad
Blomberg, A.-C., Lindwall, L. & Bisholt, B. (2019). Operating theatre nurses' self-reported clinical competence in perioperative practice: A mixed method study. Nursing Open, 6(4), 1510-1516
Öppna denna publikation i ny flik eller fönster >>Operating theatre nurses' self-reported clinical competence in perioperative practice: A mixed method study
2019 (Engelska)Ingår i: Nursing Open, E-ISSN 2054-1058, Vol. 6, nr 4, s. 1510-1516Artikel i tidskrift (Refereegranskat) Published
Abstract [en]

Background: During many years the operating theatre nurse's clinical competence has been describing in relation to patient safety, but the nursing care of the patient remains unclear. Therefore, we want in this study to investigate the relationship between background factors of operating theatre nurses self-rated clinical competence and describe factors of importance for development of clinical competence in perioperative nursing.Methods: A cross-sectional study with a mixed method approach was chosen. The instrument Professional Nurse Self-Assessment Scale of Clinical Core Competence was used for self-rating operating theatre nurses' clinical competence in perioperative nursing, and an open-ended question was added to describe factors of importance for development of clinical competence. In total, 1057 operating theatre nurses in Sweden were asked to participate, and 303 responded (28 %). They had different educational backgrounds and professional experiences, and were employed in universities or central/regional and district hospitals.Results: Academic degree, professional experience and place of employment were significant for the development of the operating theatre nurses' clinical competence. Academic degree appeared to affect operating theatre nurse leadership and cooperation, as well as how consultations took place with other professions about patient care. Being employed at a university hospital had a positive effect on professional development and critical thinking.Conclusions:  An academic degree influenced the operating theatre nurses' ability to act in complex situations, and along with professional experience strengthened the nurses' ability to use different problem-solving strategies and face the consequences of decisions made. Scientific knowledge and interprofessional learning and competence development in medical technologies should supplement nursing care for the development of clinical competence.

Ort, förlag, år, upplaga, sidor
Hoboken: , 2019
Nyckelord
mixed method, operating theatre nurse, perioperative nursing, clinical competence
Nationell ämneskategori
Omvårdnad
Forskningsämne
Omvårdnad
Identifikatorer
urn:nbn:se:kau:diva-69842 (URN)10.1002/nop2.352 (DOI)000480822100001 ()
Anmärkning

Artikeln ingick som manuskript i Blombergs doktorsavhandling.

Tillgänglig från: 2018-10-23 Skapad: 2018-10-23 Senast uppdaterad: 2019-11-22Bibliografiskt granskad
Granrud, M. D., Anderzen-Carlsson, A., Bisholt, B. & Steffenak, A. K. (2019). Public Health Nurse and interprofessional collaboration related to adolescent mental health problems. European Journal of Public Health, 29, 516-516
Öppna denna publikation i ny flik eller fönster >>Public Health Nurse and interprofessional collaboration related to adolescent mental health problems
2019 (Engelska)Ingår i: European Journal of Public Health, ISSN 1101-1262, E-ISSN 1464-360X, Vol. 29, s. 516-516Artikel i tidskrift, Meeting abstract (Övrigt vetenskapligt) Published
Ort, förlag, år, upplaga, sidor
Oxford University Press, 2019
Nationell ämneskategori
Omvårdnad
Forskningsämne
Omvårdnad
Identifikatorer
urn:nbn:se:kau:diva-76938 (URN)000506895304183 ()
Tillgänglig från: 2020-02-20 Skapad: 2020-02-20 Senast uppdaterad: 2023-08-17Bibliografiskt granskad
Granrud, M. D., Anderzen-Carlsson, A., Bisholt, B. & Steffenak, A. K. (2019). Public health nurses' perceptions of interprofessional collaboration related to adolescents' mental health problems in secondary schools: A phenomenographic study. Journal of Clinical Nursing, 28(15-16), 2899-2910
Öppna denna publikation i ny flik eller fönster >>Public health nurses' perceptions of interprofessional collaboration related to adolescents' mental health problems in secondary schools: A phenomenographic study
2019 (Engelska)Ingår i: Journal of Clinical Nursing, ISSN 0962-1067, E-ISSN 1365-2702, Vol. 28, nr 15-16, s. 2899-2910Artikel i tidskrift (Refereegranskat) Published
Abstract [en]

Aims and objectives: To describe the variation in public health nurses' perceptions of interprofessional collaboration related to adolescents' mental health problems in secondary schools in Norway. Background: Mental health problems among adolescents account for a large portion of the global burden of disease and affect 10%–20% of adolescents worldwide. Public health nurses in school health services play an important role in disease prevention and promotion of physical and mental health. In order to serve adolescents with regard to mental health problems, public health nurses are dependent on collaboration with other professionals in schools. Design: Qualitative interviews were conducted with 18 public health nurses working in the school health services. Method: A phenomenographic approach was used for interviewing and for analysing the qualitative interviews. This study is presented in line with COREQ's checklist. Result: The analysis resulted in three descriptive categories based on eight identified conceptions. The categories are as follows: “The formal structure has an impact on interprofessional collaboration”; “The public health nurse is an important, but not always self-evident, partner in interprofessional collaboration”; and “The primary players are the teachers in collaboration.”. Conclusion: The public health nurses describe that they had limited impact on collaboration and were dependent on both the school principal and the teachers for achieving good collaboration. Teachers have the power to decide whether to collaborate with the public health nurse, and public health nurses regard teachers as the most important collaborative partners. The public health nurses need to make themselves and their competence visible. Relevance to clinical practice: The findings demonstrated that public health nurses are important collaborators, but are not always included in interprofessional collaboration. This knowledge is essential to strengthen public health nurses' roles and presence in schools, which could most certainly benefit adolescents with mental health problems in secondary school.

Ort, förlag, år, upplaga, sidor
Blackwell Publishing, 2019
Nyckelord
adolescents, interprofessional collaboration, mental health problems, phenomenography, public health nurse, secondary school
Nationell ämneskategori
Omvårdnad
Forskningsämne
Omvårdnad
Identifikatorer
urn:nbn:se:kau:diva-72498 (URN)10.1111/jocn.14881 (DOI)000476595300018 ()2-s2.0-85065186850 (Scopus ID)
Tillgänglig från: 2019-06-13 Skapad: 2019-06-13 Senast uppdaterad: 2019-08-16Bibliografiskt granskad
Organisationer
Identifikatorer
ORCID-id: ORCID iD iconorcid.org/0000-0002-8836-5842

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