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Nordström, Gun
Publications (10 of 137) Show all publications
Finbråten, H. S., Wilde-Larsson, B., Nordström, G., Pettersen, K. S., Trollvik, A. & Guttersrud, Ö. (2018). Establishing the HLS-Q12 short version of the European Health Literacy Survey Questionnaire: Latent trait analyses using Rasch modelling and confirmatory factor modelling. BMC Health Services Research, 18(506)
Open this publication in new window or tab >>Establishing the HLS-Q12 short version of the European Health Literacy Survey Questionnaire: Latent trait analyses using Rasch modelling and confirmatory factor modelling
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2018 (English)In: BMC Health Services Research, ISSN 1472-6963, E-ISSN 1472-6963, Vol. 18, no 506Article in journal (Other academic) Published
Abstract [en]

The European Health Literacy Survey Questionnaire (HLS-EU-Q47) is widely used in assessing health literacy (HL). There has been some controversy whether the comprehensive HLS-EU-Q47 data, reflecting a conceptual model of four cognitive domains across three health domains (i.e. 12 subscales), fit unidimensional Rasch models. Still, the HLS-EU-Q47 raw score is commonly interpreted as a sufficient statistic. Combining Rasch modelling and confirmatory factor analysis, we reduced the 47 item scale to a parsimonious 12 item scale that meets the assumptions and requirements of objective measurement while offering a clinically feasible HL screening tool. This paper aims at (1) evaluating the psychometric properties of the HLS-EU-Q47 and associated short versions in a large Norwegian sample, and (2) establishing a short version (HLS-Q12) with sufficient psychometric properties.MethodsUsing computer-assisted telephone interviews during November 2014, data were collected from 900 randomly sampled individuals aged 16 and over. The data were analysed using the partial credit parameterization of the unidimensional polytomous Rasch model (PRM) and the 'between-item' multidimensional PRM, and by using one-factorial and multi-factorial confirmatory factor analysis (CFA) with categorical variables.ResultsUsing likelihood-ratio tests to compare data-model fit for nested models, we found that the observed HLS-EU-Q47 data were more likely under a 12-dimensional Rasch model than under a three- or a one-dimensional Rasch model. Several of the 12 theoretically defined subscales suffered from low reliability owing to few items. Excluding poorly discriminating items, items displaying differential item functioning and redundant items violating the assumption of local independency, a parsimonious 12-item HLS-Q12 scale is suggested. The HLS-Q12 displayed acceptable fit to the unidimensional Rasch model and achieved acceptable goodness-of-fit indexes using CFA.ConclusionsUnlike the HLS-EU-Q47 data, the parsimonious 12-item version (HLS-Q12) meets the assumptions and the requirements of objective measurement while offering clinically feasible screening without applying advanced psychometric methods on site. To avoid invalid measures of HL using the HLS-EU-Q47, we suggest using the HLS-Q12. Valid measures are particularly important in studies aiming to explain the variance in the latent trait HL, and explore the relation between HL and health outcomes with the purpose of informing policy makers.

Place, publisher, year, edition, pages
BioMed Central, 2018
Keywords
Confirmatory factor analysis of categorical data; Health literacy; HLS-EU-Q47; HLS-Q12; Rasch modelling; Short version; Validation
National Category
Health Sciences Nursing
Research subject
Nursing Science
Identifiers
urn:nbn:se:kau:diva-66962 (URN)10.1186/s12913-018-3275-7 (DOI)000436841600003 ()
Note

I avhandlingen publicerad med manuskripttiteln: Proposing the HLS-N-Q12 based on a review of the European Health Literacy Survey Questionnaire and associated short versions : Latent trait analyses using Rasch modelling and confirmatory factor modelling

Available from: 2018-04-10 Created: 2018-04-10 Last updated: 2018-12-10Bibliographically approved
Hov, R., Kvigne, K., Aiyub, I., Gillund, M. V., Hermansyah, H., Nordström, G., . . . Höye, S. (2018). Nurses' contributions to health: Perceptionsof first-year nursing students in Scandinaviaand Indonesia. Nordic journal of nursing research
Open this publication in new window or tab >>Nurses' contributions to health: Perceptionsof first-year nursing students in Scandinaviaand Indonesia
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2018 (English)In: Nordic journal of nursing research, ISSN 2057-1585, E-ISSN 2057-1593, p. -9Article in journal (Refereed) Published
Abstract [en]

Nursing students need an understanding of how nurses care for people’s health from a global perspective. The aim of this studywas to explore how nurses can contribute to health from the perspectives of first-year nursing students in Scandinavia (Sweden,Norway) and Indonesia. Data were collected using an open-ended question about nurses’ contribution to health, and analysedusing qualitative content analysis. Three common categories emerged: ‘Promoting health and preventing disease’, ‘Performingcare and treatment’, ‘Establishing a relationship with patients and being compassionate’. ‘Possessing and implementing knowledgeand skills’ was common to Norway and Indonesia. ‘Being a team member’ was emphasised by the Indonesian participants.The Norwegian participants focused on health promotion, whereas those from Indonesia prioritised disease prevention. TheScandinavian participants emphasised individuality, while those from Indonesia focused on the community. The findings indicatethat nursing education should take account of different cultures and include student exchange programmes.

Keywords
health, Indonesia, nurses, nursing students, qualitative research, Scandinavia
National Category
Nursing
Research subject
Nursing Science
Identifiers
urn:nbn:se:kau:diva-65595 (URN)10.1177/2057158517747181 (DOI)
Available from: 2018-01-15 Created: 2018-01-15 Last updated: 2018-01-15Bibliographically approved
Finbråten, H. S., Guttersrud, Ö., Nordström, G., Pettersen, K., Trollvik, A. & Wilde-Larsson, B. (2018). Validating the functional, communicative and critical health literacy scale using rasch modeling and confirmatory factor analysis. Journal of Nursing Measurement (2), 341-363
Open this publication in new window or tab >>Validating the functional, communicative and critical health literacy scale using rasch modeling and confirmatory factor analysis
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2018 (English)In: Journal of Nursing Measurement, ISSN 1061-3749, E-ISSN 1945-7049, no 2, p. 341-363Article in journal (Refereed) Published
National Category
Nursing
Research subject
Nursing Science
Identifiers
urn:nbn:se:kau:diva-62598 (URN)10.1891/1061-3749.26.2.341 (DOI)000444621700010 ()
Available from: 2017-08-09 Created: 2017-08-09 Last updated: 2018-10-04Bibliographically approved
Boström, A.-M., Nordström, G. & Wilde-Larsson, B. (2017). Andvändning av forskningsresultat i vården (2ed.). In: Ann-Marie Boström, Gun Nordström, Bodil Wilde Larsson (Ed.), Kvalitetsarbete för bättre och säkrare vård: (pp. 195-218). Lund: Studentlitteratur AB
Open this publication in new window or tab >>Andvändning av forskningsresultat i vården
2017 (Swedish)In: Kvalitetsarbete för bättre och säkrare vård / [ed] Ann-Marie Boström, Gun Nordström, Bodil Wilde Larsson, Lund: Studentlitteratur AB, 2017, 2, p. 195-218Chapter in book (Refereed)
Place, publisher, year, edition, pages
Lund: Studentlitteratur AB, 2017 Edition: 2
National Category
Nursing
Research subject
Nursing Science
Identifiers
urn:nbn:se:kau:diva-62793 (URN)978-91-44-11618-1 (ISBN)
Available from: 2017-08-24 Created: 2017-08-24 Last updated: 2019-07-02Bibliographically approved
Boström, A.-M., Nordström, G. & Wilde-Larsson, B. (Eds.). (2017). Kvalitetsarbete för bättre och säkrare vård (2ed.). Lund: Studentlitteratur AB
Open this publication in new window or tab >>Kvalitetsarbete för bättre och säkrare vård
2017 (Swedish)Collection (editor) (Refereed)
Place, publisher, year, edition, pages
Lund: Studentlitteratur AB, 2017 Edition: 2
National Category
Nursing
Identifiers
urn:nbn:se:kau:diva-62791 (URN)978-91-44-11618-1 (ISBN)
Available from: 2017-08-24 Created: 2017-08-24 Last updated: 2019-07-02Bibliographically approved
Finbråten, H. S., Pettersen, K. S., Wilde Larsson, B., Nordström, G., Trollvik, A. & Guttersrud, Ø. (2017). Validating the European Health Literacy Survey Questionnaire in people with type 2 diabetes. Latent trait analyses applying multidimensional Rasch modelling and confirmatory factor analysis.. Journal of Advanced Nursing, 73(11), 2730-2744
Open this publication in new window or tab >>Validating the European Health Literacy Survey Questionnaire in people with type 2 diabetes. Latent trait analyses applying multidimensional Rasch modelling and confirmatory factor analysis.
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2017 (English)In: Journal of Advanced Nursing, ISSN 0309-2402, E-ISSN 1365-2648, Vol. 73, no 11, p. 2730-2744Article in journal (Refereed) Published
Abstract [en]

AIM: To validate the European Health Literacy Survey Questionnaire (HLS-EU-Q47) in people with type 2 diabetes mellitus.

BACKGROUND: The HLS-EU-Q47 latent variable is outlined in a framework with four cognitive domains integrated in three health domains, implying 12 theoretically defined subscales. Valid and reliable health literacy measurers are crucial to effectively adapt health communication and education to individuals and groups of patients.

DESIGN: Cross-sectional study applying confirmatory latent trait analyses.

METHODS: Using a paper-and-pencil self-administered approach, 388 adults responded in March 2015. The data were analysed using the Rasch methodology and confirmatory factor analysis.

RESULTS: Response violation and trait violation (multidimensionality) of local independence were identified. Fitting the 'multidimensional random coefficients multinomial logit' model, 1-, 3- and 12-dimensional Rasch models were applied and compared. Poor model fit and differential item functioning were present in some items and several subscales suffered from poor targeting and low reliability. Despite multidimensionality in the data, we did not observe any unordered response categories.

CONCLUSION: Interpreting the domains as distinct but related latent dimensions, the data fit a 12-dimensional Rasch model and a 12-factor confirmatory factor model best. Therefore, the analyses did not support the estimation of one overall 'health literacy score'. To support the plausibility of claims based on the HLS-EU score(s), we suggest: removing the health care aspect to reduce the magnitude of multidimensionality; rejecting redundant items to confine response dependency; adding 'harder' items and applying a six-point rating scale to improve subscale targeting and reliability; and revising items to improve model fit. This article is protected by copyright. All rights reserved.

Place, publisher, year, edition, pages
Oxford: Blackwell Publishing, 2017
Keywords
HLS-EU-Q47, confirmatory factor analysis, health literacy, multidimensional Rasch modelling, nursing research, type 2 diabetes mellitus
National Category
Nursing
Research subject
Nursing Science
Identifiers
urn:nbn:se:kau:diva-55162 (URN)10.1111/jan.13342 (DOI)28543754 (PubMedID)
Available from: 2017-06-19 Created: 2017-06-19 Last updated: 2018-06-12Bibliographically approved
Theander, K., Wilde-Larsson, B., Carlsson, M., Florin, J., Gardulf, A., Johansson, E., . . . Nilsson, J. (2016). Adjusting to future demands in healthcare: Curriculum changes and nursing students' self-reported professional competence. Nurse Education Today, 37, 178-183
Open this publication in new window or tab >>Adjusting to future demands in healthcare: Curriculum changes and nursing students' self-reported professional competence
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2016 (English)In: Nurse Education Today, ISSN 0260-6917, E-ISSN 1532-2793, Vol. 37, p. 178-183Article in journal (Refereed) Published
Abstract [en]

Background: Nursing competence is of significant importance for patient care. Newly graduated nursing students rate their competence as high. However, the impact of different designs of nursing curricula on nursing students' self-reported nursing competence areas is seldom reported. Objectives: To compare newly graduated nursing students' self-reported professional competence before and after the implementation of a new nursing curriculum. The study had a descriptive comparative design. Nursing students, who graduated in 2011, having studied according to an older curriculum, were compared with those who graduated in 2014, after a new nursing curriculum with more focus on person-centered nursing had been implemented. Setting: A higher education nursing program at a Swedish university. Participants: In total, 119 (2011 n = 69, 2014 n = 50) nursing students responded. Methods: Nursing students' self-reported professional competencies were assessed with the Nurse Professional Competence (NPC) scale. Results: There were no significant differences between the two groups of nursing students, who graduated in 2011 and 2014, respectively, with regard to age, sex, education, or work experience. Both groups rated their competencies as very high. Competence in value-based nursing was perceived to be significantly higher after the change in curriculum. The lowest competence, both in 2011 and 2014, was reported in education and supervision of staff and students. Conclusions: Our findings indicate that newly graduated nursing students- both those following the old curriculum and the first batch of students following the new one - perceive that their professional competence is high. Competence in value-based nursing, measured with the NPC scale, was reported higher after the implementation of a new curriculum, reflecting curriculum changes with more focus on person-centered nursing. (C) 2015 Elsevier Ltd. All rights reserved.

Keywords
Nurse competence, Professional nursing, Nursing education, Nursing curriculum, Nursing student, NPC scale
National Category
Nursing
Research subject
Nursing Science
Identifiers
urn:nbn:se:kau:diva-41200 (URN)10.1016/j.nedt.2015.11.012 (DOI)000371098300029 ()26703792 (PubMedID)
Available from: 2016-04-01 Created: 2016-04-01 Last updated: 2017-11-30Bibliographically approved
Nilsson, J., Johansson, E., Carlsson, M., Florin, J., Leksell, J., Lepp, M., . . . Gardulf, A. (2016). Disaster nursing: Self-reported competence of nursing students and registered nurses, with focus on their readiness to manage violence, serious events and disasters. Nurse Education in Practice, 17, 102-108
Open this publication in new window or tab >>Disaster nursing: Self-reported competence of nursing students and registered nurses, with focus on their readiness to manage violence, serious events and disasters
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2016 (English)In: Nurse Education in Practice, ISSN 1471-5953, E-ISSN 1873-5223, Vol. 17, p. 102-108Article in journal (Refereed) Published
Abstract [en]

The World Health Organization and the International Council of Nurses recognises the importance of nurses' involvement in disaster preparedness and response. The aim of this study was to describe and compare self reported disaster nursing competence (DNC) among nursing students (NSs) and among registered nurses (RNs) with professional experience. Further to investigate possible associations between self-reported DNC and background factors. A cross-sectional study was conducted of 569 NSs and 227 RNs. All respondents completed the 88-item Nurse Professional Competence Scale, including three items assessing DNC. Significant differences were found among the NSs depending on which University/University College they had attended. RNs reported significantly higher overall DNC and better ability to handle situations involving violence, and to apply principles of disaster medicine during serious events. RNs working in emergency care reported significantly better DNC ability, compared with RNs working in other areas of healthcare. Multiple linear regression analysis showed that working night shift and working in emergency care were positively associated with high self-reported overall DNC. The results indicate that workplace experience of serious events increase the readiness of registered nurses to handle violence, to act in accordance with safety regulations, and to apply principles of disaster medicine during serious events.

Keywords
Disaster nursing, Nursing students, Registered nurses, NPC Scale
National Category
Nursing
Research subject
Nursing Science
Identifiers
urn:nbn:se:kau:diva-42064 (URN)10.1016/j.nepr.2015.09.012 (DOI)000374622700017 ()26776502 (PubMedID)
Available from: 2016-05-19 Created: 2016-05-19 Last updated: 2019-06-17Bibliographically approved
Strandmark K, M., Rahm, G., Wilde-Larsson, B., Nordström, G. & Rystedt, I. (2016). Preventive Strategies and Processes to Counteract Bullying in Health Care Settings: Focus Group Discussions.. Issues in Mental Health Nursing, 38(2), 113-121
Open this publication in new window or tab >>Preventive Strategies and Processes to Counteract Bullying in Health Care Settings: Focus Group Discussions.
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2016 (English)In: Issues in Mental Health Nursing, ISSN 0161-2840, E-ISSN 1096-4673, Vol. 38, no 2, p. 113-121Article in journal (Refereed) Published
Abstract [en]

The aim of the present study was to explore preventive strategies and processes to counteract bullying in workplaces. Data were collected by individual interviews and focus group discussions at one hospital and two nursing home wards for elderly, a total of 29 participants. In the analysis of the interviews we were inspired by constructivist grounded theory. Persistent work with a humanistic value system by supervisor and coworkers, raising awareness about the bullying problem, strong group collaboration, and conflict management, along with an open atmosphere at the workplace, appears to be imperative for accomplishing a policy of zero tolerance for bullying.

Place, publisher, year, edition, pages
Taylor & Francis, 2016
National Category
Occupational Health and Environmental Health
Research subject
Public Health Science
Identifiers
urn:nbn:se:kau:diva-47582 (URN)10.1080/01612840.2016.1253805 (DOI)000395131000003 ()27937001 (PubMedID)
Available from: 2017-01-04 Created: 2017-01-04 Last updated: 2019-07-11Bibliographically approved
Gardulf, A., Nilsson, J., Florin, J., Leksell, J., Lepp, M., Lindholm, C., . . . Johansson, E. (2016). The Nurse Professional Competence (NPC) Scale: Self-reported competence among nursing students on the point of graduation. Nurse Education Today, 36, 165-171
Open this publication in new window or tab >>The Nurse Professional Competence (NPC) Scale: Self-reported competence among nursing students on the point of graduation
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2016 (English)In: Nurse Education Today, ISSN 0260-6917, E-ISSN 1532-2793, Vol. 36, p. 165-171Article in journal (Refereed) Published
Abstract [en]

Background: International organisations, e.g. WHO, stress the importance of competent registered nurses (RN) for the safety and quality of healthcare systems. Low competence among RNs has been shown to increase the morbidity and mortality of inpatients. Objectives: To investigate self-reported competence among nursing students on the point of graduation (NSPGs), using the Nurse Professional Competence (NPC) Scale, and to relate the findings to background factors. Methods and participants; The NPC Scale consists of 88 items within eight competence areas (CAs) and two overarching themes. Questions about socio-economic background and perceived overall quality of the degree programme were added. In total, 1086 NSPGs (mean age, 28.1[20-56] years, 87.3% women) from 11 universities/university colleges participated. Results: NSPGs reported significantly higher scores for Theme I "Patient-Related Nursing" than for Theme II "Organisation and Development of Nursing Care". Younger NSPGs (20-27 years) reported significantly higher scores for the CAs "Medical and Technical Care" and "Documentation and Information Technology". Female NSPGs scored significantly higher for "Value-Based Nursing". Those who had taken the nursing care programme at upper secondary school before the Bachelor of Science in Nursing (BSN) programme scored significantly higher on "Nursing Care", "Medical and Technical Care", "Teaching/Learning and Support", "Legislation in Nursing and Safety Planning" and on Theme I. Working extra paid hours in healthcare alongside the BSN programme contributed to significantly higher self-reported scores for four CAs and both themes. Clinical courses within the BSN programme contributed to perceived competence to a significantly higher degree than theoretical courses (932% vs 875% of NSPGs). Summary and conclusion: Mean scores reported by NSPGs were highest for the four CAs connected with patient-related nursing and lowest for CAs relating to organisation and development of nursing care. We conclude that the NPC Scale can be used to identify and measure aspects of self-reported competence among NSPGs. (C) 2015 Elsevier Ltd. All rights reserved.

Keywords
Nurses' competence, Professional nursing, Nursing education, Nursing students, Graduate nurses, Quality in care, Safety in care, NPC Scale
National Category
Nursing
Research subject
Nursing Science
Identifiers
urn:nbn:se:kau:diva-40990 (URN)10.1016/j.nedt.2015.09.013 (DOI)000367117000028 ()
Available from: 2016-03-08 Created: 2016-03-08 Last updated: 2019-06-10Bibliographically approved
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