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Bisholt, Birgitta
Publications (10 of 11) Show all publications
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
Open this publication in new window or tab >>Effects of a Cognitive Behavioral-Based Stress Management Program on Stress Management Competency, Self-efficacy and Self-esteem Experienced by Nursing Students
2019 (English)In: Nurse Educator, ISSN 0363-3624, E-ISSN 1538-9855, Vol. 44, no 1, p. E1-E5Article in journal (Refereed) 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.

Place, publisher, year, edition, pages
Wolters Kluwer, 2019
Keywords
cognitive behavioral training; group intervention, health promotion, nursing students, stress management
National Category
Psychology (excluding Applied Psychology)
Research subject
Psychology
Identifiers
urn:nbn:se:kau:diva-70307 (URN)10.1097/NNE.0000000000000492 (DOI)000453438300001 ()29286989 (PubMedID)
Available from: 2018-11-27 Created: 2018-11-27 Last updated: 2019-04-04Bibliographically approved
Blomberg, A.-C., Bisholt, B. & Lindwall, L. (2018). Responsibility for patient care in perioperative practice. Nursing Open, 5(3), 414-421
Open this publication in new window or tab >>Responsibility for patient care in perioperative practice
2018 (English)In: Nursing Open, E-ISSN 2054-1058, Vol. 5, no 3, p. 414-421Article in journal (Refereed) Published
Abstract [en]

Aim: To obtain an understanding of operating theatre nurses' experiences of responsibility for patient care and safety in perioperative practice. Design: A hermeneutic design were used. Method: Data were collected during 2012 from 15 operating theatre nurses who participated in individual interviews. The text was analyzed by hermeneutical text interpretation. Findings: The texts revealed two main themes: A formal external responsibility and personal ethical value. Responsibility that the patient was not exposed to risks, protecting the patient's body, systematically planning and organizing work in the surgical team. The personal ethical value meant confirming the patient as a person, caring for the patient and preserving the patient's dignity. A new understanding emerged that the operating theatre nurse always have the patient in mind.

Place, publisher, year, edition, pages
Hoboken: John Wiley & Sons, 2018
Keywords
ethic, hermeneutic text interpretation, operating theatre nurse, perioperative nursing, responsibility
National Category
Nursing
Research subject
Nursing Science
Identifiers
urn:nbn:se:kau:diva-68748 (URN)10.1002/nop2.153 (DOI)000439858900022 ()30062035 (PubMedID)
Available from: 2018-08-16 Created: 2018-08-16 Last updated: 2018-11-01
Blomberg, A.-C., Bisholt, B. & Lindwall, L. (2018). Value conflicts in perioperative practice. Nursing Ethics, Article ID 969733018798169.
Open this publication in new window or tab >>Value conflicts in perioperative practice
2018 (English)In: Nursing Ethics, ISSN 0969-7330, E-ISSN 1477-0989, article id 969733018798169Article in journal (Refereed) Epub ahead of print
Abstract [en]

BACKGROUND:: The foundation of all nursing practice is respect for human rights, ethical value and human dignity. In perioperative practice, challenging situations appear quickly and operating theatre nurses must be able to make different ethical judgements. Sometimes they must choose against their own professional principles, and this creates ethical conflicts in themselves.

OBJECTIVES:: This study describes operating theatre nurses' experiences of ethical value conflicts in perioperative practice.

RESEARCH DESIGN:: Qualitative design, narratives from 15 operating theatre nurses and hermeneutic text interpretation.

ETHICAL CONSIDERATION:: The study followed ethical principles in accordance with the Helsinki Declaration and approval was granted by the local university ethics committee.

FINDINGS:: The result showed that value conflicts arose in perioperative practice when operating theatre nurses were prevented from being present in the perioperative nursing process, because of current habits in perioperative practice. The patient's care became uncaring when health professionals did not see and listen to each other and when collaboration in the surgical team was not available for the patient's best. This occurred when operating theatre nurses' competence was not taken seriously and was ignored in patient care.

CONCLUSION:: Value conflicts arose when operating theatre nurses experienced that continuity of patient care was lacking. They experienced compassion with the patient but still had the will and ability to be there and take responsibility for the patient. This led to feelings of despair, powerlessness and of having a bad conscience which could lead to dissatisfaction, and even resignations.

Place, publisher, year, edition, pages
Sage Publications, 2018
Keywords
Care ethics, perioperative practice, theatre nurses, value conflicts
National Category
Nursing
Research subject
Nursing Science
Identifiers
urn:nbn:se:kau:diva-70021 (URN)10.1177/0969733018798169 (DOI)30345880 (PubMedID)
Available from: 2018-11-01 Created: 2018-11-01 Last updated: 2018-11-01Bibliographically approved
Blomberg, K., Isaksson, A.-K., Allvin, R., Bisholt, B., Ewertsson, M., Engstrom, A. K., . . . Gustafsson, M. (2016). Work stress among newly graduated nurses in relation to workplace and clinical group supervision. Journal of Nursing Management, 24(1), 80-87
Open this publication in new window or tab >>Work stress among newly graduated nurses in relation to workplace and clinical group supervision
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2016 (English)In: Journal of Nursing Management, ISSN 0966-0429, E-ISSN 1365-2834, Vol. 24, no 1, p. 80-87Article in journal (Refereed) Published
Abstract [en]

Aim The aim was to investigate occupational stress among newly graduated nurses in relation to the workplace and clinical group supervision. Background Being a newly graduated nurse is particularly stressful. What remains unclear is whether the workplace and clinical group supervision affect the stress. Method A cross-sectional comparative study was performed in 2012. Data were collected by means of a numerical scale measuring occupational stress, questions about workplace and clinical group supervision. One hundred and thirteen nurses who had recently graduated from three Swedish universities were included in the study. Results The stress was high among the newly graduated nurses but it differed significantly between workplaces, surgical departments generating the most stress. Nurses who had received clinical group supervision reported significantly less stress. The stress between workplaces remained significant also when participation in clinical group supervision was taken into account. Conclusions Newly graduated nurses experience great stress and need support, especially those in surgical departments. Nurses participating in clinical group supervision reported significantly less stress. Implications for nursing management It is important to develop strategies that help to adapt the work situation so as to give nurses the necessary support. Clinical group supervision should be considered as an option for reducing stress.

Keywords
clinical group supervision, newly graduated nurses, occupational stress, workplace
National Category
Health Sciences
Research subject
Nursing Science
Identifiers
urn:nbn:se:kau:diva-40999 (URN)10.1111/jonm.12274 (DOI)000368263600021 ()25421164 (PubMedID)
Available from: 2016-03-09 Created: 2016-03-09 Last updated: 2017-11-30Bibliographically approved
Blomberg, A.-C., Bisholt, B., Jan, N. & Lillemor, L. (2015). Making the invisible visible: Operating theatre nurses’ perceptions of caring in perioperative practice. Scandinavian Journal of Caring Sciences, 29(2), 361-368
Open this publication in new window or tab >>Making the invisible visible: Operating theatre nurses’ perceptions of caring in perioperative practice
2015 (English)In: Scandinavian Journal of Caring Sciences, ISSN 0283-9318, E-ISSN 1471-6712, Vol. 29, no 2, p. 361-368Article in journal (Refereed) Published
Abstract [en]

The aim of this study was to describe operating theatre nurses' (OTNs') perceptions of caring in perioperative practice. A qualitative descriptive design was performed. Data were collected with interviews were carried out with fifteen strategically selected operating theatre nurses from different operating theatres in the middle of Sweden. A phenomenographic analysis was used to analyse the interviews. The findings show that operating theatre nurses' perceptions of caring in perioperative practice can be summarised in one main category: To follow the patient all the way. Two descriptive categories emerged: To ensure continuity of patient care and keeping a watchful eye. The operating theatre nurses got to know the patient and as a result became responsible for the patient. They protected the patient's body and preserved patient dignity in perioperative practice. The findings show different aspects of caring in perioperative practice. OTNs wanted to be more involved in patient care and follow the patient throughout the perioperative nursing process. Although OTNs have the ambition to make the care in perioperative practice visible, there is today a medical technical approach which promotes OTNs continuing to offer care in secret.

Place, publisher, year, edition, pages
Wiley-Blackwell, 2015
Keywords
care, operating theatre nurse, perioperative nursing
National Category
Nursing
Research subject
Nursing Science
Identifiers
urn:nbn:se:kau:diva-30605 (URN)10.1111/scs.12172 (DOI)000354260700019 ()25250842 (PubMedID)
Available from: 2013-12-04 Created: 2013-12-04 Last updated: 2018-11-01Bibliographically approved
Gustafsson, M., Engstrom, A. K., Ohlsson, U., Sundler, A. J. & Bisholt, B. (2015). Nurse teacher models in clinical education from the perspective of student nurses: A mixed method study. Nurse Education Today, 35(12), 1289-1294
Open this publication in new window or tab >>Nurse teacher models in clinical education from the perspective of student nurses: A mixed method study
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2015 (English)In: Nurse Education Today, ISSN 0260-6917, E-ISSN 1532-2793, Vol. 35, no 12, p. 1289-1294Article in journal (Refereed) Published
Abstract [en]

Objectives: The aim was to describe and compare the clinical teacher's role in different models of clinical practice from the perspective of student nurses. Design and Settings: The study took place in collaboration with two Swedish universities that applied different educational models in clinical practice. A mixed method approach was used. The quantitative part had a comparative design and the qualitative part had a descriptive design. Participants: The study group consisted of 114 student nurses (response rate 87%). Fifty-three of them had met clinical teachers employed at the university and not participating in the daily clinical work (University Nurse Teachers, UNTs), whilst 61 had met clinical teachers dividing their time between teaching and nursing (Clinical Nurse Teachers, CNTs). Eight students participated in the qualitative part of the study. Methods: A questionnaire including the CLES + T scale was used to ascertain the students' perception of the clinical teacher's role, complemented by interviews directed towards an enrichment of this perception. Results: Students meeting CNTs agreed more strongly than those meeting UNTs that the teacher had the ability to help them integrate theory and practice. Whilst spontaneous meetings between students and CNTs occurred, students mostly met UNTs in seminars. Students meeting UNTs felt alone but did appreciate having someone outside the clinical environment to provide support if they did not get along with their preceptor. Conclusions: In the case of UNTs, it is important that they keep their knowledge of clinical issues updated and visit the clinical placement not only for seminars but also to give students emotional support. In the case of CNTs, it is important that they are members of the faculty at the university, take part in the planning of the clinical courses and are able to explain the learning goals to the students. (C) 2015 Elsevier Ltd. All rights reserved.

Keywords
Nursing education, Clinical education, Mixed methods, Nurse teacher, Student nurse, Triangulation
National Category
Health Sciences Nursing
Research subject
Nursing Science
Identifiers
urn:nbn:se:kau:diva-40765 (URN)10.1016/j.nedt.2015.03.008 (DOI)000365372700025 ()25846197 (PubMedID)
Available from: 2016-03-02 Created: 2016-03-02 Last updated: 2017-11-30Bibliographically approved
Bisholt, B., Ohlsson, U., Agneta, K. E., Annelie, S. J. & Gustafsson, M. (2014). Nursing students' assessment of the learning environment in different clinical settings. Nurse Education in Practice, 14(3), 304-310
Open this publication in new window or tab >>Nursing students' assessment of the learning environment in different clinical settings
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2014 (English)In: Nurse Education in Practice, ISSN 1471-5953, E-ISSN 1873-5223, Vol. 14, no 3, p. 304-310Article in journal (Refereed) Published
Keywords
Clinical learning environment, Clinical placement, Nursing education research, Nursing students
National Category
Nursing
Research subject
Nursing Science
Identifiers
urn:nbn:se:kau:diva-33835 (URN)10.1016/j.nepr.2013.11.005 (DOI)000349568100015 ()24355802 (PubMedID)
Available from: 2014-09-25 Created: 2014-09-25 Last updated: 2017-12-05Bibliographically approved
Johansson Sundler, A., Björk, M., Bisholt, B., Ohlsson, U., Kullén Engström, A. & Gustafsson, M. (2014). Student nurses experiences of the clinical learning environment in relation to the organization of supervision: A questionnaire survey. Nurse Education Today, 34(4), 661-666
Open this publication in new window or tab >>Student nurses experiences of the clinical learning environment in relation to the organization of supervision: A questionnaire survey
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2014 (English)In: Nurse Education Today, ISSN 0260-6917, E-ISSN 1532-2793, Vol. 34, no 4, p. 661-666Article in journal (Refereed) Published
Abstract [en]

Aim The aim was to investigate student nurses' experiences of the clinical learning environment in relation to how the supervision was organized. Background The clinical environment plays an essential part in student nurses' learning. Even though different models for supervision have been previously set forth, it has been stressed that there is a need both of further empirical studies on the role of preceptorship in undergraduate nursing education and of studies comparing different models. Method A cross-sectional study with comparative design was carried out with a mixed method approach. Data were collected from student nurses in the final term of the nursing programme at three universities in Sweden by means of a questionnaire. Results In general the students had positive experiences of the clinical learning environment with respect to pedagogical atmosphere, leadership style of the ward manager, premises of nursing, supervisory relationship, and role of the nurse preceptor and nurse teacher. However, there were significant differences in their ratings of the supervisory relationship (p < 0.001) and the pedagogical atmosphere (p 0.025) depending on how the supervision was organized. Students who had the same preceptor all the time were more satisfied with the supervisory relationship than were those who had different preceptors each day. Students' comments on the supervision confirmed the significance of the preceptor and the supervisory relationship. Conclusion The organization of the supervision was of significance with regard to the pedagogical atmosphere and the students' relation to preceptors. Students with the same preceptor throughout were more positive concerning the supervisory relationship and the pedagogical atmosphere.

Keywords
Student nurses, Clinical education, Clinical learning environment, Clinical placement, Supervision, Preceptors, Questionnaire
National Category
Nursing
Research subject
Nursing Science
Identifiers
urn:nbn:se:kau:diva-29768 (URN)10.1016/j.nedt.2013.06.023 (DOI)000333781600031 ()
Available from: 2013-10-18 Created: 2013-10-18 Last updated: 2017-12-06Bibliographically approved
Blomberg, K., Bisholt, B., Kullén Engström, A., Ohlsson, U., Sundler Johansson, A. & Gustafsson, M. (2014). Swedish nursing students’ experience of stress during clinical practice in relation to clinical setting characteristics and the organisation of the clinical education. Journal of Clinical Nursing, 23(15/16), 2264-2271
Open this publication in new window or tab >>Swedish nursing students’ experience of stress during clinical practice in relation to clinical setting characteristics and the organisation of the clinical education
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2014 (English)In: Journal of Clinical Nursing, ISSN 0962-1067, E-ISSN 1365-2702, Vol. 23, no 15/16, p. 2264-2271Article in journal (Refereed) Published
Abstract [en]

Aims and objectives

To describe nursing students' experience of stress during clinical practice and evaluate the risk of stress in relation to the clinical setting characteristics and the organisation of the clinical education.

Background

Stress during clinical practice is well documented, but there is a lack of knowledge concerning whether the clinical setting characteristics and the organisation of the education make a difference.

Design

A cross-sectional study with evaluative design.

Methods

Data were collected by means of a numerical rating scale for the assessment of stress and questions about the clinical setting characteristics and the organisation of the education. One hundred and eighty-four students who had completed their final year on the nursing programme at three universities in Sweden were included.

Results

Nearly half of the students (43%) experienced high level of stress during clinical practice. Measured by decision in the tree analysis, the absolute risk of stress was 57% in students with placements in hospital departments, as compared to 13% in students with placements in other clinical settings. The risk of stress increased to 71% if the students with placement in a hospital took the national clinical final examination. Performance of practice in a hospital department overcrowded with patients was also associated with increased risk of stress. The organisation of supervision and number of students at the clinical placement had an effect on the experience of stress, but did not prove to be risk factors in the analysis.

Conclusions

The risk of stress in nursing students during their clinical practice differs depending on clinical setting characteristics. The taking of the national clinical final examination could be a source of stress, but this requires further investigation.

Relevance to clinical practice

It is important that supervisors are aware that students in hospital departments overcrowded with patients are at risk of stress and may have increased need of support.

Place, publisher, year, edition, pages
John Wiley & Sons, 2014
Keywords
Clinical education, clinical placement, nursing education, nursing students, risk factors, stress
National Category
Nursing
Research subject
Nursing Science
Identifiers
urn:nbn:se:kau:diva-30123 (URN)10.1111/jocn.12506 (DOI)000339431800020 ()24393384 (PubMedID)
Available from: 2013-11-22 Created: 2013-11-22 Last updated: 2017-07-03Bibliographically approved
Bisholt, B. (2012). The learning process of recently graduated nurses in professional situations: Experiences of an introduction program. Nurse Education Today, 32(3), 289-293
Open this publication in new window or tab >>The learning process of recently graduated nurses in professional situations: Experiences of an introduction program
2012 (English)In: Nurse Education Today, ISSN 0260-6917, E-ISSN 1532-2793, Vol. 32, no 3, p. 289-293Article in journal (Refereed) Published
Abstract [en]

An increased theoretical focus and decreased clinical training have resulted in sharp criticism from health care institutions of the content of the nursing education program. As a consequence of this criticism, employers offer introduction programs to recently graduated nurses after they have completed their nursing education. This study is part one of a larger research study. The aim of the present study was to analyze and describe how recently graduated nurses learn at the place of work and how they seek a meaning in their encounter with that environment. The research method was ethnographic, and the empirical material was based upon data from participant observations, interviews and field notes. The results disclosed that workplaces using the master–apprentice system as a model for supervising recently graduated nurses during the introduction program. The results also showed that the novices have acquired theoretical knowledge and know what action to take, but may have trouble assessing which part of their knowledge to use. The introduction program constitutes an obstacle in the professional development of the novices.

Place, publisher, year, edition, pages
Elsevier, 2012
Keywords
Graduated nurses, Professional/vocational skills, Learning, Ethnography
National Category
Nursing
Research subject
Nursing Science
Identifiers
urn:nbn:se:kau:diva-9050 (URN)10.1016/j.nedt.2011.04.008 (DOI)000301831300020 ()
Available from: 2012-01-04 Created: 2012-01-04 Last updated: 2017-12-08Bibliographically approved
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