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Hedelin, Birgitta
Publications (10 of 104) Show all publications
Skundberg Kletthagen, H., Hall-Lord, M. L., Hedelin, B. & Wangensteen, S. (2016). Relatives of Inpatients Suffering from Severe Depression: Their Burden and Encounters with the Psychiatric Health Services. Issues in Mental Health Nursing, 37(5), 293-298
Open this publication in new window or tab >>Relatives of Inpatients Suffering from Severe Depression: Their Burden and Encounters with the Psychiatric Health Services
2016 (English)In: Issues in Mental Health Nursing, ISSN 0161-2840, E-ISSN 1096-4673, Vol. 37, no 5, p. 293-298Article in journal (Refereed) Published
Abstract [en]

The aim was to investigate relatives of inpatients with severe depression - their perceptions of encountering psychiatric specialist health services and their degree of burden. Sixty-eight relatives recruited via hospital wards and community specialist health centers responded to a questionnaire, with questions from the Quality from the Patients Perspective modified to relatives and the Burden Assessment Scale. Relatives recruited via community specialist health centers perceived less received information and support than those recruited via hospital wards. Higher burden was reported among relatives receiving less information and support than they needed from the psychiatric specialist health services. Healthcare professionals are recommended to give relatives the information and support according to their needs.

Place, publisher, year, edition, pages
Taylor & Francis, 2016
National Category
Nursing
Research subject
Nursing Science
Identifiers
urn:nbn:se:kau:diva-44655 (URN)10.3109/01612840.2016.1145309 (DOI)000379072900003 ()27058574 (PubMedID)
Available from: 2016-08-11 Created: 2016-08-11 Last updated: 2019-06-10Bibliographically approved
Hall-Lord, M.-L. & Hedelin, B. (2015). Hva sier forskning om simulering (1ed.). In: Terje Ödegården, Solveig Struksnes, Bjørn Hoffmann (Ed.), Pasientsimulering i helsefag: En praktisk innføring (pp. 107-114). Oslo: Gyldendal Norsk Forlag A/S
Open this publication in new window or tab >>Hva sier forskning om simulering
2015 (Norwegian)In: Pasientsimulering i helsefag: En praktisk innføring / [ed] Terje Ödegården, Solveig Struksnes, Bjørn Hoffmann, Oslo: Gyldendal Norsk Forlag A/S, 2015, 1, p. 107-114Chapter in book (Other academic)
Place, publisher, year, edition, pages
Oslo: Gyldendal Norsk Forlag A/S, 2015 Edition: 1
National Category
Nursing
Identifiers
urn:nbn:se:kau:diva-37186 (URN)978-82-05-46444-5 (ISBN)
Available from: 2015-07-28 Created: 2015-07-28 Last updated: 2016-04-13Bibliographically approved
Moen, Ø., Hedelin, B. & Hall-Lord, M.-L. (2015). Parental perception of family functioning in everyday life with a child with ADHD. Scandinavian Journal of Public Health, 43(1), 10-17
Open this publication in new window or tab >>Parental perception of family functioning in everyday life with a child with ADHD
2015 (English)In: Scandinavian Journal of Public Health, ISSN 1403-4948, E-ISSN 1651-1905, Vol. 43, no 1, p. 10-17Article in journal (Refereed) Published
Abstract [en]

Aim: The aim of this study was to describe and investigate family characteristics in relation to support, behaviour of the child, family functioning and sense of coherence from the parents' perspective in families with a child with attention deficit hyperactivity disorder (ADHD). A further aim was to explore predictors of family functioning.

Methods: The study population consisted of 1964 parents of children with ADHD aged 15 years old and younger. In all, 265 parents responded to a questionnaire (response rate 48.2%; 217 mothers and 48 fathers). In addition to questions about the parents, children, family characteristics and support from health services, the questionnaire included the Family Assessment Device (FAD), the Strengths and Difficulties Questionnaire (SDQ), Sense of Coherence (SOC) and Social Cohesion and Support Index (SCS). Data were analysed with descriptive, comparative and standard multiple regression analyses.

Results: Parents with ADHD reported a weaker SOC and poorer FAD in the family than parents without ADHD. Parents with children medicated for ADHD were significantly more satisfied with social support (SCS), rated their children's behaviour as less problematic and reported better family functioning. Parents' age, SOC, SCS, SDQ and support from the community health services explained 46.2% of the variation in FAD.

Conclusions: A strong SOC, social support and support from the community health services were strongly associated with a positive effect on family functioning. Parents with ADHD reported a weaker SOC and poorer family functioning than parents without ADHD. This knowledge may be useful and should be taken into account when planning support for such families.

Place, publisher, year, edition, pages
Sage Publications, 2015
Keywords
ADHD, children, family, family functioning, parents, support
National Category
Nursing
Research subject
Nursing Science
Identifiers
urn:nbn:se:kau:diva-31582 (URN)10.1177/1403494814559803 (DOI)000347444800003 ()
Note

The article was still in manuscript form when the thesis was defended.

Available from: 2014-02-27 Created: 2014-02-27 Last updated: 2017-12-05Bibliographically approved
Tosterud, R., Hall-Lord, M.-L., Petzäll, K. & Hedelin, B. (2014). Debriefing in simulation conducted in small and large groups: Nursing students’ experiences. Journal of Nursing Education and Practice, 4(9), 173-182
Open this publication in new window or tab >>Debriefing in simulation conducted in small and large groups: Nursing students’ experiences
2014 (English)In: Journal of Nursing Education and Practice, ISSN 1925-4040, E-ISSN 1925-4059, Vol. 4, no 9, p. 173-182Article in journal (Refereed) Published
Abstract [en]

The debriefing phase in human patient simulation is considered to be crucial for learning. To ensure good learning conditions, the use of small groups is recommended, which poses a major challenge when the student count is high. The use of large groups may provide an alternative for typical lecture-style education and contribute to a more frequently and repeated training which is considered to be important for achieving simulation competency. The purpose of the present study was to describe nursing students’ experiences obtained during the debriefing conducted in small and large groups with the use of a qualitative descriptive approach. The informants had participated in a human patient simulation situation either in large or small groups. Data was collected through the use of five focus-group interviews and analysed by content analysis. The findings showed that independent of group-size the informants experienced the learning strategies to be unfamiliar and intrusive, and in the large groups to such an extent that learning was hampered. Debriefing was perceived as offering excellent opportunities for transferable learning, and activity, predictability and preparedness were deemed essential. Small groups provided the best learning conditions in that safety and security were ensured, but were perceived as providing limited challenges to accommodate professional requirements as a nurse. Simulation competency as a prerequisite for learning was shown not to be developed isolated in conjunction with simulation, but depends on a systematic effort to build a learning community in the programme in general. The faculty needs to support the students to be conscious and accustomed to learning as a heightened experience of learning out of their comfort zone.

Place, publisher, year, edition, pages
Sciedu Press, 2014
Keywords
human patient simulation, simulation competency, nursing students’ experiences
National Category
Nursing
Research subject
Nursing Science
Identifiers
urn:nbn:se:kau:diva-34604 (URN)10.5430/jnep.v4n9p173 (DOI)
Available from: 2014-11-14 Created: 2014-11-14 Last updated: 2019-06-03Bibliographically approved
Ballangrud, R., Persenius, M., Hedelin, B. & Hall-Lord, M. L. (2014). Exploring intensive care nurses' team performance in a simulation-based emergency situation, − expert raters' assessments versus self-assessments: an explorative study. BMC Nursing, 13(47)
Open this publication in new window or tab >>Exploring intensive care nurses' team performance in a simulation-based emergency situation, − expert raters' assessments versus self-assessments: an explorative study
2014 (English)In: BMC Nursing, ISSN 1472-6955, E-ISSN 1472-6955, Vol. 13, no 47Article in journal (Refereed) Published
Abstract [en]

Background

Effective teamwork has proven to be crucial for providing safe care. The performance of emergencies in general and cardiac arrest situations in particular, has been criticized for primarily focusing on the individual's technical skills and too little on the teams' performance of non-technical skills. The aim of the study was to explore intensive care nurses' team performance in a simulation-based emergency situation by using expert raters' assessments and nurses' self-assessments in relation to different intensive care specialties.

Methods

The study used an explorative design based on laboratory high-fidelity simulation. Fifty-three registered nurses, who were allocated into 11 teams representing two intensive care specialties, participated in a videotaped simulation-based cardiac arrest setting. The expert raters used the Ottawa Crisis Resource Management Global Rating Scale and the first part of the Mayo High Performance Teamwork Scale to assess the teams' performance. The registered nurses used the first part of the Mayo High Performance Teamwork Scale for their self-assessments, and the analyses used were Chi-square tests, Mann–Whitney U tests, Spearman's rho and Intraclass Correlation Coefficient Type III.

Results

The expert raters assessed the teams' performance as either advanced novice or competent, with significant differences being found between the teams from different specialties. Significant differences were found between the expert raters' assessments and the registered nurses' self-assessments.

Conclusions

Teams of registered nurses representing specialties with coronary patients exhibit a higher competence in non-technical skills compared to team performance regarding a simulated cardiac arrest. The use of expert raters' assessments and registered nurses' self-assessments are useful in raising awareness of team performance with regard to patient safety.

Place, publisher, year, edition, pages
England: BioMed Central, 2014
Keywords
Assessment; Emergency; Intensive care; Non-technical skills; Nursing; Patient safety; Simulation-based training; Team performance
National Category
Nursing
Research subject
Nursing Science
Identifiers
urn:nbn:se:kau:diva-29984 (URN)10.1186/s12912-014-0047-5 (DOI)25606023 (PubMedID)
Note

This paper was publish as manuscript in R. Ballangruds thesis.

Available from: 2013-11-11 Created: 2013-11-11 Last updated: 2019-06-03Bibliographically approved
Ballangrud, R., Hall-Lord, M. L., Persenius, M. & Hedelin, B. (2014). Intensive care nurses' perceptions of simulation-based team training for building pation safety in intensive care: A descriptive qualittaive study. Intensive & Critical Care Nursing, 30(4), 179-187
Open this publication in new window or tab >>Intensive care nurses' perceptions of simulation-based team training for building pation safety in intensive care: A descriptive qualittaive study
2014 (English)In: Intensive & Critical Care Nursing, ISSN 0964-3397, E-ISSN 1532-4036, Vol. 30, no 4, p. 179-187Article in journal (Refereed) Published
Abstract [en]

Objectives: To describe intensive care nurses' perceptions of simulation-based team training for building patient safety in intensive care. Background: Failures in team processes are found to be contributory factors to incidents in an intensive care environment. Simulation-based training is recommended as a method to make health-care personnel aware of the importance of team working and to improve their competencies. Design: The study uses a qualitative descriptive design. Methods: Individual qualitative interviews were conducted with 18 intensive care nurses from May to December 2009, all of which had attended a simulation-based team training programme. The interviews were analysed by qualitative content analysis. Results: One main category emerged to illuminate the intensive care nurse perception: "training increases awareness of clinical practice and acknowledges the importance of structured work in teams". Three generic categories were found: "realistic training contributes to safe care", "reflection and openness motivates learning" and "finding a common understanding of team performance". Conclusions: Simulation-based team training makes intensive care nurses more prepared to care for severely ill patients. Team training creates a common understanding of how to work in teams with regard to patient safety.

Place, publisher, year, edition, pages
Elsevier, 2014
Keywords
ntensive care; Nursing; Patient safety; Simulation-based training; Team performance
National Category
Nursing
Research subject
Nursing Science
Identifiers
urn:nbn:se:kau:diva-29985 (URN)10.1016/j.iccn.2014.03.002 (DOI)000349929800001 ()
Available from: 2013-11-11 Created: 2013-11-11 Last updated: 2017-12-06Bibliographically approved
Ballangrud, R., Hall-Lord, M.-L., Hedelin, B. & Persenius, M. (2014). Intensive care unit nurses' evaluation of simulation used for team training. Nursing in Critical Care, 19(4), 175-184
Open this publication in new window or tab >>Intensive care unit nurses' evaluation of simulation used for team training
2014 (English)In: Nursing in Critical Care, ISSN 1362-1017, E-ISSN 1478-5153, Vol. 19, no 4, p. 175-184Article in journal (Refereed) Published
Abstract [en]

Aim

To implement a simulation-based team training programme and to investigate intensive care nurses' evaluations of simulation used for team training.

Background

Simulation-based training is recommended to make health care professionals aware of and understand the importance of teamwork related to patient safety.

Design

The study was based on a questionnaire evaluation design.

Methods

A total of 63 registered nurses were recruited: 53 from seven intensive care units in four hospitals in one hospital trust and 10 from an intensive care postgraduate education programme. After conducting a simulation-based team training programme with two scenarios related to emergency situations in the intensive care, the participants evaluated each simulation activity with regard to: (i) outcome of satisfaction and self-confidence in learning, (ii) implementation of educational practice and (iii) simulation design/development.

Result

Intensive care nurses were highly satisfied with their simulation-based learning, and they were mostly in agreement with the statements about self-confidence in learning. They were generally positive in their evaluation of the implementation of the educational practice and the simulation design/development. Significant differences were found with regard to scenario roles, prior simulation experience and area of intensive care practice.

Conclusion

The study indicates a positive reception of a simulation-based programme with regard to team training in emergency situations in an intensive care unit.

Relevance to clinical practice

The findings may motivate and facilitate the use of simulation for team training to promote patient safety in intensive care and provide educators with support to develop and improve simulation-based training programmes.

Keywords
simulation, team training, nurses, intensive care, patient safety
National Category
Nursing
Research subject
Nursing Science
Identifiers
urn:nbn:se:kau:diva-28671 (URN)10.1111/nicc.12031 (DOI)000337959400005 ()24750224 (PubMedID)000337959400005 (Scopus ID)
Available from: 2013-08-20 Created: 2013-08-20 Last updated: 2017-12-06Bibliographically approved
Moen, Ø., Hall-Lord, M.-L. & Hedelin, B. (2014). Living in a family with a child with attention deficit hyperactivity disorder: a phenomenographic study. Journal of Clinical Nursing (21-22), 3166-3176
Open this publication in new window or tab >>Living in a family with a child with attention deficit hyperactivity disorder: a phenomenographic study
2014 (English)In: Journal of Clinical Nursing, ISSN 0962-1067, E-ISSN 1365-2702, no 21-22, p. 3166-3176Article in journal (Refereed) Published
Abstract [en]

This study contributes to knowledge of the parents, siblings and children with attention deficit hyperactivity disorder experiences of everyday life with a child with attention deficit hyperactivity disorder. All family members need support before their problems become too severe.

Attention deficit hyperactivity disorder is a highly prevalent, clinically heterogeneous disorder characterised by behavioural symptoms of inattention, hyperactivity and impulsivity that creates impairments for the child and affects the family life. The impairments vary with age and context, and the same symptoms do not necessarily have the same effects in different contexts and persons.

The findings include two descriptive categories ‘safeguarding a functioning family’ and ‘fighting for acceptance and inclusion’. To create a stable and structured family life to avoid conflicts within the family and manage their daily life were crucial. The child with attention deficit hyperactivity disorder and their parents developed special skills and strategies to live with attention deficit hyperactivity disorder in the family sphere and the social context. To apply for help before the problems in the family become too severe and to share responsibility with professionals, who have competence, to meet the families in their worries were stressed. The striving in the family strengthened the companionship in the families, and they conceived growth.

Place, publisher, year, edition, pages
Wiley-Blackwell, 2014
Keywords
attention deficit hyperactivity disorder; child; family; life situation; phenomenography
National Category
Nursing
Research subject
Nursing Science
Identifiers
urn:nbn:se:kau:diva-31581 (URN)10.1111/jocn.12559 (DOI)000343835300018 ()25453121 (PubMedID)
Available from: 2014-02-27 Created: 2014-02-27 Last updated: 2017-12-05Bibliographically approved
Tosterud, R., Petzäll, K., Hedelin, B. & Hall-Lord, M.-L. (2014). Psychometric testing of the Norwegian version of the questionnaire, Student Satisfaction and Self-Confidence in Learning, used in simulation. Nurse Education in Practice, 14(6), 704-708
Open this publication in new window or tab >>Psychometric testing of the Norwegian version of the questionnaire, Student Satisfaction and Self-Confidence in Learning, used in simulation
2014 (English)In: Nurse Education in Practice, ISSN 1471-5953, E-ISSN 1873-5223, Vol. 14, no 6, p. 704-708Article in journal (Refereed) Published
Abstract [en]

Simulation is increasingly being used as an approach to learning in nurse education. There is a need for frameworks and valid evaluation tools to help guide educators in implementing the method. The questionnaire, Student Satisfaction and Self-Confidence in Learning, which consists of two subscales, has been developed by the National League for Nursing in the US for evaluating simulation used in nurse education.

The aim of the present study was to test the questionnaire, Student Satisfaction and Self-Confidence in Learning, for psychometric properties in a Norwegian nurse education context.

A sample consisting of 130 nursing students participated in a simulation situation, and 123 responded. When the questionnaire was tested in its entirety, psychometric testing conducted with a principal component analysis did not reveal a stable factor solution. The two subscales were then tested separately. The analysis for Satisfaction with Current Learning suggested a one-component solution, thereby explaining 62.8% of the variance, and the internal reliability was 0.84. With regard to Self-Confidence in Learning, no stable solution was achieved, and an alpha value of 0.64 was shown.

To further validate the questionnaire, Student Satisfaction and Self-Confidence in Learning, more studies by various nursing programmes in different cultural contexts are recommended.

Place, publisher, year, edition, pages
Elsevier, 2014
Keywords
Exploratory factor analysis, Human patient simulation, Nursing students, Student satisfaction
National Category
Nursing
Research subject
Nursing Science
Identifiers
urn:nbn:se:kau:diva-34601 (URN)10.1016/j.nepr.2014.10.004 (DOI)000349568300020 ()25458231 (PubMedID)
Available from: 2014-11-14 Created: 2014-11-14 Last updated: 2019-06-03Bibliographically approved
Moen, Ö., Hedelin, B. & Hall-Lord, M.-L. (2014). Public health nurses' conceptions of their role related to families with a child having attention-deficit/hyperactivity disorder. Scandinavian Journal of Caring Sciences, 28(3), 515-522
Open this publication in new window or tab >>Public health nurses' conceptions of their role related to families with a child having attention-deficit/hyperactivity disorder
2014 (English)In: Scandinavian Journal of Caring Sciences, ISSN 0283-9318, E-ISSN 1471-6712, Vol. 28, no 3, p. 515-522Article in journal (Refereed) Published
Abstract [en]

Attention-deficit/hyperactivity disorder is one of the most common behavioural disorders diagnosed in children. Children who have this disorder have difficulties regarding regulation of their emotions, maintaining attention and impulse control. Parents may need guidance in creating structure and predictable boundaries. One of the personnel who meet these families is the public health nurse. The aim of this study was to explore the public health nurses role in relation to these families. A qualitative explorative design with a phenomenographic approach was used. Interviews were performed with 19 nurses, six in group and one individual. In the data analyses, three descriptive categories emerged: 'supporting the family-unit', which describes the nurses supervising the parents and the child in everyday challenges; 'understanding the child', which describes how the public health nurses use professional competence and choose the time and arena to observe the child and; 'collaborating multidisciplinary', which describes how the public health nurses define their own role and conceive their collaboration with other professionals. The public health nurse (PHN)'s support for the parents and the entire family is important, and the PHN is the first encounter and trustful follower throughout the course of diagnosis and care.

Place, publisher, year, edition, pages
John Wiley & Sons, 2014
Keywords
attention-deficit/hyperactivity disorder, conceptions, phenomenography, public health nurse, role
National Category
Nursing
Research subject
Nursing Science
Identifiers
urn:nbn:se:kau:diva-31584 (URN)10.1111/scs.12076 (DOI)000340288100011 ()24015931 (PubMedID)
Available from: 2014-02-27 Created: 2014-02-27 Last updated: 2017-12-05Bibliographically approved
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