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  • 1.
    Athlin, Elsy
    et al.
    Karlstads universitet, Fakulteten för samhälls- och livsvetenskaper, Avdelningen för omvårdnad.
    Lindgren, B
    Nurse lecturers perceptions of what baccalaureate nursing students could gain from clinical group supervision2009Ingår i: Nurse Education Today, ISSN 0260-6917, E-ISSN 1532-2793, Vol. 30, nr 4, s. 360-364Artikel i tidskrift (Refereegranskat)
  • 2.
    Bisholt, Birgitta
    Karlstads universitet, Fakulteten för samhälls- och livsvetenskaper, Avdelningen för omvårdnad.
    The learning process of recently graduated nurses in professional situations: Experiences of an introduction program2012Ingår i: Nurse Education Today, ISSN 0260-6917, E-ISSN 1532-2793, Vol. 32, nr 3, s. 289-293Artikel i tidskrift (Refereegranskat)
    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.

  • 3.
    Bisholt, Birgitta
    Karlstads universitet, Fakulteten för samhälls- och livsvetenskaper, Avdelningen för omvårdnad.
    The professional socialization of recently graduated nurses: Experiences of an introduction program2012Ingår i: Nurse Education Today, ISSN 0260-6917, E-ISSN 1532-2793, Vol. 32, nr 3, s. 278-282Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Nursing education entails a three-year program leading up to a Bachelor's degree. Recently graduated nurses lack theoretical as well as clinical skills, thus experiencing difficulties in taking on the professional role. Health care institutions have previously expressed great concern about the increase of theoretical focus at the cost of decreased clinical training and consequently employers presently offer introduction programs after the completion of the nursing education. The present study is part two of a larger study. The aim of the present study was to describe and analyze how recently graduated nurses are socialized into the profession. The research was conducted using an ethnographic approach and the empirical data was acquired by means of participant observations, interviews and field notes. The findings revealed that the staff questions the novices' nursing knowledge and strongly doubts their professional skills. In order for novices to attain member status at the clinical facility, they must constantly prove their professional ability. The findings showed furthermore that deviation by the novices from the norms and expectations associated with the professional role results in their becoming outsiders. Within nursing education the ideology of nursing is prominent, but within the profession the emphasis is on good occupational skills.

  • 4.
    Boussaid, Lena
    et al.
    Mälardalens Högskola.
    Dahlgren, Monica
    Mälardalens Högskola.
    Lindvall, Lillemor
    Karlstads universitet, Fakulteten för samhälls- och livsvetenskaper, Avdelningen för omvårdnad.
    Nurses learn caring theory by being co-researchers in a surgical setting2012Ingår i: Nurse Education Today, ISSN 0260-6917, E-ISSN 1532-2793, Vol. 32, nr 4, s. 393-398Artikel i tidskrift (Refereegranskat)
  • 5.
    Dupin, Cecile
    et al.
    French School of Public Health.
    Larsson, Maria
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för hälsovetenskaper.
    Dariel, Odessa
    French School of Public Health.
    Debout, Christophe
    French School of Public Health.
    Rothan-Tondeur, Monique
    French School of Public Health.
    Conceptions of learning research: variations among French and Swedish nurses: A phenomenographic study2015Ingår i: Nurse Education Today, ISSN 0260-6917, E-ISSN 1532-2793, Vol. 35, nr 1, s. 73-79Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    BACKGROUND:

    The development of nursing research capacity and interactions with cultural and structural issues is at various stages throughout Europe. This process appears to be remarkably similar irrespective of the country. Sweden has developed this capacity since the 1990s, whereas France is experiencing a transition. Nevertheless, knowledge about how nurses conceive their learning about nursing research and transitioning toward being researchers is scarce.

    OBJECTIVES:

    The aim of this study was to explore French and Swedish RNs' conceptions of research education and educational passage toward research and to describe how learning research contributes to the understanding of their norms and practices.

    DESIGN:

    A phenomenographic approach was used to understand and describe the qualitatively different ways in which French and Swedish RNs conceive research and its apprenticeship.

    SETTINGS AND PARTICIPANTS:

    A purposive maximum variation sampling of five French and five Swedish Nurse Researchers with PhDs.

    METHODS:

    Individual in-depth interviews conducted in France and Sweden between November 2012 and March 2013 were analysed using phenomenography.

    FINDINGS:

    The analysis revealed one main category, "Organisational factors to sustain individual apprenticeship". Three descriptive categories have emerged from the data and its variations amongst French and Swedish nurses: (1) entrance into research--modes of commitment; (2) nurses' engagement--the need for dedicated support; and (3) research as the means to resolve nursing situations.

    CONCLUSIONS:

    This study demonstrates how registered nurses have integrated nursing and researcher roles following different efficient paths. Education in nursing research is part of the strategy needed for the development of nursing research and is supported by the integration of research and practic

  • 6.
    Gardulf, Ann
    et al.
    Karolinska Univ Hosp, Karolinska Inst, Dept Lab Med, Div Clin Immunol,Unit Clin Nursing Res & Clin Res, SE-14186 Stockholm, Sweden.;Japanese Red Cross Inst Humanitarian Studies, Tokyo, Japan..
    Nilsson, Jan
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för hälsovetenskaper (from 2013). Japanese Red Cross Inst Humanitarian Studies, Tokyo, Japan..
    Florin, Jan
    Dalama Univ, Sch Educ Hlth & Social Studies, Falun, Sweden..
    Leksell, Janeth
    Dalama Univ, Sch Educ Hlth & Social Studies, Falun, Sweden.;Uppsala Univ, Dept Med Sci Clin Diabetol & Metab, Uppsala, Sweden..
    Lepp, Margret
    Univ Gothenburg, Sahlgrenska Acad, Inst Hlth & Care Sci, Gothenburg, Sweden.;Ostfold Univ Coll, Holden, Norway..
    Lindholm, Christina
    Sophiahemmet Univ, Stockholm, Sweden..
    Nordström, Gun
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för hälsovetenskaper (from 2013). Hedmark University College, Hedmark, Norway.
    Theander, Kersti
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för hälsovetenskaper (from 2013).
    Wilde-Larsson, Bodil
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för hälsovetenskaper (from 2013). Hedmark Univ Coll, Hedmark, Norway..
    Carlsson, Marianne
    Uppsala Univ, Dept Publ Hlth & Caring Sci, Uppsala, Sweden.;Univ Gavle, Fac Hlth & Occupat Studies, Gavle, Sweden..
    Johansson, Eva
    Karolinska Inst, Dept Neurobiol Care Sci & Soc, Dept Nursing, Stockholm, Sweden..
    The Nurse Professional Competence (NPC) Scale: Self-reported competence among nursing students on the point of graduation2016Ingår i: Nurse Education Today, ISSN 0260-6917, E-ISSN 1532-2793, Vol. 36, s. 165-171Artikel i tidskrift (Refereegranskat)
    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.

  • 7.
    German Millberg, Lena
    et al.
    Karlstads universitet, Fakulteten för samhälls- och livsvetenskaper, Avdelningen för omvårdnad.
    Berg, Linda
    Institute of Health and Care Sciences, Sahlgrenska Academy, Göteborg.
    Lindstöm, Irma
    Institute of Health and Care Sciences, Sahlgrenska Academy, Göteborg.
    Petzäll, Kerstin
    Karlstads universitet, Fakulteten för samhälls- och livsvetenskaper, Avdelningen för omvårdnad.
    Öhlén, Joakim
    Institute of Health and Care Sciences, Sahlgrenska Academy, Göteborg.
    Tension related to implementation of postgraduate degree projects in specialist nursing education2011Ingår i: Nurse Education Today, ISSN 0260-6917, E-ISSN 1532-2793, Vol. 31, nr 3, s. 283-288Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    In conjunction with the introduction of the Bologna process in Sweden, specialist nursing education programmes were moved up to the second cycle of higher education with the opportunity to take a one-year master's degree, which also meant that students would undertake a degree project carrying 15 ECTS. Thepurpose of this study was to examine the introduction of postgraduate degree projects on the second-cyclelevel into Swedish specialist nursing programmes in accordance with the Bologna process. Five universities were involved and the study design took the form of action research.

    Problem formulation, planning, evaluation and follow-up with reflection led to new actions over a period of 2 1/2 years. Through a review oflocal curriculum documents, the implementation of a postgraduate degree project was monitored and thesereviews, together with field notes, were analysed by means of constant comparative analysis. The results revealed a variety of tensions that arose when postgraduate degree projects were introduced, taking the form of differing views on the relationship between research, clinical development, specific professional objectives and academic objectives. These tensions were reflected in six areas of change. In summary, it can be noted that implementation of the postgraduate degree projects highlighted tensions related to basic views of learning.

  • 8.
    Gillund, Margrethe
    et al.
    Hedmark University College.
    Rystedt, Ingrid
    Karlstads universitet, Fakulteten för samhälls- och livsvetenskaper.
    Wilde-Larsson, Bodil
    Karlstads universitet, Fakulteten för samhälls- och livsvetenskaper.
    Kvigne, Kari
    Hedmark University College.
    Abubakar, Suwarni
    Akademi Keperawatan Ibnu Sina, Kota Sabang, Banda Aceh, Indonesia.
    Building competence thorugh cross-cultural collaboration in the aftermath of a tsunami: Experiences of Indonesian teachers2013Ingår i: Nurse Education Today, ISSN 0260-6917, E-ISSN 1532-2793, Nurse Educ Today, ISSN 0260-6917, Vol. 33, nr 3, s. 192-198Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    The aim of this study was to describe the reported experiences of Indonesian nursing teachers who participated in a two-year cross-cultural project designed to build pedagogical and professional competence after the tsunami in Aceh province in 2004. Eleven Indonesian teachers who had participated in the competence project answered an open-ended questionnaire in November 2007. The data were analyzed by qualitative content analysis, and the main theme "an empowered nursing teacher" emerged. The teachers expressed positive experiences, as having more self confidence, feeling inspired to develop one's potentiality and feeling strength and happiness in one's work. The theme constituted four categories: "encouraged by collaboration and teamwork", "more independent as a teacher", "encouraged by more active students" and, "inspired to develop further competence". The overall result showed that the teachers in the competence developing project reported mostly positive experiences by participating in the project. However, two years is a short time to develop both pedagogical and professional competence. They expressed a desire to continue building their competence, especially in direct clinical practice.

  • 9.
    Gustafsson, Margareta
    et al.
    Univ Orebro, Sch Hlth & Med Sci, SE-70182 Orebro, Sweden..
    Engstrom, Agneta Kullen
    Univ Boras, Sch Hlth, Boras, Sweden..
    Ohlsson, Ulla
    Univ Orebro, Sch Hlth & Med Sci, SE-70182 Orebro, Sweden..
    Sundler, Annelie J.
    Univ Skovde, Sch Hlth & Learning, Skovde, Sweden.;Malardalens Univ, Sch Hlth Care & Social Welf, Vasteras, Sweden..
    Bisholt, Birgitta
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för hälsovetenskaper.
    Nurse teacher models in clinical education from the perspective of student nurses: A mixed method study2015Ingår i: Nurse Education Today, ISSN 0260-6917, E-ISSN 1532-2793, Vol. 35, nr 12, s. 1289-1294Artikel i tidskrift (Refereegranskat)
    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.

  • 10.
    Johansson Sundler, Annelie
    et al.
    Högskolan i Skövde.
    Björk, Maria
    Högskolan i Skövde.
    Bisholt, Birgitta
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för hälsovetenskaper.
    Ohlsson, Ulla
    Örebro universitet.
    Kullén Engström, Agneta
    Högskolan i Borås.
    Gustafsson, Margareta
    Örebro universitet.
    Student nurses experiences of the clinical learning environment in relation to the organization of supervision: A questionnaire survey2014Ingår i: Nurse Education Today, ISSN 0260-6917, E-ISSN 1532-2793, Vol. 34, nr 4, s. 661-666Artikel i tidskrift (Refereegranskat)
    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.

  • 11.
    Lilja Andersson, Petra
    et al.
    Department of Health Science, Lund university.
    Ahlner-Elmqvist, Marianne
    Department of Health Sciences, Lund University.
    Johansson, Unn-Britt
    Sophiahemmet University College, Stockholm.
    Larsson, Maria
    Karlstads universitet, Fakulteten för samhälls- och livsvetenskaper, Avdelningen för omvårdnad.
    Ziegert, Kristina
    School of Social and Health Sciences, Halmstad University, Halmstad.
    Nursing students' experiences of assessment by the Swedish National Clinical Final Examination2013Ingår i: Nurse Education Today, ISSN 0260-6917, E-ISSN 1532-2793, Vol. 33, nr 5, s. 536-540Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    The Swedish National Clinical Final Examination (NCFE) was established in 2007 in order to examine nursing students' clinical competence upon completing their Bachelor's degree in nursing. The NCFE constitutes an innovative method of examination, divided into two parts: a written and bedside test. The aim of this study was to evaluate nursing students' experiences of being assessed by means of the NCFE, in order to obtain information that could be used to improve the examination. A survey was conducted using a questionnaire with open-ended questions concerning the written and the bedside part of the NCFE. The answers from 577 third-year nursing students were analysed using content analysis. The nursing students regarded the NCFE as promoting further learning and as an important means of quality assurance. Its comprehensive nature was perceived to tie the education together and contributed to the students' awareness of their own clinical competence. The strengths of the NCFE especially highlighted were its high degree of objectivity and the fact that it took place in a natural setting. However, the students felt that the NCFE did not cover the entire nursing programme and that it caused stress. It thus appears to be important to reconsider the written theoretical part of the examination and to standardise the bedside part.

  • 12.
    Nilsson, Jan
    et al.
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för hälsovetenskaper (from 2013). Stockholm University; Japanese red cross institute for humanitarian studies, Japan.
    Engström, Maria
    University of Gävle; Uppsala University.
    Florin, Jan
    Högskolan Dalarna.
    Gardulf, Ann
    Karolinska Institutet; Japanese red cross institute for humanitarian studies, Japan.
    Carlsson, Marianne
    Uppsala University; Gävle University.
    A short version of the nurse professional competence scale for measuring nurses' self-reported competence2018Ingår i: Nurse Education Today, ISSN 0260-6917, E-ISSN 1532-2793, Vol. 71, s. 233-239Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Background

    The Nurse Professional Competence (NPC) Scale with 88-items has been used to measure self-reported competence among nursing students and registered nurses in many national and international nursing research projects. However, a shorter version of the scale with maintained quality has been requested to further enhance its usability.

    Objectives

    To develop and evaluate the construct validity and internal consistency of a shorter version of the NPC Scale.

    Design

    A developmental and methodological design.

    Participants and Settings

    The study was based on a sample of 1810 nursing students at the point of graduation from 12 universities in Sweden.

    Methods

    The number of items in the original NPC Scale was reduced using several established research steps and then evaluated for data quality and construct validity using principal component analysis and confirmatory factor analysis. Reliability was measured as internal consistency using Cronbach's alpha.

    Results

    The extensive process of reducing the number of items resulted in a version with 35 items. Principal component analysis resulted in six factors explaining 53.6% of the variance: “Nursing Care”, “Value-based Nursing Care”, “Medical and Technical Care”, “Care Pedagogics”, “Documentation and Administration of Nursing Care”, and “Development, Leadership, and Organization of Nursing Care”. All factors showed Cronbach's alpha values of >0.70. The confirmative factor analysis goodness-of-fit indexes were for root mean square error of approximation 0.05 and for comparative fit index 0.89.

    Conclusions

    The NPC Scale Short Form (NPC Scale-SF) 35-items revealed promising results with a six-factor structure explaining 53.6% of the total variance. This 35-item scale can be an asset when used alone and together with other instruments it can provide the possibility of more complex analyses of self-reported competence among nursing students and registered nurses.

  • 13.
    Nilsson, Jan
    et al.
    Karlstads universitet, Fakulteten för samhälls- och livsvetenskaper, Avdelningen för omvårdnad.
    Johansson, Eva
    Karolinska institutet.
    Egmar, Ann-Charlotte
    Röda korsets sjuksköterskeskola.
    Florin, Jan
    Högskolan Dalarna.
    Leksell, Janeth
    Högskolan Dalarna.
    Lepp, Margret
    Göteborgs universitet.
    Lindholm, Christina
    Sophiahemmet.
    Nordström, Gun
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för hälsovetenskaper.
    Theander, Kersti
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för hälsovetenskaper.
    Wilde-Larsson, Bodil
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för hälsovetenskaper.
    Development and validation of a new tool measuring nursesself-reported professional competence—The nurse professionalcompetence (NPC) Scale2014Ingår i: Nurse Education Today, ISSN 0260-6917, E-ISSN 1532-2793, Vol. 2014, nr 34, s. 574-580Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Objectives: To develop and validate a new tool intended for measuring self-reported professional competenceamong both nurse students prior to graduation and among practicing nurses. The new tool is based on formalcompetence requirements from the Swedish Board of Health and Welfare, which in turn are based on WHOguidelines.Design: A methodological study including construction of a new scale and evaluation of its psychometricproperties.Participants and settings: 1086 newly graduated nurse students from 11 universities/university colleges.Results: The analyses resulted in a scale named the NPC (Nurse Professional Competence) Scale, consisting of 88items and covering eight factors: “Nursing care”, “Value-based nursing care”, “Medical/technical care”, “Teaching/learning and support”, “Documentation and information technology”, “Legislation in nursing and safetyplanning”, “Leadership in and development of nursing care” and “Education and supervision of staff/students”.All factors achieved Cronbach's alpha values greater than 0.70. A second-order exploratory analysis resulted intwo main themes: “Patient-related nursing” and “Nursing care organisation and development”. In addition,evidence of known-group validity for the NPC Scale was obtained.

  • 14.
    Sundler, A. J.
    et al.
    University of Borås, Sweden.
    Blomberg, K.
    Örebro universitet.
    Bisholt, Birgitta
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för hälsovetenskaper (from 2013).
    Eklund, Anna Josse
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för hälsovetenskaper (from 2013).
    Windahl, J.
    Örebro universitet.
    Larsson, Maria
    Experiences of supervision during clinical education among specialised nursing students in Sweden: A cross-sectional study2019Ingår i: Nurse Education Today, ISSN 0260-6917, E-ISSN 1532-2793, Vol. 79, s. 20-24Artikel i tidskrift (Refereegranskat)
    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.

  • 15.
    Theander, Kersti
    et al.
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för hälsovetenskaper.
    Wilde-Larsson, Bodil
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för hälsovetenskaper. Hedmark Univ Coll, Dept Nursing & Mental Hlth, Fac Publ Hlth, Hedmark, Norway..
    Carlsson, Marianne
    Uppsala Univ, Dept Publ Hlth & Caring Sci, Uppsala, Sweden.;Univ Gavle, Fac Hlth & Occupat Studies, Gavle, Sweden..
    Florin, Jan
    Dalarna Univ, Sch Educ Hlth & Social Studies, Falun, Sweden..
    Gardulf, Ann
    Karolinska Univ Hosp, Karolinska Inst, Dept Lab Med, Unit Clin Nursing Res & Clin Res Immunotherapy,Di, Stockholm, Sweden.;Japan Red Cross Inst Humanitarian Studies, Tokyo, Japan..
    Johansson, Eva
    Karolinska Univ Hosp, Karolinska Inst, Dept Lab Med, Unit Clin Nursing Res & Clin Res Immunotherapy,Di, Stockholm, Sweden.;Japan Red Cross Inst Humanitarian Studies, Tokyo, Japan..
    Lindholm, Christina
    Sophiahemmet Univ, Stockholm, Sweden..
    Nordström, Gun
    Karlstads universitet, Fakulteten för samhälls- och livsvetenskaper, Avdelningen för omvårdnad.
    Nilsson, Jan
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för hälsovetenskaper. Japan Red Cross Inst Humanitarian Studies, Tokyo, Japan..
    Adjusting to future demands in healthcare: Curriculum changes and nursing students' self-reported professional competence2016Ingår i: Nurse Education Today, ISSN 0260-6917, E-ISSN 1532-2793, Vol. 37, s. 178-183Artikel i tidskrift (Refereegranskat)
    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.

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