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  • 1.
    Skundberg-Kletthagen, Hege
    et al.
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Health Sciences (from 2013). Department of Nursing, Faculty of Health, Care and Nursing, Gjøvik University College, Gjøvik, Norway.
    Wangensteen, Sigrid
    Department of Nursing, Faculty of Health, Care and Nursing, Gjøvik University College, Gjøvik, Norway.
    Hall-Lord, Marie Louise
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Health Sciences (from 2013).
    Hedelin, Birgitta
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Health Sciences (from 2013). Department of Nursing, Faculty of Health, Care and Nursing, Gjøvik University College, Gjøvik, Norway.
    Relatives of patients with depression: Experiences of everyday life2014In: Scandinavian Journal of Caring Sciences, ISSN 0283-9318, E-ISSN 1471-6712, Vol. 28, no 3, p. 564-571Article in journal (Refereed)
    Abstract [en]

    The aim of this study was to describe experiences of everyday life as a relative of a person diagnosed with depression. A qualitative and descriptive design with a phenomenographic approach was chosen, and individual interviews with 24 relatives were carried out. Approval was given by the Regional Committee for Medical and Health Research Ethics, Norway (South East) ref 2010/126. The findings show the main category ‘Living on the other person’s terms’, which may be expressed in terms of consideration for the next of kin, thus presenting a challenge and a need to be balanced against taking care of oneself. In addition, three descriptive categories emerged: ‘Ambivalent relationship’, ‘Adjusting daily life’ and ‘Managing the situation’. In conclusion, the relatives of persons with depression may be in danger of developing their own health problems and in need for attention from health personnel.

  • 2.
    Wangensteen, Sigrid
    Karlstad University, Faculty of Social and Life Sciences, Department of Nursing.
    Newly graduated nurses' perception of competence, critical thinking and research utilization.2010Doctoral thesis, comprehensive summary (Other academic)
    Abstract [en]

    Sigrid Wangensteen has the recent years been engaged in doctoral studies at Karlstad University in combination with teaching at the bachelor program in nursing at Gjøvik Universtity College.

    This doctoral thesis is focused on newly graduated nurses, their perception of competence, critical thinking dispositions, research use and their experiences of being a nurse during their first year as a nurse. Qualitative and quantitative methods were used.

    The very first period of time was experienced as tough but when looking back the newly graduated nurses appreciated the tough time. They described the need for a supportive environment, and gaining competence through managing challenging situations. The leadership role constituted the main difference between being a student and being a nurse. In the quantitative study the nurses perceived their competence as good, rating the Helping role competence category highest and the Ensuring quality competence category lowest. With respect to critical thinking the CCTDI total scores indicated a positive disposition. As regards the CCTDI subscale scores the nurses reported highest values for intellectual curiosity (Inquisitiveness) and lowest for intellectual honesty (Truth-seeking). The nurses reported a positive attitude towards research, but only 24% were classified as research users. Supportive environment was a significant predictor for research use. Critical thinking was a prominent predictor for attitude towards research, for research use and perception of competence.

    Nurse leaders in clinical practice and nurse educators in nursing education and clinical practice play an important role in nurturing student nurses and newly graduated nurses with respect to critical thinking. There is a need to assess whether teaching strategies meet the requirements of critical thinking and EBP in nursing education.

  • 3.
    Wangensteen, Sigrid
    et al.
    Gjovik Univ Coll, Dept Nursing, Fac Hlth Care & Nursing, Gjovik, Norway..
    Johansson, Inger
    Gjovik Univ Coll, Dept Nursing, Fac Hlth Care & Nursing, Gjovik, Norway.;Karlstad Univ, Dept Hlth Sci, Fac Hlth Sci & Technol, Karlstad, Sweden..
    Nordström, Gun
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Health Sciences (from 2013). Hedmark Univ Coll, Dept Nursing, Fac Publ Hlth, Elverum, Norway.
    Nurse Competence Scale: Psychometric testing in a Norwegian context2015In: Nurse Education in Practice, ISSN 1471-5953, E-ISSN 1873-5223, Vol. 15, no 1, p. 22-29Article in journal (Refereed)
    Abstract [en]

    The aim was to test the construct validity of the Nurse Competence Scale. The Nurse Competence Scale has been used in hospital settings for various purposes in several countries. Despite this, confirmatory factor analyses are scarcely reported. The present study is based on re-analyses of data from 2007 (i.e. psychometric testing) and 593 newly graduated nurses working in various contexts were included. Confirmatory as well as exploratory factor analyses (Principal Component Analysis) were carried out. The original 7-factor model of the Nurse Competence Scale (73 items) was not confirmed. The exploratory factor analyses resulted in a Norwegian Nurse Competence Scale consisting of 46 items in the following competence categories: Planning and delivery of care, Teaching functions, Professional leadership, Research utilization and nursing values and Professional awareness. The results underline the needs for psychometric testing of an instrument after translation processes. The instrument is suitable for describing and comparing nurse competence for various reasons. It may also be helpful in creating competence development programs at an individual as well as at an organizational level. Further studies with a broader sample are recommended. (C) 2014 Elsevier Ltd. All rights reserved.

  • 4.
    Wangensteen, Sigrid
    et al.
    Karlstad University, Faculty of Social and Life Sciences, Department of Nursing.
    Johansson, Inger
    Karlstad University, Faculty of Social and Life Sciences, Department of Nursing.
    Nordström, Gun
    Karlstad University, Faculty of Social and Life Sciences, Department of Nursing.
    The first year as a graduated nurse - an experience of growth and development2008In: J Clin Nurse. 2008;17:1877-85Article in journal (Refereed)
  • 5.
    Wangensteen, Sigrid
    et al.
    Karlstad University, Faculty of Social and Life Sciences, Department of Nursing.
    Johansson, Inger
    Karlstad University, Faculty of Social and Life Sciences, Department of Nursing.
    Nordström, Gun
    Karlstad University, Faculty of Social and Life Sciences, Department of Nursing.
    The first year as a nurse: an experience of growth and development2008In: Journal of Clinical Nursing, ISSN 0962-1067, E-ISSN 1365-2702, no 17, p. 1877-1885Article in journal (Refereed)
  • 6.
    Wangensteen, Sigrid
    et al.
    Karlstad University, Faculty of Social and Life Sciences, Department of Nursing.
    Johansson, Inger
    Karlstad University, Faculty of Social and Life Sciences, Department of Nursing.
    Nordström, Gun
    Karlstad University, Faculty of Social and Life Sciences, Department of Nursing.
    Björklund, M
    Critical thinking and research utilization and among newly graduated nurses: Does critical thinking predict research utilization?2009Conference paper (Refereed)
  • 7.
    Wangensteen, Sigrid
    et al.
    Karlstad University, Faculty of Social and Life Sciences, Department of Nursing.
    Johansson, Inger S.
    Karlstad University, Faculty of Social and Life Sciences, Department of Nursing.
    Björkström, Monica E.
    Karlstad University, Faculty of Social and Life Sciences, Department of Nursing.
    Nordström, Gun
    Karlstad University, Faculty of Social and Life Sciences, Department of Nursing.
    Critical thinking dispositions among newly graduated nurses.2010In: Journal of Advanced Nursing, ISSN 0309-2402, E-ISSN 1365-2648Article in journal (Refereed)
  • 8.
    Wangensteen, Sigrid
    et al.
    Karlstad University, Faculty of Social and Life Sciences, Department of Nursing. Gjovik Univ Coll, Gjovik, Norway.
    Johansson, Inger S.
    Karlstad University, Faculty of Social and Life Sciences, Department of Nursing. Gjovik Univ Coll, Gjovik, Norway.
    Björkström, Monica E.
    Karlstad University, Faculty of Social and Life Sciences, Department of Nursing.
    Nordström, Gun
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Health Sciences (from 2013).
    Newly Graduated Nurses' Perception Of Competence And Possible Predictors: A Cross-Sectional Survey2012In: Journal of Professional Nursing, ISSN 8755-7223, E-ISSN 1532-8481, Vol. 28, no 3, p. 170-181Article in journal (Refereed)
    Abstract [en]

    The aim of this study was to describe newly graduated nurses' own perception of competence and to identify possible predictors influencing their perceptions. The target population included nurses who graduated from nursing colleges in June 2006. Data collection was carried out from October 2006 until April 2007 using the Nurse Competence Scale (NCS), the California Critical Thinking Disposition Inventory, and the Research Utilization Questionnaire. The response rate was 33% (n = 620). Pearson's chi-square test, Student t test, and regression analyses were used for statistical calculations. The respondents assessed their overall competence level as "good" and assessed themselves most competent in providing ethical and individualized nursing care. They assessed themselves least competent in evaluating outcomes and further development of patient care. Their use of competence explained between 40% (helping) and 10% (managing) of the variance within the NCS competence categories. Critical thinking (CT) was the most prominent predictor for perception of competence in all competence categories and the overall competence, alone explaining between 20% (NCS total score) and 9% (managing) of the variance. The finding that CT was a significant predictor for perception of competence may indicate that developing nursing students' CT abilities is valuable to increase newly graduated nurses' perception of competence.

  • 9.
    Wangensteen, Sigrid
    et al.
    Karlstad University, Faculty of Social and Life Sciences, Department of Nursing.
    Johansson, Inger S.
    Karlstad University, Faculty of Social and Life Sciences, Department of Nursing.
    Björkström, Monica E.
    Karlstad University, Faculty of Social and Life Sciences, Department of Nursing.
    Nordström, Gun
    Karlstad University, Faculty of Social and Life Sciences, Department of Nursing.
    Research utilisation and critical thinking among newly graduated nurses: Predictors for research use. A quantitative cross-sectional study2011In: Journal of Clinical Nursing, ISSN 0962-1067, E-ISSN 1365-2702, Vol. 20, no 17/18, p. 2436-2447Article in journal (Refereed)
    Abstract [en]

    AIM:The aim was to describe research utilisation among newly graduated nurses and to explore critical thinking dispositions and other individual and contextual factors as possible predictors for research use.

    BACKGROUND:Nurses are expected to be research users, and variations in research utilisation are explained by individual and contextual factors. To our knowledge, critical thinking dispositions have not earlier been explored as predictors for research use.

    DESIGN:A cross-sectional design was chosen.

    METHODS:Data collection was carried out from October 2006 to April 2007 using the Research Utilization Questionnaire (RUQ) and the California Critical Thinking Disposition Inventory (CCTDI). The response rate was 33% (n =617). Pearson's chi-square test and regression analyses were used for statistical calculations.

    RESULTS:The respondents reported a positive attitude towards research, but only 24% (n = 148) were defined as research users. A significantly higher proportion of research users reported high critical thinking scores. Critical thinking explained 20% of the variance in attitude towards research and 11% of the variance in research use. Availability and support to implement research findings was the second strongest predictor for research use.

    CONCLUSIONS:Critical thinking, a significant predictor for attitude towards research and for the use of research, should be recognised and strengthened in nursing education and clinical practice. Contextual factors seem to be important for newly graduated nurses' use of research.

    RELEVANCE TO CLINICAL PRACTICE:Nurse leaders play an important role in nurturing newly graduated nurses' critical thinking and assisting them in transferring their positive attitude towards research into research use. Nurse educators play a significant role in supporting, challenging and supervising nursing students to be critical thinkers and strong believers in research utilisation.

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