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  • 1.
    Bengtsson, Mariette
    et al.
    Malmö högskola, Faculty of Health and Society (HS), Department of Care Science (VV).
    Dahlquist, Birgitta
    Carlson, Elisabeth
    Malmö högskola, Faculty of Health and Society (HS), Department of Care Science (VV).
    Expectations of nursing students prior to a skills-based exam performed in clinical practice2016In: Journal of Nursing Education and Practice, ISSN 1925-4040, E-ISSN 1925-4059, Vol. 6, no 8, p. 22-29Article in journal (Refereed)
    Abstract [en]

    Students perform bedside exams in different real life settings and their performance are assessed. They are prior to and during the exam nervous, and for that reason make avoidable mistakes. The aim was to explore undergraduate nursing students’ feelings, reasoning, and preparations prior to a skill-based exam performed in clinical practice. Data was collected by interviews performed as unstructured everyday dialogues based on two main questions: “Tell me how you feel when you think of the coming skill-based exam, and how are you reasoning and prepare for this exam”. Eigtheen Swedish nursing students (17 women and 1 man, median age of 28, range 22-43 years) in their final semester of a three-year nursing programme were interviewed. The collected data were analysed by content analysis, and the findings were interpreted into one theme, Balancing fear with competence, which is a metaphor for students’ turbulent emotions and thoughts prior to a real life skill-based exam. The subthemes Being in an emotional turmoil, Attaining increased knowledge and skills and Preparing for collaboration comprise the different experiences. The students were fearful of failing and were focused on the assessment itself, which created nervousness, and stress. They expressed a lack of self-confidence, and were not sure of their capability after three years of nursing studies. By supporting the students to develop their awareness of their own theoretical knowledge as well as their emotional, practical, and interpersonal skills by using different teaching methods, the students might handle the stressful nature of a bedside exam better.

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    FULLTEXT01
  • 2.
    Björkman Randström, Kerstin
    et al.
    Mid Sweden University, Faculty of Human Sciences, Department of Nursing Sciences.
    Asplund, Kenneth
    Mid Sweden University, Faculty of Human Sciences, Department of Nursing Sciences.
    Svedlund, Marianne
    Mid Sweden University, Faculty of Human Sciences, Department of Nursing Sciences.
    "I have to be patient" - A longitudinal case study of an older man's rehabilitation experience after a hip replacement surgery2013In: Journal of Nursing Education and Practice, ISSN 1925-4040, E-ISSN 1925-4059, Vol. 3, no 8, p. 160-169Article in journal (Refereed)
    Abstract [en]

    Background: Aging can bring about an increased risk of disability. Following illness or injures, rehabilitation is essentialif the individual affected is to attain and maintain independence. Performing rehabilitation with a person-centeredapproach is vital for positive outcomes. Health providers are increasingly interested in developing rehabilitation servicesin outpatient settings for older people in their own homes. Aim: The aim of this study was to describe an older man’s rehabilitation experience after a hip replacement surgery.Design: A longitudinal qualitative descriptive single case study.Methods: Interviews were conducted on four occasions with the participant in his own home. The interviews wereconducted one month, seven months, one year, and five years after the patient was discharged from the hospital. The datawere analyzed using qualitative content analysis.Results: Three categories emerged: (i) having feelings of despair, (ii) being in charge, and (iii) having rehabilitative support. The results demonstrate the participant’s decreased ability to walk after a complicated hip surgery, and his physical and psychological struggle for well-being in everyday life. A strong motivation to return to as normal a life aspossible facilitated the rehabilitation. Also, a supportive family and accessible health care professionals were essential tothe positive outcome of the home rehabilitation.Conclusion: Rehabilitation can extend over a long period to maintain and improve mobility. Also, living with a disability causes feelings of despair. The home can be a source of energy but also a place of challenges during rehabilitation. To support older people in achieving their rehabilitation goals and engaging in meaningful activities, professionals should focus on personal factors, psychosocial support and on influential factors in the home environment and in society in general.

  • 3.
    Björkman Randström, Kerstin
    et al.
    Mittuniversitetet.
    Asplund, Kenneth
    Mittuniversitetet.
    Svedlund, Marianne
    Mittuniversitetet.
    "I have to be patient" - A longitudinal case study of an older man's rehabilitation experience after a hip replacement surgery2013In: Journal of Nursing Education and Practice, ISSN 1925-4040, E-ISSN 1925-4059, Vol. 3, no 8, p. 160-169Article in journal (Refereed)
    Abstract [en]

    Background: Aging can bring about an increased risk of disability. Following illness or injures, rehabilitation is essentialif the individual affected is to attain and maintain independence. Performing rehabilitation with a person-centeredapproach is vital for positive outcomes. Health providers are increasingly interested in developing rehabilitation servicesin outpatient settings for older people in their own homes.

    Aim: The aim of this study was to describe an older man’s rehabilitation experience after a hip replacement surgery.

    Design: A longitudinal qualitative descriptive single case study.

    Methods: Interviews were conducted on four occasions with the participant in his own home. The interviews wereconducted one month, seven months, one year, and five years after the patient was discharged from the hospital. The datawere analyzed using qualitative content analysis.

    Results: Three categories emerged: (i) having feelings of despair, (ii) being in charge, and (iii) having rehabilitative support. The results demonstrate the participant’s decreased ability to walk after a complicated hip surgery, and his physical and psychological struggle for well-being in everyday life. A strong motivation to return to as normal a life aspossible facilitated the rehabilitation. Also, a supportive family and accessible health care professionals were essential tothe positive outcome of the home rehabilitation.

    Conclusion: Rehabilitation can extend over a long period to maintain and improve mobility. Also, living with a disability causes feelings of despair. The home can be a source of energy but also a place of challenges during rehabilitation. To support older people in achieving their rehabilitation goals and engaging in meaningful activities, professionals should focus on personal factors, psychosocial support and on influential factors in the home environment and in society in general.

  • 4.
    Björkström, Monica
    et al.
    Karlstad University, Faculty of Health, Science and Technology (starting 2013).
    Johansson, Inger
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Health Sciences (from 2013).
    Athlin, Elsy
    Karlstad University, Faculty of Social and Life Sciences, Department of Nursing.
    An attempt to improve nurses' interest in and use of research in clinical practice by means of network support to facilitator nurses2014In: Journal of Nursing Education and Practice, ISSN 1925-4040, E-ISSN 1925-4059, Vol. 4, no 3, p. 58-68Article in journal (Refereed)
    Abstract [en]

    Background: Scientific knowledge is expected to be used in clinical practice to ensure that patients are given evidence-based nursing care. Therefore, in order to improve nurses’ research utilisation in clinical practice a network had been provided for nurses especially interested in nursing development in eleven wards. These nurses were expected to take on the role of key person (facilitator) for nursing development in clinical practice.Aim: The study was aimed at describing nurses’ interest in nursing research, how network support to ‘facilitator nurses’ could improve development in patient care based on evidence, and what hindering factors for such development could be.Methods: One and a half years after onset of the project a follow-up study was conducted with a questionnaire answered by 75 (64%) nurses, and group interviews with nine facilitators and eleven head nurses.Findings: The nurses’ interest in research utilisation was in general high and in eight wards development work had started. The facilitator nurses had mostly worked without involving their colleagues. Hindering factors for nursing development were related to time, EBP knowledge, involvement and the interest of head nurses and colleagues. Education, work place, previous participation in research projects, and participation in the network impacted positively on nurses’ attitudes to and interest in research.Conclusion and implication for clinical practice: Providing networks to ‘facilitator nurses’ in the ward could be useful for developing nursing care based on research findings. However, support from nurse leaders, involvement of the whole nursing staff, and training in research utilisation are important factors for success.

  • 5.
    Eskilsson, Camilla
    et al.
    University of Borås, School of Health Science.
    Hörberg, Ulrica
    Ekebergh, Margaretha
    University of Borås, School of Health Science.
    Carlsson, Gunilla
    University of Borås, School of Health Science.
    Student nurses’ experiences of how caring and learning is intertwined: A phenomenological study2013In: Journal of Nursing Education and Practice, ISSN 1925-4040, E-ISSN 1925-4059, Vol. 4, no 2, p. 82-93Article in journal (Refereed)
    Abstract [en]

    Background: Clinical studies in nursing education ought to create conditions for the students to link theory to praxis. Previous research in this field focuses on the gap between theory and practice, learning environments, supervision and reflection connected to caring and learning. In addition there are studies that propose the concept of learning and caring as intertwined. The aim of this study is to describe how caring and learning is intertwined from a student perspective. Methods: The study was carried out using Reflective Lifeworld Research (RLR) with a phenomenological approach. Lifeworld interviews were conducted with students after their clinical placement on a Dedicated Education Unit (DEU). Results: The essential meaning is a movement where caring and learning fall into place which appears in an atmosphere filled with appealing challenges, but has to be sensitive to the students’ readiness. The atmosphere depends on their sense of security and how they experience confirming and affirming responses. Encountering the patient means that the students can gain a sense of the whole and the theory falls into place. The results also highlight how the student, in this atmosphere, has a desire to find a new role in a personal style. Conclusions: The study emphasizes the importance of supporting the students in understanding learning and caring as intertwined and not separated. A dualistic approach could harm the students’ aim to get the knowledge embodied. This holistic perspective requires a reflective attitude on caring and learning and has to be further developed in the didactics and supervision.

  • 6.
    Eskilsson, Camilla
    et al.
    Linnaeus University, Faculty of Health and Life Sciences, Department of Health and Caring Sciences.
    Hörberg, Ulrica
    Linnaeus University, Faculty of Health and Life Sciences, Department of Health and Caring Sciences.
    Ekebergh, Margaretha
    Linnaeus University, Faculty of Health and Life Sciences, Department of Health and Caring Sciences. University of Borås, Sweden.
    Carlsson, Gunilla
    University of Borås, Sweden.
    Student nurses’ experiences of how caring andlearning is intertwined: A phenomenological study2014In: Journal of Nursing Education and Practice, ISSN 1925-4040, E-ISSN 1925-4059, Vol. 4, no 2, p. 82-93Article in journal (Refereed)
    Abstract [en]

    Background: Clinical studies in nursing education ought to create conditions for the students to link theory to praxis.Previous research in this field focuses on the gap between theory and practice, learning environments, supervision andreflection connected to caring and learning. In addition there are studies that propose the concept of learning and caring asintertwined. The aim of this study is to describe how caring and learning is intertwined from a student perspective.Methods: The study was carried out using Reflective Lifeworld Research (RLR) with a phenomenological approach.Lifeworld interviews were conducted with students after their clinical placement on a Dedicated Education Unit (DEU).Results: The essential meaning is a movement where caring and learning fall into place which appears in an atmospherefilled with appealing challenges, but has to be sensitive to the students’ readiness. The atmosphere depends on their senseof security and how they experience confirming and affirming responses. Encountering the patient means that the studentscan gain a sense of the whole and the theory falls into place. The results also highlight how the student, in this atmosphere,has a desire to find a new role in a personal style.Conclusions: The study emphasizes the importance of supporting the students in understanding learning and caring asintertwined and not separated. A dualistic approach could harm the students’ aim to get the knowledge embodied. Thisholistic perspective requires a reflective attitude on caring and learning and has to be further developed in the didactics andsupervision.

  • 7.
    Graaf [Olsson-Graaf], Tyra
    et al.
    Örebro University, School of Health and Medical Sciences, Örebro University, Sweden.
    Kihlgren, Annika
    Örebro University, School of Health and Medical Sciences, Örebro University, Sweden.
    Ehnfors, Margareta
    Örebro University, School of Health and Medical Sciences, Örebro University, Sweden.
    Blomberg, Karin
    Örebro University, School of Health and Medical Sciences, Örebro University, Sweden.
    Communication patterns in coordinated care planning conferences with older patients2013In: Journal of Nursing Education and Practice, ISSN 1925-4040, E-ISSN 1925-4059, Vol. 3, no 10, p. 35-49Article in journal (Refereed)
    Abstract [en]

    Background: When an older patient is discharged from a hospital in Sweden, a care plan in cooperation with the patient should be made through coordinated care planning (COCP). Previous research has described difficulties in the discharge process; consequently, it is important to develop additional knowledge and investigate both whether and how patients are given the opportunity to participate in COCP. The aim of the present study was to determine if older patients are given the opportunity to participate in COCP meetings, and if so, what characterizes these meetings.

    Method: This qualitative, descriptive study is based on non-participant observation of interactions between older patients and care staff at six COCP meetings. The data collected were analyzed using directed content analysis and critical discourse analysis (CDA).

    Results: The main findings indicate a lack of patient participation in all the COCP meetings held at the hospital. The dialogues in that context were less information intensive, and a professional perspective dominated. The situation in advanced home care (AHC) was the opposite; already from the outset, it was evident that the patient was the chief informant and that the patient’s perspective predominated during the dialogues.

    Conclusions: General differences in the way the dialogues were initiated and in how they progressed were observed between the hospital and AHC. Due to both shortage of time in health care today and financial issues, it is important to find solutions that incorporate the older patient’s experiences as well as professional knowledge.

  • 8.
    Gunningberg, Lena
    et al.
    Uppsala University, Disciplinary Domain of Medicine and Pharmacy, Faculty of Medicine, Department of Public Health and Caring Sciences, Caring Sciences.
    Pöder, Ulrika
    Uppsala University, Disciplinary Domain of Medicine and Pharmacy, Faculty of Medicine, Department of Public Health and Caring Sciences, Caring Sciences.
    Carli, Cheryl
    Uppsala University, Disciplinary Domain of Medicine and Pharmacy, Faculty of Medicine, Department of Public Health and Caring Sciences, Caring Sciences.
    Facilitating student nurses' learning by real time feedback of positioning to avoid pressure ulcers--Evaluation of clinical simulation2016In: Journal of Nursing Education and Practice, ISSN 1925-4040, E-ISSN 1925-4059, Vol. 6, no 1Article in journal (Refereed)
    Abstract [en]

    Background: Reduction of pressure and shear is recognised as the single most important intervention in order to prevent pressure ulcers (PU). Recently, an objective way to measure and receive feedback about the amount of pressure at the body-mattress interface has become available.  Using such feedback in a simulated scenario in which there is a hypothetical risk for pressure ulcer development may prepare students in a safe and controlled environment for clinical placements. The aim of the study was to assess whether student nurses’ learning about optimal repositioning could be facilitated by real-time feedback in a simulated PU prevention scenario.

    Methods: A quantitative study was performed in the Clinical Training Center using a descriptive, comparative design. Student nurses from the second (n = 24) and last (n = 32) semesters worked in pairs. Their task was to place two volunteers (69 and 70 years) in the best pressure-reducing position (lateral and supine), initially without access to the pressure mapping monitor and then again after feedback. In total 232 positionings were conducted.

    Results: Despite the controlled environment, there was considerable variation in peak-pressure readings between student pairs Mean peak pressures were consistently higher in the lateral position compared with the supine, both before and after feedback. After feedback from the pressure mapping monitor, most peak pressure readings were significantly reduced and the number of preventive interventions and patients’ comfort had increased.

    Conclusions: Including simulation of PU prevention in the nursing curriculum provides the possibility for students to train repositioning in a safe environment. The immediate feedback from the pressure monitoring system may strengthen students’ confidence and competence on clinical placements.

  • 9.
    Hedberg, Pia
    et al.
    Umeå University, Faculty of Medicine, Department of Nursing.
    Lämås, Kristina
    Umeå University, Faculty of Medicine, Department of Nursing.
    Effects of different types of feedback on cardio- pulmonary resuscitation skills among nursing students–a pilot study: a pilot study2013In: Journal of Nursing Education and Practice, ISSN 1925-4040, E-ISSN 1925-4059, Vol. 3, no 10, p. 84-90Article in journal (Refereed)
    Abstract [en]

    Background: During the last 20 years there have been different approaches to teaching nurse students cardiopulmonary resuscitation (CPR). Receiving CPR with compressions of adequate depth and frequency, and ventilations of adequate volume improves the chance of survival. The aim of this study was to evaluate effects of different types of feedback on CPR skills among nursing students.

    Methods: A pilot study with an explorative approach including 30 nurse students. Students was randomized in three groups; 1) instructor-led training followed by self-training without feedback, 2) self-training with visual graphic feedback, and 3) self-training with voice advisory manikin (VAM). Outcomes were correct compression deep, frequency, hand position and release, and correct ventilation volume and flow. If performance was correct to 70%, students were considered to have reached approved level. The students also answered questions about theoretical knowledge about CPR.

    Results: In technical skills, group 2 had significant higher level of correct ventilation volume compared with the other group. Both group 1 and 3 did not reach the level of 70% correct performance. Group 1 and 2 had significant higher level of correct deep of compressions compared with group 3 which did not reach the 70% level. There was no difference in performance between groups in other parameters.

    Conclusion: This pilot study suggests that visual graphic feedback is promising and seemed to be more effective than self-training with voice advisory manikin and instructor-led training with followed self-training without feedback.

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    Effects of different types of feedback on cardiopulmonary resuscitation skills among nursing students: a pilot study
  • 10.
    Hernborg, Martin N.
    et al.
    Healthcare Emergency Center, Region Västra Götaland, Gothenburg, Sweden.
    Carlström, Eric D.
    The Sahlgrenska Academy, Institute of Health and Care Sciences, University of Gothenburg, Sweden; Department of Business, History and Social Sciences, School of Business, University of South-Eastern Norway, Campus Vestfold (NOR).
    Berlin, Johan
    University West, Department of Social and Behavioural Studies, Division of Social Work and Social Pedagogy.
    First initiatives in prehospital care: Basing assessments on incomplete preliminary information2020In: Journal of Nursing Education and Practice, ISSN 1925-4040, E-ISSN 1925-4059, Vol. 0, no 6, p. 47-54Article in journal (Other academic)
    Abstract [en]

    Rationale and aim: Ambulance staff, i.e. registered nurses and assistant nurses, receive assignments from emergency dispatch centres including information on level of priority, address and patient’s care requirements. One problem is that the preliminary information the dispatcher gives to the ambulance staff may be incomplete. The purpose of this study was to determine how ambulance staff base their assessments on incomplete preliminary information when assessing care requirements.

    Methods: Fifteen ambulance staff working at seven ambulance stations were interviewed for this study. Interviews were transcribed and analysed using content analysis.

    Results: Incomplete preliminary information means that ambulance staff may be misdirected. This means that if the preliminary information from the dispatcher is incomplete, the ambulance staff need to reassess, and this is perceived to be difficult. Ambulance staff tend to stick to the first initiative that is taken after they receive an alert from the dispatcher.

    Conclusions: When ambulance staff receive incomplete preliminary information, they need to consider the possibility of conducting a reassessment. Based on the results, there is a need for new procedures to improve preparedness to conduct a reassessment after receiving incomplete preliminary information.

  • 11.
    Hofflander, Malin
    et al.
    Blekinge Institute of Technology, School of Health Science.
    Lina, Nilsson
    Blekinge Institute of Technology, School of Health Science.
    Sara, Eriksén
    Blekinge Institute of Technology, School of Computing.
    Christel, Borg
    Blekinge Institute of Technology, School of Health Science.
    Discharge planning: Narrated by nursing staff in primary healthcare and their concerns about using video conferencing in the planning session – An interview study2013In: Journal of Nursing Education and Practice, ISSN 1925-4040, E-ISSN 1925-4059, Vol. 3, no 1, p. 88-98Article in journal (Refereed)
    Abstract [en]

    Background/Objective: This paper sets out to describe experience-based reflections on discharge planning as narrated by nursing staff in primary healthcare, along with their concerns about how the introduction of video conferencing might influence the discharge planning situation. Methods: Interviews were conducted with nursing staff working at a primary healthcare centre in South East Sweden. Each interview took place was conducted on a one-to-one basis in dialogue form, using open questions and supported by an interview guide. It was then analysed using a phenomenological hermeneutic method. Participants were eligible for the study if they had given their informed consent and if they worked with discharge planning and home-based healthcare provision. In total, 10 of the 30 persons working at the primary healthcare centre participated in the study. Results: It was found that nursing staff in primary healthcare regarded the planning session as stressful, time-consuming and characterised by a lack of respect between nursing staff at the hospital and nursing staff in primary healthcare. They also described uncertainty and hesitation about using video conferences where patients might probably be the losers and nursing staff the winners. Conclusions: It is suggested that there is a need for improvement in communication and understanding between nursing staff at the hospital and nursing staff in primary healthcare in order to develop discharge planning. There is also a need for the nursing staff in primary healthcare to obtain more information about how Information Technology (IT) solutions could support their work and help them to find ways to collaborate.

    Download full text (pdf)
    fulltext
  • 12.
    Hofflander, Malin
    et al.
    Blekinge Institute of Technology.
    Nilsson, Lina
    Blekinge Institute of Technology.
    Eriksén, Sara
    Blekinge Institute of Technology.
    Borg, Christel
    Blekinge Institute of Technology.
    Discharge planning: narrated by nursing staff in primary healthcare and their concerns about using video conferencing in the planning session - an interview study2013In: Journal of Nursing Education and Practice, ISSN 1925-4040, E-ISSN 1925-4059, Vol. 3, no 1, p. 88-98Article in journal (Refereed)
    Abstract [en]

    Background/Objective: This paper sets out to describe experience-based reflections on discharge planning as narrated by nursing staff in primary healthcare, along with their concerns about how the introduction of video conferencing might influence the discharge planning situation.

    Methods: Interviews were conducted with nursing staff working at a primary healthcare centre in South East Sweden. Each interview took place was conducted on a one-to-one basis in dialogue form, using open questions and supported by an interview guide. It was then analysed using a phenomenological hermeneutic method. Participants were eligible for the study if they had given their informed consent and if they worked with discharge planning and home-based healthcare provision. In total, 10 of the 30 persons working at the primary healthcare centre participated in the study.

    Results: It was found that nursing staff in primary healthcare regarded the planning session as stressful, time-consuming and characterised by a lack of respect between nursing staff at the hospital and nursing staff in primary healthcare. They also described uncertainty and hesitation about using video conferences where patients might probably be the losers and nursing staff the winners.

    Conclusions: It is suggested that there is a need for improvement in communication and understanding between nursing staff at the hospital and nursing staff in primary healthcare in order to develop discharge planning. There is also a need for the nursing staff in primary healthcare to obtain more information about how Information Technology (IT) solutions could support their work and help them to find ways to collaborate.

  • 13.
    Holst, Hanna
    et al.
    Linnaeus University, Faculty of Health and Life Sciences, Department of Health and Caring Sciences.
    Hörberg, Ulrica
    Linnaeus University, Faculty of Health and Life Sciences, Department of Health and Caring Sciences.
    Students learning in clinical practice, supervised inpairs of students: a phenomenological study2013In: Journal of Nursing Education and Practice, ISSN 1925-4040, E-ISSN 1925-4059, Vol. 3, no 8, p. 113-124Article in journal (Refereed)
    Abstract [en]

    Background: Clinical studies have an important position in Nursing Education, it is thus important to develop the learning strategies of students in order to facilitate their learning process during the clinical practice. The aim of the study is to describe the process of students’ learning towards their profession, when supported by supervision in pairs.

    Methods: Data has been collected through interviews of students during their clinical studies. The study has been carried out with a Reflective Lifeworld Research (RLR) approach founded on phenomenological traditions. The clinical settings are based on the model of the Developing and Learning Care Unit that has a structure that supports students in their learning towards becoming nurses.

    Results: Results show that structured supervision is favourable for students learning, where pair of students, space and time play a significant role. The results are illustrated in following themes: The significance of responsibility for learning, the strength and sensitivity in pairs of students, the focus on doing, the significance of the attitude of the supervisor, the vulnerability and potential of the learning environment and Reflection as a possibility and a pre-requisite.

    Conclusions: The study shows that the conduct of supervising in pair of students is of great importance for students’ learning and it is thus important to develop a reflective supervising approach and also knowledge of how to support students’ learning.

  • 14.
    Jangland, Eva
    et al.
    Uppsala University, Disciplinary Domain of Medicine and Pharmacy, Faculty of Medicine, Department of Surgical Sciences, Education in Nursing.
    Becker, Deborah
    Börjeson, Susanne
    Uppsala University, Disciplinary Domain of Medicine and Pharmacy, Faculty of Medicine, Department of Public Health and Caring Sciences, Caring Sciences.
    Doherty, Caroline
    Gimm, Oliver
    Griffith, Patricia
    Johansson, AnnaKarin
    Juhlin, Claes
    Uppsala University, Disciplinary Domain of Medicine and Pharmacy, Faculty of Medicine, Department of Surgical Sciences, Endocrine Surgery.
    Pawlow, Patricia
    Sicoutris, Corinna
    Yngman-Uhlin, Pia
    The development of a Swedish Nurse Practitioner Program: a request from clinicians and a process supported by US experience2014In: Journal of Nursing Education and Practice, ISSN 1925-4040, E-ISSN 1925-4059, Vol. 4, no 2, p. 38-48Article in journal (Refereed)
    Abstract [en]

    High nursing turnover and a shortage of nurses in acute hospital settings in Sweden challenge health care systems to deliver and ensure safe care. Advanced nursing roles implemented in other countries have offered nurses new career opportunities and had positive effects on patient safety, effectiveness of care, and patient satisfaction. The advanced nursing position of Nurse Practitioner has existed for many years in the United States, while similar extended nursing roles and changes in the scope of nursing practice are being developed in many other countries. In line with this international trend, the role of Nurse Practitioner in surgical care has been proposed for Sweden, and a master’s programme for Acute Nurse Practitioners has been in development for many years. To optimize and facilitate the introduction of this new nursing role and its supporting programme, we elicited the experiences and support of the group who developed a Nurse Practitioner programme for a university in the US. This paper describes this collaboration and sharing of experiences during the process of developing a Swedish Nurse Practitioner programme. We also discuss the challenges of implement- ting any new nursing role in any national health care system. We would like to share our collaborative experiences and thoughts for the future and to open further national and international dialogue about how best to expand the scope of practice for nurses in acute hospital care, and thereby to improve patient care in Sweden and elsewhere.

  • 15.
    Jangland, Eva
    et al.
    Institutionen för kirurgiska vetenskaper, Uppsala Universitet.
    Becker, Deborah
    School of Nursing, University of Pennsylvania, USA.
    Börjeson, Sussanne
    Linköping University, Department of Medical and Health Sciences, Division of Nursing Science. Linköping University, Faculty of Health Sciences. Östergötlands Läns Landsting, Center for Surgery, Orthopaedics and Cancer Treatment, Department of Oncology.
    Doherty, Caroline
    Adult Gerontology Acute Care Nurse Practitioner Program, Phildelphia, Pennsylvania, USA.
    Gimm, Oliver
    Linköping University, Department of Clinical and Experimental Medicine, Division of Clinical Sciences. Linköping University, Faculty of Health Sciences.
    Griffith, Patricia
    School of Nursing, University of Pennsylvania, USA.
    Johansson, AnnaKarin
    Linköping University, Department of Medical and Health Sciences, Division of Nursing Science. Linköping University, Faculty of Health Sciences.
    Juhlin, Claes
    Avdelningen för kirurgi, Uppsala Universitetssjukhus.
    Pawlow, Patricia
    School of Nursing, University of Pennsylvania, USA.
    Sicoutris, Corinna
    School of Nursing, University of Pennsylvania, USA.
    Yngman-Uhlin, Pia
    Linköping University, Department of Medical and Health Sciences, Division of Nursing Science. Linköping University, Faculty of Health Sciences.
    The development of a Swedish Nurse Practitioner Program - a request from clinicians and a process supported by US experience2013In: Journal of Nursing Education and Practice, ISSN 1925-4040, E-ISSN 1925-4059, Vol. 4, no 2, p. 38-48Article in journal (Refereed)
    Abstract [en]

    High nursing turnover and a shortage of nurses in acute hospital settings in Sweden challenge health care systems to deliver and ensure safe care. Advanced nursing roles implemented in other countries have offered nurses new career opportunities and had positive effects on patient safety, effectiveness of care, and patient satisfaction. The advanced nursing position of Nurse Practitioner has existed for many years in the United States, while similar extended nursing roles and changes in the scope of nursing practice are being developed in many other countries. In line with this international trend, the role of Nurse Practitioner in surgical care has been proposed for Sweden, and a master’s programme for Acute Nurse Practitioners has been in development for many years. To optimize and facilitate the introduction of this new nursing role and its supporting programme, we elicited the experiences and support of the group who developed a Nurse Practitioner programme for a university in the US. This paper describes this collaboration and sharing of experiences during the process of developing a Swedish Nurse Practitioner programme. We also discuss the challenges of implement- ting any new nursing role in any national health care system. We would like to share our collaborative experiences and thoughts for the future and to open further national and international dialogue about how best to expand the scope of practice for nurses in acute hospital care, and thereby to improve patient care in Sweden and elsewhere.

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  • 16.
    Jonsson, Bosse
    et al.
    Mälardalens University, Eskilstuna.
    Skyvell Nilsson, Maria
    University West, Department of Nursing, Health and Culture, Divison of Caring Sciences, undergraduate level.
    Pennbrant, Sandra
    University West, Department of Nursing, Health and Culture.
    Dahlborg Lyckhage, Elisabeth
    University West, Department of Nursing, Health and Culture, Divison of Caring Sciences, postgraduate level.
    From work integrated learning to learning integrated work: A pedagogical model to develop praxis in nursing education2014In: Journal of Nursing Education and Practice, ISSN 1925-4040, E-ISSN 1925-4059, Vol. 4, no 11, p. 91-100Article in journal (Refereed)
    Abstract [en]

    The move from student to nurse has been described as difficult for newly registered nurses. Newly registered nurses’ feelings of lacking competence can reduce the opportunity to develop professional competence. Entering the nursing profession requires a high degree of adaptation. The difference between the professional competence conveyed during education and the competence demanded in working life is substantial and needs to be taken seriously. The aim of this paper is to propose a model for developing professional competence. The theoretical discussion starts with a model showing processes newly registered nurses must manage to achieve a sense of competence. These processes are highlighted by discussing how they relate to praxis in the Aristotelian tradition, situated learning and Work Integrated Learning (WIL). Learning Integrated Work (LIW) is a pedagogical approach aiming to integrate scientific knowledge with practical knowledge, and to provide an analytical perspective where students have the opportunity to develop metacognitive skills and praxis  by learning in and by clinical practice experiences. One way to achieve this is to learn from the knowledge and skills used when performing practical work. The aims of WIL and LIW are to identify both practical knowledge generated by nurses in the course of their professional activities and theoretical knowledge generated in the academy, and to elaborate an understanding constituting the essence of both theoretical and practical knowledge. By integrating theoretical and practical vocational knowledge, one promotes professionalization, including the ability to perform the expected tasks and to have a critical and development-oriented attitude in daily work.

  • 17.
    Junehag, Lena
    et al.
    Mid Sweden University, Faculty of Human Sciences, Department of Nursing Sciences.
    Hochwälder, Jacek
    Division of Psychology, School of Health, Care and Social Welfare, Eskilstuna.
    Svedlund, Marianne
    Mid Sweden University, Faculty of Human Sciences, Department of Nursing Sciences.
    Being a peer mentor for a person recovering from an acute myocardial infarction2016In: Journal of Nursing Education and Practice, ISSN 1925-4040, E-ISSN 1925-4059, Vol. 6, no 5, p. 41-48Article in journal (Refereed)
    Abstract [en]

    Challenge after an acute myocardial infarction (AMI) is to manage the disease and to prevent a second AMI. Other people with the same illness have a unique understanding of the situation; therefore, they can provide valuable support. Being a peer mentor and contributing one’s own experiences of the same illness can even lead to increased self-confidence. The aim was to describe personal perceptions of being a peer mentor for a person recovering from an AMI. Patients in three sparsely populated counties, who had experienced their first AMI the previous year, were offered contact with peer mentors. The peer mentors had experienced an AMI between one and ten years ago. Sixteen of them were interviewed after one year as mentor. The interview texts were analysed using qualitative content analysis. Two themes summarized the interview results, “being in charge” and “being comfortable”, which incorporated six subthemes. The peer mentors also answered a questionnaire, and according to the purpose of the study, certain parts of the questionnaires were analysed using a paired-sample t-test. The dimensions measured in the Revised Illness Perception Questionnaire (IPQ-R) showed significant increased mean values, including Illness Coherence (p ≤ .001) and Emotional representation (p ≤ .05). Highlights of the results included that being a peer mentor led to feelings of pride and that peer mentors should be preceded by a careful matching between patients and mentors.

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  • 18.
    Kaboru, BB
    et al.
    School of Health and Medical Sciences, Örebro University, Sweden.
    Borneskog, Catrin
    School of Health and Medical Sciences, Örebro University, Sweden.
    Adolfsson, Annsofie
    School of Health and Medical Sciences, Örebro University, Sweden.
    Namegabe, Edmond Ntabe
    Université Libre des Pays des Grands Lacs, Goma, Democratic Republic of the Congo.
    Andersson, Gunnel
    School of Health and Medical Sciences, Örebro University, Sweden.
    Qualified but not competent enough: Health workers' assessment of their competence in relation to caring for sexually abused women in Easter Democratic Republic of Congo2015In: Journal of Nursing Education and Practice, ISSN 1925-4040, E-ISSN 1925-4059, Vol. 5, no 8Article in journal (Refereed)
    Abstract [en]

    The aim of this study was to assess health professionals’ opinions of their competence levels in responding to health needs of victims of sexual violence. This study used a cross-sectional design with a descriptive approach. A total of 104 physicians, nurses and social workers participated in the study. The data was collected using a questionnaire consisting of open and close-ended questions.  Overall, 75% of the respondents were university graduates, but only a quarter of them felt they have adequate competence to care for these women; 36% had difficulties with general health assessment of assaulted women. The results indicated that nurses are critical professionals in caring for victims of sexual violence, that they see these women more than any other professional category. However, they are more likely than other categories to report being incompetent. Access to continued education was difficult, and more so for clinically-oriented health professionals than for others social professionals. Human resources capacity strengthening and particularly that of nurses will be the key investment in addressing assaulted women’s health needs in this region. Clinical researchers are called to identify rapid methods to reinforce nurses’ capacity and role in such a context with deprived health systems.

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  • 19. Kaboru, Berthollet Bwira
    et al.
    Borneskog, Catrin
    Örebro universitet.
    Adolfsson, Annsofie
    Namegabe, Edmond Ntabe
    Andersson, Gunnel
    “Qualified but not competent enough”: Health workers’ assessment of their competence in relation to caring for sexually abused women in Eastern Democratic Republic of Congo2015In: Journal of Nursing Education and Practice, ISSN 1925-4040, E-ISSN 1925-4059, Vol. 5, no 8, p. 26-32Article, review/survey (Refereed)
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  • 20.
    Kaboru, Berthollet Bwira
    et al.
    Örebro University, School of Health and Medical Sciences, Örebro University, Sweden.
    Borneskog, Catrin
    Örebro University, School of Health and Medical Sciences, Örebro University, Sweden.
    Adolfsson, Annsofie
    Örebro University, School of Health and Medical Sciences, Örebro University, Sweden.
    Namegabe, Edmond Ntabe
    Faculté de Santé et Développement Communautaires, Université Libre des Pays des Grands Lacs (ULPGL), Goma, Democratic Republic of the Congo.
    Andersson, Gunnel
    Örebro University, School of Health and Medical Sciences, Örebro University, Sweden.
    “Qualified but not competent enough”: Healthworkers’ assessment of their competence in relation to caring for sexually abused women in Eastern Democratic Republic of Congo2015In: Journal of Nursing Education and Practice, ISSN 1925-4040, E-ISSN 1925-4059, Vol. 5, no 8, p. 26-32Article in journal (Refereed)
    Abstract [en]

    The aim of this study was to assess health professionals’ opinions of their competence levels in responding to health needs of victims of sexual violence. This study used a cross-sectional design with a descriptive approach. A total of 104 physicians, nurses and social workers participated in the study. The data was collected using a questionnaire consisting of open and close-ended questions.  Overall, 75% of the respondents were university graduates, but only a quarter of them felt they have adequate competence to care for these women; 36% had difficulties with general health assessment of assaulted women. The results indicated that nurses are critical professionals in caring for victims of sexual violence, that they see these women more than any other professional category. However, they are more likely than other categories to report being incompetent. Access to continued education was difficult, and more so for clinically-oriented health professionals than for others social professionals. Human resources capacity strengthening and particularly that of nurses will be the key investment in addressing assaulted women’s health needs in this region. Clinical researchers are called to identify rapid methods to reinforce nurses’ capacity and role in such a context with deprived health systems.

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  • 21.
    Klaeson, Kicki
    et al.
    University of Skövde, School of Health and Education. University of Skövde, Health and Education. Skaraborgs Hospital, Department of Oncology, Skövde, Sweden.
    Berglund, Mia
    University of Skövde, School of Health and Education. University of Skövde, Health and Education.
    Gustavsson, Susanne
    University of Skövde, School of Health and Education. University of Skövde, Health and Education.
    The character of nursing students' critical reflection at the end of their education2017In: Journal of Nursing Education and Practice, ISSN 1925-4040, E-ISSN 1925-4059, Vol. 7, no 5, p. 55-61Article in journal (Refereed)
    Abstract [en]

    Background: In nursing education, theoretical and practical knowledge are intertwined and integrated in the prospective nurses’ lifeworld. To enable this, and to develop a critical reflective approach, students should adopt a critical attitude. This study aims to gain a deeper understanding of the character of prospective nurses’ critical reflection.

    Methods: This is a descriptive qualitative study. Data were gathered using written narratives, individual and focus group interviews. Qualitative content analysis was employed.

    Results: Three themes were identified: being open to changes, distancing oneself, and challenging one’s understanding. In the first theme, students’ critical reflection was expressed through an openness to changes of self-perception and openness to professional development during the education. In the second theme, critical reflection was identified as variations on distancetaking.

    Inserting distance from a direct experience makes the experience easier to process, understand and relate to the learner’s concept of nursing. In the third theme, courage to question what was taken for granted is identified as a necessity to challenging self-understanding and willingness to engage in uncertainty.

    Conclusions: It would appear that the academic part of training, with the possibility of reflection in small groups, provides students with conceptual tools for reflective learning as well as giving them the opportunity to relate critically to professional practice and to the professional nurse role.

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  • 22.
    Kraft, Mia
    et al.
    The Swedish Red Cross University College, Department of Health Sciences.
    Nisell, Margret
    The Swedish Red Cross University College, Department of Health Sciences.
    Addressing a global nursing perspective in an undergraduate nursing program: Student learning in clinical education2018In: Journal of Nursing Education and Practice, ISSN 1925-4040, E-ISSN 1925-4059, Vol. 8, no 9, p. 45-54Article in journal (Refereed)
    Abstract [en]

    Objective: Although many educational student activities addressing global awareness are highlighted in the literature, the global nursing approach and how it is applied by students in clinical education is not widely described. After the implementation of a new global nursing curriculum, nursing students educated at The Swedish Red Cross University College are now engaged in counteracting inequalities in health. This paper aims to describe how nursing students apply the global nursing perspective during their clinical education.

    Methods: The study is based on students’ written individual reflective reports. The procedure for data analysis was inspired by a thematic and interpretive data synthesis. The four stages in Kolb’s learning cycle was used as a framework.

    Results: Four themes were identified: 1) Experiencing frailty, suffering and vulnerability; 2) Advocating quality of life and priorities in health; 3) Conceptualizing autonomy, involvement and participation; 4) Making a difference and acting with respect and an open mind.

    Conclusions: Consequently, students at the The Swedish Red Cross University College are confident in applying global nursing perspective in care actions. Nursing educators have a mutual responsibility to facilitate students’ knowledge transfers in global competencies and strategies to reduce the impact on the environment and on humans.

  • 23.
    Kästel, Anne
    et al.
    The Swedish Red Cross University College.
    Enskär, Karin
    Högskolan i Jönköping, HHJ, Avd. för omvårdnad.
    Family participation in childhood cancer care2013In: Journal of Nursing Education and Practice, ISSN 1925-4040, E-ISSN 1925-4059, Vol. 4, no 3, p. 112-123Article in journal (Refereed)
    Abstract [en]

    Background: Child cancer care is becoming increasingly successful, the treatment brought more success through intensified therapy, but this development has not been easy to achieve due to the pain and anxiety that the treatment often causes. It is not possible to eliminate the chaos the family experiences, but it can be reduced through a deepened understanding of the situation.

    Purpose: The aim of the study is to highlight families views on participation in childhood cancer care.

    Method: A qualitative design, appropriate to gain a holistic view, has been chosen. Eight families with children diagnosed with cancer, of various ages and gender and from various backgrounds, participated in five interviews each during the first year of the child´s illness.

    Findings: The families constitute a cornerstone in paediatric oncology care today, but the results indicate that all the various tasks and commitments for the families, sometimes entail too heavy a burden. They are in need of better support and clearer instructions to be able to cope with the situation including rules and measures concerning the child. Therefore, it is urgent to clarify who has the formal responsibility for medical consequences that might occur in connection with delegated responsibility. The study shows that there is a lack of pedagogical thought and a need to create a pedagogical model.

    Conclusion: There is a need for guiding principles and education for the parents, which would contribute to their increased confidence.

  • 24.
    Kästel, Anne
    et al.
    The Red Cross University College, Stockholm, Sweden.
    Enskär, Karin
    Jönköping University, School of Health Science, HHJ, Dep. of Nursing Science. Jönköping University, School of Health Science, HHJ. CHILD.
    Family participation in childhood cancer care2013In: Journal of Nursing Education and Practice, ISSN 1925-4040, E-ISSN 1925-4059, Vol. 4, no 3, p. 112-123Article in journal (Refereed)
    Abstract [en]

    Background: Child cancer care is becoming increasingly successful, the treatment brought more success through intensified therapy, but this development has not been easy to achieve due to the pain and anxiety that the treatment often causes. It is not possible to eliminate the chaos the family experiences, but it can be reduced through a deepened understanding of the situation.

    Purpose: The aim of the study is to highlight families views on participation in childhood cancer care.

    Method: A qualitative design, appropriate to gain a holistic view, has been chosen. Eight families with children diagnosed with cancer, of various ages and gender and from various backgrounds, participated in five interviews each during the first year of the child´s illness.

    Findings: The families constitute a cornerstone in paediatric oncology care today, but the results indicate that all the various tasks and commitments for the families, sometimes entail too heavy a burden. They are in need of better support and clearer instructions to be able to cope with the situation including rules and measures concerning the child. Therefore, it is urgent to clarify who has the formal responsibility for medical consequences that might occur in connection with delegated responsibility. The study shows that there is a lack of pedagogical thought and a need to create a pedagogical model.

    Conclusion: There is a need for guiding principles and education for the parents, which would contribute to their increased confidence.

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  • 25.
    Leksell, Janeth
    et al.
    Dalarna University, School of Education, Health and Social Studies, Caring Science/Nursing.
    Gardulf, Ann
    Department of Labaratory Medicine, Karolinska Institutet at Karolinska University Hospital, Huddinge, Stockholm, Sweden.
    Nilsson, Jan
    The Department of Health Science, Faculity of Health, Science, and Technology, Karlstad University, Karlstad, Sweden.
    Lepp, Margret
    The Institute of Health and Care Science, University of Gothenburg, Gothenburg, Sweden.
    Self-reported conflict management competence among nursing students on the point of graduating and registered nurses with professional experience2015In: Journal of Nursing Education and Practice, ISSN 1925-4040, E-ISSN 1925-4059, Vol. 5, no 8, p. 82-89Article in journal (Refereed)
    Abstract [en]

    Objective: It has been shown that specific competence is necessary for preventing and managing conflicts in healthcare settings. The aim of this descriptive and correlation study was to investigate and compare the self-reported conflict management competence (CMC) of nursing students who were on the point of graduating (NSPGs), and the CMC of registered nurses (RNs) with professional experience.

    Methods: The data collection, which consisted of soliciting answers to items measuring CMC in the Nurse Professional Competence (NPC) Scale, was performed as a purposive selection of 11 higher education institutions (HEIs) in Sweden. Three CMC items from the NPC Scale were answered by a total of 569 nursing students who were on the point of graduating and 227 RN registered nurses with professional experience.

    Results: No significant differences between NSPGs and RNs were found, and both groups showed a similar score pattern, with the lowest score for the item: “How do you perceive your ability to develop the group and strengthen competence in conflict management and problem-solving, based on knowledge of group dynamics?”. RNs with long professional experience (>24 months) rated their overall CMC as significantly better than RNs with short (<24 months) professional experience did (p = .05). NSPGs who had experience of international studies during their nursing education reported higher CMC, compared with those who did not have this experience (p = .03). RNs who reported a high degree of utilisation of CMC during the previous month scored higher regarding self-reported overall CMC (p < .0001).

    Conclusions: Experience of international studies during nursing education, or long professional experience, resulted in higher self-reported CMC. Hence, the CMC items in the NPC Scale can be suitable for identifying self-reported conflict management competence among NSPGs and RNs

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  • 26.
    Leksell, Janeth
    et al.
    Dalarna University.
    Gardulf, Ann
    Karolinska Institutet at Karolinska University Hospital; he Japanese Red Cross Institute for Humanitarian Studies, JPN.
    Nilsson, Jan
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Health Sciences (from 2013).
    Lepp, Margret
    University of Gothenburg; Østfold University College, NOR.
    Self-reported conflict management competence among nursing students on the point of graduating and registered nurses with professional experience2015In: Journal of Nursing Education and Practice, ISSN 1925-4040, E-ISSN 1925-4059, Vol. 5, no 8, p. 82-89Article in journal (Refereed)
    Abstract [en]

    Objective: It has been shown that specific competence is necessary for preventing and managing conflicts in healthcaresettings. The aim of this descriptive and correlation study was to investigate and compare the self-reported conflict managementcompetence (CMC) of nursing students who were on the point of graduating (NSPGs), and the CMC of registered nurses (RNs)with professional experience.Methods: The data collection, which consisted of soliciting answers to items measuring CMC in the Nurse ProfessionalCompetence (NPC) Scale, was performed as a purposive selection of 11 higher education institutions (HEIs) in Sweden. ThreeCMC items from the NPC Scale were answered by a total of 569 nursing students who were on the point of graduating and 227RN registered nurses with professional experience.Results: No significant differences between NSPGs and RNs were found, and both groups showed a similar score pattern, withthe lowest score for the item: “How do you perceive your ability to develop the group and strengthen competence in conflictmanagement and problem-solving, based on knowledge of group dynamics?”. RNs with long professional experience (>24months) rated their overall CMC as significantly better than RNs with short (<24 months) professional experience did (p = .05).NSPGs who had experience of international studies during their nursing education reported higher CMC, compared with thosewho did not have this experience (p = .03). RNs who reported a high degree of utilisation of CMC during the previous monthscored higher regarding self-reported overall CMC (p < .0001).Conclusions: Experience of international studies during nursing education, or long professional experience, resulted in higherself-reported CMC. Hence, the CMC items in the NPC Scale can be suitable for identifying self-reported conflict managementcompetence among NSPGs and RNs.

  • 27.
    Liljeroos, Maria
    et al.
    Mälar Hospital, Sweden;Sörmland County Council, Sweden.
    Snellman, Ingrid M.
    Mälardalen University, Sweden.
    Ekstedt, Mirjam
    Ersta Sköndal Bräcke University College, Sweden;KTH Royal Institute of Technology, Sweden.
    A qualitative study on the role of patient–nurse communication in acute cardiac care2011In: Journal of Nursing Education and Practice, ISSN 1925-4040, E-ISSN 1925-4059, Vol. 1, no 1, p. 17-24Article in journal (Refereed)
    Abstract [en]

    Background: This study aimed to illuminate the meaning of the patient–nurse communication during a hospital stay as narrated by patients after a myocardial infarction, MI.

    Methods: Narrative interviews from 10 patients were analyzed, using a phenomenological-hermeneutic method.

    Results: The nursing dialogue meant a safe mooring point on the trajectory from initial chaos after a MI to a reoriented life. Nurses’ presence and availability for non-verbal and verbal communication created a trustful relationship where new knowledge was acquired and motivational strength for life-style changes was mobilized. A person-centered perspective was preferred, where relatives were invited into the conversation.

    Conclusions: These results highlight that patient–nurse communication based on the patient’s view is possible in acute care after MI, and is an issue of attitude rather than time. Trust lays the foundation for a person-centered communication and is developed through the nurse’s presence and availability not only in the emergency phase, but throughout hospitalization. Discussions focused on personal action plans with emphasis on the patient’s health assets may facilitate a successful rehabilitation.

  • 28.
    Lindh, Viveca
    et al.
    Umeå universitet, Institutionen för omvårdnad.
    Persson, Chatrin
    Umeå universitet, Institutionen för omvårdnad.
    Saveman, Britt Inger
    Umeå universitet, Institutionen för kirurgisk och perioperativ vetenskap.
    Englund, Claire
    Umeå universitet, Universitetspedagogik och lärandestöd (UPL).
    Idberger, Karl
    Umeå universitet, Universitetspedagogik och lärandestöd (UPL).
    Östlund, Ulrika
    Umeå universitet, Institutionen för omvårdnad.
    An initiative to teach family systems nursing using online health-promoting conversations: A multi-methods evaluation2013In: Journal of Nursing Education and Practice, ISSN 1925-4040, E-ISSN 1925-4059, Vol. 3, no 2, p. 54-66Article in journal (Refereed)
    Abstract [en]

    Background: Family systems nursing embraces the view that one family member’s illness affects other family members and vice versa. Family nursing developed as a way for nurses to work with families to promote health. Previously, teachers performed most of the education on health-promoting conversations with families on campus. Because online education is increasingly requested in nursing, this article evaluates teaching family systems nursing by using synchronous online health-promoting conversations.

    Methods: Fifteen registered nurses attended the course “Health-Promoting Family Focused Nursing”, an advanced-level nursing elective 10-week course. The course used technology enhanced learning and was evaluated qualitatively and quantitatively. Students and teachers participated in semi-structured focus group interviews analyzed qualitatively. The students filled in a traditional course evaluation. Students responded before and after the course to the multidimensional research instrument “Families’ Importance in Nursing Care—Nurse’s Attitudes” (FINC-NA).

    Results: The students were satisfied with the course and the synchronous health-promoting conversations. They learned to “think family” and acknowledged the importance of inviting families to take part in the care of a family member. They stated that the online practice had helped them gain a useful tool for their future family nursing practice. The teachers appreciated working in a team to develop the course. At the start of the project they viewed the online technology as a challenge. However, during the course they saw many pedagogical possibilities with the synchronous meetings and that the online family conversation training worked well. The ability to record the meetings offered educational advantages and the opportunity for students to reflect on the conversations. Even if the students rated families importance in nursing care positively prior to the course on FINC-NA, the students still gave the following domains even stronger support post-course: Family as a resource in nursing care, Family as a burden, and Family as own resource.

    Conclusions: Family systems nursing and health-promoting conversations with families, comprising interaction between several participants, can be learned using online pedagogical methods. Furthermore, the belief that health-promoting family conversations need to be held with all participants in the same room has been challenged.

  • 29.
    Lindh, Viveca
    et al.
    Umeå University, Faculty of Medicine, Department of Nursing.
    Persson, Chatrin
    Umeå University, Faculty of Medicine, Department of Nursing.
    Saveman, Britt Inger
    Umeå University, Faculty of Medicine, Department of Surgical and Perioperative Sciences. Umeå University, Faculty of Medicine, Department of Nursing.
    Englund, Claire
    Umeå University, Umeå University Library, Centre for teaching and learning (UPL).
    Idberger, Karl
    Umeå University, Umeå University Library, Centre for teaching and learning (UPL).
    Östlund, Ulrika
    Umeå University, Faculty of Medicine, Department of Nursing.
    An initiative to teach family systems nursing using online health-promoting conversations: A multi-methods evaluation2013In: Journal of Nursing Education and Practice, ISSN 1925-4040, E-ISSN 1925-4059, Vol. 3, no 2, p. 54-66Article in journal (Refereed)
    Abstract [en]

    Background: Family systems nursing embraces the view that one family member’s illness affects other family members and vice versa. Family nursing developed as a way for nurses to work with families to promote health. Previously, teachers performed most of the education on health-promoting conversations with families on campus. Because online education is increasingly requested in nursing, this article evaluates teaching family systems nursing by using synchronous online health-promoting conversations.

    Methods: Fifteen registered nurses attended the course “Health-Promoting Family Focused Nursing”, an advanced-level nursing elective 10-week course. The course used technology enhanced learning and was evaluated qualitatively and quantitatively. Students and teachers participated in semi-structured focus group interviews analyzed qualitatively. The students filled in a traditional course evaluation. Students responded before and after the course to the multidimensional research instrument “Families’ Importance in Nursing Care—Nurse’s Attitudes” (FINC-NA).

    Results: The students were satisfied with the course and the synchronous health-promoting conversations. They learned to “think family” and acknowledged the importance of inviting families to take part in the care of a family member. They stated that the online practice had helped them gain a useful tool for their future family nursing practice. The teachers appreciated working in a team to develop the course. At the start of the project they viewed the online technology as a challenge. However, during the course they saw many pedagogical possibilities with the synchronous meetings and that the online family conversation training worked well. The ability to record the meetings offered educational advantages and the opportunity for students to reflect on the conversations. Even if the students rated families importance in nursing care positively prior to the course on FINC-NA, the students still gave the following domains even stronger support post-course: Family as a resource in nursing care, Family as a burden, and Family as own resource.

    Conclusions: Family systems nursing and health-promoting conversations with families, comprising interaction between several participants, can be learned using online pedagogical methods. Furthermore, the belief that health-promoting family conversations need to be held with all participants in the same room has been challenged.

  • 30.
    Løvlien, Mona
    et al.
    Högskolan i Gjövik.
    Mundal, Liv
    Oslo universitetssjukhus.
    Hall-Lord, Marie-Louise
    Karlstad University, Faculty of Health, Science and Technology (starting 2013).
    Physical activity in women after an acute myocardial infarction.2015In: Journal of Nursing Education and Practice, ISSN 1925-4040, E-ISSN 1925-4059, Vol. 5, no 8, p. 76-81Article in journal (Refereed)
    Abstract [en]

    Background: Physical activity is recognized as being important in reducing mortality after an acute myocardial infarction. The study aimed to describe younger and older women’s leisure time physical activity after an acute myocardial infarction, their motivations and barriers for engaging in physical activity and to assess aspects associated with referral and attendance in cardiac rehabilitation programmes.

    Methods: Women diagnosed with an acute myocardial infarction were consecutively recruited and answered a questionnaire 2-3 months after hospital discharge.

    Results: The majority of the respondents (86%) were physically active after their acute myocardial infarction and 34% were physically active 4 days a week for 30 minutes. Respondents 66 years were less likely than respondents < 66 years to report moderate physical activity (39% vs. 58%, p = .03) and more likely to report low physical activity (27% vs. 8%, p < .01). No differences were found between these age groups reporting high physical activity (34% vs. 34%). Respondents 66 years were also less likely than younger respondents to maintain or increase their physical activity after the acute event (59% vs. 76%, p < .01), to be informed about the significance of physical activity while in hospital (61% vs. 80%, p = .01), to be referred to a cardiac rehabilitation programme (49% vs. 75%, p .01) and to attend such a programme (30% vs. 65%, p < .01).

    Conclusions: Women’s age was associated with physical activity as well as their possibilities regarding cardiac rehabilitation after an acute myocardial infarction.

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  • 31.
    Manninen, Katri
    et al.
    Department of Learning, Informatics, Management and Ethics, Karolinska Institutet, Stockholm, Sweden.
    Scheja, Max
    Department of Education, Faculty of Social Science, Stockholm University, Stockholm, Sweden.
    Henriksson, Elisabet Welin
    Department of Neurobiology, Care Sciences and Society, Karolinska Institutet, Stockholm, Sweden.
    Silén, Charlotte
    Department of Learning, Informatics, Management and Ethics, Karolinska Institutet, Stockholm, Sweden.
    Self-centeredness or patient-centeredness–final year nursing students’ experiences of learning at a clinical education ward2013In: Journal of Nursing Education and Practice, ISSN 1925-4040, E-ISSN 1925-4059, Vol. 3, no 12, p. 187-198Article in journal (Refereed)
    Abstract [en]

    Background: Different types of clinical education wards with the aim of facilitating transition from student to professional have been established giving students more autonomy and responsibility. Studies report positive effects but deeper understanding concerning how clinical education wards can contribute to learning for students nearing graduation is needed. Aim: To explore final year nursing students’ experiences of learning when they are supported to take care of patients independently.

    Methods: The context for this study was a clinical education ward for nursing students at a university hospital in Sweden. Individual and group interviews with 18 students of 29 eligible students were conducted after their clinical practice. The data was analyzed using qualitative content analysis with a focus on students’ experiences of their encounters with patients, supervisors, students and other professionals.

    Results: The two main themes appeared as important aspects influencing final year students’ learning, uncertainty as a threshold and experiencing engagement. Sub-themes characterizing uncertainty as a threshold were self-centeredness and ambivalence describing the patient from the perspective of performing nursing tasks. Sub-themes characterizing experiencing engagement were creating mutual relationship and professional development. Caring for patients with extensive need for nursing care helped the students to become patient-centered and overcome the threshold, experience engagement and authenticity in learning the profession.

    Conclusions: A clinical education ward may enhance the students’ experience of both external and internal authenticity enabling meaningful learning and professional development. It is important to acknowledge final year nursing students’ need for both challenges and support in the stressful transition from student to professional. Therefore, an explicit pedagogical framework based on patient-centered care and encouraging students to take responsibility should be used to help the students to overcome self-centeredness and to focus on the patients’ needs and nursing care.

  • 32.
    Manninen, Katri
    et al.
    Department of Learning, Informatics, Management and Ethics, Karolinska Institutet.
    Scheja, Max
    Department of Education, Faculty of Social Science, Stockholm University.
    Welin Henriksson, Elisabet
    Department of Neurobiology, Care Sciences and Society, Karolinska Institutet.
    Silén, Charlotte
    Department of Learning, Informatics, Management and Ethics, Karolinska Institutet.
    Self-centeredness or patient-centeredness–final year nursing students’ experiences of learning at a clinical education ward2013In: Journal of Nursing Education and Practice, ISSN 1925-4040, E-ISSN 1925-4059, Vol. 3, no 12, p. 187-198Article in journal (Refereed)
    Abstract [en]

    Background: Different types of clinical education wards with the aim of facilitating transition from student to professional have been established giving students more autonomy and responsibility. Studies report positive effects but deeper understanding concerning how clinical education wards can contribute to learning for students nearing graduation is needed.

    Aim: To explore final year nursing students’ experiences of learning when they are supported to take care of patients independently.

    Methods: The context for this study was a clinical education ward for nursing students at a university hospital in Sweden. Individual and group interviews with 18 students of 29 eligible students were conducted after their clinical practice. The data was analyzed using qualitative content analysis with a focus on students’ experiences of their encounters with patients, supervisors, students and other professionals.

    Results: The two main themes appeared as important aspects influencing final year students’ learning, uncertainty as a threshold and experiencing engagement. Sub-themes characterizing uncertainty as a threshold were self-centeredness and ambivalence describing the patient from the perspective of performing nursing tasks. Sub-themes characterizing experiencing engagement were creating mutual relationship and professional development. Caring for patients with extensive need for nursing care helped the students to become patient-centered and overcome the threshold, experience engagement and authenticity in learning the profession.

    Conclusions: A clinical education ward may enhance the students’ experience of both external and internal authenticity enabling meaningful learning and professional development. It is important to acknowledge final year nursing students’ need for both challenges and support in the stressful transition from student to professional. Therefore, an explicit pedagogical framework based on patient-centered care and encouraging students to take responsibility should be used to help the students to overcome self-centeredness and to focus on the patients’ needs and nursing care.

  • 33.
    Marmstål Hammar, Lena
    et al.
    School of Health, Mälardalen University, Sweden.
    Williamn, Christine
    Florida Atlantic University, United States.
    Swall, Anna
    Division of Nursing, Sophiahemmet Collage University, Sweden.
    Engström, Gabriella
    School of Health, Mälardalen University, Sweden.
    Humming as a mean of communicating during meal time situations: A Single Case study involving a women with severe dementia and her caregiver2012In: Journal of Nursing Education and Practice, ISSN 1925-4040, E-ISSN 1925-4059, Vol. 2, no 3, p. 93-102Article in journal (Refereed)
    Abstract [en]

    Objective: ‘Music Therapeutic Caregiving’, when caregivers sing for or together with persons with dementia during morning care situations, has been shown to increase verbal and nonverbal communication between persons with dementia and their caregivers, as well as enhance positive and decrease negative emotions in persons with dementia. No studies about singing during mealtimes have been conducted, and this pilot project was designed to elucidate this. However, since previous studies have shown that there is a risk that persons with dementia will start to sing along with the caregiver, the caregiver in this study hummed such that the person with dementia did not sing instead of eat. The aim of this pilot project was threefold: to describe expressed emotions in a woman with severe dementia, and describe communication between her and her caregivers without and with the caregiver humming. The aim was also to measure food and liquid intake without and with humming.

    Method: The study was constructed as a Single Case ABA design in which the ordinary mealtime constituted a baseline which comprised a woman with severe dementia being fed by her caregivers in the usual way. The intervention included the same woman being fed by the same caregiver who hummed while feeding her. Data comprised video observations that were collected once per week over 5 consecutive weeks. The Verbal and Nonverbal Interaction Scale and Observed Emotion Rating Scale were used to analyze the recorded interactions.

    Results: A slightly positive influence of communication was shown for the woman with dementia, as well as for the caregiver. Further, the women with dementia showed a slight increase in expressions of positive emotions, and she ate more during the intervention.

    Conclusion: Based on this pilot study no general conclusions can be drawn. It can be concluded, however, that humming while feeding persons with dementia might slightly enhance communication, and positive expressed emotions in persons with dementia. To confirm this, more studies on group levels are needed. Because previous studies have found that caregiver singing during caring situations influences persons with dementia positively it might be desirable to test the same during mealtime.

  • 34.
    Marmstål Hammar, Lena
    et al.
    Mälardalens högskola.
    Williamn, Christine
    Florida Atlantic University.
    Swall, Anna
    Sophiahemmet Högskola.
    Engström, Gabriella
    Mälardalens högskola, Akademin för hälsa, vård och välfärd.
    Humming as a mean of communicating during meal time situations: A Single Case study involving a women with severe dementia and her caregiver2012In: Journal of Nursing Education and Practice, ISSN 1925-4040, E-ISSN 1925-4059, Vol. 2, no 3, p. 93-102Article in journal (Refereed)
    Abstract [en]

    Objective:

    ‘Music Therapeutic Caregiving’, when caregivers sing for or together with persons with dementia during morning care situations, has been shown to increase verbal and nonverbal communication between persons with dementia and their caregivers, as well as enhance positive and decrease negative emotions in persons with dementia. No studies about singing during mealtimes have been conducted, and this pilot project was designed to elucidate this. However, since previous studies have shown that there is a risk that persons with dementia will start to sing along with the caregiver, the caregiver in this study hummed such that the person with dementia did not sing instead of eat. The aim of this pilot project was threefold: to describe expressed emotions in a woman with severe dementia, and describe communication between her and her caregivers without and with the caregiver humming. The aim was also to measure food and liquid intake without and with humming.

    Method: The study was constructed as a Single Case ABA design in which the ordinary mealtime constituted a baseline which comprised a woman with severe dementia being fed by her caregivers in the usual way. The intervention included the same woman being fed by the same caregiver who hummed while feeding her. Data comprised video observations that were collected once per week over 5 consecutive weeks. The Verbal and Nonverbal Interaction Scale and Observed Emotion Rating Scale were used to analyze the recorded interactions.

    Results:

    A slightly positive influence of communication was shown for the woman with dementia, as well as for the caregiver. Further, the women with dementia showed a slight increase in expressions of positive emotions, and she ate more during the intervention.

    Conclusion:

    Based on this pilot study no general conclusions can be drawn. It can be concluded, however, that humming while feeding persons with dementia might slightly enhance communication, and positive expressed emotions in persons with dementia. To confirm this, more studies on group levels are needed. Because previous studies have found that caregiver singing during caring situations influences persons with dementia positively it might be desirable to test the same during mealtime.

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  • 35.
    Mattsson, Janet
    The Swedish Red Cross University College, Department of Technology and Welfare.
    The non-verbal communication in handover situations are the spice between the lines, to understand the severity of the patient’s condition2017In: Journal of Nursing Education and Practice, ISSN 1925-4040, E-ISSN 1925-4059, Vol. 7, no 5Article in journal (Refereed)
    Abstract [en]

    Aim: The aim of this study was to investigate emergency nurses’ experiences of verbal handover from emergency medicalservices and through these experiences uncover patient safety issues in the handover situation.Methods: Design: The design is qualitative inductive and aims to deepen the understanding of the handover situation and touncover the nurses’ experiences in such a situation. Methods: A qualitative research process which takes its departure in patientsafety theory. Nine informants were interviewed and a content analysis was applied.Results: The results show that a lack of structure, lack of seeing the non-verbal communication, the nurses’ own requirement forfull control and the lack of active listening involves patient safety risks. Emergency nurses want a handover that is personal andprovides a comprehensive picture of the patient to support, deepen or contradict the verbal handover given.Practical implications: The non-verbal communication in the handover situation is key to understand the severity of the situationand give the nurses profane knowledge how to prepare the continuing nursing care. To further support the understanding of thesituation, information should be presented in chronological order.KeyWords: Communication, Handover, Patient safety

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  • 36.
    Mattsson, Janet
    et al.
    The Swedish Red Cross University College. Institutet, Department of Clinical Science and Education, Södersjukhuset.
    Forsner, Maria
    Academy Health and Society, Health Science, Nursing care. Högskolan Dalarna.
    Bolander Laksov, Klara
    Karolinska Institutet, Centre for Medical Education, Department of Learning, Informatics, Management and Ethics.
    Facilitation of learning in specialist nursing training in the PICU: The supervisors’ concerns in the learning situation2014In: Journal of Nursing Education and Practice, ISSN 1925-4040, E-ISSN 1925-4059, Vol. 4, no 12, p. 34-41Article in journal (Refereed)
    Abstract [en]

    With the aim to unfold nurses’ concerns of the supervision of the student in the clinical caring situation of the vulnerable child, clinical nurses situated supervision of postgraduate nursing students in the Pediatric Intensive Care Unit (PICU) are explored. A qualitative approach, interpretive phenomenology, with participant observations and narrative interviews, was used. Two qualitative variations of patterns of meaning for the nurses’ clinical facilitation were disclosed in this study. Learning by doing theme supports the students learning by doing through performing skills and embracing routines. The reflecting theme supports thinking and awareness of the situation. As the supervisor often serves as a role model for the student this might have an immediate impact on how the student applies nursing care in the beginning of his or her career. If the clinical supervisor narrows the perspective and hinders room for learning the student will bring less knowledge from the clinical education than expected, which might result in reduced nursing quality.

  • 37.
    Mattsson, Janet
    et al.
    Karolinska Institutet, Department of Clinical Science and Education; Södersjukhuset.
    Forsner, Maria
    Högskolan Dalarna, Omvårdnad.
    Castrén, Maaret
    Karolinska Institutet. Department of Clinical Science and Education; Södersjukhuset and Section of Emergency Medicine.
    Bolander Laksov, Klara
    Karolinska Institutet, Centre for Medical Education, Department of Learning, Informatics, Management and Ethics.
    Arman, Maria
    Karolinska Institutet, Department of Neurobiology, Care Science and Society.
    A qualitative national study of nurses’ clinical knowledge development of pain in pediatric intensive care2012In: Journal of Nursing Education and Practice, ISSN 1925-4040, E-ISSN 1925-4059, Vol. 2, no 2, p. 107-118Article in journal (Refereed)
    Abstract [en]

    Background: Vulnerable children undergoing intensive care might still experience pain when they should not, due tonurses and pediatricians insufficient knowledge about how critical illness affects childrens’ signs of pain. How signs ofpain are learned in clinical practice might be one of the remaining aspects in nurses insufficient pain alleviation. In theworkplace learning is directed by what the units shared meaning finds as significant and meaningful to learn. However,what it is viewed as meaningful to learn about pain from the nurses’ perspective might not be meaningful from the child’sperspective. When working together in the PICU, nurses rely on each other and interact in many ways, and theirunderstanding is related to situated knowledge and facilitated by a personal reference group of colleagues. Professionalconcern, depending on culture, traditions, habits, and workplace structures forms the clinical learning patterns in thePICU. However little is known about nurses’ clinical learning patterns or collegial facilitation within the PICU. Theseassumptions lead to the aim of the study: to elucidate patterns in clinical knowledge development and unfold the role offacilitator nurses in relation to pain management in the PICU.

    Method: The study had a qualitative interpretive design approach using semi-structured interviews, analyzed withqualitative content analysis to elucidate both manifest and latent content.

    Results: The findings elucidates that the workplace culture supports or hinders learning and collaboration. Knowledgedevelopment within practice is closely connected to the workplace culture and to nurses’ significant networks. Thefindings also clarify that nurses needs to feel safe in the workplace and on an individual level to build and rely onsignificant networks that facilitates their own personal knowledge development. There is an ongoing interaction betweenthe learning patterns and the facilitation the significant networks offer.

    Conclusions: Nurses need to embrace effective learning about children’s pain from day one. Lack of a facilitatingstructure for learning, lack of assessment within clinical practice, and the focus on the individual nurses’ learning areremaining considerable problems when it comes to alleviating the vulnerable child’s pain. To increase the possibility ofpain alleviation in the clinical setting, it is of importance to attend to the caring culture and build a safe collaborative culture that is patient centered. This requires an environment that allows for open discussion, where questioning andreflecting is a natural part of the culture within the group. These factors need highlighting and thorough examination fromthe organization. Nurses focus on learning, and interact in a learning community of practice that is furthered when theyexperience a safe environment and find that their questions are taken seriously. Approaches to promote a scholarship ofnursing care are needed to develop clinical learning and, consequently, raise the quality of pain care.

  • 38. Mattsson, Janet
    et al.
    Forsner, Maria
    Dalarna University, School of Education, Health and Social Studies, Caring Science/Nursing.
    Castrén, Maaret
    Bolander Laksov, Klara
    Arman, Maria
    A qualitative national study of nurses’ clinical knowledge development of pain in pediatric intensive care2012In: Journal of Nursing Education and Practice, ISSN 1925-4040, E-ISSN 1925-4059, Vol. 2, no 2Article in journal (Refereed)
    Abstract [en]

    Background: Vulnerable children undergoing intensive care might still experience pain when they should not, due tonurses and pediatricians insufficient knowledge about how critical illness affects childrens’ signs of pain. How signs ofpain are learned in clinical practice might be one of the remaining aspects in nurses insufficient pain alleviation. In theworkplace learning is directed by what the units shared meaning finds as significant and meaningful to learn. However,what it is viewed as meaningful to learn about pain from the nurses’ perspective might not be meaningful from the child’sperspective. When working together in the PICU, nurses rely on each other and interact in many ways, and theirunderstanding is related to situated knowledge and facilitated by a personal reference group of colleagues. Professionalconcern, depending on culture, traditions, habits, and workplace structures forms the clinical learning patterns in thePICU. However little is known about nurses’ clinical learning patterns or collegial facilitation within the PICU. Theseassumptions lead to the aim of the study: to elucidate patterns in clinical knowledge development and unfold the role offacilitator nurses in relation to pain management in the PICU.

    Method: The study had a qualitative interpretive design approach using semi-structured interviews, analyzed withqualitative content analysis to elucidate both manifest and latent content.

    Results: The findings elucidates that the workplace culture supports or hinders learning and collaboration. Knowledgedevelopment within practice is closely connected to the workplace culture and to nurses’ significant networks. Thefindings also clarify that nurses needs to feel safe in the workplace and on an individual level to build and rely onsignificant networks that facilitates their own personal knowledge development. There is an ongoing interaction betweenthe learning patterns and the facilitation the significant networks offer.

    Conclusions: Nurses need to embrace effective learning about children’s pain from day one. Lack of a facilitatingstructure for learning, lack of assessment within clinical practice, and the focus on the individual nurses’ learning areremaining considerable problems when it comes to alleviating the vulnerable child’s pain. To increase the possibility ofpain alleviation in the clinical setting, it is of importance to attend to the caring culture and build a safe collaborative culture that is patient centered. This requires an environment that allows for open discussion, where questioning andreflecting is a natural part of the culture within the group. These factors need highlighting and thorough examination fromthe organization. Nurses focus on learning, and interact in a learning community of practice that is furthered when theyexperience a safe environment and find that their questions are taken seriously. Approaches to promote a scholarship ofnursing care are needed to develop clinical learning and, consequently, raise the quality of pain care.

  • 39.
    Murnane, Andrew
    et al.
    ONTrac at Peter Mac, Peter MacCallum Cancer Centre, Melbourne, VIC, Australia; Physiotherapy Department, Peter MacCallum Cancer Centre, Melbourne, VIC, Australia.
    Keogh, Justin
    Faculty of Health Sciences and Medicine, Bond University, Gold Coast, QLD, Australia; Human Potential Centre, AUT University, Auckland, New Zealand; Cluster for Health Improvement, Faculty of Science, Health, Education and Engineering, University of the Sunshine Coast, Sunshine Coast, Australia.
    Magat, Fiona
    Faculty of Health Sciences and Medicine, Bond University, Gold Coast, QLD, Australia.
    Imbesi, Sonya
    Faculty of Health Sciences and Medicine, Bond University, Gold Coast, QLD, Australia.
    Coulumbe, Marie
    Physiotherapy Department, Peter MacCallum Cancer Centre, Melbourne, VIC, Australia.
    Patchell, Sharni
    Physiotherapy Department, Peter MacCallum Cancer Centre, Melbourne, VIC, Australia.
    Abbott, Allan
    Linköping University, Department of Medical and Health Sciences, Division of Physiotherapy. Linköping University, Faculty of Health Sciences. Faculty of Health Sciences and Medicine, Bond University, Gold Coast, QLD, Australia.
    The impact of an inpatient hospital admission on patients’ physical functioning and quality of life in the oncology setting2015In: Journal of Nursing Education and Practice, ISSN 1925-4040, E-ISSN 1925-4059, Vol. 5, no 7, p. 75-82Article in journal (Refereed)
    Abstract [en]

    Objective: Cancer can affect an individual’s level of physical function and health related quality of life (HRQoL). Those requiring hospital admission may be at risk of further decline during hospitalisation. The aim of this study was to investigate physical functioning and HRQoL of cancer patients on admission and over the course of their hospital admission.

    Methods: A prospective observational study was undertaken on the inpatient wards of a specialist oncology hospital. Assessment measures were taken bi-weekly until discharge from hospital or if they became too unwell to continue. Functional outcome measures included timed-up and go test (TUG), 30 second sit to stand test (30SST), 30 second arm curl test and isometric muscle strength (30ACT). HRQoL was assessed via the EORTC-C30 and SF-8 and distress was measured using the Distress Thermometer.

    Results: Fifty-five patients (28 males), mean age 64 years ± 10.8, with an average length of stay of 19 days participated in the study. Primary reasons for hospital admission included; symptom management (36%) or delivery of cancer treatment (35%). On hospital admission, the majority of patients scored worse than normative levels on the EORTC-C30 and SF-8. Similarly, 65%, 69% and 35% recorded below age norms for TUG, 30SST and 30ACT. Most measures showed a trend towards worsening during hospitalisation with up to 59% of patients experiencing ± 10% worsening over time. However, only role and social functioning (p < .05), as well as financial difficulty showed statistically significant worsening (p < .05) during hospitalisation.

    Conclusions: Participants demonstrated substantially reduced HRQoL and physical functioning at time of hospital admission which tended to worsen during hospitalisation. Despite this low level of function, very few received rehabilitation follow-up. Screening programs using HRQoL and functional assessment measures could be useful in identifying patients who are deconditioned or at risk of deconditioning and require specialised therapy to prevent declines in function and hospital re-admissions.

  • 40.
    Nilsson, Jan
    et al.
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Health Sciences (from 2013).
    Gardulf, Ann
    The Japanese Red Cross Institute for Humanitarian Studies, JPN; Karolinska Institutet at Karolinska University Hospital,.
    Lepp, Margret
    he Sahlgrenska Academy, University of Gothenburg; Østfold University College, NOR.
    Process of translation and adaptation of the Nurse Professional Competence (NPC) Scale2016In: Journal of Nursing Education and Practice, ISSN 1925-4040, E-ISSN 1925-4059, no 1, p. 100-103Article in journal (Refereed)
    Abstract [en]

    Professional competence in nursing is of crucial importance for high quality care and patient related outcomes. A new instrumentfor measuring competence in nursing has been developed by a Swedish research group. The instrument is called the NurseProfessional Competence (NPC) Scale and is based on national guidelines, and the WHOs European Strategy for Nursing andMidwifery. The NPC Scale consists of 88 items distributed in eight competence areas, and measures self-reported professionalcompetence. The target groups are nursing students at the point of graduation and registered nurses. As the NPC Scale hasrendered great interest from researchers internationally, the NPC research group decided to translate the Scale into English tofacilitate international use of the instrument. The aim of this article was to describe the translation process used to create anEnglish version of the NPC Scale. This article describes the translation process from Swedish to English and its challenges. Thetranslation process resulted in an English version of the NPC Scale ready for internationally usage.

  • 41.
    Nordin Olsson, Inger
    et al.
    Örebro University, School of Health and Medical Sciences, Örebro University, Sweden. Örebro University Hospital. Family Medicine Research Centre, Region Örebro County, Örebro, Sweden.
    Wätterbjörk, Inger
    Örebro University, School of Health and Medical Sciences, Örebro University, Sweden. Family Medicine Research Centre, Region Örebro County, Örebro, Sweden.
    Blomberg, Karin
    Örebro University, School of Health and Medical Sciences, Örebro University, Sweden.
    Registered nurses’ perception of their professional role regarding medication management in nursing care of the elderly2014In: Journal of Nursing Education and Practice, ISSN 1925-4040, E-ISSN 1925-4059, Vol. 4, no 2, p. 153-161Article in journal (Refereed)
    Abstract [en]

    Background: The role of the registered nurse (RN) in the municipality regarding medication management in care for the elderly is rarely discussed. Organizational issues related to medication management often contribute more to the management than needs of the patients, nursing skills, and collaboration with the physician in primary care.

    Objective: The aim of this study was to describe RNs’ perceptions of their professional role, especially regarding medication management in nursing of the elderly.

    Design: The study is descriptive with a qualitative approach. Interviews with 16 RNs working at nursing homes were analysed by content analysis.

    Results: The findings can be grouped into seven categories showing the RN in different roles while performing different aspects of her or his work: as controller, executer, messenger, supervisor, initiator, visionary and solitary worker. These themes were identified in the interviews and characterized the nurses’ own judgements and actions taken, especially regarding drug treatment. Overall, the RNs described nursing in elderly care as an undefined profession lacking leadership regarding medication management.

    Conclusions: The study concludes that medication management ought to be promoted in care for the elderly. To handle the challenge and risks of polypharmacy there must be sufficient and adequate reporting based on the RNs’ nursing and skills to monitor and evaluate the drug treatment in teamwork with the physician. This requires leadership with understanding of the integration of services in care for the elderly, and of the medical processes and nursing skills involved.

  • 42.
    Pajalic, Zada
    et al.
    Kristianstad University, School of Health and Society, Avdelningen för Hälsovetenskap. Kristianstad University, Faculty of Health Science, Research Environment PRO-CARE, Patient Reported Outcomes - Clinical Assessment Research and Education. Kristianstad University, Research Platform for Collaboration for Health.
    Persson, Lena
    Kristianstad University, School of Health and Society, Avdelningen för Hälsovetenskap.
    Westergren, Albert
    Kristianstad University, School of Health and Society, Avdelningen för Hälsovetenskap. Kristianstad University, Faculty of Health Science, Research Environment PRO-CARE, Patient Reported Outcomes - Clinical Assessment Research and Education.
    Skovdahl, Kirsti
    Örebro universitet.
    Public home care professionals’ experiences of being involved in food distribution to home-living elderly people in Sweden: a qualitative study with an action research approach2012In: Journal of Nursing Education and Practice, ISSN 1925-4040, E-ISSN 1925-4059, Vol. 2, no 2, p. 41-51Article in journal (Other academic)
    Abstract [en]

    Background: Research focusing on Food Distribution (FD) from various professionals’ and organisational perspectivesare lacking. The aim of this study was therefore to explore various professionals’ experiences of involvement in FD inorder to get comprehensive understanding of the organisation, responsibilities and roles.

    Methods: This qualitative study is a part of a larger project with an action research approach focusing on FD in themunicipal home service and care for home-living elderly persons in a municipality in southern Sweden. The data wascollected through participatory observations (n=90 occasions and in total 480 hours), repeated focus group interviews (n =4) with different professionals (n =10) involved in the FD process and one individual interview. The material was analysedby qualitative manifest and latent content analysis.

    Results: The study indicates that Food Distribution is a fragmentary intervention where a comprehensive perspective andclear roles of responsibility are lacking. The FD organisation seemed to be strictly divided and limited by constraintsregarding time and money. The fragmented organisation led partly to staff only taking responsibility for their part of thechain and no one having the full picture of and responsibility for the FD process, but also to some professionals takingmore responsibility than they were supposed to.

    Conclusions: The aim of the study was met by using an action research approach. The study was however limited by thatno home help officers were represented. The FD appeared as an extremely complex chain of different but connectedactivities. It is not merely the distribution of a product, i.e. the meal box. The fragmentation of FD means that staff onlytakes responsibility for their part of the chain, and that no one has the full picture of or responsibility for the FD process.Consequently, there is a need for an outline of responsibilities. The findings have implications for nursing, gerontology,and in the care for the elderly.

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  • 43.
    Pajalic, Zada
    et al.
    School of Health and Society, Kristianstad University, Kristianstad, Sweden.
    Persson, Lena
    School of Health and Society, Kristianstad University, Kristianstad, Sweden.
    Westergren, Albert
    School of Health and Society, Kristianstad University, Kristianstad, Sweden.
    Skovdahl, Kirsti
    Örebro University, School of Health and Medical Sciences, Örebro University, Sweden.
    Public home care professionals’ experiences of being involved in food distribution to home-living elderly people in Sweden: a qualitative study with an action research approach2012In: Journal of Nursing Education and Practice, ISSN 1925-4040, E-ISSN 1925-4059, Vol. 2, no 2, p. 41-51Article in journal (Refereed)
    Abstract [en]

    Background: Research focusing on Food Distribution (FD) from various professionals’ and organisational perspectivesare lacking. The aim of this study was therefore to explore various professionals’ experiences of involvement in FD inorder to get comprehensive understanding of the organisation, responsibilities and roles.

    Methods: This qualitative study is a part of a larger project with an action research approach focusing on FD in themunicipal home service and care for home-living elderly persons in a municipality in southern Sweden. The data wascollected through participatory observations (n=90 occasions and in total 480 hours), repeated focus group interviews (n =4) with different professionals (n =10) involved in the FD process and one individual interview. The material was analysedby qualitative manifest and latent content analysis.

    Results: The study indicates that Food Distribution is a fragmentary intervention where a comprehensive perspective andclear roles of responsibility are lacking. The FD organisation seemed to be strictly divided and limited by constraintsregarding time and money. The fragmented organisation led partly to staff only taking responsibility for their part of thechain and no one having the full picture of and responsibility for the FD process, but also to some professionals takingmore responsibility than they were supposed to.

    Conclusions: The aim of the study was met by using an action research approach. The study was however limited by thatno home help officers were represented. The FD appeared as an extremely complex chain of different but connectedactivities. It is not merely the distribution of a product, i.e. the meal box. The fragmentation of FD means that staff onlytakes responsibility for their part of the chain, and that no one has the full picture of or responsibility for the FD process.Consequently, there is a need for an outline of responsibilities. The findings have implications for nursing, gerontology,and in the care for the elderly.

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  • 44.
    Pajalic, Zada
    et al.
    Kristianstad University, School of Health and Society, Avdelningen för Hälsovetenskap. Kristianstad University, Faculty of Health Science, Research Environment PRO-CARE, Patient Reported Outcomes - Clinical Assessment Research and Education. Kristianstad University, Research Platform for Collaboration for Health.
    Skovdahl, Kirsti
    Örebro universitet.
    Westergren, Albert
    Kristianstad University, School of Health and Society, Avdelningen för Hälsovetenskap. Kristianstad University, Faculty of Health Science, Research Environment PRO-CARE, Patient Reported Outcomes - Clinical Assessment Research and Education.
    Persson, Lena
    Kristianstad University, School of Health and Society, Avdelningen för Hälsovetenskap.
    How the professionals can identify needs for improvement and improve food distribution service for the home-living elderly people in Sweden - an action research project2013In: Journal of Nursing Education and Practice, ISSN 1925-4040, E-ISSN 1925-4059, Vol. 3, no 8, p. 29-40Article in journal (Other academic)
    Abstract [en]

    Background: Making changes to municipal social care and service has been found to be challenging to realise and highly multifaceted. The aim of this study was to describe how the professionals can identify needs for improvement and improve Food Distribution (FD) service for the home-living elderly people in Sweden.

    Methods: This study is part of a larger project with an action research approach focusing on to municipal FD to older people living in their own home in Sweden. The professionals involved in FD invited the first author to assist them in this process. The study participants were comprised of the following groups: “The Identification focus group” that identified need for improvement of FD (n= 5); “The Action focus group” that planned and choose suitable ‘action’ for improvement (n=5); “The First Evaluation group” (n=4) that evaluated the content of planned improvement and finally “The Second Evaluation group” (n=29) that evaluated the changes following improvement. The data was gathered and analysed by Story Dialogue Method.

    Results: The need to update and increase the FD recipient’s knowledge in nutrition by sending them informative letters was found to be an important area to focus on. The information letters (n=1700) were distributed to the all FD recipients in six municipalities in southern Sweden during April 2011. The results were evaluated during May 2011. The overall general estimation was that the content of the letters indicated that this was a suitable method for gaining information to make a nutrition competence update. Following this, “The Action focus group” decided: firstly, to continue preparing and distributing information letters to all FD recipients to be sent out twice a year, and secondly: to make the information letters accessible on the websites of the six municipalities and county councils involved.

    Conclusions: This study showed that systematic work inspired by an action research approach with motivated and involved participants can be beneficial and a starting point for the process of change in municipal service and care practice. The major conclusion of the study was that systematic reflection over everyday practice can be the vehicle for the future change of practice. The research process and the findings have implications for nursing, care of the elderly and gerontology.

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  • 45.
    Pajalic, Zada
    et al.
    Örebro University, School of Health and Medical Sciences, Örebro University, Sweden.
    Skovdahl, Kirsti
    Örebro University, School of Health and Medical Sciences, Örebro University, Sweden.
    Westergren, Albert
    The School of Health and Society, The PROCARE Group & The Network for Eating and Nutrition, Kristianstad University, Kristianstad, Sweden.
    Persson, Lena
    The School of Health and Society, The PROCARE Group & The Network for Eating and Nutrition, Kristianstad University, Kristianstad, Sweden.
    How the professionals can identify needs for improvement and improve Food Distribution service for the home-living elderly people in Sweden: an action research project2013In: Journal of Nursing Education and Practice, ISSN 1925-4040, E-ISSN 1925-4059, Vol. 3, no 8, p. 29-40Article in journal (Refereed)
    Abstract [en]

    Background: Making changes to municipal social care and service has been found to be challenging to realise and highly multifaceted. The aim of this study was to describe how the professionals can identify needs for improvement and improve Food Distribution (FD) service for the home-living elderly people in Sweden.

    Methods: This study is part of a larger project with an action research approach focusing on to municipal FD to older people living in their own home in Sweden. The professionals involved in FD invited the first author to assist them in this process. The study participants were comprised of the following groups: “The Identification focus group” that identified need for improvement of FD (n= 5); “The Action focus group” that planned and choose suitable ‘action’ for improvement (n=5); “The First Evaluation group” (n=4) that evaluated the content of planned improvement and finally “The Second Evaluation group” (n=29) that evaluated the changes following improvement. The data was gathered and analysed by Story Dialogue Method.

    Results: The need to update and increase the FD recipient’s knowledge in nutrition by sending them informative letters was found to be an important area to focus on. The information letters (n=1700) were distributed to the all FD recipients in six municipalities in southern Sweden during April 2011. The results were evaluated during May 2011. The overall general estimation was that the content of the letters indicated that this was a suitable method for gaining information to make a nutrition competence update. Following this, “The Action focus group” decided: firstly, to continue preparing and distributing information letters to all FD recipients to be sent out twice a year, and secondly: to make the information letters accessible on the websites of the six municipalities and county councils involved.

    Conclusions: This study showed that systematic work inspired by an action research approach with motivated and involved participants can be beneficial and a starting point for the process of change in municipal service and care practice. The major conclusion of the study was that systematic reflection over everyday practice can be the vehicle for the future change of practice. The research process and the findings have implications for nursing, care of the elderly and gerontology.

  • 46.
    Pennbrant, Sandra
    et al.
    University West, Department of Health Sciences, Section for nursing - undergraduate level.
    Nunstedt, Håkan
    University West, Department of Health Sciences, Section for nursing - undergraduate level.
    The work-integrated learning combined with the portfolio method: A pedagogical strategy and tool in nursing education for developing professional competence2017In: Journal of Nursing Education and Practice, ISSN 1925-4040, E-ISSN 1925-4059, Vol. 8, no 2, p. 8-15Article in journal (Refereed)
    Abstract [en]

    During nursing education students obtain knowledge and skills to develop their professional competence. Teachers may elect to provide pedagogical tools preparing students for current and future healthcare needs. The purpose of this theoretical article was to highlight Work-Integrated Learning combined with the Portfolio Method as a pedagogical strategy and tool for nursing students to develop professional competence for lifelong learning. This strategy contains six phases: pre-reflection, reflection-in-action, reflection-on-action, self-evaluation, meta-reflection and knowledge-in-action, which can help nursing students, during their clinical education, develop deeper understanding of their future profession, while also providing a teaching planning tool.

  • 47.
    Rask, Mikael
    et al.
    Linnaeus University, Faculty of Health and Life Sciences, Department of Health and Caring Sciences.
    Albinsson, Gunilla
    Linnaeus University, Faculty of Health and Life Sciences, Department of Health and Caring Sciences.
    Safipour, Jalal
    Linnaeus University, Faculty of Health and Life Sciences, Department of Health and Caring Sciences.
    Wenneberg, Stig
    Linnaeus University, Faculty of Health and Life Sciences, Department of Health and Caring Sciences.
    Andersson, Lisbet
    Linnaeus University, Faculty of Health and Life Sciences, Department of Health and Caring Sciences.
    Carlsson Blomster, Monica
    Linnaeus University, Faculty of Health and Life Sciences, Department of Health and Caring Sciences.
    Ozolins, Lise-Lotte
    Linnaeus University, Faculty of Health and Life Sciences, Department of Health and Caring Sciences.
    Borg, Christel
    Linnaeus University, Faculty of Health and Life Sciences, Department of Health and Caring Sciences.
    Lindqvist, Gunilla
    Linnaeus University, Faculty of Health and Life Sciences, Department of Health and Caring Sciences.
    Validation of the verbal and social interaction questionnaire for nursing students: the focus of nursing students in their relationship with patients2018In: Journal of Nursing Education and Practice, ISSN 1925-4040, E-ISSN 1925-4059, Vol. 8, no 4, p. 81-88Article in journal (Refereed)
    Abstract [en]

    The Verbal and Social Interaction Nursing Students questionnaire (VSI-NS) has been created to measure the development of verbal, social and interactional skills of nursing students with patients, from their perspective in nursing care. The aim of the present study was to determine the construct validity and internal consistency reliability of the questionnaire. The study had a methodological and developmental design and was carried out in four steps: adjustment of the items, face validity, data collection and data analysis. The number of items was reduced from 48 to 31. The factor analysis of the final 31 items resulted in four quite distinct factors: “Inviting to talk about feelings and thoughts”, “Building a caring relationship”, “Encouraging social and practical aspects in daily life” and “Caring towards health and wellbeing”. The results showed satisfactory psychometric properties in terms of content validity, construct validity and the internal consistency reliability of the questionnaire.  It could be concluded that the original conceptual model could serve as a theoretical foundation to explain and understand nurses’ caring interactions with their patients.

  • 48.
    Rask, Mikael
    et al.
    Linnéuniversitetet, SWE.
    Albinsson, Gunilla
    Linnéuniversitetet, SWE.
    Safipour, Jalal
    Linnéuniversitetet, SWE.
    Wenneberg, Stig
    Linnéuniversitetet, SWE.
    Andersson, Lisbet
    Linnéuniversitetet, SWE.
    Carlsson Blomster, Monika
    Linnéuniversitetet, SWE.
    Ozolins, Lise-Lotte
    Linnéuniversitetet, SWE.
    Borg, Christel
    Blekinge Institute of Technology, Faculty of Engineering, Department of Health.
    Lindqvist, Gunilla
    Linnéuniversitetet, SWE.
    Validation of the verbal and social interaction questionnaire for nursing students: The focus of nursing students in their relationship with patients2018In: Journal of Nursing Education and Practice, ISSN 1925-4040, E-ISSN 1925-4059, Vol. 8, no 4, p. 81-88Article in journal (Refereed)
    Abstract [en]

    The Verbal and Social Interaction Nursing Students questionnaire (VSI-NS) has been created to measure the development ofverbal, social and interactional skills of nursing students with patients, from their perspective in nursing care. The aim of thepresent study was to determine the construct validity and internal consistency reliability of the questionnaire. The study had amethodological and developmental design and was carried out in four steps: adjustment of the items, face validity, data collectionand data analysis. The number of items was reduced from 48 to 31. The factor analysis of the final 31 items resulted in four quitedistinct factors: “Inviting to talk about feelings and thoughts”, “Building a caring relationship”, “Encouraging social and practicalaspects in daily life” and “Caring towards health and wellbeing”. The results showed satisfactory psychometric properties interms of content validity, construct validity and the internal consistency reliability of the questionnaire. It could be concluded thatthe original conceptual model could serve as a theoretical foundation to explain and understand nurses’ caring interactions withtheir patients

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  • 49.
    Safipour, Jalal
    et al.
    Linnaeus University, Faculty of Health and Life Sciences, Department of Health and Caring Sciences.
    Hadziabdic, Emina
    Linnaeus University, Faculty of Health and Life Sciences, Department of Health and Caring Sciences.
    Hultsjö, Sally
    Region Jönköping County, Sweden;Jönköping University, Sweden.
    Bachrach-Lindström, Margareta
    Linköping University, Sweden.
    Measuring nursing students’ cultural awareness: a cross-sectional study among three universities in southern Sweden2017In: Journal of Nursing Education and Practice, ISSN 1925-4040, E-ISSN 1925-4059, Vol. 7, no 1, p. 107-113Article in journal (Refereed)
    Abstract [en]

    Background/Objective: Cultural awareness refers to when someone is aware of his/her own and other people’s cultural values. Academic nursing education should promote students’ ability to analyze, understand, and respect people’s cultural backgrounds and their values to be able provide equitable care in a multicultural society. This essential competence for nursing students can be obtained through learning and practicing to prioritize people’s greatest needs. The aim of this study was to explore students’ cultural awareness related to their nursing education by considering their socio-demographic background.

    Methods: This quantitative study was conducted by means of a pre-designed Cultural Awareness Scale. In total, 215 students participated in this study. Descriptive statistics were used to report the distribution of the data, and regression analysis was carried out to assess the statistical significance of the association between the variables.

    Results: The results indicated moderately high cultural awareness among nursing students related to their general education, cognitive awareness, comfort with interaction, and clinical practice/patient care. Nevertheless, no statistically significant correlation was identified between the socio-demographic factors (sex, age, and experience of living abroad). However, being a first generation immigrant was significantly associated with better cultural awareness in terms of Patient Care/Clinical Issue.

    Conclusions: In Sweden, universities are free to design their educational programs since there is no universal curriculum that applies to all the universities; nonetheless, the relatively high level of cultural awareness remained the same for the universities under investigation. This finding suggests that the importance of cultural awareness in nursing education is recognized in this context.

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  • 50.
    Safipour, Jalal
    et al.
    Department of Health and Caring Science, Faculty of Health and Life Sciences, Linnaeus University, Växjö, Sweden.
    Hadziabdic, Emina
    1Department of Health and Caring Science, Faculty of Health and Life Sciences, Linnaeus University, Växjö, Sweden.
    Hultsjö, Sally
    Psychiatric clinic, Ryhov, Region Jönköping, School of Health and Welfare, Jönköpings University, Sweden.
    Bachrach-Lindström, Margareta
    Linköping University, Department of Medical and Health Sciences, Division of Nursing Science. Linköping University, Faculty of Medicine and Health Sciences.
    Measuring nursing students' cultural awareness: A cross-sectional study among three universities in southern Sweden2017In: Journal of Nursing Education and Practice, ISSN 1925-4040, E-ISSN 1925-4059, Vol. 7, no 1, p. 107-113Article in journal (Refereed)
    Abstract [en]

    Background/Objective: Cultural awareness refers to when someone is aware of his/her own and other people’s cultural values. Academic nursing education should promote students’ ability to analyze, understand, and respect people’s cultural backgrounds and their values to be able provide equitable care in a multicultural society. This essential competence for nursing students can be obtained through learning and practicing to prioritize people’s greatest needs. The aim of this study was to explore students’ cultural awareness related to their nursing education by considering their socio-demographic background.

    Methods: This quantitative study was conducted by means of a pre-designed Cultural Awareness Scale. In total, 215 students participated in this study. Descriptive statistics were used to report the distribution of the data, and regression analysis was carried out to assess the statistical significance of the association between the variables.

    Results: The results indicated moderately high cultural awareness among nursing students related to their general education, cognitive awareness, comfort with interaction, and clinical practice/patient care. Nevertheless, no statistically significant correlation was identified between the socio-demographic factors (sex, age, and experience of living abroad). However, being a first generation immigrant was significantly associated with better cultural awareness in terms of Patient Care/Clinical Issue.

    Conclusions: In Sweden, universities are free to design their educational programs since there is no universal curriculum that applies to all the universities; nonetheless, the relatively high level of cultural awareness remained the same for the universities under investigation. This finding suggests that the importance of cultural awareness in nursing education is recognized in this context.

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    fulltext
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