Umeå University's logo

umu.sePublications
Change search
Refine search result
1 - 8 of 8
CiteExportLink to result list
Permanent link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Rows per page
  • 5
  • 10
  • 20
  • 50
  • 100
  • 250
Sort
  • Standard (Relevance)
  • Author A-Ö
  • Author Ö-A
  • Title A-Ö
  • Title Ö-A
  • Publication type A-Ö
  • Publication type Ö-A
  • Issued (Oldest first)
  • Issued (Newest first)
  • Created (Oldest first)
  • Created (Newest first)
  • Last updated (Oldest first)
  • Last updated (Newest first)
  • Disputation date (earliest first)
  • Disputation date (latest first)
  • Standard (Relevance)
  • Author A-Ö
  • Author Ö-A
  • Title A-Ö
  • Title Ö-A
  • Publication type A-Ö
  • Publication type Ö-A
  • Issued (Oldest first)
  • Issued (Newest first)
  • Created (Oldest first)
  • Created (Newest first)
  • Last updated (Oldest first)
  • Last updated (Newest first)
  • Disputation date (earliest first)
  • Disputation date (latest first)
Select
The maximal number of hits you can export is 250. When you want to export more records please use the Create feeds function.
  • 1.
    Andersson, Anna
    et al.
    Department of Health Sciences, University West, Trollhättan, Sweden.
    Hällgren Graneheim, Ulla
    Umeå University, Faculty of Medicine, Department of Nursing. Department of Health Sciences, University West, Trollhättan, Sweden.
    Nilsson, Maria Skyvell
    Department of Health Sciences, University West, Trollhättan, Sweden.
    Newly-graduated nurses’ work-integrated learning: a qualitative study from an educational and occupational perspective2022In: Nurse Education in Practice, ISSN 1471-5953, E-ISSN 1873-5223, Vol. 59, article id 103290Article in journal (Refereed)
    Abstract [en]

    Aim: The aim of this study was to describe newly graduated nurses’ (NGNs’) experience of work-integrated learning (WIL), from an educational and occupational perspective. Background: NGNs often find themselves unprepared to meet occupational demands on their competence on entering working life, and express difficulties integrating educational theory into a practical context. Qualitative and effective WIL becomes particularly important for NGNs to develop the competence required to handle the transition from education to working life. Design: This is a qualitative, descriptive study with an inductive approach. Methods: Seven focus-group discussions were performed and subjected to qualitative content analysis. Results: The results revealed that WIL for NGNs includes personal mastering of several professional roles: a self-directed and collaborative learning role, a relational nursing role, and a transition from a student role to a collegial role. Furthermore, WIL entails adapting to organisational requirements, including development of contextual workplace knowledge and understanding; striving for confidence in medical-technical performance; and developing an experience-based understanding of clinical situations. Conclusion: The results reveal that WIL is complex, encompassing adaptation to roles and personal capabilities that increase new graduates’ competence and preparation for work. In addition, WIL requires personal commitment to one's own learning as well as organisational and social support.

    Download full text (pdf)
    fulltext
  • 2.
    Bergström, Peter
    et al.
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Lindh, Viveca
    Umeå University, Faculty of Medicine, Department of Nursing.
    Developing the role of Swedish advanced practice nurse (APN) through a blended learning master's program: consequences of knowledge organisation2018In: Nurse Education in Practice, ISSN 1471-5953, E-ISSN 1873-5223, Vol. 28, p. 196-201Article in journal (Refereed)
    Abstract [en]

    This paper reports on a research study conducted with a group of nurses in Sweden enrolled in a newly developed blended learning master's programme to become advanced practice nurses (APNs). As background, the paper presents the regional needs the programme is intended to address and describes how the programme was designed. The aim was to understand how, from students' perspective, the nurse master's programme structured knowledge for their future position as APNs. The research question focuses on how the master's programme prepares students by meeting their diverse needs for knowledge. Empirical material was collected at two times during the students' first and second years of study through semi-structured qualitative interviews. The findings highlight the process in which these master's students gained a more advanced identity of becoming APNs. This process demonstrates how students perceive their current position as nurses based on a discourse of knowledge in relation to the practical and theoretical knowledge they encounter in the master's programme. This article concludes by recommending that attention should be paid to developing APN role models in the current Swedish healthcare system.

  • 3.
    Fischer Grönlund, Catarina
    et al.
    Umeå University, Faculty of Medicine, Department of Nursing.
    Brännström, Margareta
    Umeå University, Faculty of Medicine, Department of Nursing.
    Zingmark, Karin
    The 'one to five' method - A tool for ethical communication in groups among healthcare professionals2021In: Nurse Education in Practice, ISSN 1471-5953, E-ISSN 1873-5223, Vol. 51, article id 102998Article in journal (Refereed)
    Abstract [en]

    Healthcare professionals have expressed a wish for facilitated inter-professional communications about ethical difficulties experienced in clinical practice. The introduction of an easily accessible method for facilitating ethical communication in groups may promote its implementation in everyday clinical practice. The aim of this paper was to draw on previous studies and available knowledge in order to develop and describe a method that enables systematic implementation of inter-professional ethical communication in groups. The ‘one-to-five method’ for facilitated ethical communication in groups is theoretically inspired by Habermas's theory of communicative actions and base on previous studies that accords with the Helsinki Declaration (2013). The ‘one to five method’ supports guidance of ethical communication in five steps: telling the story about the situation; reflections and dialogue concerning the emotions involved; formulation of the problem/dilemma; analysis of the situation and the dilemma; and searching for a choice of action or approach. It offers an easily accessible method for teaching healthcare professionals how to facilitate ethics communication groups. Educating facilitators closely connected to clinical work may lead to ethical dialogue becoming a natural part of clinical practice for healthcare professionals.

    Download full text (pdf)
    fulltext
  • 4.
    Fischer-Grönlund, Catarina
    et al.
    Umeå University, Faculty of Medicine, Department of Nursing.
    Brännström, Margareta
    Umeå University, Faculty of Medicine, Department of Nursing.
    Zingmark, Karin
    Department of Health Science, Division of Nursing, Luleå University of Technology, Sweden.
    The 'one to five' method: A tool for ethical communication in groups among healthcare professionals2021In: Nurse Education in Practice, ISSN 1471-5953, E-ISSN 1873-5223, Vol. 51, article id 102998Article in journal (Refereed)
    Abstract [en]

    Healthcare professionals have expressed a wish for facilitated inter-professional communications about ethical difficulties experienced in clinical practice. The introduction of an easily accessible method for facilitating ethical communication in groups may promote its implementation in everyday clinical practice. The aim of this paper was to draw on previous studies and available knowledge in order to develop and describe a method that enables systematic implementation of inter-professional ethical communication in groups. The 'one-to-five method' for facilitated ethical communication in groups is theoretically inspired by Habermas's theory of communicative actions and base on previous studies that accords with the Helsinki Declaration (2013). The 'one to five method' supports guidance of ethical communication in five steps: telling the story about the situation; reflections and dialogue concerning the emotions involved; formulation of the problem/dilemma; analysis of the situation and the dilemma; and searching for a choice of action or approach. It offers an easily accessible method for teaching healthcare professionals how to facilitate ethics communication groups. Educating facilitators closely connected to clinical work may lead to ethical dialogue becoming a natural part of clinical practice for healthcare professionals.

  • 5. Melender, Hanna-Leena
    et al.
    Jonsén, Elisabeth
    Umeå University, Faculty of Medicine, Department of Nursing.
    Hilli, Yvonne
    Quality of clinical education: comparison of experiences of undergraduate student nurses in Finland and Sweden2013In: Nurse Education in Practice, ISSN 1471-5953, E-ISSN 1873-5223, Vol. 13, no 4/S1, p. 256-261Article in journal (Refereed)
    Abstract [en]

    The purpose of this study was to compare the experiences of three groups of undergraduate student nurses on the quality of clinical education over time. The study is part of a longitudinal research and development project in Finland and Sweden. The sample (n = 109) consisted of three subgroups of student nurses: the first in a Swedish faculty (SWE) (n = 53), the second in a Finnish faculty (FIN1, n = 42), and the third in another Finnish faculty (FIN2, n = 14). In the comparison of the subgroups, FIN1 and FIN2 were put together, because of the small sample size. The first data was collected in 2009 after the students' first clinical education period in acute and elderly care. The second data was collected in 2010 after the students' second clinical education period on different wards in central hospitals, in primary care units and in elderly care. The data was collected using a self-administered questionnaire and analysed using statistical methods. On the basis of an explorative factor analysis conducted on the first data four sum variables were produced, named as follows: Clinical Preception, Learning in Clinical Education, Learning Objectives in Clinical Education, and Reflection in Clinical Education. In the comparison of the years 2009 and 2010 (n = 109), the factors Clinical Preception and Learning Objectives in Clinical Education had lower evaluations in year 2010 than in year 2009. In year 2009 Swedish students (n = 53) evaluated Clinical Preception and Learning in Clinical Education lower than Finnish students (n = 56). In year 2010 Finnish students evaluated Clinical Preception lower than Swedish students. It is evident that the clinical education practices should be developed in cooperation with the faculties and the staff of the clinical education placements.

  • 6. Mårtensson, Gunilla
    et al.
    Lindh, Viveca
    Umeå University, Faculty of Medicine, Department of Nursing.
    Edin, Kerstin
    Umeå University, Faculty of Medicine, Department of Nursing.
    Hedberg, Pia
    Umeå University, Faculty of Medicine, Department of Nursing.
    Löfmark, Anna
    Development and validation of a clinical assessment tool for postgraduate nursing education: A consensus-group study2020In: Nurse Education in Practice, ISSN 1471-5953, E-ISSN 1873-5223, Vol. 44, article id 102741Article in journal (Refereed)
    Abstract [en]

    Postgraduate education programmes in health professions need to assess their students’ ability to practise in relation to the expected standards and to verify that students have met certain criteria upon programme completion (Ossenberg et al., 2015). Assessment of clinical practice must also correspond with the requirements for knowledge, skills, and professional judgements stipulated in national regulatory requirements. In this context, the importance of having valid and reliable assessment tools for the assessment process is clear (Shumway and Harden, 2003; McCarthy and Murphy, 2008; Wu et al., 2015). The present paper reports on a process to update and validate the tool Assessment of Clinical Education (AssCE-master) for use in clinical postgraduate nursing education.

  • 7.
    Nilsson, Karin
    et al.
    Umeå University, Faculty of Medicine, Department of Nursing.
    Brulin, Christine
    Umeå University, Faculty of Medicine, Department of Nursing.
    Grankvist, Kjell
    Umeå University, Faculty of Medicine, Department of Medical Biosciences, Clinical chemistry.
    Juthberg, Christina
    Umeå University, Faculty of Medicine, Department of Nursing.
    Factors associated with nursing students' adherence to venous blood collection practice guidelines: A cross sectional study2017In: Nurse Education in Practice, ISSN 1471-5953, E-ISSN 1873-5223, Vol. 23, p. 92-98Article in journal (Refereed)
    Abstract [en]

    Venous blood specimen collection is a common procedure that nursing students perform during pre-registration courses, and training for such collections takes place on campus as well as at clinical placements. However, levels of adherence to practice guidelines are still suboptimal among both nursing students and healthcare staff. We aimed to explore nursing students' adherence to the Swedish national venous blood specimen collection practice guidelines regarding patient identification and test request management and how this adherence is related to clinical experience, capability beliefs, research use,and the perceived social climate in clinical contexts. A survey with a cross-sectional design was conducted among 305 nursing students at a medium sized university in Sweden. Descriptive statistics and logistic regression were used for data analysis. The survey showed that 82% of the students adhered to patient identification guideline practices and 80% to test request management practices. Factors associated with correct patient identification procedures were semester and frequency of research use.Factors associated with correct test request management were previous healthcare work experience,semester, and capability beliefs regarding academic abilities and evidence-based practice. We conclude that there is a need to develop educational tools to train students in research use and evidence-based practice in order to enhance guideline practice adherence and improve patient safety.

  • 8.
    Olsson, Cecilia
    et al.
    Karlstads Universitet.
    Ringnér, Anders
    Umeå University, Faculty of Medicine, Department of Nursing.
    Borglin, Gunilla
    Blekinge tekniska högskola, Malmö högskola.
    Including systematic reviews in PhD programmes and candidatures in nursing: 'Hobson's choice'?2014In: Nurse Education in Practice, ISSN 1471-5953, E-ISSN 1873-5223, Vol. 14, no 2, p. 102-105Article in journal (Refereed)
    Abstract [en]

    Nowadays, gathering and synthesising evidence, i.e. conducting systematic reviews, is considered an important part of any health service research endeavour. Reviewing the literature, however suggest that it is not yet common that PhD students/doctoral candidates publish systematic reviews or even include a high quality review of the literature as a part of their PhD programme or candidature. Implying that systematic reviewing skills might not be acquired by going through an education on a postgraduate level. Additionally, scholars debating systematic reviews ‘to be or not to be’ as a part of research training seem to be sparse, especially within the field of nursing. In this issue for debate, we would like to propose that the absence of systematic reviews' in this context might severely hamper the ‘up and coming’ researchers as well as the research conducted. We envisage that this lack can have a negative impact on international nursing practice, and therefore propose that systematic reviews should be considered, whenever appropriate, as a mandatory part of any PhD programme or candidature. We believe that abilities in systematic reviewing will be a sought after research skills in the near future. Including systematic reviews would promote i) refined, well-grounded adequate research questions, ii) PhDs with broad and elevated methodological skills, iii) an increased level of evidence based nursing praxis. However, to make this a reality, supervisors, PhD students, and candidates would need to understand the value of this kind of research activity. Finally, lobbying University faculty boards and grant providers that are not inclined to view literature reviews as ‘proper’ research or as an important part of health service research, needs to be put on the agenda.

1 - 8 of 8
CiteExportLink to result list
Permanent link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf