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  • 1.
    Ahlin, Catharina
    et al.
    The Swedish Red Cross University College, Department of Nursing and Care. Karolinska Institutet and Karolinska University Hospital.
    Klang-Söderkvist, B
    Karolinska Institutet.
    Johansson, E
    Karolinska Institutet and Karolinska University Hospital.
    Björkholm, M
    Karolinska Institutet and Karolinska University Hospital.
    Löfmark, A
    University of Gävle / Western Norway University of Applied Sciences, Haugesund, Norway.
    Assessing nursing students' knowledge and skills in performing venepuncture and inserting peripheral venous catheters2017In: Nurse Education in Practice, ISSN 1471-5953, E-ISSN 1873-5223, Vol. 23, p. 8-14Article in journal (Refereed)
    Abstract [en]

    Venepuncture and the insertion of peripheral venous catheters are common tasks in health care, and training in these procedures is included in nursing programmes. Evidence of nursing students' knowledge and skills in these procedures is limited. The main aim of this study was to assess nursing students' knowledge and skills when performing venepuncture and inserting peripheral venous catheters. Potential associations between level of knowledge and skills, self-training, self-efficacy, and demographic characteristics were also investigated. The assessment was performed by lecturers at a university college in Sweden using the two previously tested instruments "Assess Venepuncture" and "Assess Peripheral Venous Catheter Insertion". Between 81% and 100% of steps were carried out correctly by the students. The step with the highest rating was "Uses gloves", and lowest rating was 'Informs the patients about the possibility of obtaining local anaesthesia'. Significant correlations between degree of self-training and correct performance were found in the group of students who registered their self-training. No associations between demographic characteristics and correct performances were found. Assessing that students have achieved adequate levels of knowledge and skills in these procedures at different levels of the nursing education is of importance to prevent complications and support patient safety.

  • 2.
    Kangas-Niemi, Annina
    et al.
    Karolinska Institutet.
    Manninen, Katri
    Karolinska Institutet.
    Mattsson, Janet
    The Swedish Red Cross University College, Department of Health Sciences.
    Facilitating affective elements in learning - In a palliative care context2018In: Nurse Education in Practice, ISSN 1471-5953, E-ISSN 1873-5223, Vol. 33, p. 148-153Article in journal (Refereed)
    Abstract [en]

    The aim of this study was to explore ways clinical supervisors facilitate the learning of the affective elements of professional competence in a clinical palliative care environment. The secondary aim was to advocate for and raise awareness of the importance of the affective domain in medical education.

    A clinical palliative care learning environment has been reported to be emotionally challenging. The affective and transformative learning processes taking place requires special support. However, little is known about how clinical supervisors facilitate this learning processes. A qualitative, explorative study was designed to capture supervisors' perceptions of their supervision using semi-structured interviews. Six experienced clinical supervisors working within a palliative care context were recruited using convenience sampling. Data were analyzed using inductive content analysis. The affective elements were viewed as essential for learning, clinical supervision, and professional competency. Supervisors use a variety of different ways of facilitation. Four main themes were identified; building a relationship, creating space for learning, creating a pedagogical environment, and Mirroring.

  • 3.
    Löfmark, Anna
    et al.
    University of Gävle / Stord/Haugesund University College, Stord, Norway.
    Thorell-Ekstrand, Ingrid
    Red Cross University College of Nursing.
    Strengthening and updating supervising staff nurses in educational workshops - An international partnership project2010In: Nurse Education in Practice, ISSN 1471-5953, E-ISSN 1873-5223, Vol. 10, no 5, p. 262-267Article in journal (Refereed)
1 - 3 of 3
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