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  • 1.
    Bisholt, Birgitta
    Karlstads universitet.
    The learning process of recently graduated nurses in professional situations: Experiences of an introduction program2012In: Nurse Education Today, ISSN 0260-6917, E-ISSN 1532-2793, Vol. 32, no 3, p. 289-293Article in journal (Refereed)
    Abstract [en]

    An increased theoretical focus and decreased clinical training have resulted in sharp criticism from health care institutions of the content of the nursing education program. As a consequence of this criticism, employers offer introduction programs to recently graduated nurses after they have completed their nursing education. This study is part one of a larger research study. The aim of the present study was to analyze and describe how recently graduated nurses learn at the place of work and how they seek a meaning in their encounter with that environment. The research method was ethnographic, and the empirical material was based upon data from participant observations, interviews and field notes. The results disclosed that workplaces using the master–apprentice system as a model for supervising recently graduated nurses during the introduction program. The results also showed that the novices have acquired theoretical knowledge and know what action to take, but may have trouble assessing which part of their knowledge to use. The introduction program constitutes an obstacle in the professional development of the novices.

  • 2.
    Bisholt, Birgitta
    Karlstads universitet.
    The professional socialization of recently graduated nurses: Experiences of an introduction program2012In: Nurse Education Today, ISSN 0260-6917, E-ISSN 1532-2793, Vol. 32, no 3, p. 278-282Article in journal (Refereed)
    Abstract [en]

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

  • 3.
    Gellerstedt, Linda
    et al.
    Sophiahemmet University / Danderyd Hospital, Karolinska Institutet.
    Medin, Jörgen
    The Swedish Red Cross University College, Department of Health Sciences. Sophiahemmet University.
    Kumlin, Maria
    Sophiahemmet University / Karolinska Institutet.
    Karlsson, Monica Rydell
    Ersta Sköndal Bräcke University College / Danderyd Hospital, Karolinska Institutet.
    Sleep as a topic in nursing education programs?: A mixed method study of syllabuses and nursing students' perceptions2019In: Nurse Education Today, ISSN 0260-6917, E-ISSN 1532-2793, Vol. 79, p. 168-174Article in journal (Refereed)
    Abstract [en]

    Background: Sleep is a basic human need and is considered important for maintaining health. It is even more important during illness due to its impact for example on our immune system. Nurses have an important role in identifying sleep deprivation. They are also in a unique position to promote and address sleep among patients. However, it is essential that they are provided with the appropriate knowledge during training.

    Aim: To explore and describe nursing students' perceptions of preparedness to adress and support patients' sleep during hospitalization and to apply sleep-promoting interventions in a clinical context. Furthermore, the aim was to investigate if, and how, the topic of sleep is explicitly incorporated in nursing education programs.

    Design: A descriptive study based on a mixed method approach.

    Methods: Quantitative and qualitative data were collected from program and course syllabuses and intended learning outcomes from three universities. Twenty-one nursing students from the same universities were interviewed during their final year of education.

    Results: The results of both quantitative and qualitative data consistently show that education regarding sleep and patients' sleep is limited and, in some respects, absent in the Bachelor of Science Nursing programs investigated.

    Conclusion: This study indicates that education about sleep and patients' sleep in the nursing programs studied is insufficient and limited. This gap in knowledge may lead to prospective registered nurses using their own experiences instead of evidence-based knowledge when assessing, supporting and applying sleep-promoting interventions.

  • 4.
    Johansson Sundler, Annelie
    et al.
    Högskolan i Skövde, Institutionen för vård och natur.
    Björk, Maria
    Högskolan i Skövde, Institutionen för vård och natur.
    Bisholt, Birgitta
    Department of Health Sciences, Karlstad University, Karlstad.
    Ohlsson, Ulla
    School of Health and Medical Sciences, Örebro University, Örebro.
    Kullén Engström, Agneta
    School of Health, University of Borås, Borås.
    Gustafsson, Margareta
    School of Health and Medical Sciences, Örebro University, Örebro.
    Student nurses’ experiences of the clinical learning environment in relation to the organization of supervision: A questionnaire survey2014In: Nurse Education Today, ISSN 0260-6917, E-ISSN 1532-2793, Vol. 34, no 4, p. 661-666Article in journal (Refereed)
    Abstract [en]

    Aim: The aim was to investigate student nurses' experiences of the clinical learning environment in relation to how the supervision was organized. Background: The clinical environment plays an essential part in student nurses' learning. Even though different models for supervision have been previously set forth, it has been stressed that there is a need both of further empirical studies on the role of preceptorship in undergraduate nursing education and of studies comparing different models. Method: A cross-sectional study with comparative design was carried out with a mixed method approach. Data were collected from student nurses in the final term of the nursing programme at three universities in Sweden by means of a questionnaire. Results: In general the students had positive experiences of the clinical learning environment with respect to pedagogical atmosphere, leadership style of the ward manager, premises of nursing, supervisory relationship, and role of the nurse preceptor and nurse teacher. However, there were significant differences in their ratings of the supervisory relationship (p < 0.001) and the pedagogical atmosphere (p 0.025) depending on how the supervision was organized. Students who had the same preceptor all the time were more satisfied with the supervisory relationship than were those who had different preceptors each day. Students' comments on the supervision confirmed the significance of the preceptor and the supervisory relationship. Conclusion: The organization of the supervision was of significance with regard to the pedagogical atmosphere and the students' relation to preceptors. Students with the same preceptor throughout were more positive concerning the supervisory relationship and the pedagogical atmosphere. © 2013 Elsevier Ltd. All rights reserved.

  • 5.
    Nilsson, Jan
    et al.
    Department of Health Sciences, Faculty of Health, Science, and Technology, Karlstad University.
    Johansson, Eva
    Department of Neurobiology, Care Sciences and Society, Division of Nursing, Karolinska Institutet.
    Egmar, Ann-Charlotte
    Red Cross University College of Nursing.
    Florin, Jan
    School of Health and Social Studies, Dalarna University.
    Leksell, Janeth
    School of Health and Social Studies, Dalarna University.
    Lepp, Margret
    Institute of Health and Care Science, University of Gothenburg.
    Lindholm, Christina
    Sophiahemmet University College.
    Nordström, Gun
    Department of Health Sciences, Faculty of Health, Science, and Technology, Karlstad University.
    Theander, Kersti
    Department of Health Sciences, Faculty of Health, Science, and Technology, Karlstad University.
    Wilde-Larsson, Bodil
    Department of Health Sciences, Faculty of Health, Science, and Technology, Karlstad University.
    Carlsson, Marianne
    Department of Public Health and Caring Sciences, Uppsala University.
    Gardulf, Ann
    Unit of Clinical Nursing Research, Immunotherapy and Immunology, Division of Clinical Immunology, Department of Laboratory Medicine, Karolinska Institutet, Karolinska University Hospital, Huddinge.
    Development and validation of a new tool measuring nurses self-reported professional competence: The nurse professional competence (NPC) Scale2014In: Nurse Education Today, ISSN 0260-6917, E-ISSN 1532-2793, Vol. 34, no 4, p. 574-580Article in journal (Refereed)
    Abstract [en]

    Objectives

    To develop and validate a new tool intended for measuring self-reported professional competence among both nurse students prior to graduation and among practicing nurses. The new tool is based on formal competence requirements from the Swedish Board of Health and Welfare, which in turn are based on WHO guidelines.

    Design

    A methodological study including construction of a new scale and evaluation of its psychometric properties.

    Participants and settings

    1086 newly graduated nurse students from 11 universities/university colleges.

    Results

    The analyses resulted in a scale named the NPC (Nurse Professional Competence) Scale, consisting of 88 items and covering eight factors: “Nursing care”, “Value-based nursing care”, “Medical/technical care”, “Teaching/learning and support”, “Documentation and information technology”, “Legislation in nursing and safety planning”, “Leadership in and development of nursing care” and “Education and supervision of staff/students”. All factors achieved Cronbach's alpha values greater than 0.70. A second-order exploratory analysis resulted in two main themes: “Patient-related nursing” and “Nursing care organisation and development”. In addition, evidence of known-group validity for the NPC Scale was obtained.

    Conclusions

    The NPC Scale, which is based on national and international professional competence requirements for nurses, was comprehensively tested and showed satisfactory psychometrical properties. It can e.g. be used to evaluate the outcomes of nursing education programmes, to assess nurses' professional competences in relation to the needs in healthcare organisations, and to tailor introduction programmes for newly employed nurses.

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