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  • 1.
    Kraft, Mia
    et al.
    Röda Korsets Högskola, Hälsovetenskapliga institutionen.
    Nisell, Margret
    Röda Korsets Högskola, Hälsovetenskapliga institutionen.
    Addressing a global nursing perspective in an undergraduate nursing program: Student learning in clinical education2018Inngår i: Journal of Nursing Education and Practice, ISSN 1925-4040, E-ISSN 1925-4059, Vol. 8, nr 9, s. 45-54Artikkel i tidsskrift (Fagfellevurdert)
    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.

  • 2.
    Kästel, Anne
    et al.
    Röda Korsets Högskola.
    Enskär, Karin
    Högskolan i Jönköping, HHJ, Avd. för omvårdnad.
    Family participation in childhood cancer care2013Inngår i: Journal of Nursing Education and Practice, ISSN 1925-4040, E-ISSN 1925-4059, Vol. 4, nr 3, s. 112-123Artikkel i tidsskrift (Fagfellevurdert)
    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.

  • 3.
    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 ward2013Inngår i: Journal of Nursing Education and Practice, ISSN 1925-4040, E-ISSN 1925-4059, Vol. 3, nr 12, s. 187-198Artikkel i tidsskrift (Fagfellevurdert)
    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.

  • 4.
    Mattsson, Janet
    Röda Korsets Högskola, Avdelningen Teknik och Välfärd.
    The non-verbal communication in handover situations are the spice between the lines, to understand the severity of the patient’s condition2017Inngår i: Journal of Nursing Education and Practice, ISSN 1925-4040, E-ISSN 1925-4059, Vol. 7, nr 5Artikkel i tidsskrift (Fagfellevurdert)
    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

  • 5.
    Mattsson, Janet
    et al.
    Röda Korsets Högskola. 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 situation2014Inngår i: Journal of Nursing Education and Practice, ISSN 1925-4040, E-ISSN 1925-4059, Vol. 4, nr 12, s. 34-41Artikkel i tidsskrift (Fagfellevurdert)
    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.

  • 6.
    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 care2012Inngår i: Journal of Nursing Education and Practice, ISSN 1925-4040, E-ISSN 1925-4059, Vol. 2, nr 2, s. 107-118Artikkel i tidsskrift (Fagfellevurdert)
    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.

  • 7.
    Stevens, Lena
    et al.
    Röda Korsets Högskola, Avdelningen Teknik och Välfärd.
    Mattsson, Janet
    Röda Korsets Högskola, Avdelningen Teknik och Välfärd.
    Development of an individual assessment instrument for critical care nursing students2017Inngår i: Journal of Nursing Education and Practice, ISSN 1925-4040, E-ISSN 1925-4059, Vol. 7, nr 2, s. 54-61Artikkel i tidsskrift (Fagfellevurdert)
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