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Mårtensson, GunillaORCID iD iconorcid.org/0000-0003-1185-061x
Publications (10 of 44) Show all publications
Pålsson, Y., Mårtensson, G., Engström, M., Hellström-Hyson, E. & Leo Swenne, C. (2019). An intervention study on peer learning. In: : . Paper presented at 2019 NET Conference, 3-5 September, Keele University, UK.
Open this publication in new window or tab >>An intervention study on peer learning
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2019 (English)Conference paper, Oral presentation with published abstract (Refereed)
National Category
Nursing
Identifiers
urn:nbn:se:hig:diva-30688 (URN)
Conference
2019 NET Conference, 3-5 September, Keele University, UK
Available from: 2019-09-24 Created: 2019-09-24 Last updated: 2019-09-26Bibliographically approved
Jarnulf, T., Skytt, B., Mårtensson, G. & Engström, M. (2019). District nurses experiences of precepting district nurse students at the postgraduate level. Nurse Education in Practice, 37, 75-80
Open this publication in new window or tab >>District nurses experiences of precepting district nurse students at the postgraduate level
2019 (English)In: Nurse Education in Practice, ISSN 1471-5953, E-ISSN 1873-5223, Vol. 37, p. 75-80Article in journal (Refereed) Published
Abstract [en]

District nurses are preceptors of district nurse students at the postgraduate level. These district nurse students are already registered nurses who have graduated and are now studying to become district nurses; this training is at the postgraduate level. As preceptors at the postgraduate level, district nurses play an important role in helping these students to achieve the learning outcomes of the clinical practice part of their education. However, there is a lack of studies on precepting at this level. Thus, the aim was to describe district nurses' experiences of precepting district nurse students at the postgraduate level. The study was descriptive in design and used a qualitative approach. Purposive sampling was used and nine district nurses from seven primary health care units in Sweden were interviewed. Data were analysed using qualitative content analysis. An overall theme ”Fluctuating between transferring knowledge and striving for reflective learning” and two subthemes emerged. The preceptors’ views on precepting and performance varied depending on the situation. The conclusions is that given the current learning outcomes for clinical practice education at the postgraduate level, district nurses need to bemore influenced by preception focused on reflective learning.

Keywords
Clinical practice education, District nurses, Postgraduate level, Preceptor
National Category
Nursing
Identifiers
urn:nbn:se:hig:diva-29626 (URN)10.1016/j.nepr.2019.05.004 (DOI)000473840000011 ()31128519 (PubMedID)2-s2.0-85066121129 (Scopus ID)
Note

Funding: 

- University of Gävle

Available from: 2019-06-01 Created: 2019-06-01 Last updated: 2019-10-11Bibliographically approved
Löfmark, A., Mårtensson, G., Ugland Vae, K. J. & Engström, M. (2019). Lecturers' reflection on the three-part assessment discussions with students and preceptors during clinical practice education: A repeated group discussion study. Nurse Education in Practice, 36, 1-6
Open this publication in new window or tab >>Lecturers' reflection on the three-part assessment discussions with students and preceptors during clinical practice education: A repeated group discussion study
2019 (English)In: Nurse Education in Practice, ISSN 1471-5953, E-ISSN 1873-5223, Vol. 36, p. 1-6Article in journal (Refereed) Published
Abstract [en]

Assessment of students' learning and achievement requires active involvement of participating students, preceptors and lecturers. The lecturers have overall responsibility for both the content of the assessment and students' learning. The aim of the present study was to investigate lecturers' reflections on the mid-course discussion and final assessment that are part of nursing students' clinical practice education. The design was descriptive and had a qualitative approach. Repeated group discussions were undertaken with 14 lecturers at two university campuses in Norway. Five categories were identified: preparing for the three-part discussion, creating a collaborative atmosphere, facilitating student learning, verifying student learning, using the assessment tool to create the assessment discussion; one theme emerged: ‘being able to see and justify students’ learning processes'. Lecturers' reflections on both assessment discussions and students' learning proceeded from a clear pedagogical viewpoint.

Keywords
Assessment, Clinical practice education, Nursing student, Preceptor, University lecturer
National Category
Nursing
Identifiers
urn:nbn:se:hig:diva-29404 (URN)10.1016/j.nepr.2019.02.010 (DOI)000470041900001 ()30826626 (PubMedID)2-s2.0-85062689814 (Scopus ID)
Projects
AssCEVFU
Note

Funding:

- University of Gavle, Sweden- Western Norway University of Applied Sciences, Norway

Available from: 2019-03-27 Created: 2019-03-27 Last updated: 2019-08-12Bibliographically approved
Pålsson, Y., Engström, M., Leo Svenne, C. & Mårtensson, G. (2018). A peer learning intervention targeting newly graduated nurses: a feasibility study with a descriptive design based on Medical Research Council framework. Journal of Advanced Nursing, 74(5), 1127-1138
Open this publication in new window or tab >>A peer learning intervention targeting newly graduated nurses: a feasibility study with a descriptive design based on Medical Research Council framework
2018 (English)In: Journal of Advanced Nursing, ISSN 0309-2402, E-ISSN 1365-2648, Vol. 74, no 5, p. 1127-1138Article in journal (Refereed) Published
Abstract [en]

AIMS:

To describe the feasibility of a peer learning intervention targeting newly graduated nurses. Feasibility was tested concerning consistency of the theoretical description of peer learning with empirical findings in a new context, compliance and acceptability, as well as usability of a questionnaire measuring the intended future outcome variables.

BACKGROUND:

Newly graduated nurses who meet, socialize and share experiences have described supporting each other's ability to cope with stress. Peer learning involves individuals in a similar situation learning from and with each other through interaction. When implementing new interventions, feasibility studies are used to minimize problems in future evaluation studies.

DESIGN:

Quasi-experimental design with an intervention group, followed over time using descriptive methods. The study was based on the Medical Research Council framework.

METHODS:

Repeated semi-structured interviews, a checklist for fidelity and a questionnaire were conducted with 10 newly graduated nurses from January - March 2015. The intervention's main component included pairs of newly graduated nurses working the same shift and having joint responsibility for a group of patients for a period of three weeks. The intervention also included three months of regular reflection by the pair.

FINDINGS:

Using deductive analysis, the peer learning intervention was found to be consistent with the theoretical description. Due to the compliance and acceptability, there were lessons learned. The tested questionnaire was found to be useful.

CONCLUSIONS: This peer learning intervention seems to be feasible in this context. The present study will serve as the basis for a future full-scale evaluation study.

Keywords
acceptability, compliance; feasibility; intervention; newly graduated nurses; peer learning; process evaluation
National Category
Nursing
Identifiers
urn:nbn:se:hig:diva-25509 (URN)10.1111/jan.13513 (DOI)000430121900015 ()29193242 (PubMedID)2-s2.0-85045520168 (Scopus ID)
Projects
Lärandets drivkraft
Available from: 2017-11-09 Created: 2017-11-09 Last updated: 2018-10-15Bibliographically approved
Vae, K. J., Engström, M., Mårtensson, G. & Löfmark, A. (2018). Nursing students' and preceptors’ experience of assessment during clinical practice: a multilevel repeated-interview study of student–preceptor dyads. Nurse Education in Practice, 30, 13-19
Open this publication in new window or tab >>Nursing students' and preceptors’ experience of assessment during clinical practice: a multilevel repeated-interview study of student–preceptor dyads
2018 (English)In: Nurse Education in Practice, ISSN 1471-5953, E-ISSN 1873-5223, Vol. 30, p. 13-19Article in journal (Refereed) Published
Abstract [en]

Nursing students' learning process during clinical practice is dependent on the quality of their assessment, and the feedback that is given, however an issue that is very little examined. The aim of this study was to investigate student-preceptor dyads and their experiences of mid-course discussions and final assessment. Data were collected through repeated semi-structured individual interviews with 13 dyads close in time to the assessment discussions, and were analyzed by searching for similarities and differences in their experiences. Both students and preceptors shared the view that the preparations before the discussions caused uncertainty, but they described different reasons. Both students and preceptors meant that the assessment tool was used in a structured way. The feedback mediated to students emphasized what was important to concentrate on in the next part or next period, but less about the individual students' progress. The student-preceptor dyads did not share the view of what content had been in focus in the discussions and there were variations in the details. Conclusions can be drawn that one of the crucial elements of an assessment discussion, to give students constructive feedback in relation to learning outcomes, was not fulfilled.

Keywords
Student nurse, Preceptor, Assessment, Clinical practice
National Category
Nursing
Identifiers
urn:nbn:se:hig:diva-25612 (URN)10.1016/j.nepr.2017.11.014 (DOI)000435060300003 ()29475154 (PubMedID)2-s2.0-85042313882 (Scopus ID)
Projects
Lärandets drivkraft
Available from: 2017-11-27 Created: 2017-11-27 Last updated: 2018-07-05Bibliographically approved
Pålsson, Y., Mårtensson, G., Leo Svenne, C., Ädel, E. & Engström, M. (2017). A peer learning intervention for nursing students in clinical practice education: a quasi-experimental study. Nurse Education Today, 51, 81-87
Open this publication in new window or tab >>A peer learning intervention for nursing students in clinical practice education: a quasi-experimental study
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2017 (English)In: Nurse Education Today, ISSN 0260-6917, E-ISSN 1532-2793, Vol. 51, p. 81-87Article in journal (Refereed) Published
Abstract [en]

BACKGROUND: Studies of peer learning indicate that the model enables students to practice skills useful in their future profession, such as communication, cooperation, reflection and independence. However, so far most studies have used a qualitative approach and none have used a quasi-experimental design to study effects of nursing students' peer learning in clinical practice.

OBJECTIVES: To investigate the effects of peer learning in clinical practice education on nursing students' self-rated performance.

DESIGN: Quasi-experimental.

SETTING: The study was conducted during nursing students' clinical practice.

PARTICIPANTS: All undergraduate nursing students (n=87) attending their first clinical practice were approached. Seventy students out of 87 answered the questionnaires at both baseline and follow-up (42 of 46 in the intervention group and 28 of 39 in the comparison group).

METHODS: During the first two weeks of the clinical practice period, all students were supervised traditionally. Thereafter, the intervention group received peer learning the last two weeks, and the comparison group received traditional supervision. Questionnaire data were collected on nursing students' self-rated performance during the second (baseline) and last (follow-up) week of their clinical practice.

RESULTS: Self-efficacy was improved in the intervention group and a significant interaction effect was found for changes over time between the two groups. For the other self-rated variables/tests, there were no differences in changes over time between the groups. Studying each group separately, the intervention group significantly improved on thirteen of the twenty variables/tests over time and the comparison group improved on four.

CONCLUSIONS: The results indicate that peer learning is a useful method which improves nursing students' self-efficacy to a greater degree than traditional supervision does. Regarding the other self-rated performance variables, no interaction effects were found.

Keywords
Clinical practice education, Intervention, Nursing students, Peer learning, Quasi-experimental
National Category
Nursing
Identifiers
urn:nbn:se:hig:diva-23497 (URN)10.1016/j.nedt.2017.01.011 (DOI)000396957900012 ()28142097 (PubMedID)2-s2.0-85010807227 (Scopus ID)
Projects
Lärandets drivkraft
Available from: 2017-02-02 Created: 2017-02-02 Last updated: 2018-03-22Bibliographically approved
Salzmann-Erikson, M., Bjuhr, M. & Mårtensson, G. (2017). Developing, Implementing, and Evaluating the Educational Module Students Active Learning via Internet Observations (SALIO) in Undergraduate Nursing Education. Perspectives in psychiatric care, 53(2), 104-110
Open this publication in new window or tab >>Developing, Implementing, and Evaluating the Educational Module Students Active Learning via Internet Observations (SALIO) in Undergraduate Nursing Education
2017 (English)In: Perspectives in psychiatric care, ISSN 0031-5990, E-ISSN 1744-6163, Vol. 53, no 2, p. 104-110Article in journal (Refereed) Published
Abstract [en]

Purpose

This study aimed not only to describe the development and implementation of the module but also to evaluate the nursing students' perceptions.

Design and Methods

A cross-sectional design including 101 students who were asked to participate and answer a survey. We describe the development of the pedagogic module Students Active Learning via Internet Observations based on situated learning.

Findings

The findings show that learning about service users' own lived experiences via web-based platforms was instructive according to the students: 81% agreed to a high or very high degree. Another important finding was that 96% of students responded that the module had clinical relevance for nursing work.

Practice Implications

We argue that learning that engages students with data that are contextually and culturally situated is important for developing competence in caregiving.

Keywords
Internet learning, nursing education, nursing student, psychiatric nursing, student evaluation
National Category
Nursing
Identifiers
urn:nbn:se:hig:diva-20468 (URN)10.1111/ppc.12143 (DOI)000399650500006 ()26494307 (PubMedID)2-s2.0-84950236701 (Scopus ID)
Projects
Internet som lärandemiljö för vårdvetenskaplig utbildning
Available from: 2015-10-25 Created: 2015-10-25 Last updated: 2018-12-03Bibliographically approved
Engström, M., Löfmark, A., Ugland Vae, K. J. & Mårtensson, G. (2017). Nursing students' perceptions of using the Clinical Education Assessment tool AssCE and their overall perceptions of the clinical learning environment: a cross-sectional correlational study. Nurse Education Today, 51, 63-67
Open this publication in new window or tab >>Nursing students' perceptions of using the Clinical Education Assessment tool AssCE and their overall perceptions of the clinical learning environment: a cross-sectional correlational study
2017 (English)In: Nurse Education Today, ISSN 0260-6917, E-ISSN 1532-2793, Vol. 51, p. 63-67Article in journal (Refereed) Published
Abstract [en]

Background

Clinical education is a vital part of nursing students' learning; the importance of assessment tools and feedback in stimulating student learning has been stressed, but this needs to be studied in more detail.

Objectives

To examine relationships between nursing students' perceptions of using an Assessment tool in Clinical Education (AssCE) during their mid-course discussion and final assessment, the content discussed during these meetings between the student, preceptor and nurse teacher and the students' overall perception of the clinical learning environment.

Design

A cross-sectional, correlational design was used.

Setting and Participants

A convenience sample of 110 nursing students from one Norwegian university college with two campuses.

Methods

Data were collected with self-developed questionnaires and analysed using logistic regression with SPSS and the PROCESS macro for mediation analysis.

Results

There was a positive relationship between nursing students' perceptions of using the assessment tool AssCE and their overall perception of the clinical learning environment. This relationship was, in turn, mediated by the content discussed during the formative mid-course discussion and summative final assessment.

Conclusions

Our conclusion is that the assessment tool AssCE supported students' clinical learning and that this relationship, in turn, was mediated by the degree to which the conversation during the assessment meeting focused on the student's knowledge, skills and professional judgement.

Keywords
Clinical education assessment tool, Clinical learning environment, Feedback, Nursing students
National Category
Nursing
Identifiers
urn:nbn:se:hig:diva-23346 (URN)10.1016/j.nedt.2017.01.009 (DOI)000396957900009 ()28130975 (PubMedID)2-s2.0-85010375382 (Scopus ID)
Projects
AssCE
Available from: 2017-01-20 Created: 2017-01-20 Last updated: 2018-03-13Bibliographically approved
Ädel, E., Löfmark, A., Pålsson, Y., Mårtensson, G., Engström, M. & Lindberg, M. (2017). The interaction of peers: promotive and hindering aspects for learning and well-being using peer-learning during clinical education.
Open this publication in new window or tab >>The interaction of peers: promotive and hindering aspects for learning and well-being using peer-learning during clinical education
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2017 (English)In: Article in journal (Other academic) Submitted
National Category
Nursing
Identifiers
urn:nbn:se:hig:diva-25925 (URN)
Projects
Lärandets drivkraft
Available from: 2018-01-04 Created: 2018-01-04 Last updated: 2018-03-13Bibliographically approved
Randmaa, M., Engström, M., Leo Swenne, C. & Mårtensson, G. (2017). The postoperative handover: a focus group interview study with nurse anaesthetists, anaesthesiologists, and PACU nurses. BMJ Open, 7(8), Article ID e015038.
Open this publication in new window or tab >>The postoperative handover: a focus group interview study with nurse anaesthetists, anaesthesiologists, and PACU nurses
2017 (English)In: BMJ Open, ISSN 2044-6055, E-ISSN 2044-6055, Vol. 7, no 8, article id e015038Article in journal (Refereed) Published
Abstract [en]

OBJECTIVES To investigate different professionals’ (nurse anaesthetists’, anaesthesiologists’, and postanaesthesia care unit nurses’) descriptions of and reflections on the postoperative handover.

DESIGN A focus group interview study with a descriptive design using qualitative content analysis of transcripts.

SETTING One anaesthetic clinic at two hospitals in Sweden.

PARTICIPANTS Six focus groups with 23 healthcare professionals involved in postoperative handovers. Each group was homogeneous regarding participant profession, resulting in two groups per profession: nurse anaesthetists (n=8), anaesthesiologists (n=7) and postanaesthesia care unit nurses (n=8).

RESULTS Patterns and five categories emerged: 1) Having different temporal foci during handover, 2) Insecurity when information is transferred from one team to another, 3) Striving to ensure quality of the handover, 4) Weighing the advantages and disadvantages of the bedside handover, and 5) Having different perspectives on the transfer of responsibility. The professionals’ perceptions of the postoperative handover differed with regard to temporal foci and transfer of responsibility. All professional groups were insecure about having all information needed to ensure the quality of care. They strived to ensure quality of the handover by: focusing on matters that deviated from the normal course of events, aiding memory through structure and written information, and cooperating within and between teams. They reported that the bedside handover enhances their control of the patient, but also that it could threaten the patient’s privacy and that frequent interruptions could be disturbing.

CONCLUSIONS The present findings revealed variations in different professionals’ views on the postoperative handover. Healthcare interventions are needed to minimize the gap between professionals’ perceptions and practices and to achieve a shared understanding of postoperative handover. Furthermore, to ensure high-quality and safe care, stakeholders/decision-makers need to pay attention to the environment and infrastructure in postanaesthesia care.

Keywords
Anaesthetic clinic, Handover, Postoperative, Qualitative study
National Category
Nursing
Identifiers
urn:nbn:se:hig:diva-24184 (URN)10.1136/bmjopen-2016-015038 (DOI)000411802700046 ()28780540 (PubMedID)2-s2.0-85027260588 (Scopus ID)
Projects
Patientsäkerhet och kommunikation (KPA)
Note

Funding: Faculty of Health and Occupational Studies, University of Gavle; County Council Gavleborg; Patient Insurance LOF; Swedish Society of Nursing

Available from: 2017-06-13 Created: 2017-06-13 Last updated: 2018-06-05Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0003-1185-061x

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