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Löfmark, Anna
Publications (10 of 46) Show all publications
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
Ekstedt, M., Lindblad, M. & Löfmark, A. (2019). Nursing students’ perception of the clinical learning environment and supervision in relation to two different supervision models – a comparative cross-sectional study. BMC Nursing, 18, Article ID 49.
Open this publication in new window or tab >>Nursing students’ perception of the clinical learning environment and supervision in relation to two different supervision models – a comparative cross-sectional study
2019 (English)In: BMC Nursing, ISSN 1472-6955, E-ISSN 1472-6955, Vol. 18, article id 49Article in journal (Refereed) Published
Abstract [en]

Background

Knowledge concerning nursing students’ experiences of the clinical learning environment and how supervision is carried out is largely lacking. This study compares nursing students’ perceptions of the clinical learning environment and supervision in two different supervision models: peer learning in student-dedicated units, with students working together in pairs and supervised by a “preceptor of the day” (model A), and traditional supervision, in which each student is assigned to a personal preceptor (model B).

Methods

The study was performed within the nursing programme at a university college in Sweden during students’ clinical placements (semesters 3 and 4) in medical and surgical departments at three different hospitals. Data was collected using the Clinical Learning Environment, Supervision and Nurse Teacher evaluation scale, CLES+T, an instrument tested for reliability and validity, and a second instrument developed for this study to obtain deeper information regarding how students experienced the organisation and content of the supervision. Independent t-tests were used for continuous variables, Mann-Whitney U-tests for ordinal variables, and the chi-square or Fischer’s exact tests for categorical variables.

Results

Overall, the students had positive experiences of the clinical learning environment and supervision in both supervision models. Students supervised in model A had more positive experiences of the cooperation and relationship between student, preceptor, and nurse teacher, and more often than students in model B felt that the ward had an explicit model for supervising students. Students in model A were more positive to having more than one preceptor and felt that this contributed to the assessment of their learning outcomes.

Conclusions

A good learning environment for students in clinical placements is dependent on an explicit structure for receiving students, a pedagogical atmosphere where staff take an interest in supervision of students and are easy to approach, and engagement among and collaboration between preceptors and nurse teachers. This study also indicates that supervision based on peer learning in student-dedicated rooms with many preceptors can be more satisfying for students than a model where each student is assigned to a single preceptor.

Place, publisher, year, edition, pages
Springer, 2019
National Category
Health Sciences
Identifiers
urn:nbn:se:hig:diva-30899 (URN)10.1186/s12912-019-0375-6 (DOI)
Available from: 2019-11-07 Created: 2019-11-07 Last updated: 2019-11-07Bibliographically 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: 2019-12-11Bibliographically approved
Ahlin, C., Klang-Söderkvist, B., Johansson, E., Björkholm, M. & Löfmark, A. (2017). Assessing nursing students’ knowledge and skills in performing venepuncture and inserting peripheral venous catheters. Nurse Education in Practice, 23, 8-14
Open this publication in new window or tab >>Assessing nursing students’ knowledge and skills in performing venepuncture and inserting peripheral venous catheters
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2017 (English)In: Nurse Education in Practice, ISSN 1471-5953, E-ISSN 1873-5223, Vol. 23, p. 8-14Article in journal (Refereed) Published
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 "€œUses 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.

Keywords
Assessment, Knowledge, Nursing education, Clinical skills, Venepuncture, Peripheral venous catheters
National Category
Other Medical Sciences
Identifiers
urn:nbn:se:hig:diva-23680 (URN)10.1016/j.nepr.2017.01.003 (DOI)000398876200003 ()28171853 (PubMedID)2-s2.0-85011681242 (Scopus ID)
Funder
Stockholm County CouncilThe Karolinska Institutet's Research Foundation
Note

Forskningsfinansiärer:

Red Cross University College

Adolf H. Lundin Charitable Foundation

Available from: 2017-02-24 Created: 2017-02-24 Last updated: 2018-03-13Bibliographically 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
Löfmark, A. & Mårtensson, G. (2017). Validation of the tool Assessment of Clinical Education (AssCE): a study using Delphi method and clinical experts. Nurse Education Today, 50, 82-86
Open this publication in new window or tab >>Validation of the tool Assessment of Clinical Education (AssCE): a study using Delphi method and clinical experts
2017 (English)In: Nurse Education Today, ISSN 0260-6917, E-ISSN 1532-2793, Vol. 50, p. 82-86Article in journal (Refereed) Published
Abstract [en]

The aim of the present study was to establish the validity of the tool Assessment of Clinical Education (AssCE). The tool is widely used in Sweden and some Nordic countries for assessing nursing students' performance in clinical education. It is important that the tools in use be subjected to regular audit and critical reviews. The validation process, performed in two stages, was concluded with a high level of congruence. In the first stage, Delphi technique was used to elaborate the AssCE tool using a group of 35 clinical nurse lecturers. After three rounds, we reached consensus. In the second stage, a group of 46 clinical nurse lecturers representing 12 universities in Sweden and Norway audited the revised version of the AssCE in relation to learning outcomes from the last clinical course at their respective institutions. Validation of the revised AssCE was established with high congruence between the factors in the AssCE and examined learning outcomes. The revised AssCE tool seems to meet its objective to be a validated assessment tool for use in clinical nursing education.

Keywords
Assessment tool AssCE, Delphi method, Validation
National Category
Nursing Educational Sciences
Identifiers
urn:nbn:se:hig:diva-23132 (URN)10.1016/j.nedt.2016.12.009 (DOI)000393017300014 ()28033551 (PubMedID)2-s2.0-85007380291 (Scopus ID)
Available from: 2016-12-21 Created: 2016-12-21 Last updated: 2018-03-13Bibliographically approved
Råholm, M.-B., Löfmark, A., Henriksen, J. & Slettebo, Å. (2016). Nurse Education — Role Complexity and Challenges. International journal for human caring, 20(2), 76-82
Open this publication in new window or tab >>Nurse Education — Role Complexity and Challenges
2016 (English)In: International journal for human caring, ISSN 1091-5710, Vol. 20, no 2, p. 76-82Article in journal (Refereed) Published
Abstract [en]

Numerous factors in today’s health care environment make nursing education a critical priority and challenge. Changes are needed in order to provide quality education, and nursing education must drive this change instead of trying to keep pace. This study aims to evaluate nurse educators’ experience of their current role and future challenges within nursing education in Denmark, Finland, Norway, and Sweden. A qualitative, explorative study was used by means of four focus-group interviews with 18 participants in Scandinavia. The data were processed using content analysis to identify several relevant themes. This study revealed four themes that feature the role complexity and challenges faced by nurse educators: role complexity, the tension between academia and practice, the ideal role as a nurse educator, and future challenges within nursing education. 

Keywords
nursing, caring, nurse education, clinical teaching, theory versus practice, curriculum, content analysis
National Category
Medical and Health Sciences
Identifiers
urn:nbn:se:hig:diva-22876 (URN)10.20467/1091-5710-20.2.76 (DOI)
Available from: 2016-11-28 Created: 2016-11-28 Last updated: 2018-03-13Bibliographically approved
Mårtensson, G., Löfmark, A., Mamhidir, A.-G. & Skytt, B. (2016). Preceptors' reflections on their educational role before and after a preceptor preparation course: a prospective qualitative study. Nurse Education in Practice, 19, 1-6
Open this publication in new window or tab >>Preceptors' reflections on their educational role before and after a preceptor preparation course: a prospective qualitative study
2016 (English)In: Nurse Education in Practice, ISSN 1471-5953, E-ISSN 1873-5223, Vol. 19, p. 1-6Article in journal (Refereed) Published
Abstract [en]

During clinical practice, preceptors play an important educational role in helping nursing students become secure and effective practitioners. For this educational role they need adequate preparation. The aim of the present prospective study was to describe preceptors' experiences of their educational role before and after attending a university preceptor preparation course. This 7.5-credit, Master's level course is offered on a part-time basis and covers one semester. The theoretical approach was self-directed and reflective learning. Twentyseven preceptors participated in group interviews before and after the course, and data were analyzed using qualitative content analysis. The findings revealed a shift in preceptors' perceptions. Their view of the educational role changed from being characterized by individual experiences and notions to being guided by personal and formal demands. Before the course, the lack of sufficient preconditions for preceptorship predominated, whereas after the course participants described ways of creating such preconditions. Before the course, the supervisory process was described as teaching, whereas after the course it was described as a learning process for students. Using reflective learning in a preceptor preparation course can develop and strengthen preceptors' view of their educational role and help them manage and create the preconditions for preceptorship.

Keywords
Preceptor, Educational role, Preceptor preparation course
National Category
Nursing
Identifiers
urn:nbn:se:hig:diva-21356 (URN)10.1016/j.nepr.2016.03.011 (DOI)000381650700001 ()27428684 (PubMedID)2-s2.0-84963706427 (Scopus ID)
Available from: 2016-03-29 Created: 2016-03-29 Last updated: 2018-03-13Bibliographically approved
Löfmark, A., Lindaas, I., Berland, A., Vae, K. J. & Bentsen, S. B. (2016). The Norwegian version of The Assessment of Clinical Education tool (AssCE) A translation and cross-cultural equivalence study. Nordisk sygeplejeforskning, 6(4), 342-351
Open this publication in new window or tab >>The Norwegian version of The Assessment of Clinical Education tool (AssCE) A translation and cross-cultural equivalence study
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2016 (English)In: Nordisk sygeplejeforskning, ISSN 1892-2678, E-ISSN 1892-2686, Vol. 6, no 4, p. 342-351Article in journal (Refereed) Published
Abstract [en]

The aims of this paper are to describe the Assessment of Clinical Education tool (AssCE) and the translation process and cross-cultural adaption of the AssCE tool into Norwegian. Developed in Sweden, the AssCE tool comprises 21 factors to support the assessment dialogue among students, preceptors (supervising nurses) and lecturers at the specialist nursing level. The AssCE tool was translated into Norwegian using standard procedures for forward and back-translation. In the translation process, different steps were integrated to secure cross-cultural equivalence using an expert committee of seven intensive and critical care nursing students and seven intensive and critical care nurses. The committee reviewed the AssCE tool and examined whether the tool is understandable and usable for the assessment of dialogue during students' clinical practice. The rigorous steps to ensure cross-cultural adaptation support the conclusion that the AssCE tool can be used in other countries for intensive and critical care nursing education and to create support in the dialogue between students, preceptors and lecturers.

Keywords
Translation, cross-cultural research, expert panel, assessment tool, nursing education
National Category
Nursing Educational Sciences
Identifiers
urn:nbn:se:hig:diva-28771 (URN)10.18261/issn.1892-2686-2016-04-05 (DOI)000436683400005 ()
Available from: 2018-12-06 Created: 2018-12-06 Last updated: 2018-12-06Bibliographically approved
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