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Hellström-Hyson, Eva
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Publications (5 of 5) 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
Research subject
Health-Promoting Work
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: 2020-03-02Bibliographically 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
Research subject
Health-Promoting Work
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: 2020-03-02Bibliographically approved
Mamhidir, A.-G., Kristofferzon, M.-L., Hellström-Hyson, E., Persson, E. & Mårtensson, G. (2014). Nursing preceptors' experiences of two clinical education models. Nurse Education in Practice, 14(4), 427-433
Open this publication in new window or tab >>Nursing preceptors' experiences of two clinical education models
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2014 (English)In: Nurse Education in Practice, ISSN 1471-5953, E-ISSN 1873-5223, Vol. 14, no 4, p. 427-433Article in journal (Refereed) Published
Abstract [en]

Preceptors play an important role in the process of developing students' knowledge and skills. There is an ongoing search for the best learning and teaching models in clinical education. Little is known about preceptors' perspectives on different models. The aim of the study was to describe nursing preceptors' experiences of two clinical models of clinical education: peer learning and traditional supervision. A descriptive design and qualitative approach was used. Eighteen preceptors from surgical and medical departments at two hospitals were interviewed, ten representing peer learning (student work in pairs) and eight traditional supervision (one student follows a nurse during a shift). The findings showed that preceptors using peer learning created room for students to assume responsibility for their own learning, challenged students' knowledge by refraining from stepping in and encouraged critical thinking. Using traditional supervision, the preceptors' individual ambitions influenced the preceptorship and their own knowledge was empathized as being important to impart. They demonstrated, observed and gradually relinquished responsibility to the students. The choice of clinical education model is important. Peer learning seemed to create learning environments that integrate clinical and academic skills. Investigation of pedagogical models in clinical education should be of major concern to managers and preceptors.

Keywords
Clinical education, nurses, peer learning, traditional supervision
National Category
Nursing
Research subject
Innovative Learning
Identifiers
urn:nbn:se:hig:diva-16119 (URN)10.1016/j.nepr.2014.01.010 (DOI)000349568200019 ()2-s2.0-84933044982 (Scopus ID)
Projects
VFU
Available from: 2014-01-21 Created: 2014-01-21 Last updated: 2020-01-21Bibliographically approved
Mårtensson, G. & Hellström-Hyson, E. (2012). Peer learning och parhandledning: Studenters möjligheter och handledares utmaningar. In: SSF (Ed.), Verksamhetsförlagd utbildning i högskolans vårdutbildningar - möjligheter och utmaningar: . Paper presented at Verksamhetsförlagd utbildning - möjligheter och utmaningar, Stockholm, 21-22 november 2012.
Open this publication in new window or tab >>Peer learning och parhandledning: Studenters möjligheter och handledares utmaningar
2012 (Swedish)In: Verksamhetsförlagd utbildning i högskolans vårdutbildningar - möjligheter och utmaningar / [ed] SSF, 2012Conference paper, Oral presentation with published abstract (Other academic)
National Category
Nursing
Identifiers
urn:nbn:se:hig:diva-13476 (URN)
Conference
Verksamhetsförlagd utbildning - möjligheter och utmaningar, Stockholm, 21-22 november 2012
Available from: 2012-11-28 Created: 2012-11-28 Last updated: 2018-03-13Bibliographically approved
Hellström-Hyson, E., Mårtensson, G. & Kristofferzon, M.-L. (2012). To take responsibility or to be an onlooker: Nursing students' experiences of two models of supervision. Nurse Education Today, 32(1), 105-110
Open this publication in new window or tab >>To take responsibility or to be an onlooker: Nursing students' experiences of two models of supervision
2012 (English)In: Nurse Education Today, ISSN 0260-6917, E-ISSN 1532-2793, Vol. 32, no 1, p. 105-110Article in journal (Refereed) Published
Abstract [en]

AIM: The present study aimed at describing how nursing students engaged in their clinical practice experienced two models of supervision: supervision on student wards and traditional supervision. BACKGROUND: Supervision for nursing students in clinical practice can be organized in different ways. In the present study, parts of nursing students' clinical practice were carried out on student wards in existing hospital departments. The purpose was to give students the opportunity to assume greater responsibility for their clinical education and to apply the nursing process more independently through peer learning. METHOD: A descriptive design with a qualitative approach was used. Interviews were carried out with eight nursing students in their final semester of a 3-year degree program in nursing. The data were analyzed using content analysis. FINDINGS: Two themes were revealed in the data analysis: When supervised on the student wards, nursing students experienced assuming responsibility and finding one's professional role, while during traditional supervision, they experienced being an onlooker and having difficulties assuming responsibility. CONCLUSIONS: Supervision on a student ward was found to give nursing students a feeling of acknowledgment and more opportunities to develop independence, continuity, cooperation and confidence.

Keywords
Clinical education, Clinical supervision, Nursing students, Peer learning
National Category
Nursing
Research subject
Health-Promoting Work
Identifiers
urn:nbn:se:hig:diva-8611 (URN)10.1016/j.nedt.2011.02.005 (DOI)000299603600020 ()21388721 (PubMedID)2-s2.0-82855165231 (Scopus ID)
Projects
VFU
Available from: 2011-03-25 Created: 2011-03-25 Last updated: 2020-01-21Bibliographically approved
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