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Pålsson, Ylva, AdjunktORCID iD iconorcid.org/0000-0002-5436-3566
Publications (10 of 10) 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
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
Pålsson, Y. (2018). En intervention om peer learning som riktar sig mot nyutexaminerade sjuksköterskor. In: Per Lindberg (Ed.), FALF KONFERENS 2018: Arbetet – problem eller potential för en hållbar livsmiljö?. Paper presented at FALF KONFERENS 2018, 10-12 juni 2018, Gävle (pp. 131-132). Gävle: Gävle University Press
Open this publication in new window or tab >>En intervention om peer learning som riktar sig mot nyutexaminerade sjuksköterskor
2018 (Swedish)In: FALF KONFERENS 2018: Arbetet – problem eller potential för en hållbar livsmiljö? / [ed] Per Lindberg, Gävle: Gävle University Press , 2018, p. 131-132Conference paper, Oral presentation with published abstract (Other academic)
Abstract [sv]

En intervention om peer learning som riktar sig mot nyutexaminerade sjuksköterskor

Pålsson Y, Engström M, Leo Swenne C, Mårtensson G. A peer learning intervention targeting newly graduated nurses: A feasibility study with a descriptive design based on the Medical Research Council framework. J Adv Nurs. 2017;00:1–12. https://doi.org/10.1111/jan.13513

Bakgrund : Studier har visat att nyutexaminerade sjuksköterskor som träffas, socialiseras och delar erfarenheter med varandra stödjer varandra i att hantera stress. Peer learning är en läran-destrategi där personer i liknande situation lär av och med varandra genom inter-aktion. Studier där nyutexaminerade sjuksköterskor använder peer learning i sin introduk-tion har inte hittats. När en ny intervention ska implementeras rekommenderar Medical Research Council att genomförbarhetsstudier genomförs för att minimera problem inför framtida större utvärderingsstudier.

Syfte: Att beskriva genomförbarheten av en intervention rörande peer learning som riktar sig mot nyutexaminerade sjuksköterskor. Genomförbarheten testades beträffande samstäm-mighet mellan den teoretiska beskrivningen av peer learning och empiriska fynd i den nya kontexten samt följsamhet och acceptans till interventionen.

Metod: Data samlades in från tio nyutexaminerade sjuksköterskor (fem par) från januari till mars 2015 genom upprepade semi-strukturerade intervjuer samt checklista för att se följsam-heten till interventionen. Interventionens huvuddelar innefattade att ett par nyutexami-nerade sjuksköterskor arbetade samma skift och hade ett gemensamt ansvar för en grupp patienter under tre veckor. Vidare innefattade interventionen att paret under tre månaders tid hade reflektion tillsammans.

Resultat: Den deduktiva dataanalysen visade att den teoretiska beskrivningen gällande peer learning och de empiriska fynden i de nyutexaminerade sjuksköterskornas intervjuer var samstämmiga. Guidad av teoretisk beskrivning av peer learning kodades de transkri-berade intervjuerna in i fyra kategorier: (1) arbeta med andra – definierad som att paret delade upplevelser och känslor med varandra; (2) diskutera och kritiskt reflektera över uppfattningar – definierad som att paret lärde av och med varandra genom att dela och diskutera sina uppfattningar; (3) hantera sitt lärande – definierad som att lära genom att dela kunskap och kompetens med varandra; (4) bedöma sig själv och kamraten – defin-ierad som att paret gav och fick återkoppling samt bekräftelse på varandras arbete.

I resultatet om följsamhet och acceptans till interventionen användes data från checklistor samt beskrivningar av följsamhet och acceptans från intervjuerna. Under interventionens tre första veckor beskrev alla fem paren att de hade delat ansvar för en grupp patienter, vissa nyutexaminerade sjuksköterskor delade upp så de hade ett större ansvar för några patienter var medans andra delade sysslor. På grund av sjukdom arbetade de inte alla arbetsskift tillsammans. De tre första veckorna hade paren daglig reflektion, därefter tog paren sällan sig tid att reflektera tillsammans. Sammanfattningsvis kan sägas att interven-tionen gällande peer learning verkar genomförbar i den nya kontexten. Lärdomar som drogs angående studiens följsamhet och acceptans kommer att användas i framtida större studier.

Place, publisher, year, edition, pages
Gävle: Gävle University Press, 2018
National Category
Nursing
Identifiers
urn:nbn:se:hig:diva-27286 (URN)978-91-88145-28-4 (ISBN)
Conference
FALF KONFERENS 2018, 10-12 juni 2018, Gävle
Available from: 2018-06-21 Created: 2018-06-21 Last updated: 2018-06-25Bibliographically 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
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
Nyström, A., Pålsson, Y., Hofsten, A. & Häggström, E. (2014). Nursing students' experiences of being video-recorded during examination in a fictive emergency care situation. International Journal of Nursing Practice, 20(5), 540-548
Open this publication in new window or tab >>Nursing students' experiences of being video-recorded during examination in a fictive emergency care situation
2014 (English)In: International Journal of Nursing Practice, ISSN 1322-7114, E-ISSN 1440-172X, Vol. 20, no 5, p. 540-548Article in journal (Refereed) Published
Abstract [en]

Background: Promoting bachelor nursing students’ learning in simulated care can be achieved through dynamic scenario-based training sessions that are documented using simple video equipment. One valuable aspect of this kind of training is the subsequent reflective dialogue that takes place between the teacher and the students during the examination.

Aim: The aim of the present paper is to describe bachelor nursing students’ experiences of being video-recorded during an examination with a simulated patient in emergency care.

Method: The study was descriptive in design and used a qualitative approach with written answers to open-ended questions; 44 bachelor nursing students participated.

Results: A latent content analysis resulted in three themes: (1) Visualization may cause nervousness at first, (2) Visualization promotes dialogue and acknowledgement, and (3) Visualization promotes increased self-knowledge and professional growth.

Conclusion: The conclusion is that video-recording is a good way for bachelor nursing students to develop skills in emergency care situations and to understand their own actions; it may also help them increase their self-knowledge.  

Keywords
Examination, feedback, nursing profession, undergraduate nursing students, video-recording
National Category
Nursing Learning
Identifiers
urn:nbn:se:hig:diva-15260 (URN)10.1111/ijn.12199 (DOI)000345640900012 ()24118615 (PubMedID)2-s2.0-84914124051 (Scopus ID)
Projects
Studenters uppfattningar om att bli videofilmade vid examination – studier av studentaktiv undervisning
Available from: 2013-09-16 Created: 2013-09-16 Last updated: 2018-03-13Bibliographically approved
Nyström, A., Pålsson, Y., Hofsten, A. & Häggström, E. (2013). Bachelor nursing students' experiences of being video-recorded during examination in a simulated emergency care situation. In: : . Paper presented at The Second Nordic Forum for Nurse Educators, Gävle, Sweden, 29-31 october 2013.
Open this publication in new window or tab >>Bachelor nursing students' experiences of being video-recorded during examination in a simulated emergency care situation
2013 (English)Conference paper, Oral presentation with published abstract (Refereed)
Keywords
Examination, feedback, nursing profession, undergraduate nursing students, video-recording
National Category
Medical and Health Sciences
Identifiers
urn:nbn:se:hig:diva-15671 (URN)
Conference
The Second Nordic Forum for Nurse Educators, Gävle, Sweden, 29-31 october 2013
Available from: 2013-10-31 Created: 2013-10-31 Last updated: 2018-03-13Bibliographically approved
Nyström, A., Pålsson, Y., Hofsten, A. & Häggström, E. (2013). Undergraduate nursing students experiences of beeing video-recorded during examination in a simulated emergency care situation. In: : . Paper presented at IPSSW 2013, International Pediatric Simulation Symposia and Workshops, New York, April 23-25 2013.
Open this publication in new window or tab >>Undergraduate nursing students experiences of beeing video-recorded during examination in a simulated emergency care situation
2013 (English)Conference paper, Poster (with or without abstract) (Refereed)
National Category
Medical and Health Sciences
Identifiers
urn:nbn:se:hig:diva-14222 (URN)
Conference
IPSSW 2013, International Pediatric Simulation Symposia and Workshops, New York, April 23-25 2013
Available from: 2013-04-30 Created: 2013-04-30 Last updated: 2018-03-13Bibliographically approved
Nyström, A., Pålsson, Y., Hofsten, A. & Häggström, E. (2012). Nursing students' experiences of being video-recorded during examination in a fictive emergency care situation. In: : . Paper presented at EACH2012 International Conference on Communication in Healthcare S:t Andrews, Scotland, UK 4-7/9 2012.
Open this publication in new window or tab >>Nursing students' experiences of being video-recorded during examination in a fictive emergency care situation
2012 (English)Conference paper, Poster (with or without abstract) (Refereed)
Abstract [en]

Abstract

Promoting bachelor nursing students’ learning in fictive care can be achieved through dynamic

scenario-based training sessions that are documented using simple video equipment. One

valuable aspect of this kind of training is the subsequent reflective dialogue that takes place

between the teacher and the students.

The aim of the present paper is to describe bachelor nursing students’ experiences of being videorecorded

during an examination with a fictive patient in emergency care.

The study was descriptive in design and used a qualitative approach with written answers to

open-ended questions; 44 bachelor nursing students participated.

A latent content analysis resulted in three themes: (1)

Visualization may cause nervousness at

first,

(2) Visualization promotes dialogue and acknowledgement, and (3) Visualization promotes

increased self-knowledge and professional growth.

The conclusion is that video-recording is a good way for bachelor nursing students to develop

skills in emergency care situations and to understand their own actions; it may also help them

increase their self-knowledge

Keywords
Bachelor nursing students, videorecording, feedback, nursing profession, examination
National Category
Nursing Learning
Identifiers
urn:nbn:se:hig:diva-12964 (URN)
Conference
EACH2012 International Conference on Communication in Healthcare S:t Andrews, Scotland, UK 4-7/9 2012
Available from: 2012-09-19 Created: 2012-09-19 Last updated: 2018-03-13Bibliographically approved
Nyström, A. & Pålsson, Y. (2009). Self-efficacy improved after neonatal resuscitation teamtraining. In: Self-efficacy improved after neonatal resuscitation teamtraining: . Paper presented at IPSSW 2009, Second international congress in pediatric simulation, Florence, Italy, April 22-23, 2009.
Open this publication in new window or tab >>Self-efficacy improved after neonatal resuscitation teamtraining
2009 (English)In: Self-efficacy improved after neonatal resuscitation teamtraining, 2009Conference paper, Published paper (Refereed)
Abstract [en]

Handling neonatal resuscitation requires optimal team functioning. A team must be composed of individuals who have specifically assigned roles and responsibilities. Each team member should acknowledge the role of the other team members, communicate respectfully, and recognize the leader's role (1).Systematic training in simulation of realistic situations can contribute to that the multi-disciplinary team maintains and improves their competence and quality of treatment in critical situations (2).

Training scenarios coupled with debriefings provide rich learning experiences for all the team members who are involved in neonatal resuscitation (3).

The purpose of this study was to examine how the staff considered the teamwork in neonatal resuscitation at a small Swedish hospital and if it existed any differences between they who had participated in simulator-based training. The study was directed to all the staff involved in the neonatal resuscitation team, i.e. pediatricians, obstetricians, anaesthetists, midwives and nurses who works in a NICU.

A questionnaire was distributed to a total of 92 staff members with a response tale of 61% (n=56). Two groups were identified, one who has implemented simulator-based training and one who hadn't. The result showed that they who had participated in simulator-based team training in neonatal resuscitation:

- are more prepared for neonatal resuscitation situations.-   have greater opportunity to influence decisions, -   other team members took advantage of their skills, -   had greater knowledge of what is required of them in an neonatal resuscitation situation.

Neonatal resuscitation is one of the classic low-frequency, high risk event that lends itself well to simulator-based training (3).   In a smaller hospital the neonatal resuscitation is infrequent but parents still expect optimal treatment. To participate in the rarely recurring situations require not only skills and knowledge but also the ability to work in a team. It is both an organizational, educational and medical challenge to keep the medical safety in resuscitation situations, especially because they are infrequent (2).The authors believe that it is a need to develop better methods to evaluate the impact of simulator training.

National Category
Medical and Health Sciences
Identifiers
urn:nbn:se:hig:diva-4738 (URN)
Conference
IPSSW 2009, Second international congress in pediatric simulation, Florence, Italy, April 22-23, 2009
Note

Oral presentation

Available from: 2009-06-15 Created: 2009-06-15 Last updated: 2018-03-13Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0002-5436-3566

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