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  • 1.
    Friberg, Stina
    et al.
    Falu Lasarett, Infektionskliniken.
    Jansson, Josefine
    Levia hälsovård, Rättvik.
    Westergren, Eva
    University of Gävle, Faculty of Health and Occupational Studies, Department of Health and Caring Sciences, Caring science.
    Lindberg, Magnus
    University of Gävle, Faculty of Health and Occupational Studies, Department of Health and Caring Sciences, Caring science. Uppsala universitet.
    Grundutbildade sjuksköterskors upplevelse att börja arbeta på en barnavdelning2016In: Nordisk sygeplejeforskning, ISSN 1892-2678, E-ISSN 1892-2686, Vol. 6, no 1, p. 20-33Article in journal (Refereed)
    Abstract [en]

    Basic trained nurses experience to start working on a children’s ward

    The aim of the study was to describe nurses trained to a basic level experience of starting work on a children's ward. A qualitative study has been conducted with a purposively drawn sample of informants. Semi-structured interviews were conducted with eight basic trained nurses. Data were analyzed using qualitative content analysis. The results showed that respondents felt that the pediatrics course is not preparing for the professional work with children. Most felt that it was through real situations in the workplace that they gained necessary knowledge. Furthermore, it was found that only a few were satisfied with the induction. Spending time with many different supervisors was an important factor for experiencing dissatisfaction with the induction. Good support was received from employees; however the support of the organization was poor. Conclusion: Today's undergraduate education in nursing does not include enough pediatrics to prepare students for professional work with children and adolescents. Actions at individual and workplace levels are needed to increase knowledge of the basic trained nurse. Continuity and support during the induction is important for newly employed nurses to feel competent in their work.

  • 2.
    Löfmark, Anna
    et al.
    University of Gävle, Faculty of Health and Occupational Studies, Department of Health and Caring Sciences, Caring science. Stord/Haugesund University College, Norway.
    Lindaas, Ingrid
    Stord/Haugesund University College, Norway.
    Berland, Astrid
    Stord/Haugesund University College, Norway.
    Vae, Karen Johanne
    Stord/Haugesund University College, Norway.
    Bentsen, Signe Berit
    University of Stavanger, Norway.
    The Norwegian version of The Assessment of Clinical Education tool (AssCE) A translation and cross-cultural equivalence study2016In: Nordisk sygeplejeforskning, ISSN 1892-2678, E-ISSN 1892-2686, Vol. 6, no 4, p. 342-351Article in journal (Refereed)
    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.

  • 3.
    Löfmark, Anna
    et al.
    University of Gävle, Faculty of Health and Occupational Studies, Department of Health and Caring Sciences, Caring science. Stord/Haugesund University College.
    Slettebo, Åshild
    University of Agder and Akershus University College of Applied Sciences.
    Råholm, Maj-Britt
    Sogn og Fjordane University College, Faculty of Health Studies, Førde, Norway.
    H Larssen, Birte
    Centre of Nursing Research, Viborg, Denmark and School of Nursing, Faculty of Health, Medicine, Nursing and Behavioural Science, Deakin University, Australia.
    Similar and different: adjustment of clinical nursing education to educational reforms in the Scandinavian countries2015In: Nordisk sygeplejeforskning, ISSN 1892-2678, E-ISSN 1892-2686, Vol. 5, no 2, p. 93-105Article in journal (Refereed)
    Abstract [en]

    Nursing education in Europe has undergone two reforms, the EU Directives and the Bologna Declaration, during the last decades aimed to create a unified European platform and integration of nursing education into the higher education system. The aim of this study was to describe the adjustment of the nursing education in the Scandinavian countries and especially the clinical parts of the education to these reforms. A review was done of the EU Directives and the Bologna Declaration and overall nationally regulating documents for nursing education in each of the Scandinavian countries with focus on the clinical parts described in for each country. The results show that there were more similarities than differences in the way the Scandinavian countries have adjusted clinical nursing education to the reforms. Denmark, Finland and Norway fulfil according to each qualification ordinance the EU Directives, while the Swedish qualification ordinance contains parts of this information. All Scandinavian countries meet the requirements in the Bologna Declaration e.g. offer a Bachelor´s degree and all have a national accreditation system for quality assurance of the education.

  • 4.
    Olsson, Helen
    et al.
    Avdelningen för omvårdnad, Mittuniversitetet, Sundsvall.
    Strand, Susanne
    Avdelningen för samhällsvetenskap, Mittuniversitetet, Sundsvall.
    Asplund, Kenneth
    Avdelningen för omvårdnad, Mittuniversitetet, Sundsvall.
    Kristiansen, Lisbeth
    Avdelningen för omvårdnad, Mittuniversitetet, Sundsvall.
    Turning points and treatment readiness in forensic patients: A study based on staff experiences.2014In: Nordisk sygeplejeforskning, ISSN 1892-2678, E-ISSN 1892-2686, Vol. 4, no 3, p. 175-188Article in journal (Refereed)
    Abstract [en]

    Many individuals sentenced to forensic psychiatric care fail in the rehabilitation process, resulting in long-term inpatient hospital care. The concepts of turning points and treatment readiness in forensic settings should therefore be afforded more attention. Much can be learned from the features that characterize trajectories of recovery and processes related to turning points. The aim of this study was to explore forensic nursing staff’s experiences of forensic psychiatric patients’ turning towards recovery. A qualitative content analysis was used to analyse interviews with 13 forensic psychiatric nursing staff. Analysis of the data revealed two main themes with implications for clinical practice: promoting a turning point and recognizing a turning point. In the first of these, the emphasis was on actions and conditions that must exist to promote a turning. In the second, the main experiences related to recognizing a turning point were stories about visible and perceptible changes in the patient. The experiences that stood out most distinctly were those of being able to wait out the patient, and having patience when there was a lack of progression. The composition of staff and patients contributed to whether or not the environment was perceived as salutary.

  • 5.
    Slettebo, Åshild
    et al.
    University of Agder and Oslo and Akershus University College of Applied Sciences, Norway.
    Råholm, Maj-Britt
    Sogn og Fjordane University College, Faculty of Health Studies, Førde, Norway.
    H Larssen, Birte
    Centre of Nursing Research, Viborg, Denmark and Clinical Associate Professor School of Nursing, Faculty of Health, Medicine, Nursing and Behavioural Science, Deakin University, Australia.
    Löfmark, Anna
    University of Gävle, Faculty of Health and Occupational Studies, Department of Health and Caring Sciences, Nursing science. Stord/Haugesund University College, Norway.
    Doctoral programs in the Scandinavian countries after the Bologna directives2013In: Nordisk sygeplejeforskning, ISSN 1892-2678, E-ISSN 1892-2686, Vol. 3, no 4, p. 313-325Article in journal (Refereed)
    Abstract [en]

    Aim: The aim of this study is to describe the doctoral programs for PhD in nursing and caring sciences and compare them within the Scandinavian countries (Denmark, Finland, Norway and Sweden). Design: The design is a review of selected doctoral programs in the Scandinavian countries. In Berlin in 2003, the Ministers in Europe decided to adopt a third cycle in the common educational system in the Bologna process, the doctoral education. Data sources: A review of educational programs in doctoral studies at different universities in Scandinavian countries is presented, namely Denmark, Finland, Norway and Sweden with an analysis of the programs and comparing them with general requirements for doctoral education in the different countries and the Bologna process requirements. Results: There are differences in length (3–4 years / 180 – 240 ECTS) which is in accordance with Bologna declaration that recommends 3–4 years for doctoral programs / third cycle. In addition the length of requirements for doctoral courses varies. A difficulty in deciding which scientific paradigm the programs support is discussed.Conclusion: Different structure may create problems for mobility. Possible lack of scientific paradigm in the programs may cause difficulties in building nursing as a discipline.

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