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  • 1.
    Peterson, Elizabeth
    et al.
    Department of Occupational Therapy, University of Illinois Chicago, Chicago, Illinois, USA.
    Keehn, Mary Therese
    Office of the Vice Chancellor for Health Affairs, University of Illinois Chicago, Chicago, Illinois, USA.
    Hasnain, Memoona
    Department of Family and Community Medicine, College of Medicine, University of Illinois Chicago, Chicago, Illinois, USA.
    Gruss, Valerie
    College of Nursing, University of Illinois Chicago, Chicago, Illinois, USA.
    Axelsson, Malin
    Malmö universitet, Fakulteten för hälsa och samhälle (HS), Institutionen för vårdvetenskap (VV).
    Carlson, Elisabeth
    Malmö universitet, Fakulteten för hälsa och samhälle (HS), Institutionen för vårdvetenskap (VV).
    Jakobsson, Jenny
    Malmö universitet, Fakulteten för hälsa och samhälle (HS), Institutionen för vårdvetenskap (VV).
    Kottorp, Anders
    Malmö universitet, Fakulteten för hälsa och samhälle (HS), Institutionen för vårdvetenskap (VV).
    Exploring differences in and factors influencing self-efficacy for competence in interprofessional collaborative practice among health professions students2024Ingår i: Journal of Interprofessional Care, ISSN 1356-1820, E-ISSN 1469-9567, Vol. 38, nr 1, s. 104-112Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    The value of health care delivered via effective interprofessional teams has created an imperative for interprofessional education (IPE) and interprofessional collaborative practice (ICP). To inform IPE strategies, we investigated differences in perceived self-efficacy (SE) for competence in ICP among health professions students. Study data was collected between 2015-2019 from students from 13 different programs (N=3,496) before an annual institutional interprofessional program. Students completed the IPECC-SET, a validated instrument evaluating perceived SE for competence in ICP, and rated their 1) amount of previous contact with, and 2) perceived understanding of the role of different health professions.  Student groups were compared using parametric statistics. Regression analyses explored factors influencing SE for competence in ICP. Findings revealed significant differences in perceived SE for competence in ICP between programs (p<.05). Specifically, health information management/health informatics, dental, medicine, and nursing students expressed relatively higher SE, whereas physical and occupational therapy students expressed relatively lower SE. Perceived understanding of the role of health care professions (p<.01) and gender (p<.01) contributed significantly to predict perceived SE for competence in ICP, while amount of previous contact with other health professions did not (p=.42).  Findings highlight the value of IPE designed with consideration of specific learner needs.

  • 2.
    Ekdahl, Susanne
    et al.
    Malmö universitet, Fakulteten för hälsa och samhälle (HS), Institutionen för vårdvetenskap (VV). Nyckeln Competence Center, Kalmar County Hospital, Kalmar, Sweden.
    Carlson, Elisabeth
    Malmö universitet, Fakulteten för hälsa och samhälle (HS), Institutionen för vårdvetenskap (VV). Malmö universitet, Malmö Institute for Studies of Migration, Diversity and Welfare (MIM).
    Idvall, Ewa
    Malmö universitet, Fakulteten för hälsa och samhälle (HS), Institutionen för vårdvetenskap (VV).
    Perseius, Kent-Inge
    Department of Health and Caring Science, Linnaeus University, Kalmar, Sweden.
    Need of support for significant others to persons with borderline personality disorder: A Swedish focus groupstudy2024Ingår i: Scandinavian Journal of Caring Sciences, ISSN 0283-9318, E-ISSN 1471-6712, Vol. 38, nr 1, s. 240-248Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Background: Being a significant other (SO) to a person with borderline personalitydisorder (BPD) affect their health. High incidence of substance use disorder, posttraumaticstress disorder, stress, fear, anxiety, depression, family burden and griefare common. Some specific therapies for BPD, have included support to SOs, howeverresources are scarce and to participate in the support it assumes that the personwith BPD is included in these therapies. Although the SO support has been shown tobe helpful, they all have a similar structure, and only a small exclusive group of SOshave access to the support.

    Aim: The aim was to describe experiences and need of support for significant othersto persons with borderline personality disorder from the perspective of themselvesand of health care workers.

    Methods: Data was collected via two focus groups. One with five SOs to personswith BPD, one with five health care workers. Two interview sessions in each groupwere conducted and data were analysed with qualitative content analysis. The studywas approved by the research ethics committee of Lund (2016–1026).

    Results: The results revealed four themes; not being seen by health care professionalscreates hopelessness, being seen by healthcare professionals creates trust, experienceof support - helpful or shameful and the step from loosely structured supportto a structured support group. Both groups expressed a need for further support as acomplement to already existing support.

    Conclusions: The need of support is extensive. The results suggest a professionalcoordinator intended for SOs and peer support groups not linked to a particular psychiatrictreatment yet offering support in a structured way. Further studies examiningthese complements to existing support, is therefore recommended.

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  • 3.
    Stenberg, Marie
    et al.
    Malmö universitet, Fakulteten för hälsa och samhälle (HS), Institutionen för vårdvetenskap (VV).
    Bengtsson, Mariette
    Malmö universitet, Fakulteten för hälsa och samhälle (HS), Institutionen för vårdvetenskap (VV).
    Mangrio, Elisabeth
    Malmö universitet, Fakulteten för hälsa och samhälle (HS), Institutionen för vårdvetenskap (VV).
    Carlson, Elisabeth
    Malmö universitet, Fakulteten för hälsa och samhälle (HS), Institutionen för vårdvetenskap (VV).
    Supporting each other towards independence: A narrativeanalysis of first‐year nursing students' collaborative process2024Ingår i: Nursing Inquiry, ISSN 1320-7881, E-ISSN 1440-1800, artikel-id e12627Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Collaboration for nursing is a core competence and therefore educational interventions are essentials for collaborative skills. To identify such interventions, we carried out a study to understand nursing students' collaborative process. A narrative inquiry method was used to explore the collaborative process of first-year undergraduate nursing students. The analysis was conducted on field notes from 70 h of observation of 87 nursing students' collaboration during skills lab activities. It also included transcriptions of four focus group discussions with 11 students. The results are presented as a sequential process of (1) navigating in unfamiliar territory, (2) navigating together to cope, and (3) navigating together towards independency and the future nursing profession. We identified a transition from teacher-led assistance and guidance to student interdependency and reciprocal learning, ending with student-led assistance supporting independency. In line with Vygotsky's theory of zone of proximal development, different scaffolding interventions are needed depending on where the students are in the collaborative process. 

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  • 4.
    Hylén, Mia
    et al.
    Faculty of Medicine, Department of Health Science, Lund University, Lund, Sweden;Department of Intensive and Perioperative Care, Skåne University Hospital, Malmö, Sweden.
    Striberger, Rebecka
    Malmö universitet, Fakulteten för hälsa och samhälle (HS), Institutionen för vårdvetenskap (VV). Department of Cardiothoracic and Vascular Surgery, Skåne University Hospital, Malmö, Sweden.
    Sjögran, Lotta
    Malmö universitet, Fakulteten för hälsa och samhälle (HS), Institutionen för vårdvetenskap (VV).
    Carlson, Elisabeth
    Malmö universitet, Fakulteten för hälsa och samhälle (HS), Institutionen för vårdvetenskap (VV).
    Samuelsson, Maria
    Malmö universitet, Fakulteten för hälsa och samhälle (HS), Institutionen för vårdvetenskap (VV). Department of Pediatrics, Skåne University Hospital, Malmö, Sweden.
    Eriksson, Anna
    Malmö universitet, Fakulteten för hälsa och samhälle (HS), Institutionen för vårdvetenskap (VV).
    A cross-sectional study of career paths for Swedish registered nurses with a doctoral degree: When aspirations and possibilities collide2023Ingår i: Nordic journal of nursing research, ISSN 2057-1585, E-ISSN 2057-1593, Vol. 43, nr 3-4Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Registered nurses with a doctoral degree are important for the quality of care, nursing education, and nursing research. Still, postgraduate career paths are criticized for being too vague. To enable career path development, mapping of the current situation appears fundamental. The objective was therefore to chart the current professional positions and work conditions and to explore the future career aspirations of registered nurses with a doctoral degree in Sweden. A cross-sectional survey study was conducted including 118 participants, all nurses with a doctoral degree earned between 2016 and 2022. This study is reported in accordance with STROBE. The participants reported a significant change from hospital-based positions before doctoral studies, towards university-based positions after graduation. This is clearly in contrast to their expressed aspiration to hold a shared position, remaining in contact with the clinical context. In conclusion, a national collaboration is needed and wanted regarding career opportunities for registered nurses with a doctoral degree in Sweden. Furthermore, career paths within nursing science need to be established within the clinical context.

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  • 5.
    Eklund Josse, Anna
    et al.
    Karlstad universitet.
    Carlson, Elisabeth
    Malmö universitet, Fakulteten för hälsa och samhälle (HS), Institutionen för vårdvetenskap (VV).
    Sundin-Andersson, Christina
    Karlstad Universitet.
    Olsson, Cecilia
    Karlstad universitet.
    Experiences of the clinical learning environment in peer learning: A mixed method study from bachelor students’ and main preceptors’ perspectives2023Ingår i: Nordic journal of nursing research, ISSN 2057-1585, E-ISSN 2057-1593, Vol. 43, nr 1Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    There is a lack of clinical placements for bachelor nursing students (BNS). Due to this, stringent educational models for clinical practice need to be developed. The aim was to describe bachelor nursing students’ and main preceptors’ experiences of the clinical learning environment during peer learning. This mixed method study was based on a joint project between the Karlstad University and the Region Värmland, Sweden, where peer learning was launched in two geriatric clinical education wards. A total of 23 bachelor nursing student and four main preceptors participated. The data were collected in parallel, qualitative data through focus group interviews and reflective journals, and quantitative data with the CLES + T scale between November 2017 and February 2018. A directed content analysis of all results was performed. The COREQ Checklist was used. The student–patient and the student–main preceptor relationships were important for the students’ development. The students described the educational atmosphere as comfortable and safe and that the staff were knowledgeable about them. Peer learning with close interaction between patients and all staff can create authenticity, which in turn drives the BNSs’ professional development. All staff should be involved in the supervision of the students and include them as members of the nursing team.

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  • 6.
    Ramji, Rathi
    et al.
    Malmö universitet, Fakulteten för hälsa och samhälle (HS), Institutionen för vårdvetenskap (VV).
    Rämgård, Margareta
    Malmö universitet, Fakulteten för hälsa och samhälle (HS), Institutionen för vårdvetenskap (VV).
    Carlson, Elisabeth
    Malmö universitet, Fakulteten för hälsa och samhälle (HS), Institutionen för vårdvetenskap (VV).
    Shleev, Sergey
    Malmö universitet, Fakulteten för hälsa och samhälle (HS), Institutionen för biomedicinsk vetenskap (BMV). Malmö universitet, Biofilms Research Center for Biointerfaces.
    Awad, Eman
    Malmö universitet, Fakulteten för hälsa och samhälle (HS), Institutionen för biomedicinsk vetenskap (BMV).
    Cirovic, Stefan
    Malmö universitet, Fakulteten för hälsa och samhälle (HS), Institutionen för biomedicinsk vetenskap (BMV). Malmö universitet, Biofilms Research Center for Biointerfaces.
    Kottorp, Anders
    Malmö universitet, Fakulteten för hälsa och samhälle (HS), Institutionen för vårdvetenskap (VV).
    Health and quality of life among women after participation in a CBPR-informed physical activity intervention: with a pandemic perspective.2023Ingår i: Scientific Reports, E-ISSN 2045-2322, Vol. 13, nr 1, artikel-id 17972Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    The lack of culturally and contextually oriented interventions promoting physical activity (PA) has led to increased physical inactivity among women living in disadvantaged neighbourhoods in Sweden. In this study one such intervention informed by community-based participatory research (CBPR) has been evaluated among 34 women from a disadvantaged neighbourhood before and during COVID-19. Health-related quality of life (HRQOL), behavioural and biomedical outcomes were assessed directly prior and post-intervention, followed by evaluations at 6-months and 18-months follow-up during COVID-19. The results revealed that HRQOL, particularly psychological, social, and environmental health significantly increased post-intervention compared to prior to intervention but reversed back at 6-months follow-up. Perceived health satisfaction and environmental health increased at 18-months follow-up during COVID-19. Participation in PA improved post-intervention and at 6-months follow-up. Everyday activities and fruit and vegetable intake continued to increase through all timepoints. Systolic blood pressure significantly decreased post-intervention and 6-months follow-up; blood flow rate increased significantly at all timepoints. Overall, the findings underscores the potential effectiveness of CBPR approaches in promoting and sustaining healthy lifestyles, even during acute situations such as the COVID-19. It may even serve as a future model for promoting health and addressing health disparities in similar groups.

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  • 7.
    Slates, Sarah
    et al.
    Seton Hill University.
    Cook-Sather, Alison
    Bryn Mawr College, USA.
    Aghakhani, Sima
    University of Toronto.
    Al-Humuzi, Ali
    McMaster University.
    Alonso, Dulce
    The University of Texas at Austin.
    Borgström, Karin
    Malmö universitet, Fakulteten för hälsa och samhälle (HS), Institutionen för biomedicinsk vetenskap (BMV).
    Boyle, Fiona
    University of Cumbria.
    Cachia, Chris
    Toronto Metropolitan University.
    Carlson, Elisabeth
    Malmö universitet, Fakulteten för hälsa och samhälle (HS), Institutionen för vårdvetenskap (VV).
    Cole, Jonathan
    Queen's University Belfast.
    Dennehy, Tadhg
    University College Cork.
    Väfors Fritz, Marie
    Malmö universitet, Fakulteten för hälsa och samhälle (HS), Institutionen för kriminologi (KR).
    Gadzirayi, Marlene
    University of Sussex.
    Goff, Loretta
    University College Cork.
    Gudmundsson, Petri
    Malmö universitet, Fakulteten för hälsa och samhälle (HS), Institutionen för biomedicinsk vetenskap (BMV).
    Han, Yang
    Wenzhou-Kean University.
    Hellman, Peter
    Malmö universitet, Fakulteten för hälsa och samhälle (HS), Institutionen för vårdvetenskap (VV).
    Holder, Kal
    Purdue University.
    Hou, Sixun
    Wenzhou-Kean University.
    Hughes, Julie
    University of Wolverhampton.
    Jennings, Jimmy
    University of Wolverhampton.
    Jegliska, Wiki
    University of Warwick.
    Kaur, Amrita
    Wenzhou-Kean University.
    Kehan, Lu
    Wenzhou-Kean University.
    Kelly, Andrew
    Edith Cowan University.
    Lee, Carrie
    Blackpool and The Fylde College.
    Leonard, Constance
    United States Air Force Academy.
    Lewitzky, Rachael
    George Brown College.
    Majeed, Asia
    University of Toronto.
    Marquart, Matthea
    Columbia University.
    Marsden, Joshua
    Queen's University Belfast.
    Marshall, Lia
    Columbia University.
    Matu, Florina
    U.S. Air Force Academy.
    Molefe, Tsholo
    University of Sussex.
    Mori, Yoko
    University of Otago.
    Morrell-Scott, Nicola
    Liverpool John Moores University.
    Mullenger, Elizabeth
    Oxford Brookes University.
    Obregon, Monica
    University of Texas.
    Pearce, Matt
    University of Wolverhampton.
    Pike, Claire
    Anglia Ruskin University.
    Pol, Hurshal
    Purdue University.
    Riva, Elena
    University of Warwick.
    Sands, Caitlin
    Queen's University Belfast.
    Sinanan, Rachel
    Deakin University.
    Smart, Kelsey
    Purdue University.
    Smeltzer, Sandra
    Western University.
    Spence, Abi
    University of Wolverhampton.
    Maggard Stephens, Teresa
    RN P.R.E.P.
    Stollenwerk, Maria Magdalena
    Malmö universitet, Fakulteten för hälsa och samhälle (HS), Institutionen för biomedicinsk vetenskap (BMV).
    Sum, Kiu
    Solent University.
    Van-Ess, Josephine
    University of Sussex.
    Vick, Dustin
    Air University.
    Wong, Michael
    McMaster University.
    Wright, Heather
    University of Texas.
    Wright, Jasmine
    University of Texas.
    Zou, Wei
    Wenzhou-Kean University.
    How can students-as-partners work address challenges to student, faculty, and staff mental health and well-being?2023Ingår i: International Journal for Students as Partners, E-ISSN 2560-7367, Vol. 7, nr 2, s. 221-240Artikel i tidskrift (Övrig (populärvetenskap, debatt, mm))
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  • 8.
    Hammar, Sofia
    et al.
    Malmö universitet, Fakulteten för hälsa och samhälle (HS), Institutionen för vårdvetenskap (VV). Skånes universitetssjukhus.
    Carlson, Elisabeth
    Malmö universitet, Fakulteten för hälsa och samhälle (HS), Institutionen för vårdvetenskap (VV).
    Persson, Karin
    Malmö universitet, Fakulteten för hälsa och samhälle (HS), Institutionen för vårdvetenskap (VV).
    Nurse anesthetist students' experiences of peer learning in clinical education: A qualitative study2023Ingår i: Journal of Professional Nursing, ISSN 8755-7223, E-ISSN 1532-8481, Vol. 44, s. 62-68Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    BackgroundAs part of an interprofessional operating team, nurse anesthetists need to be skilled in collaboration, problem solving, attentiveness, independent decision-making and knowledge of anesthesiology nursing. Factors that are vital for nurse anesthetist students' future profession. The educational model peer learning, characterized by collaboration and learning through social interaction between individuals, may support nurse anesthetist students' development in such skills.AimThe aim of the study was to explore nurse anesthetist students' perceptions of their experiences of peer learning as an educational model during their clinical education in a Swedish context.MethodsThe approach was a qualitative descriptive design. Seven nurse anesthetist students from four different universities were interviewed individually using a semi-structured interview guide. The data were analyzed with content analysis.ResultsThree generic categories revealed a description of the phenomenon: Increased independence, Holistic view and Expansive learning process. A main category brought together the content of the generic categories and shows the overall finding of the study: Peer learning promotes nurse anesthetist students' personal and professional development.ConclusionPeer learning as an educational model during nurse anesthetist students' clinical education might facilitate preparation for their coming profession.

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  • 9.
    Ljungbeck, Birgitta
    et al.
    Malmö universitet, Fakulteten för hälsa och samhälle (HS), Institutionen för vårdvetenskap (VV). Municipal Healthcare in Hässleholm, Management of Care and Welfare, Malmö, Sweden.
    Sjögren Forss, Katarina
    Malmö universitet, Fakulteten för hälsa och samhälle (HS), Institutionen för vårdvetenskap (VV). Municipal Healthcare in Hässleholm, Management of Care and Welfare, Malmö, Sweden.
    Carlson, Elisabeth
    Malmö universitet, Fakulteten för hälsa och samhälle (HS), Institutionen för vårdvetenskap (VV). Municipal Healthcare in Hässleholm, Management of Care and Welfare, Malmö, Sweden.
    Nurse practitioner in Swedish municipal elderly care: A Delphi study of challenges and opportunities2023Ingår i: Scandinavian Journal of Caring Sciences, ISSN 0283-9318, E-ISSN 1471-6712, Vol. 37, nr 1, s. 216-228Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Introduction Worldwide, countries are struggling with strained healthcare systems, especially due to the growing number of frail elderly. Developing the role of nurse practitioner in the care of the frail elderly is therefore of interest to make the care chain more efficient. In Sweden, the role is in an early development phase, but more research is needed. Aim The aim was to investigate how stakeholders at the national level express the challenges and opportunities of the evolving nurse practitioner role in Swedish municipal elderly care. Method A Delphi survey technique with three rounds of electronic questionnaires was used. Twenty-seven experts responded to the first questionnaire, containing two open questions; what opportunities respectively challenges do you see in developing and implementing the nurse practitioner role in municipal elderly care? The following questionnaires consisted of statements to rate using a four-grade Likert scale, and 20 and 17 responded to the second and third, respectively. The first round was analysed using content analysis, and the other two with descriptive statistics. Results Thirty-four statements about challenges and opportunities related to the nurse practitioner role in municipal elderly care were identified and rated as important. Conclusion The findings provide knowledge that can contribute to discussions and decisions to refine the nurse practitioner role in Swedish municipal elderly care. The nurse practitioner role may contribute with much-needed competence to the elderly care. However, it is important to consider the challenges that need to be overcome before the development of the role. To solve this, it is necessary to have clear national guidelines concerning issues of education, title protection and the mandate and authority of the NP role.

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  • 10.
    Ljungbeck, Birgitta
    et al.
    Malmö universitet, Fakulteten för hälsa och samhälle (HS), Institutionen för vårdvetenskap (VV). Municipal Healthcare in Hässleholm, Management of Care and Welfare, Malmö.
    Carlson, Elisabeth
    Malmö universitet, Fakulteten för hälsa och samhälle (HS), Institutionen för vårdvetenskap (VV).
    Sjögren Forss, Katarina
    Malmö universitet, Fakulteten för hälsa och samhälle (HS), Institutionen för vårdvetenskap (VV). Malmö universitet, Malmö Institute for Studies of Migration, Diversity and Welfare (MIM).
    Swedish stakeholders' views of the preparatory work needed before introducing the nurse practitioner role inmunicipal healthcare–A focus group study2023Ingår i: Scandinavian Journal of Caring Sciences, ISSN 0283-9318, E-ISSN 1471-6712Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Background: The nurse practitioner role has become important globally in handlingthe growing healthcare needs of older adults with chronic diseases. Nevertheless,research shows that introducing the role is a complex process, and more studies areneeded to prepare for its introduction into different healthcare contexts, such as municipalhealthcare.Aim: The aim is to investigate what Swedish stakeholders identify as the preparatorywork needed before introducing the nurse practitioner role into municipalhealthcare.Methods: Data were collected through four focus group interviews conducted virtuallyon the TEAMS digital platform, with three to six participants in each groupand 18 participants total. The transcribed interviews were analysed using a six-stepthematic approach: familiarisation with the data, coding the data, generating initialthemes, reviewing themes, defining and naming the themes and producing thereport.Findings: The findings are divided into two main themes, each with two sub-themes.In the first, clarifying why the nurse practitioner role is needed, participants stressedthe importance of having a clear intention for introducing the role. The second, ensurea national framework to bolster the introduction at the local level, demonstratesthe need for collaboration among national actors to clarify the role's mandate andauthority before its introduction.Conclusions: Adding the nurse practitioner role to municipal healthcare can helpincrease the supply of nursing competence and the quality of patient care, but preparationfor introducing the role requires extensive work. The development of thenurse practitioner role requires decision-makers and leaders to take primary responsibilityfor its introduction. This study can support countries in the early phase ofdeveloping the nurse practitioner role by identifying both best practices and pitfalls.

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  • 11.
    Westerdahl, Frida
    et al.
    Malmö universitet, Fakulteten för hälsa och samhälle (HS), Institutionen för vårdvetenskap (VV).
    Carlson, Elisabeth
    Malmö universitet, Fakulteten för hälsa och samhälle (HS), Institutionen för vårdvetenskap (VV).
    Wennick, Anne
    Malmö universitet, Fakulteten för hälsa och samhälle (HS), Institutionen för vårdvetenskap (VV).
    Borglin, Gunilla
    Department of Health Sciences, The Faculty of Health, Science and Technology, Karlstad University, Sweden; Department of Bachelor’s in Nursing, Lovisenberg Diaconal University College, Oslo, Norway.
    Bachelor nursing students´ and their educators´ experiences of teaching strategies targeting critical thinking: A scoping review2022Ingår i: Nurse Education in Practice, ISSN 1471-5953, E-ISSN 1873-5223, Vol. 63, artikel-id 103409Artikel, forskningsöversikt (Refereegranskat)
    Abstract [en]

    AIM: The objective of this scoping review was to review the published literature on existing teaching strategies targeting bachelor nursing students' critical thinking and explore how these strategies are described by students and educators. The research questions were: (i) Which teaching strategies are described in the literature targeting critical thinking among nursing students? and (ii) How are these teaching strategies described and experienced by students and/or nurse educators?

    BACKGROUND: Critical thinking is integrated in the many clinical assignments and responsibilities with which registered nurses are faced. Therefore, it is important that nurse educators implement teaching strategies supporting bachelor nursing students' development of critical thinking to prepare them for their professional responsibilities.

    DESIGN: Scoping review, Open Science Framework (OSF) registries DOI: 10.17605/OSF.IO/D89SB.

    METHODS: The scoping review followed the six steps of Arksey and O'Malley (2005). Systematic searches were conducted using the databases PubMed, CINAHL, ERIC, ERC and PsycINFO. Eligible studies were quality assessed and text excerpts answering the research questions were analysed by a thematic analysis.

    RESULTS: Our findings represent 19 published studies and can be understood according to two themes: the importance of the educational conditions and the impact of implemented teaching strategies. The first theme reflected not only the descriptions of important traits in the educational milieu facilitating the development of critical thinking but also the importance of how the content targeting such skills were delivered and organised. The second theme mirrored descriptions of how the students, through the teaching strategies, realized the need for collaboration to facilitate critical thinking. Further, it showed how the teaching strategies fostered professional growth and learning adaptation, by encouraging the students to question their knowledge and facilitating their development of clinical knowledge.

    CONCLUSIONS: The strategies used in the facilitation of critical thinking need to incorporate collaboration and student-centredness, creating a relaxed climate where the educators can assist through guidance and support. This calls for the implementation of teaching strategies whereby both educators and students are active in facilitating the learning environment.

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  • 12.
    Stenberg, Marie
    et al.
    Malmö universitet, Fakulteten för hälsa och samhälle (HS), Institutionen för vårdvetenskap (VV).
    Bengtsson, Mariette
    Malmö universitet, Fakulteten för hälsa och samhälle (HS), Institutionen för vårdvetenskap (VV).
    Mangrio, Elisabeth
    Malmö universitet, Fakulteten för hälsa och samhälle (HS), Institutionen för vårdvetenskap (VV).
    Carlson, Elisabeth
    Malmö universitet, Fakulteten för hälsa och samhälle (HS), Institutionen för vårdvetenskap (VV).
    Collaboration between first year undergraduate nursing students: A focused ethnographic study2022Ingår i: Nurse Education in Practice, ISSN 1471-5953, E-ISSN 1873-5223, Vol. 64, artikel-id 103427Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    AIM: The aim was to explore collaboration between first year undergraduate nursing students in a three-year bachelor program during clinical skills lab practices.

    BACKGROUND: The ability to collaborate is important in the nursing profession to ensure patient safety. Thus, efforts supporting nursing students with learning activities emphasizing this ability is crucial in nurse education as a preparation for the requirements of the nursing profession. Collaborative learning models are described as ways that support the students' interaction during education. However, collaboration between students has shown to have challenges such as negative competition and confrontations. This stresses the need to explore the collaboration between students to find ways to support the interaction.

    DESIGN: The study was conducted with a focused ethnographic approach.

    METHOD: Data were generated by participant observations during one semester, involving 70 h observation of 87 first year nursing students for 6 months and 24 training sessions in clinical skills lab practices. Two focus group discussions were used to elaborate students' views of collaboration and to provide an opportunity for follow up questions and interpretations from the observations. Field notes and focus group discussions were interpreted as one unit of analysis conducted with thematic network analysis. A global theme were synthesized from organizational and additional basic themes presenting the overall metaphor of the students' collaboration.

    RESULT: The global theme, Between adaptation and non-conformity, revealed a field of tension in the nursing students' collaboration. One the one hand, the global theme involved the students' ability to adopt to new knowledge and to being a nursing student in a clinical skills lab and to others' perspective. On the other hand, non-conformity creates a collaboration with less reflection between the students and non-synchronized and time-consuming laboratory work.

    CONCLUSION: Collaborative activities in nurse education fosters and challenges nursing students' collaboration required for clinical practices and later in the nursing profession. By the presented scaffolding efforts, nurse educators can arrange a learning environment that can support the collaboration between students and facilitate the transition into the profession.

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  • 13.
    Ramji, Rathi
    et al.
    Malmö universitet, Fakulteten för hälsa och samhälle (HS), Institutionen för vårdvetenskap (VV).
    Carlson, Elisabeth
    Malmö universitet, Fakulteten för hälsa och samhälle (HS), Institutionen för vårdvetenskap (VV).
    Kottorp, Anders
    Malmö universitet, Fakulteten för hälsa och samhälle (HS), Institutionen för vårdvetenskap (VV).
    Rämgård, Margareta
    Malmö universitet, Fakulteten för hälsa och samhälle (HS), Institutionen för vårdvetenskap (VV).
    Impact of a CBPR-informed physical activity intervention before and during COVID-19 among women from a disadvantaged neighborhood in Sweden.2022Ingår i: Frontiers In Public Health, ISSN 2296-2565, Vol. 10, artikel-id 997329Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    BACKGROUND: Public health practitioners have been striving to reduce the social gradient and promote physical activity among citizens living in disadvantaged neighborhoods. The emergence of the COVID-19 pandemic, which has affected these citizens extensively, has posed a significant challenge to efforts to maintain a physically active lifestyle. Thus, the aim of this study was to explore the impact of a CBPR-informed physical activity intervention before and during the COVID-19 pandemic from the perspective of women from a socially disadvantaged neighborhood.

    METHODS: A total of 34 women participated in a CBPR-informed physical activity intervention previously developed in collaboration with lay health promoters and other citizens from the same neighborhood. Focus group discussions were conducted at four time points, namely, at baseline prior to the intervention, post-intervention, 6 months after the intervention ended, and during the COVID-19 pandemic. The data were analyzed using qualitative content analysis following an inductive approach.

    RESULTS: In total, four themes emerged from the discussions: "Wavering between frustration and action," "Shifting from prioritizing family needs to taking control of self," "Between isolation and social support," and "Restricted access to health-related knowledge vs. utilizing internalized knowledge".

    CONCLUSION: The results of this study reveal that building on CBPR-informed health promotion initiatives has the potential to foster individual empowerment and assist during acute situations like the COVID-19 pandemic through mobilizing communities and their resources, which leads to increased community resilience and health. This study is regarded as unique in that it involves evaluation of a CBPR intervention that was initiated ahead of the pandemic and followed even during the pandemic.

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  • 14.
    Lie Ken Jie, Christopher
    et al.
    School of Medicine, College of Medicine, Nursing and Health Sciences, National University of Ireland, Galway, Galway, Ireland.
    Finn, Yvonne F
    School of Medicine, College of Medicine, Nursing and Health Sciences, National University of Ireland, Galway, Galway, Ireland.
    Bish, Melanie
    La Trobe Rural Health School, La Trobe University, Bendigo, Victoria, Australia.
    Carlson, Elisabeth
    Malmö universitet, Fakulteten för hälsa och samhälle (HS), Institutionen för vårdvetenskap (VV).
    Kumlien, Christine
    Malmö universitet, Fakulteten för hälsa och samhälle (HS), Institutionen för vårdvetenskap (VV). Department of Cardiothoracic and Vascular Surgery, Skåne University Hospital, Malmö.
    Chan, E Angela
    School of Nursing, The Hong Kong Polytechnic University, Kowloon, Hong Kong.
    Leung, Doris Y L
    School of Nursing, The Hong Kong Polytechnic University, Kowloon, Hong Kong.
    Mechanisms Driving Postgraduate Health and Social Science Students' Cultural Competence: An Integrated Systematic Review2022Ingår i: Academic Medicine, ISSN 1040-2446, E-ISSN 1938-808X, Vol. 97, nr 11, s. 1707-1721Artikel, forskningsöversikt (Refereegranskat)
    Abstract [en]

    PURPOSE: The COVID-19 pandemic revealed a global urgency to address health care provision disparities, which have largely been influenced by systematic racism in federal and state policies. The World Health Organization recommends educational institutions train clinicians in cultural competence (CC); however, the mechanisms and interacting social structures that influence individuals to achieve CC have received little attention. This review investigates how postgraduate health and social science education approaches CC and how it accomplishes (or not) its goals.

    METHOD: The authors used critical realism and Whittemore and Knafl's methods to conduct a systematic integrated review. Seven databases (MEDLINE, CINAHL, PsycINFO, Scopus, PubMed, Web of Science, and ERIC) were searched from 2000 to 2020 for original research studies. Inclusion criteria were: the use of the term "cultural competence" and/or any one of Campinha-Bacote's 5 CC factors, being about postgraduate health and/or social science students, and being about a postgraduate curriculum or a component of it. Thematic analysis was used to reveal the mechanisms and interacting social structures underlying CC.

    RESULTS: Thirty-two studies were included and 2 approaches to CC (themes) were identified. The first theme was professionalized pedagogy, which had 2 subthemes: othering and labeling. The second theme was becoming culturally competent, which had 2 subthemes: a safe CC teaching environment and social interactions that cultivate reflexivity.

    CONCLUSIONS: CC conceptualizations in postgraduate health and social science education tend to view cultural differences as a problem and CC skills as a way to mitigate differences to enhance patient care. However, this generates a focus on the other, rather than a focus on the self. Future research should explore the extent to which insight, cognitive flexibility, and reflexivity, taught in safe teaching environments, are associated with increasing students' cultural safety, cultural humility, and CC.

  • 15.
    Carlson, Elisabeth
    Malmö universitet, Fakulteten för hälsa och samhälle (HS), Institutionen för vårdvetenskap (VV). Malmö universitet, Malmö Institute for Studies of Migration, Diversity and Welfare (MIM).
    Peer Learning och strukturerade läraktiviteter2022Ingår i: Studenthandledning i vårdande verksamhet. Teoretiska utgångspunkter och didaktiska metoder / [ed] Ann-Helen Sandvik & Margaretha Ekebergh, Stockholm: Liber , 2022, 1, s. 194-207Kapitel i bok, del av antologi (Övrigt vetenskapligt)
  • 16.
    Jassim, Taghrid
    et al.
    Malmö universitet, Fakulteten för hälsa och samhälle (HS), Institutionen för vårdvetenskap (VV).
    Carlson, Elisabeth
    Malmö universitet, Fakulteten för hälsa och samhälle (HS), Institutionen för vårdvetenskap (VV).
    Bengtsson, Mariette
    Malmö universitet, Fakulteten för hälsa och samhälle (HS), Institutionen för vårdvetenskap (VV).
    Preceptors' and nursing students' experiences of using peer learning in primary healthcare settings: a qualitative study2022Ingår i: BMC Nursing, ISSN 1472-6955, E-ISSN 1472-6955, Vol. 21, nr 1, artikel-id 66Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Background Due to the need for students to integrate theory with practice, current research seeks the best learning and teaching models in primary healthcare settings. The aim of this study was to explore preceptors' and nursing students' experiences of using peer learning during clinical practice in primary health care. Methods A qualitative research approach was used based on semi-structured interviews with seven preceptors and ten nursing students. The interviews were transcribed and analyzed by using content analysis based on an inductive reasoning. Results Preceptors and students perceived peer learning as an educational model to be beneficial for learning in primary care settings. They found the model to be stimulating, challenging, and leading to development of professional identity and nursing skills. All informants were positive towards the peer learning experience, with students reporting they were seen as individuals, despite working in pairs. However, the physical environment was demanding with regards to telephone counseling issues, limited opportunities for using computers, and the use of small examination rooms. Conclusion This study shows that, despite the complex learning environment, peer learning as an educational model appears to work well in a primary healthcare setting. However, much improvement is needed to facilitate the students' learning process. Consequently, conditions for clinical practice and learning beneficial to both students and preceptors should be prioritized by management.

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  • 17.
    Carlson, Elisabeth
    et al.
    Malmö universitet, Fakulteten för hälsa och samhälle (HS), Institutionen för vårdvetenskap (VV). Malmö universitet, Malmö Institute for Studies of Migration, Diversity and Welfare (MIM).
    Stigmar, Martin
    Malmö universitet, Fakulteten för lärande och samhälle (LS), Centrum för akademiskt lärarskap (CAKL). Malmö universitet, Disciplinary literacy and inclusive teaching.
    Engberg, Maria
    Malmö universitet, Fakulteten för teknik och samhälle (TS), Institutionen för datavetenskap och medieteknik (DVMT). Malmö universitet, Data Society.
    Falk, Magnus
    Malmö universitet, Fakulteten för hälsa och samhälle (HS), Institutionen för biomedicinsk vetenskap (BMV). Malmö universitet, Biofilms Research Center for Biointerfaces.
    Stollenwerk, Maria Magdalena
    Malmö universitet, Fakulteten för hälsa och samhälle (HS), Institutionen för biomedicinsk vetenskap (BMV). Malmö universitet, Biofilms Research Center for Biointerfaces.
    Gudmundsson, Petri
    Malmö universitet, Fakulteten för hälsa och samhälle (HS), Institutionen för biomedicinsk vetenskap (BMV). Malmö universitet, Fakulteten för hälsa och samhälle (HS), Institutionen för vårdvetenskap (VV).
    Enskär, Karin
    Uppsala universitet.
    Students´ Experiences of Participation in a Research Team: Evaluation of a Research-based Teaching Activity in HigherEducation2022Ingår i: International Journal for the Scholarship of Teaching & Learning, E-ISSN 1931-4744, Vol. 16, nr 3Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    AbstractIn Sweden as well as internationally the teaching and research nexus has been described as the defining charac-teristics of higher education promoting generic skills such as information analysis and critical reflection. Vertically Integrated Projects has been proposed as one educational strategy where research and teaching are linked by in-viting students to take active part in actual research projects. The strategy is well aligned to Scholarship of teaching and learning enabling the transition from a teacher-centred accepted knowledge to a student-centred perspective where students are invited as producers of knowledge. The aim of the current study was to explore students’ experiences of participation in a research-based learning activity with academia and industrial partners, designed as a qualitative explorative study using focus group interviews. Findings describe not only factors students find motivating for learning, but also their experience of being part of professional life with its benefits and challenges.

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  • 18.
    Axelsson, Malin
    et al.
    Malmö universitet, Fakulteten för hälsa och samhälle (HS), Institutionen för vårdvetenskap (VV).
    Kottorp, Anders
    Malmö universitet, Fakulteten för hälsa och samhälle (HS), Institutionen för vårdvetenskap (VV).
    Carlson, Elisabeth
    Malmö universitet, Fakulteten för hälsa och samhälle (HS), Institutionen för vårdvetenskap (VV).
    Gudmundsson, Petri
    Malmö universitet, Fakulteten för hälsa och samhälle (HS), Institutionen för vårdvetenskap (VV).
    Kumlien, Christine
    Malmö universitet, Fakulteten för hälsa och samhälle (HS), Institutionen för vårdvetenskap (VV). Skane Univ Hosp, Vasc Ctr, Dept Cardiothorac & Vasc Surg, Malmo, Sweden..
    Jakobsson, Jenny
    Malmö universitet, Fakulteten för hälsa och samhälle (HS), Institutionen för vårdvetenskap (VV).
    Translation and validation of the Swedish version of the IPECC-SET 9 item version2022Ingår i: Journal of Interprofessional Care, ISSN 1356-1820, E-ISSN 1469-9567, Vol. 36, nr 6, s. 900-907Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Interprofessional Education (IPE) is essential to prepare future health-care professionals for collaborative practice, but IPE requires evaluation. One psychometrically sound instrument is the Interprofessional Education Collaborative Competence Self-Efficacy Tool consisting of nine items (IPECC-SET 9). This tool does not, to date, exist in a Swedish version. Therefore, the aim of this study was to translate and validate the Swedish version of the IPECC-SET 9. The English version was translated into Swedish and tested among 159 students in the 3-year Bachelor Programs in Nursing and in Biomedical Laboratory Science. The psychometric analysis was guided by a Rasch model, which showed that the items functioned well together, confirming unidimensionality, and that the person misfit was also lower than the set criterion. The separation index was 2.98, and the Rasch-equivalent Cronbach-alpha measure was estimated to .92, supporting internal consistency. No systematic differences on item level in IPECC-SET 9 further supported fairness in testing. The Swedish IPECC-SET 9 demonstrates sound psychometric properties and has the potential to be used as a measure of self-efficacy for competence in interprofessional collaborative practice among health profession students. However, the IPECC-SET 9 is recommended to be further tested in larger samples representing the entirety of health-care teams.

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  • 19.
    Olsson, Cecilia
    et al.
    Faculty of Health, Science and Technology, Department of Health Sciences, Karlstad University, Sweden.
    Carlson, Elisabeth
    Malmö universitet, Fakulteten för hälsa och samhälle (HS), Institutionen för vårdvetenskap (VV).
    Sundin-Andersson, Christina
    Faculty of Health, Science and Technology, Department of Health Sciences, Karlstad University, Sweden.
    Josse-Eklund, Anna
    Faculty of Health, Science and Technology, Department of Health Sciences, Karlstad University, Sweden.
    All our problems solved? Implementing peer learning in a geriatric hospital setting: A discussion paper2021Ingår i: Nordic journal of nursing research, ISSN 2057-1585, E-ISSN 2057-1593, Vol. 41, nr 2, s. 61-64Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Educational models that facilitate an increased number of students while maintaining clinical education of good quality are needed. This discussion paper presents how peer learning was implemented in a geriatric hospital setting allowing for an increase in student numbers. Conclusively, a stringent implementation of peer learning facilitated an effective way of using existing supervision resources, while maintaining a good quality of clinical education. It is also important that the process is anchored in both educational and clinical settings with a clear division of responsibilities. Finally, all collaborative partners need to acknowledge the significance of high-quality clinical education.

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  • 20.
    Ljungbeck, Birgitta
    et al.
    Malmö universitet, Fakulteten för hälsa och samhälle (HS), Institutionen för vårdvetenskap (VV). Municipal Healthcare in Hässleholm, Management of Care and Welfare, Löjtnants Granlunds Väg 12, SE 28152, Sweden.
    Sjögren Forss, Katarina
    Malmö universitet, Fakulteten för hälsa och samhälle (HS), Institutionen för vårdvetenskap (VV).
    Finnbogadottir, Hafrún
    Malmö universitet, Fakulteten för hälsa och samhälle (HS), Institutionen för vårdvetenskap (VV).
    Carlson, Elisabeth
    Malmö universitet, Fakulteten för hälsa och samhälle (HS), Institutionen för vårdvetenskap (VV).
    Content in nurse practitioner education - A scoping review.2021Ingår i: Nurse Education Today, ISSN 0260-6917, E-ISSN 1532-2793, Vol. 98, artikel-id 104650Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    OBJECTIVE: Globally, the role of nurse practitioner is evolving to meet increased healthcare demands. Nevertheless, there are factors hindering the development of this role, one of which involves differences in nurse practitioner education worldwide. Therefore, the objective of the present study is to identify what is known in the research field on the content of nurse practitioner educational programmes.

    DESIGN AND DATA SOURCES: The literature scoping review follows a six-stage methodological framework including: i) formulate research questions, ii) identify relevant studies, iii) select studies, iv) chart data, v) collate, summarize and report the results, vi) consultations. Data bases searched included CINAHL, PubMed and ERIC and were followed by manual searching of reference list in the included papers. Of the 1553 papers identified, 16 met the aim of this study.

    REVIEW METHODS: To answer the research questions 'what is the content of curricula in nurse practitioner education?' a deductive content analysis was used.

    RESULTS: Two main categories emerged. The first was related to the professional nurse practitioner role and includes research and nursing theories, leadership and collaboration, and organizational, political, economic, regulatory and legislative issues. The second is related to becoming an autonomous practitioner and includes health promotion and disease prevention, and other medically oriented content.

    CONCLUSIONS: The content identified is consistent with the core competencies that nurse practitioners are expected to have after graduation, which have been described by the International Council of Nurses and by other researchers. Given the lack of recent research in nurse practitioner education, the results of the present study advance knowledge in this research field. Additionally, this study may be of practical value in developing new nurse practitioner educational programmes.

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  • 21.
    Ljunggren, Cecilia
    et al.
    Malmö universitet, Fakulteten för hälsa och samhälle (HS), Institutionen för vårdvetenskap (VV).
    Carlson, Elisabeth
    Malmö universitet, Fakulteten för hälsa och samhälle (HS), Institutionen för vårdvetenskap (VV). Malmö universitet, Malmö Institute for Studies of Migration, Diversity and Welfare (MIM).
    Isma, Gabriella E
    Malmö universitet, Fakulteten för hälsa och samhälle (HS), Institutionen för vårdvetenskap (VV).
    Drama with a focus on professional communication: A phenomenographic study2021Ingår i: Nurse Education in Practice, ISSN 1471-5953, E-ISSN 1873-5223, Vol. 52, artikel-id 103022Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    The nursing program is intended to prepare students for future occupational life. One role for nurses in thenursing occupation includes being prepared to communicate well in various patient situations. The aim of thisstudy was to describe variations in nursing students’ conceptions of a drama workshop to practically illustratecommunication in nurses’ work. This qualitative study was conducted at a university in southern Sweden. Interviewswith 15 nursing students were conducted and the data were analyzed using a phenomenographicapproach. Four descriptive categories were identified through the analysis: ‘Conceptions in relation to thedevelopment of empathy’, ‘Conceptions in relation to “my” learning’, ‘Conceptions in relation to personaldevelopment of professional identity’ and ‘Conceptions in relation to the understanding of applying pedagogythrough drama as a method’. This study illustrates that the use of drama in nursing education can increasenursing students’ understanding of professional communication relating to the care of patients. To use drama asan educational method provides opportunities to develop nurses’ professional identity and professional role.Moreover, drama can act as a teaching strategy that increases the understanding of theory through practical exercises.

  • 22.
    Stenberg, Marie
    et al.
    Malmö universitet, Fakulteten för hälsa och samhälle (HS), Institutionen för vårdvetenskap (VV).
    Mangrio, Elisabeth
    Malmö universitet, Fakulteten för hälsa och samhälle (HS), Institutionen för vårdvetenskap (VV).
    Bengtsson, Mariette
    Malmö universitet, Fakulteten för hälsa och samhälle (HS), Institutionen för vårdvetenskap (VV).
    Carlson, Elisabeth
    Malmö universitet, Fakulteten för hälsa och samhälle (HS), Institutionen för vårdvetenskap (VV).
    Formative peer assessment in higher healthcare education programmes: a scoping review2021Ingår i: BMJ Open, E-ISSN 2044-6055, Vol. 11, nr 2, artikel-id e045345Artikel, forskningsöversikt (Refereegranskat)
    Abstract [en]

    Objectives Formative peer assessment focuses onlearning and development of the student learning process.This implies that students are taking responsibility forassessing the work of their peers by giving and receivingfeedback to each other. The aim was to compile researchabout formative peer assessment presented in higherhealthcare education, focusing on the rationale, theinterventions, the experiences of students and teachersand the outcomes of formative assessment interventions.Design A scoping review.Data sources Searches were conducted until May 2019in PubMed, Cumulative Index to Nursing and Allied HealthLiterature, Education Research Complete and EducationResearch Centre. Grey literature was searched in LibrarySearch, Google Scholar and Science Direct.Eligibility criteria Studies addressing formative peerassessment in higher education, focusing on medicine,nursing, midwifery, dentistry, physical or occupationaltherapy and radiology published in peer-reviewedarticlesor in grey literature.Data extractions and synthesis Out of 1452 studies,37 met the inclusion criteria and were critically appraisedusing relevant Critical Appraisal Skills Programme, JoannaBriggs Institute and Mixed Methods Appraisal Tool tools.The pertinent data were analysed using thematic analysis.Result The critical appraisal resulted in 18 includedstudies with high and moderate quality. The rationale forusing formative peer assessment relates to giving andreceiving constructive feedback as a means to promotelearning. The experience and outcome of formativepeer assessment interventions from the perspectiveof students and teachers are presented within threethemes: (1) organisation and structure of the formativepeer assessment activities, (2) personal attributes andconsequences for oneself and relationships and (3)experience and outcome of feedback and learning.Conclusion Healthcare education must considerpreparing and introducing students to collaborativelearning, and thus develop well-designedlearningactivities aligned with the learning outcomes. Since peercollaboration seems to affect students’ and teachers’experiences of formative peer assessment, empiricalinvestigations exploring collaboration between studentsare of utmost importance.

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  • 23.
    Leung, Doris Y
    et al.
    The Hong Kong Polytechnic University.
    Kumlien, Christine
    Malmö universitet, Fakulteten för hälsa och samhälle (HS), Institutionen för vårdvetenskap (VV).
    Bish, Melanie
    La Trobe University, Australia.
    Carlson, Elisabeth
    Malmö universitet, Fakulteten för hälsa och samhälle (HS), Institutionen för vårdvetenskap (VV).
    Chan, Pui Sze
    The Hong Kong Polytechnic University.
    Chan, E Angela
    The Hong Kong Polytechnic University.
    Using internationalization-at-home activities to enhance the cultural awareness of health and social science research students: A mixed-method study2021Ingår i: Nurse Education Today, ISSN 0260-6917, E-ISSN 1532-2793, Vol. 100, artikel-id 104851Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    BACKGROUND: Despite healthcare scholars valuing diversity, current cultural awareness training does not address mechanisms that drive societal patterns, that generates cultural insensitivity and reinforces stereotypes of minority groups. The influence of culture on thinking is an important issue because of potential ethnocentric biases on the design, data collection, analysis, and dissemination of research.

    OBJECTIVES: Using internationalization-at-home activities to explore the mechanisms that enhance the development of cultural awareness in postgraduate health and social science research students.

    DESIGN AND METHODS: A pragmatic critical realist study, qualitatively dominant, using mixed-methods to integrate and analyze qualitative and quantitative data. Data were collected pre- and post-internationalization-at-home activities. Qualitative data were collected from online discussion forums and focus groups, and quantitative data were collected from a pre-test and post-test measure of cultural awareness.

    SETTING AND PARTICIPANTS: Eighteen research students in postgraduate health and social science programs from three universities (Australia, Hong Kong, and Sweden) participated in five formal internationalization-at-home webinars and informal international group activities.

    RESULTS: Participants reported four mechanisms counteracting structures (i.e., ethnocentric biases) toward the emergence of cultural awareness: 1. awareness of cultural issues motivating people toward achieving a common goal; 2. reflexivity within psychological safety; 3. deliberations that challenge the veracity of individual assumptions; 4. courage coupled with curiosity. When some or all the mechanisms occurred, properties of enhanced cultural awareness emerged, as confirmed by the quantitative data.

    CONCLUSIONS: Cultural awareness training should emphasize social relations to allow cultural safety to develop for postgraduate health and social science research students. Without skills revealing unconsciously held ethical values, this study argues that postgraduate health and social science students may inadvertently reconstitute and reinforce in their research the discrimination of underserved groups.

  • 24.
    Vuckovic, Verica
    et al.
    Malmö universitet, Fakulteten för hälsa och samhälle (HS), Institutionen för vårdvetenskap (VV). Office of Psychiatry and Habilitation, Psychiatric Clinic in Helsingborg, Region Skane, Sweden.
    Carlson, Elisabeth
    Malmö universitet, Fakulteten för hälsa och samhälle (HS), Institutionen för vårdvetenskap (VV).
    Sunnqvist, Charlotta
    Malmö universitet, Fakulteten för hälsa och samhälle (HS), Institutionen för vårdvetenskap (VV).
    'Working as a Real Nurse': Nursing Students' Experiences of a Clinical Education Ward in Psychiatric Care2021Ingår i: Issues in Mental Health Nursing, ISSN 0161-2840, E-ISSN 1096-4673, Vol. 42, nr 11, s. 1038-1047Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Although the concept of clinical education wards has shown encouraging outcomes regarding nursing students' satisfaction with clinical placements in somatic care, the existing research in a psychiatric context is sparse. This study aims to explore nursing students' experience during clinical education at a psychiatric clinical education ward. A qualitive descriptive study with content analysis, using interviews with 16 bachelor's degree nursing students was conducted. The results indicated that an enriched and adapted learning environment focusing on psychiatric nursing with peer learning supported independence and progression into the future nursing role.

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  • 25.
    Leung, Doris
    et al.
    School of Nursing Hong Kong Polytechnic University.
    Chan, Engle Angela
    School of Nursing Hong Kong Polytechnic University.
    Wong, Arkers K. C
    School of Nursing Hong Kong Polytechnic University.
    Reisenhofer, Sonia
    College of Science, Health & Engineering, La Trobe University, Australia.
    Stenberg, Marie
    Malmö universitet, Fakulteten för hälsa och samhälle (HS), Institutionen för vårdvetenskap (VV).
    Chan, Pui Szea
    School of Nursing Hong Kong Polytechnic University.
    Lai, K.H.
    School of Nursing Hong Kong Polytechnic Universuty.
    Cruz, Enrique
    School of Nursing and Midwifery, La Trobe University, Australia.
    Carlson, Elisabeth
    Malmö universitet, Fakulteten för hälsa och samhälle (HS), Institutionen för vårdvetenskap (VV).
    Advancing pedagogy of undergraduate nursing students' cultural awarenessthrough internationalization webinars: A qualitative study2020Ingår i: Nurse Education Today, ISSN 0260-6917, E-ISSN 1532-2793, Vol. 93, artikel-id 104514Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    In today's world, nurses increasingly care for individuals from different cultures. Because culturally sensitivecare can improve patient satisfaction in care, nurses need to develop cultural competence in their practice. Todevelop cultural competence, one option is to build cultural awareness by exposing students to nursing practicesin other cultures through online internationalization-at-home activities. However, little is known about theprocess of cultural awareness development through internationalization activities. Therefore, this qualitativestudy aimed to identify the development process of cultural awareness in nursing students, who participated in aseries of internationalization-at-home activities. A total of 31 nursing students from Australia, Hong Kong, andSweden volunteered to participate in student-led learning groups. Groups consisted of two to four students fromeach university, who engaged in four weekly webinars and online reflections about nursing practice based on acase scenario. Data were collected from participants' ongoing reflective journal entries, and after the webinarsended, from three focus groups. A semi-structured interview guide was used to understand how the internationalization-at-home activities impacted their cultural awareness and knowledge of nursing. Data wereanalyzed using interpretive description. Following four levels of thematic analysis (i.e., comprehension,synthesis, theorizing, reconceptualization), we identified four themes in the development of cultural awareness:1) nurturing reciprocity through comparisons of nursing culture; 2) discovering common ethical values of thenursing profession; 3) developing cultural awareness in nursing ideology and practice; and 4) transformingunderstanding of nursing in the context of their healthcare systems. By the end of the internationalizationactivities, students appeared to have developed relational skills to facilitate their own inner dialogue aboutethical ideals of “self” and “other” in the context of being part of the global nursing community. Future researchshould develop and assess teaching strategies that can further facilitate the four themes in cultural awarenessdevelopment.

  • 26.
    Webster, Katherine E F
    et al.
    Malmö universitet, Fakulteten för hälsa och samhälle (HS), Institutionen för vårdvetenskap (VV).
    Carlson, Elisabeth
    Malmö universitet, Fakulteten för hälsa och samhälle (HS), Institutionen för vårdvetenskap (VV).
    Building therapeutic connections with the acutely ill through standardised patient simulation in nurse education an evaluation study2020Ingår i: Nurse Education Today, ISSN 0260-6917, E-ISSN 1532-2793, Vol. 84, artikel-id 104261Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Background: Phenomenological empathy and sense of coherence are two researched communication approaches used to improve therapeutic connections with patients in a variety of nurse related settings. The aim of this study is to evaluate students' feedback concerning how this event has enabled that understanding, development and refinement of skill-sets in PE and SoC when managing the acutely ill during simulation. Methods: 114 third year bachelor degree-nursing students were given the opportunity to complete an evaluation, developed for the specific purpose of this study. The evaluation contained six closed questions on a four point Likert-scale and three open questions, handed out upon completion of the standardised patient simulation of the acutely ill. Comments written in response to the open questions were analysed using manifest content analysis and closed questions using SPSS to produce descriptive frequencies. Results: 100 students completed the evaluation. Student nurses', regardless of previous experience or age, indicated the need for more education and practice in phenomenological empathy and sense of coherence to enhance their ability to build therapeutic connections with the acutely ill. Conclusions: Teaching phenomenological empathy and sense of coherence, as an integral part of standardised patient simulation is necessary to motivate student nurses ability to build therapeutic relationships with the acutely ill to enhance person centred care.

  • 27.
    Ramji, Rathi
    et al.
    Malmö universitet, Fakulteten för hälsa och samhälle (HS), Institutionen för vårdvetenskap (VV).
    Carlson, Elisabeth
    Malmö universitet, Fakulteten för hälsa och samhälle (HS), Institutionen för vårdvetenskap (VV).
    Kottorp, Anders
    Malmö universitet, Fakulteten för hälsa och samhälle (HS), Institutionen för vårdvetenskap (VV).
    Shleev, Sergey
    Malmö universitet, Fakulteten för hälsa och samhälle (HS), Institutionen för biomedicinsk vetenskap (BMV). Malmö universitet, Biofilms Research Center for Biointerfaces.
    Awad, Eman
    Malmö universitet, Fakulteten för hälsa och samhälle (HS), Institutionen för biomedicinsk vetenskap (BMV).
    Rämgård, Margareta
    Malmö universitet, Fakulteten för hälsa och samhälle (HS), Institutionen för vårdvetenskap (VV).
    Development and evaluation of a physical activity intervention informed by participatory research: a feasibility study2020Ingår i: BMC Public Health, E-ISSN 1471-2458, Vol. 20, artikel-id 112Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Background: Despite numerous interventions aiming to improve physical activity in socially disadvantagedpopulations, physical inactivity remains to be a rising challenge to public health globally, as well as, in Sweden. Inan effort to address this challenge, a community-based participatory intervention was developed through activecommunity engagement and implemented in a socially disadvantaged neighborhood in Sweden. The current studyaims to present the development and initial evaluation of a participatory research driven physical activityintervention.Methods: Fifteen participants (11 females and 4 males) aged 17–59 years volunteered to participate in the physicalactivity intervention program. The intervention program was evaluated using a longitudinal mixed methods designmeasuring health impact changes over time through focus group discussions and quality of life surveys. Furtheradditional biomedical health parameters such as levels of glycosylated hemoglobin, blood pressure, levels ofoxygen saturation and body mass index were monitored before and after the intervention. Focus group data wereanalyzed using content analysis with an inductive approach. The pre-and post-test scores from the survey-basedquality of life domains, as well as the health parameters were compared using non-parametric and parametricstatistics.Results: Four themes emerged from the analysis of the focus group discussions including sense of fellowship,striving for inclusion and equity, changing the learner perspective and health beyond illness. The scores for thedomains Physical Health, Psychological Health, Social Relationships and Health Satisfaction where significantlyhigher after participation in the physical activity intervention program compared to the pre-test scores (p < .05)s.There were however, no significant changes in the scores for the environmental domain and overall quality of lifeafter intervention compared to that prior to intervention start. Overall, the biomedical health parameters remainedstable within the normal ranges during intervention.Conclusion: The focus group discussions and results from the surveys and biomedical measures reveal importantfindings to understand and further develop the intervention program to promote health equity among citizens indisadvantaged areas. Evaluating the feasibility of such an intervention using multiple approaches contributes toeffective implementation of it for larger communities in need.

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  • 28.
    Mangrio, Elisabeth
    et al.
    Malmö universitet, Fakulteten för hälsa och samhälle (HS), Institutionen för vårdvetenskap (VV). Malmö universitet, Malmö Institute for Studies of Migration, Diversity and Welfare (MIM).
    Carlson, Elisabeth
    Malmö universitet, Fakulteten för hälsa och samhälle (HS), Institutionen för vårdvetenskap (VV). Malmö universitet, Malmö Institute for Studies of Migration, Diversity and Welfare (MIM).
    Zdravkovic, Slobodan
    Malmö universitet, Fakulteten för hälsa och samhälle (HS), Institutionen för vårdvetenskap (VV). Malmö universitet, Malmö Institute for Studies of Migration, Diversity and Welfare (MIM).
    Newly arrived refugee parents in sweden and their experience of the resettlement process: A qualitative study2020Ingår i: Scandinavian Journal of Public Health, ISSN 1403-4948, E-ISSN 1651-1905, Vol. 48, nr 7, s. 699-706Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Aims: The Swedish public support system for integration and establishment of newly arrived refugees includes an individualized introduction plan, containing language, civic and health information classes. As the plan requires active involvement, the simultaneous establishment of childcare and school start for children risks creating additional challenges and frustrations. The aim of the study was to explore the experience of adjustment among newly arrived refuge parents in the resettlement process, so as to understand how this risk may be mitigated. Methods: A qualitative study conducted with 24 Syrian refugee parents participating in the resettlement process and having received asylum status. Results: Parents experienced stress due to long waiting times for residence permits and the struggle to find stable housing. The parents established themselves by enrolling in language studies and looking for employment. They also faced challenges adjusting socially since they were mainly meeting people from their own country and therefore felt excluded from the Swedish society. Conclusions: The parents describe the experiences of having escaped from a war-torn country and arrived in new surroundings as mainly challenging for their current situation. Feelings of uncertainty arise as families struggle with daily life while waiting for residence permits, finding stable housing, learning a language and adjusting to new social circumstances. Having this in mind, we conclude that this group of refugees is exposed to health risks in the near future and as such is in need of additional support.

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  • 29.
    Mangrio, Elisabeth
    et al.
    Malmö universitet, Fakulteten för hälsa och samhälle (HS), Institutionen för vårdvetenskap (VV). Malmö universitet, Malmö Institute for Studies of Migration, Diversity and Welfare (MIM).
    Carlson, Elisabeth
    Malmö universitet, Fakulteten för hälsa och samhälle (HS), Institutionen för vårdvetenskap (VV).
    Zdravkovic, Slobodan
    Malmö universitet, Malmö Institute for Studies of Migration, Diversity and Welfare (MIM). Malmö universitet, Fakulteten för hälsa och samhälle (HS), Institutionen för vårdvetenskap (VV).
    Nyanlända flyktingars upplevelse av hälsa under etableringen i Sverige: Delrapport från MILSA 2.02020Rapport (Övrig (populärvetenskap, debatt, mm))
    Abstract [sv]

    Bakgrund

    Migration överlag är en faktor som kan leda till ökade stressnivåer bland migranter vilket ofta kan bero på de omständigheter som förekommit kring själva flykten. Efter att de nyanlända anlänt till värdlandet väntar ofta en period av osäker väntan på uppehållstillstånd vilket har tydligt visat sig korrelera negativt med den psykiska hälsan. I samband med beviljat uppehållstillstånd påbörjas en rad stödinsatser för etablering i samhället. I Sverige erbjuds alla nyanlända att delta i etableringsprocessen vilken innebär ett individanpassat stöd för den nyanländes etablering i samhället. En grundförutsättning för ett aktivt deltagande i etableringsprocessen är en god hälsa samt en stabil tillvaro i form av en trygg boendesituation. En särskilt utsatt grupp bland de nyanlända är familjer med barn där utmaningarna med etableringen är betydligt mer skiftande jämfört med de ensamstående. Dessutom utgör nyanlända kvinnor av olika anledningar en särskilt utsatt grupp. Det är därmed av vikt att närmare belysa hur de nyanlända familjerna och särskilt de nyanlända kvinnorna ser på sin hälsa och sin situation under etableringsprocessen i Sverige.

    Syfte

    Syftet med studien var att belysa nyanlända familjers upplevelse av hälsa under det att de deltar i etableringsprocessen samt att särskilt belysa nyanlända kvinnors situation under etableringen.

    Material och metod

    Föreliggande rapport utgörs av två delstudier genomförda med kvalitativ forskningsmetod. Båda delstudierna har baserats på insamlat material genom kvalitativa intervjuer. Intervjuerna har baserats på semi-strukturerade frågescheman som innebär att ett antal övergripande frågor eller teman använts som utgångspunkt vid intervjuerna. Totalt genomfördes 26 intervjuer varav 15 med fokus på familjer och 11 med fokus på kvinnornas situation. Det insamlade materialet har i den första delstudien bearbetats med Attride-Stirlings metod i form av ett tematiskt nätverk och i den andra delstudien med Burnards metod för innehållsanalys. Eftersom det förekommer svårigheter med språket så tidigt inpå flykten till Sverige genomfördes intervjuerna med hjälp av auktoriserade tolkar. Alla intervjuer utfördes i Skåne län.

    Slutsats

    Nyanlända familjer i etableringen kämpade med väntan på ett erhålla uppehållstillstånd och utmanades även av att hitta ett stabilt boende för sina familjer. Barnen trivdes bra i skolan och föräldrarna drevs av att lära sig det svenska språket samt att komma in på arbetsmarknaden. Detta upplevdes dock10som en utmaning. En del av föräldrarna led även av att ha familjemedlemmar kvar i hemlandet och utmanades av den nya sociala situationen i Sverige. Vad gäller kvinnornas situation specifikt framkom det att återföreningen med familjemedlemmar var viktig eftersom saknaden efter dem ansågs kunna påverka den psykiska hälsan negativt. Kvinnorna i studien verkade vara ivriga till att lära sig språket och att komma in på arbetsmarknaden.Sammanfattningsvis är det viktigt att påpeka att föreliggande undersökning avsåg att studera upplevelsen av hälsa men att detta tema av respondenterna besvarades i relation till hälsans bestämningsfaktorer såsom arbetslöshet, delaktighet och svenskt socialt nätverk samt trygg boendesituation.

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  • 30.
    Ericsson, Anna
    et al.
    School of Nursing, The Hong Kong Polytechnic University, Hong Kong, Hong Kong.
    Carlson, Elisabeth
    Malmö universitet, Fakulteten för hälsa och samhälle (HS), Institutionen för vårdvetenskap (VV). Malmö universitet, Malmö Institute for Studies of Migration, Diversity and Welfare (MIM).
    Ching, Shirley Siu-Yin
    School of Nursing, The Hong Kong Polytechnic University, Hong Kong, Hong Kong.
    Molassiotis, Alex
    School of Nursing, The Hong Kong Polytechnic University, Hong Kong, Hong Kong.
    Kumlien, Christine
    Malmö universitet, Fakulteten för hälsa och samhälle (HS), Institutionen för vårdvetenskap (VV). Department of Cardiothoracic and Vascular Surgery, Skåne University Hospital, Malmö, Sweden.
    Partners' experiences of living with men who have screening-detected abdominal aortic aneurysms: A qualitative descriptive study2020Ingår i: Journal of Clinical Nursing, ISSN 0962-1067, E-ISSN 1365-2702, Vol. 29, nr 19-20, s. 3711-3720Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    AIM: To describe partners' experiences of living with men with a screening-detected abdominal aortic aneurysm (AAA).

    BACKGROUND: Diagnosis of a chronic life-threatening disease affects the patients' as well as their partners' lives in different aspects. AAA, with rupture as the major consequence, is a life-threatening disease that can affect the whole family. Screening programmes for AAA have been introduced in several countries to reduce the mortality rate. Although the awareness of having an AAA influences the individuals' quality of life and well-being, it is still unclear how it affects their partners.

    DESIGN: Qualitative descriptive design.

    METHODS: . The data were analysed using qualitative content analysis. The study conforms to the COREQ checklist.

    RESULTS: Three categories were identified: (a) experiencing the unexpected; (b) being reminded of fragility; and (c) balancing a changing relationship. The partners had a positive attitude towards the screening process and were pleased that their husbands were under surveillance. Nevertheless, at the same time, the diagnosis caused worries and questions. The AAA diagnosis was constantly in the minds of the partners, which sometimes affected and limited daily activities. Furthermore, ambivalent feelings towards surgical treatment were described. The partners tried to support their men and encouraged them to achieve a healthy lifestyle.

    CONCLUSION: The partners' well-being and daily lives were impacted by the awareness of the screening-detected AAA. Different degrees of worry were the most common reaction and were pervasive in all three categories.

    RELEVANCE FOR CLINICAL PRACTICE: The result highlights the need to review routines or develop new strategies to include the partners in the process of screening and offer supplementary support and information.

  • 31.
    Carlson, Elisabeth
    et al.
    Malmö universitet, Fakulteten för hälsa och samhälle (HS), Institutionen för vårdvetenskap (VV).
    Stenberg, Marie
    Malmö universitet, Fakulteten för hälsa och samhälle (HS), Institutionen för vårdvetenskap (VV).
    Peer learning: making use of sociocultural theory2020Ingår i: Nurse Education in Practice, ISSN 1471-5953, E-ISSN 1873-5223, Vol. 46Artikel i tidskrift (Övrigt vetenskapligt)
  • 32.
    Stenberg, Marie
    et al.
    Malmö universitet, Fakulteten för hälsa och samhälle (HS), Institutionen för vårdvetenskap (VV).
    Bengtsson, Mariette
    Malmö universitet, Fakulteten för hälsa och samhälle (HS), Institutionen för vårdvetenskap (VV).
    Mangrio, Elisabeth
    Malmö universitet, Fakulteten för hälsa och samhälle (HS), Institutionen för vårdvetenskap (VV).
    Carlson, Elisabeth
    Malmö universitet, Fakulteten för hälsa och samhälle (HS), Institutionen för vårdvetenskap (VV).
    Preceptors' experiences of using structured learning activities as part of the peer learning model: A qualitative study2020Ingår i: Nurse Education in Practice, ISSN 1471-5953, E-ISSN 1873-5223, Vol. 42, artikel-id 102668Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    The clinical environment is a vital component of nurse education, constantly changing due to constraints of the current health care systems such as increasing number of students and a limited number of preceptors. Peer learning, is gaining momentum as an educational model highly suitable for clinical placements. The peer learning model incorporates structured learning activities that support student activity, but little is reported of the actual structure and content of those activities. Thereby, the aim of this study was to explore precepting nurses’ experience of using structured learning activities as part of the peer learning model during clinical placement. We used a qualitative research approach, using two open self-administered global questions. The result is based on the analysis of the written responses from 62 preceptors. Four categories followed the analysis: An opportunity for collaboration, An occasion for reflection, A new educational structure, and Recommendations for development. The preceptors perceived the structured learning activities as beneficial for increased collaboration and reflection among students. Moreover, utilizing the structured learning activities was perceived to be time saving for the preceptors, however this is an area where further research is needed.

  • 33.
    Kumlien, Christine
    et al.
    Malmö universitet, Fakulteten för hälsa och samhälle (HS), Institutionen för vårdvetenskap (VV). Department of Cardiothoracic and Vascular Surgery, Skåne University Hospital, Malmö, Sweden.
    Bish, Melanie
    Department of Rural Nursing & Midwifery, La Trobe Rural Health School, Melbourne, Australia.
    Chan, Engle A
    School of Nursing, Hong Kong Polytechnic University, Hong Kong, Hong Kong.
    Rew, Lynn
    School of Nursing, University of Texas at Austin, Austin, USA.
    Chan, P S
    School of Nursing, Hong Kong Polytechnic University, Hong Kong, Hong Kong.
    Leung, Doris
    School of Nursing, Hong Kong Polytechnic University, Hong Kong, Hong Kong.
    Carlson, Elisabeth
    Malmö universitet, Fakulteten för hälsa och samhälle (HS), Institutionen för vårdvetenskap (VV).
    Psychometric properties of a modified cultural awareness scale for use in higher education within the health and social care fields2020Ingår i: BMC Medical Education, E-ISSN 1472-6920, Vol. 20, nr 1, artikel-id 406Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    BACKGROUND: Cultural awareness and cultural competence have become important skills in higher education as populations continue to grow in diversity around the world. However, currently, there are few instruments designed to assess student awareness of the aspects of culture, and the existing instruments need further development and testing for use with different target populations. Therefore, the aim of this study was to test the psychometric properties of a modified version of the Cultural Awareness Scale (CAS) for use in higher education within the health and social care fields.

    METHODS: A modified version of the CAS was developed, which was tested psychometrically using cross-sectional data. In total, 191 undergraduate students from different health and social care undergraduate programs in Sweden and Hong Kong responded to a call to test the modified instrument.

    RESULTS: The results showed that the modified CAS is a four-factor measure of cultural awareness and possesses satisfactory internal consistency. Results also support the use of the modified CAS as a generic tool to measure cultural awareness among students in higher education within the health and social care fields.

    CONCLUSION: The modified CAS showed satisfactory psychometric properties and can be recommended as a generic tool to measure cultural awareness among students in higher education within the health and social care fields. However, further psychometric testing on the effectiveness of the modified CAS as a tool to evaluate the efficacy of cultural awareness interventions is required.

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  • 34.
    Westerdahl, Frida
    et al.
    Malmö universitet, Fakulteten för hälsa och samhälle (HS), Institutionen för vårdvetenskap (VV).
    Carlson, Elisabeth
    Malmö universitet, Fakulteten för hälsa och samhälle (HS), Institutionen för vårdvetenskap (VV).
    Wennick, Anne
    Malmö universitet, Fakulteten för hälsa och samhälle (HS), Institutionen för vårdvetenskap (VV).
    Borglin, Gunilla
    Malmö universitet, Fakulteten för hälsa och samhälle (HS), Institutionen för vårdvetenskap (VV). Nursing Education, Lovisenberg Diaconal University College, Oslo, Norway.
    Teaching strategies and outcome assessments targeting critical thinking in bachelor nursing students: a scoping review protocol.2020Ingår i: BMJ Open, E-ISSN 2044-6055, Vol. 10, nr 1, artikel-id e033214Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    INTRODUCTION: Applying critical thinking is essential for nursing students both in an academic and clinical context. Particularly, as critical thinking is a vital part of nurses' everyday problem-solving and decision-making processes. Therefore, regardless of the topic taught or the setting in which it is taught, it requires teaching strategies especially targeting students' critical thinking skills and abilities. One challenge with the latter is the difficulties to assess and evaluate the impact of such teaching strategies on the students' critical thinking disposition. Hence, our objective will be to review published literature on; existing teaching strategies and outcomes assessments targeting nursing students' critical thinking skills and abilities.

    METHODS AND ANALYSIS: Our scoping review will be conducted in accordance with Arksey and O'Malley's framework for scoping studies. Search strategies will be developed in cooperation with an experienced librarian, and adjusted to each individual database for example, CINAHL, PubMed, PsycINFO, ERIC and ERC. A preliminary search in CINAHL was conducted on the 17th of July 2019. Peer-reviewed published studies conducted with a qualitative, quantitative or mixed method design and focussing our objectives, will be eligible for inclusion. Included studies will be quality assessed in accordance with their study design. Data will be charted using a standardised extraction form. The qualitative data will be presented through a thematic analyses, and the quantitative data by descriptive numerical analysis. Lastly, nurse educators and nursing students will be consulted for validation of the findings from the scoping review.

    ETHICS AND DISSEMINATION: Under the Swedish Ethical Review Act (2003:460) this study does not need ethical clearance by a Regional Ethical Review Authority as it not includes any primary empirical data on biological material or sensitive information. The findings will be used to inform the design of a future study aiming to develop an, and subsequently evaluate it, educational intervention targeting teaching strategies focussing on nursing students' critical thinking skills and abilities.

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  • 35.
    Ramji, Rathi
    et al.
    Malmö universitet, Fakulteten för hälsa och samhälle (HS), Institutionen för vårdvetenskap (VV).
    Carlson, Elisabeth
    Malmö universitet, Fakulteten för hälsa och samhälle (HS), Institutionen för vårdvetenskap (VV).
    Brogårdh-Roth, Susanne
    Malmö universitet, Odontologiska fakulteten (OD).
    Olofsson, Anna Nilvéus
    Department of Odontology and Scientific Affairs, TePe Oral Hygiene Products, Malmö, Skåne, Sweden.
    Kottorp, Anders
    Malmö universitet, Fakulteten för hälsa och samhälle (HS), Institutionen för vårdvetenskap (VV).
    Rämgård, Margareta
    Malmö universitet, Fakulteten för hälsa och samhälle (HS), Institutionen för vårdvetenskap (VV).
    Understanding behavioural changes through community-based participatory research to promote oral health in socially disadvantaged neighbourhoods in Southern Sweden.2020Ingår i: BMJ Open, E-ISSN 2044-6055, Vol. 10, nr 4, artikel-id e035732Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    OBJECTIVES: Inequalities in oral health have been on the rise globally. In Sweden, these differences exist not between regions, but among subgroups living in vulnerable situations. This study aims at understanding behavioural change after taking part in participatory oral health promotional activity among families living in socially disadvantaged neighbourhoods in Southern Sweden.

    SETTING: The current study involved citizens from a socially disadvantaged neighbourhood in Malmö, together with actors from the academic, public and private sectors. These neighbourhoods were characterised by high rates of unemployment, crime, low education levels and, most importantly, poor health.

    PARTICIPANTS: Families with children aged 7-14 years from the neighbourhood were invited to participate in the health promotional activities by a community representative, known as a health promoter, using snowball sampling. Between 8 and 12 families participated in the multistage focus groups over 6 months. Data were analysed using qualitative content analysis.

    RESULTS: Three main themes emerged from the analysis, providing an understanding of the determinants for behavioural change, including meaningful social interactions, family dynamics and health trajectories. The mothers in the study valued the social aspects of their participation; however, they believed that gaining knowledge in combination with social interaction made their presence also meaningful. Further, the participants recognised the role of family dynamics primarily the interactions within the family, family structure and traditional practices as influencing oral health-related behaviour among children. Participants reported having experienced a change in general health owing to changed behaviour. They started to understand the association between general health and oral health that further motivated them to follow healthier behavioural routines.

    CONCLUSIONS: The results from this study show that oral health promotion through reflection and dialogue with the communities, together with other stakeholders, may have the potential to influence behavioural change and empower participants to be future ambassadors for change.

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  • 36.
    Persson, Ulrika
    et al.
    University Hospital of Skåne, Sweden.
    Carlson, Elisabeth
    Malmö universitet, Fakulteten för hälsa och samhälle (HS), Institutionen för vårdvetenskap (VV).
    Conceptions of professional work in contemporary healthcare: Perspectives from registered nurses in somatic care: A phenomenographic study2019Ingår i: Journal of Clinical Nursing, ISSN 0962-1067, E-ISSN 1365-2702, Vol. 28, nr 1-2, s. 201-208Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Aims and objectives: To explore the variation of registered nurses’ conceptions of the professional work in contemporary somatic health care. Background: The turnover of registered nurses has consistently been high in recent years. This implies that competence is at risk of disappearing from patient care, which might lead to an increase in organisational costs and a decreased quality of care. Therefore, management at all levels within healthcare organisations is trying to find ways to make use of available nursing resources more efficiently. This could imply new views on nurses’ professional work in future. Design: Qualitative design with a phenomenographic approach. Methods: Semistructured interviews with registered nurses in somatic care. Result: Four descriptive categories emerged: registered nurse as an expert in nursing, registered nurse as a close collaborator to the patients, registered nurse as a coordinator and leader and registered nurse as an administrator. Conclusions: The registered nurses’ conception of their work is being experts in nursing and having a key role in leading the care forward. They perceive that they are important in coordinating the care to guarantee that the patient receives the right competence. Registered nurses perceive their work to be most important when working in close interaction with the patients, whereas the organisation is perceived as an obstacle to achieve this. Relevance to clinical practice: This result may be a contribution to understand what registered nurses conceive is their work. The result can also help identifying factors influencing registered nurses intent to stay. Thus, it is of importance for managers to involve the professionals in the development of clinical care, as well as allowing professionals to influence higher‐level organisational changes to ensure quality in care and patient safety.

  • 37.
    Ljungbeck, Birgitta
    et al.
    Malmö universitet, Fakulteten för hälsa och samhälle (HS), Institutionen för vårdvetenskap (VV). Municipal Healthcare in Hässleholm, Management of Care and Welfare, Löjtnants GranlundsVäg 12, SE 28152, Sweden.
    Sjögren Forss, Katarina
    Malmö universitet, Fakulteten för hälsa och samhälle (HS), Institutionen för vårdvetenskap (VV).
    Finnbogadóttir, Hafrún
    Malmö universitet, Fakulteten för hälsa och samhälle (HS), Institutionen för vårdvetenskap (VV).
    Carlson, Elisabeth
    Malmö universitet, Fakulteten för hälsa och samhälle (HS), Institutionen för vårdvetenskap (VV).
    Curricula and learning objectives in nurse practitioner programmes: a scoping review protocol2019Ingår i: BMJ Open, E-ISSN 2044-6055, Vol. 9, nr 7, artikel-id e028699Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Introduction: Globally, nurse practitioner (NP) has become an important nursing role in the pursuit of a more efficient healthcare, possessing the necessary expert skills to work as autonomous practitioners. Nevertheless, there are barriers in the implementation of this role. One barrier concerns the different levels of education required for NPs. Previous studies demonstrate the importance of acting for a uniform international education. The aim of the scoping review was to compile research about education to become an NP, focusing on the content of curricula and learning objectives.

    Methods and analysis: The six-stage methodological framework by Arksey and O'Malley will guide the scoping review through the following stages: identifying the research questions; identifying relevant studies; study selection; charting the data; collating, summarising and reporting the results; and consultation. The research questions are as follows: What is the content of curricula in NP programmes? What are the learning objectives in NP programmes? The literature searches will be conducted between March and June 2019 in the following databases: PubMed, CINAHL and ERIC, followed by hand searching reference lists of key studies. Grey literature will be searched in Google Scholar, Libsearch, existing networks and relevant organisations. Two researchers will screen titles and abstracts. Included full-text articles will be screened by three researchers and assessed for their methodological quality by the use of the Critical Appraisal Skills Programme. The PreferredReporting Items for Systematic Reviews and Meta-Analyses flow diagram will be used to demonstrate included and excluded articles. The findings will be presented through a numerical summary of the included articles, followed by a thematic analysis.

    Ethics and dissemination: Research ethics approval is not required for a scoping review. The scoping review will be submitted to a peer-reviewed journal. Additionally, the findings will be disseminated to stakeholders representing political, educational, professional and union organisations through a Delphi study as part of the consultation stage of the Arksey and O'Malleys framework.

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  • 38.
    Renmarker, Elisabeth
    et al.
    Malmö universitet, Fakulteten för hälsa och samhälle (HS), Institutionen för vårdvetenskap (VV).
    Carlson, Elisabeth
    Malmö universitet, Fakulteten för hälsa och samhälle (HS), Institutionen för vårdvetenskap (VV).
    Evaluation of Swedish nursing students' experience of a web-based platform for drug calculation.2019Ingår i: Nurse Education in Practice, ISSN 1471-5953, E-ISSN 1873-5223, Vol. 38, s. 89-95Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Safe drug calculation is important in nursing as insufficient skills pose a risk to patient safety. Therefor solid education in mathematics for undergraduate nursing students must be provided. To support nursing students' skills in drug calculation, a web-based learning platform for drug calculation was created. The aim of this study was to investigate nursing students' experiences of a web-based learning platform for drug calculation in terms of usability and learning support. The study was a cross-sectional comparative study. Ninety-five nursing students participated, out of which 46 students were in semester one and 49 students were in semester six. A questionnaire was used to evaluate the nursing students' experiences of a web-based learning platform for drug calculation in terms of usability and learning support. The findings were informed by statistical and thematic analyses. The majority of the participants evaluated the platform positively. The platform was deemed useful, and it was a support for the nursing students' learning. These findings provide that a web-based learning platform for drug calculation can be used as a complement to traditional lectures. Nevertheless, further research is required focusing teaching strategies facilitating different learning styles and level of computer skills.

  • 39.
    Ericsson, Anna
    et al.
    School of Nursing, The Hong Kong Polytechnic University, Kowloon, Hong Kong.
    Kumlien, Christine
    Malmö universitet, Fakulteten för hälsa och samhälle (HS), Institutionen för vårdvetenskap (VV). Department of Cardiothoracic and Vascular Surgery, Skåne University Hospital, Malmö, Sweden.
    Ching, Shirley
    School of Nursing, The Hong Kong Polytechnic University, Kowloon, Hong Kong.
    Carlson, Elisabeth
    Malmö universitet, Fakulteten för hälsa och samhälle (HS), Institutionen för vårdvetenskap (VV).
    Molassiotis, Alex
    School of Nursing, The Hong Kong Polytechnic University, Kowloon, Hong Kong.
    Impact on Quality of Life of Men with Screening-Detected Abdominal Aortic Aneurysms Attending Regular Follow ups: A Narrative Literature Review2019Ingår i: European Journal of Vascular and Endovascular Surgery, ISSN 1078-5884, E-ISSN 1532-2165, Vol. 57, nr 4, s. 589-596Artikel, forskningsöversikt (Refereegranskat)
    Abstract [en]

    Objective: This study aimed to review, summarise, and assess the available evidence regarding the impact on the quality of life (QoL) of men undergoing screening for abdominal aortic aneurysm (AAA) and attending regular follow ups. Methods: PubMed, MEDLINE, CINAHL, and PsycINFO were used for searching. The search was performed from April to July 2016, with an update in February-March 2018. The quality of the studies was appraised with respective checklists from the Critical Appraisal Skills Programme. A narrative synthesis of the included studies was performed. The analysis included studies evaluating QoL in relation to one or more of the following concepts: physical function, psychological impact and social life in men undergoing AAA screening, but excluded studies evaluating QoL in AAA patients diagnosed outside a screening program. Results: The initial results from the search were 128 articles. Duplicates were removed, titles and abstracts were screened, and 22 full text articles were collected. Based on the inclusion criteria, 11 quantitative studies were included. Inferior quality of life among men with detected AAA was identified compared to those without the diagnosis and the general population in the included studies. The self-perceived health decreased over time for the participants with AAA. Assessments after surgery showed that the participants returned to similar health as before the screening. A wide variety of factors regarding the methodologies, designs, measurements, sample sizes, and the time for the assessment were noted in the included studies. Conclusion: Quality of life is an important outcome for AAA screening and studies have been conducted in an attempt to address the imbalance between benefits and harm. However, it is still difficult to draw clear conclusions, possibly due to the heterogeneity of the original studies. Nevertheless, it is important to identify men with an AAA who develop conditions influencing their health and QoL in order to understand their care needs to further support them and improve their situation.

  • 40.
    Dieden, Anna
    et al.
    Malmö universitet, Fakulteten för hälsa och samhälle (HS), Institutionen för biomedicinsk vetenskap (BMV).
    Carlson, Elisabeth
    Malmö universitet, Fakulteten för hälsa och samhälle (HS), Institutionen för vårdvetenskap (VV).
    Gudmundsson, Petri
    Malmö universitet, Fakulteten för hälsa och samhälle (HS), Institutionen för vårdvetenskap (VV).
    Learning echocardiography- what are the challenges and what may favour learning? A qualitative study.2019Ingår i: BMC Medical Education, E-ISSN 1472-6920, Vol. 19, nr 1, artikel-id 212Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Background: Echocardiography is a frequently used imaging modality requiring extensive training to master. In order to develop curriculums and teaching material fully favouring students learning within echocardiography, this study aims to investigate students’ experiences of learning echocardiography, focusing on that which is perceived as the main challenges as well as what might aid learning within the area. The findings could serve as a foundation in the development of new teaching material or curriculums. Methods: A qualitative study was performed with data gathered through two audio-recorded focus group interviews with four third year students from the biomedical laboratory programme at Malmö University in each group. Data was analysed by manifest content analysis. Results: Findings were clustered into two categories reflecting the main findings in the text – practical skills and bridging the theory-practice-gap. Students expressed that main challenges when initially learning echocardiography were the projections and handling the probe as well as connecting ultrasound physics and measurements to practical application. Things that aided their learning were immediate feedback, “playing” with the ultrasound machine, video lectures, the possibility to swiftly alternate between practice and theory as well as the learning by their mistakes in a risk-free environment. Conclusions: This study shows the main challenges when initially learning echocardiography and what might be helpful during the learning process. These findings may be useful when developing curriculums or new teaching material within echocardiography. One suggestion might be to develop digital resources such as virtual laboratories (vLABs).

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  • 41.
    Carlson, Elisabeth
    et al.
    Malmö universitet, Fakulteten för hälsa och samhälle (HS), Institutionen för vårdvetenskap (VV).
    Stenberg, Marie
    Malmö universitet, Fakulteten för hälsa och samhälle (HS), Institutionen för vårdvetenskap (VV).
    Lai, Timothy
    School of Nursing, The Hong Kong Polytechnic University, Hong Kong.
    Reisenhofer, Sonia
    School of Nursing and Midwifery, La Trobe University, Melbourne, Australia.
    Chan, Bessie
    School of Nursing, The Hong Kong Polytechnic University, Hong Kong.
    Cruz, Eric
    La Trobe School of Nursing and Midwifery, Alfred Clinical School, Melbourne, Victoria, Australia; Alfred Health ABI Rehabilitation Centre, Caulfield, Victoria, Australia; NHMRC-CRE in Stroke Rehabilitation and Brain Recovery, Heidelberg, Victoria, Australia.
    Leung, Doris
    School of Nursing, The Hong Kong Polytechnic University, Hong Kong.
    Wong, Arkers
    School of Nursing, The Hong Kong Polytechnic University, Hong Kong.
    Chan, E Angela
    School of Nursing, The Hong Kong Polytechnic University, Hong Kong.
    Nursing students’ perceptions of peer learning through student-led cross cultural webinars: A qualitative study2019Ingår i: Journal of Advanced Nursing, ISSN 0309-2402, E-ISSN 1365-2648, Vol. 75, nr 7, s. 1518-1526Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Aims: To explore nursing students’ perception of peer learning during cross‐cultural learning activities through student‐led webinars. Design: An exploratory qualitative study. Methods: Thematic analysis of data collected from reflective journals and focusgroup interviews of participating nursing students across three international universities in Australia, Hong Kong, and Sweden during autumn 2017. Results: Three themes were identified: peer learning as creation of friendship; peer learning from interactions that went beyond what was originally intended; and peer learning as empowered learning. Conclusion: Combining peer learning as an educational approach with cross‐cultural and student‐led webinars provided new perspectives. On‐line learning across global boundaries, based on a sound educational model, creates new opportunities for internationalization without straining individual and institutional financial resources

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  • 42.
    Mangrio, Elisabeth
    et al.
    Malmö universitet, Fakulteten för hälsa och samhälle (HS), Institutionen för vårdvetenskap (VV).
    Zdravkovic, Slobodan
    Malmö universitet, Fakulteten för hälsa och samhälle (HS), Institutionen för vårdvetenskap (VV).
    Carlson, Elisabeth
    Malmö universitet, Fakulteten för hälsa och samhälle (HS), Institutionen för vårdvetenskap (VV).
    Refugee women's experience of the resettlement process: a qualitative study.2019Ingår i: BMC Women's Health, E-ISSN 1472-6874, Vol. 19, nr 1, artikel-id 147Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    BACKGROUND: Resettlement can be particularly challenging for women as having a lower socioeconomic status and language barriers, may impede women's access to education, employment opportunities, health-care services, as well as the cultural, social, material and resilience factors that facilitate adjustment and adaption. Thus, the aim of this study is to further explore the perception of refugee women in Sweden concerning their situation during active participation in the resettlement process in the country. METHODS: Qualitative interview study with 11 recently arrived refugee women who had received their residence permits and were enrolled in the resettlement process. The interviews were conducted in Swedish with the support of an authorized Arabic translator present by telephone. RESULTS: Refugee women suffered from being separated from their loved ones and felt compelled to achieve something of value in the host country. All experienced both physical and mental anguish. CONCLUSIONS: Stakeholders in societies that receive refugee women should stress the importance of finding opportunities for and fast entrance into employment in the host countries. This would be beneficial for the integration and well-being of refugee women after migration.

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  • 43.
    Berlin Hallrup, Leena
    et al.
    Malmö universitet, Fakulteten för hälsa och samhälle (HS), Institutionen för vårdvetenskap (VV).
    Kumlien, Christine
    Malmö universitet, Fakulteten för hälsa och samhälle (HS), Institutionen för vårdvetenskap (VV). Department of Cardio-Thoracic and Vascular Surgery, Skåne University Hospital, Malmö, Sweden.
    Carlson, Elisabeth
    Malmö universitet, Fakulteten för hälsa och samhälle (HS), Institutionen för vårdvetenskap (VV).
    Service managers' experiences of how the participation of people with intellectual disabilities can be promoted in Swedish group homes2019Ingår i: JARID: Journal of applied research in intellectual disabilities, ISSN 1360-2322, E-ISSN 1468-3148, Vol. 32, nr 2, s. 427-434Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    BACKGROUND: People with intellectual disabilities in staffed group homes often need lifelong support and dependency on others. Thereby, special demands are placed on staff and service managers to ensure opportunities for participation in everyday life. This study aims to explore how service managers promote participation in Swedish group homes for adults with intellectual disabilities. METHOD: A qualitative research design involving individual interviews with 14 service managers was used to gain an understanding of how the participation of adults with intellectual disabilities can be promoted in Swedish group homes. RESULTS: The results comprise two main themes; Creating preconditions for participation and Barriers for promotion of participation. CONCLUSIONS: Service managers experienced that promoting service user participation in group homes was an important part of their responsibility. The findings indicate that structural strategies such as coaching, supervision and reflection are important and should be further developed.

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  • 44.
    Kisthinios, Marianne
    et al.
    Malmö universitet, Fakulteten för hälsa och samhälle (HS), Institutionen för vårdvetenskap (VV).
    Carlson, Elisabeth
    Malmö universitet, Fakulteten för hälsa och samhälle (HS), Institutionen för vårdvetenskap (VV).
    The content of meta‐supervision in a nursing educational context2019Ingår i: Nursing Open, E-ISSN 2054-1058, Vol. 6, nr 2, s. 401-407Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Aim: The aim of this article was to illuminate the content of meta‐supervision of clinical supervisors active in a nursing programme delivering clinical supervision to nursing students in southern Sweden. The purpose of clinical supervision is to strengthen and develop the professional role through increased self‐awareness. Design: A qualitative, descriptive study was conducted analysing the documentation of 117 meta‐supervisory situations. Methods: Over 100 handwritten documented sessions, during 10 years of meta‐supervision, were analysed using content analysis. Results: The content of meta‐supervision consisted of three theoretical aspects: psychological aspects, pedagogical aspects and nursing aspects. To employ competent meta‐supervisors, the meta‐supervisor should have documented in‐depth knowledge of psychology, pedagogy and a good knowledge of the nursing context.

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  • 45.
    Axelsson, Malin
    et al.
    Malmö universitet, Fakulteten för hälsa och samhälle (HS), Institutionen för vårdvetenskap (VV).
    Jakobsson, Jenny
    Malmö universitet, Fakulteten för hälsa och samhälle (HS), Institutionen för vårdvetenskap (VV).
    Carlson, Elisabeth
    Malmö universitet, Fakulteten för hälsa och samhälle (HS), Institutionen för vårdvetenskap (VV).
    Which nursing students are more ready for interprofessional learning? A cross-sectional study2019Ingår i: Nurse Education Today, ISSN 0260-6917, E-ISSN 1532-2793, Vol. 79, s. 117-123Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Background: It has been argued that the significance of personality in relation to students' readiness for interprofessional collaboration is an area where more research is needed. Nursing students in particular seem to be unsure about their role in the interprofessional team. Objective: To explore associations between nursing students' readiness for interprofessional learning and personality traits with regard to biological sex, and previous work experience from health care. Design: A cross-sectional questionnaire study. Setting: Nursing students in year one and three enrolled in a three-year undergraduate bachelor in nursing programme. Participants: Nursing students (n = 284) in semester two and six. Methods: The participants completed the Readiness for Interprofessional Learning Scale and the Neuroticism, Extraversion, and Openness to experience Five Factor Inventory-3. The data were statistically analyzed by descriptive statistics, t-tests, correlations and linear regressions. Results: Four of the five investigated personality traits – Extraversion, Openness to experiences, Agreeableness and Conscientiousness - were associated with nursing students' readiness for interprofessional learning. Moreover, nursing students in semester six were more ready for interprofessional learning regarding Negative professional identity and Roles and responsibilities than students in semester two. Female students were more ready for Teamwork and collaboration than male students. Conclusions: Nursing students being more outgoing, open-minded, agreeable or conscientious seem to be more ready for interprofessional learning. Consequently, personality is of significance for nursing students' readiness for interprofessional learning.

  • 46.
    Mangrio, Elisabeth
    et al.
    Malmö universitet, Fakulteten för hälsa och samhälle (HS), Institutionen för vårdvetenskap (VV). Malmö universitet, Malmö Institute for Studies of Migration, Diversity and Welfare (MIM).
    Slobodan, Zdravkovic
    Malmö universitet, Fakulteten för hälsa och samhälle (HS), Institutionen för vårdvetenskap (VV). Malmö universitet, Malmö Institute for Studies of Migration, Diversity and Welfare (MIM).
    Carlson, Elisabeth
    Malmö universitet, Fakulteten för hälsa och samhälle (HS), Institutionen för vårdvetenskap (VV). Malmö universitet, Malmö Institute for Studies of Migration, Diversity and Welfare (MIM).
    A qualitative study of refugee families’ experiences of the escape and travel from Syria to Sweden2018Ingår i: BMC Research Notes, E-ISSN 1756-0500, Vol. 11, nr 594Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Objective: Research shows that, depending on the route of travel during the escape, the journey presents the refugees with different health risks. Traumatic events during flight may have long-lasting physical and psychological effects on the refugee children. Therefore, it is important to illuminate the experiences that refugee families arriving in Sweden have endured during their flight. A qualitative study was conducted through interviews with fifteen recently arrived Syrian refugee families. Results: The parents described different reasons as to why they as families had to escape the war. Some families had lost jobs and loved ones in the war and did not want their children to die as well. They mentioned that the journeys varied between 10 and 40 days and were usually filled with struggles and threats. The escape to Sweden was expressed as an emotionally trying journey. Many parents talked about the fear and terror the children felt. Traumatic events during the escape, such as separation from family, death of family members, sexual violence, kidnapping or extortion may have long-lasting physical and psychological effects on the refugee children and their families. Therefore, health care workers meeting and caring for these families after arrival must pay close attention to that.

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  • 47.
    Carlson, Elisabeth
    et al.
    Malmö universitet, Fakulteten för hälsa och samhälle (HS), Institutionen för vårdvetenskap (VV).
    Nygren, Frida
    Malmö universitet, Fakulteten för hälsa och samhälle (HS), Institutionen för vårdvetenskap (VV).
    Wennick, Anne
    Malmö universitet, Fakulteten för hälsa och samhälle (HS), Institutionen för vårdvetenskap (VV).
    Critical Friends: Health Professionals' Experiences of Collegial Feedback in a Clinical Setting2018Ingår i: Journal of Continuing Education in the Health Professions, ISSN 0894-1912, E-ISSN 1554-558X, Vol. 38, nr 3, s. 179-183Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Introduction: A critical friend is a trusted person who asks provocative questions, provides data to be examined through another lens, and offers critique of a person's work as part of collegial feedback. However, empirical evidence presenting the use of collegial feedback to develop health professionals’ competence in clinical settings seems to be scarce. The aim of this study was to explore health professionals’ experiences of observing each other as critical friends in a clinical setting, as part of a continuous professional development initiative. Methods: The study was designed as a qualitative inductive study. Reflective journals written by health professionals (n=57) were analysed using thematic networks. The health professionals represented registered nurses and registered nurses with different specialist education (for example in paediatrics, mental health, intensive care and anaesthesiology), biomedical scientists, occupational therapists, physiotherapists and dental hygienists. Results: Health professionals can successfully use collegial feedback and benefit from critical friendships in clinical settings as it offers ample opportunities for reflection before, during and after the observation. A key finding was that in order to incorporate changes to professional practice, each individual needs to not only to act as a critical friend, but also experience being observed by a critical friend. Discussion: Based on the results of this study, it seems worthwhile to implement and further develop opportunities for health professionals to act as critical friends. We suggest that future research explore not only how professional competence develops over time, but also how it impacts on health related outcomes for patients.

  • 48.
    Stenberg, Marie
    et al.
    Malmö universitet, Fakulteten för hälsa och samhälle (HS), Institutionen för vårdvetenskap (VV).
    Mangrio, Elisabeth
    Malmö universitet, Fakulteten för hälsa och samhälle (HS), Institutionen för vårdvetenskap (VV).
    Bengtsson, Mariette
    Malmö universitet, Fakulteten för hälsa och samhälle (HS), Institutionen för vårdvetenskap (VV).
    Carlson, Elisabeth
    Malmö universitet, Fakulteten för hälsa och samhälle (HS), Institutionen för vårdvetenskap (VV).
    Formative peer assessment in healthcare education programmes: protocol for a scoping review.2018Ingår i: BMJ Open, E-ISSN 2044-6055, Vol. 8, nr 11, artikel-id e025055Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Introduction: In formative peer assessment, the students give and receive feedback from each other and expand their knowledge in a social context of interaction and collaboration. The ability to collaborate and communicate are essential parts of the healthcare professionals’ competence and delivery of safe patient care. Thereby, it is of utmost importance to support students with activities fostering these competences during their healthcare education. The aim of the scoping review is to compile research on peer assessment presented in healthcare education programmes, focusing formative assessment. The result of the scoping review will form the basis for developing and conducting an intervention focusing collaborative learning and peer assessment in a healthcare education programme. Methods and analysis: The scoping review will be conducted by using the framework presented by Arksey & O’Malley and Levac et al. The primary research question is: How are formative peer assessment interventions delivered in healthcare education? The literature search will be conducted in the peer-reviewed databases PubMed, Cumulative Index to Nursing and Allied Health Literature, Education Research Complete and Education Research Centre between September and December 2018. Additional search will be performed in Google Scholar, hand-searching of reference lists of included studies and Libsearch for identification of grey literature. Two researchers will independently screen title and abstract. Full-text articles will be screened by three researchers using a charting form. Studies meeting the inclusion criteria will be critically evaluated using the Critical Appraisal Skills Programme. A flow diagram will present the included and excluded studies. A narrative synthesis will be conducted by using thematic analysis as presented by Braun and Clarke. The findings will be presented under thematic headings using a summary table. To enhance validity, stakeholders from healthcare education programmes and healthcare institutions will be provided with an overview of the preliminary results. Ethics and dissemination: Research ethics approval is not required for the scoping review.

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  • 49.
    Mangrio, Elisabeth
    et al.
    Malmö universitet, Fakulteten för hälsa och samhälle (HS), Institutionen för vårdvetenskap (VV).
    Carlson, Elisabeth
    Malmö universitet, Fakulteten för hälsa och samhälle (HS), Institutionen för vårdvetenskap (VV).
    Zdravkovic, Slobodan
    Malmö universitet, Fakulteten för hälsa och samhälle (HS), Institutionen för vårdvetenskap (VV).
    Recently arrived refugee families and the experience of having an introduction plan and being in the resettlement process in Sweden: a qualitative study2018Ingår i: European Journal of Public Health, ISSN 1101-1262, E-ISSN 1464-360X, Vol. 28, s. 142-142Artikel i tidskrift (Övrigt vetenskapligt)
  • 50.
    Mangrio, Elisabeth
    et al.
    Malmö universitet, Fakulteten för hälsa och samhälle (HS), Institutionen för vårdvetenskap (VV). Malmö universitet, Malmö Institute for Studies of Migration, Diversity and Welfare (MIM).
    Carlson, Elisabeth
    Malmö universitet, Fakulteten för hälsa och samhälle (HS), Institutionen för vårdvetenskap (VV). Malmö universitet, Malmö Institute for Studies of Migration, Diversity and Welfare (MIM).
    Zdravkovic, Slobodan
    Malmö universitet, Fakulteten för hälsa och samhälle (HS), Institutionen för vårdvetenskap (VV). Malmö universitet, Malmö Institute for Studies of Migration, Diversity and Welfare (MIM).
    Understanding experiences of the Swedish health care system from the perspective of newly arrived refugees2018Ingår i: BMC Research Notes, E-ISSN 1756-0500, nr 11Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Objective Refugees seek medical advice for a variety of reasons. Previous research suggests that understanding the refugees´ experiences of and access to healthcare are important factors for improving their health as access to healthcare has been found to be a leading health indicator. Therefore, the aim of this study was to illuminate experiences of the Swedish health care system from the perspective of newly arrived refugees. Results More than 70 % of newly arrived refugees in the county of Scania were in need of health care during the last 3 months of 2015-2016. They did not seek care to the same extent as the general population. The main reasons were explained as too high costs, long waiting times and language difficulties. Some disclosed being denied access to health care for reasons, such as being denied care when seeking emergency room for stomach problems and being denied follow-up care for diabetes.

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