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  • 1.
    Bisholt, Birgitta
    et al.
    Department of Health Sciences, Karlstad University, Karlstad, Sweden.
    Ohlsson, Ulla
    School of Health and Medical Sciences, Örebro University, Örebro, Sweden.
    Kullén Engström, Agneta
    School of Health, University of Borås, Borås, Sweden.
    Johansson Sundler, Annelie
    Högskolan i Skövde, Institutionen för vård och natur.
    Gustafsson, Margareta
    School of Health and Medical Sciences, Örebro University, Örebro, Sweden.
    Nursing students' assessment of the learning environment in different clinical settings2014In: Nurse Education in Practice, ISSN 1471-5953, E-ISSN 1873-5223, Vol. 14, no 3, p. 304-310Article in journal (Refereed)
    Abstract [en]

    Introduction: Nursing students perform their clinical practice in different types of clinical settings. The clinical learning environment is important for students to be able to achieve desired learning outcomes. Knowledge is lacking about the learning environment in different clinical settings. Aim: The aim was to compare the learning environment in different clinical settings from the perspective of the nursing students. Design: A cross-sectional study with comparative design was conducted. Method: Data was collected from 185 nursing students at three universities by means of a questionnaire involving the Clinical Learning Environment, Supervision and Nurse Teacher (CLES + T) evaluation scale. An open-ended question was added in order to ascertain reasons for dissatisfaction with the clinical placement. Results: The nursing students' satisfaction with the placement did not differ between clinical settings. However, those with clinical placement in hospital departments agreed more strongly that sufficient meaningful learning situations occurred and that learning situations were multi-dimensional. Some students reported that the character of the clinical setting made it difficult to achieve the learning objectives. Conclusion: In the planning of the clinical placement, attention must be paid to whether the setting offers the student a meaningful learning situation where the appropriate learning outcome may be achieved. 

  • 2.
    Ewertsson, Mona
    et al.
    Univ Örebro, Örebro, Sweden.
    Allvin, Renee
    Univ Örebro, Örebro, Sweden.
    Holmström, Inger K.
    Mälardalen University, School of Health, Care and Social Welfare, Health and Welfare.
    Blomberg, Karin
    Univ Örebro, Örebro, Sweden.
    Walking the bridge: Nursing students' learning in clinical skill laboratories2015In: Nurse Education in Practice, ISSN 1471-5953, E-ISSN 1873-5223, Vol. 15, no 4, p. 277-283Article in journal (Refereed)
    Abstract [en]

    Despite an increasing focus on simulation as a learning strategy in nursing education, there is limited evidence on the transfer of simulated skills into clinical practice. Therefore it's important to increase knowledge of how clinical skills laboratories (CSL) can optimize students' learning for development of professional knowledge and skills, necessary for quality nursing practice and for patient safety. Thus, the aim was to describe nursing students' experiences of learning in the CSL as a preparation for their clinical practice. Interviews with 16 students were analysed with content analysis. An overall theme was identified walking the bridge in which the CSL formed a bridge between the university and clinical settings, allowing students to integrate theory and practice and develop a reflective stance. The theme was based on categories: conditions for learning, strategies for learning, tension between learning in the skills laboratory and clinical settings, and development of professional and personal competence. The CSL prepared the students for clinical practice, but a negative tension between learning in CSL and clinical settings was experienced. However, this tension may create reflection. This provides a new perspective that can be used as a pedagogical approach to create opportunities for students to develop their critical thinking.

  • 3.
    Svelstad Evju, Anne
    et al.
    UiT/Norges arktiske universitet.
    Lahm Høgbakk, Mona
    UiT/Norges arktiske universitet, Norge.
    Lindgren, Sari Johanne
    UiT/Norges arktiske universitet, Norge.
    Wiklund Gustin, Lena
    Mälardalen University, School of Health, Care and Social Welfare. UiT/Norges arktiske universitet, Norge.
    Balancing between challenges and trust: Nursing students’ experiences of participating in a course in wilderness medicine2020In: Nurse Education in Practice, ISSN 1471-5953, E-ISSN 1873-5223, Vol. 48, article id 102863Article in journal (Refereed)
  • 4.
    Wiklund, Lena
    et al.
    Mälardalen University, School of Health, Care and Social Welfare, Health and Welfare.
    Fredriksson, Lennart
    Region Gävleborg, Sweden.
    Rakovshik, Sarah G
    University of Oxford and Oxford Cognitive Therapy Centre, UK.
    Nursing teachers’ experiences of the process of recovery while participating in a group programme for reducing work-related stress: A qualitative content analysis2020In: Nurse Education in Practice, ISSN 1471-5953, E-ISSN 1873-5223, Vol. 48, article id 102870Article in journal (Refereed)
    Abstract [en]

    Work-related stress is an increasing health problem among nursing teachers, contributing to health problems, disengagement and poor job satisfaction. Negative coping strategies impact on both teachers' and students' teaching-learning experiences. Several interventions have been developed to address work-related stress. There has been less focus on how nursing teachers can learn to recover from work-related stress before it has severe consequences for their health, and to understand it from a nursing perspective. The aim of this study was to explore how nursing teachers who participated in a cognitive relational group programme experienced the process of recovery from work-related stress. Data were collected by means of three focus groups and subjected to qualitative content analysis, resulting in three categories: relatedness, evoking the inner caregiver, and re-orientation in life. These categories were reflected on in relation to Benner and Wrubel's “primacy of caring and synthesised into a metaphorical theme: “finding one's footings”. The findings imply that the development of positive coping strategies as well as knowledge and understanding about psychological processes are vehicles in the process of recovery. We conclude that interventions also need to account for the process of recovery as related to an ontological level and the persons Being-in-the-World.

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