Sykepleiestudentenes kliniske praksis – om klinisk læringsmiljø og studenttilfredshet
Nurse practice – clinical learning environment and student satisfaction
 The purpose of this study was to investigate nursing students’ satisfaction with the clinical learning environment during clinical practice. A questionnaire was distributed to nursing students at a university (N=250) in Norway. Student satisfaction, task orientation, pedagogical atmosphere, supervisory relationship, and the premises of nursing on the ward were measured. Of the 250 students invited, 163 (66 %) completed the survey. Nursing students were largely satisfied with their clinical placement experiences, but they were more satisfied with hospital placements than home care placements. Supervision more than …
Learning activities in bachelor nursing education to learn pre- and postoperative nursing care—A scoping review
The aim of this scoping review was to systematically map and summarise the existing literature on learning activities in pre- and postoperative nursing care for undergraduate nursing students. The Preferred Reporting Items for Systematic Reviews and Meta-Analyses–Extension for Scoping Reviews (PRISMA-ScR) and the Johanna Briggs Institute guidelines were applied. Eleven articles were included in the scoping review. The learning activities involved simulation-based learning (including human patient simulation and virtual simulation), web-based learning and case studies. A range of pre- and postoperative content was applied in the learning activities. Students’ knowledge, skills, clinical deci…
Usability Evaluation of the Preoperative ISBAR (Identification, Situation, Background, Assessment, and Recommendation) Desktop Virtual Reality Application: Qualitative Observational Study
Background Systematic communication, such as the ISBAR (identification, situation, background, assessment, recommendation) approach, comprises a generic, transferable nontechnical skill. It can be used during the handover of patients set to undergo surgery and can be practiced in various ways, including virtual reality (VR). VR increasingly has been implemented and valued in nursing education as a positive contribution to teach students about pre- and postoperative nursing. A new nonimmersive 3D learning activity called the Preoperative ISBAR Desktop VR Application has been developed for undergraduate nursing students to learn preoperative handover using the ISBAR approach. However, the us…
Emosjonell kompetanse i gruppeveiledning
Emosjonell kompetanse hos gruppeveiledere er viktig for å kunne håndtere egne følelser og samtidig evne å forstå andres følelser på en konstruktiv måte. Hensikten med denne studien er å utforske hvordan gruppeveiledere opplever og intensjonelt anvender sin emosjonelle kompetanse i veiledning av grupper. Datamaterialet er basert på dybdeintervjuer med tre gruppeveiledere og analysert ved bruk av den konstant komparative metode. Tre hovedtema ble identifisert: (1) emosjonelle responser, (2) empatisk tilstedeværelse, og (3) fasilitering av emosjonell kompetanse hos veisøkere. Resultatene understreker betydningen av selvbevissthet og empatisk tilstedeværelse hos veilederen som danner grunnlag f…