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Skyvell Nilsson, MariaORCID iD iconorcid.org/0000-0003-0084-4636
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Publications (10 of 16) Show all publications
Holmgren, D., Skyvell Nilsson, M. & Wekell, P. (2019). Combining learning for educators and participants in a paediatric CPD programme. BMC Medical Education, 19(1), Article ID 28.
Open this publication in new window or tab >>Combining learning for educators and participants in a paediatric CPD programme
2019 (English)In: BMC Medical Education, ISSN 1472-6920, E-ISSN 1472-6920, Vol. 19, no 1, article id 28Article in journal (Refereed) Published
Abstract [en]

Background: Most continuing professional development (CPD) programmes do not include an educational training module. In our country, educational practice in the areas of CPD and continuing medical education relies traditionally on conventional lectures. This is in sharp contrast to the educational research that clearly demonstrates that educational programmes emphasising adult learning methods have greater potential to change physicians'clinical practice. To investigate whether lecture-oriented educators were prepared to change their educational practice towards principles of adult learning, we decided to combine learning for educators and participants in a paediatric CPD programme.The aim of the study was to investigate educators' reflections on their learning and educational practice after they have undergone an educational skills component integrated in the implementation of a CPD learning module for paediatricians and evaluate the results from the participants' perspective.

Methods: The objectives of the educational skills component of the learning module were developed according to adult learning theories. The learning objectives for the CPD learning module were based on a pre-course needs assessment. Evaluations were made using questionnaires.

Results: Seven of 10 participants in the educational skills component of the learning module and all the participants, 13 paediatricians and 14 nurses, who participated in the learning module, answered the questionnaires.The results of this pilot study show that educators whose main experience of teaching was based on lectures were strengthened in their practice; they defined their competence and were prepared to move towards adult learning principles. The participants in the learning module expressed a high degree of satisfaction.

Conclusions: We conclude that it is feasible to combine learning for educators and participants in a paediatric CPD programme and that lecture-oriented educators are prepared to change their educational practice towards principles of adult learning.

National Category
Pediatrics Learning
Research subject
Work Integrated Learning; SOCIAL SCIENCE, Pedagogics; NURSING AND PUBLIC HEALTH SCIENCE, Nursing science
Identifiers
urn:nbn:se:hv:diva-13470 (URN)10.1186/s12909-019-1461-x (DOI)2-s2.0-85060227815 (Scopus ID)
Funder
Region Västra Götaland, VGFOUREG-382851
Available from: 2019-01-30 Created: 2019-01-30 Last updated: 2019-06-20Bibliographically approved
Andrén, U., Hedman Ahlström, B., Kinnander, M., Kerekes, N., Skyvell Nilsson, M. & Nunstedt, H. (2019). Utveckling av ett nytt yrke inom socialpsykiatrisk vård. Trollhättan: Högskolan Väst
Open this publication in new window or tab >>Utveckling av ett nytt yrke inom socialpsykiatrisk vård
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2019 (Swedish)Report (Other academic)
Abstract [en]

The program in Social Psychiatric Care is a three-year program at the university level leading to a vocational qualification in social psychiatric care and a bachelor's degree in the field of Health Sciences. Until the spring of 2018, six litters have graduated. Students in the social psychiatric care program often have personal interest, previous professional experience from the business areas or inspiration from related friends working in the field of activity. Personal experiences of problems in the fields of activity are also prominent among the students. Students believe that personal experience, willingness and ability is important in order to work within the profession. Characteristics of the students are also an interest and a clear empathetic willingness to work with people and they consider that the profession primarily requires characteristics such as altruism, empathy, social skills and deeper knowledge and understanding in the field. Upon completion of education, students want a career role where they can help other people, feel motivated, or they aim for specific positions or areas of activity. Both managers and alumni from the Social Psychiatric Care program value the broad professional competence that the program leads to. Psychiatric competence is emphasized as particularly valuable by both alumni and managers. This competence means that they also complement the other professions in the activities. Students consider themselves possessed a professional identity that involves introducing psychiatric and custody skills to organizations that previously lacked these perspectives. Something that also brings new approaches to patients, users and clients. Being able to use knowledge from several disciplines are considered to be a strength and competence that are well-needed in environments where people with mental ill health are cared for. The alumni perceive their knowledge as both interdisciplinary and interprofessional.

Abstract [sv]

Programmet i Socialpsykiatrisk vård är ett treårigt program på högskolenivå som leder till en yrkesexamen inom socialpsykiatrisk vård och en kandidatexamen i huvudområdet Vårdvetenskap. Fram till våren 2018 har sex kullar tagit sin examen. Studenter i programmet för Socialpsykiatrisk vård har ofta ett personligt intresse, tidigare yrkeserfarenhet från verksamhetsområdena eller inspiration från närstående/vänner som arbetar inom verksamhetsområdet. Även personliga erfarenheter av problem inom verksamhetsområdena är framträdande bland studenterna. Studenterna anser att den personliga erfarenheten, viljan och förmågan är viktigt för att kunna verka inom yrket. Utmärkande egenskaper hos studenterna är också ett specifikt intresse och en tydlig empatisk vilja av att arbeta med människor och de anser att yrket framförallt kräver egenskaper som altruism, empati, social kompetens samt en fördjupad kunskap och förståelse inom området. Efter avslutad utbildning önskar studenterna få möjligt till en yrkesroll där de kan hjälpa andra människor, eller så har de sikte på en specifik befattning eller ett speciellt verksamhetsområde. Såväl chefer som alumner från programmet Socialpsykiatrisk vård värdesätter den breda yrkeskompetens som programmet leder till. Den psykiatriska kompetensen betonas som särskilt värdefull av både alumner och chefer. Denna kompetens innebär att de också utgör ett komplement till övriga professioner inom verksamheterna. Studenterna anser sig ha erövrat en professionell identitet som handlar om att föra in psykiatriska och vårdande kunskaper till organisationer som tidigare saknat dessa perspektiv. Något som också medför nya förhållningssätt till patienter, brukare och klienter. Att kunna använda kunskap från flera discipliner anses som en styrka och en kompetens som är välbehövd i miljöer där personer med psykisk ohälsa vårdas. Alumnerna uppfattar sin kunskap som både tvärdisciplinär och interprofessionell.

Place, publisher, year, edition, pages
Trollhättan: Högskolan Väst, 2019. p. 42
Series
Reports University West, ISSN 2002-6188, E-ISSN 2002-6196 ; 2019:2
Keywords
Occupational socialization, student experience, interdisciplinary education, health sciences, psychiatry, social work, higher education, social psychiatric car
National Category
Nursing
Research subject
NURSING AND PUBLIC HEALTH SCIENCE, Nursing science
Identifiers
urn:nbn:se:hv:diva-13907 (URN)978-91-88847-36-2 (ISBN)
Available from: 2019-06-05 Created: 2019-06-05 Last updated: 2019-06-07
Eklund, A. & Skyvell Nilsson, M. (2018). Kliniskt basår för nyutexaminerade sjuksköterskor inom Västra Götalandsregionen: en utvärderingsrapport. Trollhättan: Högskolan Väst
Open this publication in new window or tab >>Kliniskt basår för nyutexaminerade sjuksköterskor inom Västra Götalandsregionen: en utvärderingsrapport
2018 (Swedish)Report (Other academic)
Abstract [sv]

Newly graduate nurses (NGN) transition between basic education and work in a complex health care practice, as well as their intention of leaving the profession during the first year of work and how this can be prevented, is a global concern. NGN experience difficulties integrating workplace environment, expectations, and educational experiences. This is an evaluation study of a one-year transition program, which was implemented as a project during 2016-17, at six hospitals in Sweden.

An explorative research design was used and data consist of focus group and individual interviews with NGNs, interviews with first-line managers, observations of simulation training, and survey material from the hospitals. Data was analyzed using thematic analysis. Results show an overarching structure for all hospitals in the region, the NGNs are engaged in the following learning activities; introduction at the ward and a senior RN as preceptor, lectures and/or simulations, change of ward, process-oriented reflection seminars and mentorship.

The different learning activities contribute to the overall learning in different ways. Continuous supervision and structured reflection are central to NGNs professional learning. Organizational conditions create prerequisites for learning during the transition program and a change of ward is a particular challenge to get organized. The results, also provides a deeper understanding of the foundational components in NGNs early development of expertise, security as professionals, and essential knowledge for bridging the practices of the first cycle program and healthcare practice at hospitals.

Place, publisher, year, edition, pages
Trollhättan: Högskolan Väst, 2018. p. 53
Series
Reports University West, ISSN 2002-6188, E-ISSN 2002-6196 ; 2018:3
Keywords
Kliniskt basår, Sjuksköterska, Professionell utveckling, Lärande
National Category
Nursing
Research subject
NURSING AND PUBLIC HEALTH SCIENCE, Nursing science
Identifiers
urn:nbn:se:hv:diva-12805 (URN)978-91-88847-05-8 (ISBN)978-91-88847-06-5 (ISBN)
Available from: 2018-08-06 Created: 2018-08-06 Last updated: 2018-08-07
Skyvell Nilsson, M., Törner, M. & Pousette, A. (2018). Professional culture, information security and healthcare quality: an interview study of physicians' and nurses' perspectives on value conflicts in the use of electronic medical records. Safety in health, 4, Article ID 11.
Open this publication in new window or tab >>Professional culture, information security and healthcare quality: an interview study of physicians' and nurses' perspectives on value conflicts in the use of electronic medical records
2018 (English)In: Safety in health, E-ISSN 2056-5917, Vol. 4, article id 11Article in journal (Refereed) Published
Abstract [en]

Digital healthcare information systems impose new demands on healthcare professionals, and information security rules may induce stressful value conflicts, which the professional culture may help professionals to handle.

The aim of the study was to elucidate physicians' and registered nurses' shared professional assumptions and values, grounded in their professional cultures, and how these assumptions and values explain and guide healthcare professionals' handling of value conflicts involving rules regulating the use of electronic medical records.

Methods Healthcare professionals in five organisations in two Swedish healthcare regions were interviewed.

Results The study identified ensuring the patients' physical health and well-being as the overarching value and a shared basic assumption among physicians and registered nurses. A range of essential professional and organisational values were identified to help attain this goal. In value conflicts, different values were weighted in relation to each other and to the electronic information security rules.

Conclusions The results can be used to guide effective design and implementation of electronic medical records and information security regulations in healthcare.

Place, publisher, year, edition, pages
BioMed Central, 2018
Keywords
Healthcare quality, Organisational culture, Value conflicts, Information security, Rule compliance, Information management
National Category
Nursing
Research subject
NURSING AND PUBLIC HEALTH SCIENCE, Nursing science; Work Integrated Learning
Identifiers
urn:nbn:se:hv:diva-13112 (URN)10.1186/s40886-018-0078-9 (DOI)
Note

First Online: 07 November 2018

Available from: 2018-11-12 Created: 2018-11-12 Last updated: 2019-06-12Bibliographically approved
Dahlborg Lyckhage, E., Skyvell-Nilsson, M. & Pennbrant, S. (2015). Prerequisites for person-centered care: As described by community care nurses. Clinical Nursing Studies, 3(1), 5-13
Open this publication in new window or tab >>Prerequisites for person-centered care: As described by community care nurses
2015 (English)In: Clinical Nursing Studies, ISSN 2324-7940, E-ISSN 2324-7959, Vol. 3, no 1, p. 5-13Article in journal (Refereed) Published
Abstract [en]

The aim of this study was to describe nurses’ experiences of person-centered care within an integrated care chain.

Method: The study included four data sets: Two focus group interviews with a total of 22 nurses; an open questionnaire answered by 17 nurses; and individual follow-up interviews with 4 volunteers from among the 17 nurses. In total, 39 informants were included in this study. Qualitative content analysis was carried out to identify the latent content of the focus group and interview data, and the manifest content of the questionnaire data.

Results: The results showed that learning about, from and with each other were prerequisites for achieving person-centered care. The ability to provide person-centered care was influenced by factors that could be related to both the organization and to the individual nurse. Important factors were organizational transparency and structure, leadership and collaboration between healthcare centers, partnership, sole caregiver attitudes and skills.

Conclusion: In order to develop person-centered care, it is crucial that an integrated care chain feature a joint documentation system; efficient use of the resources allocated to the needs of the various healthcare centers; and a change of focus from the professional to the person seeking care.

Keywords
Integrated health chain, Knowledge, Nurse, Person-centered care, Power
National Category
Nursing Health Care Service and Management, Health Policy and Services and Health Economy
Research subject
NURSING AND PUBLIC HEALTH SCIENCE
Identifiers
urn:nbn:se:hv:diva-6950 (URN)10.5430/cns.v3n1p5 (DOI)
Available from: 2014-11-01 Created: 2014-11-01 Last updated: 2019-05-14Bibliographically approved
Johansson Mahic, M. & Skyvell Nilsson, M. (2014). Att forma en medarbetare eller att undervisa en student. Paper presented at 2014: VILÄR: den 5:e konferensen om verksamhets integrerat lärande. Nordic Journal of Vocational Education and Training, 4(2), 1-12
Open this publication in new window or tab >>Att forma en medarbetare eller att undervisa en student
2014 (Swedish)In: Nordic Journal of Vocational Education and Training, ISSN 2242-458X, E-ISSN 2242-458X, Vol. 4, no 2, p. 1-12Article in journal (Refereed) Published
Abstract [sv]

Genom cooperative education (co-op) ges studenter möjlighet att inomutbildningen, praktiskt tillämpa sina kunskaper på en arbetsplats. Under co-op tilldelasstudenten en av arbetsgivaren utsedd handledare. Co-op är ett trepartssamarbete mellanhögskola, student och arbetsplats. Merparten av tidigare studier fokuserar studenternasupplevelse av co-op eller vad co-op kan innebära för studentens studiemotivation, framtidakarriär och möjlighet till arbete. Syftet med denna fenomenografiska studie är att beskrivahandledares uppfattning om handlednings syfte. Studien kan därmed bidra till kunskap om denutbildningssituationen studenter ställs inför i co-op. Studiens resultat, som är baserad påintervjuer, visar fyra olika uppfattningar om handlednings syfte: Stödja in i gemenskapen, Delgespecifikt kunskapsinnehåll, Att få möjlighet att lära och Bidra till produktionen. Handledarnasuppfattningar indikerar att studenten förväntas praktiskt tillämpa teoretisk kunskap och fåarbets- och yrkesrelaterade erfarenheter genom ett socialt lärande. Variationerna i handledarnasuppfattningar antyder även att det samlade kunskapsinnehållet som studenten får ta del av underco-op kan variera stort. Utifrån resultatet diskuteras möjligheter och hinder för studentenslärande under co-op.

Keywords
Cooperative Education, Work-integrated Learning, WIL, Co-op, handledare, AIL
National Category
Pedagogical Work
Research subject
SOCIAL SCIENCE, Pedagogics; Work Integrated Learning
Identifiers
urn:nbn:se:hv:diva-7050 (URN)
Conference
2014: VILÄR: den 5:e konferensen om verksamhets integrerat lärande
Note

Specialnummer : VILÄR 2014

Available from: 2014-12-01 Created: 2014-12-01 Last updated: 2019-05-07Bibliographically approved
Jonsson, B., Skyvell Nilsson, M., Pennbrant, S. & Dahlborg Lyckhage, E. (2014). From work integrated learning to learning integrated work: A pedagogical model to develop praxis in nursing education. Journal of Nursing Education and Practice, 4(11), 91-100
Open this publication in new window or tab >>From work integrated learning to learning integrated work: A pedagogical model to develop praxis in nursing education
2014 (English)In: Journal of Nursing Education and Practice, ISSN 1925-4040, E-ISSN 1925-4059, Vol. 4, no 11, p. 91-100Article in journal (Refereed) Published
Abstract [en]

The move from student to nurse has been described as difficult for newly registered nurses. Newly registered nurses’ feelings of lacking competence can reduce the opportunity to develop professional competence. Entering the nursing profession requires a high degree of adaptation. The difference between the professional competence conveyed during education and the competence demanded in working life is substantial and needs to be taken seriously. The aim of this paper is to propose a model for developing professional competence. The theoretical discussion starts with a model showing processes newly registered nurses must manage to achieve a sense of competence. These processes are highlighted by discussing how they relate to praxis in the Aristotelian tradition, situated learning and Work Integrated Learning (WIL). Learning Integrated Work (LIW) is a pedagogical approach aiming to integrate scientific knowledge with practical knowledge, and to provide an analytical perspective where students have the opportunity to develop metacognitive skills and praxis  by learning in and by clinical practice experiences. One way to achieve this is to learn from the knowledge and skills used when performing practical work. The aims of WIL and LIW are to identify both practical knowledge generated by nurses in the course of their professional activities and theoretical knowledge generated in the academy, and to elaborate an understanding constituting the essence of both theoretical and practical knowledge. By integrating theoretical and practical vocational knowledge, one promotes professionalization, including the ability to perform the expected tasks and to have a critical and development-oriented attitude in daily work.

Keywords
Learning integrated work, nursing education, praxis, professionalization, self-efficacy, work-integrated learning, WIL, AIL
National Category
Nursing
Research subject
Work Integrated Learning; NURSING AND PUBLIC HEALTH SCIENCE, Nursing science
Identifiers
urn:nbn:se:hv:diva-6689 (URN)10.5430/jnep.v4n11p91 (DOI)
Available from: 2014-09-16 Created: 2014-09-16 Last updated: 2019-05-07Bibliographically approved
Dahlborg Lyckhage, E., Fredén, L., Hassler, S., Pennbrant, S. & Skyvell Nilsson, M. (2014). Gränshinder: en kvalitativ och kvantitativ studie av samverkandesjukvård. Trollhättan: University West
Open this publication in new window or tab >>Gränshinder: en kvalitativ och kvantitativ studie av samverkandesjukvård
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2014 (Swedish)Report (Other academic)
Abstract [en]

The project "Health care interaction" among different care providers was introduced as a trial activity in the municipalities of Strömstad and Tanum in the spring of 2010. The aim of health care interaction is to provide citizens health care adapted to their specific need within shortest possible time frame; Is emergency care not needed, the aim is to avoid that the care seeker ends up in an emergency room at the hospital. In this study experiences from health care interaction is described with quantitative as well as qualitative data. Empirical data is based on available medical statistics, focus group interviews with nurses with long experience from pre-hospital emergency care and home health care, questionnaires data gathered from other health professionals involved in the activity, individual interviews with nurses and physicians at call centers for medical information, primary health care centers, home health care, pre-hospital health care and elderly care. The analysis of the data reveal opportunities and expectations among the personnel as well as their willingness to develop and improve the health care. It's also evident that the general impression among health care personnel is that increased interaction among health care providers improves the quality of the health care given. Health care interaction also contributes to improved opportunities for person-centered care with an increased degree of continuity and participation for the patient. The study also reveals that collaboration between colleagues promotes development of individual and collective knowledge. Conclusions drawn from the study is that the documentation and information system used in health care interaction needs to strengthen the participation of the care seekers as well as to improve in accessibility for the personnel involved. In order for health care interaction to evolve and develop through close follow-up and evaluation, a more transparent and uniform system for documentation is recommended. It's also concluded from the study that the call center for medical information (1177) as one of the major actors in the health care interaction program has the best potential to instigate an expansion and development of the health care interaction among care providers.

Place, publisher, year, edition, pages
Trollhättan: University West, 2014. p. 28
Series
Reports University West, ISSN 2002-6188, E-ISSN 2002-6196 ; 2014:3
Keywords
Erfarenheter, interprofessionellt lärande, patientcentrerad vård, samverkande sjukvård, vårdpersonal
National Category
Nursing
Research subject
NURSING AND PUBLIC HEALTH SCIENCE, Nursing science
Identifiers
urn:nbn:se:hv:diva-6917 (URN)
Available from: 2014-10-27 Created: 2014-10-27 Last updated: 2019-03-12
Emilsson, M., Gellerstedt, M., Skyvell Nilsson, M., Johansson, K., Berndtsson, I. & Pennbrant, S. (2014). Pedagogical challenges in nurse education: A Case Study Focusing on the Completion Rate in Theoretical Education at a Swedish University. In: : . Paper presented at 5th International Nurse Education Conference, 22-25 June 2014, Noordwijkerhout, The Netherlands.
Open this publication in new window or tab >>Pedagogical challenges in nurse education: A Case Study Focusing on the Completion Rate in Theoretical Education at a Swedish University
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2014 (English)Conference paper, Poster (with or without abstract) (Refereed)
Keywords
Case study, Education, Nurse student, Pedagogy, Work Integrated Learning
National Category
Nursing
Research subject
Work Integrated Learning; NURSING AND PUBLIC HEALTH SCIENCE, Nursing science
Identifiers
urn:nbn:se:hv:diva-11785 (URN)
Conference
5th International Nurse Education Conference, 22-25 June 2014, Noordwijkerhout, The Netherlands
Available from: 2017-11-12 Created: 2017-11-12 Last updated: 2017-11-29Bibliographically approved
Emilsson, M., Gellerstedt, M., Skyvell Nilsson, M., Berndtsson, I., Johansson, K. & Pennbrant, S. (2014). Pedagogical challenges in nurse education: a case study focusing on the completion rate in theoretical education at a Swedish University. , 6(11), 14 s.
Open this publication in new window or tab >>Pedagogical challenges in nurse education: a case study focusing on the completion rate in theoretical education at a Swedish University
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2014 (English)In: Vol. 6, no 11, p. 14 s.-Article in journal (Refereed) Published
Abstract [en]

Background: The purpose of this survey was to relate completion rate and results on national clinical final examinations to student’s admission background and examination results for nursing and medical courses.

Methods: The research data were based on a quantitative case study, with 286 nursing students, using statistical analysis.

Results: The programme's overall completion rate was 76%, i.e. almost one out of four students did not complete the programme. The higher students' upper secondary/high school grades, the fewer attempts they needed to pass the nursing and medical courses exams (p<0.001). The average examination attempts needed to pass courses in medical science was significantly greater than the number needed to pass courses in nursing science (p<0.001). In a multivariate analysis both upper secondary/high school grades and average examination attempts needed to pass were significant predictors for national clinical final examination score.

Conclusion: In sum, upper secondary/high school grades and examination attempts needed, especially for courses in medical science, may be regarded as important indicators of achieved knowledge and skills which are tested in the national final examination.

Keywords
Case study, Education, Nurse student, Pedagogy, Statistical analysis, Work-integrated learning, WIL, AIL, Pedagogok, Sjuksköterskeutbildning
National Category
Nursing
Research subject
Work Integrated Learning; NURSING AND PUBLIC HEALTH SCIENCE, Nursing science
Identifiers
urn:nbn:se:hv:diva-7035 (URN)10.1186/s40461-014-0011-3 (DOI)2-s2.0-84919797905 (Scopus ID)
Available from: 2014-11-26 Created: 2014-11-26 Last updated: 2019-05-13Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0003-0084-4636

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