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  • 1.
    Dahlborg Lyckhage, Elisabeth
    et al.
    University West, Department of Nursing, Health and Culture, Divison of Caring Sciences, postgraduate level.
    Fredén, Lars
    University West, Department of Nursing, Health and Culture.
    Hassler, Sven
    University West, Department of Nursing, Health and Culture, Divison for Health, Culture and Educational Sciences.
    Pennbrant, Sandra
    University West, Department of Nursing, Health and Culture, Divison of Caring Sciences, postgraduate level.
    Skyvell Nilsson, Maria
    University West, Department of Nursing, Health and Culture, Divison of Caring Sciences, undergraduate level.
    Gränshinder: en kvalitativ och kvantitativ studie av samverkandesjukvård2014Report (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.

  • 2.
    Dahlborg Lyckhage, Elisabeth
    et al.
    University West, Department of Nursing, Health and Culture, Divison of Caring Sciences, postgraduate level.
    Skyvell-Nilsson, Maria
    University West, Department of Nursing, Health and Culture, Division of Nursing.
    Pennbrant, Sandra
    University West, Department of Nursing, Health and Culture, Divison of Caring Sciences, postgraduate level.
    Prerequisites for person-centered care: As described by community care nurses2015In: Clinical Nursing Studies, ISSN 2324-7959, Vol. 3, no 1, p. 5-13Article in journal (Refereed)
    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.

  • 3.
    Eklund, Annika
    et al.
    University West, Department of Social and Behavioural Studies, Division of Psychology, Pedagogy and Sociology.
    Skyvell Nilsson, Maria
    University West, Department of Health Sciences, Section for nursing - graduate level.
    Kliniskt basår för nyutexaminerade sjuksköterskor inom Västra Götalandsregionen: en utvärderingsrapport2018Report (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.

  • 4.
    Emilsson, Maria
    et al.
    University West, Department of Nursing, Health and Culture, Divison of Caring Sciences, postgraduate level.
    Gellerstedt, Martin
    University West, Department of Economics and IT, Divison of Law, Economics, Statistics and Politics.
    Skyvell Nilsson, Maria
    University West, Department of Nursing, Health and Culture, Divison of Caring Sciences, undergraduate level.
    Berndtsson, Ina
    University West, Department of Nursing, Health and Culture, Divison of Caring Sciences, postgraduate level.
    Johansson, Kristina
    University West, Department of Nursing, Health and Culture, Divison for Health, Culture and Educational Sciences.
    Pennbrant, Sandra
    University West, Department of Nursing, Health and Culture, Divison of Caring Sciences, postgraduate level.
    Pedagogical challenges in nurse education: a case study focusing on the completion rate in theoretical education at a Swedish University2014In: Empirical Research in Vocational Education and Training, ISSN 1877-6345, Vol. 6, no 11, p. 14 s.-Article in journal (Refereed)
    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.

  • 5.
    Emilsson, Maria
    et al.
    University West, Department of Health Sciences, Section for nursing - graduate level.
    Gellerstedt, Martin
    University West, School of Business, Economics and IT, Divison of Informatics.
    Skyvell Nilsson, Maria
    University West, Department of Health Sciences, Section for nursing - graduate level.
    Johansson, Kristina
    University West, Department of Social and Behavioural Studies, Division of Psychology, Pedagogy and Sociology.
    Berndtsson, Ina
    University West, Department of Health Sciences, Section for nursing - graduate level.
    Pennbrant, Sandra
    University West, Department of Health Sciences, Section for nursing - undergraduate level.
    Pedagogical challenges in nurse education: A Case Study Focusing on the Completion Rate in Theoretical Education at a Swedish University2014Conference paper (Refereed)
  • 6.
    Johansson, Bosse
    et al.
    Mälardalen University.
    Skyvell Nilsson, Maria
    University West, Department of Nursing, Health and Culture, Division of Nursing.
    Pennbrant, Sandra
    University West, Department of Nursing, Health and Culture, Divison of Caring Sciences, postgraduate level.
    Dahlborg Lyckhage, Elisabeth
    University West, Department of Nursing, Health and Culture, Divison of Caring Sciences, postgraduate level.
    Praxis and Work Integrated Learning as Pedagogical Approach in Nursing Education2014Conference paper (Other academic)
    Abstract [en]

    The move from student to nurse has been described as difficult and tough for new nurses. New nurses' feeling of lacking competence can reduce the opportunity to develop professional competence.They also reported fears of being "exposed" as clinically incompetent, and failing to provide safe care.Entering the nursing profession requires a high degree of adaptation where graduates are shown what skills are needed.There is a qualitative difference between the professional competence conveyed during education and the competence demanded in working life.The aim of this paper is to discuss and propose hown urses ́praxis can be developed by means of Work Integrated Learning as a pedagogical approach.The study departs from a model which shows processes newly registered nurses must manage to achieve a sense of competence. These processes will behighlighted by discussing the model's processes related to praxis in the Aristotelian tradition, situated learning, social construction and WIL.One idea behind this paper is to,by using the concept of praxis, hold up the potential of WIL It is concluded that WIL may provide an analytical perspective using reflection where the student is given the opportunity to develop metacognitive skills to reflectt heir experiences in orde rto create understanding and manifest praxis by learning in and by clinical practice, the move from being a student to becoming a nurse. The intent of praxis and WIL is to integrate scientific knowledge with practical knowledge as a pedagogical approach that provide an analytical perspective where the student is given the opportunity to develop metacognitive skills and to test their experiences in order to create understanding and manifest their praxis by learning in and by clinical practice, the move from being a student to becoming a nurse.One way to do it is by using praxis as a component in WIL and to identify knowledge that is generated in practical knowledge, professional nursing activities and endeavors by nurses on the one hand and scientific knowledge that is generated in the academy on the other hand, in order to elaborate ways to mixt hem and create a certain kind of knowledge that is neither theoretical nor purely practical.The result of this study will be proposed as a complement to nursing program curriculum in clinical practice, to identify special challenges facing students when managing and developing their professional competence

  • 7. Johansson Mahic, Maria
    et al.
    Skyvell Nilsson, Maria
    University West, Department of Nursing, Health and Culture, Divison of Caring Sciences, undergraduate level.
    Att forma en medarbetare eller att undervisa en student2014In: Nordic Journal of Vocational Education and Training, ISSN 2242-458X, E-ISSN 2242-458X, Vol. 4, no 2, p. 1-12Article in journal (Refereed)
    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.

  • 8.
    Jonsson, Bosse
    et al.
    Mälardalens University, Eskilstuna.
    Skyvell Nilsson, Maria
    University West, Department of Nursing, Health and Culture, Divison of Caring Sciences, undergraduate level.
    Pennbrant, Sandra
    University West, Department of Nursing, Health and Culture.
    Dahlborg Lyckhage, Elisabeth
    University West, Department of Nursing, Health and Culture, Divison of Caring Sciences, postgraduate level.
    From work integrated learning to learning integrated work: A pedagogical model to develop praxis in nursing education2014In: Journal of Nursing Education and Practice, ISSN 1925-4040, E-ISSN 1925-4059, Vol. 4, no 11, p. 91-100Article in journal (Refereed)
    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.

  • 9.
    Pennbrant, Sandra
    et al.
    University West, Department of Health Sciences, Section for nursing - undergraduate level.
    Skyvell Nilsson, Maria
    University West, Department of Health Sciences, Section for nursing - graduate level.
    Rudman, Ann
    Karolinska Insitutet.
    Gustavsson, Petter
    Karolinska institutet.
    Öhlén, Joakim
    Göteborgs universitet.
    Mastering the professional role as a new graduate2012Conference paper (Refereed)
    Abstract [en]

    Professional development is a process that starts in education and continues through working life. To be a new graduated registered nurse has been described as difficult and tough. The healthcare organization, patients and nurses would all benefit if the professional development was smooth and supportive. The aim was to develop a model describing newly graduated registered nurses professional development during the first years of healthcare practice. To develop a model a constant comparative analysis was performed. Data consisted of written answers to an open question concerning what newly graduates perceived of particular significance to facilitate the transition between education and professional life. In this study the core concept constructed from data was mastering the professional role and was seen as a result of an ongoing process regarding the individual's experiences as well as relations with the surrounding environments. The analysis shows that the professional developmental process involves three interrelated sub-processes; Evaluating and re-evaluating educational experience, developing professional self-efficacy and developing clinical competence. These sub-processes are all influenced by six factors, social values and norms, the healthcare organization, nurse-management, coworkers, patients/relatives and private life situation. These factors affect nurse' professional development directly, indirectly or as mediating influences and can lead to various possible orientations. The result underlines the importance of knowing of how to develop the personal professional role within in a working life context inorder to experience to mastering the professional role. In this process the new registered nurses need support from both their nursing school and employer. This model will be the subject of further measurement and testing

  • 10.
    Pennbrant, Sandra
    et al.
    University West, Department of Nursing, Health and Culture, Divison of Caring Sciences, postgraduate level.
    Skyvell Nilsson, Maria
    University West, Department of Nursing, Health and Culture, Divison of Caring Sciences, undergraduate level.
    Öhlén, Joakim
    University of Gothenburg, Sahlgrenska Academy, Institute of Health Care Sciences.
    Rudman, Ann
    Karolinska Institutet, Department of Clinical Neuroscience.
    Mastering the professional role as a newly graduated registered nurse2013In: Nurse Education Today, ISSN 0260-6917, E-ISSN 1532-2793, Vol. 33, no 7, p. 739-745Article in journal (Refereed)
    Abstract [en]

    Professional development is a process starting during undergraduate education and continuing throughout working life. A new nurse's transition from school to work has been described as difficult. This study aims to develop a model describing the professional development of new nurses during their first years of work. To develop this model, constant comparative analyses were performed. The method was a qualitative study of survey data on 330 registered nurses. The results showed that mastering the professional role was the result of an ongoing process building on the nurse's experiences and interactions with the surrounding environment. The professional developmental process involves the following interrelated sub-processes: evaluating and re-evaluating educational experiences, developing professional self-efficacy and developing clinical competence. These sub-processes are influenced by the following factors: social values and norms, healthcare organization, management of new nurses, co-workers, patients and significant others and the nurse's own family and friends. These factors affect professional development directly, indirectly or as mediating influences and can lead to possible outcomes, as new nurses choose to remain in or leave the profession. The results underscore the importance of developing a professional nursing role within the new working context. To facilitate this professional development, new nurses need support from their nursing-school educators and their healthcare employers. The model described here will be the subject of further measurement and testing. © 2012 Elsevier Ltd.

  • 11.
    Skyvell Nilsson, Maria
    et al.
    University West, Department of Nursing, Health and Culture. University of Gothenburg, Institute of Health and Care Sciences.
    Pennbrant, Sandra
    University West, Department of Nursing, Health and Culture. University of Gothenburg, Institute of Health and Care Sciences.
    Nilsson, Kerstin
    University West, Department of Nursing, Health and Culture. University of Gothenburg, Institute of Health and Care Sciences.
    Pilhammar, Ewa
    University of Gothenburg, Institute of Health and Care Sciences.
    Wenestam, Claes-Göran
    Kristianstad University College, School of Teacher Education.
    Clinical Course Content as a Dynamic Variable in Supervision of Medical Students.2009In: The Internet Journal of Medical Education, ISSN 2155-6725, E-ISSN 2155-6725, The Internet Journal of Medical Education, ISSN 2155-6725, Vol. 1, no 2Article in journal (Refereed)
    Abstract [en]

    Background During clinical supervision, medical students are expected to gain experience through clinical work, with the support of their clinical supervisor. What each supervisor chooses to emphasize and considers important will have a decisive impact on students’ understanding of what is content necessary to master in order to gain clinical skills. Therefore, in this study, the focus of attention is on what supervisors choose to emphasise during clinical supervision of fourth year medical students during a surgical course.

    Method An ethnographic approach was used, including a selective intermittent time mode, where observation and informal interviews were conducted. Twelve supervisors and nine medical students at a teaching hospital in Sweden participated. Field notes were made during observation; these were transcribed and analysed qualitatively.

    Results The analysis resulted in six topic areas describing what was emphasized during supervision. The topic areas were: 1) Identifying, collecting and combining information, 2) Problem-solving and decision-making, 3) Handling treatment of disease, 4) Practical skills and illustration of technical equipment, 5) Communicating with patients, and 6) Handling organisational demands.

    Conclusions The findings of this study show the existence of several areas that are focused on in supervision. In authentic clinical situations, these topic areas were intertwined and overlapped and often appeared simultaneously. The clinical situations were adjusted neither to the students’ clinical experience nor to the needs of the students. Consequently, the students may find it difficult to determine what to learn and what to achieve during supervision. They may also find it difficult to understand the situations in the same way as their supervisors, because students focus on handling situations with a more theoretical and declarative approach to a larger extent than do their supervisors. The students therefore need supervisor support to develop and integrate theoretical knowledge. One conclusion that can be made is that supervisor awareness of students’ understanding is of crucial significance for the effective supervision. Regarding the nature of the content chosen in supervised situations, research in other settings and specialities would be required to map and to determine a more general theory of what is focused during medical supervision

  • 12.
    Skyvell Nilsson, Maria
    et al.
    University West, Department of Nursing, Health and Culture, Divison of Caring Sciences, undergraduate level.
    Pennbrant, Sandra
    University West, Department of Nursing, Health and Culture, Divison of Caring Sciences, postgraduate level.
    Nilsson, Kerstin
    Institute of Health and Care Sciences, Sahlgrenska Academy, University of Gothenburg.
    Samuelsson, Bo
    Institute of Biomedicine, Sahlgrenska Academy, University of Gothenburg.
    Pilhammar, Ewa
    Insitute of Health Care Sciences, Sahlgrenska Academy, University of Gothenburg.
    Attitudes Emphasizing in the Clinical Supervision of Medical Students: An Ethnographic Study in Sweden2012In: The Open Medical Education Journal, ISSN 1876-519X, Vol. 5, p. 5-11Article in journal (Refereed)
    Abstract [en]

    Introduction: Medical student's professional attitudes are expected to be developed in medical school, and particularly during clinical education. In this study we focus on supervision in order to describe the attitudes emphasized in the clinical education of fourth-year medical students taking a surgical course.Methods: An ethnographic approach was applied where observation and interviews were conducted. Nine medical students and twelve supervisors at a teaching hospital in Sweden participated. Field notes were made during observation as well as interviews; these were transcribed and analysed qualitatively.Result: The analysis resulted in six topic areas describing the attitudes emphasized. The medical students were expected to be: 1) Informed and effective decision makers, 2) Sensitive to patients' needs and expectations, 3) Communicative, 4) Authoritative and patriarchal, 5) Adaptable to organizational demands, and 6) Mindful of nurse's knowledge and requests.Conclusions: This study reveals that the attitudes emphasised during supervision are: dualistic and complex to learn, developed by a former generation and influence student learning. Students need support in order to handle the state of tension that exists in the attitudes emphasized. Medical students might experience difficulties in adopting some attitudes belonging to a former generation. There is a need for competence development among supervisors concerning how students may experience the attitudes emphasized in supervision.

  • 13.
    Skyvell Nilsson, Maria
    et al.
    University West, Department of Nursing, Health and Culture, Divison of Caring Sciences, undergraduate level.
    Pennbrant, Sandra
    University West, Department of Nursing, Health and Culture, Divison of Caring Sciences, postgraduate level.
    Pilhammar, Ewa
    University of Gothenburg.
    Wenestam, Claes-Göran
    Kristianstad University College, School of Teacher Education.
    Pedagogical Strategies Used in Clinical Medical Education: An Observational Study2010In: BMC Medical Education, ISSN 1472-6920, E-ISSN 1472-6920, Vol. 10, no 9Article in journal (Refereed)
    Abstract [en]

    Background:  Clinical teaching is a complex learning situation influenced by the learning content, the setting and the participants' actions and interactions. Few empirical studies have been conducted in order to explore how clinical supervision is carried out in authentic situations. In this study we explore how clinical teaching is carried out in a clinical environment with medical students.

    Methods:  Following an ethnographic approach looking for meaning patterns, similarities and differences in how clinical teachers manage clinical teaching; non-participant observations and informal interviews were conducted during a four month period 2004-2005. The setting was at a teaching hospital in Sweden. The participants were clinical teachers and their 4th year medical students taking a course in surgery. The observations were guided by the aim of the study. Observational notes and notes from informal interviews were transcribed after each observation and all data material was analysed qualitatively.

    Results:  Seven pedagogical strategies were found to be applied, namely: 1) Questions and answers, 2) Lecturing, 3) Piloting, 4) Prompting, 5) Supplementing, 6) Demonstrating, and 7) Intervening.

    Conclusions:  This study contributes to previous research in describing a repertoire of pedagogical strategies used in clinical education. The findings showed that three superordinate qualitatively different ways of teaching could be identified that fit Ramsden's model. Each of these pedagogical strategies encompass different focus in teaching; either a focus on the teacher's knowledge and behaviour or the student's behaviour and understanding. We suggest that an increased awareness of the strategies in use will increase clinical teachers' teaching skills and the consequences they will have on the students' ability to learn. The pedagogical strategies need to be considered and scrutinized in further research in order to verify their impact on students' learning.

  • 14.
    Skyvell Nilsson, Maria
    et al.
    University West, Department of Health Sciences, Section for nursing - graduate level.
    Törner, Marianne
    University of Gothenburg, Occupational and Environmental Medicine, Institute of Medicine, Sahlgrenska Academy, Gothenburg, Sweden.
    Pousette, Anders
    University of Gothenburg, Occupational and Environmental Medicine, Institute of Medicine, Sahlgrenska Academy, Gothenburg, Sweden.
    Professional culture, information security and healthcare quality: an interview study of physicians' and nurses' perspectives on value conflicts in the use of electronic medical records2018In: Safety in health, E-ISSN 2056-5917, Vol. 4, article id 11Article in journal (Refereed)
    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.

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