Change search
Refine search result
1 - 6 of 6
CiteExportLink to result list
Permanent link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Rows per page
  • 5
  • 10
  • 20
  • 50
  • 100
  • 250
Sort
  • Standard (Relevance)
  • Author A-Ö
  • Author Ö-A
  • Title A-Ö
  • Title Ö-A
  • Publication type A-Ö
  • Publication type Ö-A
  • Issued (Oldest first)
  • Issued (Newest first)
  • Created (Oldest first)
  • Created (Newest first)
  • Last updated (Oldest first)
  • Last updated (Newest first)
  • Disputation date (earliest first)
  • Disputation date (latest first)
  • Standard (Relevance)
  • Author A-Ö
  • Author Ö-A
  • Title A-Ö
  • Title Ö-A
  • Publication type A-Ö
  • Publication type Ö-A
  • Issued (Oldest first)
  • Issued (Newest first)
  • Created (Oldest first)
  • Created (Newest first)
  • Last updated (Oldest first)
  • Last updated (Newest first)
  • Disputation date (earliest first)
  • Disputation date (latest first)
Select
The maximal number of hits you can export is 250. When you want to export more records please use the Create feeds function.
  • 1.
    Forsgren Gebring, Susanne
    et al.
    University West, Department of Nursing, Health and Culture, Division of Nursing. University West, Department of Health Sciences, Section for nursing - undergraduate level.
    Christensson, Tanja
    University West, Department of Nursing, Health and Culture, Division of Nursing.
    Hedemalm, Azar
    University West, Department of Nursing, Health and Culture, Division of Nursing. University West, Department of Health Sciences, Section for nursing - graduate level.
    Evaluation of the case method in nursing education2014In: Nurse Education in Practice, ISSN 1471-5953, E-ISSN 1873-5223, Vol. 14, no 2, p. 164-169Article in journal (Refereed)
    Abstract [en]

    The case based learning (CBL) is a problem-based learning which engaging students and presenting them with learning-related and cognitive challenges. The purpose of the study was to elucidate nursing students experiences of the CBL as an educational tool in order to find out if it supports their learning. Qualitative content analysis was used and performed on the statements from nursing students’ course evaluations. Students perceived the CBL as an approach combining theory with practice which provides an overview of upcoming profession. Students gain adequate knowledge about patient care in reality and thereby enabling them to obtain a holistic understanding of patients health problems. Reflections related to case seminars widen students perspectives, improve their capacity for cooperation and help them to achieve long-lasting knowledge. This learning method offers nursing students an opportunity to enhance their judgment and critical thinking skills by applying theory in practice. Students gain adequate knowledge about patient care which may benefit patient care due to students acting professionally in their future role.

  • 2.
    Forsgren Gebring, Susanne
    et al.
    University West, Department of Nursing, Health and Culture, Division of Nursing. University West, Department of Health Sciences, Section for nursing - undergraduate level.
    Forsman, Berit
    University West, Department of Nursing, Health and Culture, Divison of Caring Sciences, undergraduate level. University West, Department of Health Sciences, Section for nursing - undergraduate level.
    Working with Manchester Triage-job satisfaction in nursing2012In: Montreal 2012 International Biomedical & Nursing Forum, Sept 27-28, Program & Abstract Book, Montreal, 2012, p. 1-1Conference paper (Refereed)
  • 3.
    Forsgren Gebring, Susanne
    et al.
    University West, Department of Nursing, Health and Culture, Division of Nursing. University West, Department of Health Sciences, Section for nursing - undergraduate level.
    Forsman, Berit
    University West, Department of Nursing, Health and Culture, Divison of Caring Sciences, undergraduate level. University West, Department of Health Sciences, Section for nursing - undergraduate level.
    Carlström, Eric
    University West, Department of Nursing, Health and Culture, Divison of Caring Sciences, postgraduate level.
    Working with Manchester triage: job satisfaction in nursing2014In: International Emergency Nursing: Oral abstracts – 1st Global Conference on Emergency Nursing & Trauma Care: Dublin, Ireland, 18–21 September 2014, Elsevier, 2014, Vol. 22, no 4, p. 254-254Conference paper (Refereed)
    Abstract [en]

    Introduction: This study covers nurses' job satisfaction during triage at emergency departments in Western Sweden. Method: Data were collected from 74 triage nurses using a questionnaire containing 37 short form open questions. The answers were analysed descriptively and by measuring the covariance. Two open questions were analysed by content analysis. Results: The results showed a high degree of job satisfaction (88%). Triage as a method, the interesting nature of the work, and a certain freedom in connection with the triage tasks contributed to job satisfaction (R2 = 0.40). The nurses found their work interesting and stimulating, although some reported job dissatisfaction due to a heavy workload and lack of competence. Most of the nurses thought that Manchester Triage System (MTS) was a clear and straightforward method but in need of development. One result from the content analysis was difficulties in decision-making during the assessment of patients with multiple diseases. Since this patient group had increased in number, greater demands were placed on the nurses' competence. Conclusions: The rational modelling structure by which the triage method is constructed is unable to distinguish all the parameters that an experienced nurse takes into account. When the model is allowed to take precedence over experience, it can be of hindrance and contribute to certain estimates not corresponding with the patient's needs. The participants requested regular exercises solving and discussing patient scenarios, which can contribute to develop the instrument.

  • 4.
    Forsman, Berit
    et al.
    University West, Department of Nursing, Health and Culture, Divison of Caring Sciences, undergraduate level. University West, Department of Health Sciences, Section for nursing - undergraduate level.
    Forsgren Gebring, Susanne
    University West, Department of Nursing, Health and Culture, Divison of Caring Sciences, undergraduate level. University West, Department of Health Sciences, Section for nursing - undergraduate level.
    Carlström, Eric
    University West, Department of Nursing, Health and Culture, Divison of Caring Sciences, postgraduate level.
    Nurses working with Manchester triage: The impact of nursing experience on patient safety2012In: Australasian Emergency Nursing Journal, ISSN 1574-6267, Vol. 15, no 2, p. 100-107Article in journal (Refereed)
    Abstract [en]

    Background

    There is in Sweden an ongoing debate about the extent to which the practice of triage contributes to patient safety. This paper reports the findings of a study of nurses’ perceptions of the impact of experience and safety of the Manchester Triage System (MTS) within emergency departments in Western Sweden.

    Methods

    Data was collected from 74 triage nurses using a questionnaire containing 37 short form questions of Likert-type, analyzed descriptively and measured the covariance. Data was also collected with two open questions by using the critical incident technique and content analysis.

    Results

    The results described that the combination of the MTS method, the nurses’ experience and organizational factors accounted for 65% of patient safety. The study indicated that nurses’ experience contributed to higher patient safety than the model itself. A standardized assessment model, like MTS, can rarely capture all possible symptoms, as it will always be constrained by a limited number of keywords and taxonomies. It cannot completely replace the skills an experienced nurse develops over many years in the profession.

    Conclusions

    The present study highlights the value of triage nurse's experience. The participants considered experience to contribute to patient safety in emergency departments. A standardized triage model should be considered as additional support to the skills an experienced nurse develops.

  • 5.
    Rejnö, Åsa
    et al.
    University West, Department of Health Sciences, Section for nursing - graduate level.
    Nordin, Per
    The Skaraborg Institute for Research and Development, Skövde, Sweden..
    Forsgren Gebring, Susanne
    University West, Department of Health Sciences, Section for nursing - undergraduate level.
    Sundell, Yvonne
    Västra Götalandsregionen.
    Sjuksköterskestudenters närvaro vid läraktiviteter i relation till hur de klarar kursexaminationer2016In: ViLär 8-9 december 2016, Vänersborg / [ed] Kristina Johansson, 2016Conference paper (Other academic)
  • 6.
    Rejnö, Åsa
    et al.
    University West, Department of Health Sciences, Section for nursing - graduate level. Stroke Unit, Skaraborg Hospital, 541 85 Skövde, Sweden.
    Nordin, Per
    The Skaraborg Institute for Research and Development, Skövde, Sweden.
    Forsgren, Susanne
    University West, Department of Health Sciences, Section for nursing - undergraduate level.
    Sundell, Yvonne
    University West, Department of Health Sciences.
    Rudolfsson, Gudrun
    University West, Department of Health Sciences, Section for nursing - graduate level. Nord University, Faculty of Professional Studies, Bodø, Norway.
    Nursing students’ attendance at learning activities in relation to attainment and passing courses: a prospective quantitative study2017In: Nurse Education Today, ISSN 0260-6917, E-ISSN 1532-2793, Vol. 50, no March, p. 36-41Article in journal (Refereed)
    Abstract [en]

    Background

    Students' motivation and ways of engaging in their schoolwork are important for their performance, including passing exams. Attendance at learning activities has also been argued to be of major importance, although no causal relationship with passing exams has been established in nursing education.

    Objectives

    The aim of this study was to describe the impact of attendance at nonmandatory learning activities on attainment, in terms of passing or failing of exams, in nursing education courses including both mandatory and non-mandatory activities.

    Design

    A prospective quantitative design.

    Setting

    The nursing education programme at a Swedish university.

    Participants

    Nursing students (n = 361) from two courses and four classes within the nursing programme.

    Methods

    Attendance was registered at every non-mandatory teaching activity by asking the students to note their attendance on a list. Data such as sex, age, and whether the students had passed the exam were also collected for each course and each semester separately.

    Results

    Increased participation was associated with an increasing proportion of students passing the exam. The chance of passing the exam increased by 13% for every additional learning occasion attended. Logistic regression showed an OR of 5.4 for an attendance of 100%.

    Conclusions

    An increase in attendance gave a higher proportion of exam passes. Encouraging students to attend non-mandatory learning activities could be of value, and potentially contribute to an increased graduation rate for nursing students.

1 - 6 of 6
CiteExportLink to result list
Permanent link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf