6 results on '"Blomberg, Karin"'
Search Results
2. The clinical learning environment during clinical practice in postgraduate district nursing students' education: A cross‐sectional study.
- Author
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Larsson, Margaretha, Sundler, Annelie J., Blomberg, Karin, and Bisholt, Birgitta
- Subjects
SCHOOL environment ,DOCTORAL students ,HOME care services ,CROSS-sectional method ,MANN Whitney U Test ,PRIMARY health care ,INTERNSHIP programs ,CLINICAL medicine ,NURSING students ,STATISTICAL sampling ,DATA analysis software ,COMMUNITY health nursing - Abstract
Aim: To describe and compare the clinical learning environment in community‐based home care and primary health care in postgraduate district nursing students' education. Design: Cross‐sectional study design. Methods: A convenience sample of postgraduate district nursing students was derived from five Swedish universities in 2016 and 2017. Results: The postgraduate district nursing students were generally satisfied with the clinical learning environment in their clinical placement. In clinical placement, several factors affected the students' opportunities to learn, such as sufficiently meaningful learning situations with multidimensional content. A working environment that imposed psychosocial strain and high levels of stress among the staff negatively affected the students' learning. To further improve their learning from clinical practices, the students need preceptors who have the skills and competence required to support more advanced reflections and critical thinking on caring situations. [ABSTRACT FROM AUTHOR]
- Published
- 2023
- Full Text
- View/download PDF
3. Student Nurse Anesthetists' and Supervisors' Perspectives of Learning in the Operating Room: An Integrative Review.
- Author
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Hedlund, Jakob, Blomberg, Karin, Hjelmqvist, Hans, and Jaensson, Maria
- Abstract
The purpose of this review was to identify supporting and hindering factors for student nurse anesthetists' (SNAs') learning in the operating room during clinical practice, from students' and supervisors' perspectives. An integrative review. Systematic searches were conducted in Medline , Cinahl , PsycInfo , and ERIC. Search terms were related to nurse anesthetist, education, operating room context, and clinical setting. Searches were performed at three points in time and in total 1,530 unique articles were identified. After screening using Covidence and using Joanna Briggs Institute appraisal tools, 34 articles remained. These were analyzed inductively using a constant comparison method. Supporting factors include preparation before clinical practice, clearly stated expectations, a respectful relationship with the supervisor, daily planning and communication, and constructive feedback. Hindering factors include lack of time, disruptive behavior from supervisors or other team members, and environmental factors such as a high room temperature and noisy environment. SNAs' learning situation in the operating room resembles undergraduate nurses' learning during clinical practice. Educators and supervisors can take several actions to promote SNAs' learning. Further research is warranted on the effect of teamwork on SNAs' learning. [ABSTRACT FROM AUTHOR]
- Published
- 2024
- Full Text
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4. Tensions in learning professional identities – nursing students’ narratives and participation in practical skills during their clinical practice: an ethnographic study
- Author
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Ewertsson, Mona, Bagga-Gupta, Sangeeta, Allvin, Renée, and Blomberg, Karin
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narrative ,education ,Nursing ,Clinical practice ,university hospital ,nursing student ,study design ,male ,occupation ,ComputingMilieux_COMPUTERSANDEDUCATION ,participant observation ,Learning ,Practical skills ,human ,skill ,identity ,Sweden ,lcsh:RT1-120 ,clinical article ,emergency ward ,lcsh:Nursing ,Omvårdnad ,Socialization ,field work ,interview ,tension ,female ,Nursing students ,conversation ,Research Article - Abstract
Background Clinical practice is a pivotal part of nursing education. It provides students with the opportunity to put the knowledge and skills they have acquired from lectures into practice with real patients, under the guidance of registered nurses. Clinical experience is also essential for shaping the nursing students’ identity as future professional nurses. There is a lack of knowledge and understanding of the ways in which students learn practical skills and apply knowledge within and across different contexts, i.e. how they apply clinical skills, learnt in the laboratory in university settings, in the clinical setting. The aim of this study was therefore to explore how nursing students describe, and use, their prior experiences related to practical skills during their clinical practice. Methods An ethnographic case study design was used. Fieldwork included participant observations (82 h), informal conversations, and interviews (n = 7) that were conducted during nursing students’ (n = 17) clinical practice at an emergency department at a university hospital in Sweden. Results The overarching theme identified was “Learning about professional identities with respect to situated power”. This encompasses tensions in students’ learning when they are socialized into practical skills in the nursing profession. This overarching theme consists of three sub-themes: “Embodied knowledge”, “Divergent ways of assessing and evaluating knowledge” and “Balancing approaches”. Conclusions Nursing students do not automatically possess the ability to transfer knowledge from one setting to another; rather, their development is shaped by their experiences and interactions with others when they meet real patients. The study revealed different ways in which students navigated tensions related to power differentials. Reflecting on actions is a prerequisite for developing and learning practical skills and professional identities. This highlights the importance of both educators’ and the preceptors’ roles for socializing students in this process.
- Published
- 2017
5. Experiences of supervision during clinical education among specialised nursing students in Sweden: A cross-sectional study.
- Author
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Sundler, Annelie J., Blomberg, Karin, Bisholt, Birgitta, Eklund, Anna, Windahl, Jenny, and Larsson, Margaretha
- Abstract
The importance of the clinical learning environment in nurse education has gained increasing attention over the last decades. However, there is a lack of research on the learning environment, its significance and meaning in specialist nurse education. The objectives of the study were to investigate specialised nursing students' experiences of supervision during clinical practice and to compare students who were satisfied with the supervision with those who were dissatisfied with respect to a) organisation of supervision and number of preceptors, as well as time allocated by preceptors for b) supervision, c) reflection, d) discussion of intended learning outcomes, and e) assessments of students' performance by preceptors. This study used a cross-sectional design. A convenience sample of specialised nursing students was derived from five Swedish universities in the years 2016 and 2017. Data were collected using a questionnaire. Statistical analyses and a qualitative conventional content analysis were performed. While almost all specialised nursing students reported that there had been time for discussion on their performance assessment, almost half of the students reported not getting time for supervision, or time for reflections and discussions on intended learning outcomes with the preceptor. Students reporting having time allocated for supervision by preceptors were found to be more satisfied with supervision. It was described as important that the preceptor(s) acknowledged the students previous work experiences. Even though being a registered nurse, reflections and feedback were described as valuable for the students learning. Several preceptors were described as positive allowing a broader picture and different views regarding working as a specialist nurse. This study indicates that supervision, in terms of discussions and reflections, of specialised nursing students is significant for learning experiences and satisfaction during clinical placement. [ABSTRACT FROM AUTHOR]
- Published
- 2019
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6. Nursing students' socialisation into practical skills.
- Author
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Ewertsson, Mona, Bagga-Gupta, Sangeeta, and Blomberg, Karin
- Subjects
ACADEMIC medical centers ,EDUCATION research ,HOSPITAL emergency services ,LEARNING ,MEDICAL preceptorship ,NURSING ,NURSING education ,NURSING students ,PARTICIPANT observation ,REFLECTION (Philosophy) ,SOCIAL role ,SOCIALIZATION ,STUDENTS ,SUPERVISION of employees ,ETHNOLOGY research ,CLINICAL competence ,THEMATIC analysis ,PROFESSIONAL-student relations ,EDUCATION - Abstract
Socialisation is a significant factor that shapes nursing students' learning in clinical settings. Little is known about the ways in which students learn practical skills during their clinical practice and how they are socialised into these skills. This knowledge is important for creating an optimal environment for ensuring a high standard of care and patient safety. This study aims to address this knowledge gap. An ethnographic approach was used. Data were collected by participant observations during nursing students' clinical practice in an emergency department at a university hospital in Sweden, and during informal conversations with students and their preceptors. In the analysis, four themes emerged: A reflective approach based on a theoretical framing; Multitasking situations; Shifts in an active role as a nursing student; and Styles of supervision. Students' socialisation into practical skills was shaped by several factors where preceptors played a key role. Teaching and learning styles and interactions between the preceptor and the student shaped the learning situations. A dominant discrepancy regarding whether and how reflections took place between preceptors and students was identified. This highlights the need for creating continuity between the ways that experiences are organised across the settings of learning (university-based and clinically based learning) to enhance nursing students' learning and socialisation into practical skills. [ABSTRACT FROM AUTHOR]
- Published
- 2017
- Full Text
- View/download PDF
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