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Few papers have described academic/faculty staff’s experiences withco-creation,or partnering with students in cross-disciplinary collaborations.The purpose of this paper is to share challenges and outcomes from twointerdisciplinary student–staff co-creationsofserious games for use in a Bachelor of Nursing program in Norway. Our experiences are discussed against an evidence-informed model of student–staff co-creation in higher education. Based on the lessons learned from these two projects, weproposetenkey points for planning and conducting cross-disciplinary student–staff co-creation ofserious games.

Background: Nursing education faces the challenge to educate registered nurses (RNs) with a high level of clinical reasoning skills and evidence-based knowledge, who are able to provide safe and effective care to patients. Nursing educators are also challenged to develop innovative and effective programs that align with current changes in health care. Serious games (SGs) are computer-based simulations that may provide nursing students with an opportunity to practice their clinical reasoning and decision-making skills in realistic situations from the “real world” of clinical practice. Purpose: The overall purpose of this project was to study recently graduated RNs’ clinical reasoning in clinical practice settings, and to use this knowledge to design, develop and evaluate an SG prototype for teaching clinical reasoning and decisionmaking skills to nursing students. Showing the SG’s educational value and user acceptance among nursing students could justify the development and application of more SGs in nursing education. Designs, methods and samples: In Study I, an explorative qualitative think-aloud (TA) design with protocol analysis was used to describe the cognitive processes and thinking strategies used by recently graduated RNs while providing care for patients in home healthcare clinical practice. A purposive sample of eight RNs participated in three TA interviews each, for a total of twenty-four home healthcare visits. Additionally, eight follow-up interviews with the RNs were conducted. In Study II, a video-based SG prototype was developed for teaching clinical reasoning and decisionmaking skills to nursing students who care for patients with chronic obstructive pulmonary disease (COPD). The SG was developed based on the results from Study I, theory and research related to SG design, experiential learning theory and decisionmaking theory. A purposive sample of six participants evaluated the first scenario of the SG prototype in a usability laboratory. The first SG scenario was from a home healthcare setting. Cognitive walkthrough evaluations, a questionnaire and individual interviews were used. In Study III, a pilot study was conducted of the final SG with a convenience sample of 249 second-year nursing students. The final SG prototype included two scenarios from a home healthcare setting and two scenarios from a hospital setting. The pilot study involved the implementation of the SG prototype as part of two simulation courses in the Bachelor of Nursing program: one for students attending home healthcare clinical placements and one for students attending clinical placements in medical-surgical wards in hospitals. A paper-based survey was then used to assess the nursing students’ perceptions of the SG’s educational value in terms of the SG’s degree of realism/authenticity (face validity), alignment of content and tasks with curricula (content validity), and the SG’s ability to meet the learning objectives (construct validity). In addition, the survey assessed perception of usability, individual factors, and preferences regarding future use. A total of 120 participants completed the survey, representing 48% of the nursing students in the two simulation courses. Results: Study I showed that RNs with one year of clinical practice used both simple and complex cognitive processes and utilized metacognitive skills and ethical reasoning. They also demonstrated the use of inductive and deductive reasoning. However, the clinical reasoning of the RNs was highly influenced by domain-specific knowledge and the context. In addition, their reasoning was more reactive than proactive. Furthermore, knowing patients well could have both positive and negative effects on clinical reasoning. The SG prototype developed in Study II was perceived as having a content that was realistic and clinically relevant, and as having an adequate level of complexity for the intended users. Despite some perceived usability issues, most of the six participants agreed that the SG was useful, usable, and satisfying. Necessary improvements were made and the remaining three SG scenarios, one from a home healthcare setting and two from a hospital setting, were completed. Pilot testing of the final SG prototype in Study III, showed that most students from both the medical-surgical and home healthcare simulation courses perceived the SG as realistic, educationally valuable and easy to use. No significant differences were found in perception of realism or educational value between nursing students with or without previous work experience in healthcare. However, significantly more students in the home healthcare simulation course indicated that the SG tested their clinical reasoning and decision-making skills. Students from both simulation courses agreed that more video-based SGs should be developed and used in nursing education, especially in care for patients with chronic diseases. Conclusion: The results support the idea that experiential learning through video-based SGs may aid students’ clinical reasoning, for example through heightening nursing students’ awareness in promoting systematic assessment of patients, improving recognition of patient deterioration and choosing appropriate interventions in specific situations. The positive attitudes towards the SG and the call for more and similar SGs within other areas of nursing education strongly support further development of this kind of technology-enhanced learning in nursing education.

Masteroppgave i helse- og sosialinformatikk HSI500 2012 – Universitetet i Agder, Grimstad Introduksjon: Som del av samhandlingsreformen forberedes kommunehelsetjenesten i disse dager til innføring av elektronisk utveksling av pleie- og omsorgsmeldinger (PLO meldinger) til sykehusene. En del av forberedelsene vil være å kartlegge eksisterende rutiner og retningslinjer for informasjonsutveksling i kommunehelsetjenesten. Hensikten og problemstillingen til dette prosjektet har vært todelt: å foreta en kartlegging av arbeids- og informasjonsflyt ved informasjonsutveksling fra kommunen til sykehuset, og identifisere eventuelle viktige utfordringer ved dagens praksis. Metode: Prosjektet har et deskriptivt og evaluerende design, hvor det er benyttet en kombinasjon av kvalitativ og kvantitativ metode. Det er gjennomført intervjuer, spørreundersøkelse og foretatt dokumentanalyse ved to hjemmesykepleiedistrikt og to institusjoner i to kommuner i Sør Norge. Teoretisk rammeverk for kartlegging og analyse har vært Steven Alter sitt ’Work System Framework’. Resultat: Det eksisterer både formelle og uformelle rutiner for informasjonsutveksling. Manglende funksjonalitet og tilgang på teknologi medvirker til at informasjonsutveksling foregår muntlig og i papirformat. Struktur og innhold varierer i både elektroniske og håndskrevne overflyttingsrapporter. Diskusjon: Arbeidsflyt og informasjonsflyt ved informasjonsutveksling vil avhenge av tjenesteyteres individuelle ressurser, motivasjon og engasjement, organisatorisk tilrettelegging og tilgang på informasjon og teknologi. Søkeord: samhandling, informasjonsformidling, interorganisatorisk kontinuitet, sykehusinnleggelse, hjemmesykepleie, sykehjem

Den 12. mars 2020 innførte Norge de mest inngripende tiltakene man har sett i fredstid for å beskytte befolkningen mot koronaviruset. Dette medførte at fysisk oppmøte hos fastlegen ikke var like tilgjengelig for innbyggerne. Regjeringen satte også inn en rekke tiltak for å opprettholde et forsvarlig helsetilbud. Et av disse tiltakene var at fastlegene burde tilby videokonsultasjon til sine pasienter. Denne studiens formål er å undersøke fastlegepasienters erfaringer med videokonsultasjon og om intensjonen om bruk av videokonsultasjoner har endret seg på bakgrunn av koronapandemien. Studien har et kvantitativt design med nettbasert spørreskjema utformet ved hjelp av Unified Theory of Acceptance and Use of Technology 2 (UTAUT 2). Spørreundersøkelsen ble delt via sosiale medier og fikk 28 respondenter. Utvalget var fastlegepasienter i Norge som hadde benyttet seg av videokonsultasjon i møte med sin fastlege. Resultatene i studien gir en indikasjon på at mange fastlegepasienter har hatt positive erfaringer ved bruk av videokonsultasjoner og ønsker derfor å fortsette bruken i fremtiden. Majoriteten opplevde å få den hjelpen de trengte, bli sett, hørt og forstått, hadde en god opplevelse og fikk oppfylt sine forventninger til videokonsultasjonen. De fleste hadde også tatt i bruk videokonsultasjoner for første gang under koronapandemien. 75% av respondentene ville fortsatt benyttet videokonsultasjon dersom koronapandemien var over. Studien finner også en positiv sammenheng mellom spart tid og/eller kostnader og videre bruk av videokonsultasjon. Hele 93% opplevde at de sparte tid og/eller kostnader. Dette kan gi en antydning på at intensjonen om bruk har endret seg, fastlegepasienter ser nytteverdien av videokonsultasjoner i møte med sin fastlege. Denne studien sett i lys av annen forskning konkluderer med at økt bruk av videokonsultasjoner og gode brukeropplevelser fører til videre bruk av videokonsultasjoner hos fastlegepasienter i fremtiden. Nøkkelord: Videokonsultasjon, E-konsultasjon, Fastlegepasienter, Erfaringer, Brukererfaringer.