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Hallin, Karin
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Häggström, M., Bäckström, B., Vestling, I., Hallin, K., Segevall, C. & Kristiansen, L. (2017). Overcoming reluctance towards High Fidelity Simulation: a mutual challenge for nursing students’ and faculty teachers. Global Journal of Health Science, 9(7), 127-137, Article ID 1916-9744.
Open this publication in new window or tab >>Overcoming reluctance towards High Fidelity Simulation: a mutual challenge for nursing students’ and faculty teachers
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2017 (English)In: Global Journal of Health Science, ISSN 1916-9736, E-ISSN 1916-9744, Vol. 9, no 7, p. 127-137, article id 1916-9744Article in journal (Refereed) Published
Abstract [en]

BACKGROUND: One strategy to develop nursing students’ clinical judgment are the use of high-fidelity patient simulation (HFS). The aim of the study was twofold. Firstly, the aim of this study was to describe the nursing students’ experiences while participating in HFS, and secondly to describe faculty teachers’ reflections about nursing students’ need in HFS and the related teaching challenges.

METHODData was collected in focus group discussions and individual interviews, analyzed using thematic qualitative content analysis.

FINDINGSThe nursing students’ experienced HFS as being thrown into an uncertain, exposure situation. This were for some, reason for reluctance. The teachers challenge was motivating and coaching the students throughout a demanding teaching situation.

DISCUSSION: Students’ ability to perform in HFS is influenced by self-perceived efficacy, own attitudes and responsibility for one’s learning, which are a challenge for the teachers.

CONCLUSION: HFS methodology can be useful to identify gaps and strengths in students’ professional transition towards becoming registered nurses. Overcoming reluctance towards HFS is a mutual challenge for faculty teachers and nursing students. By entering the scenario with a positive mindset, nursing students can improve their ability to perform clinical judgments.

Place, publisher, year, edition, pages
Canada center of Science And education, 2017
National Category
Medical and Health Sciences
Identifiers
urn:nbn:se:miun:diva-32516 (URN)10.5539/gjhs.v9n7p127 (DOI)
Available from: 2017-12-19 Created: 2017-12-19 Last updated: 2017-12-21Bibliographically approved
Hallin, K., Häggström, M., Bäckström, B. & Kristiansen, L. (2016). Correlations between Clinical Judgement and Learning Style Preferences of Nursing Students in the Simulation Room. Global Journal of Health Science, 8(6)
Open this publication in new window or tab >>Correlations between Clinical Judgement and Learning Style Preferences of Nursing Students in the Simulation Room
2016 (English)In: Global Journal of Health Science, ISSN 1916-9736, E-ISSN 1916-9744, Vol. 8, no 6Article in journal (Refereed) Published
Abstract [en]

BACKGROUND: Health care educators account for variables affecting patient safety and are responsible for developing the highly complex process of education planning. Clinical judgement is a multidimensional process, which may be affected by learning styles. The aim was to explore three specific hypotheses to test correlations between nursing students’ team achievements in clinical judgement and emotional, sociological and physiological learning style preferences.

METHODS: A descriptive cross-sectional study was conducted with Swedish university nursing students in 2012-2013. Convenience sampling was used with 60 teams with 173 nursing students in the final semester of a three-year Bachelor of Science in nursing programme. Data collection included questionnaires of personal characteristics, learning style preferences, determined by the Dunn and Dunn Productivity Environmental Preference Survey, and videotaped complex nursing simulation scenarios. Comparison with Lasater Clinical Judgement Rubric and Non-parametric analyses were performed.

RESULTS: Three significant correlations were found between the team achievements and the students’ learning style preferences: significant negative correlation with ‘Structure’ and ‘Kinesthetic’ at the individual level, and positive correlation with the ‘Tactile’ variable. No significant correlations with students’ ‘Motivation’, ‘Persistence’, ‘Wish to learn alone’ and ‘Wish for an authoritative person present’ were seen.

DISCUSSION & CONCLUSION: There were multiple complex interactions between the tested learning style preferences and the team achievements of clinical judgement in the simulation room, which provides important information for the becoming nurses. Several factors may have influenced the results that should be acknowledged when designing further research. We suggest conducting mixed methods to determine further relationships between team achievements, learning style preferences, cognitive learning outcomes and group processes.

National Category
Nursing
Identifiers
urn:nbn:se:miun:diva-23372 (URN)10.5539/gjhs.v8n6p1 (DOI)
Available from: 2014-11-06 Created: 2014-11-06 Last updated: 2017-06-22Bibliographically approved
Hallin, K., Bäckström, B., Häggström, M. & Kristiansen, L. (2016). High-fidelity simulation: Assessment of student nurses' team achievements of clinical judgment. Nurse Education in Practice, 19, 12-18
Open this publication in new window or tab >>High-fidelity simulation: Assessment of student nurses' team achievements of clinical judgment
2016 (English)In: Nurse Education in Practice, Vol. 19, p. 12-18Article in journal (Refereed) Published
Abstract [en]

Nursing educators have the challenge of preparing nursing students to handle complex patient care situations in real life, but much remains unknown about the ability to make clinical judgments. In this study, high-fidelity simulation (HFS) was used at a Swedish university to find answers about pre-licensure nursing students' success in clinical judgment in terms of team ability and relationships with theoretical achievements, and personal and scenario circumstances. The matrix Lasater Clinical Judgment Rubric (LCJR) was used to analyze and score the students' ability in teams to notice, interpret and respond to complex care situations. Overall, the results showed the student teams in their first meeting with HFS in a complex care situation achieved low clinical judgment points; most teams were in the stages of Beginning and Developing. For attaining high team achievements the majority of the students in the team should theoretically be "high performance". Being observers and having HFS experience before nursing education was significant too. However, age, health care experience, and assistant nurse degrees were of secondary importance. Further research at universities regionally, nationally, and internationally is needed.

Keywords
Clinical skills, HFS, Nursing education, Simulation-based performance, Videotaped scenarios
National Category
Nursing
Identifiers
urn:nbn:se:miun:diva-27838 (URN)10.1016/j.nepr.2016.03.010 (DOI)000381650700003 ()27428686 (PubMedID)2-s2.0-84962868639 (Scopus ID)
External cooperation:
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Article

Available from: 2016-06-09 Created: 2016-06-09 Last updated: 2016-09-12Bibliographically approved
Kristiansen, L., Häggström, M., Hallin, K., Andersson, I. & Bäckström, B. (2015). Svensk översättning, kvalitativ relevansvärdering och kvantitativ reliabilitetstestning av Lasater Clinical Judgment Rubric: Swedish translation, qualitative relevance evaluation and quantitative reliability test of Lasater Clinical Judgment Rubric . Nordic journal of nursing research, 35(2), 113-122
Open this publication in new window or tab >>Svensk översättning, kvalitativ relevansvärdering och kvantitativ reliabilitetstestning av Lasater Clinical Judgment Rubric: Swedish translation, qualitative relevance evaluation and quantitative reliability test of Lasater Clinical Judgment Rubric 
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2015 (Swedish)In: Nordic journal of nursing research, ISSN 2057-1585, E-ISSN 2057-1593, Vol. 35, no 2, p. 113-122Article in journal (Refereed) Published
Abstract [en]

Newly graduated nurses show lacking skills and competences regarding the ability to make appropriate clinical assessment of acute, complex care situations. There is also a lack of translated, qualitative relevance evaluated and reliability tested rubrics in the Swedish language. The purpose of this method article was to translate, conduct a relevance evaluation and reliability test of the identified Lasater Clinical Judgment Rubric (LCJR). In this article the Swedish translation LCJR (S) is presented. The results showed that the LCJR (S) was both  qualitatively relevant and quantitatively reliable. We claim that there are several advantages to systematic use LCJR (S) for assessment of nursing students' clinical judgment in laboratory simulation environments with acute patient situations

Place, publisher, year, edition, pages
London: Sage Publications, 2015
Keywords
Clinical judgement, Lasater Clinical Judgment Rubric, nursing Students, qualitative relevance evaluation, reliability test, Swedish translation
National Category
Medical and Health Sciences Medical and Health Sciences
Identifiers
urn:nbn:se:miun:diva-26372 (URN)10.1177/0107408315578397 (DOI)
Funder
Magnus Bergvall Foundation
Available from: 2015-12-07 Created: 2015-12-07 Last updated: 2017-12-01Bibliographically approved
Hallin, K. (2014). Nursing students at a university — A study about learning style preferences. Nurse Education Today, 34(12), 1443-1449
Open this publication in new window or tab >>Nursing students at a university — A study about learning style preferences
2014 (English)In: Nurse Education Today, ISSN 0260-6917, E-ISSN 1532-2793, Vol. 34, no 12, p. 1443-1449Article in journal (Refereed) Published
Abstract [en]

Background: In most adult education, teachers use methods that assume all students learn in the same way. But knowledge of students' learning style preferences highlights the importance of adequate teaching and learning adaptation.                                                                                                  Objectives: The aim of the study was to describe and compare final year nursing students' learning style preferences in two campuses during three semesters. A further aim was to identify differences between learning style preferences and personal characteristics.                                                                                 Design: A descriptive cross-sectional study using the Productivity Environmental Preference Survey (PEPS) questionnaire was conducted at a Swedish rural university. Three semester groups with 263 nursing students participated in 2012 – 2013. Results: The majority of the students were‘flexible’ in their learning style preferences and had none or few strong preferences. Students with strong preferences preferred high structure (75%) and an authority figure present (40%). About a third were highly auditory, tactile and/or kinesthetic while 8% were highly visual. Few significant differences were revealed between the groups of campuses and the groups of semesters or between learning style preferences and upper secondary school and care experience. There were no significant differences between learning style preferences and age and assistant nurse graduation. More women than men were highly motivated, auditory, tactile and kinesthetic and preferred structure and mobility.                                                                                                 Conclusions: The PEPS questionnaire provides nursing students with self-awareness regarding their strengths and shortcomings in learning and teachers with a valuable and practical basis for their selection of adapted individual and group teaching methods. The findings suggest the need for wide variation and interactive teaching approaches, conscious didactic actions between cooperating teachers and conscious learning strategies for nursing students.

Keywords
Campuses, Learning preferences, Nursing education, PEPS, Semesters
National Category
Nursing
Identifiers
urn:nbn:se:miun:diva-21953 (URN)10.1016/j.nedt.2014.04.001 (DOI)000344425100008 ()2-s2.0-84923411378 (Scopus ID)
Available from: 2014-05-22 Created: 2014-05-22 Last updated: 2017-12-05Bibliographically approved
Boström, L. & Hallin, K. (2013). Learning Style Differences between Nursing and Teacher Students in Sweden: A Comparative Study. In: : . Paper presented at Vårdpedagogiskt Rikskollegium, Östersund, 22 augusti, 2013..
Open this publication in new window or tab >>Learning Style Differences between Nursing and Teacher Students in Sweden: A Comparative Study
2013 (English)Conference paper, Oral presentation only (Other academic)
National Category
Nursing
Identifiers
urn:nbn:se:miun:diva-22709 (URN)
Conference
Vårdpedagogiskt Rikskollegium, Östersund, 22 augusti, 2013.
Available from: 2014-09-03 Created: 2014-09-03 Last updated: 2016-09-29Bibliographically approved
Boström, L. & Hallin, K. (2013). Learning Style Differences between Nursing and Teacher Students in Sweden: A Comparative Study. In: : . Paper presented at NFPF/NERA´s 41 th Congress, Reykjavik, Mars 2013..
Open this publication in new window or tab >>Learning Style Differences between Nursing and Teacher Students in Sweden: A Comparative Study
2013 (English)Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

The teaching profession has been continually challenged to provide evidence of the effectiveness of teaching and learning methods. Teacher education as well as nursing education  are currently undergoing reforms in Sweden Hence, it is important for educational institutions to be aware of the different ways that their students learn and it is importance for prospective teachers and nurses to become aware of their own learning styles. The purpose of this research was to explore the learning styles preferences for two student groups: teachers and nurses to analyze their differences in the light of international research on learning styles. The study involved 78 teacher students and 78 nursing students. Twenty subscales of the Productivity Environmental Preference Survey (PEPS) (Dunn, Dunn, & Price, 1984; 1991; 2000) were used to identify the learning-styles preferences of the participants. The results showed statistically significant differences between the two student groups. Based on the results, it can be concluded that in comparison to teacher students, nursing students differed in need for light, motivation, kinesthetic preferences, and need for authorities  More teacher students than nursing students preferred intake, morning work and were more persistent. The findings suggested the need for widely diverse teaching approaches and conscious didactic action skills in higher education as well as implementation of learning strategies for students.

Keywords
learning styles preferences, nursing students, teacher students, teaching strategies
National Category
Pedagogy
Identifiers
urn:nbn:se:miun:diva-19663 (URN)
Conference
NFPF/NERA´s 41 th Congress, Reykjavik, Mars 2013.
Available from: 2013-07-30 Created: 2013-07-30 Last updated: 2016-09-29Bibliographically approved
Boström, L. & Hallin, K. (2013). Learning style differences between nursing and teaching students i Sweden: A comparative study. International Journal of Higher Education, 2(1), 22-34
Open this publication in new window or tab >>Learning style differences between nursing and teaching students i Sweden: A comparative study
2013 (English)In: International Journal of Higher Education, ISSN 1927-6044, Vol. 2, no 1, p. 22-34Article in journal (Refereed) Published
Abstract [en]

The teaching profession has been continually challenged to provide evidence of the effectiveness of teaching and learning methods. Teacher education, as well as nursing education, is currently undergoing reforms in Sweden. At the university where the research was conducted, teaching and nursing programs are two priority educational programs and maybe knowledge of learning styles can improve the quality of these programs. The purpose of this research was to examine the learning style preferences for two student groups, teachers and nurses, to analyze their differences in light of international research on learning styles. The study involved 78 teaching students and 78 nursing students. Twenty subscales of the Productivity Environmental Preference Survey (PEPS) (Dunn, Dunn, & Price, 1984; 1991;2000) were used to identify the participants’ learning style preferences. The results showed statistically significant differences between the two student groups. In comparison to teaching students, more nursing students were highly motivated, kinesthetic, and preferred authorities. More teaching students were highly persistent. The findings suggest the need for widely diverse teaching approaches and conscious didactic action skills in higher education, as well as implementation of learning strategies for students.

Keywords
Learning style preferences, Nursing students, Teaching students, Teaching strategies
National Category
Humanities
Identifiers
urn:nbn:se:miun:diva-18307 (URN)10.5430/ijhe.v2n1p22 (DOI)
Available from: 2013-01-17 Created: 2013-01-17 Last updated: 2016-09-29Bibliographically approved
Hallin, K. & Danielson, E. (2010). Preceptoring nursing students: Registred Nurses´ perceptions of nursing students´ preparation and study approaches in clinical education. Nurse Education Today, 30(4), 296-302
Open this publication in new window or tab >>Preceptoring nursing students: Registred Nurses´ perceptions of nursing students´ preparation and study approaches in clinical education
2010 (English)In: Nurse Education Today, ISSN 0260-6917, E-ISSN 1532-2793, Vol. 30, no 4, p. 296-302Article in journal (Refereed) Published
Abstract [en]

Preceptorship influences Registered Nurses’ (RNs) daily work to different degrees depending on nursing students’ knowledge, and willingness to learn. Consequently, it is of the utmost importance to investigate how RNs assess nursing students in clinical education. The aim of this study was to describe RNs’ perceptions of nursing students’ preparation and study approaches at hospital workplaces, and to explore relationships between RNs’ perceptions and their personal/clinical characteristics. A cross-sectional design was used. In 2006, 142 of 196 RNs at a Swedish hospital answered a questionnaire (response rate 72.5%). The majority of RNs (63–84%) rated students’ study approaches highly and thought students comprehended the outcomes of learning. Fewer (45–49%), rated students as having adequate theoretical knowledge highly and were of the opinion that they had acquired knowledge about the unit. Statistically, non specialist nurses rated significantly higher compared with specialist nurses. Significant positive correlations were found between the RNs’ perceptions of nursing students and their interest in preceptoring. The extent to which preparation programmes, established in collaboration between a university and a hospital, had improved preceptors and nursing students was not graded. Further descriptive and intervention studies are therefore needed.

 

Keywords
Preceptoring; Questionnaire; Registered Nurses; Nursing students
National Category
Nursing
Identifiers
urn:nbn:se:miun:diva-8717 (URN)10.1016/j.nedt.2009.08.004 (DOI)000276796800005 ()19735962 (PubMedID)2-s2.0-77949315803 (Scopus ID)
Available from: 2009-03-13 Created: 2009-03-13 Last updated: 2017-12-13Bibliographically approved
Hallin, K. (2009). Att vara sjuksköterska: En studie av sjuksköterskeprofessionen avseende omvårdnad, handledning och utveckling. (Doctoral dissertation). Östersund: Mittuniversitetet
Open this publication in new window or tab >>Att vara sjuksköterska: En studie av sjuksköterskeprofessionen avseende omvårdnad, handledning och utveckling
2009 (Swedish)Doctoral thesis, comprehensive summary (Other academic)
Abstract [sv]

Avhandlingens övergripande syfte var att klarlägga sjuksköterskors erfarenheter av sjuksköterskeprofessionen avseende omvårdnad, handledning och utveckling. Avhand‐lingen innefattar två kvalitativa (I, II) och två kvantitativa (III, IV) studier. Femton sjuksköterskor intervjuades sex år efter examen (I, II). Sjuksköterskorna var bland de första i Sverige med treårig sjuksköterskeutbildning. Handledare till sjuksköterske‐studenter i verksamhetsförlagd utbildning besvarade ett frågeformulär om handledning före/efter införd handledningsmodell (III, IV). I handledningsstudierna deltog 113 sjuksköterskor år 2000 (III) och 109 (III) respektive 142 (IV) sjuksköterskor år 2006. Svarsfrekvensen motsvarade ca 71% (III, IV). Innehållsanalys (I, II) och statistiska beräk‐ningar (III, IV) utfördes. Analysen visade att sjuksköterskor med treårig sjuksköterskeutbildning och sex års erfarenhet hade hittat sin nisch (II). Ingen ångrade sitt yrkesval. Många var under‐stimulerade samtidigt som de balanserade mellan påfrestning och stimulans (I) hinder och möjligheter (II). Flertalet var tveksamma till om de skulle orka arbeta fram till pensionsåldern (I, II). Inrättandet av en handledningsmodell som gav stöd till både sjuksköterskestudenter och handledare visade sig vara ett bra sätt i att organisera samverkan mellan handledare och lärare (III). Flertalet handledare var nöjda med det stöd de fått och upplevde säkerhet i handledarrollen (III). Emellertid, sjuksköterskor med och utan specialistutbildning värderade sjuksköterskestudenter olika (IV). Behovet av ett fokuserat lärande visades som ett mönster genom resultaten (I, II, III, IV). Avhandlingen visar genom resultaten att sjuksköterskor verkar i en komplex pro‐fession där det krävs skickliga sjuksköterskor för att klara det arbete sjuksköterskan är satt att sköta. För framgång i omvårdnad, handledning och utveckling är den lärande miljön central. En miljö där teori, praktik, forskning och reflektion vävs samman och där stöd, samverkan och professionell utveckling är ledstjärnor. Avhandlingen visar att en ökad samverkan mellan vårdverksamhet och universitet/högskola är nödvändig för att sjuksköterskeutbildningen och omvårdnadsarbetet skall kunna anpassas till hälso‐ och sjukvårdens ökade krav. Avhandlingens resultat kan användas som grund för fortsatta diskussioner med hänsyn till omvårdnadsvetenskap och beslut kring sjuksköterskans arbete såväl i utbildningssammanhang som i vårdverksamhet.

Abstract [en]

The overall aim of this thesis was to elucidate Registered Nurses’ (RNs) experiences of the nursing profession regarding nursing, preceptoring and professional development. The thesis includes two qualitative studies (I, II) and two quantitative studies (III, IV). Fifteen RNs were interviewed six years after graduation (I, II). These nurses were among the first in Sweden to graduate from the 3‐year Bachelor programme in nursing. Preceptors for nursing students in clinical education answered a questionnaire regarding experiences of the preceptor role before/after the introduction of a preceptor model (III, IV). In the studies related to preceptoring 113 RNs participated in 2000 (III), and 109 (III) respectively 142 (IV) RNs participated in 2006, with similar response rates of roughly 71% (III, IV). A content analysis (I, II), and statistic analysis (III, IV) were performed. The analysis showed that RNs graduates from the Bachelor programme in nursing, with six years nursing experience, had found their niche (II). None regretted the choice of profession. Several were under stimulated at the same time as they oscillated between strain and stimulation (I) and between obstacles and opportunities (II). The majority thought that growing old in nursing could prove to be difficult (I, II). The introduction of the preceptor model, with its support to both nursing students and preceptors, showed how to organize co‐operation between preceptors and teachers (III) successfully. The majority of the preceptors were satisfied with the support they had received and experienced a feeling of confidence in their role as preceptor (III). However, specialist nurses and non‐specialist‐nurses valued nursing students differently (IV). The necessity of adopting focused learning emerged as a pattern (I, II, III, IV). The results of the thesis show that RNs work in a complex profession that demands skilled nurses to accomplish the tasks they are required to perform. To successful nursing, preceptoring and development the teaching environment is pre‐dominant. It is an environment where theory, practice, research, feedback and reflection are interwoven and where support, co‐operation and professional development are the guiding‐stars. The thesis shows an increased co‐operation between the healthcare organization and university is necessary in order to adapt the nursing education and profession to the ever increasing demands in health care. The results of the thesis are a contribution to continued discussions regarding nursing science and RN’s work from both educational and health care context.

Place, publisher, year, edition, pages
Östersund: Mittuniversitetet, 2009. p. 76
Series
Mid Sweden University doctoral thesis, ISSN 1652-893X ; 68
Keywords
Registered Nurse, profession, nursing, preceptoring, development, experience, satisfaction, support, preceptor, preceptor model, nursing student, interview, questionnaire, Sjuksköterska, profession, omvårdnad, handledning, utveckling, erfarenhet, tillfredsställelse, stöd, handledare, handledningsmodell, sjuksköterskestudent, intervju, frågeformulär
National Category
Nursing
Identifiers
urn:nbn:se:miun:diva-8716 (URN)978-91-86073-32-9 (ISBN)
Public defence
2009-03-20, Sal F214, Campus Östersund, Östersund, 10:15 (Swedish)
Opponent
Supervisors
Available from: 2009-03-13 Created: 2009-03-13 Last updated: 2009-03-16Bibliographically approved
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