miun.sePublications
Change search
Refine search result
1 - 18 of 18
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.
    Boström, Lena
    et al.
    Mid Sweden University, Faculty of Human Sciences, Department of Nursing Sciences.
    Hallin, Karin
    Mid Sweden University, Faculty of Human Sciences, Department of Nursing Sciences.
    Learning Style Differences between Nursing and Teacher Students in Sweden: A Comparative Study2013Conference paper (Other academic)
  • 2.
    Boström, Lena
    et al.
    Mid Sweden University, Faculty of Human Sciences, Department of Education.
    Hallin, Karin
    Mid Sweden University, Faculty of Human Sciences, Department of Nursing Sciences.
    Learning Style Differences between Nursing and Teacher Students in Sweden: A Comparative Study2013Conference paper (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.

  • 3.
    Boström, Lena
    et al.
    Mid Sweden University, Faculty of Human Sciences, Department of Education.
    Hallin, Karin
    Mid Sweden University, Faculty of Human Sciences, Department of Health Sciences.
    Learning style differences between nursing and teaching students i Sweden: A comparative study2013In: International Journal of Higher Education, ISSN 1927-6044, Vol. 2, no 1, p. 22-34Article in journal (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, 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.

  • 4.
    Hallin, Karin
    Mid Sweden University, Faculty of Human Sciences, Department of Health Sciences.
    Att vara sjuksköterska: En studie av sjuksköterskeprofessionen avseende omvårdnad, handledning och utveckling2009Doctoral thesis, comprehensive summary (Other academic)
    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.

  • 5.
    Hallin, Karin
    Mid Sweden University, Faculty of Human Sciences, Department of Health Sciences.
    Interprofessionell handledning vid klinisk utbildningsavdelning, erfarenheter från pågående forskningsprojekt. Registered Nurses' experiences before and after introduction of a preceptor model.2005Conference paper (Other academic)
  • 6.
    Hallin, Karin
    Mid Sweden University, Faculty of Human Sciences, Department of Nursing Sciences.
    Nursing students at a university — A study about learning style preferences2014In: Nurse Education Today, ISSN 0260-6917, E-ISSN 1532-2793, Vol. 34, no 12, p. 1443-1449Article in journal (Refereed)
    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.

  • 7.
    Hallin, Karin
    et al.
    Mid Sweden University, Faculty of Human Sciences, Department of Nursing Sciences.
    Bäckström, Britt
    Mid Sweden University, Faculty of Human Sciences, Department of Nursing Sciences.
    Häggström, Marie
    Mid Sweden University, Faculty of Human Sciences, Department of Nursing Sciences.
    Kristiansen, Lisbeth
    Mid Sweden University, Faculty of Human Sciences, Department of Nursing Sciences.
    High-fidelity simulation: Assessment of student nurses' team achievements of clinical judgment2016In: Nurse Education in Practice, Vol. 19, p. 12-18Article in journal (Refereed)
    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.

  • 8.
    Hallin, Karin
    et al.
    Mid Sweden University, Faculty of Human Sciences, Department of Health Sciences.
    Danielson, Ella
    Mid Sweden University, Faculty of Human Sciences, Department of Health Sciences.
    Being a personal preceptor for nursing students: Registered Nurses' experiences before and after introduction of a preceptor model2009In: Journal of Advanced Nursing, ISSN 0309-2402, E-ISSN 1365-2648, Vol. 65, no 1, p. 161-174Article in journal (Refereed)
    Abstract [en]

    Aim. This paper is a report of a study to compare Registered Nurses’ experiences of acting as personal preceptors for nursing students in the year 2000 with the year 2006 and explores relationships between preceptors’ experiences and personal/clinical characteristics.

    Background: Preceptoring is experienced as stressful and challenging. How successful preceptors are in this role depends largely on the support they receive. Knowledge about preceptors’ experiences over time and in relation to a preceptor model is limited.

    Method: Data were collected by questionnaire in 2000 (n=113) and 2006 (n=109) with preceptor groups in a hospital in Sweden before and after introduction of a preceptor model. Data were analysed with descriptive and correlational statistics using parametric and nonparametric methods.

    Findings: Statistically significant improvements were noted in preceptors’ experiences between 2000 and 2006. Statistically significantly more preceptors in 2006 reported that they felt prepared for their role and felt support from teachers, colleagues, chief nurses and enrolled nurses. Least improvement was seen in relation to the questionnaire items workload, constructive feedback and support in linking research results to practice. A strong positive relationship existed between preceptors’ experiences of the preceptor role and the level of interest in preceptoring.

    Conclusion: The preceptor model offers a way to support and facilitate preceptors and to develop co-operation between university and hospital. Future research should focus on students’ experiences, experiences of first-time preceptors, head preceptors and teachers from a longitudinal perspective.

  • 9.
    Hallin, Karin
    et al.
    Mid Sweden University, Faculty of Human Sciences, Department of Health Sciences.
    Danielson, Ella
    Mid Sweden University, Faculty of Human Sciences, Department of Health Sciences.
    Being a personal preceptor for nursing students: Registered Nurses' experiences before and after introduction of a preceptor model. Vikten av samverkan mellan lärosäte och vårdverksamheter2008Conference paper (Other academic)
  • 10.
    Hallin, Karin
    et al.
    Mid Sweden University, Faculty of Human Sciences, Department of Health Sciences.
    Danielson, Ella
    Mid Sweden University, Faculty of Human Sciences, Department of Health Sciences.
    Being a personal preceptor for nursing students: Registered Nurses' experiences before and after introduction of a preceptor model. Vikten av samverkan mellan lärosäte och vårdverksamheter2009Conference paper (Other academic)
  • 11.
    Hallin, Karin
    et al.
    Mid Sweden University, Faculty of Human Sciences, Department of Health Sciences.
    Danielson, Ella
    Mid Sweden University, Faculty of Human Sciences, Department of Health Sciences.
    Preceptoring nursing students: Registred Nurses´ perceptions of nursing students´ preparation and study approaches in clinical education2010In: Nurse Education Today, ISSN 0260-6917, E-ISSN 1532-2793, Vol. 30, no 4, p. 296-302Article in journal (Refereed)
    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.

     

  • 12.
    Hallin, Karin
    et al.
    Mid Sweden University, Faculty of Human Sciences, Department of Health Sciences.
    Danielson, Ella
    Mid Sweden University, Faculty of Human Sciences, Department of Health Sciences.
    Registered nurses' experiences of daily work, a balance between strain and stimulation: A qualitative study2007In: International Journal of Nursing Studies, ISSN 0020-7489, E-ISSN 1873-491X, Vol. 44, no 7, p. 1221-1230Article in journal (Refereed)
    Abstract [en]

    The challenges in the health care have given rise to a highly stressful work situation and a more complicated role for registered nurses (RNs). Qualitative studies about daily work as a whole is limited. It is therefore vital for future development of nursing knowledge and nursing education to recurrently investigate RNs' experiences of their ability to grasp and manage their daily work situation and to promote a high quality of care. Aim: The aim of this study was to explore RNs' experiences of their daily work. Methods and participants: This follow up study was carried out involving 15 Swedish RNs six years after their graduation. Interviews, conducted with conversational strategy, were chosen for the data collection and content analysis was used to handle the interview texts. Results: The analysis resulted in a main theme 'to balance strain and stimulation', two themes and seven sub-themes. The first theme 'a stressful work situation' consisted of the sub-themes: 'to meet all demands', 'to be insufficient', 'to be unsure of oneself', 'too little contact with patient'. The second theme 'a stimulating work situation' consisted of the sub-themes: 'to encounter patients and health care staff is enriching', 'to have the situation under control', 'to have the skills necessary to be independent'. A pattern emerged throughout the themes, which showed that due to the increasing number of patients RNs' capacity for management, prioritising and planning out of team work, and performing exacting documentation diminished. Conclusion: The RNs' daily work has been illustrated as a scale of balance that oscillated between strain and stimulation; an oscillation towards strain could lead to a vicious circle. The RNs need support from the start through nursing education and continuously in profession. This is a crucial issue for nursing education and health care sector.

  • 13.
    Hallin, Karin
    et al.
    Mid Sweden University, Faculty of Human Sciences, Department of Health Sciences.
    Danielson, Ella
    Mid Sweden University, Faculty of Human Sciences, Department of Health Sciences.
    Registered Nurses' perceptions of their work and professional development2008In: Journal of Advanced Nursing, ISSN 0309-2402, E-ISSN 1365-2648, Vol. 61, no 1, p. 62-70Article in journal (Refereed)
    Abstract [en]

    AIM: This paper is a report of a study to elucidate Registered Nurses' perceptions of their work and professional development 6 years after graduation. BACKGROUND: Nursing education and health care has rapidly changed in the last two decades. Education and experience are important components in Registered Nurses' ability to promote a high quality of care, but a great deal depends on their work circumstances. This study emphasizes Registered Nurses' view of their work in health care, at a time in their career when they have several years of experience. METHOD: Data were collected in 2003 from in-depth interviews with 15 Registered Nurses 6 years after their graduation. The interviews were semi-structured and analysed with interpretive content analysis. FINDINGS: The findings revealed two themes and five sub-themes. The first theme, An appropriate but demanding profession, consisted of two sub-themes: 'having found one's niche' and 'growing old in nursing may be difficult'. The second theme, A profession with opportunities and obstacles, consisted of three sub-themes: 'being aware of Registered Nurses' potential', 'having knowledge that is seldom made use of' and 'attaining professional growth is no matter of course'. CONCLUSION: Keeping Registered Nurses' satisfied and avoiding their dissatisfaction is crucial for both educators and employers. It is essential that employers give priority to Registered Nurses' time with patients and to motivate and support them in professional development. Further intervention studies regarding a change of the balance between obstacles and opportunities are needed.

  • 14.
    Hallin, Karin
    et al.
    Mid Sweden University, Faculty of Human Sciences, Department of Nursing Sciences.
    Häggström, Marie
    Mid Sweden University, Faculty of Human Sciences, Department of Nursing Sciences.
    Bäckström, Britt
    Mid Sweden University, Faculty of Human Sciences, Department of Nursing Sciences.
    Kristiansen, Lisbeth
    Mid Sweden University, Faculty of Human Sciences, Department of Nursing Sciences.
    Correlations between Clinical Judgement and Learning Style Preferences of Nursing Students in the Simulation Room2016In: Global Journal of Health Science, ISSN 1916-9736, E-ISSN 1916-9744, Vol. 8, no 6Article in journal (Refereed)
    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.

  • 15.
    Hallin, Karin
    et al.
    Mid Sweden University, Faculty of Human Sciences, Department of Health Sciences.
    Swärd, Gunilla
    Mid Sweden University, Faculty of Human Sciences, Department of Health Sciences.
    Danielson, Ella
    Mid Sweden University, Faculty of Human Sciences, Department of Health Sciences.
    Sjuksköterskors erfarenheter av att vara handledare för sjuksköterskestuderande: Rapport2001Conference paper (Other academic)
  • 16.
    Hallin, Karin
    et al.
    Mid Sweden University, Faculty of Human Sciences, Department of Health Sciences.
    Swärd, Gunilla
    Mid Sweden University, Faculty of Human Sciences, Department of Health Sciences.
    Danielson, Ella
    Mid Sweden University, Faculty of Human Sciences, Department of Health Sciences.
    Sjuksköterskors erfarenheter av att vara handledare för sjuksköterskestuderande: Rapport2002Report (Other scientific)
    Abstract [sv]

    Syftet med studien var att beskriva och analysera handledarnas erfarenheter av den rådande ordningen för sjuksköterskestudenter i klinisk utbildning vid en högskola i Mellansverige. Ett frågeformulär skickades till 227 sjuksköterskor och besvarades av 160 (70%). Resultatet visade att sjuksköterskorna var positiva till studenter men kände osäkerhet i handledarfunktionen. De med handledar-/pedagogisk utbildning var säkrare jämfört med de som saknade sådan utbildning. Den tid som ägnades åt handledning varierade från handledare till handledare, men genomgående nämndes brist på handledningstid på grund av hög arbetsbelastning. Resultatet tydliggör ett behov av utbildningsinsatser och utökat handledarstöd för att studenterna i den kliniska utbildningen skall uppnå både yrkeskrav och högskolemässig utbildning. Resultatet kommer att vara vägledande i upprättande av handlingsplaner och förutsättning för en uppföljningsstudie efter handledningsmodellens införande.

  • 17.
    Häggström, Marie
    et al.
    Mid Sweden University, Faculty of Human Sciences, Department of Nursing Sciences.
    Bäckström, Britt
    Mid Sweden University, Faculty of Human Sciences, Department of Nursing Sciences.
    Vestling, Irene
    Mid Sweden University, Faculty of Human Sciences, Department of Nursing Sciences.
    Hallin, Karin
    Mid Sweden University, Faculty of Human Sciences, Department of Nursing Sciences.
    Segevall, Cecilia
    Mid Sweden University, Faculty of Human Sciences, Department of Nursing Sciences.
    Kristiansen, Lisbeth
    Mid Sweden University, Faculty of Human Sciences, Department of Nursing Sciences.
    Overcoming reluctance towards High Fidelity Simulation: a mutual challenge for nursing students’ and faculty teachers2017In: 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)
    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.

  • 18.
    Kristiansen, Lisbeth
    et al.
    Mid Sweden University, Faculty of Human Sciences, Department of Nursing Sciences.
    Häggström, Marie
    Mid Sweden University, Faculty of Human Sciences, Department of Nursing Sciences.
    Hallin, Karin
    Mid Sweden University, Faculty of Human Sciences, Department of Nursing Sciences.
    Andersson, Ingela
    Bäckström, Britt
    Mid Sweden University, Faculty of Human Sciences, Department of Nursing Sciences.
    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 2015In: Nordic journal of nursing research, ISSN 2057-1585, E-ISSN 2057-1593, Vol. 35, no 2, p. 113-122Article in journal (Refereed)
    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

1 - 18 of 18
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