Hege Kristin Aslaksen Kaldheim

Associate Professor Department of Health and Nursing Science

Email: hege.kaldheim@uia.no
Phone: +47 37 23 34 23
Mobile phone: +47 91 00 73 80

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Areas of responsibility

Registered Nurse with perioperative nurse education. MSC in Health Science from University Of Agder (2012). Post Graduate Certificate in Education for Vocational Teachers from University of Agder(2014). PhD 2023 from University of Agder.

Research

Academic interests

Perioperative nursing and simulation-based learning in education

Selected publications

Kaldheim, H.K.A., Slettebø, Å. (2016). Respecting as a basic teamwork process in the operating theatre; A qualitative study of theatre nurses who work in interdisciplinary surgical teams of what they see as important factors in this collaboration. Nordisk sygeplejeforskning, 6, 49-64. doi:10.18261/issn.1892-2686-2016-01-05

Kaldheim, H.K.A., Bergland, Å., Ølnes,M.A., Hofsø,K., Dihle,A., Creutzfeldt,J., Zhang,C., Simen Alexander Steindal, S.A. (2019).Use of simulation-based learning among perioperative nurses and students: A scoping review. Nurse Education Today, 73, 31-37. doi :10.1016/j.nedt.2018.09.013

Kaldheim, H.K.A., Fossum, M., Munday, J., Johnsen, K.M.F., Slettebø, Å. (2020). A qualitative study of perioperative nursing students' experience of interprofessional simulation-based learning. Journal of Clinical Nursing, 30, 174-187. doi: 10.1111/jocn.15535

Kaldheim, H.K.A., Fossum, M., Munday, J.,Creutzfeldt, J., Slettebø, Å. (2021). Use of interprofessional simulation-based learning to develop perioperative nursing students' self-efficacy in responding to acute situations. International Journal of Educational Research, 109,101801. https://doi.org/10.1016/j.ijer.2021.101801

Research groups

Tjugum, Vibeke; Kaldheim, Hege Kristin Aslaksen & Bredesen, Ida Marie (2026). Jobbkrav, kontroll og sosialt samspill i operasjonssykepleieres psykososiale arbeidsmiljø – en tverrsnittstudie. Inspira – tidsskrift for anestesi-, operasjon- og intensivsykepleiere. ISSN 0809-9707. 21(1), p. 1–13. doi: 10.23865/inspira.v21.6878. Full text in Research Archive Show summary
Bakgrunn: Operasjonssykepleiere jobber i et komplekst psykososialt arbeidsmiljø. Tidligere forskning har vist at høye jobbkrav og lav kontroll kan føre til stress og utbrenthet, mens godt sosialt samspill kan bidra til bedre trivsel. Det eksisterer lite forskning som omhandler jobbkrav, kontroll og sosialt samspill i en norsk operasjonssykepleiekontekst. Hensikt: Å kartlegge jobbkrav, kontroll og sosialt samspill blant operasjonssykepleiere i et helseforetak, samt undersøke hvordan disse faktorene påvirkes av ulike arbeidstidsordninger og arbeidserfaring. Metode: Et deskriptivt tverrsnittdesign ble benyttet og et anonymt elektronisk spørreskjema ble distribuert til 154 operasjonssykepleiere i oktober 2019. Data ble analysert med deskriptiv statistikk, kji-kvadrattest og variansanalyse (ANOVA). Lineær regresjon ble utført for å justere for alder og arbeidserfaring. Resultater: Totalt 105 operasjonssykepleiere besvarte spørreskjemaet. Flertallet rapporterte at de måtte arbeide i et høyt tempo (86,7 prosent) og med maksimal oppmerksomhet (98,1 prosent). Over to tredjedeler av operasjonssykepleierne måtte ta raske og kompliserte avgjørelser. En stor andel av operasjonssykepleierne (82,9 prosent) tilegnet seg nye kunnskaper og ferdigheter, og 80 prosent fant arbeidet positivt utfordrende. Operasjonssykepleierne kunne sjelden eller aldri bestemme eget arbeidstempo (79,1 prosent), lengden på pausene (81,9 prosent) eller når pausene ble tatt (72,4 prosent). Nær fire av fem operasjonssykepleiere rapporterte godt sosialt samspill fra nærmeste leder og kollegaer. Operasjonssykepleiere i turnusstillinger måtte signifikant oftere lære nye ferdigheter, hadde større opplæringsbehov og rapporterte mer mobbing og trakassering enn dagarbeidere. Nyutdannede operasjonssykepleiere oppgav å ha mer krevende arbeidsoppgaver, større opplæringsbehov og flere konflikter mellom kollegaer enn de mer erfarne. Konklusjon: Jobbkrav, kontroll og sosialt samspill er betydningsfulle områder i operasjonssykepleiernes psykososiale arbeidsmiljø. Tiltak som øker kontrollen over arbeidsforholdene og fremmer et støttende sosialt miljø kan forbedre operasjonssykepleieres arbeidshverdag, spesielt for de i turnusstillinger og nyutdannede.
Haddeland, Kristine; Briseid, Hanne Synøve; Kaldheim, Hege Kristin Aslaksen & Johnsen, Hege Mari (2025). Empowering future nurses: a focus group study on simulation for transition to clinical practice. BMC Nursing. 25. doi: 10.1186/s12912-025-04229-9. Full text in Research Archive Show summary
Background: Simulation exercises are increasingly being used in undergraduate nursing education. The aim of this study was to identify, describe and discuss the factors that facilitate the successful implementation of simulation exercises for the transition to clinical practice in primary healthcare settings experienced by nursing students. Methods: Seven focus group interviews were conducted with a total of 35 undergraduate nursing students from two university campuses in Norway. There were three focus groups with first-year students, two focus groups with second-year students and two focus groups with third-year students. The interviews were analysed using reflexive thematic analysis. Results: The analysis identified four main themes, each including essential factors for successful implementation of simulation exercises: (1) feeling secure (2), experiencing realism (3), learning in different roles and (4) reflecting together. Conclusions: The findings outline key factors experienced by the participants that may contribute to successful simulations. These insights may guide future implementation of simulation exercises in undergraduate nursing education, specifically for the transition to clinical practice in primary healthcare settings
Henriksen, Marte; Ellingsen, Sidsel & Kaldheim, Hege Kristin Aslaksen (2025). Intraoperative pain management for patients undergoing medication-assisted rehabilitation: a scoping review. BMC Anesthesiology. 26. doi: 10.1186/s12871-025-03538-5. Full text in Research Archive Show summary
Introduction: Managing pain relief during the intraoperative phase for patients receivingmedication-assisted treatment for opioid use disorder is both challenging and complex. Thispatient group can have or develop increased opioid tolerance and heightened pain sensitivity.Both require a different approach to pain management compared with patients not receivingsuch treatment. This scoping review aimed to identify and map the literature on intraoperativepain management for patients receiving medication for opioid use disorder.Methods: A systematic search of Embase (OVID), Medline and CINAHL, was undertaken inDecember 2023. All types of literature published from 2013 to 2023 were included, except forabstracts. A follow-up search was conducted in April 2025.Results: Eight articles were included: one qualitative study, one case study report, one expertDelphi study and five non-research articles. The results suggest a paucity of research onintraoperative pain management for patients undergoing medications for opioid use disorder.Conclusion: Limited evidence exists regarding intraoperative pain management for patientsundergoing medication-assisted treatment for opioid addiction. Despite this gap, existingliterature discusses the roles of methadone, buprenorphine and naltrexone in the context ofsurgical treatment. Multimodal strategies can effectively manage pain for this complex group,and collaboration between nurse anaesthetists and anaesthesiologists is crucial for optimalpain management and patient safety
Kaldheim, Hege Kristin Aslaksen; Munday, Judy; Haddeland, Kristine & Fossum, Mariann (2024). Newly Graduated Perioperative Nurses' Experiences of Transitioning to Clinical Practice: A Qualitative Explorative Secondary Analysis. Journal of Advanced Nursing. ISSN 0309-2402. doi: 10.1111/jan.16537. Full text in Research Archive Show summary
Aim The aim of this secondary analysis was to explore newly graduated perioperative nurses' experiences of transitioning to clinical practice to gain more in‐depth knowledge of this phenomenon. Design A qualitative explorative study of secondary data was used, and this study was reported following the Consolidated Criteria for Reporting Qualitative Research checklist. Methods A secondary analysis of data collected between March 2019 and November 2020 via 16 semi‐structured interviews with newly graduated perioperative nurses. The interviews were conducted 3 to 5 months after they graduated from five different educational institutions in Norway and entered clinical practice as perioperative nurses. A three‐step phenomenological hermeneutical analysis inspired by Ricoeur's theory was applied: naïve reading, structural analysis and comprehensive understanding. Results We identified three themes: expectations of competence, facilitation for newly graduated perioperative nurses and the transition from being a student to a newly qualified perioperative nurse. Conclusions Newly graduated perioperative nurses emphasised the critical role of supportive facilitation, manageable expectations and support from leaders and colleagues, which seemed essential for a successful transition to clinical practice. Impact This study addresses knowledge essential for universities, universities colleges and clinical practice, specifically healthcare organisations, to understand the transition process for newly graduated perioperative nurses. This can support the establishment of improved practices to ensure patient safety via more specific education and mentoring and more accurate expectations of competence.
Kaldheim, Hege Kristin Aslaksen; Fossum, Mariann; Munday, Judy; Creutzfeldt, Johan & Slettebø, Åshild (2022). Professional competence development through interprofessional simulation-based learning assists perioperative nurses in postgraduation acute clinical practice situations: A qualitative study. Journal of Clinical Nursing (JCN). ISSN 0962-1067. doi: 10.1111/jocn.16377. Full text in Research Archive
Kaldheim, Hege Kristin Aslaksen; Fossum, Mariann; Munday, Judy; Creutzfeldt, Johan & Slettebø, Åshild (2021). Use of interprofessional simulation-based learning to develop perioperative nursing students' self-efficacy in responding to acute situations. International Journal of Educational Research. ISSN 0883-0355. 109, p. 1–12. doi: 10.1016/j.ijer.2021.101801. Full text in Research Archive
Steindal, Simen Alexander; Ohnstad, Mari Oma; Landfald, Ørjan Flygt; Solberg, Marianne Trygg; Sørensen, Anne Lene & Kaldheim, Hege [Show all 8 contributors for this article] (2021). Postgraduate Students’ Experience of Using a Learning Management System to Support Their Learning: A Qualitative Descriptive Study. Sage Open Nursing. 7, p. 1–10. doi: 10.1177/23779608211054817. Full text in Research Archive Show summary
Introduction Educational institutions worldwide have implemented learning management systems (LMSs) to centralise and manage learning resources, educational services, learning activities and institutional information. LMS has mainly been used by teachers as storage and transfer of course material. To effectively utilise digital technologies in education, there is a need for more knowledge of student experiences with digital technology, such as LMSs and especially regarding how LMSs can contribute to student engagement and learning. Objective This study aimed to gain knowledge about postgraduate nursing students’ experiences with the use of LMS in a subject in an advanced practice nursing master's programme. Methods A qualitative method with a descriptive design was employed. Two focus group interviews were performed with eight postgraduate nursing students from an advanced practice nursing programme at a university college in Norway. Data were analysed using qualitative content analysis. Results Three themes emerged from the data material: 1) A course structure that supports learning; 2) LMS tools facilitate preparation, repetition and flexibility; and 3) own responsibility for using the LMS for preparation before on-campus activities. Conclusion The course structure within the LMS seemed to be important to enhance postgraduate students’ ability to prepare before on-campus activities. Implementation and use of LMS tools can facilitate preparation, repetition and flexibility, especially when postgraduate students study difficult topics. Postgraduate students seem to have different views regarding their own responsibility for using the LMS to prepare before on-campus activities.
Kaldheim, Hege Kristin Aslaksen; Fossum, Mariann; Munday, Judy; Johnsen, Kjersti Marie Frivoll & Slettebø, Åshild (2020). A qualitative study of perioperative nursing students' experiences of interprofessional simulation-based learning. Journal of Clinical Nursing (JCN). ISSN 0962-1067. 30, p. 174–187. doi: 10.1111/jocn.15535. Full text in Research Archive
Kaldheim, Hege Kristin Aslaksen; Bergland, Ådel; Ølnes, Mia Alexandra; Hofsø, Kristin; Dihle, Alfhild & Creutzfeldt, Johan [Show all 8 contributors for this article] (2018). Use of simulation-based learning among perioperative nurses and students: A scoping review. Nurse Education Today. ISSN 0260-6917. 73, p. 31–37. doi: 10.1016/j.nedt.2018.09.013. Full text in Research Archive Show summary
Objectives Simulation-based learning has been extensively explored, especially in baccalaureate nursing programmes. Recently, simulation-based learning has been introduced in perioperative nursing. The aim of this scoping review is to investigate work published on the use of simulation-based learning in the field of perioperative nursing. Design and data sources A scoping review was conducted using the methodological framework of Arksey and O'Malley to identify a broad range of relevant literature, regardless of study design. A comprehensive and systematic search was performed using Medline, CINAHL, Eric, Svemed+, PsychINFO and Embase in May 2016 and then was updated in February 2018. Each database was searched for literature published between 1st January 2005 and 8th February 2018. Review method Two authors independently assessed literature eligibility and extracted data to answer our research question ‘What is known about the use of simulation-based learning in the field of perioperative nursing?’ Results Nine articles and one doctoral thesis were included in the review. There appears to be a paucity of research or results-oriented evidence regarding the use of simulation-based learning in the field of perioperative nursing. Different goals of simulation-based learning were reported. It was difficult to confirm whether these goals had been reached as none of the articles included control groups, and no evaluations had been undertaken against Kirkpatrick's level 3 to see changes in participants' behaviours, and level 4, to determine whether the training had a positive impact on, for example, patient outcomes. Conclusion Owing to the lack of research and the inadequate descriptions of design and method in simulation-based learning in most of the articles included, there is little evidence in the existing literature to guide practitioners of this learning in the field of perioperative nursing. This indicates a need for further research in this area. Keywords Simulation-based learningPerioperative nursingScoping reviewEducationStudents
Kaldheim, Hege Kristin & Slettebø, Åshild (2016). Respecting as a basic teamwork process in the operating theatre - A qualitative study of theatre nurses who work in interdisciplinary surgical teams of what they see as important factors in this collaboration. Nordisk sygeplejeforskning. ISSN 1892-2678. 5(1), p. 49–64. doi: 10.18261/issn.1892-2686-2016-01-05. Full text in Research Archive Show summary
Respecting as a basic teamwork process in the operating theatre Background: Studies show that working as a team in the operating theatre can be a challenge, and that surgical teams are not so cohesive as might be expected. Methods: A qualitative approach with exploratory design was used, inspired by grounded theory (GT) as a methodology. The data are from semi–structured, open questions, interviews with eight female theatre nurses from four Norwegian operational units. Results: The study shows that the most important factor in the social process between theatre nurses co-operating with other team members, is respecting. This includes interactions where: the attitudes expressed make team members feel valued; team members show an understanding for each other; team members communicate constructively. The leader’s role is to encourage the right attitudes, focusing on respect for one another. Conclusion: The study shows that cooperation is an inter-human process, which requires the presence of multiple factors in the relations between professionals. Organizational factors also play a decisive role in enhancing the quality of inter-disciplinary work. Strengthening teamwork can be a complex task in a multidisciplinary surgical team where conflicting professional identities exist. Here, organisational factors play a crucial role in improving the quality of interdisciplinary collaboration. Keywords: interdisciplinary collaboration and respect, professions, social structure, team communication

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Rørmark, Kristin; Kaldheim, Hege Kristin Aslaksen; Olsen, Brita Fosser; Rasi, Matias; Wevling, Astrid Birgitte & Leonardsen, Ann-Chatrin Linqvist (2025). Workshop for å stimulere til artikkelskriving. Inspira – tidsskrift for anestesi-, operasjon- og intensivsykepleiere. ISSN 0809-9707. doi: 10.23865/inspira.v20.7157. Full text in Research Archive
Kaldheim, Hege Kristin Aslaksen (2025). Vi må ikke senke på kravene. Full text in Research Archive
Kaldheim, Hege Kristin Aslaksen; Munday, Judy; Creutzfeldt, Johan & Fossum, Mariann (2024). Perioperative nurses’ development of professional competence from interprofessional simulationbased learning to meet acute clinical practice situations. Full text in Research Archive Show summary
Symposium 1: Education 148 Perioperative nurses’ development of professional competence from interprofessional simulationbased learning to meet acute clinical practice situations. Hege Kristin Aslaksen Kaldheim1 , Judy Munday1 2 , Johan Creutzfeldt3 , Mariann Fossum1 1 University of Agder - Grimstad Campus, Department of Health and Nursing Science, Grimstad, Norway,2 QUT Kelvin Grove Campus, School of Nursing/Centre for Health Transformation, Kelvin Grove, Australia,3 Karolinska Institutet Clintec, Department of Clinical Science, Intervention and Technology, Stockholm, Sweden Background: Perioperative nurses require professional education (1) to ensure high-quality perioperative care and patient safety in acute situations. Interprofessional simulation-based learning exposes perioperative nursing students to acute situations in a safe environment without the risk of harming the patient and can prepare them for clinical practice (2). There is a need for studies about perioperative students’ professional development (3) and how interprofessional simulation-based learning influences future practice (4). Objectives: This study explored recently graduated perioperative nurses’ experiences of interprofessional simulationbased learning during their education and their development of professional competence to meet acute situations after graduation. Methods: We utilised a qualitative and explorative design. Between March 2019 and November 2020, sixteen semistructured individual interviews were conducted with perioperative nurses three to five months after they graduated from five different educational institutions in Norway. Data analysis applied a phenomenological hermeneutical method (5). Results: Perioperative nurses reported they experienced the development of competency in handling acute situations (e.g., prioritising, working in stressful situations) and contingency planning. They also expanded their interprofessional communication and collaboration competence as they experienced the value of clear communication, repetitive messages, and conciseness. Being in an interprofessional context created an awareness of their dependence on each other and an understanding of team dynamics. This enabled them to meet acute situations with insight and preparedness as recently graduated. Self-confidence developed through increased competence and mastery resulted in a belief that they would handle (future) acute situations. Professional identity was developed in conjunction with a rise in self-confidence as they became more aware of their professional role and the sense of belonging to their future profession. Conclusion: Participating in interprofessional simulation-based learning during education developed essential competencies for dealing with acute situations, supported incipient professional identity and strengthened their courage to speak up in interprofessional teams as recent graduates.
Kaldheim, Hege Kristin Aslaksen; Fossum, Mariann; Munday, Judy; Johnsen, Kjersti Marie Frivoll & Slettebø, Åshild (2024). How to use inter professional simulation-based learning to prepare preoperative nursing students for clinical practice. Full text in Research Archive Show summary
Introduction Interprofessional simulation-based learning (ISBL) is incorporated as an educational tool to prepare students for the complexities and challenges they will meet in clinical practice. Previous studies indicate that ISBL outcomes are promising. Still, additional research is needed to improve ISBL and ensure good learning processes (Dahlgren, Rystedt, Felländer-Tsai, & Nyström, 2019), especially within perioperative nursing (Kaldheim et al., 2019). This study explored perioperative nursing students' experiences of interprofessional simulation-based learning (Kaldheim, Fossum, Munday, Johnsen, & Slettebø, 2021). Method Employing a qualitative explorative design, we conducted, between May and October 2019, six focus-group interviews with thirty-four perioperative nursing students from five higher educational institutions in Norway. Data were subjected to phenomenological hermeneutical analysis (Lindseth & Norberg, 2004). Results Three themes emerged: 1) Customised ISBL: created a structure that contributed to order, less chaos, and made participants feel mentally prepared, obtain knowledge and learning outcomes. 2) The experience of reality in ISBL: was essential for the participants to create constructive learning processes and outcomes. 3) Participants felt prepared for clinical practice: transferring knowledge and skills to clinical practice and gaining valuable non-technical and technical skills. Conclusion It is essential that ISBL supports and promotes learning processes to gain intended learning outcomes. Customised ISBL ensures mental preparedness and a realistic experience and impacts perioperative nursing students’ sense of preparedness for clinical practice. We believe that ISBL is an educational approach for a golden future since it integrates practical and theoretical learning, equipping perioperative nursing students with valuable non-technical and technical skills.
Kaldheim, Hege Kristin Aslaksen (2023). Kan simulering innen akuttmedisinsk behandling påvirke pasientutfall? Sykepleien. ISSN 0039-7628. 111(92439). doi: 10.4220/Sykepleiens.2023.92439. Full text in Research Archive
Kaldheim, Hege Kristin Aslaksen; Fossum, Mariann; Munday, Judy; Creutzfeldt, Johan & Slettebø, Åshild (2022). Developing self-efficacy in responding to acute situations amongst perioperative nursing students' through interprofessional simulation-based learning. Full text in Research Archive
Kaldheim, Hege Kristin Aslaksen; Fossum, Mariann; Munday, Judy; Johnsen, Kjersti Marie Frivoll & Slettebø, Åshild (2022). Interprofessional simulation-based learning and its impact on developing perioperative nursing students' professional identity. Full text in Research Archive
Kaldheim, Hege Kristin Aslaksen & Slettebø, Åshild (2021). Regjeringens plan gir mindre kompetanse til norsk helsevesen. Full text in Research Archive
Kaldheim, Hege Kristin Aslaksen; Fossum, Mariann; Munday, Judy; Johnsen, Kjersti Marie Frivoll & Slettebø, Åshild (2020). Simulation-based learning: Preparation for clinical practice. Full text in Research Archive
Kaldheim, Hege Kristin Aslaksen; Fossum, Mariann; Munday, Judy; Johnsen, Kjersti Marie Frivoll & Slettebø, Åshild (2020). Simulerings-basert læring som en pedagogisk tilnærming i utdanning. Full text in Research Archive
Kaldheim, Hege Kristin Aslaksen; Bergland, Ådel; Dihle, Alfhild; Ølnes, Mia Alexandra; Hofsø, Kristin & Creutzfeldt, Johan [Show all 8 contributors for this article] (2018). Simulation as an educational approach in the field of perioperative nursing: a scoping review. Full text in Research Archive Show summary
Background: Perioperative care requires advanced knowledge and skills to ensure safe outcomes for patients. Simulation as an educational approach may enhance and develop perioperative nurses and students’ skills, critical thinking, clinical judgement and knowledge. Research problem/goals: To investigate what is known about the use of simulation in the perioperative field. Methodology: A scoping review using the Arksey and O'Malley methodological framework was conducted to identify a broad range of literature, regardless of study design. A comprehensive and systematic search was performed in Medline, Cinahl, Eric, SveMed+, PsychInfo and Embase in May 2016 and updated in February 2017. Available results: Nine articles and one doctoral thesis were included in the review. In six articles simulation was used to increase and improve knowledge and skills, one to test a behavioural rating system and one to develop an observational tool. Another explored how participants experienced new ways of interacting in two different sequential scenarios, while the doctoral thesis observed how students developed their psychomotor and other skills, such as teamwork and communication. Experiences and outcomes of the simulations were reported in all the articles and the thesis. Participant experiences with simulation were found to be unanimously positive. Simulation was reported as contributing to higher confidence levels related to performance skills, increased knowledge and improved efficiency in emergency responses. One article found an increase in participants’ ability to speak up to prevent situations that might expose patients to danger. Conclusion: Owing to the lack of research and the inadequate descriptions of design and method in simulation-based learning in most of the articles included, there is little evidence in the existing literature to guide practitioners of this learning in the field of perioperative nursing. This indicates a need for further research in this area. Key words: Simulation, perioperative nursing, scoping review, education, students.
Kaldheim, Hege Kristin Aslaksen; Fossum, Mariann & Munday, Judy (2023). Interprofessional simulation-based learning used to prepare perioperative nursing students for acute situations. Universitetet i Agder. ISSN 9788284271156. Full text in Research Archive Show summary
Background: Perioperative nursing focuses on care for patients with life-threatening crisis, illness or injury undergoing planned or acute surgery, treatment and/or examination. Performing care requires advanced knowledge and skills to ensure safe outcomes for surgical patients. Perioperative nurses work in interprofessional surgical teams and must develop team skills, such as communication and interprofessional collaboration, as teamwork is an essential component of patient safety. Therefore, perioperative nurses need a distinct form of higher education that builds a close relationship between higher education, science and the profession’s occupational field. Interprofessional simulation-based learning is a pedagogical approach that integrates learning as a task performance, communication technique and collaboration. It involves higher-level learning, such as analysis and problem-solving in problematic scenarios or care settings. Although interprofessional simulation-based learning is an often-used pedagogical approach in nursing programmes, it still seems under-researched and under-theorised, especially in educating perioperative nurses. Therefore, there appears to be a need for explorative research on arranging interprofessional simulation-based learning to facilitate perioperative nursing students’ learning, create good learning processes and obtain attended learning outcomes. Furthermore, there is a need for more in-depth knowledge about the learning processes in interprofessional simulation-based learning. There also seems to be scarce knowledge concerning students’ transfer of professional competence to clinical practice and how interprofessional simulation-based learning influences future practice. Aim: The overarching aim of this PhD thesis is to gain knowledge and insight into perioperative nursing students’ learning and development of professional competence using interprofessional simulation-based learning as a pedagogical approach. Conclusion: Interprofessional simulation-based learning is an essential pedagogical approach in perioperative nursing education, as it develops professional competence and self-efficacy in meeting acute clinical situations. It is vital to use effective pedagogical approaches to build competencies that are transferable to clinical practice and to improve perioperative nurses’ performance as recent graduates. Therefore, it is crucial to implement interprofessional simulation-based learning in perioperative nursing education.

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Published Apr. 16, 2024 11:00 AM