Hege Mari Johnsen

• Johnsen, Hege Mari; Steig, Marianne Hovet; Ersfjord, Ellen Margrete Iveland; Safari, Mugula Chris; Fone, Anne Marit & Melby, Kristian Leonard (2026). Training social care staff in promoting self-determination and nutritional health for people with intellectual disabilities using 360o virtual reality videos and ethical reflection: a qualitative study. BMC Health Services Research. 26. doi: 10.1186/s12913-026-14308-5. Full text in Research Archive Show summary

  Background: People with intellectual disabilities living in supported housing facilities are vulnerable to developing obesity and malnutrition. It is therefore essential to strengthen staff competence in providing nutrition and dietary support for people with intellectual disabilities, with particular attention to balancing the provision of appropriate health care with the promotion of residents’ autonomy and self-determination. The aim of this study was to explore social care service providers’ experiences with a teaching and learning approach that combines the use of 360° virtual reality videos with structured ethical reflection focusing on self-determination and preventive dietary work for people with intellectual disabilities. Methods: This study employed an explorative qualitative design that tested a learning intervention consisting of watching a 360o video followed by participating in a structured group reflection. Data were collected through three focus group interviews with a total of 14 participants from two Norwegian municipality-based supported housing facilities for people with intellectual disabilities. The data were analysed using inductive reflexive thematic analysis. Results: Three main themes with associated subthemes were identified: (a) the opportunity to experience and immerse oneself in a challenging situation, (b) the opportunity to expand perspectives together, and (c) Satisfaction with the teaching and learning approach. The 360o videos demonstrated immersive qualities, such as authenticity, presence and emotional engagement. Our results also showed that the teaching and learning approach heightened self-awareness, ethical sensitivity, reflection and ethical judgement related to the facilitation of self-determination for people with intellectual disabilities. Conclusions: Our results showed that the teaching and learning approach of combining 360° videos with structured ethical reflection provided an immersive experience and stimulated meaningful reflections, on which the experiential learning process depends. The participants in our study revealed rich perspectives and strong competence related to supporting residents, showing that staff members can be a potential source for increasing ethical awareness and preventing unethical practices in the support of people with intellectual disabilities regarding food and eating.

• 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

• Hillkirk, Anstein Olimb; Roaldsen, Kirsti Skavberg & Johnsen, Hege Mari (2025). Physiotherapists’ User Acceptance of a Lower Limb Robotic Exoskeleton in Specialized Rehabilitation: Qualitative Exploratory Study. JMIR Rehabilitation and Assistive Technologies. 12. doi: 10.2196/68233. Full text in Research Archive Show summary

  Background: Robotic lower limb exoskeletons have emerged as promising tools in the clinical rehabilitation of patients with lower limb paralysis due to neurological disease, stroke, or spinal cord injury. Identified benefits in gait function rehabilitation include improved gait function, cardiovascular effects, enhanced training quality, patient motivation, and reduced physical and psychological workload for therapists. Despite the identified benefits, the successful adoption of this technology largely depends on therapists’ user acceptance. Objective: This study aims to explore physiotherapists’ perceptions of using robot-assisted lower-limb gait training in specialized neurological rehabilitation using the unified theory of acceptance and use of technology framework. Methods: A qualitative, exploratory research design with a deductive approach was used. Semistructured interviews were conducted with 7 expert physiotherapists in a Norwegian specialized rehabilitation hospital. Data collection and analysis were guided by the unified theory of acceptance and use of technology framework. Results: The physiotherapists’ use of lower limb exoskeletons was greatly influenced by perceived benefits for patients or challenges, such as usability issues, the time required for adjustment to each patient, and the lack of personnel resources to facilitate their use. Thus, perceived usefulness and facilitating conditions (or lack thereof) had a great influence on the physiotherapists’ intentions to use and the actual use of the exoskeleton. Conclusions: This study identified several factors influencing the physiotherapists’ acceptance and integration of the lower limb exoskeleton. Available resources, such as time and personnel, were emphasized as important factors to increase the use of the exoskeleton in specialized rehabilitation. Our findings may inform service providers and engineers in specialized neurological rehabilitation settings.

• Øgård-Repål, Anita; Johnsen, Hege Mari; Martinez, Santiago; Fangen, Kim & Ersfjord, Ellen Margrete Iveland (2025). Addressing power imbalances in co-production of a telehealth solution for HIV care in an outpatient clinic: a case study. Discover Health Systems. 4. doi: 10.1007/s44250-025-00270-2. Full text in Research Archive Show summary

  Despite the rise of co-production of telehealth services, little attention has been given to power imbalances between patients and healthcare professionals. This case study investigated how employing a co-production model with an emphasis on patient perspectives affects power dynamics in the development of a telehealth solution for individuals living with Human Immunodeficiency Virus (HIV) in Southern Norway. This study applied a qualitative, participatory action research design to a co-production workshop with nine participants. To address power imbalance, we tested a workshop methodology guided by a theoretical model that centres on patients’ voices and perspectives. Data from the workshop, including insights of patients, healthcare professionals (nurses and physicians), information and communication technology personnel and administrative officers, were gathered and analysed using a rapid evaluation and assessment method (REAM). Our findings and lessons learned are discussed through the lens of our chosen theoretical model. Our study showed that the co-production methodology was useful for supporting the patients in raising their voices and helping healthcare professionals familiarise themselves with patients’ perspectives—and vice versa. More symmetrical and balanced power relations between the workshop participants were achieved. The workshop provided a foundation for further co-production of telehealth solutions between patients and service providers. The methodology employed in the workshop underscored the fact that inclusive design of healthcare services that addresses potential power imbalances is critical when working with populations of people living with chronic conditions such as HIV to counteract the risk of exclusion of people.

• Sørensen, Linda; Johannesen, Dag Tomas Sagen; Melkas, Helinä & Johnsen, Hege Mari (2025). User Acceptance of a Home Robotic Assistant for Individuals With Physical Disabilities: Explorative Qualitative Study. JMIR Rehabilitation and Assistive Technologies. 12. doi: 10.2196/63641. Full text in Research Archive Show summary

  Background: Health care is shifting toward 5 proactive approaches: personalized, participatory, preventive, predictive, and precision-focused services (P5 medicine). This patient-centered care leverages technologies such as artificial intelligence (AI)–powered robots, which can personalize and enhance services for users with disabilities. These advancements are crucial given the World Health Organization’s projection of a global shortage of up to 10 million health care workers by 2030. Objective: This study aimed to investigate the acceptance of a humanoid assistive robot among users with physical disabilities during (1) AI-powered (using a Wizard of Oz methodology) robotic performance of predefined personalized assistance tasks and (2) operator-controlled robotic performance (simulated distant service). Methods: An explorative qualitative design was used, involving user testing in a simulated home environment and individual interviews. Directed content analysis was based on the Almere model and the model of domestic social robot acceptance. Results: Nine participants with physical disabilities aged 27 to 78 years engaged in robot interactions. They shared their perceptions across 7 acceptance concepts: hedonic attitudes, utilitarian attitudes, personal norms, social norms, control beliefs, facilitating conditions, and intention to use. Participants valued the robot’s usefulness for practical services but not for personal care. They preferred automation but accepted remote control of the robot for some tasks. Privacy concerns were mixed. Conclusions: This study highlights the complex interplay of functional expectations, technological readiness, and personal and societal norms affecting the acceptance of physically assistive robots. Participants were generally positive about robotic assistance as it increases independence and lessens the need for human caregivers, although they acknowledged some current shortcomings. They were open to trying more home testing if future robots could perform most tasks autonomously. AI-powered robots offer new possibilities for creating more adaptable and personalized assistive technologies, potentially enhancing their effectiveness and viability for individuals with disabilities.

• Johnsen, Hege Mari; Øgård-Repål, Anita; Martinez, Santiago; Fangen, Kim; Aas, Kristin Bårdsen & Ersfjord, Ellen Margrete Iveland (2024). Patients’ perceptions of use, needs, and preferences related to a telemedicine solution for HIV care in a Norwegian outpatient clinic: a qualitative study. BMC Health Services Research. 24, p. 1–13. doi: 10.1186/s12913-024-10659-z. Full text in Research Archive Show summary

  Background: Telemedicine in outpatient services for people living with human immunodeficiency virus (PLHIV) was scaled up during the COVID-19 pandemic as services transitioned to remote care. Many studies have reported on the challenges and advantages of telemedicine care during the pandemic. However, there is limited research on the provision of telemedicine human immunodeficiency virus (HIV) care beyond the COVID-19 pandemic, which entails different telemedicine components and focuses on ways to improve the telemedicine experience for patients. This study aimed to explore PLHIV’s perceptions of use, needs, and preferences related to a telemedicine solution for HIV care in an outpatient clinic in Norway. The telemedicine solution included a pre-consultation questionnaire, asynchronous digital messages, and video consultation. Methods: Qualitative interviews were conducted with 12 PLHIV. The interviews were analysed using thematic analysis. Results: We identified four main themes that covered the participants’ perceptions, needs, and preferences: (1) perceived usability, (2) maintaining confidentiality, (3) accommodating personal preferences, and (4) perceived usefulness. Some participants had difficulty logging into the telemedicine solution. Other participants suggested additional functionalities, such as picture sharing and access to test result. Telemedicine care enabled the avoidance of stigmatising clinic experiences, although a few participants reported concerns about confidentiality and data security. Accommodating personal preferences and needs in terms of the type of consultations (in-person or video) and frequency of visits was essential to the participants. With telemedicine care, participants felt more in control of their own lives, perceiving that it increased their perceived quality of life and saved them both time and money for travelling to the clinic. Conclusions: Our study identified several specific needs and preferences related to the assessed technical solution and the provision of current and future telemedicine care services. Nevertheless, the telemedicine solution was perceived as a usable, flexible, and person-centred approach to HIV care, contributing to accommodating the participants’ personal preferences. However, healthcare professionals need to ensure that individual requirements and preferences are consistent with evidence-based follow-up and supported by person-centred care. Thus, the practice of shared decision making is important in telemedicine care.

• Johnsen, Hege Mari; Nes, Andrea Aparecida Gonçalves & Haddeland, Kristine (2024). Experiences of Using a Digital Guidance and Assessment Tool (the Technology-Optimized Practice Process in Nursing Application) During Clinical Practice in a Nursing Home: Focus Group Study Among Nursing Students. JMIR Nursing. 7. doi: 10.2196/48810. Full text in Research Archive Show summary

  Background: Nursing students’ learning during clinical practice is largely influenced by the quality of the guidance they receive from their nurse preceptors. Students that have attended placement in nursing home settings have called for more time with nurse preceptors and an opportunity for more help from the nurses for reflection and developing critical thinking skills. To strengthen students’ guidance and assessment and enhance students’ learning in the practice setting, it has also been recommended to improve the collaboration between faculties and nurse preceptors. Objective: This study explores first-year nursing students’ experiences of using the Technology-Optimized Practice Process in Nursing (TOPP-N) application in 4 nursing homes in Norway. TOPP-N was developed to support guidance and assessment in clinical practice in nursing education. Methods: Four focus groups were conducted with 19 nursing students from 2 university campuses in Norway. The data collection and directed content analysis were based on DeLone and McLean’s information system success model. Results: Some participants had difficulties learning to use the TOPP-N tool, particularly those who had not attended the 1-hour digital course. Furthermore, participants remarked that the content of the TOPP-N guidance module could be better adjusted to the current clinical placement, level of education, and individual achievements to be more usable. Despite this, most participants liked the TOPP-N application’s concept. Using the TOPP-N mobile app for guidance and assessment was found to be very flexible. The frequency and ways of using the application varied among the participants. Most participants perceived that the use of TOPP-N facilitated awareness of learning objectives and enabled continuous reflection and feedback from nurse preceptors. However, the findings indicate that the TOPP-N application’s perceived usefulness was highly dependent on the preparedness and use of the app among nurse preceptors (or absence thereof). Conclusions: This study offers information about critical success factors perceived by nursing students related to the use of the TOPP-N application. To develop similar learning management systems that are usable and efficient, developers should focus on personalizing the content, clarifying procedures for use, and enhancing the training and motivation of users, that is, students, nurse preceptors, and educators.

• Ersfjord, Ellen Margrete Iveland; Plasil, Tanja & Johnsen, Hege Mari (2024). Staffs' experiences and strategies to maintain care for individuals with intellectual disabilities living in supported living facilities during the Covid-19 pandemic. British Journal of Learning Disabilities. ISSN 1354-4187. 52(2), p. 385–396. doi: 10.1111/bld.12589. Full text in Research Archive Show summary

  In this article, we explored the experiences of staff working in Norwegian community-based living facilities, caring for people with intellectual disabilities during the Covid-19 pandemic, and what self-regulatory strategies staff used to maintain health and care service delivery and contribute to organisational resilience. A qualitative design was utilized. Data were collected from September 2021 to April 2022 with individual and focus group interviews. In this study, 25 staff members participated. Thematic analysis was conducted. Five main themes were identified regarding the experiences of staff during the pandemic: Lockdown of facilities, social isolation of residents, lack of health follow-up, high sick leave rates and communication challenges. Only some of the strategies to mitigate pandemic-related challenges were based on current Norwegian infection control guidelines. Some strategies were successful while others were not and some were negligent and challenged the delivery of health and care services for the residents.

• Sørensen, Linda; Johannesen, Dag Tomas Sagen; Melkas, Helinä & Johnsen, Hege Mari (2024). Care-receivers with physical disabilities’ perceptions on having humanoid assistive robots as assistants: a qualitative study. BMC Health Services Research. 24(1), p. 1–14. doi: 10.1186/s12913-024-10857-9. Full text in Research Archive Show summary

  People with physical disabilities due to disease or injury face barriers to their daily activities and participation in society. Many depend on formal or informal caregivers for assistance to live independently. However, future healthcare challenges due to demographic changes threaten access to home care and assistants. Assistive technologies, such as robots for physical assistance, can support the independence and autonomy of people with physical disabilities. This study explore Norwegian care-receivers’ perceptions of using robot assistance in their homes, including preferences for tasks acceptable or unacceptable for robot assistance and the underlying reasons. Method Purposive sampling was employed to recruit 18 participants, aged between 18 and 77 years, with differences in physical function including diagnoses such as stroke, spinal cord injury, amputations, and muscular dystrophy. Qualitative data were gathered through four focus group interviews wherein participants watched videos featuring a humanoid assistive robot, EVEr3. The collected data underwent analysis using reflexive thematic analysis. Results Three themes with associated sub-themes were constructed: (a) How a robot could assist in daily life, (b) The robot’s appearance and functionality, and (c) Concerns about having a robot as an assistant. The participants welcomed the idea of a future robotic assistant in areas that may contribute to an increased feeling of independence and autonomy. Conclusion A robot assisting in activities of daily living would need to be individually customized to meet the needs of each user in terms of which tasks to assist with, how to assist in these defined tasks, and how it is controlled.

• Sørensen, Linda; Johannesen, Dag Tomas Sagen & Johnsen, Hege Mari (2024). Humanoid robots for assisting people with physical disabilities in activities of daily living: a scoping review. Assistive technology. ISSN 1040-0435. 37(3). doi: 10.1080/10400435.2024.2337194. Full text in Research Archive Show summary

  The aim of this scoping review was to gather, summarize, and map the knowledge of peoples’ experiences on humanoid robots, capable of assisting people with activities of daily living. The review was guided by the framework of Joanna Briggs Institute and PRISMA-ScR. We found 44 papers describing nine robots that could assist with a variety of tasks listed in the International Classification of Functioning, Disability, and Health. The mixed population experienced little or no anxiety toward the robots, and most accepted the robots’ ability to monitor for safety reasons. Some participants disliked the robots’ large size and slow movements. Most of the participants found the robots easy to use. They wanted improvements in the robots’ functionality and the ability to personalize services. Several of the participants found the services interesting and useful, but not for themselves. The experiences of humanoid robotic assistance showed an insufficient level of technical readiness for assisting in physical assistance, a lack of personalization and readiness for use in home settings. The practical relevance of these findings lies in guiding future research and development toward a more individualized approach focusing on user needs and experiences to enhance the efficacy and integration of humanoid robots in health-care.

• Ersfjord, Ellen Margrete Iveland; Plasil, Tanja & Johnsen, Hege Mari (2023). Ansattes erfaringer og strategier for å opprettholde omsorg for personer med utviklingshemming som bodde i tilrettelagt bolig under covid-19-pandemien. Tidsskrift for omsorgsforskning. ISSN 2387-5976. 9(2), p. 9–20. doi: 10.18261/tfo.9.2.2. Full text in Research Archive Show summary

  Da covid-19-pandemien kom, innførte den norske regjeringen inngripende tiltak for å håndtere situasjonen. Kommunene fikk ansvar for å iverksette tiltak for å redusere smitterisikoen for personer som mottar kommunale helse- og omsorgstjenester. Personer med utviklingshemming som mottar kommunale helse- og omsorgstjenester, ble berørt av disse. I denne studien undersøker vi utfordringene som ledere og ansatte i tilrettelagte boliger for utviklingshemmede hadde i sin arbeidshverdag under covid-19-pandemien, og hvilke strategier de tok i bruk. Hovedutfordringer vi identifiserte, omhandlet nedstenging av boliger, sosial isolering av beboere, helseoppfølging av beboere, høyt sykefravær og kommunikasjonsutfordringer mellom ansatte. Resultatene viste at ansatte og ledere tok i bruk ulike strategier for å opprettholde tjenestetilbudet. Noen strategier lyktes og andre ikke, og noen kan forstås som uforsvarlige. Vi fant også at noen strategier baserte seg på gjeldende retningslinjer, mens andre tilpasset tjenestetilbudet på grunnlag av brukergruppens spesielle behov. Vi konkluderer med at tiltakene som regjeringen og helse- og omsorgstjenesten implementerte under covid-19-pandemien, ikke var tilstrekkelige for å sikre en resilient tjeneste for personer med utviklingshemming som bor i tilrettelagte boliger.

• Johnsen, Hege Mari & Rabben, Jannicke (2022). Student–staff Co-creation of Serious Games - Lessons Learned. Linköping Electronic Conference Proceedings. ISSN 1650-3686. p. 92–96. doi: 10.3384/ecp187016. Full text in Research Archive Show summary

  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.

• Johnsen, Hege Mari & Haddeland, Kristine (2021). User evaluation of a therapist-guided internet-delivered treatment program for anxiety disorders: A qualitative study. Internet Interventions. ISSN 2214-7829. 25. doi: 10.1016/j.invent.2021.100389. Full text in Research Archive
• Bonnier, Knut Erik; Andersen, Rune & Johnsen, Hege Mari (2020). Lessons Learned from Implementing a Serious Game in Higher Education – A Student and Trainer Perspective. Lecture Notes in Computer Science (LNCS). ISSN 0302-9743. 12517, p. 24–33. doi: 10.1007/978-3-030-63464-3_3. Full text in Research Archive Show summary

  Serious games (SGs) have shown great potential as student-active learning tools in education, as they enable experimentation with practice-related work environments and systems that may otherwise be challenging and/or impractical to facilitate in an educational institution. However, existing instructional design models are limited in use when it comes to how to implement and integrate SGs within the existing curricula. Furthermore, the trainer perspective is often neglected in literature about serious games. The aim of this study was to explore the experiences of both students and trainers after the implementation and use of a SG in a master level course in project management (PM). Data was collected using six focus group interviews (FGIs) comprising 38 students. In addition, trainers’ experiences were gathered as written comments to the results from the FGIs. Data was analysed using inductive content analysis. Results identified several issues related to the implementation and use of the SG that can be summarized through the following main- and subthemes; 1) Integration (introduction, facilitation, feedback and debriefing) and 2) Usability and gameplay (user interface design, learnability and use, immersion and satisfaction). Results showed that when adopting an existing SG to a course it enhances the need for a good implementation process, especially when it comes to provision of information, instructions, and feedback from trainers. Thus, the purpose of this paper is to share some of the experiences, issues and important lessons learned from the implementation to inform trainers on what to focus on when considering implementing SGs in their program.

• Johnsen, Hege Mari; Briseid, Hanne Synøve; Brodtkorb, Kari; Slettebø, Åshild & Fossum, Mariann (2020). Nursing students' perceptions of combining hands-on simulation with simulated patients and a serious game in preparing for clinical placement in home healthcare: A qualitative study. Nurse Education Today. ISSN 0260-6917. 97. doi: 10.1016/j.nedt.2020.104675. Full text in Research Archive
• Johnsen, Hege Mari; Fossum, Mariann; Vivekananda-Schmidt, Pirashanthie; Fruhling, Ann & Slettebø, Åshild (2018). Developing a Serious Game for Nurse Education. Journal of Gerontological Nursing. ISSN 0098-9134. 44(1), p. 15–19. doi: 10.3928/00989134-20171213-05. Full text in Research Archive
• Johnsen, Hege Mari; Fossum, Mariann; Vivekananda-Schmidt, Pirashanthie; Fruhling, Ann & Slettebø, Åshild (2018). Nursing student's perceptions of a video-based serious game's educational value: a pilot study. Nurse Education Today. ISSN 0260-6917. 62, p. 62–68. doi: 10.1016/j.nedt.2017.12.022. Full text in Research Archive
• Johnsen, Hege Mari; Fruhling, Ann & Fossum, Mariann (2016). An Analysis of the Work System Framework for Examining Information Exchange in a Healthcare Setting. Communications of the Association for Information Systems. 39(5), p. 73–95. doi: 10.17705/1cais.03905. Full text in Research Archive
• Johnsen, Hege Mari; Fossum, Mariann; Vivekananda-Schmidt, Pirashanthie; Fruhling, Ann & Slettebø, Åshild (2016). A serious game for teaching nursing students clinical reasoning and decision-making skills. Studies in Health Technology and Informatics. ISSN 0926-9630. 225, p. 905–906. doi: 10.3233/978-1-61499-658-3-905. Full text in Research Archive
• Johnsen, Hege Mari; Fossum, Mariann; Vivekananda-Schmidt, Pirashanthie; Fruhling, Ann & Slettebø, Åshild (2016). Teaching clinical reasoning and decision-making skills to nursing students: Design, development, and usability evaluation of a serious game. International Journal of Medical Informatics. ISSN 1386-5056. 94, p. 39–48. doi: 10.1016/j.ijmedinf.2016.06.014. Full text in Research Archive
• Johnsen, Hege Mari; Slettebø, Åshild & Fossum, Mariann (2016). Registered nurses' clinical reasoning in home healthcare clinical practice: A think-aloud study with protocol analysis. Nurse Education Today. ISSN 0260-6917. 40, p. 95–100. doi: 10.1016/j.nedt.2016.02.023. Full text in Research Archive

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• Safari, Mugula Chris; Wass, Sofie; Johnsen, Hege Mari & Ersfjord, Ellen Margrete Iveland (2026). Co-design of a virtual reality scenario: User-involvement of people with intellectual disability through storyboarding. Full text in Research Archive
• Johnsen, Hege Mari & Askedal, Kirsti (2026). BEHOVSSTYRT POLIKLINIKK: Digital hjemmeoppfølging av ortopediske pasienter ved bruk av digitalt spørreskjema fra CHECKWARE. Full text in Research Archive
• Johnsen, Hege Mari & Askedal, Kirsti (2026). BEHOVSSTYRT POLIKLINIKK: Digital hjemmeoppfølging av ortopediske pasienter ved bruk av digitalt spørreskjema fra CHECKWARE. Full text in Research Archive
• Martikainen, S; Johnsen, Hege Mari; Zander, V; Mulderij-Jansen, V & Pekkarinen, S (2025). Health and care personnel perceptions of benefits and barriers in health and welfare technology use. doi: 10.1093/eurpub/ckaf161.391. Full text in Research Archive Show summary

  Background The expectations towards the possibilities of health and welfare technology (HWT) to address future health and care service challenges are high. To meet these expectations in a sustainable manner, it is crucial to enhance user-centred understanding of the health and care transition. The aim of this study is to examine how professional users, i.e. health and care personnel perceive the benefits and barriers in HWT use. This study reports preliminary results within the UPSCALE project, which is part of the THCS co-fund partnership. Methods Four case studies were conducted in Finland, Sweden, Norway, and the Netherlands, representing digital pathways in pregnancy care, needs-driven outpatient follow-up by use of digital forms and chat, remote services in home care, and telemedicine application for kidney transplant patients. Data were gathered via semi-structured interviews with health and care personnel and analyzed using qualitative content analysis. A variety of health care professionals from doctors and nurses to managers and mercantile personnel were interviewed. Results According to the preliminary results, the benefits include real-time information provision for patients and across care units, improved guidance, increased commitment to care processes, reduced unnecessary hospital trips, continuous care enhancing patient safety and increased resources to help more patients. The barriers include technical issues during introduction and use, staff/patient attitudes and skills, difficulty in providing individualized care through technology (e.g. cultural adaptations), poor integration of digital services, and increased administration. Conclusions We conclude that personnel perceptions of the benefits and barriers in HWT use encompass multifaceted knowledge, including both social and technical factors. This user knowledge and addressing both the benefits and barriers is crucial for the sustainable transition of health and care services. Key messages • Personnel perceptions of the benefits and barriers of HWT use encompass central knowledge that includes both technical and social perspectives. • User knowledge of the benefits and barriers of HWT use is pivotal in addressing the challenges of health and care services transition in a sustainable manner.

• Johnsen, Hege Mari; Anker-Hansen, Camilla; Hansen, R L Mihaila; Grøndahl, Vigdis Abrahamsen & Helgesen, Ann Karin (2025). Healthcare Professionals’ Experiences of using Assistive Technologies in Nursing Homes. doi: 10.1093/eurpub/ckaf161.1287. Full text in Research Archive Show summary

  Assistive technologies and person-centred practices are emerging as essential strategies in Western healthcare programs to address the future care needs of people with dementia. Notably, the distinct roles of assistive technologies and healthcare personnel in implementing person-centred practices within nursing homes have received minimal attention. Thus, the present study aims to explore how healthcare personnel experiences the use of assistive technologies within nursing homes for the purpose of supporting person-centred practice. A qualitative approach was employed, and semi-structured interviews were conducted with 17 healthcare personnel from two nursing homes in Norway. A combination of deductive and inductive analysis was used and was guided by the affordance actualization theory. Use of assistive technologies in person-centred practice required a high degree of individual awareness, knowledge, judgement and actions, and depended on residents’ varying cognitive state and interests. The process of realizing potential benefits from assistive technologies was influenced by healthcare personnel's skills, interests, and attitudes, alongside workplace-related factors such as human resources, available technologies, daily routines, and technological fit with residents, and perceived functionality and usability of the assistive technologies. Our results suggest a need for better management practices regarding the information and training of healthcare personnel, assignment of responsibilities, and establishment of formal routines to enhance collective awareness and goal-directed actions in utilizing technology effectively in the two nursing homes. Additionally, assistive technologies in nursing homes should be better tailored to residents with dementia. We believe these insights can contribute to the development and implementation of assistive technologies for individuals with dementia and support technology-driven person-centred practices in nursing homes. Key messages • Fostering person-centred practices, through the use of assistive technologies, requires the establishment of person-centred cultures at both systemic and team levels. • It is essential to collaborate with healthcare personnel in the development of assistive technologies tailored for use in nursing homes and for individuals with dementia.

• Johnsen, Hege Mari (2024). Simulering (VR) som opplæring og undervisningsmetode av tjenesteytere i tjenester for personer med utviklingshemming - Et samskapingsprosjekt med brukere, pårørende og ansatte i Arendal kommune. Full text in Research Archive
• Johnsen, Hege Mari & Fangen, Kim (2024). Samskapte forløp. Hva forteller forskningen oss og hvordan kan den hjelpe oss videre? Full text in Research Archive
• Ersfjord, Ellen Margrete Iveland & Johnsen, Hege Mari (2024). I henhold til ansattes perspektiver, hvilke hovedutfordringer beskriver ansatte at de møtte i sine daglige aktiviteter i tilrettelagte boliger for personer med utviklingshemming under Covid-19-pandemien, og hvilke strategier tok de i bruk? Full text in Research Archive
• Johnsen, Hege Mari (2024). Ledet Workshop relatert til sykepleierutdanning; Hvordan sikre tilstrekkelig teknologi- og e-helsekompetanse i bachelorutdanningen i sykepleie? Full text in Research Archive
• Johnsen, Hege Mari (2024). Simulering (VR) ved opplæring av ansatte i tjenester for personer med utviklingshemming. Full text in Research Archive
• Johnsen, Hege Mari (2023). Presentasjon: Samskaping med teknologistudenter om utvikling av PC basert simulering. Full text in Research Archive
• Johnsen, Hege Mari; Øgård-Repål, Anita; Martinez, Santiago & Fangen, Kim (2023). Presentasjon: Erfaring fra pilotering av digitale pasientforløp for pasienter med humant immunsvikt virus (HIV) - en kvalitativ studie. Full text in Research Archive
• Johnsen, Hege Mari; Øgård-Repål, Anita; Martinez, Santiago; Fangen, Kim & Ersfjord, Ellen Margrete Iveland (2023). WORKSHOP: Digital transformation of outpatient clinics: lessons learned from a Norwegian HIV clinic. Full text in Research Archive
• Haddeland, Kristine; Johnsen, Hege Mari & Nes, Andrea Aparecida Gonçalves (2023). Nursing Students’ Experiences of Using the digital Guidance and Assessment Tool TOPP-N during Clinical Practice in a Nursing Home: A Qualitative Study. Full text in Research Archive
• Johnsen, Hege Mari & Øgård-Repål, Anita (2023). From user-controlled outpatient clinic to user-controlled digital follow-up of patients with HIV . Full text in Research Archive
• Barken, Tina Lien; Bonacina, Stefano; Bostad, Rune; Gabarron, Elia; Garcia, Beate Hennie & Haddeland, Kristine [Show all 25 contributors for this article] (2023). University campus as a smart technology-supported active learning arena. Septentrio Reports. ISSN 2387-4597. doi: 10.7557/7.7222. Full text in Research Archive
• Johnsen, Hege Mari (2023). Arrangert, samt ledet arrangement og paneldebatt under Arendalsuka i regi av Senter for e-helse; Hvordan sikre brukerinvolvering i utviklingen av digital hjemmeoppfølging? Full text in Research Archive
• Johnsen, Hege Mari & Ersfjord, Ellen Margrete Iveland (2023). En ny måte å drive poliklinikk på. Full text in Research Archive
• Johnsen, Hege Mari; Ersfjord, Ellen Margrete Iveland & Fangen, Kim (2023). Webinar: En ny måte å drive poliklinikk på. Full text in Research Archive
• Johnsen, Hege Mari; Ersfjord, Ellen Margrete Iveland; Øgård-Repål, Anita & Fangen, Kim (2023). HVORDAN SIKRE BRUKERINVOLVERING I UTVIKLINGEN AV DIGITAL HJEMMEOPPFØLGING. Full text in Research Archive
• Johnsen, Hege Mari (2022). The Master´s programme in Health informatics, UiA, Grimstad, Norway. Full text in Research Archive
• Johnsen, Hege Mari (2022). Student-staff Co-creation of Serious Games - Lessons Learned. Full text in Research Archive
• Johnsen, Hege Mari (2022). Research from the Centre for e-health research group, UiA, Norway Workshop: Health Informatics Research in (some) research groups in the Nordic Countries. Full text in Research Archive
• Johnsen, Hege Mari & Hartvigsen, Gunnar (2022). Dagens medisin (online/facebook): Styrk helsepersonellets digitale kompetanse! Full text in Research Archive
• Johnsen, Hege Mari & Hartvigsen, Gunnar (2022). Kronikk i Dagens medisin (papir) - helsedebatten: Styrk den digitale kompetansen! 4, p. 21–21. Full text in Research Archive
• Johnsen, Hege Mari; Fossum, Mariann; Fruhling, Ann; Vivekananda-Schmidt, Pirashanthie & Slettebø, Åshild (2022). A Serious Game for Use in Nursing Education. Full text in Research Archive Show summary

  5 minutters presentasjon

• Johnsen, Hege Mari (2021). Intensivbehandling: Derfor slutter sykepleierne (Debatt- artikkel i nettutgaven). Dagbladet. ISSN 0805-3766. Full text in Research Archive
• Johnsen, Hege Mari (2021). Slutter ikke bare fordi de er slitne (underinnlegg papirutgave = svar på nyhetssak). Dagbladet. ISSN 0805-3766. p. 29–29. Full text in Research Archive
• Johnsen, Hege Mari; Briseid, Hanne Synøve; Brodtkorb, Kari; Slettebø, Åshild & Fossum, Mariann (2020). Simulering på nye måter. Full text in Research Archive
• Johnsen, Hege Mari (2019). Discussion of the educational value of a Serious game in relation to GertcBiesta’s three different but overlapping domains of education and teaching: qualification, socialization and subjectification. Full text in Research Archive
• Johnsen, Hege Mari; Fossum, Mariann; Pirashanthie, Vivekananda-Schmidt; Fruhling, Ann & Slettebø, Åshild (2017). PC basert simulering i sykepleierutdanningen. Full text in Research Archive
• Johnsen, Hege Mari; Fossum, Mariann; Vivekananda-Schmidt, Pirashanthie; Fruhling, Ann & Slettebø, Åshild (2016). A Serious Game for Teaching Nursing Students Clinical Reasoning and Decision-making Skills. Full text in Research Archive
• Johnsen, Hege Mari; Fossum, Mariann; Vivekananda-Schmidt, Pirashanthie; Fruhling, Ann & Slettebø, Åshild (2016). Gamification in Nursing Education. Full text in Research Archive
• Johnsen, Hege Mari; Fossum, Mariann & Slettebø, Åshild (2014). Teaching clinical reasoning skills to nursing students with technology-enhanced learning (TEL). Full text in Research Archive
• Johnsen, Hege Mari; Johannesen, Dag Tomas Sagen; Melkas, Helinä & Sørensen, Linda (2025). Assistive Humanoid Robots for enhancing independence, autonomy, and the ability to engage in meaningful occupations Perceptions and experiences in users with physical disabilities. Universitetet i Agder. Full text in Research Archive
• Johnsen, Hege Mari (2018). “BEING-IN-THE-WORLD” : Teaching clinical reasoning skills to nursing students through a serious game. Universitetet i Agder. ISSN 9788271178895. Full text in Research Archive Show summary

  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.

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