Ingrid Espegren Dalsmo

• Ravik, Monika; Dalsmo, Ingrid Espegren; Gonzalez, Marianne Thorsen & Bjørk, Ida Torunn (2026). Applying Bjørk’s model as a framework for practical skill performances in nursing education placement: a qualitative content analysis of students’ reflection notes. BMC Medical Education. doi: 10.1186/s12909-026-10154-5. Full text in Research Archive Show summary

  Background As many newly graduated nurses lack proficiency in practical nursing skills, understanding their development during education and placements is important for delivering high-quality patient care. This study explored first-year nursing students’ reflections on practical skill performance during clinical placements, using Bjørk’s model of practical skill performance as a framework. Methods A qualitative content analysis was employed, analysing reflection notes from 22 first-year nursing students through deductive content analysis, guided by Bjørk’s model, with additional inductive content analysis to explore qualitative variation in the depth of reflection. Results The results revealed that students demonstrated patient-centred care, preparation, and the integration of technical, relational, and contextual elements. Further, that students’ reflection notes varied in how descriptively and analytically they applied Bjørk’s model. Conclusions Variability in the depth of reflections using Bjørk’s model highlights the need for tailored educational strategies to promote reflective thinking when learning and performing practical skills.

• Dalsmo, Ingrid Espegren; Amsrud, Kirsten Eika; Bjørk, Ida Torunn; Lunde, Thine Elisabeth; Sætertrø, Odil & Christiansen, Bjørg (2026). Complexity in clinical placement assessment in nursing education—A document analysis of learning outcomes and assessment criteria. Nordisk sygeplejeforskning. ISSN 1892-2678. 16(2), p. 1–16. doi: 10.18261/nsf.16.2.4. Full text in Research Archive Show summary

  Background: Clinical placements are critical components of nursing education. Assessment tools have been developed to assess students’ competencies against preset learning outcomes (LOs), yet assessment remains challenging due to the complexity of clinical learning environments. Aim: To generate knowledge on the coherence between LOs and assessment criteria in clinical placements. Methods: A qualitative, descriptive design was applied, using practice-oriented document analysis on study plans across four nursing programmes and one assessment tool. Findings: Variations in the coherence between the documents were found. Across 23 subject plans, LOs varied widely in number and were largely general in scope. Use of the different parts of the Respons tool, and thus number of criteria, differed across placements and institutions. Conclusion: The study highlights systemic and practical challenges in assessing students’ competencies and underscores the need for continued development of assessment tools that ensure coherence between LOs and criteria, customised for the placement context.

• Dalsmo, Ingrid Espegren; Laugaland, Kristin Alstveit; Billett, Stephen & Ekra, Else Mari Ruberg (2025). Exploring nursing students’ learning experiences within tripartite meetings in nursing home clinical placements: a qualitative study using video-stimulated recall interviews. BMC Nursing. 24. doi: 10.1186/s12912-025-02686-w. Full text in Research Archive Show summary

  Background Nursing students’ clinical learning is premised on experiences in clinical placements in nurse education, with the processes and outcomes of tripartite meetings among the student, nurse preceptor and teacher being central components. The tripartite meetings form the basis and framework for stakeholders’ dialogue and collaboration and have the central purpose of facilitating student learning and development and assessing the students’ achievement against predetermined learning outcomes for the placement period. Students’ experiences with tripartite meetings seems to be an underexplored field, and therefor this study aimed to explore first-year nursing students’ learning experiences within tripartite clinical placement meetings in nursing homes. Design and methods A qualitative explorative and participatory approach was adopted in this study, using the video-stimulated interview method “stimulated recall— dialog and reflection”. This method is based on video recordings with subsequent interviews, where video excerpts were used to support reflection and dialogue. Twenty-one video-stimulated recall interviews were conducted with first-year nursing students (n = 7) to explore their learning experiences within the tripartite meetings. Findings Data was analysed using reflexive thematic analysis as described by Braun and Clarke. Four themes were identified: (1) the importance of structure and preparedness; (2) supportive relations and dialogue essential for learning; (3) a possibility to create a common learning focus; and (4) assessment needs to be comprehensive and performance focused. Conclusions This study highlights that tripartite meetings can be an excellent forum to support the nursing students’ learning process in their clinical placements. Still, consistent and systematic approaches to clinical placement supervision and assessment need to be developed continuously. Therefore, the study’s findings suggest that targeted efforts are warranted to optimise and enhance the learning potential offered in tripartite meetings in clinical education, such as paying a greater attention to the start-up conversation and facilitating comprehensive supervisory and assessment content in the meetings.

• Dalsmo, Ingrid Espegren; Laugaland, Kristin Alstveit; Fossum, Mariann; Ravik, Monika; Gonzalez, Marianne Thorsen & Ekra, Else Mari Ruberg (2024). Student nurses' experiences with a digital educational resource supporting learning in nursing home placements: A qualitative study. Nurse Education Today. ISSN 0260-6917. 140, p. 1–7. doi: 10.1016/j.nedt.2024.106271. Full text in Research Archive Show summary

  Background: Nursing education should improve clinical placements in nursing homes to foster and enhance student nurses' learning experiences. Initiatives for digital educational resource used to teach and supervise students to complement learning are increasingly being adopted and considered important in nursing education. However, little is known about how digital educational resources can facilitate learning in placements. Research on the value of such resources from student nurses' perspective is required. Aim: To explore first-year student nurses' experiences with a digital educational resource developed to support learning in nursing home placements. Design: This study has a qualitative explorative design and is part of a larger research project in which a digital educational resource named DigiQUALinPRAX was developed. Settings: This study was conducted at three publicly funded nursing homes affiliated with one Norwegian university. Participants: Twenty-three first-year student nurses. Methods: Data was generated through pre- and post-placement group interviews and analysed using reflexive thematic analysis. Standards for Reporting Qualitative Research were applied in this stud. Findings: One overreaching theme and three subthemes related to student nurses' experiences with a digital educational resource were identified. The digital educational resource gave a feeling of being acknowledged as a learner by (1) providing a structure and preparation that made the placement feel less overwhelming, (2) supporting professional reflection and assessment practices, and (3) facilitating collaboration when all stakeholders used the resource actively. Conclusions: This study indicates that student nurses' learning process in nursing home placements can be supported through digital educational resources customised for this learning arena. The findings indicate that the digital educational resource facilitated pre-placement preparedness, provided structure and flexibility, and enhanced reflection and assessment practices during clinical placement. However, encouraging tripartite usage is essential to exploit the full potential of digital educational resources.

• Dalsmo, Ingrid Espegren; Brodtkorb, Kari; Laugaland, Kristin Alstveit; Slettebø, Åshild & Ekra, Else Mari Ruberg (2022). Learning in nursing home placement: A phenomenological study of student nurses’ lived experience. Journal of Clinical Nursing (JCN). ISSN 0962-1067. doi: 10.1111/jocn.16262. Full text in Research Archive Show summary

  Aim: To explore first-year student nurses’ lived experience of learning in clinical place-ment in nursing homes.Background: Nursing homes traditionally represent students’ first clinical placement sites during nurse education, and nursing home residents’ care needs can provide op-portunities for student nurses to acquire both fundamental and specialised nursing skills. In clinical placements, students have opportunities to apply and integrate theo-retical knowledge, practical skills and ethical competence in a clinical setting.Design: A qualitative design with a hermeneutic phenomenological approach was em-ployed and reported in accordance with the COREQ guidelines.Methods: The study was undertaken at three nursing homes affiliated with one Norwegian university. Close observation (173 h) and in-depth individual interviews (n= 7) with first-year student nurses were conducted to explore their lived experience of learning. Data analysis was guided by van Manen’s hermeneutic phenomenological approach.Results: The essential meaning of the phenomenon of learning in clinical placements in a nursing home setting is characterised by four themes: (1) navigating a new and com-plex learning context, (2) being emotionally affected when facing sickness and frailty, (3) having a vital need for support and guidance and (4) being engaged in learning.Conclusions: The findings are discussed against the backdrop of educational learning theory. Learning in clinical placements in nursing homes is a multi-faceted and com-plex phenomenon related to the students’ lived experience on the contextual, rela-tional and individual levels. Overall, our findings demonstrate that learning in clinical placements is part of the process of professional identity development.Relevance to clinical practice: The clinical practice arena should emphasise emotional support for student nurses, enhance their self-directed reflection and explicitly focus on the essence of nursing in nursing homes.

• Dalsmo, Ingrid Espegren; Haraldstad, Kristin; Johannessen, Berit; Hovland, Olav Johannes; Chiduo, Mercy Grace & Fegran, Liv (2021). “Now I Feel That I Can Achieve Something”: Young Tanzanian Women’s Experiences of Empowerment by Participating in Health Promotion Campaigns. International Journal of Environmental Research and Public Health (IJERPH). ISSN 1661-7827. 18(16). doi: 10.3390/ijerph18168747. Full text in Research Archive

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• Dalsmo, Ingrid Espegren (2026). Hvordan jobber vi med kompetanse og utdanning ved Universitetssykehjem Agder? Full text in Research Archive
• Dalsmo, Ingrid Espegren (2026). Arendalsuka | Arrangement: Hvem tar ansvar?: Hvordan skapes ”rom for…. Full text in Research Archive Show summary

  Helseprofesjonsutdanningene er avhengige av gode praksisstudier. En stadig større andel av disse skal foregå i kommunehelsetjenesten, men er kommunene…

• Fossum, Mariann; Dalsmo, Ingrid Espegren; Kirkevold, Marit; Jeppestøl, Kristin & Strøm, Benedicte Sørensen (2026). Universitetssykehjem kan bli nøkkelen til en styrket eldreomsorg under press. Show summary

  KRONIKK: Vi blir flere eldre og omsorgstrengende samtidig med at vi blir færre sykepleiere, helsefagarbeidere og annet helsepersonell. Spørsmålet er derfor hvordan kan vi sikre sårbare eldre gode tjenester også i fremtiden?

• Dalsmo, Ingrid Espegren; Oterholt, Frank & Olsbu, Silje Sollid (2025). «Less is more» i praksisveiledning? Sykepleien. ISSN 0802-9768. doi: https:/sykepleien.no/meninger/innspill/2025/12/less-more-i-praksisveiledning. Full text in Research Archive Show summary

  Det er på høy tid å snakke om hvordan effektiviseringstiltak faktisk kan undergrave kvaliteten i utdanningene, skriver innleggsforfatterne.

• Dalsmo, Ingrid Espegren (2025). Supporting first-year nursing students’ learning experience in nursing home placement – a qualitative study. Full text in Research Archive
• Dalsmo, Ingrid Espegren (2025). Fem tips til en bedre praksis for sykepleierstudenter - Universitetet i Agder. [Internet]. www.uia.no. doi: https:/www.uia.no/forskning/forskningsnyheter/helse-idrett/sykepleierstudenter-bedre-start-i-yrket.html. Full text in Research Archive Show summary

  Overveldende, krevende – men likevel en god opplevelse? Ny studie peker på flere tiltak som kan gjøre den første praksisperioden for sykepleierstudenter tryggere og mer lærerik.

• Dalsmo, Ingrid Espegren (2025). Samarbeidslæring i praksis kan styrke kvaliteten og kapasiteten i sykepleierutdanningen | Sykepleien. https://sykepleien.no/fag. doi: https:/sykepleien.no/fag/2025/09/samarbeidslaering-i-praksis-kan-styrke-kvaliteten-og-kapasiteten-i. Full text in Research Archive Show summary

  Store studentkull og press på praksisplasser utfordrer utdanningen. Samarbeidslæring kan gjøre praksisstudiene mer fleksible og sikre bedre oppfølging av studentene.

• Dalsmo, Ingrid Espegren (2025). Her er rådene som gir sykepleiestudenter en bedre start på yrkeslivet. [Journal]. www.sykepleien.no. doi: https:/sykepleien.no/2025/04/her-er-radene-som-gir-sykepleiestudenter-en-bedre-start-pa-yrkeslivet. Full text in Research Archive Show summary

  Hun har fått seg noen overraskelser. Universitetslektor Ingrid Espegren Dalsmo har forsket på praksis.

• Dalsmo, Ingrid Espegren; Johnsen, Kjersti Marie Frivoll; Holm, Bjørn Morten; Økshoff, Cathrine; Fossum, Mariann & Tveide, Marit Bolstad (2025). Utdanningsinstitusjoner må styrke endringskompetansen i helsefagene. Full text in Research Archive
• Dalsmo, Ingrid Espegren (2024). Learning in nursing home placements – the student nurse perspective. Full text in Research Archive
• Dalsmo, Ingrid Espegren (2024). "Learning in nursing home placements – the student nurse perspective". Full text in Research Archive
• Dalsmo, Ingrid Espegren (2023). Learning in clinical placement in nursing homes – the nursing students’ perspective. Full text in Research Archive
• Dalsmo, Ingrid Espegren (2023). The learning process in nursing home placement – the nursing students’ perspective. Full text in Research Archive
• Dalsmo, Ingrid Espegren (2023). Hva kan vi lære av 1. års sykepleierstudenters erfaringer med veilednings- og vurderingssamtaler i praksisstudier på sykehjem? Full text in Research Archive
• Dalsmo, Ingrid Espegren (2023). Hvordan kan veilednings- og vurderingssamtaler bidra til å støtte 1. års sykepleierstudenters læring i praksisstudier i sykehjem? Full text in Research Archive
• Skalleberg, Ann Kristin; Dalsmo, Ingrid Espegren & Frøiland, Christina Tølbøl (2022). Vi må gi sykepleierstudenter digital medvind i praksis. Full text in Research Archive
• Dalsmo, Ingrid Espegren (2022). Phd-project: Learning in clinical placement in nursing homes – the nursing students’ perspective. Full text in Research Archive
• Dalsmo, Ingrid Espegren & Handeland, Jorunn Aas (2022). Dukker kan ikke erstatte pasienter. Full text in Research Archive
• Dalsmo, Ingrid Espegren (2022). Learning in Clinical Studies – the student nurse perspective: Status og fremdrift. Full text in Research Archive
• Dalsmo, Ingrid Espegren; Brodtkorb, Kari; Laugaland, Kristin Alstveit; Slettebø, Åshild & Ekra, Else Mari Ruberg (2022). A phenomenological study of student nurses’ lived experience of learning in clinical placement. Full text in Research Archive
• Dalsmo, Ingrid Espegren; Laugaland, Kristin Alstveit; Slettebø, Åshild; Billett, Stephen & Ekra, Else Mari Ruberg (2022). Student nurses experience of supervision and assessment practices during clinical placement – a qualitative study using video-stimulated interviews. Full text in Research Archive
• Dalsmo, Ingrid Espegren & Skalleberg, Ann Kristin (2021). Video-stimulated interviews in nurse educational research – reviewing knowledge development and research processes in a PhD collaborative study. Full text in Research Archive
• Dalsmo, Ingrid Espegren (2021). Presentasjon av forskningsprosjektet QUALinCLINstud. Full text in Research Archive
• Dalsmo, Ingrid Espegren (2021). Første års sykepleiestudenters erfaringer knyttet til læring i praksisstudier i sykehjem – foreløpige funn fra forskningsprosjekt. Full text in Research Archive
• Dalsmo, Ingrid Espegren (2020). Presentasjon av phd-prosjektet "Learning in Clinical Studies - the nursing student perspective". Full text in Research Archive
• Dalsmo, Ingrid Espegren (2020). Presentasjon av phd-prosjektet "Learning in Clinical Studies - the student nurse perspective". Full text in Research Archive
• Dalsmo, Ingrid Espegren (2019). Presentasjon av delstudie 1 i phd-prosjektet "Learning in Clinical studies - the student nurse perspective". Full text in Research Archive
• Dalsmo, Ingrid Espegren (2025). Supporting first-year nursing students’ learning experiences in nursing home placement – a qualitative study. Universitetet i Agder. ISSN 9788284272467. Full text in Research Archive Show summary

  Bakgrunn: Praksisstudier utgjør en kritisk del av sykepleierutdanningen. I praksisstudier gis sykepleierstudenter muligheter til å anvende og integrere teoretisk kunnskap, praktiske ferdigheter, klinisk vurdering og etisk kompetanse med pasienter i en klinisk hverdag. Omfanget av og kompleksiteten i studentens læringserfaringer i praksisstudier krever pedagogiske tilnærminger og veiledning og vurderingsstrategier. I Norge representerer sykehjem tradisjonelt sykepleierstudentenes første praksissted. I praksisstudier i sykehjem kan studenter tilegne seg både grunnleggende og spesialiserte sykepleieferdigheter til en voksende geriatrisk pasientpopulasjon. Studenters erfaringer fra praksisstudier i sykehjem kan påvirke fremtidige yrkesvalg. Forskning på ulike aspekter ved studenters læringserfaringer i praksisstudier i sykehjem anses derfor som viktig for å bygge et kunnskapsgrunnlag for videreutvikling av denne sentrale læringskonteksten i sykepleierutdanningen. Mål: Det overordnede formålet var å få kunnskap om og forståelse i første års sykepleierstudenters erfaringer med læring i praksisstudier i sykehjem. Videre er avhandlingens formål å få kunnskap om og innsikt i hvordan trepartsmøter og en digital utdanningsressurs tilpasset denne praksisperioden kan bidra til å støtte studentenes læring. Design og metoder: Et prosjekt med et kvalitativt og eksplorativt design bestående av tre komplementære studier ble gjennomført fra januar 2020 til april 2022. I studie 1 ble det gjennomført observasjon (173 timer) og dybdeintervju (n = 7) for å utforske første års sykepleierstudenters levde erfaring med læring i praksisstudier på sykehjem. Feltnotater og transkriberte intervjuer ble integrert og analysert samlet ved bruk av van Manes hermeneutiske fenomenologiske tilnærming. Studie 2 utforsket sykepleierstudenters læringserfaringer i trepartsmøter gjennom 21 individuelle videostimulerte intervju. Syv sykepleierstudenter ble intervjuet tre ganger hver i løpet av praksisperioden. De genererte dataene ble analysert ved bruk av refleksiv tematisk analyse. Studie 3 hadde som mål å utforske sykepleierstudenters erfaringer med en digital utdanningsressurs utviklet for å støtte læring i praksisstudier i sykehjem. 23 første års sykepleierstudenter deltok i gruppeintervjuer før og etter praksisperioden (n = 6). De transkriberte gruppeintervjuene ble analysert med refleksiv tematisk analyse. Hovedfunn: Det å skulle navigerer i en ny og kompleks læringskontekst gjorde at studentene hadde behov for forberedelser før praksisperioden. Forberedelse til nye situasjoner i løpet av praksisperioden, slik som trepartsmøtene, ble også fremhevet som viktig. I møte med følelsesmessig utfordrende situasjoner på sykehjemmet, var det avgjørende at læringsstøtten inkluderte emosjonell støtte i tillegg til profesjonell støtte. Å delta i refleksjon og få tilbakemeldinger fra praksisveileder og praksislærer var også viktig for studentenes læring. Det ble imidlertid funnet variasjoner knyttet til studentenes erfaringer med læringsstøtte, både i den daglige veiledningen og i trepartsmøtene. Den digitale utdanningsressurs la til rette for forberedelser før praksisperioden, samt refleksjons og vurderingspraksis. Likevel varierte bruken av ressursen. Den kritiske komponenten i at alle involverte deltar aktivt i studentenes læring er tydelig i funnene. Konklusjon: Avhandlingen demonstrerer viktigheten av forberedelser til praksisstudier i sykehjem, inkludert kontekstuelle, relasjonelle og individuelle aspekter. Verdien av at veiledningen omfatter refleksjon som virkemiddel for å lære sykepleie i praksisstudier fremheves. Studenter kan utvikle sykepleiekompetanse og profesjonelle identitet ved å reflektere over pasientsituasjoner i en praktisk sykehjemshverdag. En reflekterende praksis legger til rette for aktiv læring og støtter dermed utviklingen av livslang læringskompetanse. Vurdering som inneholder tilbakemeldinger fungerer som et verdifullt pedagogiske verktøy for å støtte og bekrefte studentenes læring og utvikling gjennom praksisperioden. Veiledning og vurderingssituasjoner i trepartsmøtene kan være verdifulle læringssituasjoner i seg selv. Ved å bli konfrontert med sterke følelser i praksisstudiene på sykehjem, trenger studentene både emosjonell og profesjonell støtte. Studentene er avhengige av praksisveiledere og praksislærere når de skal lære sykepleiekompetanse i praksisstudier. Hvordan studenter velger å engasjere seg i læringssituasjoner som tilbys ved sykehjemmet, påvirker samtidig også læringsutbyttet av praksisstudiet. Digitale utdanningsressurser kan støtte sykepleierstudenters læringserfaringer ved å legge til rette for forberedelser, veiledning og vurderingspraksis i praksisstudier på sykehjem.

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