Kjersti Marie Frivoll Johnsen

• Berg, Geir Vegard; Slettebø, Åshild; Johnsen, Kjersti Marie Frivoll; Dahl, Aud Findal & Fossum, Mariann (2021). Interviews with Community Healthcare Registered Nurses in Norway: Examination Practices and Clinical Evaluation Processes. Nursing Open. 8(6), p. 3291–3298. doi: 10.1002/nop2.1045. Full text in Research Archive Show summary

  Abstract Aim This study describes the examination practices and clinical evaluation processes that Registered Nurses in Norway perform in the community healthcare sector. Design A qualitative exploratory design. Methods Twenty interviews were conducted with Registered Nurses employed in the community healthcare sector in Norway. The data were analysed using a thematic analysis. Results We found four major themes: (1) evaluations are embedded in nurses’ daily work, (2) significance of a Registered Nurse's clinical competency, (3) different tasks require various roles and (4) access to resources and equipment. Registered Nurses possess several skills in a range of different examination techniques and clinical evaluation processes in the community healthcare sector. They perform complex assessments in their daily work and must rely on other healthcare professionals, facilities and equipment to provide high-quality care. Ongoing education and training will enable Registered Nurses to complete accurate assessments in their community healthcare practice.

• 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
• Johnsen, Kjersti Marie Frivoll; Ehrenberg, Anna & Fossum, Mariann (2014). Dokumentasjon av sykepleie i sykehjem. En vurdering av innhold og kvalitet på sykepleiedokumentasjonen og vurdering av reliabiliteten til instrumentet N-Catch. Vård i Norden. ISSN 0107-4083. 34(2), p. 27–32. Full text in Research Archive

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• 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
• 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; 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; 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
• Moi, Ellen Benestad; Presno, Åsne Knutson De; Johnsen, Kjersti Marie Frivoll; Søvik, Olav; Skåra, Richard Hardeland & Wehus, Walter Norman (2019). Samarbeider om simulering. [Internet]. Universitetet i Agder. Full text in Research Archive
• Johnsen, Kjersti Marie Frivoll; Briseid, Hanne Synnøve & Martinez, Santiago (2018). Simulering for praksisveiledere. Full text in Research Archive

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