ProfHealth: Interdisciplinary Professional Health Research

• 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.

• Christiansen, Bjørg; Strand, Ingrid Rachel; Solberg, Marianne Trygg; Ravik, Monika; Sjølie, Berit Mosseng & Sætra, Mette K Ragnhildstveit [Show all 7 contributors for this article] (2026). The curriculum—a scaffold for learning in a work-based environment. Cogent Education. 13(1). doi: 10.1080/2331186x.2026.2640292. Full text in Research Archive Show summary

  This study’s aim was to explore how the formal curriculum for a Bachelor of Nursing describes the first clinical placement in a work-based learning environment. The formal curriculum involves documents with an interconnected nature which describe the planned program of learning outcomes and learning experiences. To address the aim, we conducted a qualitative document analysis guided by the following research question: How is the connection between learning outcomes, learning activities, and learning situations described in formal curriculum related to the first clinical placement? Findings: Group 1) Limited connection: Learning outcomes and learning activities were generally described. Group 2) Some connection: Learning outcomes were generally described, more elaboration on learning activities. Group 3) Clear connection: Some learning outcomes were omitted, extensive descriptions of learning activities and learning situations. Findings show a need for curriculum development which clarifies learning processes in a work-based environment that can help students to achieve learning outcomes.

• 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

• Stenseth, Hege Vistven; Steindal, Simen Alexander; Solberg, Marianne Trygg; Ølnes, Mia Alexandra; Sørensen, Anne Lene & Strandell-Laine, Camilla [Show all 14 contributors for this article] (2025). Simulation-Based Learning Supported by Technology to Enhance Critical Thinking in Nursing Students: Scoping Review. Journal of Medical Internet Research (JMIR). ISSN 1439-4456. 27. doi: 10.2196/58744. Full text in Research Archive Show summary

  Background: Critical thinking is a crucial skill in the nursing profession and must be fostered through nursing education. Simulation-based learning (SBL) with technological modalities is a pedagogical approach to enhance critical thinking skills for nursing students. The use of technology in SBL to achieve critical thinking skills is diverse. No previous scoping review has systematically mapped studies on SBL supported by technology to enhance critical thinking in nursing students. Objective: This scoping review aimed to systematically map research on the use of SBL supported by technology to enhance critical thinking in nursing students. Methods: This scoping review was conducted according to the framework by Arksey and O’Malley and was reported according to the PRISMA-ScR (Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews) guidelines. A systematic, comprehensive literature search was performed in the LILACS, ERIC, MEDLINE, Embase, PsycINFO, and Web of Science databases in 2021 and repeated in 2023 and 2024. Pairs of authors independently assessed titles, abstracts, and full-text papers and extracted data from the included studies. The data underwent summative and thematic analysis and were categorized according to the findings. Results: In total, 4 main categories of technology applied in SBL were identified: computer-based simulations, human-patient simulators, virtual reality or immersive virtual reality, and others. The findings revealed a shift across time in the technology used for SBL to enhance critical thinking, from human patient simulators to computer-based simulations. A dominant part of the included studies published after 2018 (21/44, 48%) incorporated a combination of asynchronous and synchronous learning activities. The theoretical foundation of the studies revealed a range of scientific theories and conceptual frameworks and models. Enablers of or barriers to the enhancement of critical thinking skills in nursing students were identified within the following themes: affinity for and availability of technology, realism, accessibility, engagement and motivation, validation, return on investment, and enhanced critical thinking through SBL using technology. Conclusions: There has been a noticeable shift in the technology and use of technology in SBL. Descriptions of the applied technology and pedagogical considerations are pivotal for comparing or synthesizing research results. There has been a trend toward a blended educational approach combining synchronous and asynchronous learning activities. User technological proficiency and the perceived quality of the technology are imperative in the development of critical thinking. Realism, engagement, and motivation play pivotal roles in the enhancement of critical thinking in technologically supported SBL. The establishment of robust theoretical foundations of research and standardized research practices will strengthen the evidence obtained from the research conducted.

• Solberg, Marianne Trygg; Sjølie, Berit Mosseng; Sætra, Mette K Ragnhildstveit; Bingen, Hanne Maria S; Christiansen, Bjørg & Strand, Ingrid Rachel [Show all 7 contributors for this article] (2025). Clinical placement studies on early nursing education with a focus on pedagogical methods: Qualitative document analysis. The Nordic Journal of Nursing Research (NJNR). ISSN 2057-1585. 45. doi: 10.1177/20571585251324836. Full text in Research Archive Show summary

  The present study aimed to explore and describe how pedagogical methods are communicated within formal documents pertaining to clinical placement studies in the first year of nursing education. Developing professional competence among nursing students during clinical placements is essential to the provision of high-quality patient care. The nursing bachelor programme in Norway has undergone a transition process involving the development of new study plans with corresponding subject plans in all higher educational institutions. A qualitative descriptive research design was applied. Formal documents (study plans and subject plans) from all the 13 Norwegian Nursing programs were included. Thematic document analysis was used. The results show there exist huge differences in presenting the nursing study programme in study plans and subject plans. Nursing programs should consider developing uniform documentation processes to ensure that they meet the standards, as well as to enhance students’ possibilities to transfer between higher educational institutions in nursing nationally and internationally.

• Bingen, Hanne Maria S; Olaussen, Camilla; Rød, Irene; Sundfær, Hilde & Solberg, Marianne Trygg (2025). Postgraduate nursing students' motivation for learning: A mixed-method study exploring changes in academic motivation. Nurse Education Today. ISSN 0260-6917. 154. doi: 10.1016/j.nedt.2025.106834. Full text in Research Archive Show summary

  Background Promoting and maintaining academic motivation throughout higher education is predicted to positively influence students' academic success. According to the Self-Determination Theory, motivation foster student engagement and optimal learning. Research on the academic motivation of postgraduate nursing students is limited, and no studies have explored academic motivation over time among advanced practice nursing students. Aim The aim of this study was to explore levels of academic motivation and student engagement among advanced practice nursing students in critical care through the first semester of their master's program. Design A convergent mixed methods design. Methods Study participants were advanced practice nursing students at a university college. Quantitative data was collected through a longitudinal survey-based method using the Academic Motivation Scale (n = 17). Qualitative data were obtained through professional essays (n = 9) and reflection notes (n = 3). Data was analyzed separately and compared for complementary findings. Results Questionnaire: A significant decline in the self-determination index, intrinsic motivation, and the most autonomous form of extrinsic motivation was observed. Qualitative findings: Study demands experienced as barriers to autonomy; prioritizes what appears meaningful for clinical nurses. Encouraged by professional clinical competence but missing learning challenges that support competence achievement. Missing learning together and relating to peers. Conclusions Even though postgraduate students maintain motivation through the first semester, there seems to be a shift from autonomous to more controlled motivation. A desire for higher clinical competence sustains motivation, and the change in academic motivation relates to experiences of the education's less adequate relevance to clinical practice, insufficient time to perform learning activities, and lack of support. To address this, we recommend clarifying the clinical relevance of learning activities, allocating sufficient study time, and providing opportunities for peer, clinical preceptor, and educator support.

• Opsal, Anne; Fossum, Mariann; Elf, Marie; Undheim, Marie & Johannessen, Terese (2025). Student nurses’ satisfaction and confidence: Blended learning skills training on satellite campuses. Teaching and Learning in Nursing. ISSN 1557-3087. 20(3), p. e705–e712. doi: 10.1016/j.teln.2025.02.010. Full text in Research Archive Show summary

  Abstract Background In response to rural nursing shortages, some traditional on-campus bachelor of science in nursing degree programs have transitioned to a blended learning approach at satellite campuses. This significant shift requires an understanding of how students view the learning activities involved in skills training. Aim The aim of this study was to assess students in an education program in Southern Norway regarding their satisfaction in and self-confidence with skills training using blended learning. The program was hosted at satellite campuses of two universities. Methods For this cross-sectional study, 54 students completed a Student Satisfaction and Self-confidence in Learning scale and open-ended questions. Quantitative data were analyzed with descriptive statistics and qualitative data assessed using content analysis. Results Students who completed skills training reported high levels of satisfaction with the learning activities and support from their teachers. In addition, they demonstrated high self-confidence in practicing skills. Conclusion The current findings indicate that students appreciate blended learning strategies and the availability of skills training on satellite campuses along with supportive teaching practices.

• 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.

• Holtsmark, Christina; Larsen, Marie Hamilton; Steindal, Simen Alexander & Solberg, Marianne Trygg (2024). Critical care nurses' role in rapid response teams: A qualitative systematic review. Journal of Clinical Nursing (JCN). ISSN 0962-1067. 33(10), p. 3831–3843. doi: 10.1111/jocn.17196. Full text in Research Archive Show summary

  Aim: To analyse the qualitative evidence on the role of critical care nurses in rapid response teams. Design: Qualitative systematic review. Methods: This qualitative systematic review employed Bettany-Saltikov and McSherry’s guidelines and is reported according to the Enhancing Transparency in Reporting the Synthesis of Qualitative Research checklist. Two pairs of blinded researchers screened the articles. The data were synthesised using a thematic analysis approach. Data Sources: A systematic literature search was conducted using the CINAHL, Embase and MEDLINE databases. Results: Seven studies were included, and three main roles were identified: (1) balancing between confidence and fear in clinical encounters, (2) facilitating collaboration and (3) managing challenging power dynamics in decision-making. Conclusion: Critical care nurses possess extensive knowledge and skills in providing critical care to patients experiencing deterioration on general wards. They play a vital role in facilitating collaboration between team members and ward staff. Furthermore, within the rapid response team, critical care nurses assume leadership responsibilities by overseeing the comprehensive coordination of patient care and actively engaging in the decision-making process concerning patient care. Implications for the Profession: Highlighting the central role of critical care nurses in rapid response teams as well such a team’s benefits in healthcare organisations can promote applications for funding to support further quality assurance of rapid response teams and thus enhance patient safety. Impact: Health care organisations can assure the quality of rapid response team by providing economical resources and training. The education providers should facilitate and standardise curriculum for critical care nursing students to achieve necessary knowledge and skills as members in rapid response teams.

• 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.

• Johannessen, Terese; Fossum, Mariann; Elf, Marie & Opsal, Anne (2024). Exploring the undergraduate nursing students' experiences and learning strategies in distance nurse education: A qualitative study. Nurse Education Today. ISSN 0260-6917. 146, p. 1–7. doi: 10.1016/j.nedt.2024.106500. Full text in Research Archive Show summary

  Background Distance nurse education is an essential contribution to sustainable access for nurses in rural and remotes areas. However, distance nurse education requires pedagogical changes, and we need more knowledge to design education programmes that can accommodate students who study off-campus. Objective To explore how undergraduate nursing students experience a distance education programme. Methods A qualitative explorative design. Students in a distance nurse education programme participated in six focus group interviews from March to September 2022. Data were subjected to qualitative content analysis. Results Students had a generally positive experience of the distance nurse education programme and were especially pleased with its flexibility. The two main themes were students' sense of belonging and social interactions and their participation in learning activities. Students cited face-to-face meetings as an important factor in having a sense of community, involvement, and continuous motivation for their studies. Students found study groups to be useful for learning and progress in the study subjects. Physical teaching sessions at a non-university site facilitated and motivated them to follow live streaming of lectures at home and to collaborate online with the study group between those meetings. Social interaction with the educator and other students in physical teaching sessions was important for discussions of the subject matter and for assistance with technical challenges. A predictable timetable was essential for the students to balance time for their studies with family and work responsibilities. Conclusion Students in the distance nurse programme preferred a combination of face-to-face meetings and live streaming. Study groups contributed to motivation, understanding of the course content, and a sense of community. It also helped to improve students' collaboration skills. These students have many professional and family obligations, so a predictable course plan was important to them.

• 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.

• 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.

• Melby, Kristian Leonard; Sætra, Mette K Ragnhildstveit; Safari, Mugula Chris & Bachke, Carl Christian (2024). «Dette skremmer meg litt, og jeg tror det blir utfordrende»: En tematisk innholdsanalyse av studentskrevne logger fra første praksisperiode i vernepleierstudiet. Uniped - Tidsskrift for universitets- og høgskolepedagogikk. ISSN 1500-4538. 47(1), p. 74–88. doi: 10.18261/uniped.47.1.7. Full text in Research Archive
• Nes, Andrea Aparecida Gonçalves; Zlamal, Jaroslav; Linnerud, Silje; Steindal, Simen Alexander & Solberg, Marianne Trygg (2023). A Technology-Supported Guidance Model to Increase the Flexibility, Quality, and Efficiency of Nursing Education in Clinical Practice in Norway: Development Study of the TOPP-N Application Prototype. JMIR Human Factors. 10(e44101). doi: 10.2196/44101. Full text in Research Archive Show summary

  Background: The challenges of nursing shortage in the nursing profession and of limited nursing educational capacity in nursing education in clinical practice need to be addressed to ensure supply according to the demand of these professionals. In addition, communication problems among nursing students, nurse educators, and nurse preceptors; variations in the guidance competence of nurse preceptors; and limited overview from nurse educators on nursing students’ clinical practice are common challenges reported in several research studies. These challenges affect the quality of nursing education in clinical practice, and even though these problems have been highlighted for several years, a recent study showed that these problems are increasing. Thus, an approach is required to ensure the quality of nursing education in clinical practice. Objective: We aimed to develop a guidance and assessment application to meet the challenges reported in clinical practice. The application intended to increase the flexibility, quality, and efficiency of nursing education in clinical practice. Furthermore, it intended to increase interactive communication that supports guidance and ensure structured evaluation of nursing students in clinical practice. Methods: This study employed a multidisciplinary user-participatory design. Overall, 23 stakeholders from the project team (ie, 5 researchers, 2 software developers, 1 pedagogical advisor, and 15 user representatives [4 educators, 6 preceptors, and 5 students]) participated in a user-centered development process that included workshops, intervention content development, and prototype testing. Results: This study resulted in the creation of the Technology-Optimized Practice Process in Nursing (TOPP-N) guidance and assessment application for use as a supportive tool for nursing students, nurse preceptors, and nurse educators in clinical practice. The development process included the application’s name and logo, technical architecture, guidance and assessment module, and security and privacy. Conclusions: This study offers insights into the development of an evidence-based technological tool to support nursing students, nurse preceptors, and nurse educators in clinical practice. Furthermore, the developed application has the potential to meet several challenges reported in nursing education in clinical practice. After a rigorous development process, we believe that the TOPP-N guidance and assessment application prototype is now ready to be tested in further intervention studies.

• Solberg, Marianne Trygg; Pedersen, Ingunn; Mathisen, Cathrine; Finnstrøm, Inger Johanne; Lundin, Per Kristian & Nes, Andrea Aparecida Gonçalves (2023). Professional competence required in advanced practice nursing in critical care: An exploratory qualitative study. Nursing Open. 10(12), p. 7839–7847. doi: 10.1002/nop2.2032. Full text in Research Archive Show summary

  Aim: To identify the required competencies of advanced practice nurses (APNs) working with patients in critical care units in Norway. Design: An exploratory qualitative design. Methods: Four focus group interviews were performed with 18 nurses who worked in critical care units. The data were examined by inductive content analysis following Graneheim and Lundman's approach. Findings: Our study found that APNs in critical care require the following professional competencies to meet the needs of patients characterised by greater age, comorbidities and increased complexity: (1) intrapersonal skills as revealed in the subthemes of self-awareness; motivation and commitment; strong mental health and upholding ethical standards, (2) advanced clinical decision-making skills as identified in the subthemes of integration of theory and practice; complex practical and technical skills; dealing with increased delegated responsibility and taking the lead in managing increased practice complexity and (3) interpersonal skills, including peer guidance, practising collaboratively and the ability to position oneself.

• Skedsmo, Karoline; Nes, Andrea Aparecida Gonçalves; Stenseth, Hege Vistven; Hofsø, Kristin; Larsen, Marie Hamilton & Hilderson, Deborah [Show all 13 contributors for this article] (2023). Simulation-based learning in palliative care in postgraduate nursing education: a scoping review. BMC Palliative Care. 22(1). doi: 10.1186/s12904-023-01149-w. Full text in Research Archive Show summary

  Background Nurses require advanced competence in palliative care, but they face wide variations in education and a shortage in opportunities for clinical placement. Simulation-based learning (SBL) can enable students to develop clinical skills, critical thinking and confidence. No scoping reviews to date have mapped the use of SBL in palliative care within postgraduate nursing education. Methods The aim of this scoping review was to systematically map published studies on the use of SBL in palliative care in postgraduate nursing education. A scoping review was conducted using Arksey and O’Malley’s (Int J Soc Res Meth 8(1):19–32, 2005) methodological framework. A systematic and comprehensive search of the Cumulative Index to Nursing and Allied Health Literature (CINAHL), the Education Resources Information Center (ERIC), Ovid MEDLINE, Ovid EMBASE, Allied and Complementary Medicine and PsycINFO was performed for studies published between January 2000 and April 2022. Two authors independently assessed papers for inclusion and extracted data. Reporting followed the Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews (PRISMA-ScR) checklist. The protocol was registered on the Open Science Framework. Results This review includes 10 studies. Three thematic groupings were identified: enhanced understanding of the importance of teamwork, interdisciplinarity and interpersonal skills; preparedness and confidence in one’s ability to communicate during emotionally challenging situations; and impact and relevance to one’s own clinical practice. Conclusions The use of SBL in palliative care in postgraduate nursing education seems to enhance students’ understanding of the importance of teamwork and interdisciplinarity. The review shows contradictory results regarding whether SBL in palliative care increases students’ confidence in their communication skills. Postgraduate nursing students experienced personal growth after participating in SBL. Because our findings indicate that limited research has been conducted within this field, future research should (1) explore postgraduate nursing students’ experiences with SBL in palliative care with a focus on more practical content such as symptom management, (2) examine the relevance and application of SBL in clinical practice, and (3) be reported in line with recommendations on the reporting of simulation research.

• Heradstveit, Siri Hammersland; Larsen, Marie Hamilton; Solberg, Marianne Trygg & Steindal, Simen Alexander (2023). Critical care nurses' role in the decision-making process of withdrawal of life-sustaining treatment: A qualitative systematic review. Journal of Clinical Nursing (JCN). ISSN 0962-1067. doi: 10.1111/jocn.16728. Full text in Research Archive
• Handeland, Jorunn Aas; Prinz, Andreas; Ekra, Else Mari Ruberg & Fossum, Mariann (2023). ‘I realised it when we played with the doll!’: nursing students’ learning from participation in an action research project that included manikins. Educational Action Research. ISSN 0965-0792. doi: 10.1080/09650792.2023.2242425. Full text in Research Archive Show summary

  This qualitative educational action research study aimed to gain knowledge about nursing students’ learning from participating in a developmental project that included human-like manikins. Twenty-three second-year Bachelor of Nursing students, one teacher, and one researcher participated in the study conducted at a Norwegian university. In collaboration, they planned and executed a developmental project with manikins in a nursing course. The project put manikins’ reflective, explorative, and experiential potentials into play. Two Action Research cycles were carried out. Data were collected using audio recordings, observations, and written responses. The concepts of sayings, doings, and relatings guided the analysis to identify how the modified learning conditions influenced and changed the students’ learning. The following four themes illustrate the students’ learning in the project: ownership of the learning process, collaborative learning, understanding theory’s significance for practice, and taking the patient’s perspective. The student’s participation in the project, including their independent use and exploration of the manikins, provided freedom and responsibility in decision-making, helped them experience problems, fostered creativity, and stimulated inner motivation. This moved their learning in a more practice-relevant direction.

• Solberg, Marianne Trygg; Sørensen, Anne Lene; Clarke, Sara & Nes, Andrea Aparecida Gonçalves (2023). Virtual Reflection Group Meetings as a Structured Active Learning Method to Enhance Perceived Competence in Critical Care: Focus Group Interviews With Advanced Practice Nursing Students. JMIR Medical Education. 9. doi: 10.2196/42512. Full text in Research Archive
• Vabo, Grete (2023). Dokumentasjon av helsehjelp fra Sykepleiere. Michael. ISSN 1893-9651. 20(21), p. 152–161. Full text in Research Archive Show summary

  For å kunne vurdere om kvalitetskravet til helsehjelp er innfridd, må hjelpen være dokumentert. Helsehjelp som ikke er dokumentert, er juridisk sett ikke utført. Sykepleiere har et selvstendig ansvar for å dokumentere sitt arbeid i pasientjournalen. De juridiske kravene til journalføring samsvarer med trinnene i sykepleieprosessen. Innføring av elektroniske pasientjournaler forutsetter integrert terminologi og standardisert språk og er krevende for mange sykepleiere. Opplæring i bruk av slike journaler bør inn i sykepleierutdanningen.

• Stenseth, Hege Vistven; Steindal, Simen Alexander; Solberg, Marianne Trygg; Ølnes, Mia Alexandra; Mohallem, Andrea Gomes C. & Sørensen, Anne Lene [Show all 16 contributors for this article] (2022). Simulation-Based Learning Supported by Technology to Enhance Critical Thinking in Nursing Students: Protocol for a Scoping Review. JMIR Research Protocols. 11(4). doi: 10.2196/36725. Full text in Research Archive
• Solberg, Marianne Trygg; Landfald, Ørjan Flygt; Clarke, Sara & Sørensen, Anne Lene (2022). Using a design-based research methodology to develop virtual reflection groups for Master's students in nursing: An applied study. Social Sciences & Humanities Open (SSHO). 6(1). doi: 10.1016/j.ssaho.2022.100286. Full text in Research Archive
• 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.

• Zlamal, Jaroslav; Gjevjon, Edith Roth; Fossum, Mariann; Solberg, Marianne Trygg; Steindal, Simen Alexander & Strandell-Laine, Camilla [Show all 8 contributors for this article] (2022). Technology-Supported Guidance Models Stimulating the Development of Critical Thinking in Clinical Practice: Mixed Methods Systematic Review. JMIR Nursing. 5(1). doi: 10.2196/37380. Full text in Research Archive Show summary

  Background: Nursing education has increasingly focused on critical thinking among nursing students, as critical thinking is a desired outcome of nursing education. Particular attention is given to the potential of technological tools in guiding nursing students to stimulate the development of critical thinking; however, the general landscape, facilitators, and challenges of these guidance models remain unexplored, and no previous mixed methods systematic review on the subject has been identified. Objective: This study aims to synthesize existing evidence on technology-supported guidance models used in nursing education to stimulate the development of critical thinking in nursing students in clinical practice. Methods: This mixed methods systematic review adopted a convergent, integrated design to facilitate thematic synthesis. This study followed the guidelines of the Joanna Briggs Institute Manual for Evidence Synthesis. Results: We identified 3 analytical themes: learning processes implemented to stimulate critical thinking, organization of the learning process to stimulate critical thinking, and factors influencing the perception of the learning process. We also identified 4 guidance models, all based on facilitator or preceptorship models using tailored instructional or learning strategies and one or several technological tools that were either generic or custom-made for specific outcomes. The main facilitators of these technology-supported guidance models were nurse educators or nurse preceptors, and the main challenges in using technology-supported guidance models were the stress associated with technical difficulties or increased cognitive load. Conclusions: Although we were able to identify 4 technology-supported guidance models, our results indicate a research gap regarding the use of these models in nursing education, with the specific aim of stimulating the development of critical thinking. Both nurse preceptors and nurse educators play a crucial role in the development of critical thinking among nursing students, and technology is essential for such development. However, technology-supported guidance models should be supervised to mitigate the associated stress.

• Handeland, Jorunn Aas; Prinz, Andreas; Ekra, Else Mari Ruberg & Fossum, Mariann (2022). The sense of a patient: An ethnographic multi-site field study exploring the influence of manikins on nursing students' learning. International Journal of Educational Research Open. 3. doi: 10.1016/j.ijedro.2021.100110. Full text in Research Archive Show summary

  The purpose of this ethnographic study was to gain insight into the influence of full-body human-like manikins on nursing students’ learning. The research question that guided the study was: How do the presence and use of human-like manikins influence nursing students’ learning? Data were collected during 15 educational sessions, using different manikins for various activities. Applying cultural-historical activity theory, this study explored the use of manikins as a mediated activity. The study’s main result was the interplay of five categories. In the first category, manikin as an object, manikins were used to teach and learn technical skills. In the second category, manikin as a subject, manikins were used to teach and learn to perform those skills with care. The third category, the interplay, illustrates how these two approaches were present in all sessions. Category four, the individual learning space, provided students with a feeling of working with a patient. Category five, the collective learning space, awarded collaborative and reflexive learning opportunities. We concluded from this study that manikins may introduce students to the balance between the technical and interpersonal aspects of nursing practice. Being aware of how manikins influence learning, educators can make more targeted use of manikins and support lower-grade nursing students in their learning process and professional development.

• Høybakk, Jofrid Berit; Nes, Andrea Aparecida Gonçalves; Kvande, Monica Evelyn & Solberg, Marianne Trygg (2022). Exploring the Impact of Virtual Reflection Groups on Advanced Practice Nurse Students During the COVID-19 Pandemic: Focus Group Study With Master’s Students. JMIR Nursing. 5(1). doi: 10.2196/40418. Full text in Research Archive
• Fossum, Mariann; Opsal, Anne & Ehrenberg, Anna (2022). Nurses' sources of information to inform clinical practice: An integrative review to guide evidence-based practice. Worldviews on Evidence-Based Nursing. ISSN 1545-102X. 19(5), p. 372–379. doi: 10.1111/wvn.12569. Full text in Research Archive
• 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
• Sætra, Mette K Ragnhildstveit; Melby, Kristian Leonard; Safari, Mugula Chris & Bachke, Carl Christian (2022). «Vi gjorde hverandre gode, men det dabbet av og stoppet opp»: Vernepleierstudenters erfaringer med loggskriving og gruppeveiledning. NORDVEI: Nordisk tidsskrift i veiledningspedagogikk. 7(1). doi: 10.15845/ntvp.v7i1.3413. Full text in Research Archive Show summary

  Artikkelens hensikt er å belyse problemstillingen Hvilke erfaringer har studenter med loggskriving, gruppeveiledning og kombinasjonen av disse i praksisstudier i vernepleierutdanningen?Erfaringer med bruk av logger og gruppeveiledning i vernepleierutdanningens praksisstudier har ikke vært beskrevet i tidligere studier. To fokusgruppeintervjuer med studenter i sjette semester utgjør datamaterialet.Funnene viser at deltagerne husker godt hvordan loggskriving og gruppeveiledning ble brukt i førsteårs praksisperiode. Erindringene preges av at aktivitetene hver for seg og i kombinasjon varlæringsfremmende: Loggskrivingen styrker bevisstheten rundt praksiserfaringer. Gruppeveiledningen stimulerer refleksjonen knyttet til egne og medstudenters logginnhold, og fremmer kollegialanerkjennelse studentene imellom. Kombinasjonen loggskriving-gruppeveiledning med fastmøtestruktur og tydelige rammer bidrar over tid til forutsigbarhet og trygghet. Studentene erfarte lite kontinuitet i opplegget med loggskriving og gruppeveiledning i de to etterfølgende praksisperiodene, og de etterlyser mer gjenbruk av opplegget fra første praksisperiode. Ønsket om kontinuitet er et viktig innspill til faglærere i vernepleierutdanningen. Artikkelen diskuterer likevel hvorvidt full kontinuitet i metodebruk er didaktisk klokt.

• Andreasen, Eva Mari; Slettebø, Åshild & Opsal, Anne (2022). Learning activities in bachelor nursing education to learn pre- and postoperative nursing care—A scoping review. International Journal of Educational Research. ISSN 0883-0355. 115. doi: 10.1016/j.ijer.2022.102033. Full text in Research Archive Show summary

  The aim of this scoping review was to systematically map and summarise the existing literature on learning activities in pre- and postoperative nursing care for undergraduate nursing students. The Preferred Reporting Items for Systematic Reviews and Meta-Analyses–Extension for Scoping Reviews (PRISMA-ScR) and the Johanna Briggs Institute guidelines were applied. Eleven articles were included in the scoping review. The learning activities involved simulation-based learning (including human patient simulation and virtual simulation), web-based learning and case studies. A range of pre- and postoperative content was applied in the learning activities. Students’ knowledge, skills, clinical decision making, clinical reasoning, experiences and stress and anxiety were measured. The review highlights findings for nursing educators planning teaching methods for pre- and postoperative nursing care.

• 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.

• Fossum, Mariann; Cohen, Marlene Z.; Tønnessen, Vivi Haavik; Hamre, Mette Dobler; Ødegaard, Agno Lisbeth Vabo & Lind, Ingjerd [Show all 8 contributors for this article] (2021). Clinical Nurses Research Priorities in Hospital Settings: A Delphi Survey. Western Journal of Nursing Research. ISSN 0193-9459. p. 1–8. doi: 10.1177/01939459211017919. Full text in Research Archive
• Zlamal, Jaroslav; Gjevjon, Edith Roth; Fossum, Mariann; Solberg, Marianne Trygg; Steindal, Simen Alexander & Strandell-Laine, Camilla [Show all 9 contributors for this article] (2021). Technology-Supported Guidance Models Stimulating the Development of Critical Thinking in Clinical Practice: Protocol for a Mixed Methods Systematic Review. JMIR Research Protocols. 10(1). doi: 10.2196/25126. Full text in Research Archive Show summary

  Background: Critical thinking is an essential skill that nursing students need to develop. Technological tools have opened new avenues for technology-supported guidance models, but the challenges and facilitators of such guidance models, as well as how they stimulate the development of critical thinking, remain unclear. Objective: We developed a protocol for a mixed methods systematic review to investigate the use of technology-supported guidance models that stimulate the development of critical thinking in nursing education clinical practice. Methods: A convergent integrated design following the Joanna Briggs Institute Manual for Evidence Synthesis will be employed. A pair of authors will select the articles by screening titles and abstracts, and the methodological quality of the articles included in the review will be assessed by a pair of authors according to checklists for specific study designs. The data will be extracted using the standardized Joanna Briggs Institute mixed methods data extraction form and following a convergent integrated approach. The thematic synthesis for data transformation will be used. Results: Development of a comprehensive systematic search strategy was completed in October 2020. The database searches were performed on October 21, 2020. As of January 2021, analysis and synthesis is ongoing. Completion of this review is expected by January 2021. Conclusions: By combining evidence from studies with varied methodological approaches, the results should provide broad insight into the use of technology-supported guidance models for clinical practice in nursing education with a focus on the development of nursing students’ critical thinking. The results of this mixed methods systematic review can also be used to develop or improve current technology-supported guidance models for clinical practice in nursing education.

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• Vabo, Grete (2022). Dokumentasjon av helsehjelp. Cappelen Damm Akademisk. ISBN 9788202705220. Full text in Research Archive
• Oterholt, Frank & Karlsson, Bengt Eirik (2021). Fenomener i faglig veiledning. Universitetsforlaget. ISBN 9788215046884. Full text in Research Archive

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• Handeland, Jorunn Aas & Presno, Åsne Knutson de (2026). Omsorg er verken passivt eller passiviserende. Full text in Research Archive Show summary

  Hvilke holdninger og handlinger vokser fram, når språket ikke lenger anerkjenner ordet omsorg?

• Presno, Åsne Knutson de; Gundersen, Ellen Dahl & Oterholt, Frank (2026). Profesjonsutdanninger trenger helhet, ikke rendyrking. Full text in Research Archive Show summary

  Kronikk | Ansettelser Profesjonsutdanninger trenger helhet, ikke rendyrking Profesjonsutdanningene skal både utvikle ny kunnskap og utdanne studenter for yrkeslivet. NOR-CAM er ment å støtte denne bredden – men bare dersom rammeverket brukes som et verktøy for helhet, ikke som en sorteringsmekanisme. Åsne Knutson de Presno, førstelektor og studieprogramleder Ellen Dahl Gundersen, dosent og studieprogramleder Frank Oterholt, […]

• 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). 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.

• Solberg, Marianne Trygg; Pedersen, Ingunn; Mathisen, Cathrine; Finnstrøm, Inger Johanne; Lundin, Per Kristian & Nes, Andréa Aparecida Goncalves (2025). Essential Professional Competencies for Advanced Practice Nursing in Critical Care: An exploratory qualitative design. Full text in Research Archive Show summary

  Abstract Background: Health care is rapidly changing globally and has become increasingly specialised and complex as the patient are characterized with increased degree of complexity and comorbidity (Egerod et al., 2021, International Council of Nurses, 2020). Critical care nurses’ professional competence is crucial to ensuring high-quality nursing in critical care as they must work independently, safely and effectively in constantly changing situations. This study aimed to identify the required competencies of advanced practice nurses working with patients in critical care units in Norway. Methods: Four focus group interviews were performed with 18 nurses that worked in critical care units. The data were analysed using inductive content analysis based on the approach by Graneheim and Lundman. Findings: Our research shows that advanced practice nurses in critical care require these competencies: (1) intrapersonal skills including self-awareness; motivation and commitment; strong mental health; and upholding ethical standards, (2) advanced clinical decision making skills involving the integration of theory and practice; complex practical and technical skills; dealing with increased delegated responsibility; and taking the lead in managing increased practice complexity; and (3) interpersonal skills, such as providing peer guidance, practicing collaboratively and the ability to position oneself. Conclusion: In the education of advanced practice nurses in critical care, it is vital to implement learning activities that contribute to the development of the needed competences to meet the nowadays challenges for Advanced Practice Nursing in Critical Care.

• Solberg, Marianne Trygg; Sætra, Mette K Ragnhildstveit; Ravik, Monika & Sjølie, Berit Harriet Mosseng (2025). Sykepleierutdanningene har sprikende studieplaner tross ønske om bedre styring på nasjonalt nivå. doi: 10.1016/j.nedt.2025.106834. Full text in Research Archive
• Stenseth, Hege Vistven; Steindal, Simen Alexander; Solberg, Marianne Trygg & Nes, Andrea Aparecida Gonçalves (2025). Simulation-Based Learning Supported by Technology to Enhance Critical Thinking in Nursing Students: Scoping Review. Full text in Research Archive
• 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
• Briseid, Hanne Synøve; Nes, Andrea Aparecida Gonçalves & Haddeland, Kristine (2024). Clinical Practice in Nursing Education Supported by Technology: A Qualitative Study among Students, Preceptors and Educators. Full text in Research Archive
• Briseid, Hanne Synøve; Nes, Andréa Aparecida Goncalves & Haddeland, Kristine (2024). Digital veiledning og vurdering med TOPP-N i hjemmesykepleiepraksis. Full text in Research Archive
• Vabo, Grete Lund (2024). Teknologiforståelse Undervisning i dokumentasjon i sykepleie. Full text in Research Archive
• Vabo, Grete; Gjennestad, Sissel; Dyrholm, Margret Kristin & Robstad, Anja Nastasja (2024). Universitetet satser på kulturell kompetanse i sykepleierutdanningen. https://sykepleien.no/fag. doi: 10.4220/Sykepleiens.2024.97732. Full text in Research Archive
• Steig, Marianne Hovet & Safari, Mugula Chris (2024). «Det er ikke tvang, men det er likevel ikke greit» En fokusgruppestudie av VR som undervisningsmetode. 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.

• 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
• Depresno, Åsne Knutson; Fangen, Kim; Oterholt, Frank & Jensen, Catrine Buck (2024). Hvor er pasientenes stemme i norsk sykepleierutdanning? Full text in Research Archive
• Presno, Åsne Knutson De; Fangen, Kim; Oterholt, Frank & Jensen, Catrine Buck (2024). Hvor er pasienten i norsk sykepleierutdanning? Full text in Research Archive
• Fossum, Mariann; Opsal, Anne & Ehrenberg, Anna (2024). Sources of information used by nurses to inform clinical practice. Full text in Research Archive Show summary

  Background: Studies have identified that nurses are relying on coworkers as a source of information to inform clinical practice. Knowledge about what sources of information nurses used in clinical practice is important to increase use of evidence-based practice (EBP) and improve healthcare services. An integrative review from 2008 was updated in the present study to identify any changes of sources of information used in clinical practice. Purpose and Aim: The purpose of the study was to describe the information sources used by registered nurses to inform their clinical practice. Methods: An integrative review was conducted. Empirical studies in English or Scandinavian language with registered nurses as the main participants (>50%) from January 2007 and June 2021 were included. Studies collecting qualitative, quantitative, and mixed-method data were included. Three different checklists were used depending on the study design for appraisal. The sources of information used by registered nurses were reviewed and ranked. Results: A total of 54 articles with 52 studies were included. The included studies were conducted in all five continents with variation in the sample size from 17 to 6317. The quality of the studies was overall assessed as fair. Low response rate, weak designs and poor statistical analysis were the major concerns of the quantitative studies. In general, the qualitative studies were assessed with a higher score indicating a better quality. Colleagues were still the most frequently used source of information in the quantitative data but the second most used were computers. In the qualitative data, reference materials were the most used. Conclusions: An increase in use of digital sources and reference materials to inform clinical practice is promising. However, the results are important for further planning how sources of information can be integrated in implementation of clinical decision support, electronic healthcare records and other electronic sources for clinical practice.

• 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
• Nes, Andrea Aparecida Gonçalves; Linnerud, Silje Christin Wang; Zlamal, Jaroslav; Steindal, Simen Alexander & Solberg, Marianne Trygg (2024). Utvikling av en applikasjonsprototype for å styrke fleksibilitet, kvalitet og effektivitet i praksis i sykepleierutdanningen. 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
• Safari, Mugula Chris & Wass, Sofie (2023). VR-based Scenarios in Education. Full text in Research Archive
• Nes, Andrea Aparecida Gonçalves; Zlamal, Jaroslav; Linnerud, Silje; Steindal, Simen Alexander & Solberg, Marianne Trygg (2023). The development of an application prototype to increase the flexibility, quality, and efficiency of clinical practice in nursing education. Full text in Research Archive
• Solberg, Marianne Trygg; Landfald, Ørjan Flygt; Clarke, Sara; Høybakk, Jofrid Berit; Sørensen, Anne Lene & Nes, Andrea Aparecida Gonçalves (2023). Virtual Reflection Group Meetings as an Active Learning Method to Enhance Advanced Practice Nursing Students’ Perceived Competence in Critical Care. Full text in Research Archive
• Johnsen, Hege Mari (2023). Presentasjon: Samskaping med teknologistudenter om utvikling av PC basert simulering. 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
• 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
• Vabo, Grete (2023). Sykepleier-studenten og utvikling av profesjons-identitet. Full text in Research Archive
• Høybakk, Jofrid Berit; Nes, Andrea; Kvande, Monica Evelyn & Solberg, Marianne Trygg (2023). Virtual reflection groups (VRG) enhance the competence of the advanced practice nurse in their master´s education during Covid-19 Pandemic. 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
• Høybakk, Jofrid Berit; Kvande, Monica Evelyn; Nes, Andrea Aparecida Gonçalves & Solberg, Marianne Trygg (2023). Virtual reflection groups (VRG) enhance the competence of the advanced practice nurse in their master education: A qualitative study. 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
• Presno, Åsne Knutson De; Gundersen, Ellen Dahl & Sætra, Mette K Ragnhildstveit (2023). Klare retningslinjer er vesentlig ved fare for ikke bestått praksis. Tidsskriftet sykepleien. ISSN 0806-7511. doi: 10.4220/Sykepleiens.2023.91388. Full text in Research Archive
• Safari, Mugula Chris (2023). VR-baserte scenarier i vernepleierutdanningen. Full text in Research Archive
• 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
• Berg-Sollien, Anniken & Opsal, Anne (2023). Hvordan oppleves det å være student i desentralisert utdanning? 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
• Opsal, Anne & Fossum, Mariann (2023). Flexibel utbilding på distans, ett exempel från Agder. 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
• 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
• Skalleberg, Ann Kristin; Dalsmo, Ingrid Espegren & Frøiland, Christina Tølbøl (2022). Vi må gi sykepleierstudenter digital medvind i praksis. 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
• Dalsmo, Ingrid Espegren (2022). Phd-project: Learning in clinical placement in nursing homes – the nursing students’ perspective. Full text in Research Archive
• Undheim, Marie & Opsal, Anne (2022). Erfaringer med bruk av SimCapture skills. 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

• Dalsmo, Ingrid Espegren & Handeland, Jorunn Aas (2022). Dukker kan ikke erstatte pasienter. Full text in Research Archive
• Sjuls, Marianne & Nygård, Ann Kristin (2022). AnatomUiA - læring på Instagram. Full text in Research Archive
• Opsal, Anne & Undheim, Marie (2022). Erfaringer med bruk av SimCapture for skills v/Universitetslektor Marie Undheim, UIS og Førsteamanuensis Anne Opsal, UiA. 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
• Hansen, Linda Iren Mihaila; Sætra, Mette K Ragnhildstveit & Oterholt, Frank (2021). Profesjonsessay i utdanningen – et didaktisk virkemiddel for studenter til å utvikle sin sykepleieridentitet og «sykepleiekraft». Full text in Research Archive
• Handeland, Jorunn Aas (2021). Følelsen av en pasient. Full text in Research Archive
• Handeland, Jorunn Aas; Prinz, Andreas; Ekra, Else Mari Ruberg & Fossum, Mariann (2021). The role of manikins in nursing students' learning - A systematic review and thematic metasynthesis. Full text in Research Archive
• Gjedrem, Jorunn & Steig, Marianne Hovet (2021). Å lære å samarbeide på tvers av profesjoner under utdanningen. In Omdal, Heidi & Thorød, Anne Brita (Ed.), Ulike profesjoner felles mål : Barn og unge i risiko. Universitetsforlaget. ISSN 9788215032443. 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.

• Handeland, Jorunn Aas (2024). Manikins Mediate Lifelong Learning Skills in Nursing Education: A Qualitative Exploration of How Manikins Influence Nursing Students’ Learning. Universitetet i Agder. ISSN 9788284271866. Full text in Research Archive Show summary

  Background: In today’s healthcare system, nurses face considerable demands, necessitating adaptability, situational awareness, decision-making, and critical thinking. The transition from student to newly qualified nurse presents challenges, leading some nurses to leave the profession early and intensifying challenges in recruiting and retaining health personnel. Managing this transition requires continuous competence development and learning skills. There is a need to facilitate a learning process that prepares nursing students for professional practice by fostering lifelong learning skills. This thesis builds on a doctoral project exploring human-looking, full-bodied manikins as learning tools in nursing education. The literature indicates a gap in the knowledge of nursing students’ experiences working with manikins and how manikins influence their learning. The rationale of this thesis is how nursing education can use manikins to support students’ development of lifelong learning skills that can ease their transition into clinical practice and help them function as nurses. Aim: The aim of this thesis is to develop new knowledge and understanding of how manikins influence nursing students’ learning, which can guide nursing education in developing educational strategies that support practice-relevant learning.

• 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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