Kristine Haddeland

Førsteamanuensis Institutt for helse- og sykepleievitenskap

E-post: kristine.haddeland@uia.no
Telefon: +47 38 14 15 24
Kontor: I2026 (Universitetsveien 25, 4630 Kristiansand, Norway)

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Ansvarsområder

Kristine Haddeland er førsteamanuensis ved Institutt for helse- og sykepleievitenskap, og har vært ansatt ved instituttet siden 2013. Hun er utdannet sykepleier fra Høgskolen i Oslo i 2002, og har videreutdanning i nevrosykepleie fra Høgskolen i Bergen i 2006. Hun har mastergrad i helsefag fra Universitetet i Agder 2012, med hovedtema sykepleierstudenters opplevelse av veiledning i sykehuspraksis. Hun har doktorgrad i bruk av simulering som pedagogisk metode i bachelorutdanning i sykepleie fra Universitetet i Agder 2020.

Kristine har hovedsakelig klinisk erfaring fra Nevrologisk avdeling ved Rikshospitalet, Oslo Universitetssykehus (2002-2010) og fra Nevrologisk avdeling, Sørlandet Sykehus Kristiansand (2012-2017).

Prosjekter

Ingen pågående prosjekter

Forskningsgrupper

Q-safe: Pasientsikkerhet og kvalitet i sykehus

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. Fulltekst i vitenarkiv Vis sammendrag
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
Vik, Ales; Gitlestad, Silje Bostrøm; Nes, Andréa Aparecida Gonçalves & Haddeland, Kristine (2025). Enhancing nursing education: Preceptors’ experiences with a digital tool in clinical practice. Teaching and Learning in Nursing. ISSN 1557-3087. s. 1–7. doi: 10.1016/j.teln.2025.10.035. Fulltekst i vitenarkiv Vis sammendrag
Background: The use of digital tools is crucial for sustainable nursing education. Aim: The aim of the study was to investigate how preceptors experienced mentoring and assessing nursing students in mental health practice with the support of the application Technology Optimized Practice Process in Nursing (TOPP-N). Methods: The study employs a qualitative design featuring interviews with 8 preceptors. The data were analyzed through reflexive thematic analysis. Results: Three main themes were identified: (a) experience of contrast between expected learning outcomes and clinical practice opportunities, (b) perception of a changed way of interacting, and (c) experience of TOPP-N as an aid. Suggested improvement included tailoring TOPP-N more to the specific context. Conclusions: The results indicate that TOPP-N can be a valuable support in mentoring and assessing students. However, adjustments will be important in the field of mental health. Findings from this study have already been used in further development of the TOPP-N application. In addition, TOPP-N enables remote follow-up of nursing students by nursing educators, opening up opportunities for decentralized and sustainable education
Aaberg, Oddveig Reiersdal; Johannesen, Dag Tomas Sagen; Moi, Ellen Benestad; Frivold, Gro; Jensen, Fredrik & Haddeland, Kristine (2025). Team leader communication in ad hoc teams and its impact on team outcomes: a systematic review. BMC Health Services Research. 25. doi: 10.1186/s12913-025-12887-3. Fulltekst i vitenarkiv Vis sammendrag
Background Ad hoc teams often work on acute medical problems in intense and unpredictable situations. Team leadership is important for effective teamwork, and communication in ad hoc teams is especially vulnerable to errors and may impact patient outcomes. Previous review studies have mainly focused on team leadership styles. However, little is known about team leader communication in ad hoc teams and whether it impacts team outcomes. Thus, the aim of this review was to investigate whether team leader communication in ad hoc teams impacts team outcomes. Methods A systematic review was conducted with database searches on CINAHL, Medline and Embase in May 2023, with an update in February 2024. Eight studies identified from the search were included in the review, and the results are presented as a narrative synthesis. Results The eight studies that met our inclusion criteria had an observational quantitative design and all of them were conducted in the context of emergency departments or intensive care units (five from a simulation context and three from a real life context). Team leader communication was measured using validated instruments or behavioural indicators, such as call-outs and closed loops. The results revealed that team leader communication had a significant impact on team performance, measured as technical work performance and non-technical work performance, in all the included studies. The team leaders’ use of communication strategies, such as situational awareness, callouts and closed loop communication, positively impacted team performance. Conclusions The results of this systematic review indicate that team leaders in ad hoc teams have a significant impact on overall team performance. These results underscore the importance of competence in team leadership and highlight the importance of incorporating team leader training into team training programmes. Further studies using more homogenous measuring methods for both team leader communication and outcome variables are needed to confirm the results of this review. The findings in this review may contribute to an enhanced emphasis on the training of team leaders in intense, unpredictable situations, such as in ad hoc teams. Trial registration PROSPERO: CRD42023430082.
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. Fulltekst i vitenarkiv Vis sammendrag
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.
Linnerud, Silje Christin Wang; Olaussen, Camilla; Zlamal, Jaroslav; Kvande, Monica Evelyn; Haddeland, Kristine & Nes, Andréa Aparecida Goncalves (2024). The Norwegian version of the nursing student mentors’ competence instrument (MCI): A psychometric validation study. International Journal of Nursing Studies Advances (IJNS Advances). 6. doi: 10.1016/j.ijnsa.2024.100183. Fulltekst i vitenarkiv Vis sammendrag
Background Nurse mentors require competence to mentor nursing students in clinical practice, including specific knowledge and skills. Evaluating mentor competence is crucial in developing and ensuring the high-quality mentoring of nursing students. The nursing student mentors’ competence instrument is one of the few valid instruments for assessing the competence of nurses as mentors. Objectives To translate the nursing student mentors’ competence instrument into Norwegian and evaluate its psychometric properties. Design The research employed a cross-sectional study design. Settings Data were collected from nurse mentors at nursing homes, hospitals, home nursing care and mental health care units in Norway from 2021 to 2022. Participants A total of 458 registered nurses with experience of mentoring nursing students participated in the study, of which data was used to conduct psychometric testing. Methods The nursing student mentors’ competence instrument was translated and evaluated in six steps: Forward translation, forward translation synthesis, backward translation, backward translation synthesis, cognitive debriefing and psychometric testing. The validity and reliability of the translated instrument were investigated using confirmatory factor analysis (CFA) and Cronbach's alpha. Results The translated instrument showed acceptability. The CFA goodness-of-fit indices showed acceptable model fit (χ2/df = 2.547, SRMR = 0.051, CFI = 0.919, RMSEA = 0.058), and the Cronbach's alpha values for the instrument's subscales ranged from 0.77 to 0.95. Conclusions The Norwegian version of the nursing student mentors’ competence instrument shows potential as a useful instrument for assessing current and required competencies of nurse mentors in clinical practice in nursing education.
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. Fulltekst i vitenarkiv Vis sammendrag
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.
Koch, Therese Brastad & Haddeland, Kristine (2024). Videreutdanning i praksisveiledning med fysiske og digitale samlinger. Nordisk sygeplejeforskning. ISSN 1892-2678. 14(4), s. 1–12. doi: 10.18261/nsf.14.4.4. Fulltekst i vitenarkiv
Kristoffersen, Eirunn W.; Haslerud, Lilly; Fegran, Liv; Hustad, Jørn & Haddeland, Kristine (2023). Pasienters erfaringer med anestesisykepleie i pre- og peranestetisk fase – en kvalitativ studie. Nordisk sygeplejeforskning. ISSN 1892-2678. 13(4), s. 1–15. doi: 10.18261/nsf.13.4.4. Fulltekst i vitenarkiv Vis sammendrag
Bakgrunn: Pasienter føler ofte uforutsigbarhet, spenning og engstelse før en operasjon. Å ha kunnskap om pasienters erfaringer med anestesisykepleie er vesentlig for at pasienter skal oppleve god behandling. Mål: Hensikten med studien var å få innsikt i pasienters erfaringer med anestesisykepleie i pre- og peranestetisk fase. Metode: Det ble gjennomført individuelle intervju med ni pasienter innlagt på to ulike sykehus. Dataene ble analysert basert på Graneheim og Lundman’s tekstanalyse og COREQ-sjekkliste for kvalitative studier er benyttet. Resultat: Tre hovedtema ble identifisert. Pasientene opplevde: (1) Ulike behov for støtte og trygghet på vei inn i en ukjent verden, (2) Ulike erfaringer av tid og tidspress, og (3) Personlig og faglig kompetanse hos anestesisykepleierne. Konklusjon: Rollen som anestesisykepleier krever kompetanse utover kunnskap og teknisk mestring av ferdigheter, for å ivareta kvalitet og pasientsikkerhet. Funnene gir et viktig innblikk i pasienters erfaringer og kan bidra til å øke kvaliteten på pasientbehandling i pre- og peranestetisk fase.
Haddeland, Kristine; Marthinsen, Gunhild Nordbø; Söderhamn, Ulrika; Flateland, Sylvi Monika & Moi, Ellen Benestad (2022). Experiences of using the ISBAR tool after an intervention: A focus group study among critical care nurses and anaesthesiologists. Intensive and Critical Care Nursing. ISSN 0964-3397. 70. doi: 10.1016/j.iccn.2021.103195. Fulltekst i vitenarkiv Vis sammendrag
Objective The ISBAR tool is a structured approach to communication between healthcare professionals and refers to Identity, Situation, Background, Assessment, and Recommendation. The objective of this study was to explore how critical care nurses and anaesthesiologists experience using the ISBAR tool in clinical practice. Design Three focus groups were conducted with a total of three anaesthesiologists and 14 critical care nurses from two hospitals in Norway after they had attended an intervention. Setting The intervention consisted of two days at a university, with a four-month interval between, attending resource lectures and simulation exercises focusing on the ISBAR tool. The focus groups were audio-recorded, transcribed and analysed thematically to understand the participants' experiences. Findings Three major themes emerged from the data: (1) predictability and security, (2) usability and (3) recommendations for further use. A feeling of predictability and security was identified through increased awareness of communication and professional roles. Usability included identifying appropriate situations to use the ISBAR tool in clinical practice, the importance of tailoring the use to each situation and some physicians were not interested in using it. Finally, recommendations for further use of the ISBAR tool were identified. Conclusion The findings highlight the importance and need to improve the use of the ISBAR tool to increase patient safety. It is essential that healthcare professionals work together to ensure that everybody has the same situational awareness and that good clinical handover practices are developed and maintained.
Haddeland, Kristine; Slettebø, Åshild & Fossum, Mariann (2021). Enablers of the successful implementation of simulation exercises: a qualitative study among nurse teachers in undergraduate nursing education. BMC Nursing. 20(1). doi: 10.1186/s12912-021-00756-3. Fulltekst i vitenarkiv
Johnsen, Hege Mari & Haddeland, Kristine (2021). User evaluation of a therapist-guided internet-delivered treatment program for anxiety disorders: A qualitative study. Internet Interventions. ISSN 2214-7829. 25. doi: 10.1016/j.invent.2021.100389. Fulltekst i vitenarkiv
Haddeland, Kristine; Slettebø, Åshild; Svensson, Elisabeth; Tosterud, Randi Beate; Wangensteen, Sigrid & Fossum, Mariann (2021). The Effects of Using High-Fidelity Simulation in Undergraduate Nursing Education: A Multicenter Randomized Controlled Trial with a Process Evaluation. International Journal of Educational Research. ISSN 0883-0355. 109. doi: 10.1016/j.ijer.2021.101813. Fulltekst i vitenarkiv
Haddeland, Kristine; Slettebø, Åshild; Svensson, Elisabeth; Carstens, Patricia & Fossum, Mariann (2019). Validity of a questionnaire developed to measure the impact of a high-fidelity simulation intervention: A feasibility study. Journal of Advanced Nursing. ISSN 0309-2402. doi: 10.1111/jan.14077. Fulltekst i vitenarkiv
Haddeland, Kristine; Slettebø, Åshild; Carstens, Patricia & Fossum, Mariann (2018). Nursing Students Managing Deteriorating Patients: A Systematic Review and Meta-Analysis. Clinical Simulation in Nursing. ISSN 1876-1399. 21, s. 1–15. doi: 10.1016/j.ecns.2018.05.001. Fulltekst i vitenarkiv
Haddeland, Kristine & Söderhamn, Ulrika (2013). Sykepleierstudenters opplevelse av veiledningssituasjoner med sykepleiere i sykehuspraksis - En fenomenologisk studie. Nordisk sygeplejeforskning. ISSN 1892-2678. 3(1), s. 18–32. Fulltekst i vitenarkiv Vis sammendrag
Tilnærmet halve bachelorstudiet i sykepleie i Norge foregår i klinisk praksis under veiledning av sykepleiere. Sykepleierstudenter opplever at sykepleiere ikke er oppmerksomme nok på betydningen av deres veilederrolle, og det reduserer sykepleierstudenters læringsmuligheter i klinisk praksis. Hensikten med studien var å belyse en gruppe sykepleierstudenters opplevelse av veiledning i sykehuspraksis. Et kvalitativt design med gjennomførelse av individuelle intervju ble valgt. Utvalget bestod av åtte tredjeårssykepleierstudenter i alderen 21–48 år, som hadde hatt praksis på totalt 10 ulike sykehusavdelinger på to sykehus i Norge. Intervjuene ble analysert ifølge Giorgis fenomenologiske forskningsmetode. Informantene beskrev veiledningen som positiv for egen læring når de følte seg sett og hørt, og opplevde forutsigbarhet og mestring. Samtidig opplevde de veiledningen positiv når de fikk lov til å være til stede i og reflektere rundt reelle læresituasjoner, for å kunne opparbeide seg kompetanse. Når disse aspektene ved veiledningen ikke var til stede, beskrev informantene veiledningen som negativ for egen læring. Det er ønskelig at studien kan føre til økt bevissthet, refleksjon og verdsetting av sykepleieres rolle og funksjon som praksisveiledere. Nøkkelord: Giorgis fenomenologi, klinisk praksis, læringserfaringer, student-veileder forhold, sykepleierutdanning

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Barken, Tina Lien; Haddeland, Kristine & Robstad, Anja Nastasja (2026). Litteraturstudie for bachelorstudenter. Cappelen Damm Akademisk. ISBN 9788202896263. 79 s. Fulltekst i vitenarkiv Vis sammendrag
Litteraturstudie for bachelorstudenter – trinn for trinn er en arbeidsbok for deg som skal skrive bacheloroppgave med metoden litteraturstudie. Metoden er basert på vitenskapelige prinsipper og inspirert av systematikken fra forskningsmetoden systematisk litteraturstudie. Boka er bygd opp trinnvis slik at den kan brukes i arbeidsprosessen. I hvert kapittel forklares hva trinnet dreier seg om, hvorfor det er viktig å utføre dette trinnet og hvordan trinnet kan utføres. Innholdet presenteres på en kortfattet og praktisk måte, med gjennomgående eksempler. Boka er skrevet for bachelorstudenter, men kan også egne seg som støttelitteratur for masterstudenter.

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Seland, Siv & Haddeland, Kristine (2026). Sykepleierstudenter ønsker bedre oppfølging i akademisk skriving. Sykepleien Forskning. ISSN 1890-2936. s. 106370–106370. doi: 10.4220/sykepleiens.2026.106370. Fulltekst i vitenarkiv Vis sammendrag
Sykepleierstudenter opplever akademisk skriving som en sentral læringsaktivitet, men etterspør særlig mer fysisk undervisning, veiledning og tydelige, skriftlige tilbakemeldinger for å mestre den. Selv om mange kjenner til tilgjengelige læringsressurser, benyttes de i begrenset grad, noe som peker på et uutnyttet læringspotensial. Denne undersøkelsen viser at utvikling av akademiske skriveferdigheter også er tett knyttet til kritisk tenkning og dermed til kvaliteten på fremtidig klinisk praksis.
Marthinsen, Gunhild Nordbø; Moi, Ellen Benestad & Haddeland, Kristine (2025). Barnesykepleiestudenter utvikler ikke-tekniske ferdigheter gjennom simulering. Sykepleien Forskning. ISSN 1890-2936. s. 102507–102507. doi: 10.4220/sykepleiens.2025.102507. Fulltekst i vitenarkiv
Stojiljkovic, Marko; Bakke, Janne & Haddeland, Kristine (2025). Bachelorstudenter trener på å utvikle og lede realistiske simuleringsøvelser. Tidsskriftet sykepleien. ISSN 0806-7511. doi: 10.4220/Sykepleiens.2025.99370. Fulltekst i vitenarkiv
Haddeland, Kristine (2025). Praktiske tips i praksisveiledning. Fagblad for lungesykepleiere. ISSN 0807-1241. Fulltekst i vitenarkiv
Aaberg, Oddveig Reiersdal; Johannesen, Dag Tomas Sagen; Moi, Ellen Benestad; Frivold, Gro; Jensen, Fredrik & Haddeland, Kristine (2025). The impact of team leader communication in hospital ad hoc teams: A systematic review. Fulltekst i vitenarkiv
Johannesen, Dag Tomas Sagen; Moi, Ellen Benestad; Frivold, Gro; Jensen, Fredrik & Haddeland, Kristine (2025). The impact of team leader's communication on team performance in ad hoc teams. Fulltekst i vitenarkiv
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. Fulltekst i vitenarkiv
Briseid, Hanne Synøve; Nes, Andréa Aparecida Goncalves & Haddeland, Kristine (2024). Digital veiledning og vurdering med TOPP-N i hjemmesykepleiepraksis. Fulltekst i vitenarkiv
Gitlestad, Silje Bostrøm; Vik, Ales; Nes, Andrea Aparecida Gonçalves & Haddeland, Kristine (2024). Kvalitetssikring i praksis: Kan TOPP-N være en del av løsningen? Fulltekst i vitenarkiv
Haddeland, Kristine & Koch, Therese Brastad (2024). Hvordan kan en delvis digital videreutdanning i veiledning bidra til å gjøre sykepleiere trygge i veilederrollen? Fulltekst i vitenarkiv
Haddeland, Kristine (2023). Erfaringer fra bruk av veilednings- og vurderingsverktøyet TOPP-N. Fulltekst i vitenarkiv
Haddeland, Kristine (2023). Presentasjon av veilederutdanning for sykepleiere ved Universitetet i Agder. Fulltekst i vitenarkiv
Haddeland, Kristine (2023). Simulering som pedagogisk metode. Fulltekst i vitenarkiv
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. Fulltekst i vitenarkiv
Haddeland, Kristine & Koch, Therese Brastad (2023). Videreutdanning i praksisveiledning med fysiske og digitale samlinger: En kvalitativ studie om sykepleieres erfaringer. Fulltekst i vitenarkiv
Haddeland, Kristine (2023). Digitalisering kan løse praksisutfordringer. Tidsskriftet sykepleien. ISSN 0806-7511. 111(91590). doi: 10.4220/Sykepleiens.2023.91590. Fulltekst i vitenarkiv
Haddeland, Kristine (2023). Nye veier til bedre modeller for helsefaglig praksis i kommunene. Fulltekst i vitenarkiv
Barken, Tina Lien; Bonacina, Stefano; Bostad, Rune; Gabarron, Elia; Garcia, Beate Hennie & Haddeland, Kristine [Vis alle 25 forfattere av denne artikkelen] (2023). University campus as a smart technology-supported active learning arena. Septentrio Reports. ISSN 2387-4597. doi: 10.7557/7.7222. Fulltekst i vitenarkiv
Robstad, Anja Nastasja; Haddeland, Kristine & Gallefoss, Lisbeth (2023). Presentasjon på Forskningstorv i forbindelse med Forskningsdagene 2023. Fulltekst i vitenarkiv
Haddeland, Kristine & Nes, Andrea Aparecida Gonçalves (2022). En ny app kan forenkle studentveiledning i praksisstudier. Sykepleien. ISSN 0039-7628. Fulltekst i vitenarkiv
Skogedal, Magnus Nødland & Haddeland, Kristine (2022). Digitale grep i praksis for sykepleiestudenter. [Internet]. Uia.no. Fulltekst i vitenarkiv Vis sammendrag
Et prosjekt ved Universitetet i Agder vil gjøre veiledningen og vurderingen av sykepleiestudenter i praksis bedre med digitale verktøy.
Haddeland, Kristine (2022). Litteraturstudie som forskningsmetode - veiledning på bachelor- og masternivå. Fulltekst i vitenarkiv
Haddeland, Kristine (2022). Veilednings- og vurderingsverktøyet TOPP-N til bruk i praksisstudier i sykepleie. Fulltekst i vitenarkiv
Haddeland, Kristine; Slettebø, Åshild & Koch, Therese Brastad (2022). Slik ble en ny utdanning i praksisveiledning planlagt og gjennomført. Sykepleien.no. doi: 10.4220/Sykepleiens.2022.90306. Fulltekst i vitenarkiv
Haddeland, Kristine (2022). Læringsmiljø og veiledning i kommunal praksis - Utforsking av digitale muligheter for å øke kvalitet i praksisveiledning. Fulltekst i vitenarkiv
Haddeland, Kristine (2022). Simulering i bachelorutdanning i sykepleie. Fulltekst i vitenarkiv
Haddeland, Kristine (2022). Bruk av veilednings- og vurderingsverktøyet TOPP-N i klinisk praksis. Fulltekst i vitenarkiv
Munksgaard, Kristen & Haddeland, Kristine (2022). Ny videreutdanning for sykepleiere fra august. [Journal]. Avisen Agder. Fulltekst i vitenarkiv
Haddeland, Kristine; Nes, Andrea Aparecida Gonçalves; Nordhagen, Siv Karin Sønsteby; Amsrud, Kirsten Eika; Kydland, Anne Grethe R & Holm, Linda Nygaard [Vis alle 9 forfattere av denne artikkelen] (2022). Møt praksisutfordringer i sykepleierutdanning med felles digital innsats! Fulltekst i vitenarkiv
Haddeland, Kristine & Koch, Therese Brastad (2022). Læringsmiljø og veiledning i kommunal praksis - Utforskning av digitale muligheter i praksisveiledning. Fulltekst i vitenarkiv
Haddeland, Kristine (2022). Forskningsresultater fra bruk av TOPP-N ved UiA. Fulltekst i vitenarkiv
Haddeland, Kristine (2022). Læringseffekt av fullskalasimulering. [Journal]. Sykepleien Forskning. Fulltekst i vitenarkiv
Haddeland, Kristine (2022). Ny modell for styrket samarbeid mellom sykepleierstudenter, praksisveiledere og praksislærere i kommunal praksis. Utforskning av digitale muligheter. Fulltekst i vitenarkiv
Skogedal, Magnus Nødland & Haddeland, Kristine (2021). Millionstøtte til sykepleie-prosjekter. [Internet]. Uia.no. Fulltekst i vitenarkiv
Haddeland, Kristine (2021). Avanserte pasientdukker gjør sykepleierutdanningen bedre. Fulltekst i vitenarkiv
Haddeland, Kristine (2021). Simulering er mer effektivt med klare mål. Sykepleien. ISSN 0039-7628. 109. doi: 10.4220/Sykepleiens.2021.84726. Fulltekst i vitenarkiv
Christiansen, Atle & Haddeland, Kristine (2020). UiA får 16,5 millionar kroner til utvikling av praksisplassar. [Internet]. Uia.no. Fulltekst i vitenarkiv
Christiansen, Atle & Haddeland, Kristine (2020). Sjukepleiarstudentane vil ha meir praksis med pasientdokker. [Internet]. Forskning.no. Fulltekst i vitenarkiv
Haddeland, Kristine (2020). Denne dukken gir mer selvtillit. [Journal]. Agderposten. Fulltekst i vitenarkiv
Haddeland, Kristine (2020). Pasientdukkene blir bedre og bedre. [Radio]. NRK Sørlandssendingen. Fulltekst i vitenarkiv
Haddeland, Kristine (2018). Bruk av fullskalasimulering i bachelorutdanning i sykepleie. Fulltekst i vitenarkiv
Haddeland, Kristine (2017). Fullskalasimulering i bachelorutdanning i sykepleie. Fulltekst i vitenarkiv
Haddeland, Kristine (2017). Fullskalasimulering. Fulltekst i vitenarkiv
Haddeland, Kristine (2020). Effects of Using High-Fidelity Simulation on Nursing Students' Recognition of and Response to Deteriorating Patients. Universitetet i Agder. ISSN 9788271179915. Fulltekst i vitenarkiv

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Publisert 16. apr. 2024 10:57 - Sist endret 21. aug. 2024 08:03

Kristine Haddeland

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