Marianne Trygg Solberg

• Sjølie, Berit Mosseng; Sætra, Mette K Ragnhildstveit; Ravik, Monika; Bingen, Hanne Maria Sørensen; Christiansen, Bjørg & Solberg, Marianne Trygg (2026). Expected professional competencies articulated in learning outcomes for novice nursing students in early nursing home placements: a document analysis. BMC Medical Education. doi: 10.1186/s12909-026-10048-6. Fulltekst i vitenarkiv Vis sammendrag

  Background Clinical placements are central to the development of professional nursing competence, particularly in the first year of undergraduate education. In many countries, nursing students begin clinical education in nursing homes, where learning opportunities may vary and structured supervision can be limited. Clearly formulated learning outcomes are therefore essential for guiding learning, teaching and assessment. Despite extensive use of competence‑based frameworks and learning taxonomies, limited attention has been given to how professional competencies are articulated and taxonomically positioned in learning outcomes for first‑year nursing home placements. Aim To identify the professional competence areas articulated in learning outcomes for first‑year nursing students’ nursing home placements, and to examine how these outcomes are distributed across cognitive, affective and psychomotor learning domains and their associated taxonomic levels. Methods Learning outcomes formulated in subject plans for first‑year nursing home placements were analysed using a deductive document analysis approach. Outcomes were coded to predefined competence areas and mapped to cognitive, affective or psychomotor learning domains. Each outcome was classified as representing a low, intermediate or high taxonomic level. Frequency counts were used to identify patterns across institutions. Findings All five professional competence areas were represented; however, their distribution was uneven. Learning outcomes related to individualised care, particularly ethical values and communication, were most prevalent and spanned several taxonomic levels. In contrast, participatory decision‑making, cultural humility, evidence appraisal and higher‑order critical thinking were less frequently articulated and seldom positioned at high taxonomic levels. Across competence areas, learning outcomes were predominantly formulated at low and intermediate levels. Conclusion Learning outcomes for first‑year nursing home placements prioritise foundational competencies and safe participation in clinical practice but provide limited opportunities for early development of advanced clinical reasoning and evaluative judgement. Strengthening taxonomic progression in early learning outcomes may better support professional competence development from the outset of nursing education. These findings have implications for curriculum design, assessment alignment and clinical supervision in early health professions education.

• Christiansen, Bjørg; Strand, Ingrid Rachel; Solberg, Marianne Trygg; Ravik, Monika; Sjølie, Berit Mosseng & Sætra, Mette K Ragnhildstveit [Vis alle 7 forfattere av denne artikkelen] (2026). The curriculum—a scaffold for learning in a work-based environment. Cogent Education. 13(1). doi: 10.1080/2331186x.2026.2640292. Fulltekst i vitenarkiv Vis sammendrag

  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.

• Stenseth, Hege Vistven; Steindal, Simen Alexander; Solberg, Marianne Trygg; Ølnes, Mia Alexandra; Sørensen, Anne Lene & Strandell-Laine, Camilla [Vis alle 14 forfattere av denne artikkelen] (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. Fulltekst i vitenarkiv Vis sammendrag

  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 [Vis alle 7 forfattere av denne artikkelen] (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. Fulltekst i vitenarkiv Vis sammendrag

  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. Fulltekst i vitenarkiv Vis sammendrag

  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.

• 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), s. 3831–3843. doi: 10.1111/jocn.17196. Fulltekst i vitenarkiv Vis sammendrag

  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.

• Brun, Frida Krag; Fagertun, Vilde Holte; Larsen, Marie Hamilton & Solberg, Marianne Trygg (2024). Comparison of Glasgow Coma Scale and Full Outline of UnResponsiveness score to assess the level of consciousness in patients admitted to intensive care units and emergency departments: A quantitative systematic review. Australian Critical Care. ISSN 1036-7314. 38(1), s. 1–11. doi: 10.1016/j.aucc.2024.03.012. Fulltekst i vitenarkiv Vis sammendrag

  Objectives: We aimed to investigate the reliability and validity of the Glasgow Coma Scale (GCS) and the Full Outline of UnResponsiveness (FOUR) score used by nurses and physicians to assess the level of consciousness in patients admitted to intensive care units (ICUs) and emergency departments (EDs). Review method used: This systematic review was guided by the Cochrane Handbook for Systematic Reviews of Interventions and followed the reporting standards of the Preferred Reporting Items for Systematic Review and Meta-Analysis Statement. Data sources: A systematic search was conducted using the following databases: CINAHL, MEDLINE, and EMBASE. Review methods: All authors performed the study selection process, data collection, and assessment of quality. The following psychometric properties were addressed: inter-rater reliability, internal consistency, and construct validity. Results: Six articles were included. The GCS and the FOUR scores demonstrated excellent reliability and very strong validity when used by nurses and physicians to assess the level of consciousness in patients admitted to the ICU and ED. The FOUR score demonstrated slightly higher overall reliability and validity than the GCS. Conclusion: This systematic review indicates that the FOUR score is especially suitable for assessing the level of consciousness in patients admitted to the ICU and ED. The FOUR score demonstrated higher reliability and validity than the GCS, making it a promising alternative assessment scale, despite the GCS’s longstanding use in clinical practice.

• 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. Fulltekst i vitenarkiv Vis sammendrag

  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), s. 7839–7847. doi: 10.1002/nop2.2032. Fulltekst i vitenarkiv Vis sammendrag

  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 [Vis alle 13 forfattere av denne artikkelen] (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. Fulltekst i vitenarkiv Vis sammendrag

  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. Fulltekst i vitenarkiv
• Brekke, Stine Marie; Halvorsen, Silje Torp; Bjørkvoll, Julie; Thorsby, Per Medbøe; Rønnestad, Arild Erland & Zykova, Svetlana [Vis alle 12 forfattere av denne artikkelen] (2023). The association between infant salivary cortisol and parental presence in the neonatal intensive care unit during and after COVID-19 visitation restrictions: A cross-sectional study. Early Human Development. ISSN 0378-3782. 182. doi: 10.1016/j.earlhumdev.2023.105788. Fulltekst i vitenarkiv Vis sammendrag

  Objectives: Parent-infant interaction in the neonatal intensive care unit (NICU) promotes health and reduces infant stress. During the COVID-19 pandemic, however, NICUs restricted parent-infant interaction to reduce viral transmission. This study examined the potential relationship between pandemic visitation restrictions, parental presence and infant stress as measured by salivary cortisol. Methods: A two-NICU cross-sectional study of infants with gestational age (GA) 23–41 weeks, both during (n = 34) and after (n = 38) visitation restrictions. We analysed parental presence with and without visitation restrictions. The relationship between infant salivary cortisol and self-reported parental NICU presence in hours per day was analysed using Pearson's r. A linear regression analysis included potential confounders, including GA and proxies for infant morbidity. The unstandardised B coefficient described the expected change in logtransformed salivary cortisol per unit change in each predictor variable. Results: Included infants had a mean (standard deviation) GA of 31(5) weeks. Both maternal and paternal NICU presence was lower with versus without visitation restrictions (both p ≤0.05). Log-transformed infant salivary cortisol correlated negatively with hours of parental presence (r = − 0.40, p = .01). In the linear regression, GA (B = -0.03, p = .02) and central venous lines (B = 0.23, p = .04) contributed to the variance in salivary cortisol in addition to parental presence (B = -0.04 p = .04). Conclusion: COVID-19–related visitation restrictions reduced NICU parent-infant interaction and may have increased infant stress. Low GA and central venous lines were associated with higher salivary cortisol. The interaction between immaturity, morbidity and parental presence was not within the scope of this study and merits further investigation.

• 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. Fulltekst i vitenarkiv
• Stenseth, Hege Vistven; Steindal, Simen Alexander; Solberg, Marianne Trygg; Ølnes, Mia Alexandra; Mohallem, Andrea Gomes C. & Sørensen, Anne Lene [Vis alle 16 forfattere av denne artikkelen] (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. Fulltekst i vitenarkiv
• 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. Fulltekst i vitenarkiv
• Zlamal, Jaroslav; Gjevjon, Edith Roth; Fossum, Mariann; Solberg, Marianne Trygg; Steindal, Simen Alexander & Strandell-Laine, Camilla [Vis alle 8 forfattere av denne artikkelen] (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. Fulltekst i vitenarkiv Vis sammendrag

  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.

• 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. Fulltekst i vitenarkiv
• Svendsen, Marius; Steindal, Simen Alexander; Larsen, Marie Hamilton & Solberg, Marianne Trygg (2022). Comparison of Systematic inflammatory response syndrome and quick sequential organ failure assessment for prognostic accuracy, detecting sepsis in the Emergency Department: A systematic review. International Emergency Nursing. ISSN 1755-599X. 66. doi: 10.1016/j.ienj.2022.101242. Fulltekst i vitenarkiv Vis sammendrag

  Background: Awareness and prompt recognition of sepsis are essential for nurses working in the emergency department (ED), enabling them to make an initial assessment of patients and then to sort them according to their condition s severity. The aim of this systematic review was to investigate prognostic accuracy in detecting sepsis in the emergency department by comparing the previous sepsis-2 screening tool, the Systemic Inflammatory Response Syndrome (SIRS) and the current sepsis-3 screening tool, the Quick Sequential Organ Failure Assessment (qSOFA). Methods: This systematic review used the guideline by Bettany-Saltikov and McSherry and was reported according to the Preferred Reporting Items for Systematic Reviews and meta-Analyses (PRISMA) 2020 checklist. The protocol was registered in PROSPERO. A systematic search was conducted using the CINAHL, EMBASE and MEDLINE databases. Study selection and risk of bias was performed independently by pair of authors. Results: Five articles were included. Overall, SIRS showed higher sensitivity than qSOFA, while qSOFA showed higher specificity than SIRS. The positive predictive value for qSOFA was superior, while there was a minor deviation in negative predictive value between qSOFA and SIRS. Conclusion: The overall recommendation based on the included studies indicates that qSOFA is the better-suited screening tool for prognostic accuracy in detecting sepsis in the emergency department.

• Ek, Vegard Sletten; Solevåg, Anne Lee & Solberg, Marianne Trygg (2022). ICU nurses’ experiences of medication double-checking: A qualitative study. The Nordic Journal of Nursing Research (NJNR). ISSN 2057-1585. 42(4). doi: 10.1177/20571585221107266. Fulltekst i vitenarkiv Vis sammendrag

  Abstract Patients in the intensive care unit (ICU) are often on potent medications. According to Norwegian medication administration regulations, all intravenous medications should be subject to double-checking before patient administration. The aim of this study was to explore Norwegian ICU nurses’ perceptions of how medication double-checking is practiced in the ICU. We chose a qualitative and explorative design, used the COREQ reporting guideline and performed two focus group interviews in two ICUs. This study found that barriers to performing double-checking included understaffing, physical unit design and a lack of written medication orders. In clinical practice, informal guidelines exist as to which medications should always be double-checked and which medications can be administered without a prior double-check. The informants felt reluctant to administer medications without prior double-checking. The graded approach to medication double-checking practiced in our two ICUs is not in agreement with Norwegian regulations but is more in line with international recommendations.

• Sundstrøm, Maria; Sverresvold, Camilla & Solberg, Marianne Trygg (2021). Factors contributing to poor sleep in critically ill patients: A Systematic Review and Meta-Synthesis of Qualitative Studies  . Intensive and Critical Care Nursing. ISSN 0964-3397. 67. doi: 10.1016/j.iccn.2021.103108. Fulltekst i vitenarkiv Vis sammendrag

  Abstract Objective To examine the causes of poor sleep in critically ill patients from nurses’ experiences. Review methodology A meta-synthesis following the Enhancing Transparency in Reporting the Synthesis of Qualitative Research statement was conducted. Articles were searched systematically in the CINAHL, MEDLINE and Embase databases up to January 2020. Study selection and data extraction were performed by two authors working independently. Included articles were critically evaluated by both authors using the Critical Appraisal Screening Programme tool. Findings The meta-synthesis resulted in four analytical themes: (1) Inherent factors of critical illness, (2) Lack of implementation of evidence-based practice, (3) Lack of relational collaboration, (4) Hospital organisation and culture. Conclusion This literature review indicates that promoting critically ill patients' sleep is difficult. Evidence-based interventions should be implemented into practice in order for nurses to be able to meet the patients' needs and improve sleep. Furthermore, the team surrounding the patient must have support from the health care organisation, and a culture change is necessary to improve communication between them to reach a shared goal to improve critically ill patients' sleep.

• Zlamal, Jaroslav; Gjevjon, Edith Roth; Fossum, Mariann; Solberg, Marianne Trygg; Steindal, Simen Alexander & Strandell-Laine, Camilla [Vis alle 9 forfattere av denne artikkelen] (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. Fulltekst i vitenarkiv Vis sammendrag

  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.

• Maartmann-Moe, Charlotte C.; Solberg, Marianne Trygg; Larsen, Marie Hamilton & Steindal, Simen Alexander (2021). Patients’ memories from intensive care unit: A qualitative systematic review. Nursing Open. s. 1–14. doi: 10.1002/nop2.804. Fulltekst i vitenarkiv Vis sammendrag

  Aim: To identify and synthesise the evidence regarding adult patients’ memories from their stay in the intensive care unit. Design: A qualitative systematic review and meta-synthesis. PROSPERO# CRD42020164928. The review employed the guideline of Bettany-Saltikov and McSherry and the Enhancing transparency in reporting the synthesis of qualitative research guidelines. Methods: Systematic search for qualitative studies published between January 2000 and December 2019 in Cumulative Index to Nursing and Allied Health (CINAHL), Medical Literature Analysis and Retrieval System Online (MEDLINE), PsycINFO, and Excerpta Medica Database (EMBASE). Pairs of authors independently assessed eligibility, appraised methodological quality using Joanna Briggs’s quality appraisal tool and extracted data. The analysis followed the principles of interpretative synthesis. Results: Sixteen papers from 15 studies were included in the review. Three themes emerged: 1) memories of surreal dreams and delusions, 2) care memories from sanctuary to alienation and 3) memories of being vulnerable and close to death

• Nes, Andrea Aparecida Gonçalves; Høybakk, Jofrid Berit; Zlamal, Jaroslav & Solberg, Marianne Trygg (2021). Mixed Teaching Methods Using a Flipped Classroom and Digital Unfolding Case to Enhance Undergraduate Nursing Students’ Knowledge of the Nursing Process  . International Journal of Educational Research. ISSN 0883-0355. 109. doi: 10.1016/j.ijer.2021.101859. Fulltekst i vitenarkiv Vis sammendrag

  Teaching the nursing process to undergraduate nursing students is challenging, as they face difficulties related to collecting patient data and struggle to understand the relationship between the collected data and the patient's needs. This study employed a descriptive design with a qualitative content analysis approach to investigate nursing students’ experiences of learning the nursing process through a mixed teaching method using a flipped classroom and a digital unfolding case. Their experiences with the applied teaching method and its influence on their learning outcomes were shared through their participation in two focus group interviews. The students experienced the applied teaching method as an important preparatory training, as the acquired knowledge was transferable to real patient cases in clinical practice.

• Steindal, Simen Alexander; Ohnstad, Mari Oma; Landfald, Ørjan Flygt; Solberg, Marianne Trygg; Sørensen, Anne Lene & Kaldheim, Hege [Vis alle 8 forfattere av denne artikkelen] (2021). Postgraduate Students’ Experience of Using a Learning Management System to Support Their Learning: A Qualitative Descriptive Study. Sage Open Nursing. 7, s. 1–10. doi: 10.1177/23779608211054817. Fulltekst i vitenarkiv Vis sammendrag

  Introduction Educational institutions worldwide have implemented learning management systems (LMSs) to centralise and manage learning resources, educational services, learning activities and institutional information. LMS has mainly been used by teachers as storage and transfer of course material. To effectively utilise digital technologies in education, there is a need for more knowledge of student experiences with digital technology, such as LMSs and especially regarding how LMSs can contribute to student engagement and learning. Objective This study aimed to gain knowledge about postgraduate nursing students’ experiences with the use of LMS in a subject in an advanced practice nursing master's programme. Methods A qualitative method with a descriptive design was employed. Two focus group interviews were performed with eight postgraduate nursing students from an advanced practice nursing programme at a university college in Norway. Data were analysed using qualitative content analysis. Results Three themes emerged from the data material: 1) A course structure that supports learning; 2) LMS tools facilitate preparation, repetition and flexibility; and 3) own responsibility for using the LMS for preparation before on-campus activities. Conclusion The course structure within the LMS seemed to be important to enhance postgraduate students’ ability to prepare before on-campus activities. Implementation and use of LMS tools can facilitate preparation, repetition and flexibility, especially when postgraduate students study difficult topics. Postgraduate students seem to have different views regarding their own responsibility for using the LMS to prepare before on-campus activities.

• Nes, Andrea Aparecida Gonçalves; Fossum, Mariann; Steindal, Simen Alexander; Solberg, Marianne Trygg; Strandell-Laine, Camilla & Zlamal, Jaroslav [Vis alle 7 forfattere av denne artikkelen] (2020). Research protocol: Technology-supported guidance to increase flexibility, quality and efficiency in the clinical practicum of nursing education. International Journal of Educational Research. ISSN 0883-0355. 103. doi: 10.1016/j.ijer.2020.101628. Fulltekst i vitenarkiv
• Branes, Hanne; Solevåg, Anne Lee & Solberg, Marianne Trygg (2020). Pediatric early warning score versus a paediatric triage tool in the emergency department: A reliability study. Nursing Open. doi: 10.1002/nop2.675. Fulltekst i vitenarkiv Vis sammendrag

  Abstract Aim: In the paediatric emergency department (PED), it is important to correctly prioritize children for physician assessment. The pediatric early warning score (PEWS), although not a triage tool, is often used for PED triage. The scandinavian Rapid Emergency Triage and Treatment System-pediatric (RETTS-p) is a reliability tested triage tool. We aimed to compare PEWS and RETTS-p in a Norwegian PED. Design: A reliability study. Methods: The PED nurse routinely did PEWS observations, while the principal investigator concomitantly made RETTS-p observations. Inter-tool agreement was calculated for the complete PEWS and RETTS-p and for vital signs scores, disregarding the RETTS-p emergency symptoms and signs (ESS). Results: Rapid Emergency Triage and Treatment System-pediatric assigned a higher urgency than PEWS. The inter-tool agreement between PEWS and RETTS-p was low (weighted kappa [95% confidence interval [CI] = 0.32 [0.24–0.40]]). Weighted kappa (95% CI) was 0.50 (0.41–0.59) for PEWS and RETTS-p without ESS, indicating that PEWS is not equivalent to five-level triage tools.

• Birkedal, Hanne Cathrine; Larsen, Marie Hamilton; Steindal, Simen Alexander & Solberg, Marianne Trygg (2020). Comparison of two behavioural pain scales for the assessment of procedural pain: A systematic review. Nursing Open. doi: 10.1002/nop2.714. Fulltekst i vitenarkiv Vis sammendrag

  Aim: To examine the clinical utility and measurement properties of the Critical‐Care Pain Observation Tool and the Behavioural Pain Scale when used to assess pain during procedures in the intensive care unit. Design: A systematic review was conducted, guided by the Preferred Reporting Items for Systematic Reviews and Meta‐Analyses checklist. Methods: A systematic search was conducted in CINAHL, MEDLINE, EMBASE and PsychINFO (01 October 2019). Study selection, data extraction and assessment of methodological quality were performed by a pair of authors working independently. Different psychometric properties were addressed: inter‐rater reliability, internal consistency, test–retest reliability, discriminant validity and criterion validity. Results: Eleven studies were included. Both Critical‐Care Pain Observation Tool and the Behavioural Pain Scale showed good reliability and validity and were good options for assessing pain during painful procedures with intensive care unit patients unable to self‐report on pain. The Critical‐Care Pain Observation Tool is to be preferred since this tool was shown to have particularly good reliability and validity in assessing pain during procedures, but the Behavioural Pain Scale is an appropriate alternative.

• Soini, Ulla Marie; Andenæs, Randi & Solberg, Marianne Trygg (2019). Oxygen treatment of ventilated critically ill children: Nursing assessment and cognitive processes in clinical decision-making. The Nordic Journal of Nursing Research (NJNR). ISSN 2057-1585. 40(2), s. 81–88. doi: 10.1177/2057158519882263. Fulltekst i vitenarkiv Vis sammendrag

  Abstract The aim of this study was to describe nurses’ opinions regarding assessments of oxygen requirements and which modes of cognition they used about oxygen treatment in ventilated children aged 0–3 years. The method was survey design with descriptive statistics. The sample included 90 nurses from intensive care units within all university hospitals in Norway. The questionnaire covered use of physiological, clinical, and technical observations in assessments, and the Nursing Decision-Making Instrument was used to map the mode of cognition. Respondents perceived they used many of the physiological criteria except for the haemoglobin–oxygen dissociation curve, pulse and blood pressure. Most respondents used clinical and technical criteria to assess oxygen needs, but more than half would exceed 10% oxygen at each regulation. They considered written guidelines to be necessary. A majority demonstrated a flexible use of analytical and intuitive modes of cognition in the decision-making processes. The results indicate that assessment of children’s need for oxygen may be based on insufficient information, and written guidelines should be developed. Keywords clinical skills, critical care nursing, evidence-based practice, oxygen treatment, patient observation

• Pedersen, Ingunn; Solevåg, Anne Lee & Solberg, Marianne Trygg (2019). Simulation-based training promotes higher levels of cognitive control in acute and unforeseen situations. Clinical Simulation in Nursing. ISSN 1876-1399. 34, s. 6–15. doi: 10.1016/j.ecns.2019.05.003. Fulltekst i vitenarkiv Vis sammendrag

  Abstract Background: Simulation-based training has been recommended to improve patient safety. This study summarizes intensive care nurses’ perceptions of what facilitates learning during simulation-based team training in preparation for acute and unforeseen situations. Methods: This study is a literature review with thematic analysis. Results: Seven qualitative articles were included. Synthesis with a cognitive perspective revealed six key factors for intensive care nurses’ learning: (a) relational coordination, (b) analytical cognition in task management, (c) situational awareness, (d) self-awareness, (e) cognitive control, and (f) highquality communication within the team. Conclusions: The main factor that contributes to learning in simulation-based training is that nurses have cognitive control when time allows the use of analytical thinking.

• Solberg, Marianne Trygg & Solevåg, Anne Lee (2019). Simulation-Based Training Promotes Higher Levels of Cognitive Control in Acute and Unforeseen Situations. Clinical Simulation in Nursing. ISSN 1876-1399. doi: 10.1016/j.ecns.2019.05.003. Fulltekst i vitenarkiv
• Solberg, Marianne Trygg & Solevåg, Anne Lee (2019). Simulation-Based Training Promotes Higher Levels of Cognitive Control in Acute and Unforeseen Situations. Clinical Simulation in Nursing. ISSN 1876-1399. doi: 10.1016/j.ecns.2019.05.003. Fulltekst i vitenarkiv
• Solevåg, Anne Lee & Solberg, Marianne Trygg (2019). Simulation-Based Training Promotes Higher Levels of Cognitive Control in Acute and Unforeseen Situations. Clinical Simulation in Nursing. ISSN 1876-1399. doi: 10.1016/j.ecns.2019.05.003. Fulltekst i vitenarkiv
• Solberg, Marianne Trygg & Solevåg, Anne Lee (2019). Simulation-Based Training Promotes Higher Levels of Cognitive Control in Acute and Unforeseen Situations. Clinical Simulation in Nursing. ISSN 1876-1399. doi: 10.1016/j.ecns.2019.05.003. Fulltekst i vitenarkiv
• Solberg, Marianne Trygg; Solevåg, Anne Lee & Clarke, Sara (2018). Optimal conventional mechanical ventilation in full-term newborns: A systematic review. Advances in Neonatal Care. ISSN 1536-0903. 18(6), s. 451–461. doi: 10.1097/ANC.0000000000000525. Fulltekst i vitenarkiv
• Soini, Ulla Marie; Clarke, Sara & Solberg, Marianne Trygg (2017). Oxygen treatment of critically ill children: A lack of evidence. The Nordic Journal of Nursing Research (NJNR). ISSN 2057-1585. 37(3), s. 127–134. doi: 10.1177/2057158516675122. Fulltekst i vitenarkiv Vis sammendrag

  In hospitals, oxygen is the most frequently administered medication to pediatric in-patients. Too much oxygen in arterial blood is not a natural occurrence, consequently hyperoxia can be caused by healthcare providers. The aim of this scoping study was to synthesize evidence that could contribute to safe and appropriate oxygen treatment in children 0–3 years of age. The method was in line with Arksey and O’Malley’s framework, and 11 research articles regarding oxygen treatment were included. The main results are presented as three key findings: 1) overview of assessing the need for oxygen based on the use of pulse oximetry, 2) overview of oxygen treatment, and 3) overview of the need for educational intervention. In conclusion, there is a shortage of research literature to guide nurses in assessment of oxygen requirements, and administration of oxygen treatment in critically ill children. Consensus and guidelines are needed, as there are variations in practice regarding oxygen treatment. Keywords nursing assessment, oxygen assessment, oxygen therapy, pediatric intensive care, scoping study

• Ohnstad, Mari Oma & Solberg, Marianne Trygg (2017). Patient Acuity and Nurse Staffing Challenges in Norwegian Neonatal Intensive Care Units. Journal of Nursing Management. ISSN 0966-0429. 25(7), s. 569–576. doi: 10.1111/jonm.12495. Fulltekst i vitenarkiv Vis sammendrag

  Aim To describe fluctuations in patient numbers, patient acuity and the need for nurses in neonatal intensive care units based on population data. Background Neonatal intensive care units are difficult to staff appropriately due to fluctuations in patient volume and acuity. Staffing guidelines have been developed and applied in some countries to offer the neonatal population safe patient care. Method National data were used to describe patient load and acuity for two consecutive years. The need for nurses was calculated by combining these data with guidelines for nurse staffing. Results A total of 11.3% of all neonatal patients in Norway were categorised as intensive care patients. There were no differences in the need for nurses in weekends vs. weekdays or during summer holidays vs. days in the rest of the year. Small units have increased variability in staffing needs, and sufficient staffing is more challenging compared to that of larger units. Conclusion and implications for nursing management Planning for reduced staffing for weekends and summer seasons is ineffective. Staffing planned for most of the days in a year instead of the median need for nurses will result in a greater increase in the need for nurses in small units compared to larger units.

• Solevåg, Anne Lee; Solberg, Marianne Trygg & Benth, Jurate Saltyte (2015). Pulse oximetry performance in mechanically ventilated newborn infants. Early Human Development. ISSN 0378-3782. 91(8), s. 471–473. doi: 10.1016/j.earlhumdev.2015.05.006. Fulltekst i vitenarkiv Vis sammendrag

  Pulse oximetry is widely used to target oxygenation in newborn infants. In a retrospective chart review of 138 mechanically ventilated infants, pulse oximetry overestimated blood oxygen saturation compared to arterial blood gas analyses. Despite improvements in pulse oximeter technology, pulse oximetry performance in sick newborns should still be under scrutiny. Keywords Pulse oximetry; Operational performance; Neonatal intensive care unit; Mechanical ventilation

• Solberg, Marianne Trygg; Hansen, Thor Willy Ruud & Bjørk, Ida Torunn (2015). The need for predictability in coordination of ventilator treatment of newborn infants - A qualitative study. Intensive and Critical Care Nursing. ISSN 0964-3397. 31(4), s. 205–212. doi: 10.1016/j.iccn.2014.12.003. Fulltekst i vitenarkiv
• Solberg, Marianne Trygg; Hansen, Thor Willy Ruud & Bjørk, Ida Torunn (2014). Oxygen and ventilator treatment: perspectives on interprofessional collaboration in a neonatal intensive care unit. Journal of Research in Interprofessional Practice and Education. 4(1). doi: 10.22230/jripe.2014v4n1a172. Fulltekst i vitenarkiv Vis sammendrag

  Abstract Background: The aim of this study was to explore perspectives on the collaboration between physicians and nurses managing oxygen and ventilator treatment of sick infants in a Norwegian neonatal intensive care unit. Methods and Findings: We performed a qualitative study using focus groups. We found that interprofessional collaboration concerning newborns on mechanical ventilation lacked co-ordination and was unsystematic. This led to inadequate utilization of the medical and clinical competency of the nursing staff. Nurses and physicians approached decision-making differently, and there was limited flexibility and dynamics in the allocation of responsibility between the professionals. Conclusion: Findings from this study indicate that nurses and physicians have the opportunity to improve the quality of care by developing high-quality communication, formulating plans together, and improving the co-ordination of the ventilator treatment. Further studies should develop and test interventions based on the professionals’ perception of relevant co-ordination strategies to improve mechanical ventilation and oxygen treatment to premature and sick newborn infants. Keywords: Quality of care; Collaboration; Oxygen treatment; Mechanical ventilation; Neonatal intensive care unit

• Solberg, Marianne Trygg; Bjørk, Ida Torunn & Hansen, Thor Willy Ruud (2013). Adherence to oxygenation and ventilation targets in mechanically ventilated premature and sick newborns: a retrospective study. BMC Pediatrics. 13(126). doi: 10.1186/1471-2431-13-126. Fulltekst i vitenarkiv Vis sammendrag

  Background Ventilator treatment exposes newborns to both hyperoxemia and hyperventilation. It is not known how common hyperoxemia and hyperventilation are in neonatal intensive care units in Norway. The purpose of this study was to assess the quality of current care by studying deviations from the target range of charted oxygenation and ventilation parameters in newborns receiving mechanical ventilation. Methods Single centre, retrospective chart review that focused on oxygen and ventilator treatment practices. Results The bedside intensive care charts of 138 newborns reflected 4978 hours of ventilator time. Arterial blood gases were charted in 1170 samples. In oxygen-supplemented newborns, high arterial pressure of oxygen (PaO2) values were observed in 87/609 (14%) samples. In extremely premature newborns only 5% of the recorded PaO2 values were high. Low arterial pressure of CO2 (PaCO2) values were recorded in 187/1170 (16%) samples, and 64 (34%) of these were < 4 kPa. Half of all low values were measured in extremely premature newborns. Tidal volumes above the target range were noted in 22% of premature and 20% of full-term newborns. Conclusions There was a low prevalence of high PaO2 values in premature newborns, which increased significantly with gestational age (GA). The prevalence of low PaCO2 values was highest among extremely premature newborns and decreased with increasing GA. Further studies are needed to identify whether adherence to oxygenation and ventilation targets can be improved by clearer communication and allocation of responsibilities between nurses and physicians.

• Solberg, Marianne Trygg; Tandberg, Bente Silnes & Lerdal, Anners (2012). Using a didactic model to improve patient observation skills in neonatal intensive care nurse trainees - a pilot study. Intensive and Critical Care Nursing. ISSN 0964-3397. 28, s. 208–214. doi: 10.1016/j.iccn.2011.12.005. Fulltekst i vitenarkiv Vis sammendrag

  Objectives: To implement a didactic model for students specialising in intensive care nursing (n = 12) and nurses working in neonatal intensive care units (NICU) (n = 17). To evaluate nurse selfassessments following observation of children with congenital heart disease (CHD), before and after participation in the programme, as well as the usefulness of the programme. Methodology/design: A pilot study with a preand posttest design, using selfadministered questionnaires. Results: The didactic model increased the number of clinical observations and assessments of physiological factors made by both students and NICU nurses during evaluation of children with suspected CHD. The majority of nurses reported that both participation in the programme and the didactic model were useful and they demonstrated highlevel knowledge, according to Bloom’s taxonomy for cognitive learning. In particular, subjects found that the literature provided and structured bedside guidance in the clinical setting assisted learning. Conclusion: Intensive care students and NICU nurses performed clinical observations and physical factor assessments more frequently after completing the programme, compared with baseline. We speculate that this didactic model may also be useful in other clinical settings.

• Solberg, Marianne Trygg; Hansen, Thor Willy Ruud & Bjørk, Ida Torunn (2011). Nursing assessment during oxygen administration in ventilated preterm infants. Acta Paediatrica. ISSN 0803-5253. 100(2), s. 193–197. doi: 10.1111/j.1651-2227.2010.02094.x. Fulltekst i vitenarkiv

Se alle arbeider i NVA

• Sjølie, Berit Mosseng; Sætra, Mette K Ragnhildstveit; Ravik, Monika; Bingen, Hanne Maria S; Christiansen, Bjørg & Solberg, Marianne Trygg (2025). Professional competencies expected of novice nursing students by community placement: A document analysis. Fulltekst i vitenarkiv
• Christiansen, Bjørg; Strand, Ingrid Rachel; Solberg, Marianne Trygg; Ravik, Monika; Sjølie, Berit Mosseng & Sætra, Mette K Ragnhildstveit [Vis alle 7 forfattere av denne artikkelen] (2025). Hvordan fremstilles sykehjem som læringsarena i utdanningsdokumenter i sykepleierutdanningen ? Fulltekst i vitenarkiv Vis sammendrag

  Innledning Helsesektoren er en sentral læringsarena i sykepleierutdanningen, og omtales som klinisk praksis. Læresituasjoner i en yrkesrelatert sammenheng har ofte en kompleks karakter, som gjør det utfordrende for studenter å se sammenhengen med generelt formulerte læringsutbytter. Den formelle læreplanen er utdanningens skriftlige program for kliniske studier, som gjør det mulig å synligjøre hvordan læresituasjoner og læringsaktiviteter har relevans for studentens læringsutbytte. Studiens hensikt var å undersøke hvordan den formelle læreplanen i sykepleierutdanningen synliggjør første kliniske praksisperiode på sykehjem som en læringsarena for studenter. Forskningsspørsmål: Hvordan beskrives sammenhengen mellom læringsutbytte, læringsaktiviteter og læresituasjoner i studie-og emneplaner for første kliniske praksisperiode? Metode Studien er tilknyttet Norsk nettverk for pedagogisk forskning i sykepleie. En kvalitativ innholdsanalyse av utvalgte dokumenter har likhet med den hermeneutiske prosess, hvor formålet er å komme frem til en gyldig og innsiktsfull forståelse av tekstene (Asdal & Reinertsen, 2022). Det empiriske materialet i dokumentanalysen var studie- og emneplaner knyttet til første kliniske praksisperiode fra alle 13 sykepleierutdanningene i Norge. Analyseprosessen besto av tre faser, med fokus på hvordan dokumentene bidro til å synligjøre sykehjem som læringsarena, i form av konkretiseringer av læringsutbytter med eksemplifisering av læringsaktiviteter og læresituasjoner. Resultat Resultat viste både fellestrekk og variasjoner mellom utdanningene, og ble organisert i tre grupper: Gruppe 1 (6 utdanninger) Gruppe 2 (2 utdanninger) Gruppe 3 (5 utdanninger) Generell beskrivelse av læringsutbytter Læringsaktiviteter kortfattet beskrevet f.eks. praktisere sykepleie under veiledning Generell beskrivelse av læringsutbytter Læringsaktiviteter mer utdypet f.eks. knytt teori og sentrale begrep i sykepleie til erfaringer i praksis, inkludert refleksjon over etiske aspekter Læringsutbytter relateres til læringsaktiviteter- og situasjoner f.eks. planlegge og utføre morgenstell hos pasient slik at sikkerhet og verdighet ivaretas Konklusjon: Studien viser et behov for læreplanutvikling og økt samordning mellom utdanninger for å tydeliggjøre læringsprosesser i et arbeidsbasert miljø som kan hjelpe studenter å oppnå læringsutbytte.

• 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. Fulltekst i vitenarkiv Vis sammendrag

  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. Fulltekst i vitenarkiv
• 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. Fulltekst i vitenarkiv
• 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. Fulltekst i vitenarkiv
• 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. Fulltekst i vitenarkiv
• 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. Fulltekst i vitenarkiv
• 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. Fulltekst i vitenarkiv
• 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. Fulltekst i vitenarkiv
• Nes, Andrea Aparecida Gonçalves; Steindal, Simen Alexander; Solberg, Marianne Trygg; Zlamal, Jaroslav & Gjevjon, Edith Roth (2020). Utvikling av en veiledningsapplikasjon for å møte utfordringer knyttet til praksisstudier i sykepleierutdanningen. Fulltekst i vitenarkiv Vis sammendrag

  Bakgrunn Veiledningsmodellen som er benyttet i sykepleieutdanningens kliniske praksis har mange utfordringer knyttet til student, veileder, lærer og samfunnets perspektiv. Nåværende veiledningsmodell er ressurskrevende for både praksissted og utdanningsinstitusjon og fører til begrenset kontakt mellom sykepleierstudentene og lærer. Mangel på praksisplasser påvirker antall av sykepleiere som skal utdannes og variasjon i vilje og kompetanse til å veilede studenter kan påvirke studentenes oppnåelse av læringsutbytte. Norge trenger flere sykepleiere og en veiledningsmodell som bidrar til å dekke dette behovet uten å gå på bekostning av utdanningskvalitet. Mål Denne studien har som mål å presentere prosessen rundt utvikling av en veiledningsapplikasjon designet for å støtte studenter, veileder og lærer i veiledningsprosessen innen primær- og sekundærhelsetjenesten. Applikasjonen vil bidra til å sikre studentenes læringsprosess, forbedre kommunikasjon mellom partene involvert i veiledningsprosess og øke veilederens kompetanse. Metodisk tilnærming Hovedelementene i applikasjonen er daglige elektroniske rapporter utfylt av studenter (før og etter dagens praksis) og skreddersydde tilbakemeldinger fra praksisveileder til student. Disse elementene er basert på sosial læringsteori og metakognisjon. Studiens bidrag Det er grunn til å anta at en veiledningsapplikasjon basert på læringsteori vil sikre studentens læringsutbytteoppnåelse. Applikasjonen vil legge til rette til at studentens kontinuerlige oppfølging, fortløpende støtte og rettferdig vurderinger kan gjennomføres på avstand. Applikasjonen vil gi økt støtte til veilederen. Applikasjonen vil også kunne bidra til bedre utnyttelse av ressurser ved å muliggjøre bruk av praksissteder med lang avstand til utdanningsinstitusjonen. Dette vil føre til en økning av utdanningskapasiteten.

• Solberg, Marianne Trygg; Clarke, Sara; Sørensen, Anne Lene & Landfald, Ørjan Flygt (2020). Virtuelle refleksjonsgrupper – systematisk utvikling av læringsdesign for webinarbaserte refleksjonsgrupper i praksisstudier. Fulltekst i vitenarkiv
• Landfald, Ørjan Flygt; Clarke, Sara; Solberg, Marianne Trygg & Sørensen, Anne Lene (2020). Læring i virtuelle møter - Virtuelle refleksjonsgrupper. Fulltekst i vitenarkiv
• Zlamal, Jaroslav; Gjevjon, Edith Roth; Fossum, Mariann; Solberg, Marianne Trygg; Steindal, Simen Alexander & Nes, Andrea Aparecida Gonçalves (2020). The Effectiveness of a Technology-Assisted Guidance Model on the Development of Critical Thinking in Nursing Education: A Randomized Controlled Trial. Fulltekst i vitenarkiv
• Solberg, Marianne Trygg & Landfald, Ørjan Flygt (2020). NOKUT-podden #25 - Den om virtuelle refleksjonsgrupper. [Internet]. NOKUT/forskning.no. Fulltekst i vitenarkiv
• Nes, Andrea Aparecida Gonçalves; Fossum, Mariann; Steindal, Simen Alexander; Solberg, Marianne Trygg; Zlamal, Jaroslav & Gjevjon, Edith Roth (2020). Developing a Guidance Application to Address Challenges Related to the Clinical Practicum in Nursing Education. Fulltekst i vitenarkiv
• Solberg, Marianne Trygg; Hansen, Thor Willy Ruud & Bjørk, Ida Torunn (2014). Challenges in coordination of ventilator treatment in premature and sick newborns in a Norwegian Neonatal Intensive Care Unit (NICU). Fulltekst i vitenarkiv
• Olsvold, Nina & Solberg, Marianne Trygg (2014). Distributed expertise and professional collaboration: recognizing relational interdependence in healthcare. Fulltekst i vitenarkiv
• Solberg, Marianne Trygg; Bjørk, Ida Torunn & Hansen, Thor Willy Ruud (2012). Adherence to ventilation and oxygenation targets in mechanically ventilated premature and sick newborns – a retrospective study. Fulltekst i vitenarkiv
• Solberg, Marianne Trygg (2011). Oksygenbehandling i praksis. Fulltekst i vitenarkiv
• Solberg, Marianne Trygg & Tandberg, Bente Silnes (2010). Evaluation of knowledge-based teaching model for students and nurses in neonatal unit related to children with congenital heart disease. Fulltekst i vitenarkiv
• Solberg, Marianne Trygg (2008). Vurdering av premature barns oksygenbehov. Fulltekst i vitenarkiv
• Solberg, Marianne Trygg (2008). Vurdering av premature barns oksygenbehov. Fulltekst i vitenarkiv
• Solberg, Marianne Trygg (2008). Vurdering av premature barns oksygenbehov. Fulltekst i vitenarkiv
• Solberg, Marianne Trygg (2008). Utfører sykepleiere faglig forsvarlig vurdering av premature barns oksygenbehov? En kartleggig av hvordan sykepleiere oppfatter sine vurderinger når de tilpasser oksygen til premature barn tilkoblet respirator. Fulltekst i vitenarkiv
• Ohnstad, Mari Oma & Solberg, Marianne Trygg (2017). Utfordringer knyttet til bemanning av norske nyfødtavdelinger - en kartleggingsstudie av pasientbelegg og bemanning. Lovisenberg diakonale høgskole. Fulltekst i vitenarkiv
• Solberg, Marianne Trygg (2015). Interprofessional Collaboration in Management of Ventilated Premature and Sick Newborns: Perspectives on Ventilator Treatment Practices. Universitetet i Oslo. ISSN 9788283330489. Fulltekst i vitenarkiv
• Solberg, Marianne Trygg (2008). Utfører sykepleiere faglig forsvarlig vurdering av premature barns oksygenbehov? : En kartlegging av hvordan sykepleiere oppfatter sine vurderinger når de tilpasser oksygen i inspirasjonsluften til premature barn tilkoblet respirator. Universitetet i Oslo. Fulltekst i vitenarkiv Vis sammendrag

  Hensikt: Hensikten med studien var å kartlegge hvordan sykepleiere oppfatter sine vurderinger av premature barns oksygenbehov når de tilpasser oksygen i inspirasjonsluften. Barna er i uke 24-28 og får respiratorbehandling. Metode: Det er benyttet et Survey design med beskrivende statistikk. Den empiriske delen er en spørreundersøkelse til sykepleiere tilknyttet neonatalavdelingene ved landets fem regionsykehus. Spørreskjemaet er inndelt i tre deler og består av lukkede spørsmål. Del A innhenter demografiske data samt hvordan sykepleiere vekter holdninger til klinisk praksis. Del B er et validert Nursing decision-making instrument utarbeidet av Lauri og Salanterä. Del C etterspør kriterier sykepleiere mener inngår i deres vurderinger når de tilpasser oksygen. Resultat: Et fremtredende funn er spriket mellom gitte kriterier fra fag- og forskningslitteratur og kriteriene sykepleierne mente de brukte ved vurdering av premature barns oksygenbehov. Ved tilpasning av oksygen vurderte respondentene barnas oksygenbehov ut i fra oksygenmetningen. Derimot krever forskere at helsepersonell skal vurdere barnas oksygenbehov med å vurdere forholdet mellom SpO2 og PO2. Svært få sykepleiere brukte hemoglobin oksygen dissosiasjonskurven i sine vurderinger. De som mente de brukte kurven, brukte den ikke rett. Sykepleiere kan redusere faren for hyperoksi med oftere å trekke inn PO2 (PaO2), og hypoksi ved å bruke Hb, BT og puls i sine vurderinger. Respondentene viste gode holdninger vedrørende tilpasning av oksygen. Eksempelvis ønsket de fleste retningslinjer og mange gav inntil 5-10 % oksygen ved hver justering. Innstilling av pulsoksymeterets alarmgrenser ble oppfattet som viktig, men få sykepleiere ville opprettholde øvre alarmgrense om alarmen gikk ofte. Tilnærmet to av tre sykepleiere anså sin beslutningsprosess til å være blandet analytisk-intuitiv orientert. Størst grad av analytisk kognisjon forekom ved vurderinger under datainnsamling og gjennomføring av handlingen. Høyest grad av intuitiv orientert kognisjon ble brukt ved vurdering under planlegging av handling. Konklusjon: Ved tilpasning av oksygen ble beslutningen gjerne tatt på et for lavt kognitivt nivå fordi sykepleierne ikke tok i bruk alle relevante kriterier i sin vurdering av premature barns oksygenbehov. Betydning for praksis: Det bør innledes endringer i praksis med opplæring i teori relatert til de kriterier som må brukes for å sikre faglig forsvarlig vurdering av oksygenbehov til barna. Nøkkelord: Premature, very low birth weight, adjustment, assessment, management, oxygen, oxygen control, oxygentherapy, oxygensaturation, mechanical ventilation og hyperoxia.

Se alle arbeider i NVA