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Mårtensson, GunillaORCID iD iconorcid.org/0000-0003-1185-061x
Publications (10 of 26) Show all publications
Jarnulf, T., Skytt, B., Mårtensson, G. & Engström, M. (2019). District nurses experiences of precepting district nurse students at the postgraduate level. Nurse Education in Practice, 37, 75-80
Open this publication in new window or tab >>District nurses experiences of precepting district nurse students at the postgraduate level
2019 (English)In: Nurse Education in Practice, ISSN 1471-5953, E-ISSN 1873-5223, Vol. 37, p. 75-80Article in journal (Refereed) Published
Abstract [en]

District nurses are preceptors of district nurse students at the postgraduate level. These district nurse students are already registered nurses who have graduated and are now studying to become district nurses; this training is at the postgraduate level. As preceptors at the postgraduate level, district nurses play an important role in helping these students to achieve the learning outcomes of the clinical practice part of their education. However, there is a lack of studies on precepting at this level. Thus, the aim was to describe district nurses' experiences of precepting district nurse students at the postgraduate level. The study was descriptive in design and used a qualitative approach. Purposive sampling was used and nine district nurses from seven primary health care units in Sweden were interviewed. Data were analysed using qualitative content analysis. An overall theme "Fluctuating between transferring knowledge and striving for reflective learning" and two subthemes emerged. The preceptors' views on precepting and performance varied depending on the situation. The conclusions is that given the current learning outcomes for clinical practice education at the postgraduate level, district nurses need to be more influenced by preception focused on reflective learning.

Place, publisher, year, edition, pages
ELSEVIER SCI LTD, 2019
Keywords
Postgraduate level, Clinical practice education, District nurses, Preceptor
National Category
Nursing
Identifiers
urn:nbn:se:uu:diva-390530 (URN)10.1016/j.nepr.2019.05.004 (DOI)000473840000011 ()31128519 (PubMedID)
Available from: 2019-08-13 Created: 2019-08-13 Last updated: 2020-03-04Bibliographically approved
Löfmark, A., Mårtensson, G., Vae, K. J. & Engström, M. (2019). Lecturer's reflection on the three-part assessment discussions with students and preceptors during clinical practice education: A repeated group discussion study. Nurse Education in Practice, 36, 1-6
Open this publication in new window or tab >>Lecturer's reflection on the three-part assessment discussions with students and preceptors during clinical practice education: A repeated group discussion study
2019 (English)In: Nurse Education in Practice, ISSN 1471-5953, E-ISSN 1873-5223, Vol. 36, p. 1-6Article in journal (Refereed) Published
Abstract [en]

Assessment of students' learning and achievement requires active involvement of participating students, preceptors and lecturers. The lecturers have overall responsibility for both the content of the assessment and students' learning. The aim of the present study was to investigate lecturer's reflections on the mid-course discussion and final assessment that are part of nursing students' clinical practice education. The design was descriptive and had a qualitative approach. Repeated group discussions were undertaken with 14 lecturers at two university campuses in Norway. Five categories were identified: preparing for the three-part discussion, creating a collaborative atmosphere, facilitating student learning, verifying student learning, using the assessment tool to create the assessment discussion; one theme emerged: 'being able to see and justify students' learning processes'. Lecturers' reflections on both assessment discussions and students' learning proceeded from a clear pedagogical viewpoint.

Place, publisher, year, edition, pages
ELSEVIER SCI LTD, 2019
Keywords
University lecturer, Clinical practice education, Assessment, Nursing student, Preceptor
National Category
Nursing
Identifiers
urn:nbn:se:uu:diva-387977 (URN)10.1016/j.nepr.2019.02.010 (DOI)000470041900001 ()30826626 (PubMedID)
Available from: 2019-06-27 Created: 2019-06-27 Last updated: 2020-03-04Bibliographically approved
Randmaa, M., Engström, M., Mårtensson, G., Leo Swenne, C. & Högberg, H. (2019). Psychometric properties of an instrument measuring communication within and between the professional groups licensed practical nurses and registered nurses in anaesthetic clinics. BMC Health Services Research, 19(1), Article ID 950.
Open this publication in new window or tab >>Psychometric properties of an instrument measuring communication within and between the professional groups licensed practical nurses and registered nurses in anaesthetic clinics
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2019 (English)In: BMC Health Services Research, ISSN 1472-6963, E-ISSN 1472-6963, Vol. 19, no 1, article id 950Article in journal (Refereed) Published
Abstract [en]

BACKGROUND: The most common cause of clinical incidents and adverse events in relation to surgery is communication error. There is a shortage of studies on communication between registered nurses and licenced practical nurses as well as of instruments to measure their perception of communication within and between the professional groups. The aim of the present study was to evaluate the psychometric properties of the Swedish version of the adapted ICU Nurse-Physician Questionnaire, designed to also measure communication within and between two professional groups: licensed practical nurses and registered nurses. Specifically, the aim was to examine the instrument's construct validity using confirmatory factor analysis and its internal consistency using Cronbach's Alpha.

METHODS: A cross-sectional and correlational design was used. The setting was anaesthetic clinics in two Swedish hospitals. A total of 316 questionnaires were delivered during spring 2011, of which 195 were analysed to evaluate the psychometric properties of the questionnaire. Construct validity was assessed using confirmatory factor analysis and internal consistency using Cronbach's Alpha. To assess items with missing values, we conducted a sensitivity analysis of two sets of data, and to assess the assumption of normally distributed data, we used Bayesian estimation.

RESULTS: The results support the construct validity and internal consistency of the adapted ICU Nurse-Physician Questionnaire. Model fit indices for the confirmative factor analysis were acceptable, and estimated factor loadings were reasonable. There were no large differences between the estimated factor loadings when comparing the two samples, suggesting that items with missing values did not alter the findings. The estimated factor loadings from Bayesian estimation were very similar to the maximum likelihood results. This indicates that confirmative factor analysis using maximum likelihood produced reliable factor loadings. Regarding internal consistency, alpha values ranged from 0.72 to 0.82.

CONCLUSIONS: The tests of the adapted ICU Nurse-Physician Questionnaire indicate acceptable construct validity and internal consistency, both of which need to be further tested in new settings and samples.

TRIAL REGISTRATION: Current controlled trials http://www.controlled-trials.com Communication and patient safety in anaesthesia and intensive care. Does implementation of SBAR make any differences? Identifier: ISRCTN37251313, retrospectively registered (assigned 08/11/2012).

Keywords
Anaesthetic clinic, Communication, Confirmatory factor analysis, ICU nurse-physician questionnaire, Methodological, Psychometric, Validation
National Category
Nursing
Identifiers
urn:nbn:se:uu:diva-402188 (URN)10.1186/s12913-019-4805-7 (DOI)000506198900003 ()31823775 (PubMedID)
Available from: 2020-01-11 Created: 2020-01-11 Last updated: 2020-03-04Bibliographically approved
Pålsson, Y., Engström, M., Swenne, C. L. & Mårtensson, G. (2018). A peer learning intervention targeting newly graduated nurses: A feasibility study with a descriptive design based on the Medical Research Council framework. Journal of Advanced Nursing, 74(5), 1127-1138
Open this publication in new window or tab >>A peer learning intervention targeting newly graduated nurses: A feasibility study with a descriptive design based on the Medical Research Council framework
2018 (English)In: Journal of Advanced Nursing, ISSN 0309-2402, E-ISSN 1365-2648, Vol. 74, no 5, p. 1127-1138Article in journal (Refereed) Published
Abstract [en]

Aims: The aim of this study was to describe the feasibility of a peer learning intervention targeting newly graduated nurses. Feasibility was tested concerning consistency of the theoretical description of peer learning with empirical findings in a new context, compliance and acceptability, as well as usability of a questionnaire measuring the intended future outcome variables.

Background: Newly graduated nurses who meet, socialize and share experiences have described supporting each other's ability to cope with stress. Peer learning involves individuals in a similar situation learning from and with each other through interaction. When implementing new interventions, feasibility studies are used to minimize problems in future evaluation studies.

Design: Quasi‐experimental design with an intervention group, followed over time using descriptive methods. The study was based on the Medical Research Council framework.

Methods: Repeated semi‐structured interviews, a checklist for fidelity and a questionnaire were conducted with 10 newly graduated nurses from January to March 2015. The intervention's main component included pairs of newly graduated nurses working the same shift and having joint responsibility for a group of patients for a period of 3 weeks. The intervention also included 3 months of regular reflection by the pair.

Findings: Using deductive analysis, the peer learning intervention was found to be consistent with the theoretical description. Due to the compliance and acceptability, there were lessons learnt. The tested questionnaire was found to be useful.

Conclusions: This peer learning intervention seems to be feasible in this context. This study will serve as the basis for a future full‐scale evaluation study.

Keywords
acceptability, compliance, feasibility, intervention, newly graduated nurses, peer learning, process evaluation
National Category
Nursing
Identifiers
urn:nbn:se:uu:diva-342752 (URN)10.1111/jan.13513 (DOI)000430121900015 ()29193242 (PubMedID)
Available from: 2018-02-23 Created: 2018-02-23 Last updated: 2020-03-04Bibliographically approved
Vae, K. J., Engström, M., Mårtensson, G. & Löfmark, A. (2018). Nursing students' and preceptors' experience of assessment during clinical practice: A multilevel repeated-interview study of student-preceptor dyads. Nurse Education in Practice, 30, 13-19
Open this publication in new window or tab >>Nursing students' and preceptors' experience of assessment during clinical practice: A multilevel repeated-interview study of student-preceptor dyads
2018 (English)In: Nurse Education in Practice, ISSN 1471-5953, E-ISSN 1873-5223, Vol. 30, p. 13-19Article in journal (Refereed) Published
Abstract [en]

Nursing students' learning process during clinical practice is dependent on the quality of their assessment, and the feedback that is given, however an issue that is very little examined. The aim of this study was to investigate student-preceptor dyads and their experiences of mid-course discussions and final assessment. Data were collected through repeated semi-structured individual interviews with 13 dyads close in time to the assessment discussions, and were analyzed by searching for similarities and differences in their experiences. Both students and preceptors shared the view that the preparations before the discussions caused uncertainty, but they described different reasons. Both students and preceptors meant that the assessment tool was used in a structured way. The feedback mediated to students emphasized what was important to concentrate on in the next part or next period, but less about the individual students' progress. The student-preceptor dyads did not share the view of what content had been in focus in the discussions and there were variations in the details. Conclusions can be drawn that one of the crucial elements of an assessment discussion, to give students constructive feedback in relation to learning outcomes, was not fulfilled.

Keywords
Assessment, Clinical practice, Preceptor, Student nurse
National Category
Nursing
Identifiers
urn:nbn:se:uu:diva-345873 (URN)10.1016/j.nepr.2017.11.014 (DOI)000435060300003 ()29475154 (PubMedID)
Available from: 2018-03-12 Created: 2018-03-12 Last updated: 2020-03-04Bibliographically approved
Pålsson, Y., Mårtensson, G., Swenne, C. L., Ädel, E. & Engström, M. (2017). A peer learning intervention for nursing students in clinical practice education: A quasi-experimental study. Nurse Education Today, 51, 81-87
Open this publication in new window or tab >>A peer learning intervention for nursing students in clinical practice education: A quasi-experimental study
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2017 (English)In: Nurse Education Today, ISSN 0260-6917, E-ISSN 1532-2793, Vol. 51, p. 81-87Article in journal (Refereed) Published
Abstract [en]

BACKGROUND: Studies of peer learning indicate that the model enables students to practice skills useful in their future profession, such as communication, cooperation, reflection and independence. However, so far most studies have used a qualitative approach and none have used a quasi-experimental design to study effects of nursing students' peer learning in clinical practice.

OBJECTIVES: To investigate the effects of peer learning in clinical practice education on nursing students' self-rated performance.

DESIGN: Quasi-experimental.

SETTING: The study was conducted during nursing students' clinical practice.

PARTICIPANTS: All undergraduate nursing students (n=87) attending their first clinical practice were approached. Seventy students out of 87 answered the questionnaires at both baseline and follow-up (42 of 46 in the intervention group and 28 of 39 in the comparison group).

METHODS: During the first two weeks of the clinical practice period, all students were supervised traditionally. Thereafter, the intervention group received peer learning the last two weeks, and the comparison group received traditional supervision. Questionnaire data were collected on nursing students' self-rated performance during the second (baseline) and last (follow-up) week of their clinical practice.

RESULTS: Self-efficacy was improved in the intervention group and a significant interaction effect was found for changes over time between the two groups. For the other self-rated variables/tests, there were no differences in changes over time between the groups. Studying each group separately, the intervention group significantly improved on thirteen of the twenty variables/tests over time and the comparison group improved on four.

CONCLUSIONS: The results indicate that peer learning is a useful method which improves nursing students' self-efficacy to a greater degree than traditional supervision does. Regarding the other self-rated performance variables, no interaction effects were found.

Keywords
Intervention, Nursing students, Clinical practice education, Peer learning, Quasi-experimental
National Category
Nursing
Identifiers
urn:nbn:se:uu:diva-314364 (URN)10.1016/j.nedt.2017.01.011 (DOI)000396957900012 ()28142097 (PubMedID)
Available from: 2017-02-01 Created: 2017-02-01 Last updated: 2020-03-04Bibliographically approved
Salzmann-Erikson, M., Bjuhr, M. & Mårtensson, G. (2017). Developing, Implementing, and Evaluating the Educational Module Students Active Learning via Internet Observations (SALIO) in Undergraduate Nursing Education. Perspectives in psychiatric care, 53(2), 104-110
Open this publication in new window or tab >>Developing, Implementing, and Evaluating the Educational Module Students Active Learning via Internet Observations (SALIO) in Undergraduate Nursing Education
2017 (English)In: Perspectives in psychiatric care, ISSN 0031-5990, E-ISSN 1744-6163, Vol. 53, no 2, p. 104-110Article in journal (Refereed) Published
Abstract [en]

PurposeThis study aimed not only to describe the development and implementation of the module but also to evaluate the nursing students' perceptions. Design and MethodsA cross-sectional design including 101 students who were asked to participate and answer a survey. We describe the development of the pedagogic module Students Active Learning via Internet Observations based on situated learning. FindingsThe findings show that learning about service users' own lived experiences via web-based platforms was instructive according to the students: 81% agreed to a high or very high degree. Another important finding was that 96% of students responded that the module had clinical relevance for nursing work. Practice ImplicationsWe argue that learning that engages students with data that are contextually and culturally situated is important for developing competence in caregiving.

Place, publisher, year, edition, pages
WILEY, 2017
Keywords
Internet learning, nursing education, nursing student, psychiatric nursing, student evaluation
National Category
Nursing
Identifiers
urn:nbn:se:uu:diva-322226 (URN)10.1111/ppc.12143 (DOI)000399650500006 ()26494307 (PubMedID)
Available from: 2017-05-17 Created: 2017-05-17 Last updated: 2020-03-04Bibliographically approved
Engström, M., Löfmark, A., Vae, K. J. & Mårtensson, G. (2017). Nursing students' perceptions of using the Clinical Education Assessment tool AssCE and their overall perceptions of the clinical learning environment: A cross-sectional correlational study. Nurse Education Today, 51, 63-67
Open this publication in new window or tab >>Nursing students' perceptions of using the Clinical Education Assessment tool AssCE and their overall perceptions of the clinical learning environment: A cross-sectional correlational study
2017 (English)In: Nurse Education Today, ISSN 0260-6917, E-ISSN 1532-2793, Vol. 51, p. 63-67Article in journal (Refereed) Published
Abstract [en]

Background: Clinical education is a vital part of nursing students' learning; the importance of assessment tools and feedback in stimulating student learning has been stressed, but this needs to be studied in more detail.

Objectives: To examine relationships between nursing students' perceptions of using an Assessment tool in Clinical Education (AssCE) during their mid-course discussion and final assessment, the content discussed during these meetings between the student, preceptor and nurse teacher and the students' overall perception of the clinical learning environment.

Design: A cross-sectional, correlational design was used.

Setting and Participants: A convenience sample of 110 nursing students from one Norwegian university college with two campuses.

Methods: Data were collected with self-developed questionnaires and analysed using logistic regression with SASS and the PROCESS macro for mediation analysis.

Results: There was a positive relationship between nursing students' perceptions of using the assessment tool AssCE and their overall perception of the clinical learning environment. This relationship was, in turn, mediated by the content discussed during the formative mid-course discussion and summative final assessment.

Conclusions: Our conclusion is that the assessment tool AssCE supported students' clinical learning and that this relationship, in turn, was mediated by the degree to which the conversation during the assessment meeting focused on the student's knowledge, skills and professional judgement.

National Category
Nursing
Identifiers
urn:nbn:se:uu:diva-314363 (URN)10.1016/j.nedt.2017.01.009 (DOI)000396957900009 ()28130975 (PubMedID)
Available from: 2017-02-01 Created: 2017-02-01 Last updated: 2020-03-04
Randmaa, M., Engström, M., Swenne, C. L. & Mårtensson, G. (2017). The postoperative handover: a focus group interview study with nurse anaesthetists, anaesthesiologists and PACU nurses. BMJ Open, 7(8), Article ID e015038.
Open this publication in new window or tab >>The postoperative handover: a focus group interview study with nurse anaesthetists, anaesthesiologists and PACU nurses
2017 (English)In: BMJ Open, ISSN 2044-6055, E-ISSN 2044-6055, Vol. 7, no 8, article id e015038Article in journal (Refereed) Published
Abstract [en]

OBJECTIVES: To investigate different professionals' (nurse anaesthetists', anaesthesiologists', and postanaesthesia care unit nurses') descriptions of and reflections on the postoperative handover.

DESIGN: A focus group interview study with a descriptive design using qualitative content analysis of transcripts.

SETTING: One anaesthetic clinic at two hospitals in Sweden.

PARTICIPANTS: Six focus groups with 23 healthcare professionals involved in postoperative handovers. Each group was homogeneous regarding participant profession, resulting in two groups per profession: nurse anaesthetists (n=8), anaesthesiologists (n=7) and postanaesthesia care unit nurses (n=8).

RESULTS: Patterns and five categories emerged: (1) having different temporal foci during handover, (2) insecurity when information is transferred from one team to another, (3) striving to ensure quality of the handover, (4) weighing the advantages and disadvantages of the bedside handover and (5) having different perspectives on the transfer of responsibility. The professionals' perceptions of the postoperative handover differed with regard to temporal foci and transfer of responsibility. All professional groups were insecure about having all information needed to ensure the quality of care. They strived to ensure quality of the handover by: focusing on matters that deviated from the normal course of events, aiding memory through structure and written information and cooperating within and between teams. They reported that the bedside handover enhances their control of the patient but also that it could threaten the patient's privacy and that frequent interruptions could be disturbing.

CONCLUSIONS: The present findings revealed variations in different professionals' views on the postoperative handover. Healthcare interventions are needed to minimise the gap between professionals' perceptions and practices and to achieve a shared understanding of postoperative handover. Furthermore, to ensure high-quality and safe care, stakeholders/decision makers need to pay attention to the environment and infrastructure in postanaesthesia care.

Keywords
Anaesthetic clinic, Handover, Postoperative, Qualitative study
National Category
Nursing
Identifiers
urn:nbn:se:uu:diva-331769 (URN)10.1136/bmjopen-2016-015038 (DOI)000411802700046 ()28780540 (PubMedID)
Available from: 2017-10-17 Created: 2017-10-17 Last updated: 2020-03-04Bibliographically approved
Skytt, B., Engström, M., Mårtensson, G. & Mamhidir, A.-G. (2016). A longitudinal qualitative study of health care personnel's perceptions of simultaneous implementation of three risk assessment scales on falls, malnutrition and pressure ulcers. Journal of Clinical Nursing, 25(13-14), 1912-1922
Open this publication in new window or tab >>A longitudinal qualitative study of health care personnel's perceptions of simultaneous implementation of three risk assessment scales on falls, malnutrition and pressure ulcers
2016 (English)In: Journal of Clinical Nursing, ISSN 0962-1067, E-ISSN 1365-2702, Vol. 25, no 13-14, p. 1912-1922Article in journal (Refereed) Published
Abstract [en]

AIMS AND OBJECTIVES: In this study, the aim was to understand health care personnel's expectations and experiences of participating in an intervention aimed at the implementation of three assessment scales for fall injuries, malnutrition and pressure ulcers, and the performance of preventive measures in these areas over the period of 18 months.

BACKGROUND: Fall injuries, malnutrition and pressure ulcers among older people are challenging issues for caregivers at different levels in the health care system.

DESIGN: A descriptive design with a qualitative approach was used to follow health care personnel before, during and after implementation of a care prevention intervention.

METHODS: Twelve health care personnel with different professions at the hospital, primary care and municipal care levels participated in a preventive care introduction. Seminars were held at four occasions, with assignments to be completed between seminars. Lectures and group discussions were performed, and three risk assessment scales were introduced. The participants were interviewed before, during and after the introduction. Manifest and latent content analysis were used.

RESULTS: The main results are presented in the theme 'Patient needs are visualised through a gradually developed shared understanding' and in five categories. The work approach of performing three risk assessments simultaneously was perceived as positive and central to ensuring quality of care; it was not, however, perceived as unproblematic.

CONCLUSION: The participants as well as health care team members showed a positive attitude towards and described the advantages of being given opportunities for shared understanding to improve patient safety and to provide structure for the provision of good care.

RELEVANCE TO CLINICAL PRACTICE: The managerial approach of listening to and acting on issues stressed by health care personnel is important to ensure ongoing and future improvement initiatives.

Keywords
interview; older people; risk assessments
National Category
Nursing
Identifiers
urn:nbn:se:uu:diva-284203 (URN)10.1111/jocn.13207 (DOI)000377214300010 ()27075599 (PubMedID)
Available from: 2016-04-15 Created: 2016-04-15 Last updated: 2020-03-04Bibliographically approved
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ORCID iD: ORCID iD iconorcid.org/0000-0003-1185-061x

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