Background and purpose: Nurses play a particularly important and central role on burn teams and in burn units. The work in burn units is extremely complex and requires good collaboration with continuous and extensive evaluation of burn patients to achieve quality of care and treatment. Ensuring the satisfactory treatment of severe burns also entails a specific care and treatment culture. In the view of nurses’ description of the values, attitudes and characteristics of the work and the collaboration among nurses and through interdisciplinary collaboration, we seek to reveal the culture among nurses in a burn unit. Methods: In-depth interviews of five nurses with experience with providing care for severe burn patients were conducted. The analysis was inspired by Giorgi’s phenomenological approach. Findings: The interviews highlighted the values, attitudes and characteristics of the work and the collaboration in the burn unit among nurses and through their interdisciplinary collaboration. The identified themes are as follow: “A professional culture with room for discussion, consultation, appreciation and correction”, “Professional confidence and professional responsibility” and “A particularly professional responsibility as nurse coordinator”. Conclusion: Professional confidence appears to be the most central element in the shaping of an appreciative and corrective culture among nurses. Working in a small and delineated physical environment, colleagues were well aware of each other’s competencies, and the professional responsibility of nurses applies to the actions of others that they witness. The collaboration was characterized by positive attitudes towards each other. Nevertheless, to achieve quality of care and treatment, the nurses expressed their acceptance of both giving and receiving advice and correction in their own professional group and through interdisciplinary collaboration.
Background: The International Association for the Study of Pain (IASP) has developed specific learning objectives for bachelor nursing students’ pain curriculum. Earlier studies emphasise the importance of strengthening knowledge of pain management in nursing programs. Nevertheless, there is little research exploring how nursing students develop and achieve their learning outcomes related to the topic of pain. Aim: The aim of the study was to explore how surgical practice students apply their knowledge about pain assessment, and what might affect their learning outcomes. Methods: The study followed a qualitative research methodology with a descriptive design. Data were collected from two different modules and student groups in the bachelor program. Part 1: Document analysis of theoretical exam answers (N=12). Part 2: Two group interviews was conducted where students in surgical practice participated (N=6). A qualitative content analysis was carried out resulting in descriptive subtopics and findings. Findings: The findings illustrate that participants in surgical practice utilised much of the knowledge described in the exam answers. However, their specific application of knowledge could be limited by the supervision situation and unclear routines in the clinic. Conclusion: The study illuminates the importance of further research both within theoretical and clinical studies to improve student‘s knowledge in pain management.
Baggrund: Evidensbaseret praksis er væsentlig med henblik på at udøve sygepleje af høj kvalitet og sikre, at den enkelte patients behov imødekommes. Evidensbaseret praksis kræver bl.a. udvikling af sygeplejerskers forskningsmæssige kompetencer. Studier peger på, at sygeplejerskers forskningsmæssige kompetencer kan forbedres gennem en struktureret indsats. Formålet var at undersøge, om et kombineret projekt-, vejlednings- og undervisningsforløb har betydning for sygeplejerskers vurdering af egne forskningsmæssige kompetencer. Metode: En spørgeskemaundersøgelse som blev sendt til de deltagende sygeplejersker med målinger før og efter et kombineret projekt-, vejlednings- og undervisningsforløb. Kursusforløbet for kliniske sygeplejersker indeholdt en workshop efterfulgt af otte læringsmoduler indeholdende 11 undervisningsdage fordelt over to år. Resultater: Sygeplejerskerne har udviklet deres forskningskompetencer. Ved kursusforløbets start svarede 58,6%, at de kun havde begrænsede eller ingen forskningsmæssige færdigheder, hvorimod dette gjorde sig gældende for 4,8% på kursusforløbet sidste dag. Specielt synes der at være sket forbedringer relateret til forståelse og varetagelse af såvel kvantitative som kvalitative forskningsdesigns samt formulering og udvikling af forskningsspørgsmål og forskningsdesign. Konklusion: Sygeplejerskerne har forbedret deres forskningskompetencer markant. Projekt-, vejlednings- og undervisningsforløbet har potentiale til at styrke linket mellem forskning og klinisk praksis. Kursusforløbet vil med fordel kunne udbredes til andre hospitaler og institutioner, der har et ønske om eller interesse i at øge forskningsaktiviteter og forskningskompetencer blandt kliniske sygeplejersker, opbygge forskningskapacitet og styrke evidensbaseret praksis i klinisk sygepleje.
Background: Evidence-based practice is imperative to ensure high quality nursing care and to meet the patients’ needs. Evidence-based practice requires a development of nurses’ research competencies. Studies show that a structured education program can support the development of nurses’ research competencies. The aim of this study was to examine the influence of a combined project-, supervision and education program on nurses’ self-reported research competencies. Methods: A questionnaire was conducted before and after a combined project-, supervision and education program. It was distributed to all participating nurses. The program consisted of a 2-year course for clinical nurses encompassing a workshop followed by eight modules and 11 days of education. Results: Nurses participating in the program developed their research competencies. Prior to participating, 58.6% of the nurses answered that they had limited or none skills within research whereas this was only the case for 4.8 % following participation in the program. In particular, improvements relate to understanding and handling quantitative and qualitative research designs as well as formulating and developing research questions and research designs. Conclusion: Nurses significantly improved their research competencies. The project-, supervision and education program has the potential to strengthen the link between research and clinical practice and be disseminated to other hospitals and institutions who wish to increase research activities, improve research competencies among clinical nurses and build research capacity within the institution. Furthermore, it may have the potential to strengthen evidence-based practice in clinical nursing.
Bakgrunn: Sykepleier plikter etter Norsk lovverk å ivareta mindreårige barn som pårørende. Studier tyder på at dette arbeidet ikke er tilstrekkelig ivaretatt, og fordi barn som pårørende er et satsningsområde er det behov for mer forskning om hvordan det jobbes med barna, samt hvordan dette arbeidet virker. Hensikt: Å utforske sykepleieres opplevelser med oppfølging av barn som pårørende av kreftpasienter i palliativ fase i sykehjem. Metode: Kvalitativ deskriptiv studie, der datainnsamlingen er gjennom individuelle intervjuer. Kvale & Brinkmanns stadier for intervjuundersøkelse er anvendt. Studien undersøker femten sykepleiere med gjennomsnitt syv års erfaring med barn som pårørende i aldersgruppen 0-18 år på sykehjem. Resultat: Analysen av datamaterialet resulterte i tre temaer som beskrev informantenes opplevelser i møte barn som pårørende, og omhandlet sykepleiers opplevelse av utilstrekkelighet, deres ønske om mer kompetanse samt opplevelse av lite støtte fra ledelsen. Konklusjon: Sykepleierne ønsker å gjøre en god jobb med barna, men opplever at de ikke strekker til i arbeidet med barn som pårørende, og at de har for lite kompetanse til å ivareta barna.
Background: According to Norwegian legislation, the nurse in obliged to look after minor children as relatives. Studies indicate that this work is not adequately taken care of, and because children as relatives are a focus area more research is needed in how this work is done and what actually works. Objective: To explore nurses‘ experiences of following up children as relatives of palliativ stage cancer patients in nursing homes. Methods: A qualitative descriptive study in which data collection was done through individual interviews. Kvale & Brinkmanns stages of interview survey was used. The study examines fifteen nurses with an average of seven years of experience with children as relatives in the age group 0-18 years in nursing homes. Results: The analysis of the data material resulted in three themes that described the informants‘experiences in meeting children as relatives, and addressed the nurse‘s experience of inadequacy, their desire for more competence and the experience of little support from management. Conclusion: The nurses want to do a good job with the children, but they experience they don‘t extend in work with children as relatives, and that they have too little competence to care for the children.
Introduction: Existential care is an essential part of holistic care and is officially embedded in the profession of nursing and Norwegian law. However, nurses feel insecure about meeting the patients’ existential needs. Due to the loss of the two most important senses for perceiving the world, namely hearing and sight, patients with acquired deafblindness are exposed to existential challenges. Within the population of persons with acquired deafblindness, older patients are a fast-increasing group. Additionally, existential needs become more urgent in older age. Thus, nurses are challenged to provide existential care to these patients. Aim: The aim of this study is to explore nurses’ lived experiences with providing existential care to older patients with aquired deafblindness. Method: The study has a qualitative design with a phenomenological hermeneutical approach. Individual open narrative interviews were conducted with six registered nurses. The transcribed interviews were analyzed using Lindseth and Norberg’s analysis method for researching lived experience based on Ricoeur’s interpretation theory. Findings: Existential care occurs during patient encounters, which the nurses experience as strongly emotional. The nurses connect to the patients and sense their loneliness. They build bridges for the patients by supporting them to participate in everyday life and to maintain their relation to God through being with them in the act of praying. Conclusion and clinical implications: Reciprocal relations between the nurses and the patients appear as crucial to provide existential care. Being moved by the patients’ loneliness activates the nurses to support them in living their lives more independently. An open discourse about existential care to older patients with acquired deafblindness within the nursing team could help lift this topic from a private secret practice to a collective responsibility.
Helse- og omsorgstjenesten i Norge står overfor nye utfordringer med en økning i andelen eldre med komplekse sykdommer. Helse- og omsorgstjenestene har kontinuerlig fokus på kvalitet, men er blitt kritisert for å ikke ivareta brukermedvirkning på en tilfredsstillende måte. Tjenestedesign er en metodikk som kan bidra til å øke brukermedvirkning. Med det som utgangspunkt, ble det etablert en videreutdanning i tjenestedesign for å øke helsepersonells kompetanse. Hensikten med studien var å belyse studenters erfaringer med videreutdanning i tjenestedesign for ansatte i helse- og omsorgstjenesten. Studien har et beskrivende design med en kvalitativ tilnærming og bruk av fokusgruppeintervju. Data ble analysert med utgangspunkt i Malteruds metode for systematisk tekstkondensering. Funnene viser at studentene ønsket en metodikk som kan bidra til økt brukermedvirkning i helse- og omsorgstjenesten. Studentene erfarte at studentaktive læringsformer bidro til motivasjon og engasjement i læringsprosessen. De erfarte at brukermedvirkning og tverrprofesjonelt samarbeid bidro til mer brukertilpassede løsninger. Studentene ga uttrykk for at verktøyene de lærte, var til god hjelp for å identifisere brukere og pasienters reelle behov. Tjenestedesign kan derfor være en egnet metodikk for å øke brukermedvirkning, noe som kan bidra til forbedret kvalitet i helse- og omsorgstjenesten.
Healthcare services in Norway are facing a growing ageing population with increasingly complex diseases. To maintain quality in healthcare services, user involvement is emphasized as important. Healthcare services have a continuous focus on quality, but they have been criticized for the lack of user involvement in their practice. Service design is highlighted as a methodology which could increase user involvement. To increase healthcare professionals’ competence in service design, an education program was established. The aim of this study was to explore students’ experiences of an education program in service design for professionals in healthcare services. This study employed a qualitative approach using focus group interviews. A strategy for qualitative analysis called systematic text condensation was used to analyze the data. The findings examined that healthcare professionals wanted tools that could increase user involvement in healthcare services. Students experienced that student-active learning forms contributed to increased motivation and engagement in the learning process. The study shows that user involvement and interprofessional collaboration contributed to better user driven solutions. Therefore, education programs in service design could be suitable to increase user involvement and quality in healthcare services.
Background: International research collaboration in nursing is essential for exchanging knowledge and experiences that can provide the basis for new and important perspectives on existing practices. However, little is known about the experiences on the content and organisation of such collaboration. Purpose: The purpose of this essay is to use examples from an international research collaboration in nursing between two institutions in Australia and Denmark to highlight the content of the actual collaboration and discuss the facilitators and barriers in relation to the collaboration. Methods: Selected components of Global Capacity Building were used to present and discuss experiences and examples from international research collaboration in nursing between two institutions in Australia and Denmark. Findings: Strong relationships, shared understanding of agreed principles, and common areas of research were established in order to strengthen the collaboration. With a solid strategy for collaboration, direction and dedication, strong leadership, respectful communication, and perseverance, it is possible to build strong international partnerships in nursing research.
4-2020, årgang 10
Nordisk Sygeplejeforskning – Nordic Nursing Research is a scientifically and peer-reviewed level-one journal. The journal publishes scientific articles and essays. Nordic Nursing Research addresses researchers within the fields of nursing science and health, teachers in the health education, nurses in clinical practice and other professionals.
The journal publishes articles in Norwegian, Danish, Swedish and English.
Nordisk Sygeplejeforskning – Nordic Nursing Research er et vitenskapelig og fagfellevurdert tidsskrift på nivå 1. Tidsskriftet publiserer vitenskapelige artikler og essays, og henvender seg til forskere innen sykepleievitenskap og helsefag, undervisere, sykepleiere i klinisk praksis og andre fagprofesjonelle.
Tidsskriftet publiserer artikler på norsk, dansk, svensk og engelsk.
Pia Dreyer (PhD), Aarhus Universitetshospital
National editor Denmark
Elizabeth Rosted (PhD) Sjællands Universitetshospital, Roskilde
National editor Norway
Heidi Jerpseth (Postdoktorstipendiat), Høgskolen i Oslo og Akershus
Nina Falsen Krohn
Typeset: Type-it AS
ISSN online: 1892-2686
The journal is owned jointly by Dansk Selskab for Sygeplejeforskning and Norsk Selskab for Sykepleieforskning NSF and published by Universitetsforlaget.
© Universitetsforlaget 2020 / Scandinavian University Press