Papers by Elisabeth Carlson
Nordic journal of nursing research, Sep 21, 2022
There is a lack of clinical placements for bachelor nursing students (BNS). Due to this, stringen... more There is a lack of clinical placements for bachelor nursing students (BNS). Due to this, stringent educational models for clinical practice need to be developed. The aim was to describe bachelor nursing students’ and main preceptors’ experiences of the clinical learning environment during peer learning. This mixed method study was based on a joint project between the Karlstad University and the Region Värmland, Sweden, where peer learning was launched in two geriatric clinical education wards. A total of 23 bachelor nursing student and four main preceptors participated. The data were collected in parallel, qualitative data through focus group interviews and reflective journals, and quantitative data with the CLES + T scale between November 2017 and February 2018. A directed content analysis of all results was performed. The COREQ Checklist was used. The student–patient and the student–main preceptor relationships were important for the students’ development. The students described the educational atmosphere as comfortable and safe and that the staff were knowledgeable about them. Peer learning with close interaction between patients and all staff can create authenticity, which in turn drives the BNSs’ professional development. All staff should be involved in the supervision of the students and include them as members of the nursing team.
Nordic journal of nursing research, Dec 6, 2020
Educational models that facilitate an increased number of students while maintaining clinical edu... more Educational models that facilitate an increased number of students while maintaining clinical education of good quality are needed. This discussion paper presents how peer learning was implemented in a geriatric hospital setting allowing for an increase in student numbers. Conclusively, a stringent implementation of peer learning facilitated an effective way of using existing supervision resources, while maintaining a good quality of clinical education. It is also important that the process is anchored in both educational and clinical settings with a clear division of responsibilities. Finally, all collaborative partners need to acknowledge the significance of high-quality clinical education.
BakgrundMigration overlag ar en faktor som kan leda till okade stressnivaer bland migranter vilke... more BakgrundMigration overlag ar en faktor som kan leda till okade stressnivaer bland migranter vilket ofta kan bero pa de omstandigheter som forekommit kring sjalva flykten. Efter att de nyanlanda anl ...
Nurse Education Today, 2020
Building therapeutic connections with the acutely ill through standardised patient simulation in ... more Building therapeutic connections with the acutely ill through standardised patient simulation in nurse education an evaluation study, Nurse Education Today(2019),
Background: Resettlement can be particularly challenging for women as having a lower socioeconomi... more Background: Resettlement can be particularly challenging for women as having a lower socioeconomic status and language barriers, may impede women’s access to education, employment opportunities, health-care services, as well as the cultural, social, material and resilience factors that facilitate adjustment and adaption. Thus, the aim of this study is to further explore the perception of refugee women in Sweden concerning their situation during active participation in the resettlement process in the country. Methods: Qualitative interview study with 11 recently arrived refugee women who had received their residence permits and were enrolled in the resettlement process. The interviews were conducted in Swedish with the support of an authorized Arabic translator present by telephone. Results: Refugee women suffered from being separated from their loved ones and felt compelled to achieve something of value in the host country. All experienced both physical and mental anguish. Conclusio...
Nurse Education Today, 2019
Building therapeutic connections with the acutely ill through standardised patient simulation in ... more Building therapeutic connections with the acutely ill through standardised patient simulation in nurse education an evaluation study, Nurse Education Today(2019),
Scandinavian Journal of Caring Sciences, Aug 9, 2022
This is an open access article under the terms of the Creative Commons Attribution License, which... more This is an open access article under the terms of the Creative Commons Attribution License, which permits use, distribution and reproduction in any medium, provided the original work is properly cited.
Journal of Interprofessional Care
Frontiers in Public Health
BackgroundPublic health practitioners have been striving to reduce the social gradient and promot... more BackgroundPublic health practitioners have been striving to reduce the social gradient and promote physical activity among citizens living in disadvantaged neighborhoods. The emergence of the COVID-19 pandemic, which has affected these citizens extensively, has posed a significant challenge to efforts to maintain a physically active lifestyle. Thus, the aim of this study was to explore the impact of a CBPR-informed physical activity intervention before and during the COVID-19 pandemic from the perspective of women from a socially disadvantaged neighborhood.MethodsA total of 34 women participated in a CBPR-informed physical activity intervention previously developed in collaboration with lay health promoters and other citizens from the same neighborhood. Focus group discussions were conducted at four time points, namely, at baseline prior to the intervention, post-intervention, 6 months after the intervention ended, and during the COVID-19 pandemic. The data were analyzed using quali...
Academic Medicine
Purpose The COVID-19 pandemic revealed a global urgency to address health care provision disparit... more Purpose The COVID-19 pandemic revealed a global urgency to address health care provision disparities, which have largely been influenced by systematic racism in federal and state policies. The World Health Organization recommends educational institutions train clinicians in cultural competence (CC); however, the mechanisms and interacting social structures that influence individuals to achieve CC have received little attention. This review investigates how postgraduate health and social science education approaches CC and how it accomplishes (or not) its goals. Method The authors used critical realism and Whittemore and Knafl’s methods to conduct a systematic integrated review. Seven databases (MEDLINE, CINAHL, PsycINFO, Scopus, PubMed, Web of Science, and ERIC) were searched from 2000 to 2020 for original research studies. Inclusion criteria were: the use of the term “cultural competence” and/or any one of Campinha-Bacote’s 5 CC factors, being about postgraduate health and/or socia...
Nurse Education in Practice, 2021
The nursing program is intended to prepare students for future occupational life. One role for nu... more The nursing program is intended to prepare students for future occupational life. One role for nurses in the nursing occupation includes being prepared to communicate well in various patient situations. The aim of this study was to describe variations in nursing students' conceptions of a drama workshop to practically illustrate communication in nurses' work. This qualitative study was conducted at a university in southern Sweden. Interviews with 15 nursing students were conducted and the data were analyzed using a phenomenographic approach. Four descriptive categories were identified through the analysis: 'Conceptions in relation to the development of empathy', 'Conceptions in relation to "my" learning', 'Conceptions in relation to personal development of professional identity' and 'Conceptions in relation to the understanding of applying pedagogy through drama as a method'. This study illustrates that the use of drama in nursing education can increase nursing students' understanding of professional communication relating to the care of patients. To use drama as an educational method provides opportunities to develop nurses' professional identity and professional role. Moreover, drama can act as a teaching strategy that increases the understanding of theory through practical exercises.
Enhancing culturally sensitive research: a higher degree professional development program, Apr 1, 2020
Additional file 1. Interview guide.
Nurse Education Today, 2021
BACKGROUND Despite healthcare scholars valuing diversity, current cultural awareness training doe... more BACKGROUND Despite healthcare scholars valuing diversity, current cultural awareness training does not address mechanisms that drive societal patterns, that generates cultural insensitivity and reinforces stereotypes of minority groups. The influence of culture on thinking is an important issue because of potential ethnocentric biases on the design, data collection, analysis, and dissemination of research. OBJECTIVES Using internationalization-at-home activities to explore the mechanisms that enhance the development of cultural awareness in postgraduate health and social science research students. DESIGN AND METHODS A pragmatic critical realist study, qualitatively dominant, using mixed-methods to integrate and analyze qualitative and quantitative data. Data were collected pre- and post-internationalization-at-home activities. Qualitative data were collected from online discussion forums and focus groups, and quantitative data were collected from a pre-test and post-test measure of cultural awareness. SETTING AND PARTICIPANTS Eighteen research students in postgraduate health and social science programs from three universities (Australia, Hong Kong, and Sweden) participated in five formal internationalization-at-home webinars and informal international group activities. RESULTS Participants reported four mechanisms counteracting structures (i.e., ethnocentric biases) toward the emergence of cultural awareness: 1. awareness of cultural issues motivating people toward achieving a common goal; 2. reflexivity within psychological safety; 3. deliberations that challenge the veracity of individual assumptions; 4. courage coupled with curiosity. When some or all the mechanisms occurred, properties of enhanced cultural awareness emerged, as confirmed by the quantitative data. CONCLUSIONS Cultural awareness training should emphasize social relations to allow cultural safety to develop for postgraduate health and social science research students. Without skills revealing unconsciously held ethical values, this study argues that postgraduate health and social science students may inadvertently reconstitute and reinforce in their research the discrimination of underserved groups.
Issues in Mental Health Nursing, 2021
Abstract Although the concept of clinical education wards has shown encouraging outcomes regardin... more Abstract Although the concept of clinical education wards has shown encouraging outcomes regarding nursing students’ satisfaction with clinical placements in somatic care, the existing research in a psychiatric context is sparse. This study aims to explore nursing students’ experience during clinical education at a psychiatric clinical education ward. A qualitive descriptive study with content analysis, using interviews with 16 bachelor’s degree nursing students was conducted. The results indicated that an enriched and adapted learning environment focusing on psychiatric nursing with peer learning supported independence and progression into the future nursing role.
Nurse Education in Practice, 2020
Peer learning-making use of sociocultural theory Collaborative ways of learning seems to be the c... more Peer learning-making use of sociocultural theory Collaborative ways of learning seems to be the current buzzword in nurse education worldwide and a variety of models is described, in particular in clinical practice. Just to mention a few models that seem to be "same, same but slightly different" are peer learning, peer-assisted learning, peer teaching, peer-tutoring and team-based learning. These models are often presented as good examples of how students can learn how to collaborate and co-create learning activities and even in ways that are more pragmatic as a means to save money and resources. We could even argue that collaborative ways of learning are the new signature pedagogy for nurse education. Schulman (2005) in his article on Signature Pedagogies in the Professions exemplify a signature pedagogy as the ways of instruction that leaps to mind when we think of the teaching or preparation of a specific profession. He continues by explaining how teaching is organized in three critical and fundamental aspects of professional work that is: how to think, how to perform and how to act with integrity. While numerous recent studies describe peer learning from the aspects of how to perform and act with professional integrity, less is written about how to think which is a set of assumptions about how to communicate knowledge. In other words, there is a lack of theoretical underpinnings to the plethora of studies describing how to perform and act in peer learning. So, are there theories that can help us understand why peer learning is gaining momentum in health care education? From our point of view, we dare say there is. Our point of departure is that peer-learning practices are rooted in constructivism and socio-cultural learning theories that place emphasis on students as active participants and co-constructors of learning, two important aspects of peer learning. These aspects are firmly rooted in Vygotsky's sociocultural theory (SCT) where learning is essentially a social term rather than individual in nature, and where interaction constitutes the learning process. Further, learning as an inherently social process is activated through the Zone of Proximal Development (ZPD), suggesting that learning is dependent on interactions, collaboration and relationships. That is, learning is mediated in accordance with the context and experience with peers. ZPD is defined as: "the distance between the actual developmental level as determined by independent problem solving and the level of potential development as determined through problem solving under adult guidance or in collaboration with more capable peers (scaffolding)" (Vygotsky, 1978, p. 86). This definition indicates that the concept of ZPD highlights the interdependence between individuals and the social process in co-constructing knowledge in social settings. More recent writings (c.f Dennick, 2012), describe collaborative ways of learning as experiential and constructivist learning, stressing the importance of learners as actors rather than spectators engaging in interpersonal communication and feedback. Neo-Vygotskian theorist Lave (1988) suggested that learning is best acquired through an acculturation process into communities of practice (COP) occurring in real life situations. COP as an idea for learning in clinical practice has been widely used in nursing education and proved itself to be a substantial theory to draw from. Nevertheless, with the global expansion of knowledge and international exchange recent writings by Wenger-Trayner and Wenger-Trayner (2014) introduce a modification and modernisation to COP, that is landscapes of practice. They explain that COP as a single community of practice misses the complexity of knowledge and competence held in a profession. Following this thought, we argue that helping students experience new and expanded core of practices is increasingly important, as we need to prepare nursing students to become professional global health workers. Wenger-Treyner and Wenger-Treyner (2014) continue to present ideas for how we as educators can facilitate learning and thus professional identification. First, create learning activities where students engage by working, debating and reflecting together. Second, by collaborating as peers, students get a chance to mirror their own actions in that of a peer thus gaining knowledge from a different perspective. Third, learning activities have to be strictly aligned to the coming practice and connected with the context as a means to make learning motivational and meaningful. All these facilitators for learning are inherent in the proper use of peer learning and one such example is provided in a recently published article in this journal (Stenberg et al., 2020) namely Structured Learning Activities (Fig. 1). In that article we argue for the use of learning activities that are highly instructional, clearly communicated to students and most important of all aligned to learning objectives. Such activities support independent learning and ease the, at times, stressing and time-consuming role of being a preceptor in clinical practice. Moreover, peer learning seems to influence learning that extends beyond the intention of academic programs. In an article by Carlson et al. (2019), students explain how the peer learning activity challenged them by forcing them outside their comfort zones of textbooks and study-guides in favour of venturing on a quest for knowledge crossing a field of uncertainty supported by their peers. Further, a majority of students studying at universities and higher education institutions belong to what is generally known as Generation Z (born after 1995) characterized by Cilliers (2017) as digital natives, fast decision makers, and the first generation born into a globally (internet) connected world. Generation Z students are more prone to raise questions online and tend to prefer interactive and collaborative ways of learning during which they can search for information, discern it, put it in context and share with their peers through social media. Therefore, it is imperative that we as educators develop learning activities where students can use these skills off-line in real life at campus and in clinical practice. Beccaria et al. (2018) discuss how nurse educators need to incorporate pedagogical perspectives in the scholarship of teaching, thus providing an opportunity to enhance knowledge in nursing. In short, our conclusion and recommendation is that collaborative models, such as peer learning, have a significant role to play, if they are built on sound pedagogical theory and developed in collaboration with educational and clinical settings.
Journal of Clinical Nursing, 2020
AimTo describe partners' experiences of living with men with a screening‐detected abdominal a... more AimTo describe partners' experiences of living with men with a screening‐detected abdominal aortic aneurysm (AAA).BackgroundDiagnosis of a chronic life‐threatening disease affects the patients' as well as their partners' lives in different aspects. AAA, with rupture as the major consequence, is a life‐threatening disease that can affect the whole family. Screening programmes for AAA have been introduced in several countries to reduce the mortality rate. Although the awareness of having an AAA influences the individuals' quality of life and well‐being, it is still unclear how it affects their partners.DesignQualitative descriptive design.MethodsTwenty‐one partners of men with AAA were purposely selected to participate in individual semi‐structured interviews between August 2017–February 2018 in Sweden. Data were transcribed and imported into NVivo‐12®. The data were analysed using qualitative content analysis. The study conforms to the COREQ checklist.ResultsThree cat...
Journal of Clinical Nursing, 2018
Aims and objectives: To explore the variation of registered nurses' conceptions of the profession... more Aims and objectives: To explore the variation of registered nurses' conceptions of the professional work in contemporary somatic health care. Background: The turnover of registered nurses has consistently been high in recent years. This implies that competence is at risk of disappearing from patient care, which might lead to an increase in organisational costs and a decreased quality of care. Therefore, management at all levels within healthcare organisations is trying to find ways to make use of available nursing resources more efficiently. This could imply new views on nurses' professional work in future. Design: Qualitative design with a phenomenographic approach. Methods: Semistructured interviews with registered nurses in somatic care. Result: Four descriptive categories emerged: registered nurse as an expert in nursing, registered nurse as a close collaborator to the patients, registered nurse as a coordinator and leader and registered nurse as an administrator. Conclusions: The registered nurses' conception of their work is being experts in nursing and having a key role in leading the care forward. They perceive that they are important in coordinating the care to guarantee that the patient receives the right competence. Registered nurses perceive their work to be most important when working in close interaction with the patients, whereas the organisation is perceived as an obstacle to achieve this. Relevance to clinical practice: This result may be a contribution to understand what registered nurses conceive is their work. The result can also help identifying factors influencing registered nurses intent to stay. Thus, it is of importance for managers to involve the professionals in the development of clinical care, as well as allowing professionals to influence higher-level organisational changes to ensure quality in care and patient safety.
European Journal of Vascular and Endovascular Surgery, 2019
Nurse Education in Practice, 2019
Safe drug calculation is important in nursing as insufficient skills pose a risk to patient safet... more Safe drug calculation is important in nursing as insufficient skills pose a risk to patient safety. Therefor solid education in mathematics for undergraduate nursing students must be provided. To support nursing students' skills in drug calculation, a web-based learning platform for drug calculation was created. The aim of this study was to investigate nursing students' experiences of a web-based learning platform for drug calculation in terms of usability and learning support. The study was a cross-sectional comparative study. Ninety-five nursing students participated, out of which 46 students were in semester one and 49 students were in semester six. A questionnaire was used to evaluate the nursing students' experiences of a web-based learning platform for drug calculation in terms of usability and learning support. The findings were informed by statistical and thematic analyses. The majority of the participants evaluated the platform positively. The platform was deemed useful, and it was a support for the nursing students' learning. These findings provide that a web-based learning platform for drug calculation can be used as a complement to traditional lectures. Nevertheless, further research is required focusing teaching strategies facilitating different learning styles and level of computer skills.
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Papers by Elisabeth Carlson