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Westerbotn, MargaretaORCID iD iconorcid.org/0000-0002-7573-3570
Publications (10 of 38) Show all publications
Henttonen, A., Westerbotn, M., Scheja, M., Fossum, B. & Teräs, M. (2023). Exploring writing a bachelor's thesis as a tool for students’ learning in nursing: A qualitative interview study from an activity theoretical perspective. Nordic journal of nursing research, 43(2)
Open this publication in new window or tab >>Exploring writing a bachelor's thesis as a tool for students’ learning in nursing: A qualitative interview study from an activity theoretical perspective
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2023 (English)In: Nordic journal of nursing research, ISSN 2057-1585, E-ISSN 2057-1593, Vol. 43, no 2Article in journal (Refereed) Published
Abstract [en]

Nursing education prepares students for both academia and practice; however, the contribution of writing a bachelor’s thesis in learning nursing is overlooked. The aim of the present study was to explore the role of a bachelor thesis as a learning tool in nursing. A total of 15 nursing students were individually interviewed using semi-structured questions. The data were analyzed using thematic analysis, and the activity theoretical concept of a tool was subsequently applied. The results were reported in accordance with COREQ for qualitative research. The findings identified writing a bachelor’s thesis as a ‘Personal tool’ and a ‘Systemic tool for learning nursing’. The personal tool was related to ‘Preparation for patient encounters in working life’ and ‘Discovering bodily mechanisms of disease or health’. The systemic tool was related to ‘Enabling to impact on the organization of work and stakeholders’ and ‘Facilitating knowledge of the links between patient groups and common diseases’. The study discusses and concludes that a bachelor’s thesis represents both a personal and a systemic tool that embodies nursing knowledge, preparing students for their future work as registered nurses. An implication for contemporary nursing is that a bachelor’s thesis may serve as a boundary-crossing tool that transcends the school, workplace, and even society.

Keywords
Nursing education, Personal knowledge, Systematic knowledge, Thematic analysis
National Category
Nursing
Identifiers
urn:nbn:se:shh:diva-5028 (URN)10.1177/20571585231167656 (DOI)
Available from: 2023-10-06 Created: 2023-10-06 Last updated: 2023-10-12Bibliographically approved
Westerbotn, M., Monfors, F., Reusser, J. & Tyrrell, M. (2023). Promoting health and preventing malnutrition among children in rural Bangladesh: A qualitative study. Nursing Open, 10(8), 5693-5700
Open this publication in new window or tab >>Promoting health and preventing malnutrition among children in rural Bangladesh: A qualitative study
2023 (English)In: Nursing Open, E-ISSN 2054-1058, Vol. 10, no 8, p. 5693-5700Article in journal (Refereed) Published
Abstract [en]

AIM: To describe community healthcare professionals' experiences of preventing malnutrition among children in rural Bangladesh.

METHODS: A descriptive qualitative study with a total of seven healthcare professionals were recruited from a non-governmental organisation in rural Bangladesh. Individual in-depth interviews were conducted in November 2018 using a semi-structured interview guide. The audio-recorded interviews were transcribed verbatim and analysed manually using content analysis.

RESULTS: The data analysis resulted in two main categories: Implementation and practices in preventing malnutrition and Challenges in working with prevention of malnutrition. Education was considered an important and essential preventative intervention. Healthcare professionals faced challenges in their work in relation to socio-cultural and climate factors. The findings indicate how healthcare professional identified the need for increased knowledge and resources in the community to promote nutritional health in children.

Keywords
Bangladesh, Children, Health promotion, Healthcare professional's experience, Prevention
National Category
Public Health, Global Health, Social Medicine and Epidemiology
Identifiers
urn:nbn:se:shh:diva-4923 (URN)10.1002/nop2.1815 (DOI)37199013 (PubMedID)
Available from: 2023-05-26 Created: 2023-05-26 Last updated: 2023-08-23Bibliographically approved
Henttonen, A., Ahlberg, K., Scheja, M., Fossum, B. & Westerbotn, M. (2023). Students’ ways of experiencing writing a bachelor’s thesis: A phenomenographic interview study. Higher Education Research and Development, 42(7), 1640-1653
Open this publication in new window or tab >>Students’ ways of experiencing writing a bachelor’s thesis: A phenomenographic interview study
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2023 (English)In: Higher Education Research and Development, ISSN 0729-4360, E-ISSN 1469-8366, Vol. 42, no 7, p. 1640-1653Article in journal (Refereed) Published
Abstract [en]

A bachelor’s thesis can be characterized as a proof of basic research and a trajectory of academic writing. This study addresses students’ ways of experiencing the writing process at the halfway stage, astage that has been ignored in research. In a phenomenographic interview-study design, semi-structured interviews with 15 nursing students were carried out. A phenomenographic analysisof the data represents an outcome space with four categories ofways of experiencing writing: A. Structure, B. Comparison, C. Shift, and D. Relation. The categories of ways of experiencing thewriting of a bachelor’s thesis constitute a range of foci, fromsolitary writing and assurance of the textual structure to a shared understanding, discussion, and transformation. This study confirms that sharing the preparation of texts in groups at the halfway stage can promote academic and relational  skills.Conclusions address the nature of academic writing at the halfway stage and discuss potential pedagogical implications ofthe transformation from writing for oneself to writing for others, across disciplines and beyond academic levels.

Keywords
Academic writing, Phenomenography, Student experience
National Category
Nursing
Identifiers
urn:nbn:se:shh:diva-5025 (URN)10.1080/07294360.2023.2174085 (DOI)
Available from: 2023-10-06 Created: 2023-10-06 Last updated: 2023-10-06Bibliographically approved
Lundell Rudberg, S., Lachmann, H., Sormunen, T., Scheja, M. & Westerbotn, M. (2023). The impact of learning styles on attitudes to interprofessional learning among nursing students: A longitudinal mixed methods study. BMC Nursing, 22, Article ID 68.
Open this publication in new window or tab >>The impact of learning styles on attitudes to interprofessional learning among nursing students: A longitudinal mixed methods study
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2023 (English)In: BMC Nursing, ISSN 1472-6955, E-ISSN 1472-6955, Vol. 22, article id 68Article in journal (Refereed) Published
Abstract [en]

BACKGROUND: A functional interprofessional teamwork improves collaborative patient-centred care. Participation in interprofessional education promotes cooperation after graduation. Individuals tend to use different approaches to learning depending on their individual preferences. The purpose of this study was to explore nursing students' experiences of professional development with a focus on the relationship between attitudes to interprofessional learning and learning styles.

METHODS: A longitudinal parallel mixed-methods design. The study was carried out at a Swedish three-year nursing program from August 2015 to January 2020. On enrolment, thirty-four students self-assessed their attitudes to interprofessional learning according to the Readiness for Interprofessional Learning Scale, and their learning style according to Kolbs' Learning Style Inventory. In the final semester the students participated in an interview focusing on their experiences and perceptions of teamwork and they self-assessed their attitudes to interprofessional learning again.

RESULTS: Our findings indicated that 64.7% had a predominantly concrete learning style and 35.3% had a predominantly reflective learning style. No significant relationship with internal consistency reliability was identified among the participants between attitudes to interprofessional learning and learning styles. The content analysis resulted in four main categories: Amazing when it's functional; Deepened insight of care; Increased quality of care; Understanding own profession which were summarized in the theme: Well-functioning teams improve patients' outcome and working environment.

CONCLUSION: The students' attitudes to interprofessional learning were positive and it was considered as an opportunity to participate in interprofessional cooperation during internship. Transformative learning is a useful strategy in fostering interprofessional relationships due to the interdependence of various professions in interprofessional teams. When students are guided to use reflection to develop new perspectives and meaning structures, they acquire emotional and rational skills beneficial for interprofessional cooperation.

Keywords
Attitude, Collaborative learning, Interprofessional learning, Learning styles, Nursing Education Research, RIPLS, Students, nursing
National Category
Nursing
Identifiers
urn:nbn:se:shh:diva-4774 (URN)10.1186/s12912-023-01225-9 (DOI)36915072 (PubMedID)
Available from: 2023-04-03 Created: 2023-04-03 Last updated: 2024-01-09Bibliographically approved
Lundell Rudberg, S., Sormunen, T., Westerbotn, M., Scheja, M. & Lachmann, H. (2023). Undergraduate students' experiences of development into professional nursing. In: : . Paper presented at 9th International Clinical Skills Conference (ICSC), Prato, Italien, 21-24 maj 2023.
Open this publication in new window or tab >>Undergraduate students' experiences of development into professional nursing
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2023 (English)Conference paper, Oral presentation with published abstract (Other academic)
National Category
Nursing
Identifiers
urn:nbn:se:shh:diva-5092 (URN)
Conference
9th International Clinical Skills Conference (ICSC), Prato, Italien, 21-24 maj 2023
Available from: 2023-12-20 Created: 2023-12-20 Last updated: 2023-12-20Bibliographically approved
Weman, A., Andersson, H., Ursing, J. & Westerbotn, M. (2022). God handhygien på sjukhus ur ett patientperspektiv. In: : . Paper presented at Hygiendagarna, Jönköping, 26-28 april 2022.
Open this publication in new window or tab >>God handhygien på sjukhus ur ett patientperspektiv
2022 (Swedish)Conference paper, Poster (with or without abstract) (Other academic)
National Category
Nursing
Identifiers
urn:nbn:se:shh:diva-4714 (URN)
Conference
Hygiendagarna, Jönköping, 26-28 april 2022
Available from: 2023-01-18 Created: 2023-01-18 Last updated: 2023-01-18Bibliographically approved
Weman, A., Andersson, H., Ursing, J. & Westerbotn, M. (2022). Perifer venkateter ur ett patientperspektiv. In: : . Paper presented at Hygiendagarna, Jönköping, 26–28 april 2022.
Open this publication in new window or tab >>Perifer venkateter ur ett patientperspektiv
2022 (Swedish)Conference paper, Poster (with or without abstract) (Other academic)
National Category
Nursing
Identifiers
urn:nbn:se:shh:diva-4708 (URN)
Conference
Hygiendagarna, Jönköping, 26–28 april 2022
Available from: 2023-01-13 Created: 2023-01-13 Last updated: 2023-01-18Bibliographically approved
Lundell Rudberg, S., Westerbotn, M., Sormunen, T., Scheja, M. & Lachmann, H. (2022). Undergraduate nursing students' experiences of becoming a professional nurse: A longitudinal study. BMC Nursing, 21(1), Article ID 219.
Open this publication in new window or tab >>Undergraduate nursing students' experiences of becoming a professional nurse: A longitudinal study
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2022 (English)In: BMC Nursing, ISSN 1472-6955, E-ISSN 1472-6955, Vol. 21, no 1, article id 219Article in journal (Refereed) Published
Abstract [en]

BACKGROUND: During education it is essential for nursing students to develop professionalism in nursing. Nurses are placed in situations based on trust, and it is crucial that their patients have confidence in them to provide professional and safe care. A key period in nursing students' development of a professionalism occurs during training when students gain knowledge and skills that separate nurses as professional healthcare workers from laypeople. The purpose of this study was to investigate nursing students' experiences of professional competence development during education.

METHODS: A longitudinal study was carried out using qualitative content analysis with a manifest inductive approach. Thirty-four students enrolled in a Swedish three-year nursing program, from August 2015 to January 2017 were interviewed on four occasions.

RESULTS: The results revealed that students' professional role developed gradually. The students' started their education with dreams and a naive understanding of the profession, but their understanding of the complexity of the nursing profession gradually evolved. Students became theoretically equipped at the university and developed clinical skills through practice. Students' focus went from mastering medical technology to a more holistic approach. Before graduating, students felt ready but not fully trained.

CONCLUSIONS: Our findings indicate a discrepancy between the content of the theoretical education and the clinical settings since students identified a lack of evidence-based practice. A solid theoretical education before entering clinical training offered students possibilities for reflecting on evidence-based practice and the clinical settings. The realization that there is always potential for professional improvement can be interpreted as an emerging awareness, and development of professionalism. It is clear that students could benefit from increased collaborative work between clinical supervisors and faculty staff at the university.

Keywords
Education, Emotions, Nursing, Professional Competence, Professionalism, Qualitative study, Students
National Category
Nursing
Identifiers
urn:nbn:se:shh:diva-4586 (URN)10.1186/s12912-022-01002-0 (DOI)35933339 (PubMedID)
Available from: 2022-09-27 Created: 2022-09-27 Last updated: 2023-05-04Bibliographically approved
Lundell Rudberg, S., Westerbotn, M., Scheja, M. & Lachmann, H. (2022). Views on education and upcoming profession among newly admitted students at a Swedish baccalaureate nursing program: A descriptive mixed method study. Nurse Education in Practice, 63, Article ID 103393.
Open this publication in new window or tab >>Views on education and upcoming profession among newly admitted students at a Swedish baccalaureate nursing program: A descriptive mixed method study
2022 (English)In: Nurse Education in Practice, ISSN 1471-5953, E-ISSN 1873-5223, Vol. 63, article id 103393Article in journal (Refereed) Published
Abstract [en]

AIM: The aim of this study was to investigate newly admitted nursing students' views on nursing education and their future profession.

BACKGROUND: Students' choice of education can be influenced by societal and familial values and among nursing students' altruistic motives are common. Students', conceptions, expectations and doubts combined with their orientations to learning affect their ability to successfully cope with studies in higher education.

DESIGN: A descriptive design using mixed method.

METHODS: This mixed-method study is based on 126 qualitative semi-structured interviews and 158 questionnaires with newly admitted nursing students. The data collection was conducted during their first six weeks of education. Collected data were analyzed using content analysis and descriptive statistics. This study was conducted and reported in accordance with the COREQ checklist.

RESULTS: The overarching theme: "Making a difference if managing to become a professional nurse", describing students' dichotomous emotions of expectations and doubts in relation to their conceptions, emerged from seven main categories. Students' ratings of emotions revealed high ambition and motivation. Fears and worries about uncertainty expressed in interviews correlated with ratings of negative emotions.

CONCLUSION: Newly admitted nursing students think highly of the nursing profession and upcoming education. Students put faith in their own ability which is accompanied by doubts derived from uncertainty about forthcoming demands in academic, clinical and personal settings. Understanding of students' conceptions, expectations, doubts and their orientations to learning could be helpful in guiding them to acquire the nurse competencies necessary to become professional nurses that are able to handle complex situations.

Keywords
Altruism, Emotions, Intention, Learning, Motivation, Nursing, Occupations, Perception, Students, Uncertainty
National Category
Nursing
Identifiers
urn:nbn:se:shh:diva-4563 (URN)10.1016/j.nepr.2022.103393 (DOI)35797832 (PubMedID)
Available from: 2022-08-31 Created: 2022-08-31 Last updated: 2023-05-04Bibliographically approved
Henttonen, A., Fossum, B., Scheja, M., Teräs, M. & Westerbotn, M. (2021). Nursing students' expectations of the process of writing a bachelor's thesis in Sweden: A qualitative study. Nurse Education in Practice, 54, Article ID 103095.
Open this publication in new window or tab >>Nursing students' expectations of the process of writing a bachelor's thesis in Sweden: A qualitative study
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2021 (English)In: Nurse Education in Practice, ISSN 1471-5953, E-ISSN 1873-5223, Vol. 54, article id 103095Article in journal (Refereed) Published
Abstract [en]

While performing various academic work, such as writing a bachelor's thesis, are known to be challenging for university students, less is known about students' expectations in this regard.

AIM: The aim was to describe students' expectations of the upcoming process of writing a bachelor's thesis.

DESIGN: The study employed an explorative, qualitative approach with a single, written open-ended question design.

METHODS: The data were collected consecutively 2013-2016 in class. A total of 93 final-year students volunteered and provided hand-written accounts which were analyzed using qualitative content analysis.

RESULTS: The students' accounts revealed three generic categories of expectations: Gaining professional knowledge and competency, Planning and organizing the work, and Taking stock of personal resources. Writing a bachelor's thesis was a new challenge for most of the students and the answers testify to mixed feelings about the upcoming work and its supervision.

CONCLUSIONS: The nursing students' expectations included present and future competencies, skills and abilities. In promoting development of transferable skills and knowledge, educators of future health-care professionals would be well advised to invite students to reflect on and discuss, their expectations prior to writing a bachelor's thesis and similar academic student papers. This study adds to the research on students' studying and learning in nursing education by bringing to the fore students' expectations of academic learning tasks as an important aspect to consider in higher education contexts, both nationally and internationally.

Keywords
Competence, Education, Expectations, Nursing students, Research, Theses
National Category
Nursing
Identifiers
urn:nbn:se:shh:diva-4116 (URN)10.1016/j.nepr.2021.103095 (DOI)34049033 (PubMedID)
Available from: 2021-06-22 Created: 2021-06-22 Last updated: 2023-10-06Bibliographically approved
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Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0002-7573-3570

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