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  • 1. Hylin, Uffe
    et al.
    Nyholm, Helena
    Sophiahemmet University College.
    Mattiasson, Anne-Cathrine
    Sophiahemmet University College.
    Ponzer, Sari
    Interprofessional training in clinical practice on a training ward for healthcare students: a two-year follow-up2007In: Journal of Interprofessional Care, ISSN 1356-1820, Vol. 21, no 3, 277-88 p.Article in journal (Refereed)
    Abstract [en]

    This follow-up study describes the former students' lasting impressions of a two-week interprofessional course on a training ward aimed at enhancing the understanding of the roles of other professions and the importance of communication for teamwork and for patient care as well as providing an opportunity for profession-specific training. A questionnaire with both closed and open-ended questions was sent to 633 former students two years after the course and 348 (55%) responded. The course was rated as very good and most of the former students had lasting and positive impressions. Ninety-two percent of respondents encouraged teamwork in their present work and 90% wanted to retain the course. The qualitative analysis of the open-ended questions resulted in five categories describing students' perceptions: professional role development, working in teams, tutoring, patient care and future aspects of the course and real world practice. Our results suggest that interprofessional training during undergraduate education provides lasting impressions that may promote teamwork in students' future occupational life.

  • 2.
    Johansson, Unn-Britt
    et al.
    Sophiahemmet University.
    Kaila, Päivi
    Ahlner-Elmqvist, Marianne
    Leksell, Janeth
    Isoaho, Hannu
    Saarikoski, Mikko
    Clinical learning environment, supervision and nurse teacher evaluation scale: psychometric evaluation of the Swedish version2010In: Journal of Advanced Nursing, ISSN 0309-2402, E-ISSN 1365-2648, Vol. 66, no 9, 2085-93 p.Article in journal (Refereed)
    Abstract [en]

    This article is a report of the development and psychometric testing of the Swedish version of the Clinical Learning Environment, Supervision and Nurse Teacher evaluation scale. Background. To achieve quality assurance, collaboration between the healthcare and nursing systems is a pre-requisite. Therefore, it is important to develop a tool that can measure the quality of clinical education. The Clinical Learning Environment, Supervision and Nurse Teacher evaluation scale is a previously validated instrument, currently used in several universities across Europe. The instrument has been suggested for use as part of quality assessment and evaluation of nursing education. Methods. The scale was translated into Swedish from the English version. Data were collected between March 2008 and May 2009 among nursing students from three university colleges, with 324 students completing the questionnaire. Exploratory factor analysis was performed on the 34-item scale to determine construct validity and Cronbach's alpha was used to measure the internal consistency. Results. The five sub-dimensions identified in the original scale were replicated in the exploratory factor analysis. The five factors had explanation percentages of 60.2%, which is deemed sufficient. Cronbach's alpha coefficient for the total scale was 0.95, and varied between 0.96 and 0.75 within the five sub-dimensions. Conclusion. The Swedish version of Clinical Learning Environment, Supervision and Nurse Teacher evaluation scale has satisfactory psychometric properties and could be a useful quality instrument in nursing education. However, further investigation is required to develop and evaluate the questionnaire.

  • 3.
    Lachmann, Hanna
    Sophiahemmet University.
    Interprofessionellt lärande i verksamhetsförlagd utbildning2017In: Vårdpedagogik: vårdens kärnkompetenser från ett pedagogiskt perspektiv / [ed] Margret Lepp & Janeth Leksell, Stockholm: Liber, 2017, 1, 218-234 p.Chapter in book (Other academic)
  • 4.
    Lauffs, Monica
    et al.
    Sophiahemmet University College.
    Ponzer, Sari
    Saboonchi, Fredrik
    Sophiahemmet University College.
    Lonka, Kirsti
    Hylin, Uffe
    Mattiasson, Anne-Cathrine
    Sophiahemmet University College.
    Cross-cultural adaptation of the Swedish version of Readiness for Interprofessional Learning Scale (RIPLS)2008In: Medical education, ISSN 1365-2923, Vol. 42, no 4, 405-11 p.Article in journal (Refereed)
    Abstract [en]

    CONTEXT: Interprofessional learning activities in health care are being gradually introduced on an international basis and therefore cross-cultural and internationally collaborative research into the outcomes of these activities is needed. Hence, it is necessary not only to translate research instruments into the language of the culture in which they are to be used, but also to adapt them culturally if they are to fulfil the testing purposes for which they are intended. It is also necessary to test a translated instrument in order to ensure that it retains its intended psychometric properties. METHODS: In the present study, the Readiness for Interprofessional Learning Scale (RIPLS) was adapted for use in a Swedish student population. Cross-cultural adaptation was performed according to recommended guidelines. The Swedish version was tested on a group of students from various health care professions (n = 214). Cronbach's alpha coefficient was adopted to ensure internal consistency. RESULTS: Minor discrepancies during the different translation processes were identified and corrected. Confirmatory factor analysis suggests that the model had an acceptable fit, implying that the factor structure of the scale did not undergo any significant changes by being subjected to translation. The psychometric qualities of the instrument were comparable with those of the English-language version. CONCLUSIONS: This study presents the cross-cultural adaptation of the RIPLS and demonstrates that its subscale Teamwork and Collaboration is the only reliable subscale. The other 2 subscales (Professional Identity, and Roles and Responsibilities) probably require further scrutiny and development, at least in the Swedish population.

  • 5. Ponzer, Sari
    et al.
    Hylin, Uffe
    Kusoffsky, Ann
    Lauffs, Monica
    Sophiahemmet University College.
    Lonka, Kirsti
    Mattiasson, Anne-Cathrine
    Sophiahemmet University College.
    Nordström, Gun
    Interprofessional training in the context of clinical practice: goals and students' perceptions on clinical education wards2004In: Medical Education, ISSN 0308-0110, Vol. 38, no 7, 727-36 p.Article in journal (Refereed)
    Abstract [en]

    AIMS: This paper describes the context of interprofessional training on clinical education wards (CEWs) and reports students' perceptions of this type of interprofessional and professional training. CONTEXT: A 2-week interprofessional clinical course was designed for medical students in their surgical eighth term, and nursing, occupational therapy and physiotherapy students, all in their sixth term. Clinical tutors were responsible for the patients and also supervised the students. The goals for the students included: to provide the patients with good medical care, nursing and rehabilitation; to develop their own professional roles; to enhance their level of understanding of the other professions; to stress the importance of good communication for teamwork and for patient care; to enhance understanding of the role of the patient, and to become more aware of ethical aspects of health care. MATERIAL AND METHODS: A questionnaire developed by teachers from the 4 educational departments was used. A total of 962 students responded (78%). RESULTS: The CEWs provided the students with good clinical practice in terms of training in their own professions as well in learning more about the other professions. The importance of good communication for teamwork and for patient care was recognised. The quality of supervision and students' perception of their own professional roles were important factors regarding satisfaction with the CEW course. CONCLUSIONS: The CEW course seemed to provide the students with an opportunity to develop their own professional roles and their functions as team members.

  • 6.
    Prahl, Charlotte
    Sophiahemmet University.
    Den frånvarande dialogen: Om en utbildningssatsning inom demensvård2010Licentiate thesis, monograph (Other academic)
    Abstract [en]

    Educational investments may serve several purposes. They can be carried out in order to increase the students’ knowledge within a specific discipline, but also to increase the level of knowledge within an organization. ’Silviahemmet’ in Stockholm, which was inaugurated in the year of 1996, had as one of its objectives to become a school for education of assistant nurses working in the area of dementia care. The educational program had the aim to educate assistant nurses to become supervisors in dementia care, the assistant nurses should acquire an edge competence in the close care of patients with dementia. This educational investment has been investigated in order to study the significance an educational investment may have for a health care organization in which some of the health care personnel has participated in an education and moreover, to study how this knowledge is communicated within the organization.

    Thus, the overall purpose of my study is to describe and analyse the significance an educational investment is given, by the participating assistant nurses as well as by other health care personnel. The study was carried out during the year 2005 and concerned assistant nurses educated in the years between 1996 and 2001. Four different data gathering techniques were used; questionnaires, interviews, observations at two workplaces and conversations with health care personnel. The questionnaire concerned all 34 assistant nurses who had participated in specialist training in dementia care during this period. Seven persons were interviewed.

    Summing up my results, the knowledge that the assistant nurses have achieved from the education is theoretical and social knowledge of dementia. This constituted a platform to stand on for the assistant nurses in their work when meeting the patient

    An important result of the study, concerning the importance of the assistant nurses specialist training for other categories of health care personnel, is the lack of verbal communication between personnel categories that seems to be at hand. Furthermore, dialogues or shared reflections among the personnel could not be noticed. Often it was solely one-way communication that existed on the wards. A knowledge creating dialogue was missing. Questions were asked, but only regarding about "what" and "when" a work task should be performed, not "why" something should be carried out.

    An obstacle regarding the communication of new knowledge appears to be the gap existing between an educational investment and the everyday reality of the health care organization. The result of the study shows the importance of adopting the theoretical knowledge to the reality that the health care personnel is facing. Other obstacles seem to be status and hierarchies.

    The study showed that the assistant nurses working hours did not allow for educating health care personnel in dementia. There ought to be possibilities within the organization to make space for the use and communication of new knowledge through the supervising of health care personnel caring for elderly with dementia. This in turn may lead to better health care for elderly. This supervision could take the form of a dialogue and shared reflections concerning the patients and their need of health care.

  • 7.
    Randers, Ingrid
    et al.
    Sophiahemmet University College.
    Krakau, Ingvar
    Mattiasson, Anne-Cathrine
    Sophiahemmet University College.
    The activating instructional approach: a practical strategy for teaching ethical geriatric health care2004In: International Nursing Perspectives, ISSN 1592-6478, Vol. 4, no 1, 21-32 p.Article in journal (Other academic)
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