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Öijervall, Jörgen
Publications (3 of 3) Show all publications
Öijervall, J. & Jormfeldt, H. (2013). Främjande faktorer för professionell utveckling i processorienterad omvårdnadshandledning i grupp: Sjuksköterskors erfarenheter ett år efter avslutad sjuksköterskeutbildning. Vård i Norden, 33(1), 9-13
Open this publication in new window or tab >>Främjande faktorer för professionell utveckling i processorienterad omvårdnadshandledning i grupp: Sjuksköterskors erfarenheter ett år efter avslutad sjuksköterskeutbildning
2013 (Swedish)In: Vård i Norden, ISSN 0107-4083, E-ISSN 1890-4238, Vol. 33, no 1, p. 9-13Article in journal (Refereed) Published
Abstract [en]

The aim of this study was to describe nurses' experiences of factors enhancing professional development trough process-oriented group super- vision, one year after completed nursing education. The objective of process-oriented group supervision in nursing care is to support students’ development of their ability to manage complex care situations. The attitude of the supervisor and the students’ willingness to reflect on them- selves have been described as playing key roles in process-oriented group supervision during nursing education. The link to nursing science has also been described as significant by several researchers, but some supervisors are not using nursing science as a foundation in group supervision for nurses. The analysis was completed using a qualitative content analysis method based on interviews with 18 nurses resulting in the general theme “Process oriented pedagogy” which is presented in three categories: Supervisor’s character, Pedagogical strategy and Reflective communication. The findings suggest that the supervisor's personal qualities in combination with an inspiring structure are impor- tant to promote the participants’ reflective communication during the group supervision sessions. Reflective communication supports the students’ development towards a deeper professional knowledge. Further research should focus on the use of nursing science as a foundation in clinical process-oriented group supervision.

Place, publisher, year, edition, pages
Oslo: Sykepleiernes Samarbeid i Norden / Northern Nurses Federation, 2013
Keywords
nursing education, process-oriented supervision, reflection, qualitative content analysis
National Category
Nursing
Identifiers
urn:nbn:se:hh:diva-21672 (URN)
Note

Title in English: Promoting Factors for Professional Development in Process-Oriented Group Supervision. – Nurses Experiences One Year After Completed Nursing Degree.

Available from: 2013-03-22 Created: 2013-03-22 Last updated: 2018-03-22Bibliographically approved
Öijervall, J. & Jormfeldt, H. (2013). Promoting factors for professional development in process oriented group supervision. Nurses experiences one year after completed nursing degree. In: Breaking Barriers 2013: . Paper presented at Breaking Barriers, The Nordic Conference of Mental Health Nursing, Reykjavík, Iceland, 11-13 September, 2013 (pp. 43-44).
Open this publication in new window or tab >>Promoting factors for professional development in process oriented group supervision. Nurses experiences one year after completed nursing degree
2013 (English)In: Breaking Barriers 2013, 2013, p. 43-44Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

The aim of this study was to describe nurses' experiences of factors enhancing professional development trough process-oriented group supervision, one year after completed nursing education. The objective of process-oriented group supervision in nursing care is to support students’ development of their ability to manage complex care situations. The attitude of the supervisor and the students’willingness to reflect on themselves have been described as playing key roles in process-oriented group supervision during nursing education. The link to nursing science has also been described as significant by several researchers, but some supervisors are not using nursing science as a foundation in group supervision for nurses. The analysis was completed using a qualitative content analysis method based on interviews with 18 nurses resulting in the general theme “Process oriented pedagogy” which is presented in three categories: Supervisor’s character, Pedagogical strategy and Reflective communication. The findings suggest that the supervisor's personal qualities in combination with an inspiring structure are important to promote the participants’ reflective ommunication during the group supervision sessions. Reflective communication supports the students’ development towards a deeper professional knowledge. Further research should focus on the use of nursing science as a foundation in clinical process-oriented group supervision.

Keywords
nurses, nursing education, process-oriented supervision, reflection, qualitative content analysis
National Category
Nursing
Identifiers
urn:nbn:se:hh:diva-23555 (URN)
Conference
Breaking Barriers, The Nordic Conference of Mental Health Nursing, Reykjavík, Iceland, 11-13 September, 2013
Available from: 2013-09-14 Created: 2013-09-14 Last updated: 2018-03-22Bibliographically approved
Arvidsson, B., Skärsäter, I., Öijervall, J. & Fridlund, B. (2008). Process-oriented group supervision implemented during nursing education: nurses’ conceptions 1 year after their nursing degree. Journal of Nursing Management, 16(7), 868-875
Open this publication in new window or tab >>Process-oriented group supervision implemented during nursing education: nurses’ conceptions 1 year after their nursing degree
2008 (English)In: Journal of Nursing Management, ISSN 0966-0429, E-ISSN 1365-2834, Vol. 16, no 7, p. 868-875Article in journal (Refereed) Published
Abstract [en]

AIM: To describe the variation in how nurses conceive process-oriented group supervision, implemented during nursing education, 1 year after their nursing degree. BACKGROUND: Process-oriented group supervision can be an effective support system for helping nursing students and nurses to reflect on their activities. METHODS: A descriptive qualitative design was chosen for the study. Conceptions were collected through interviews with 18 strategically selected Swedish nurses in 2005. RESULTS: Three descriptive categories comprising seven conceptions were emerged. Supportive actions comprised: a sense of security, belonging and encouragement. Learning actions involved: sharing and reflecting while developmental actions described: enabling professional identity and facilitating personal development. CONCLUSIONS: Process-oriented group supervision has a lasting influence on nurses' development. The possibility to reflect over new stances during nursing education was a prerequisite for the provision of high-quality care. Process-oriented group supervision can make an important contribution to nursing education. IMPLICATIONS: for Nursing Management Process-oriented group supervision provides nurses with the strength to achieve resilience to stress in their work. It may lead to autonomy as well as clarity in the nurse's professional function. This indicates the need for nurse managers to organize reflective group supervision as an integral part of the nurse's work.

Place, publisher, year, edition, pages
Oxford: Blackwell Publishing, 2008
Keywords
nurse, nursing education, nursing students, development, phenomenograhy, preceptorship, group supervision
National Category
Nursing
Identifiers
urn:nbn:se:hh:diva-2726 (URN)10.1111/j.1365-2834.2008.00925.x (DOI)000207691100013 ()19017250 (PubMedID)2-s2.0-54049091170 (Scopus ID)2082/3128 (Local ID)2082/3128 (Archive number)2082/3128 (OAI)
Available from: 2009-08-12 Created: 2009-08-12 Last updated: 2018-03-23Bibliographically approved
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