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  • 1.
    Andersson, Petra Lilja
    et al.
    Lund Univ, Dept Hlth Sci, Lund, Sweden..
    Ahlner-Elmqvist, Marianne
    Lund Univ, Dept Hlth Sci, Lund, Sweden..
    Johansson, Unn-Britt
    Sophiahemmet Univ Coll, Stockholm, Sweden.;Karolinska Inst, Dept Clin Sci, Danderyd Hosp, Div Med, Stockholm, Sweden..
    Larsson, Maria
    Karlstad Univ, Dept Nursing, Karlstad, Sweden..
    Ziegert, Kristina
    Halmstad University, School of Health and Welfare, Centre of Research on Welfare, Health and Sport (CVHI).
    Nursing students' experiences of assessment by the Swedish National Clinical Final Examination2013In: Nurse Education Today, ISSN 0260-6917, E-ISSN 1532-2793, Vol. 33, no 5, p. 536-540Article in journal (Refereed)
    Abstract [en]

    The Swedish National Clinical Final Examination (NCFE) was established in 2007 in order to examine nursing students' clinical competence upon completing their Bachelor's degree in nursing. The NCFE constitutes an innovative method of examination, divided into two parts: a written and bedside test. The aim of this study was to evaluate nursing students' experiences of being assessed by means of the NCFE, in order to obtain information that could be used to improve the examination. A survey was conducted using a questionnaire with open-ended questions concerning the written and the bedside part of the NCFE. The answers from 577 third-year nursing students were analysed using content analysis. The nursing students regarded the NCFE as promoting further learning and as an important means of quality assurance. Its comprehensive nature was perceived to tie the education together and contributed to the students' awareness of their own clinical competence. The strengths of the NCFE especially highlighted were its high degree of objectivity and the fact that it took place in a natural setting. However, the students felt that the NCFE did not cover the entire nursing programme and that it caused stress. It thus appears to be important to reconsider the written theoretical part of the examination and to standardise the bedside part. (C) 2011 Elsevier Ltd. All rights reserved.

  • 2.
    Forsberg, Elenita
    et al.
    Halmstad University, School of Social and Health Sciences (HOS), Centre of Research on Welfare, Health and Sport (CVHI).
    Georg, Carina
    Dept. of Neurobiology, Care Sciences and Society (NVS), Division of Nursing, Karolinska Institutet, Stockholm, Sweden.
    Ziegert, Kristina
    Halmstad University, School of Social and Health Sciences (HOS), Centre of Research on Welfare, Health and Sport (CVHI).
    Fors, Uno
    Dept. of Learning, Informatics, Management and Ethics (LIME), Karolinska Institutet, Stockholm, Sweden.
    Virtual patients for assessment of clinical reasoning in nursing: A pilot study2011In: Nurse Education Today, ISSN 0260-6917, E-ISSN 1532-2793, Vol. 31, no 8, p. 757-762Article in journal (Refereed)
    Abstract [en]

    In different nursing programmes, one important learning outcome is clinical reasoning (CR) skills. However, to date, there is limited number of methods available for assessment of CR skills; especially for distance-based courses. This study investigates students' opinions about the feasibility of using Virtual Patients (VPs) for assessing CR in nursing education. VPs were introduced as an assessment tool in three different nursing courses at two universities, comprising 77 students in total. Students' overall acceptance of this assessment tool, including its applicability to the practise of nursing and the potential of VP-based assessment as a learning experience, were investigated using questionnaires. Course directors used the Web-SP system to assess students' interactions with VPs and their answers regarding diagnoses, caring procedures and their justifications. Students' found the VP cases to be realistic and engaging, and indicate a high level of acceptance for this assessment method. In addition, the students' indicated that VPs were good for practising their clinical skills, although some would prefer that the VP system be less "medical" and asked for more focus on nursing. Although most students supplied correct diagnoses and made adequate clinical decisions, there was a wide range in their ability to explain their clinical reasoning processes. (C) 2010 Elsevier Ltd. All rights reserved.

  • 3.
    Forsberg, Elenita
    et al.
    Halmstad University, School of Health and Welfare, Centre of Research on Welfare, Health and Sport (CVHI). Dept. of Clinical Sciences, Intervention and Technology (CLINTEC), Karolinska Institutet, Stockholm, Sweden.
    Ziegert, Kristina
    Halmstad University, School of Health and Welfare, Centre of Research on Welfare, Health and Sport (CVHI).
    Hult, Håkan
    Dept. of Clinical Sciences, Intervention and Technology (CLINTEC), Karolinska Institutet, Stockholm, Sweden.
    Fors, Uno
    Dept. of Computer and Systems Sciences (DSV), Stockholm University, Stockholm, Sweden.
    Clinical reasoning in nursing, a think-aloud study using virtual patients – A base for an innovative assessment2013In: Nurse Education Today, ISSN 0260-6917, E-ISSN 1532-2793, Vol. 34, no 4, p. 538-542Article in journal (Refereed)
    Abstract [en]

    In health-care education, it is important to assess the competencies that are essential for the professional role. To develop clinical reasoning skills is crucial fornursing practice and therefore an important learning outcome in nursing education programmes. Virtual patients (VPs) are interactive computer simulations of real-life clinical scenarios and have been suggested for use not only for learning, but also for assessment of clinical reasoning. The aim of this study was to investigate how experienced paediatric nurses reason regarding complex VP cases and how they make clinical decisions. The study was also aimed to give information about possible issues that should be assessed in clinical reasoning exams for post-graduate students in diploma specialist paediatric nursing education. The information from this study is believed to be of high value when developing scoring and grading models for a VP-based examination for the specialist diploma in paediatricnursing education. Using the think-aloud method, data were collected from 30 RNs working in Swedish paediatric departments, and child or school health-care centres. Content analysis was used to analyse the data. The results indicate that experienced nurses try to consolidate their hypotheses by seeing a pattern and judging the value of signs, symptoms, physical examinations, laboratory tests and radiology. They show high specific competence but earlier experience of similar cases was also of importance for the decision making. The nurses thought it was an innovative assessment focusing on clinical reasoning and clinical decision making. They thought it was an enjoyable way to be assessed and that all three main issues could be assessed using VPs. In conclusion, VPs seem to be a possible model for assessing the clinical reasoning process and clinical decision making, but how to score and grade such exams needs further research. © 2013 Elsevier Ltd. All rights reserved.

  • 4.
    Forsberg, Elenita
    et al.
    Halmstad University, School of Health and Welfare, Centre of Research on Welfare, Health and Sport (CVHI).
    Ziegert, Kristina
    Halmstad University, School of Health and Welfare, Centre of Research on Welfare, Health and Sport (CVHI).
    Hult, Håkan
    Department of Clinical Sciences, Intervention and Technology (CLINTEC), Karolinska Institutet, Stockholm, Sweden .
    Fors, Uno
    Department of Computer and Systems Sciences (DSV), Stockholm University, Stockholm, Sweden .
    Evaluation of a novel scoring and grading model for VP-based exams in postgraduate nurse education2015In: Nurse Education Today, ISSN 0260-6917, E-ISSN 1532-2793, Vol. 35, no 12, p. 1246-1251Article in journal (Refereed)
    Abstract [en]

    For Virtual Patient-based exams, several scoring and grading methods have been proposed, but none have yet been validated. The aim of this study was to evaluate a new scoring and grading model for VP-based exams in postgraduate paediatric nurse education.The same student group of 19 students performed a VP-based exam in three consecutive courses. When using the scoring and grading assessment model, which contains a deduction system for unnecessary or unwanted actions, a progression was found in the three courses: 53% of the students passed the first exam, 63% the second and 84% passed the final exam. The most common reason for deduction of points was due to students asking too many interview questions or ordering too many laboratory tests.The results showed that the new scoring model made it possible to judge the students' clinical reasoning process as well as their progress. © 2015 Elsevier Ltd.

  • 5.
    Stickley, Theodore
    et al.
    School of Health Sciences, Faculty of Medicine & Health Sciences, University of Nottingham, Institute of Mental Health Building, Triumph Road, Innovation Park, Nottingham, United Kingdom.
    Higgins, Agnes
    School of Nursing and Midwifery, Trinity College Dublin, Dublin, Ireland.
    Meade, Oonagh
    School of Health Sciences, Faculty of Medicine & Health Sciences, University of Nottingham, Nottingham, United Kingdom.
    Sitvast, Jan
    University of Applied Sciences HU, Utrecht, Netherlands.
    Doyle, Louise
    School of Nursing and Midwifery, Trinity College Dublin, Dublin, Ireland.
    Ellilä, Heikki
    Dep. Health and Wellbeing, Turku University of Applied Sciences, Turku, Finland.
    Jormfeldt, Henrika
    Halmstad University, School of Health and Welfare, Centre of Research on Welfare, Health and Sport (CVHI), The Wigforss Group.
    Keogh, Brian
    School of Nursing and Midwifery, Trinity College Dublin 2, Dublin, Ireland.
    Lahti, Mari
    University of Applied Science Turku, Turku, Finland.
    Skärsäter, Ingela
    Halmstad University, School of Health and Welfare, Centre of Research on Welfare, Health and Sport (CVHI), Health promotion and disease prevention.
    Vuokila-Oikkonen, Paivi
    Diaconia University of Applied Sciences Uusikatu, Oulu, Finland.
    Kilkku, Nina
    Tampere University of Applied Sciences, Tampere, Finland.
    From the rhetoric to the real: A critical review of how the concepts of recovery and social inclusion may inform mental health nurse advanced level curricula – the eMenthe project2016In: Nurse Education Today, ISSN 0260-6917, E-ISSN 1532-2793, Vol. 37, p. 155-163Article, review/survey (Refereed)
    Abstract [en]

    Objectives

    This critical review addresses the question of how the concepts of recovery and social inclusion may inform mental health nurse education curricula at Master's level in order to bring about significant and positive change to practice.

    Design

    This is a literature-based critical review incorporating a rapid review. It has been said that if done well, this approach can be highly relevant to health care studies and social interventions, and has substantial claims to be as rigorous and enlightening as other, more conventional approaches to literature (Rolfe, 2008).

    Data sources

    In this review, we have accessed contemporary literature directly related to the concepts of recovery and social inclusion in mental health.

    Review methods

    We have firstly surveyed the international literature directly related to the concepts of recovery and social inclusion in mental health and used the concept of emotional intelligence to help consider educational outcomes in terms of the required knowledge, skills and attitudes needed to promote these values-based approaches in practice.

    Results

    A number of themes have been identified that lend themselves to educational application. International frameworks exist that provide some basis for the developments of recovery and social inclusion approaches in mental health practice, however the review identifies specific areas for future development.

    Conclusions

    This is the first article that attempts to scope the knowledge, attitudes and skills required to deliver education for Master's level mental health nurses based upon the principles of recovery and social inclusion. Emotional intelligence theory may help to identify desired outcomes especially in terms of attitudinal development to promote the philosophy of recovery and social inclusive approaches in advanced practice. Whilst recovery is becoming enshrined in policy, there is a need in higher education to ensure that mental health nurse leaders are able to discern the difference between the rhetoric and the reality. © Elsevier Ltd. 2015

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