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  • 1.
    Berntsson, Tommy
    Halmstad University, School of Social and Health Sciences (HOS), Centre of Research on Welfare, Health and Sport (CVHI).
    Den prehospitala vårdrelationen ur ambulanssjuksköterskors perspektiv2010In: Forskningsseminarium 11 november 2010 Kunskapscentrum Prehospen, Högskolan i Borås.: Vårdande möten-möjligheter och hinder, 2010Conference paper (Other academic)
  • 2.
    Berntsson, Tommy
    Halmstad University, School of Health and Welfare, Centre of Research on Welfare, Health and Sport (CVHI).
    Den prehospitala vårdrelationens sakaspekt -skapar förutsättningar för att förstå och tillgodose personens behov2013In: PreHospen 2013: Prehospital vård för att värna om patientens hälsa, 2013Conference paper (Other academic)
    Abstract [en]

    Background: To be able to further develop the pre-hospital emergency care from a nursing perspective, both in the clinical setting and in the educational setting, it is important to get a better understanding and clarification of the pre-hospital nurse-patient relationship. Therefore, a study was conducted (Berntsson and Hildingh, 2012) to explore how the phases of the pre-hospital nurse–patient relationship described by Suserud (Dahlberg et al., 2003), emerge in 17 specialist ambulance nursing students (SANs) descriptions of ambulance missions. 

    Methods: The study has a descriptive design and uses a qualitative research method. An analysis method, qualitative content analysis with a directed approach, was used. A directed approach means that the analysis is based on existing theory or prior research (Hsieh and Shannon, 2005). In this study we decided to use Suserud’s description (Dahlberg et al., 2003) of the phases of the prehospital nurse–patient relationship to govern the analysis and the identification of categories. 

    Results: In the orientation phase of the pre-hospital nurse–patient relationship, there was an ongoing analysis process in which the SANSs were seeking to obtain an initial picture of the situation, this was made by: understand the situation with support from the EMD team, from a collegial discussion, from one’s own first assessment, from the patients and relatives or witnesses description, from the colleague’s actions, from some other health-care professional’s assessments and actions. 

    In the identification phase of the nurse–patient relationship, the SANSs made an extended assessment of the situation to understand the patient’s current needs, this was made by; assess the airway, the breathing, the circulation, the consciousness, the level and experience of pain, perform a head to toe assessment, collecting the patients’ health history and note aggravating environmental factors for care and transfer. 

    In the exploitation phase of the pre-hospital nurse–patient relationships, the SANSs focus was on the hands-on care of the patient, this was made by; provide care by managing ABC problems, assessing the cause for the disability problem, managing head-to toe problem, performing actions to prevent hypothermia, creating an intravenous access, managing pain problems, transferring the patient to the stretcher and the ambulance, assessing the patient’s vital signs and by selecting appropriate driving speed.

    In the resolution phase the SANSs targeted their attention towards the receiving care unit and the forthcoming care, this was made by; pre-warn or speak with the receiving unit, inform the patient about the continuing care in the receiving care unit, transfer the patient from the ambulance stretcher on the receiving unit, report to the receiving care unit, finish the nurse–patient relationship and follow up the patient’s condition.

    Conclusion: The results of the study show that the phases in the nurse–patient relationship, as described by Suserud (Dahlberg et al., 2003), appeared in the SANSs descriptions of ambulance missions. Furthermore, the study reveals that each phase of pre-hospital nurse–patient relationship includes several parts; these findings extend Suserud’s (Dahlberg et al., 2003) description.

  • 3.
    Berntsson, Tommy
    et al.
    Halmstad University, School of Health and Welfare, Centre of Research on Welfare, Health and Sport (CVHI).
    Hildingh, Cathrine
    Halmstad University, School of Health and Welfare, Centre of Research on Welfare, Health and Sport (CVHI).
    The nurse-patient relationship in pre-hospital emergency care: form the perspective of Swedish specialist ambulance nursing students2013In: International Emergency Nursing, ISSN 1755-599X, E-ISSN 1878-013X, Vol. 21, no 4, p. 257-263Article in journal (Refereed)
    Abstract [en]

    The development of the Swedish ambulance service has resulted in three different competence levels in Swedish ambulance teams: specialist ambulance nurses, registered nurses and emergency medical technicians. A nursing scientific model developed by Peplau (Peplau, H., 1991. Interpersonal Relations in Nursing. Springer Publishing Company, New York.) breaks down the nurse-patient relationship into a number of phases: an orientation, an identification, an exploitation and a resolution phase. This model has then been adapted to the pre-hospital emergency care by Suserud (Dahlberg, K., Segesten, K., Nyström, M., Suserud, B.-O., Fagerberg, I., 2003. Att förstå vårdvetenskap [To Understand Caring Science]. Studentlitteratur, Lund.). The purpose of this study was to explore, by direct content analysis, how the phases of the pre-hospital nurse-patient relationship described by Suserud (Dahlberg et al., 2003), emerge in 17 specialist ambulance nursing students descriptions of ambulance missions. The results show that the four phases of the pre-hospital nurse-patient relationship could be identified and each phase includes several different parts. Furthermore, the results show that the parts of each phase can vary depending on the patient's condition and the environmental circumstances of the ambulance mission. This improved understanding of the four phases of the pre-hospital nurse-patient relationship, and their parts, could be used by ambulance team members as a support during the pre-hospital caring process in ambulance missions. This new knowledge could also be used in education. © 2012 Elsevier Ltd.

  • 4.
    Berntsson, Tommy
    et al.
    Halmstad University, School of Health and Welfare, Centre of Research on Welfare, Health and Sport (CVHI).
    Wallinvirta, Eivor
    Arcada högskola Helsingfors, Helsingfors, Finland.
    Nyström, Patrik
    Arcada högskola Helsingfors, Helsingfors, Finland.
    Patientsäkerhet och vårdandets etik2013In: PreHospen 2013: Prehospital vård för att värna om patientens hälsa, 2013Conference paper (Other academic)
    Abstract [en]

    Background: An international collaborative project has been ongoing since 2009 between the Ambulance training program in Nursing at the University of Halmstad and the program in Emergency Care at Arcada University of Applied Sciences. The purpose is to jointly develop knowledge about patient safety and caring ethics, through participation in experiential skills development in innovative environments. The focus areas of collaboration are: 1) To learn safety by preventing and creating resistance to human errors and malpractices in health care 2) To become aware of the outer and inner ethics, as a basis of use of the self 3) To create conditions for inner leadership and personal responsibility in health care. The course content planning is guided by an integrative pedagogy, which contains an active simulation exercise.

    Methods: Simulation exercises are given to interdisciplinary student teams at a one week exchange program in Helsinki in spring and in Halmstad in autumn. The assessment is a written work, and the student deepens understanding in evidence-based research.

    Results: Simulation has given students opportunities for an active and motivational approach to learning, where a high degree of knowledge, creativity and reflection co-exist. Students have expressed that they have learned to think and act in terms of patient safety and ethics. The concepts have been concrete and visibly demonstrated by simulating everyday prehospital emergency situations: e.g. a situation in which the patient refuses to be transported. The simulation exercises have explained theory and built bridges to practice.

    Conclusions: The discussions of reflection in interdisciplinary groups and after the simulations have been fruitful, due to students´ different experiences, but also because of awareness of cultural similarities and differences. Students have adopted permanent values of concrete models for how to act safely and ethically at the individual, community and organizational level.

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