Hva innebærer systematisk klinisk undersøkelse i sykepleie?

Breivik, Solveig; Tymi, Anita

doi:10.4220/sykepleienf.2013.0132

Cited by 5 publications

(5 citation statements)

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“…An additional result from this earlier study was that students identified mLearning as potentially enhancing their B-PAS learning processes. This finding is supported by other studies [ 19 , 20 ]. Research also highlights that mLearning can contribute to the articulation and integration of human bioscience knowledge (anatomy, physiology, pathophysiology, and pharmacology), which underpins knowledge-based basic physical assessment.…”

Section: Introductionsupporting

confidence: 92%

Configuration of Mobile Learning Tools to Support Basic Physical Assessment in Nursing Education: Longitudinal Participatory Design Approach

Egilsdottir¹,

Heyn²,

Brembo³

et al. 2021

JMIR Mhealth Uhealth

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Background As many students in higher education are skilled users of mobile technology, mobile learning (mLearning) can be a promising educational strategy to enhance their learning experience. mLearning might also be well suited for nursing students as they navigate between multiple learning contexts in their educational curriculum. As an educational strategy, mLearning may also reduce challenges caused by the theory-practice gap in nursing by supporting skills and knowledge transfer between the university and clinical settings. As the introduction of basic physical assessment skills (B-PASs) into Norwegian bachelor’s degree education in nursing occurred quite recently, there is a lack of competence in supervision and teaching in both university and clinical settings. As such, mLearning appears to be a good strategy to support student B-PAS learning and knowledge transfer across learning contexts. Objective This study aims to explore and elicit the perspectives of students regarding the way in which a selection of digital learning resources supports B-PAS learning and application in clinical rotation, which of the selected digital learning resources are beneficial to include in a suite of mLearning tools, and how the selected digital learning resources could support the transfer of skills and knowledge from the academic to clinical context. Methods We used a longitudinal participatory design approach to co-design a suite of mLearning tools. The co-design processes took place in several workshops (WSs) over a period of 3 months: 2 WSs with first-year students (n=6), 3 WSs with second-year students (n=6), and 3 WSs with third-year students (n=8). The students evaluated several digital learning resources in both academic and clinical contexts. The digital learning resources included digital simulation with virtual patients, massive open online courses, and multimedia learning material. In the co-design WS, the potential and benefits of these digital learning resources for the learning and application of B-PASs were explored. Results The students reported that the digital learning resources stimulated learning in 7 different ways. They also emphasized the importance of including all selected and tested digital learning resources. Moreover, students supported the inclusion of additional learning material, such as multiple-choice tests and written assignments, aimed at providing feedback and contributing to knowledge development. Conclusions The co-design processes and collaboration with the nursing students provided insight into how a suite of mLearning tools may support the learning and application of B-PASs and human bioscience knowledge in clinical rotation. From the students’ perspective, one of the strengths of the suite of mLearning tools was the range of content, as this met a broader range of student learning preferences regarding learning B-PASs. The suite of mLearning tools contributes to and supports skills training and knowledge transfer between multiple learning contexts.

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Section: Introductionsupporting

confidence: 92%

Configuration of Mobile Learning Tools to Support Basic Physical Assessment in Nursing Education: Longitudinal Participatory Design Approach

Egilsdottir¹,

Heyn²,

Brembo³

et al. 2021

JMIR Mhealth Uhealth

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“…The RNs’ preparedness for demanding work environments and care practices takes form during the nursing degree programmes. Research has shown that it is important to articulate knowledge from human bioscience (anatomy, physiology, pathology, pathophysiology, and pharmacology) when assessing and interpreting the collected data [4, 18]. A persisting challenge is how the pedagogical methods and curriculum in nursing education influence and prepare nursing students for demanding clinical situations, especially regarding patient assessment and clinical reasoning [16].…”

Section: Introductionmentioning

confidence: 99%

“…In Norway, the role of the nurse practitioner (NP) has recently been introduced in clinical practice, including the use of PAS. Following the implementation of PAS at the master’s level, physical assessment was first documented in a bachelor’s level curriculum in 2013 [4]. This means that there are few role models in clinical practice, and possibly little competent guidance for nursing students to apply these skills in direct patient care.…”

Section: Introductionmentioning

confidence: 99%

Revitalizing physical assessment in undergraduate nursing education - what skills are important to learn, and how are these skills applied during clinical rotation? A cohort study

et al. 2019

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Background The preparedness of newly graduated registered nurses for a demanding work environment and care practices takes form during nursing education. Norwegian nursing education at one university has implemented a selection of basic physical assessment skills (B-PAS) in the nursing curriculum in order to prepare nursing students for a demanding work environment post-graduation. Methods A mixed-method cohort design. We evaluated nursing students’ self-reported use of B-PAS during their clinical rotation using the “Survey of Examination Techniques Performed by Nurses” questionnaire (30 items). In addition, two focus group interviews elicited factors that hinder or facilitate the actual use of B-PAS during clinical rotation. We recruited students from a bachelor’s degree programme for nursing at a Norwegian university. Three hundred and sixty-three of 453 eligible nursing students in the first, second, and third year of the bachelor’s degree programme participated in the study (80%). Results ANOVA showed a significant progression ( p < 0.016) in students’ self-reported use of B-PAS. Auscultation and percussion skills were graded below the median score of 3, which indicates that these skills were less used throughout the programme. The nursing students highlighted contextual factors for their use of B-PAS when in clinical rotation. Preceptors are important gatekeepers for successful implementation, and there is a need for close collaboration between the university and clinical practice. Conclusion Despite the reduced PAS taught in the curricula, there is still a lack of application of such skills in clinical rotations. This study highlights that research should explore how different work environments influence the utilisation of learned skills, and which learning strategies are appropriate or most successful for stimulating clinical reasoning and the extensive use of physical assessment.

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“…Noen team har jobbet spesifikt med å knytte tematikk fra teoriundervisningen sterkere til praksisstudiet. Flere avdelinger har lagt vekt på teori om systematisk, klinisk undersøkelse og vurdering (16). Studentdrevne team, ansvar for ledelse og drift, og loggskriving i praksis ved bruk av relevante faglige refleksjoner er noen av områdene som de kombinerte stillingene har jobbet med.…”

Section: Hva Gjorde Teamene?unclassified