Nursing and Biomedical Laboratory Science (BMLS) Students´ Interprofessional Training in the Simulation Laboratory

Background: The purpose of this study is to present nursing and Biomedical Laboratory Science (BLMS) students’ perceptions of interprofessional education and collaborative practice in a simulation laboratory.Method: A mixed-method research was employed, and the approach was an explanatory sequential design. A quantitative study was followed by a qualitative study. Sixty-nine students participated in the survey, with 16 items representing different aspects of interprofessionalism.Findings: The factor “value of IPE” scored the highest mean, followed by the factor “need for collaborative practice.” Female students were more positive on the “value of IPE” than male students. The focus-group interviews revealed that the students considered debriefing afer the simulation to be a useful learning opportunity. They commented that it was useful to understand each other’s roles and it made them respect each other more. BMLS students felt that they were peripheral to the case, like a visitor in the simulation scenario.Conclusion: Information for this study was gathered from a large group in a short amount of time. However, the students gained an insight into the need for an interprofessional approach to complex challenges in healthcare. 

Interprofessional Learning in the Simulation Laboratory : Nursing and Pharmacy Students’ Experiences

Background: Using simulation as an educational method to learn collaborative practice requires the involvement of various professional education programs where the intention is to learn from, with, and about each other. Methods: is study describes pharmacy and nursing students´ experiences with interprofessional education. Aer interprofessional simulation, three focus group interviews with bachelor students were conducted. e data were analysed using Giorgi’s qualitative content analysis method. Findings: e students found that IPE closed knowledge gaps, change a stereotypical perception of professional roles, and enhance patient safety. Full-scale simulation appears to be an effective arena for learning clinical judgement, improving communication skills, and developing knowledge of pharmacodynamics. Conclusion: Interprofessional education may be necessary for professionals to enhance their ability to interact more effectively in the future.publishedVersio

The effects of performance appraisal in the Norwegian municipal health services: a case study

Introduction: Previous research in performance appraisal (PA) indicates that variation exists in learning and job motivation from performance appraisal between occupational groups. This research evaluates the potential effect of job motivation, learning and self-assessment through performance appraisals for health personnel. Case description: This article focuses on goal-setting, feedback, participation and training in performance appraisals in municipal health services in Norway; and job motivation, learning and self-assessment of performance are the dependent factors. Questionnaires were distributed to a representative sample of 600 health personnel from the Norwegian municipal health service, with a response rate of 62%. Factor analysis and regression analysis were run in SPSS 12. Discussion and evaluation: The study suggests that respondents learn from performance appraisal. Nurses experienced some higher job motivation from performance appraisal than auxiliary nurses. All subordinates perceived higher job motivation after performance appraisal than managers. Conclusion: Useful feedback, active participation and higher education are fundamental elements of discussion in performance appraisal, as well as the role of increasing employees’ job motivation. In this study, nurses’ job motivation seems to be more effected by PA, than for auxiliary nurses. Both nurses and auxiliary nurses indicate that there is a learning effect from PA. This study may be of interest to health researchers and managers in municipal health services.publishedVersio

Leader–member exchanges with leaders who have worked for 25 years in health institutions

Aim: The aim is to investigate long-term leader experiences with leader– member exchanges (LMX) over 25 years. Leader–member exchanges focus on relational power and communication exchanges between leaders and employees when they communicate with each other or perform an action. Design: This qualitative study is characterized by a phenomenological hermeneutical design and is based on the informants' interpretation and construction of meaning. Method: A qualitative study with eight interviews with supreme nurse leaders from the Norwegian and Finnish health care services. Result: The data analysis and interpretation show that relationships are built through trust, dialogue and confirmation and are affected by other contextual aspects such as the organizational size or workload and human factors such as safety, angst, and self-esteem. The informants fight for their subordinates. Interprofessional management and obtaining good relations with the doctors was challenging. No Patient or Public ContributionpublishedVersio

Students’ approaches to scientific essay writing as an educational method in higher education : a mixed methods study

Purpose: To describe students' approaches to essay writing as part of their academic studies. As a theoretical framework Lavelle's five approaches was used. Methods: A descriptive study with a mixed methods design. Two questionnaires to the same student group, early (n = 39) and at the end (n = 37) of their studies, and three focus group interviews (n = 19) were conducted. The participants were nurses, physiotherapists, occupational therapists, social workers, and teachers who were part of a master's degree programme at an institute of health sciences at a university in Norway. Results: Mostly, the students took an impulsive and unplanned approach to essay writing. However, the students affirmed that essays were a method in which they could combine their theoretical knowledge and clinical experiences. When writing essays in groups, the students developed more reflective and critical thinking than when they wrote alone. The teacher's role was more of a supervisor than a traditional teacher. Four categories of Lavelle's writing approaches were found namely, spontaneous-impulsive, elaborative, reflective revisionist, and procedural, of which the spontaneous-impulsive and elaborative categories were most prominent. Conclusions: Approaches to essay writing can be developed in a more reflective and critical way among students in higher education and the teacher's role can be developed into more of a supervisor than a traditional teacher. Higher education is an arena for building a relationship between theory and practice and using academic essay writing as a method can promote this process.publishedVersio

Professional Learning through a Digital Platform

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Shadowing: Interprofessional Learning

Background: The Norwegian government has indicated that health and socialstudies should emphasize interprofessional collaborative learning (IPL), especiallyin clinical placements. Through IPL, students have the opportunity to gain insightinto other professional responsibilities and minimize negative stereotypes. Thismight improve collaboration across professional boundaries. Professionals withcollaborative competence might solve complex health problems, and thus improvethe quality of healthcare. The objectives of this article are to investigate the IPLexperiences nursing students acquire through shadowing practice with differentprofessionals in home care.Methods and Findings: To develop a model for IPL, 12 nursing students spent five days shadowing four different healthcare professionals working in home care. At the end of the pedagogical intervention, the students reflected on the practice and the role of the different professionals they had followed. To investigate how the students experienced interprofessional shadowing practice, the reflective notes were analyzed, templates for the selected professionals were drawn up, and four focus group interviews were conducted The results showed that students has acquired knowledge of other professions’ responsibilities and were aware of thneed for an interprofessional approach to home care.Conclusions: This kind of shadowing might be an ideal model for educationalinstitutions seeking to implement IPL

Exploring sustainable care pathways - a scoping review

Background: Patients with mental health problems experience numerous transitions into and out of hospital. Aim: The review studies assessing clinical care pathways between psychiatric hospitalization and community health services. Methods: We used publications between 2009–2020 to allow a broad scoping review of the published research. Sixteen review-articles were identified, 12 primary studies were chosen, both on care pathways in the transition between psychiatric hospital and community. Results: Organizational issues: Systems and procedures to ensure clear responsibilities and transparency at each stage of the pathways of care. Resources: Information-technology in objectively improving patient outcome. Information/documentation: Providing patients with adequate structured information and documented plans at the appropriate time. Patient/families: Continuous collaborative decision-making. Clinical care and teamwork: Collaboration between mental health and other professionals to guarantee that planned activities meet patient need. Ethical issues: Respectful communication and patient-centred, non-humiliating care. Conclusions: System and procedures ensure clear responsibilities and transparency. Information technology support decision-making and referral and objectively improve patient outcomes in care pathways. Collaboration between mental health and other professionals guarantee that planned activities meet patients’ needs along with regular meetings sharing key information. Around-the-clock ambulant-teams important to transition success. Informed-shared decision-making between parties, support patient participation and respectful communication

University teachers’ views of interprofessional learning and their role in achieving outcomes - a qualitative study

Over the past decade, there has been a rapid increase in higher education institutions offering opportunities for interprofessional learning (IPL) to their students. The literature presents a number of factors that contribute to effective IPL, including having trained facilitators that help optimise the learning process. Many of these IPL facilitators are university teachers and the literature provides us with some insight into their views of IPL. However, little is known about university teachers’ views about IPL and their role in supporting students in achieving outcomes linked to IPL during their own teaching; this paper explores these areas. University teachers, working with students in Norway and England who contribute to patients’ care pathway were purposively invited to join focus groups. Data collected from the teachers’ conversations during these focus groups were analysed to elicit the main themes. Findings show that university teachers have a wide range of views about IPL, its potential to enhance collaborative practice and care, and their role in helping students achieve outcomes linked to IPL. A key challenge appears to be whether IPL is “worth the struggle,” which emphasises the need for strong leadership in order to align pedagogical approaches in education and practice that strive to achieve agreed outcomes

Tverrprofesjonell samarbeidslæring (TPS) ved Høgskolen i Molde

Tverrprofesjonell samarbeidslæring (TPS) er nødvendig for å sikre god kvalitet på helse- og sosialtjenestene. Ved Høgskolen i Molde arbeides det aktivt for å anvende TPS som virkemiddel på tvers av profesjonsutdanningene og langs utdanningsnivåene