Bjorg Aglen - Academia.edu (original) (raw)

Papers by Bjorg Aglen

Sykepleien Nett, Aug 1, 2018

Sykepleien Nett, Jul 1, 2018

Sykepleien, 2021

NOKUTs arbeid skal bidra til at samfunnet har tillit til kvaliteten i norsk høyere utdanning og f... more NOKUTs arbeid skal bidra til at samfunnet har tillit til kvaliteten i norsk høyere utdanning og fagskoleutdanning, samt godkjent høyere utenlandsk utdanning. Med rapportserien «NOKUTs oppsummeringer» vil vi bidra til økt kunnskap om temaer knyttet til fagskole, høyere utdanning og godkjenning av utenlandsk utdanning i Norge. Data til rapportene får NOKUT gjennom arbeidet med akkreditering og godkjenning. Vi håper at resultatene våre kan vaere nyttige i arbeidet med godkjenning av utenlandsk utdanning og for laerestedene i arbeidet med å kvalitetssikre og videreutvikle utdanningstilbudene.

Nurse Education Today, 2021

This study aimed to explore the influences of an interprofessional preceptor-team intervention (I... more This study aimed to explore the influences of an interprofessional preceptor-team intervention (IPPT) on interprofessional collaboration, preceptors' role, confidence, and motivation to precept health care students (nursing, physiotherapy) and apprentices in a Norwegian nursing home. Methods: Qualitative data were collected by two focus group discussions: possible gains and pitfalls of the IPPTintervention were focused. The group-discussions were tape-recorded, transcribed verbatim and analysed by means of qualitative content analysis. Findings: The IPPT-intervention influenced positively on preceptors' confidence and motivation to work as a preceptor and facilitated interprofessional collaboration between the health professionals. The preceptors' role in the ward became clearer and more visible to the peers. Perceived lack of time, a heavy workload, the ward hierarchy, and lack of managerial support were key barriers for preceptorship. Conclusions: To enhance preceptors' work and thus student's learning, the ward hierarchy should be limited and interprofessional collaboration further developed. Enhanced visibility and acknowledgement of the preceptors' role and increased managerial support can reduce barriers for preceptorship.

Nursing Open, 2018

Clinical studies in healthcare settings represent 50% of the academic credits in the education of... more Clinical studies in healthcare settings represent 50% of the academic credits in the education of a Registered Nurse (RN) in Europe (Lahtinen, Leino-Kilpi, & Salminen, 2014). Thus, clinical studies of high quality are crucial to reaching learning outcomes. Accordingly, a high standard of preceptorship in students' clinical studies is required. The healthcare service itself underlines the importance of clinical studies during which students are socialized into professional standards to facilitate a smooth transition into work after graduation (Mallaber & Turner, 2006). A positive learning environment and high-quality preceptorship are ranked as the most important factors for learning and thriving by health profes

Scandinavian Journal of Caring Sciences, 2017

Patient experience with early discharge after total knee arthroplasty: a focus group study Backgr... more Patient experience with early discharge after total knee arthroplasty: a focus group study Background: Total knee arthroplasty is experienced as a painful procedure, and pain after surgery seems to be the most limiting factor for early mobilisation. Physical exercise is of utter importance for avoiding complications such as persistent pain and functional limitations. A fasttrack pathway aims at improving patient outcome, and patients are now discharged 2-3 days after surgery. Little is known about how the patients cope with pain, exercise or daily activities at home. Aim: To explore the experience of patients undergoing total knee arthroplasty in a fast-track pathway during the first 2 weeks after surgery. Design: Qualitative design. Methods: Three focus group interviews, including 13 patients from two different units of an orthopaedic department in central Norway, were conducted from May to June 2015. The interviews were analysed using Malteruds' method of systematic text condensation. Findings: The main finding was the patients' determination and ability to cope at home. The fast-track pathway seemed to enable patients to take an active role in own self-care. The patient's coping capacity was strengthened by education, knowledge and predictability. Four main areas related to coping emerged after discharge. First, the majority of patients expressed that it was good to come home and take responsibility for their own rehabilitation. Second, prerequisites for feeling secure after returning home were highlighted. Third, the patients seemed empowered by sharing experiences with others. Fourth, postoperative pain was prevalent in many patients after discharge, but the patients seemed prepared by information provided in the fast-track pathway. Conclusion: The fast-track pathway released coping skills and resources among the patients. The expectation of, and preparation for early discharge made the patients feel confident when discharged few days after surgery. The patients expected to take great responsibility for their own rehabilitation process.

Nurse Education Today, 2016

The aim of this study is to review international scientific articles about pedagogical strategies... more The aim of this study is to review international scientific articles about pedagogical strategies to teach nursing students at bachelor degree evidence-based practice (EBP). Method: A literature review including peer reviewed, original, empirical articles describing pedagogical interventions aimed at teaching bachelor's degree nursing students EBP in the period 2004-2014. Theories of discretion, knowledge transfer and cognitive maturity development are used as analytical perspectives. Results: The main challenge teaching evidence based practice is that the students fail to see how research findings contribute to nursing practice. The pedagogical strategies described are student active learning methods to teach the students information literacy and research topics. Information literacy is mainly taught according to the stages of EBP. These stages focus on how to elaborate evidence from research findings for implementation into nursing practice. The articles reviewed mainly use qualitative, descriptive designs and formative evaluations of the pedagogical interventions. Conclusion: Although a considerable effort in teaching information literacy and research topics, nursing students still struggle to see the relevance evidence for nursing practice. Before being introduced to information literacy and research topics, students need insight into knowledge transfer and their own epistemic assumptions. Knowledge transfer related to clinical problems should be the learning situations prioritized when teaching EBP at bachelor level. Theoretical perspectives of cognitive maturity development, knowledge transfer and discretion in professional practice give alternative ways of designing pedagogical strategies for EBP. More research is needed to develop and test pedagogical strategies for EBP in light of these theories.

Scandinavian Journal of Public Health, 2011

Aim: The aim of this review is to provide systematic knowledge of research from Nordic countries ... more Aim: The aim of this review is to provide systematic knowledge of research from Nordic countries about the meaning of self-help and self-help groups when these are used as a concept or method addressing issues related to long-lasting health problems or mental health difficulties. Methods: Included were studies conducted in the Nordic countries that were published between January 1999 and September 2009. These studies investigated self-help and self-help groups addressing issues related to long-lasting health problems. Results: A total of 83 publications met the inclusion criteria. Four major characteristics of self-help were found to be present in the publications: self-help as an intrapsychological process, self-help as an interpsychological or group process, self-help as a coping, individual learning or empowerment process, and self-help as an alternative or complement to medical treatment. Of the 83 studies, 72 publications used a professional treatment perspective for studying s...