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Andersson, N., Ekebergh, M. & Hörberg, U. (2020). Patient experiences of being cared for by nursing students in a psychiatric education unit. Nordic journal of nursing research
Open this publication in new window or tab >>Patient experiences of being cared for by nursing students in a psychiatric education unit
2020 (English)In: Nordic journal of nursing research, ISSN 2057-1585, E-ISSN 2057-1593Article in journal (Refereed) Epub ahead of print
Abstract [en]

Patients are vital for student learning. However, research has primarily focused on student nurse learning from a student or supervisor perspective; few studies have investigated patient perspectives. This study examines student care practice for patients in acute psychiatric day care. The aim was to describe patients’ experiences of care by student nurses in a psychiatric education unit, a collaboration between the clinic and academia. Data were collected through 17 lifeworld interviews with patients, of which 10 also included observations. Data have been analysed for meanings using reflective, lifeworld research (RLR). The findings reveal that the encounters involve an interactive process of giving and receiving, providing students with both health opportunities and risks. The findings can further be described by the following constituents: exposed and vulnerable; responsibility to support; the importance of accessibility; reciprocity; and engagement that evokes the desire to live a life with dignity. In a patient–student community, there are prerequisites for proper caring. Patient health seems to be positively affected when patients are involved in both their own care and student learning.

Place, publisher, year, edition, pages
Sage Publications, 2020
Keywords
Caring, Learning, Lifeworld research, Psychiatric care, Student–patient relationship
National Category
Nursing
Research subject
Health and Caring Sciences, Caring Science; Health and Caring Sciences, Nursing; Health and Caring Sciences, Nursing
Identifiers
urn:nbn:se:lnu:diva-92142 (URN)10.1177/2057158519892187 (DOI)
Available from: 2020-02-17 Created: 2020-02-17 Last updated: 2020-02-25
Wallin, K., Hörberg, U., Werkander Harstäde, C., Elmqvist, C. & Bremer, A. (2020). Preceptors’ experiences of student supervision in the emergency medical services: a qualitative interview study. Nurse Education Today, 84, 1-8, Article ID 104223.
Open this publication in new window or tab >>Preceptors’ experiences of student supervision in the emergency medical services: a qualitative interview study
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2020 (English)In: Nurse Education Today, ISSN 0260-6917, E-ISSN 1532-2793, Vol. 84, p. 1-8, article id 104223Article in journal (Refereed) Published
Abstract [en]

Background

Clinical placements play a central part in the education of future emergency medical services (EMS) staff and their development of clinical skills and competence. A key aspect of students' integration of theory and praxis and development into an independent clinician is a supportive mentorship with the preceptor. However, students report barriers for learning within the EMS, while the preceptors' experiences of their role have received scant attention in research.

Objectives

To describe preceptors' experiences of student supervision in the EMS during clinical placements.

Design

A descriptive qualitative design was used.

Participants and setting

Twenty specialist nurses were recruited among EMS staff from all parts of Sweden.

Methods

Data were collected using individual interviews and analyzed with latent qualitative content analysis.

Findings

EMS preceptors develop a competence in combining caring and learning adapted to individual student needs when facing students with varying needs in an ever-changing healthcare setting. A trustful relationship between student and preceptor is fundamental when coping with a dual responsibility for student and patient needs. However, several aspects in the EMS setting hinders the preceptors' ability to support the development of the students' independence. Surrounding support structures are important if the preceptors are to feel safe and secure in their role as assessor, teacher and ambulance nurse.

Conclusions

Preceptors need to develop a didactic flexibility through preceptor courses adapted to the complex premises found in the EMS. Ambulance services and universities should recognize the importance of preceptors´ colleagues, student continuity, university support and cooperation for improving quality and clarity in supervision during clinical placements.

Place, publisher, year, edition, pages
Elsevier, 2020
Keywords
Ambulance nurse, Clinical placement, Emergency medical services, Learning environment, Preceptor, Specialist nurse, Supervision
National Category
Nursing
Research subject
Health and Caring Sciences, Caring Science
Identifiers
urn:nbn:se:lnu:diva-89785 (URN)10.1016/j.nedt.2019.104223 (DOI)000501643800031 ()31726285 (PubMedID)
Available from: 2019-10-24 Created: 2019-10-24 Last updated: 2020-01-10Bibliographically approved
Söderberg, A., Wallinius, M. & Hörberg, U. (2019). An interview study of professional carers’ experiences of supporting patient participation in a maximum security forensic psychiatric setting. Issues in Mental Health Nursing, 1-10
Open this publication in new window or tab >>An interview study of professional carers’ experiences of supporting patient participation in a maximum security forensic psychiatric setting
2019 (English)In: Issues in Mental Health Nursing, ISSN 0161-2840, E-ISSN 1096-4673, p. 1-10Article in journal (Refereed) Epub ahead of print
Abstract [en]

Patient participation in forensic psychiatric settings seems to be complex by nature, and previous studies show that patients rate their participation as lower in this context compared to general psychiatric contexts. Studies on caregivers’ perspective could provide a clearer picture of the components and possibilities of patient participation in forensic psychiatry. The aim of the study is to describe carers’ experiences in supporting patient participation in a maximum security forensic psychiatric care setting. Twelve psychiatric caregivers were interviewed about how they support patients’ participation. The result shows that a complexity of patient participation emerges as a difficult act of balancing the paradoxical role of caring for the patient’s interests and development, while simultaneously representing and adhering to the rules and regulations of the system in which one is employed. In conclusion, it is suggested that participation is comprehended as an umbrella term and that focus is directed to conceptualising what caregivers can do in order to create positive patient-carer relationships, as well as what constitutes such a relationship.

Place, publisher, year, edition, pages
Taylor & Francis, 2019
National Category
Nursing
Research subject
Health and Caring Sciences, Caring Science
Identifiers
urn:nbn:se:lnu:diva-90280 (URN)10.1080/01612840.2019.1658833 (DOI)000498775600001 ()31765239 (PubMedID)
Projects
USEFOR
Funder
Forte, Swedish Research Council for Health, Working Life and Welfare, 2018-01409
Available from: 2019-11-26 Created: 2019-11-26 Last updated: 2019-12-13
Hörberg, U. & Ozolins, L.-L. (2019). Att använda film för att levandegöra väsentliga kunskaper för vårdande (2ed.). In: Mia Berglund & Margaretha Ekebergh (Ed.), Reflektion i lärande och vård: en utmaning för sjuksköterskan (pp. 103-124). Lund: Studentlitteratur AB
Open this publication in new window or tab >>Att använda film för att levandegöra väsentliga kunskaper för vårdande
2019 (Swedish)In: Reflektion i lärande och vård: en utmaning för sjuksköterskan / [ed] Mia Berglund & Margaretha Ekebergh, Lund: Studentlitteratur AB, 2019, 2, p. 103-124Chapter in book (Other academic)
Place, publisher, year, edition, pages
Lund: Studentlitteratur AB, 2019 Edition: 2
National Category
Nursing
Research subject
Health and Caring Sciences, Nursing
Identifiers
urn:nbn:se:lnu:diva-89954 (URN)9789144131979 (ISBN)
Available from: 2019-11-07 Created: 2019-11-07 Last updated: 2020-01-16Bibliographically approved
Ozolins, L.-L. & Hörberg, U. (2019). Att lära sig en vårdande hållning (2ed.). In: Mia Berglund & Margaretha Ekebergh (Ed.), Reflektion i lärande och vård: en utmaning för sjuksköterskan (pp. 87-102). Lund: Studentlitteratur AB
Open this publication in new window or tab >>Att lära sig en vårdande hållning
2019 (Swedish)In: Reflektion i lärande och vård: en utmaning för sjuksköterskan / [ed] Mia Berglund & Margaretha Ekebergh, Lund: Studentlitteratur AB, 2019, 2, p. 87-102Chapter in book (Other academic)
Place, publisher, year, edition, pages
Lund: Studentlitteratur AB, 2019 Edition: 2
National Category
Nursing
Research subject
Health and Caring Sciences, Nursing
Identifiers
urn:nbn:se:lnu:diva-89953 (URN)9789144131979 (ISBN)
Available from: 2019-11-07 Created: 2019-11-07 Last updated: 2020-01-16Bibliographically approved
Wallin, K., Hörberg, U., Werkander Harstäde, C., Elmqvist, C. & Bremer, A. (2019). Enablers and barriers in ambulance clinical placements – a mentor perspective. In: Presented at Ambulans2019PreHospen: Ambulanssjukvårdens roll i morgondagens akutsjukvård, Stockholm, Sweden, April 2-3, 2019: . Paper presented at Ambulans2019PreHospen: Ambulanssjukvårdens roll i morgondagens akutsjukvård, Stockholm, Sweden, April 2-3, 2019.
Open this publication in new window or tab >>Enablers and barriers in ambulance clinical placements – a mentor perspective
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2019 (Swedish)In: Presented at Ambulans2019PreHospen: Ambulanssjukvårdens roll i morgondagens akutsjukvård, Stockholm, Sweden, April 2-3, 2019, 2019Conference paper, Oral presentation only (Refereed)
Abstract [en]

Background: The importance of clinical placements for nursing students to be able to integrate theory and practice and develop clinical competence are described in literature. Recent research in the Swedish prehospital context has shown that there possibly are differences in the preparations among ambulance nursing students before entering their clinical placements in accordance with studies in other countries. Studies have also highlighted difficulties in creating a good learning environment in the context of prehospital emergency care. The role of the mentor in supporting these students during clinical placements via an individualized mentorship model has proven to be of most importance. At the same time the role of the mentor is described as demanding, undefined and lacking support from both universities and ambulance services. In the Swedish educational system, the voice of the mentor is missing in research in order to develop and enhance the learning environment during clinical placements.

Purpose: To describe mentors ‘experiences of enablers and barriers for supervision during ambulance clinical placements.

Methods: Individual interviews were conducted with 20 mentors from 10 ambulance districts from all parts of Sweden. The interviews were analysed according to qualitative content analysis.

Results/Conclusions: Preliminary findings indicates that the mentors need specific competence, further education and improved support from universities and ambulances services to feel competent and safe. They are forced to adjust their learning strategies to the unique context of prehospital emergency care and are constantly drawn between responsibilities towards the patient and the student. The role and the assignment are unclear and they are in need of support and structure. The competence and attitudes of the team colleague are of high importance for the mentors’ perceived support.

Keywords
Handledare, Erfarenheter, Ambulanssjukvård, Ambulanssjuksköterska, Intervju
National Category
Nursing
Research subject
Health and Caring Sciences, Caring Science
Identifiers
urn:nbn:se:lnu:diva-82021 (URN)
Conference
Ambulans2019PreHospen: Ambulanssjukvårdens roll i morgondagens akutsjukvård, Stockholm, Sweden, April 2-3, 2019
Available from: 2019-04-17 Created: 2019-04-17 Last updated: 2019-11-19Bibliographically approved
Lundvall, M., Lindberg, E., Hörberg, U., Palmér, L. & Carlsson, G. (2019). Healthcare professionals' lived experiences of conversations with young adults expressing existential concerns. Scandinavian Journal of Caring Sciences, 33(1), 136-143
Open this publication in new window or tab >>Healthcare professionals' lived experiences of conversations with young adults expressing existential concerns
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2019 (English)In: Scandinavian Journal of Caring Sciences, ISSN 0283-9318, E-ISSN 1471-6712, Vol. 33, no 1, p. 136-143Article in journal (Refereed) Published
Abstract [en]

Introduction: This paper describes first-line department healthcare professionals’ experiences of conversations with young adults (16–25 years) who express existential concerns. Existential concerns encompass questions about the meaning of life and the choices people must make, and they are sometimes expressed during the period in which a child is becoming an adult. Sometimes the transition to adulthood can be difficult, and many young adults seek support from people in first-line departments, such as primary care providers, youth guidance centre personnel and student health service employees in high schools and universities. Conversations in which existential concerns are recognised may be important for preventing mental illness in the future.

Aim: The study aimed to describe healthcare professionals’ lived experiences of conversations with young adults who express existential concerns.

Approach and methods: This qualitative study utilises thematic meaning analysis. Interviews were conducted with healthcare professionals working in first-line departments, and data were analysed based on the principles of reflective lifeworld research. The study followed ethical codes of conduct and conformed to the ethical guidelines adopted by the Swedish Research Council.

Findings: The results are presented in three themes of meaning: searching for innermost thoughts requires being present, uncertainty about the unpredictable and awakening of one’s own existential concerns.

Conclusions and implications: Healthcare professionals are affected when young adults express their existential concerns, and they need more support to strengthen their ability to stay present and create inviting atmospheres.

Place, publisher, year, edition, pages
John Wiley & Sons, 2019
Keywords
caring, caring science, conversations, existence, existential, healthcare professionals, lifeworld, reflective lifeworld research, thematic meaning analysis.
National Category
Nursing
Research subject
Health and Caring Sciences, Caring Science
Identifiers
urn:nbn:se:lnu:diva-77461 (URN)10.1111/scs.12612 (DOI)000462154100014 ()30152541 (PubMedID)2-s2.0-85053204338 (Scopus ID)
Available from: 2018-08-30 Created: 2018-08-30 Last updated: 2019-08-29Bibliographically approved
Lundvall, M., Lindberg, E., Hörberg, U., Carlsson, G. & Palmér, L. (2019). Lost in an unknown terrain: a phenomenological contribution to the understanding of existential concerns as experienced by young women in Sweden. International Journal of Qualitative Studies on Health and Well-being, 14(1), 1-11, Article ID 1658843.
Open this publication in new window or tab >>Lost in an unknown terrain: a phenomenological contribution to the understanding of existential concerns as experienced by young women in Sweden
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2019 (English)In: International Journal of Qualitative Studies on Health and Well-being, ISSN 1748-2623, E-ISSN 1748-2631, Vol. 14, no 1, p. 1-11, article id 1658843Article in journal (Refereed) Published
Abstract [en]

Purpose: The aim of this study is to describe young women’s (16–25 years old) experiences of living with existential concerns for which they have sought support from healthcare professionals, teachers, family, or friends, among others.

Methods: This phenomenological study is based on a reflective lifeworld research (RLR) approach. Nine young women were interviewed about their experience of living with existential concerns.

Results: The results show the essential meaning of the phenomenon of “existential concerns” that can be described as living a life that is marked in a profound way by a feeling of being lost in an unknown terrain. To further understand the essential meaning, four constituents are described: the unpredictable body, longing for comprehension, playing a game, and longing to share one’s vulnerability.

Conclusions: Young women with existential concerns are vulnerable, as they are profoundly influenced by these concerns. They have to navigate through daily life while trying to fit in and to make their situation comprehensible. These young women have a longing to share their existential concerns with a trustworthy person, while at the same time they fear revealing their existential concerns and risking being rejected by others. A lifeworld-led, caring science approach, intertwined with the results of the present study, has the potential to direct caring practice.

Place, publisher, year, edition, pages
Taylor & Francis Group, 2019
Keywords
Caring science, Existential concerns, Mental health, Phenomenology, Reflective lifeworld research, Young women
National Category
Nursing
Research subject
Health and Caring Sciences, Caring Science
Identifiers
urn:nbn:se:lnu:diva-88751 (URN)10.1080/17482631.2019.1658843 (DOI)000482928300001 ()31451104 (PubMedID)
Available from: 2019-08-27 Created: 2019-08-27 Last updated: 2019-09-24Bibliographically approved
Lindberg, E. & Hörberg, U. (2019). Metodprinciper för generell struktur och filosofisk belysning på livsvärldsteoretisk grund. In: Helena Dahlberg, Sidsel Ellingsen, Bente Martinsen & Susanne Rosberg (Ed.), Fenomenologi i praktiken: fenomenologisk forskning i ett skandinaviskt perspektiv (pp. 269-283). Stockholm: Liber
Open this publication in new window or tab >>Metodprinciper för generell struktur och filosofisk belysning på livsvärldsteoretisk grund
2019 (Swedish)In: Fenomenologi i praktiken: fenomenologisk forskning i ett skandinaviskt perspektiv / [ed] Helena Dahlberg, Sidsel Ellingsen, Bente Martinsen & Susanne Rosberg, Stockholm: Liber, 2019, p. 269-283Chapter in book (Refereed)
Place, publisher, year, edition, pages
Stockholm: Liber, 2019
National Category
Philosophy
Research subject
Health and Caring Sciences, Caring Science
Identifiers
urn:nbn:se:lnu:diva-84533 (URN)9789147113453 (ISBN)
Available from: 2019-06-03 Created: 2019-06-03 Last updated: 2019-09-18Bibliographically approved
Albinsson, G., Elmqvist, C. & Hörberg, U. (2019). Nursing students’ and lecturers’ experiences of learning at a university-based nursing student–run health clinic. Reflective Practice, 20(4), 423-436
Open this publication in new window or tab >>Nursing students’ and lecturers’ experiences of learning at a university-based nursing student–run health clinic
2019 (English)In: Reflective Practice, ISSN 1462-3943, E-ISSN 1470-1103, Vol. 20, no 4, p. 423-436Article in journal (Refereed) Published
Abstract [en]

This article aims to describe the phenomenon of learning at a university-based nursing student–run health clinic, as experienced by student nurses and lecturers. The study is based on a reflective lifeworld research approach founded on continental philosophy. Eight group interviews were conducted with 38 student nurses and 5 lecturers. The data were explored and analysed for meaning. The results show that learning is supported by a permissive learning environment that builds on both individual and common learning as well as equal relationships within the student group, in relation to the visitors at the health clinic and, to a certain extent, in relation to the lecturers. The most significant finding is that reflective, development-oriented learning takes place when the students, supported by each other and their lecturers, reflect on how to relate to problems and situations. A situation-based learning approach is thus shown to create the prerequisites for lecturers being nearby, reflective dialogue partners but also supervisors in situations where the students ask for support and guidance.

Place, publisher, year, edition, pages
Taylor & Francis, 2019
Keywords
Nursing students, Lecturers, Lifeworld-led learning, Health clinic, Health support, Refective talks, Intertwining of theory and practice
National Category
Nursing Educational Sciences
Research subject
Health and Caring Sciences, Caring Science
Identifiers
urn:nbn:se:lnu:diva-86635 (URN)10.1080/14623943.2019.1638242 (DOI)000475073200001 ()
Available from: 2019-07-11 Created: 2019-07-11 Last updated: 2019-09-23Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0002-8115-5359

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