Ida Torunn Bjørk

• Ravik, Monika; Dalsmo, Ingrid Espegren; Gonzalez, Marianne Thorsen & Bjørk, Ida Torunn (2026). Applying Bjørk’s model as a framework for practical skill performances in nursing education placement: a qualitative content analysis of students’ reflection notes. BMC Medical Education. doi: 10.1186/s12909-026-10154-5. Fulltekst i vitenarkiv Vis sammendrag

  Background As many newly graduated nurses lack proficiency in practical nursing skills, understanding their development during education and placements is important for delivering high-quality patient care. This study explored first-year nursing students’ reflections on practical skill performance during clinical placements, using Bjørk’s model of practical skill performance as a framework. Methods A qualitative content analysis was employed, analysing reflection notes from 22 first-year nursing students through deductive content analysis, guided by Bjørk’s model, with additional inductive content analysis to explore qualitative variation in the depth of reflection. Results The results revealed that students demonstrated patient-centred care, preparation, and the integration of technical, relational, and contextual elements. Further, that students’ reflection notes varied in how descriptively and analytically they applied Bjørk’s model. Conclusions Variability in the depth of reflections using Bjørk’s model highlights the need for tailored educational strategies to promote reflective thinking when learning and performing practical skills.

• Dalsmo, Ingrid Espegren; Amsrud, Kirsten Eika; Bjørk, Ida Torunn; Lunde, Thine Elisabeth; Sætertrø, Odil & Christiansen, Bjørg (2026). Complexity in clinical placement assessment in nursing education—A document analysis of learning outcomes and assessment criteria. Nordisk sygeplejeforskning. ISSN 1892-2678. 16(2), s. 1–16. doi: 10.18261/nsf.16.2.4. Fulltekst i vitenarkiv Vis sammendrag

  Background: Clinical placements are critical components of nursing education. Assessment tools have been developed to assess students’ competencies against preset learning outcomes (LOs), yet assessment remains challenging due to the complexity of clinical learning environments. Aim: To generate knowledge on the coherence between LOs and assessment criteria in clinical placements. Methods: A qualitative, descriptive design was applied, using practice-oriented document analysis on study plans across four nursing programmes and one assessment tool. Findings: Variations in the coherence between the documents were found. Across 23 subject plans, LOs varied widely in number and were largely general in scope. Use of the different parts of the Respons tool, and thus number of criteria, differed across placements and institutions. Conclusion: The study highlights systemic and practical challenges in assessing students’ competencies and underscores the need for continued development of assessment tools that ensure coherence between LOs and criteria, customised for the placement context.

• Jonsson, K; Falk-Brynhildsen, K; Ravik, Monika; Bjørk, Ida Torunn; Blomberg, K & Husebø, Sissel Iren Eikeland [Vis alle 9 forfattere av denne artikkelen] (2026). Limited opportunity for nursing students to perform practical nursing skills during clinical placements: a Scandinavian cross-sectional study. International Journal of Nursing Studies Advances (IJNS Advances). 11. doi: 10.1016/j.ijnsa.2026.100608. Fulltekst i vitenarkiv Vis sammendrag

  Background Practical nursing skills are complex actions performed daily in nursing practice. Structured learning and repeated practice help students develop clinical competence. Clinical placements are pivotal in learning, with factors such as educational context, preceptor availability, and time constraints shaping students’ learning opportunities. Objectives To describe nursing students’ opportunities to perform practical skills during clinical placements. Design and Setting A quantitative cross-sectional study conducted in 2023 involved 706 nursing students from Denmark, Norway, and Sweden. Data were collected via a questionnaire and analyzed using descriptive statistics. Results Students reported substantial variations in the practical skills performed during clinical placements. Overall, the frequency of skills performance was low across all years and domains, including practical nursing skills concerning respiration, circulation, elimination, nutrition, activity, skin care, and medication. Supervision was generally available, though some skills lacked adequate preceptor involvement. Conclusions The study highlights disparities in nursing students’ opportunities to practice essential skills during clinical placements. The lack of practice across a wide range of skills may compromise the quality and thoroughness of nursing education, affecting the students’ professional preparedness.

• Syversveen, Trygve; Hansen, Ingrid Schrøder; Brabrand, Knut; Brudvik, Kristoffer Watten; Bjørk, Ida Torunn & Østergaard, Daniel [Vis alle 12 forfattere av denne artikkelen] (2026). Intra-procedural CT control versus ultrasound only in ultrasound-guided thermal ablation of colorectal liver metastases: a single-centre cohort study. Surgical Endoscopy. ISSN 0930-2794. doi: 10.1007/s00464-026-12912-4. Fulltekst i vitenarkiv Vis sammendrag

  Background Local ablative treatment is increasingly used for small colorectal liver metastasis (CRLM). Adequate ablative margins are essential for achieving local control, yet reported rates of local tumour progression (LTP) vary widely. This study compared LTP rate after ultrasound (US)-guided ablation of CRLM performed with versus without intraoperative CT control. Methods All percutaneous US-guided ablations for CRLM performed in a single centre from 2018 to 2021 were reviewed for LTP. Procedures with intraprocedural CT (CT group), allowing immediate re-ablation for margin extension, were compared with procedures without intraprocedural CT control (OR group). Results A total of 152 procedures in 137 patients were analysed. In the CT group, 5 LTP events (8.0%) occurred after 62 procedures, affecting 5 of 111 CRLM (4.5%). In the OR group, 20 LTP events (22.2%) occurred after 90 procedures, affecting 22 of 132 CRLM (16.6%) (procedure-based and lesion-based p = 0.0035 and p = 0.0255), respectively. For CRLM ≤ 10 mm visualized with US, LTP occurred in 1/50 lesions (2%) in the CT group and 0/51 lesions (0%) in the OR group (p = 0.495). Most LTP occurred with synchronous recurrence elsewhere in the liver (CT group 3/5 [60%], OR group 16/22 [73%]). Only minor complications, Accordion grades 1–2, were observed with similar frequency (8% vs. 12% in CT group and OR group, respectively). Conclusion Intraprocedural CT control was associated with substantially lower LTP, suggesting that CT control should be considered standard when available. US-only ablation may remain appropriate for small, clearly visualized lesions.

• Hansen, Ingrid Schrøder; Aghayan, Davit; Pelanis, Egidijus; Røsok, Bård Ingvald; Brudvik, Kristoffer Watten & Yaqub, Sheraz [Vis alle 12 forfattere av denne artikkelen] (2026). Long-Term Oncological Outcomes After Laparoscopic Resection and Thermal Ablation of Colorectal Liver Metastases Within a Parenchyma-Sparing Strategy. Annals of Surgical Oncology. ISSN 1068-9265. doi: 10.1245/s10434-026-19621-1. Fulltekst i vitenarkiv Vis sammendrag

  Background Thermal ablation of colorectal liver metastases (CRLM) is traditionally reserved for patients who are not candidates for surgical resection, but it is increasingly applied as a parenchyma-sparing alternative. This study investigates long-term outcomes following laparoscopic resection and thermal ablation in a parenchyma-sparing treatment strategy. Methods Cohort study of patients with CRLM treated with laparoscopic resection or thermal ablation at Oslo University Hospital between 2007 and 2020, identified from two prospectively maintained databases. The primary endpoint was the average treatment effect on survival, estimated using inverse probability weighting to adjust for prognostic variables. Secondary endpoints included overall survival and progression-free survival. In case of recurrence of liver metastases after the study treatment, both ablation and resection were used. Results A total of 207 ablation procedures and 499 resection procedures were eligible for analysis. Five-year overall survival was 55.2% in the ablation group and 55.1% in the resection group. The estimated average treatment effect of ablation versus resection was − 0.34 months (95% confidence interval − 7.29 to 6.57; P = 0.919), indicating that treating all patients with ablation would yield an average survival of 0.34 months shorter than treating all patients with resection. Conclusions In a parenchymal-sparing paradigm, thermal ablation yields long-term survival comparable to resection for CRLM.

• Mathisen, Cathrine; Heyn, Lena Günterberg; Jacobsen, Turid Iren; Bjørk, Ida Torunn & Hansen, Elisabeth Holm (2025). Clinical supervisors’ experiences and perceptions of the practice education facilitator role: a qualitative study. BMC Nursing. 24(1). doi: 10.1186/s12912-025-03293-5. Fulltekst i vitenarkiv Vis sammendrag

  Background In Norway, official bodies have emphasised the use of joint clinical-academic roles. One example is the practice education facilitator role, which promotes and supports the clinical learning environment by offering guidance to clinical supervisors and nursing students. Prior research indicates that such roles can enhance the clinical learning environment for nursing students, but recent research, particularly from the Norwegian context, is lacking. Aim The study explored clinical supervisors’ experiences and views on how, under what circumstances, and why the role of practice education facilitators influences the clinical learning environment. Methods A qualitative exploratory approach was chosen. Data were collected through semi-structured interviews and focus groups and analysed using thematic analysis. In total, 12 clinical supervisors from departments with an affiliated practice education facilitator were interviewed during the period from April to June 2021, from two larger acute care hospitals in Norway. Results Thematic analysis resulted in three themes related to the participants’ experiences and views on how the practice education facilitator role influences the clinical learning environment: Having someone to turn to, Benefitting from being an ‘insider’, and Champions of practice learning. Conclusions The results of this study show how practice education facilitators can enhance the clinical learning environment by offering support and guidance to clinical supervisors. A contextual factor found to influence the willingness of clinical supervisors to seek and receive support and guidance from these facilitators was the positioning of the facilitators as insiders within the clinical setting. Clinical trial number Not applicable.

• Reierson, Inger Åse; Ravik, Monika; Blomberg, Karin; Bjørk, Ida Torunn; Bölenius, Karin & Stenholt, Britta Vesterager [Vis alle 7 forfattere av denne artikkelen] (2024). Comparing didactic approaches for practical skills learning in Scandinavian nursing simulation centres: A qualitative comparative study. Journal of Advanced Nursing. ISSN 0309-2402. 80(00), s. 1–15. doi: 10.1111/jan.16150. Fulltekst i vitenarkiv Vis sammendrag

  Aim: To explore and compare the didactic approaches to practical skills learning at simulation centres in Scandinavian universities and university colleges. Background: Academic simulation centres are an important arena for learning prac- tical nursing skills which are essential to ensure competent performance regarding patient safety and quality of care. Knowledge of didactic approaches to enhance learning is essential in promoting the provision and retention of students' practical nursing skills. However, research on didactical approaches to practical nursing skills learning is lacking. Design: A qualitative comparative design was used. Methods: During November and December 2019, interviews were conducted with a total of 37 simulation centre directors or assistant directors, each of whom possessed in-depth knowledge of practical skills in teaching and learning. They represented bachelor nursing education in Denmark, Norway and Sweden. A qualitative deductive content analysis was conducted. Results: The resu

• Bölenius, Karin; Stenholt, Britta Vesterager; Bjørk, Ida Torunn; Reierson, Inger Åse; Blomberg, Karin & Husebø, Sissel Iren Eikeland [Vis alle 7 forfattere av denne artikkelen] (2024). Practical skills taught in Scandinavian nursing education simulation centres: a cross-sectional survey. Scandinavian Journal of Educational Research. ISSN 0031-3831. s. 1–14. doi: 10.1080/00313831.2024.2419511. Fulltekst i vitenarkiv Vis sammendrag

  Practical nursing skills are complex actions that must be taught in bachelor nursing education. There is a lack of comparative research about what simulation-based skills are taught in Scandinavian countries, and this study aims to fill this gap. In 2019, a cross-sectional survey of nursing educators was conducted, and data were analysed using descriptive and non-parametric tests. The study revealed that eight categories of simulation-based practical skills (respiration, activity, elimination, nutrition, skin care, circulation, hygiene, and medication) were taught in all Scandinavian countries, but there were differences in what skills were prioritised within each category. Moreover, the study revealed that the amount of time spent on teaching simulation-based practical skills varied across countries and faculties, with Norway and Sweden spending more time teaching simulation-based practical skills than Denmark. The authors recommend that nursing education prioritise and standardise the practical skills taught in simulation centres in all Scandinavian countries.

• Braadland, Peder Rustøen; Bergquist, Annika; Kummen, Martin; Bossen, Lars; Engesæter, Lise Katrine & Reims, Henrik Mikael [Vis alle 21 forfattere av denne artikkelen] (2023). Clinical and biochemical impact of vitamin B6 deficiency in primary sclerosing cholangitis before and after liver transplantation. Journal of Hepatology. ISSN 0168-8278. 79(4), s. 955–966. doi: 10.1016/j.jhep.2023.05.038. Fulltekst i vitenarkiv Vis sammendrag

  Background and aims We previously demonstrated that people with primary sclerosing cholangitis (PSC) had reduced gut microbial capacity to produce active vitamin B6 (pyridoxal 5’-phosphate [PLP]), which corresponded to lower circulating PLP levels and poor outcomes. Here, we define the extent and biochemical and clinical impact of vitamin B6 deficiency in people with PSC from several centers before and after liver transplantation (LT). Methods We used targeted liquid chromatography-tandem mass spectrometry to measure B6 vitamers and B6-related metabolic changes in blood from geographically distinct cross-sectional cohorts totaling 373 people with PSC and 100 healthy controls to expand on our earlier findings. Furthermore, we included a longitudinal PSC cohort (n = 158) sampled prior to and serially after LT, and cohorts of people with inflammatory bowel disease (IBD) without PSC (n = 51) or with primary biliary cholangitis (PBC) (n = 100), as disease controls. We used Cox regression to measure the added value of PLP to predict outcomes before and after LT. Results In different cohorts, 17-38% of people with PSC had PLP levels below the biochemical definition of a vitamin B6 deficiency. The deficiency was more pronounced in PSC than in IBD without PSC and PBC. Reduced PLP was associated with dysregulation of PLP-dependent pathways. The low B6 status largely persisted after LT. Low PLP independently predicted reduced LT-free survival in both non-transplanted people with PSC and in transplant recipients with recurrent disease. Conclusions Low vitamin B6 status with associated metabolic dysregulation is a persistent feature of PSC. PLP was a strong prognostic biomarker for LT-free survival both in PSC and recurrent disease. Our findings suggest that vitamin B6 deficiency modifies the disease and provides a rationale for assessing B6 status and testing supplementation. Impact and implications We previously found that people with PSC had reduced gut microbial potential to produce essential nutrients. Across several cohorts, we find that the majority of people with PSC are either vitamin B6 deficient or have a marginal deficiency, which remains prevalent even after liver transplantation. Low vitamin B6 levels strongly associate with reduced liver transplantation-free survival as well as deficits in biochemical pathways dependent on vitamin B6, suggesting that the deficiency has a clinical impact on the disease. The results provide a rationale for measuring vitamin B6 and to investigate whether vitamin B6 supplementation or modification of the gut microbial community can help improve outcomes for people with PSC.

• Ravik, Monika & Bjørk, Ida Torunn (2023). Influence of simulation and clinical settings on peripheral vein cannulation skill learning in nursing education: A qualitative study. International Journal of Nursing Studies Advances (IJNS Advances). 5, s. 1–13. doi: 10.1016/j.ijnsa.2023.100123. Fulltekst i vitenarkiv Vis sammendrag

  Background: Peripheral vein cannulation is a complex yet common practical skill. Learning to insert a peripheral vein cannula is fundamental in nursing education; however, the most bene- ficial pedagogical approaches are yet to be elucidated. Objective: To explore and impart a deeper understanding of the learning conditions in nursing education for developing competency in peripheral vein cannulation. Design: Qualitative, explorative. and comparative research design Setting(s): Two nursing educational settings in southern Norway: an academic setting for simulation-based peripheral vein cannulation skill learning, followed by a hospital setting that provided a 9 week clinical placement period. Participants: Nine student nurses in the second year of a bachelor’s programme in nursing. Methods: Focus group interviews, individual interviews, and ad hoc conversations with the stu- dent nurses on their experiences during and after the process of developing competency in pe- ripheral vein cannulation. Thematic analysis was used to identify categories and common themes. Results: Eight major themes were identified: ‘Anatomical and physiological conditions related to the training modalities’, ‘Realism in training’, ‘Sequences in peripheral vein cannulation training’, ‘Different training modalities affording varied learning opportunities’, ‘Professional nursing assessments’, ‘Patients’ and peers’ emotional reactions’, ‘Student nurses’ own emotional reactions’, and ‘Significance of the relationship between the student nurse and patient’. Conclusions: Simulation-based peripheral vein cannulation practice was an important starting point for the students’ skill learning. However, the students experienced the complexity of the skill only in the clinical setting because it offered several learning opportunities. Nonetheless, our findings indicate a need to further review peripheral vein cannulation skill learning, especially patient contributing factors, to enhance the transfer of learning from the simulation setting to the clinical setting. Tweetable abstract: Clinical setting-based peripheral vein cannulation practice is vital for student nurses’ skill learning because of the skill’s complexity

• Nåden, Dagfinn & Bjørk, Ida Torunn (2023). Individuals living with a liver transplant - a follow-up study exploring mental, emotional and existential issues 10 years after transplantation. International Journal of Qualitative Studies on Health and Well-being. ISSN 1748-2623. 18(1). doi: 10.1080/17482631.2023.2233279. Fulltekst i vitenarkiv
• Mathisen, Cathrine; Bjørk, Ida Torunn; Heyn, Lena Günterberg; Jacobsen, Turid Iren & Hansen, Elisabeth Holm (2023). Practice education facilitators perceptions and experiences of their role in the clinical learning environment for nursing students: a qualitative study. BMC Nursing. 22(1), s. 1–9. doi: 10.1186/s12912-023-01328-3. Fulltekst i vitenarkiv Vis sammendrag

  Background: Clinical placement is recognised as essential for nursing students’ development of clinical competence. However, difficulties in providing supportive clinical learning environments are a well-known challenge in nursing education. In Norway, the use of nurse educators in joint university and clinical roles has been recommended as an initiative to strengthen the clinical learning environment and enhance the educational quality. In this study we use the term practice education facilitator in a generic sense for these roles. The aim of this study was to explore how practice education facilitators can contribute to strengthen the clinical learning environments for nursing students. Methods: This study has a qualitative explorative design with a purposive sample of practice education facilitators affiliated to three different universities located in southeast, mid-, and northern Norway. Individual in-depth interviews with 12 participants were conducted during spring 2021. Results: A thematic analysis resulted in four themes: “coherence between theory and practice”; “student support and guidance during placement”; “supporting the supervisors to support the students” and “factors influencing the practice education facilitators’ performance in their role”. The participants experienced that the practice education facilitator role contributed to strengthened clinical learning environments. However, their performance in the role was found to be contingent upon factors such as time allocated for the role, personal and professional attributes of the post holder, and a common understanding within the organisations regarding practice learning and role remits for the practice education facilitator. Conclusions Findings indicate that the practice education facilitator role can be a valuable resource for clinical supervisors and nursing students in clinical placement. Moreover, nurse educators who are familiar with the clinical area, and who are insiders in both settings, are ideally placed to contribute to bridge the theory-practice gap. The benefits of using these roles, however, were influenced by personal attributes of the post holder, time allocated for the role and the number of practice education facilitators positions, and management anchorage. Thus, to achieve the full potential of these roles, efforts to reduce these barriers should be considered.

• Singh, Yashbir; Jons, William A.; Eaton, John E.; Vesterhus, Mette Nåmdal; Karlsen, Tom Hemming & Bjørk, Ida Torunn [Vis alle 21 forfattere av denne artikkelen] (2022). Algebraic topology-based machine learning using MRI predicts outcomes in primary sclerosing cholangitis. European Radiology Experimental. 6. doi: 10.1186/s41747-022-00312-x. Fulltekst i vitenarkiv Vis sammendrag

  Background: Primary sclerosing cholangitis (PSC) is a chronic cholestatic liver disease that can lead to cirrhosis and hepatic decompensation. However, predicting future outcomes in patients with PSC is challenging. Our aim was to extract magnetic resonance imaging (MRI) features that predict the development of hepatic decompensation by applying algebraic topology-based machine learning (ML). Methods: We conducted a retrospective multicenter study among adults with large duct PSC who underwent MRI. A topological data analysis-inspired nonlinear framework was used to predict the risk of hepatic decompensation, which was motivated by algebraic topology theory-based ML. The topological representations (persistence images) were employed as input for classification to predict who developed early hepatic decompensation within one year after their baseline MRI. Results: We reviewed 590 patients; 298 were excluded due to poor image quality or inadequate liver coverage, leaving 292 potentially eligible subjects, of which 169 subjects were included in the study. We trained our model using contrast-enhanced delayed phase T1-weighted images on a single center derivation cohort consisting of 54 patients (hepatic decompensation, n = 21; no hepatic decompensation, n = 33) and a multicenter independent validation cohort of 115 individuals (hepatic decompensation, n = 31; no hepatic decompensation, n = 84). When our model was applied in the independent validation cohort, it remained predictive of early hepatic decompensation (area under the receiver operating characteristic curve = 0.84). Conclusions: Algebraic topology-based ML is a methodological approach that can predict outcomes in patients with PSC and has the potential for application in other chronic liver diseases.

• Hilleren, Inger Helen Sekse; Christiansen, Bjørg & Bjørk, Ida Torunn (2022). Learning practical nursing skills in simulation centers – A narrative review. International Journal of Nursing Studies Advances (IJNS Advances). 4. doi: 10.1016/j.ijnsa.2022.100090. Fulltekst i vitenarkiv Vis sammendrag

  Background Practical skills are complex procedures integrating communication and caring, as well as technical and manual aspects. Simulation at a simulation/skills center offers a wide range of learning activities and aims to imitate patient situations. Objectives To investigate the international research literature on practical skills learning in simulation/skills centers in nursing education. Research questions: 1. What are the range and type of practical skills studied? 2. What learning activities are focused on in the studies included in the review? 3. What are the learning outcomes and how are they assessed? Design Narrative review. Methods We searched electronically and included studies from Medline Ovid, CINAHL, Eric, Embase, Academic Search Premiere, and Cochrane. Unique indexing terms and search strategies were developed for each database. The criteria for inclusion were bachelor nursing students as the study population and practical nursing skills learning in simulation/skills centers. We used Rayyan QCRIt for the initial screening and the Mixed Method Appraisal Tool for quality assessment. We used a narrative approach to synthesize the diverse range of studies. Findings One hundred and twenty-one studies from 26 countries published between January 2013 and March 2022 were included. The amount of quantitative research was overwhelming (n = 108). A total of 50 different practical skills were represented. The studies focused on which learning modalities resulted in the best learning outcomes. Only 8.5% (n = 7) of the included studies concerned students’ learning processes. Skill performance (n = 101), knowledge (n = 57), confidence (n = 34), and satisfaction (n = 32) were the main learning outcomes measured. Discussion The quality assessment indicated that 10 of the studies achieved 100% on the mixed method appraisal tool criteria. In many of the studies with quasi-experimental and randomized controlled trial designs, the intervention group received some form of educational treatment while the control group received no treatment. The choice of no treatment for the control group in pedagogical research seems to disregard the inherent purpose and effect of teaching and learning. Conclusion Heterogeneity in the use of learning modalities and measuring instruments precludes the possibility of building on other research. Technical skills were the preferred choice of skill, while skills that involved a fair measure of communication and collaboration were only sparingly studied. Students’ learning processes were barely touched on in the included studies. More focus should be placed on this area in further research, since the choice of learning modalities may affect the students’ learning processes in significant ways.

• Mathisen, Cathrine; Heyn, Lena; Bjørk, Ida Torunn; Hansen, Elisabeth Holm & Jacobsen, Turid Iren (2022). The use of practice education facilitators to strengthen the clinical learning environment for nursing students: A realist review. International Journal of Nursing Studies. ISSN 0020-7489. 134. doi: 10.1016/j.ijnurstu.2022.104258. Fulltekst i vitenarkiv Vis sammendrag

  Background Research suggests that the interventions of practice education facilitators, who liaise between the higher education institution and the clinical placement sites, may strengthen the clinical learning environment for nursing students. However, there is a lack of evidence concerning the value of these roles in nursing education. Objective The objective of this study was to explore how, under what circumstances and why the practice education facilitator role can strengthen the clinical learning environment for nursing students. Design A realist review was conducted to understand the contextual factors and mechanisms that support or hinder the capacity of the practice education facilitator to strengthen the clinical learning environment for nursing students. Setting The settings are clinical areas where nursing students are directly involved with patient care. Participants The participants comprised academic and clinical staff involved in clinical nursing education. Methods This realist review was conducted in three overlapping and iterative phases: (1) the development of an initial programme theory explaining how the practice education facilitator role is thought to strengthen the clinical learning environment; (2) structured searches, screening and data extraction; and (3) analysis and synthesis to develop and refine the programme theory. Results The review included 27 research papers. Evidence from these studies led to the development of five context–mechanism–outcome configurations that explain how, under what circumstances and why practice education facilitators can (or can fail to) strengthen the clinical learning environment. Factors such as practice education facilitators' visibility and accessibility in the clinical area and their clinical credibility were found to influence whether clinical supervisors took the opportunity to seek support and guidance from them. Moreover, ward culture regarding student learning and opportunities to prepare for the role were found to influence clinical supervisors' motivation to carry out the functions of the role and develop professionally; this in turn further influenced whether they used the resources provided by the practice education facilitator. Conclusions Theory-based explanations of how, under what circumstances and why the practice education facilitator role may strengthen the clinical learning environment of nursing students may support further development of this role in the future.

• Svendsen, Edel Jannecke & Bjørk, Ida Torunn (2021). Health care provider's responses to children's resistance to peripheral vein cannulation: A qualitative observational study. Journal of Clinical Nursing (JCN). ISSN 0962-1067. 30(9-10), s. 1325–1334. doi: 10.1111/jocn.15681. Fulltekst i vitenarkiv
• Ravik, Monika & Bjørk, Ida Torunn (2021). Registered Nurses’ Supervision of Nursing Students During Practical Skill Learning: A Qualitative Exploratory Study. Scandinavian Journal of Educational Research. ISSN 0031-3831. s. 1–15. doi: 10.1080/00313831.2021.1910560. Fulltekst i vitenarkiv Vis sammendrag

  Nursing education relies on nurses to supervise students in practical skill learning during their clinical placement periods, yet literature is sparse regarding what this supervision actually entails. The study aimed to explore the learning actions that characterised nurses’ and students’ interaction during supervision of peripheral vein cannulation attempts on patients in hospital, and how these learning actions influenced the students’ practise. In this study, 38 video-recorded attempts of the practical skill peripheral vein cannulation conducted of nine nursing students were analysed. Of the 38 attempts, 10 were successful. In successful and failed attempts both, students and nurses primarily engaged in learning actions that informed, reminded, or corrected the students; students and nurses rarely engaged in learning actions characterised by reflection and discussion. A surface approach to learning was insufficient for most students to successfully insert a vein cannula during their clinical placement.

• Fossdal, Guri; Mjelle, Anders Batman; Wiencke, Kristine; Bjørk, Ida Torunn; Gilja, Odd Helge & Folseraas, Trine [Vis alle 10 forfattere av denne artikkelen] (2021). Fluctuating biomarkers in primary sclerosing cholangitis: A longitudinal comparison of alkaline phosphatase, liver stiffness, and ELF. JHEP Reports. 3(5), s. 1–10. doi: 10.1016/j.jhepr.2021.100328. Fulltekst i vitenarkiv Vis sammendrag

  Background & Aims Primary sclerosing cholangitis (PSC) is a progressive liver disease characterised by fluctuating liver biochemistries and highly variable disease progression. The Enhanced Liver Fibrosis (ELF®) test and liver stiffness measurements (LSMs) reflect fibrosis and predict clinical outcomes in PSC; however, longitudinal assessments are missing. We aimed to characterise the systematic change in ELF and LSM over time in a prospective cohort of patients with PSC, along with their longitudinal relationship to alkaline phosphatase (ALP) and bilirubin. Methods We included 113 non-transplant PSC patients (86 males [76.1%]; mean age 43.3 ± 15.7 years) with annual study visits between 2013 and 2019 at 2 Norwegian centres. ELF test, LSM, clinical data, liver biochemistries, and revised Mayo risk score were measured. We used linear mixed-effects models to estimate change over time, intraclass correlations (ICCs), and their relationship with ALP and bilirubin. Results At baseline, the median (range) ELF test was 9.3 (7.5–12.9) and median LSM 1.26 m/s (0.66–3.04 m/s). ELF and LSM increased over time (0.09 point/year, 95% CI [0.03, 0.15], p = 0.005, vs. 0.12 point/year, 95% CI [0.03, 0.21], p = 0.009). Between-patient effects explained 78% of ELF variation (ICC 0.78) and 56% of LSM variation (ICC 0.56). ALP also increased and showed the highest ICC (0.86). Conclusions ELF and LSM increased over a 5-year period. Longitudinal analyses demonstrated differences regarding within- and between-patient effects, suggesting that the ELF test may have superior reliability for risk stratification compared with LSM in PSC.

• Bjørk, Ida Torunn; Larsen, Karin; Ravik, Monika; Reierson, Inger Åse; Sommer, Irene & Stenholt, Britta [Vis alle 12 forfattere av denne artikkelen] (2021). Development and Testing of an Instrument for Summative Assessment of Practical Skill Performance: A Generalizability Theory Approach. Journal of Nursing Measurement. ISSN 1061-3749. 13(Sept). doi: 10.1891/JNM-D-20-00003. Fulltekst i vitenarkiv Vis sammendrag

  Background and purpose: Many newly graduated nurses lack proficiency in practical skill performance. Presently, nursing students' practical skill is assessed by summative instruments with overarching items. The purpose of this study was to develop a more detailed instrument to use in summative assessment of nursing students' practical skill performance and to assess its psychometric properties. Methods: A 50-item instrument was developed. Video-recorded performances were rated by experienced clinical supervisors. A multifacet measurement design was developed. Relevant parameters were estimated by generalizability analysis. Results: Findings indicated that error of measurement were mainly caused by raters far more than by items. Conclusions: The present study suggested that summative assessment in realistic settings may not apply one rater only. Two to three/four raters appear necessary to dependably measure most skills.

• Sommer, Irene; Larsen, Karin; Nielsen, Carsten M.; Stenholt, Britta V. & Bjørk, Ida Torunn (2020). Improving clinical nurses' development of supervision skills through an action learning approach. Nursing Research and Practice. ISSN 2090-1429. doi: 10.1155/2020/9483549. Fulltekst i vitenarkiv Vis sammendrag

  The aim of this study was to investigate action learning as an implementation method in a large-scale project with many participants in several autonomous and geographically spread groups. The focus of the implementation was the Model of Practical Skill Performance as a learning and supervision tool in the clinical education of nursing students. Nineteen action learning groups were established, and a total of 129 clinical supervisors and 13 facilitators were involved. To evaluate the implementation process, qualitative data were generated through three focus group interviews, questionnaires, and notes. Data illuminate clinical supervisors’ perceptions of value, impact, and sustainability when they participate in an action learning group to become familiar with the Model of Practical Skill Performance. The deductive data analysis was guided by central concepts from action learning. Action learning proved to be an engaging and effective tool in the implementation where the main strength seemed to be the autonomous local group supporting collective reflections on actions. Clinical supervisors had the right competences to adopt a reflective process-oriented approach, which is the hallmark of action learning. This study shows the necessity of collaboration between stakeholders in practice, education, and management to implement large-scale projects in clinical practice. The findings imply that managers should choose participants on the basis of their motivation and their voluntary wish to participate and that nurses’ immersion in the project over time aids implementation.

• Berntzen, Helene; Bjørk, Ida Torunn; Storsveen, Ann-Marie & Wøien, Hilde (2020). "Please mind the gap": A secondary analysis of discomfort and comfort in intensive care. Journal of Clinical Nursing (JCN). ISSN 0962-1067. 29(13-14), s. 2441–2454. doi: 10.1111/jocn.15260. Fulltekst i vitenarkiv Vis sammendrag

  Aims and objectives To explore in depth discomfort in intensive care as experienced by patients and attended to by critical care nurses. Background Discomfort in illness is complex and persistent, and its alleviation is a challenge for nurses working in intensive care units (ICU). In previous studies, we showed that ICU patients described little actual pain but suffer from much discomfort. Critical care nurses had a systematic approach to the treatment of pain, but were more haphazard in dealing with other types of discomfort. Design Secondary qualitative analysis of data from two previous exploratory studies. Methods Content analysis was used on existing data from 28 interviews with ICU patients, and 16 field notes and interviews with critical care nurses. Kolcaba's Comfort Theory was applied for further analysis. The COREQ checklist was used. Results Three themes, “Being deprived of a functioning body”, “Being deprived of a functioning mind” and “Being deprived of integrity” characterised the discomfort experienced by ICU patients. The nurses appeared to attend to all areas of discomfort expressed by patients. In need of, and providing acknowledgment and alleviation became a common overarching theme. We identified a comfort gap caused by the discrepancy between the patients’ needs and the nurses’ achievements in fulfilling these needs. Conclusions A gap exists between ICU patients’ comfort needs and nurses’ achievements in fulfilling these, indicating that discomfort currently is an inevitable part of the critical illness trajectory. Increased knowledge about how the brain is affected in ICU patients and more systematic approaches to assessing comfort needs and enhancing comfort may support nurses in fulfilling patient needs and possibly diminish the existing comfort gap. Relevance for clinical practice An increased understanding of the complex experience of discomfort in ICU patients may bring about more systematic approaches to enhance comfort and direct for education and further research.

• Roel, Siv & Bjørk, Ida Torunn (2020). Comparing Nursing Student Competence in CPR before and after a Pedagogical Intervention. Nursing Research and Practice. ISSN 2090-1429. 2020:7459084, s. 1–6. doi: 10.1155/2020/7459084. Fulltekst i vitenarkiv Vis sammendrag

  Nursing students must be able to initiate and perform effective cardiopulmonary resuscitation (CPR) when they start their career in nursing. Studies show that students’ competency in CPR is deficient, indicating that better training is necessary during nursing education. -is study reports on the differences in nursing students’ competence in CPR before and after a longitudinal pedagogical intervention across the curriculum. Changes in the curriculum were relocation and added testing of CPR skills, inclusion of a course in defibrillation, a knowledge test as stimuli before simulation, and more simulation practice with deteriorating patients. -is was a comparative study between two cohorts of students in the bachelor in nursing education. We measured knowledge and compression performance in the students’ final year of education. Students in cohort 2, who received the pedagogical intervention, had a significant higher total knowledge score than students in cohort 1. Students’ mean depth and number of correct compressions was similar. Students in cohort 2 had a significantly higher mean rate of compressions, number of compressions per minute, and mean number of compressions with incorrect hand positions. Although the new curriculum afforded more hands-on practice of CPR, it was not enough to improve the students’ performance to match the demands set out in national and international guidelines.

• Bjørk, Ida Torunn (2019). Muligheter og utfordringer i vurdering av praktiske ferdighetslæring. I Christiansen, Bjørg; Jensen, Kari Toverud & Larsen, Kristian (Red.), Vurdering av kompetanse i praksisstudier - En vitenskapelig antologi. Gyldendal Akademisk. ISSN 9788205514041. s. 182–201. Fulltekst i vitenarkiv
• Tøien, Mette; Bjørk, Ida Torunn & Fagerström, Lisbeth (2019). ‘A longitudinal room of possibilities’ – perspectives on the benefits of long-term preventive home visits: A qualitative study of nurses’ experiences. The Nordic Journal of Nursing Research (NJNR). ISSN 2057-1585. 40(1), s. 6–14. doi: 10.1177/2057158519856495. Fulltekst i vitenarkiv Vis sammendrag

  Preventive home visits carried out by healthcare professionals are intended to promote the health and independence of home-dwelling older persons and to prevent functional decline. The aim of this study was to describe nurses’ experiences of the benefits from long-term follow up with annual preventive home visits to older people in a Norwegian context. We conducted semi-structured interviews with nine nurses who performed the service. Manifest and latent content analysis revealed benefits within three themes: sustained ability to live independently and thrive despite age-related changes, eased transition to other healthcare services, and improved healthcare service planning. Two headlines describe the longitudinal processes involved in the creation of benefits: ‘The processes of establishing, sustaining, and widening a longitudinal room of possibilities’ and The individualized health-promoting processes – the ongoing gardening work. Professional, contextual and structural factors influenced the nurses’ ability to support older persons’ changing needs during the aging process and thus their health and independence.

• Sætrang, Tone; Bjørk, Ida Torunn; Capjon, Hilde & Rasmussen, Magnhild (2018). Parent-child communication and timing of interventions are challenges in the Duchenne muscular dystrophy care. Acta Paediatrica. ISSN 0803-5253. s. 1–6. doi: 10.1111/apa.14537. Fulltekst i vitenarkiv
• Berntzen, Helene; Bjørk, Ida Torunn & Wøien, Hilde (2018). "Having the compass - drawing the map": Exploring nurses' management of pain and other discomforts during use of analgosedation in intensive care. Nursing Open. doi: 10.1002/nop2.227. Fulltekst i vitenarkiv Vis sammendrag

  Aim To explore the deliberation and enactment processes of nurses in relation to pain and other discomforts in the critically ill patients after the implementation of an analgosedation protocol. Background Nurses in intensive care units (ICU) face great challenges when managing pain and other discomforts and distinguishing between patients’ needs for analgesics and sedatives. An analgosedation protocol favouring pain management, light sedation and early mobilization was implemented in a university hospital ICU in Norway in 2014. Changing sedation paradigms resulting in an increasing number of awake patients during critical illness is expected to affect nursing practice. Design Exploratory, single‐unit study in a mixed adult ICU. Methods Data collection with participant observation and semi‐structured interviews in sixteen clinical situations in 2014 and 2015. Thirteen experienced certified critical care nurses were included. Thematic content analysis was conducted. Results An overall theme “Having the compass–drawing the map” emerged from the analysis. The protocol or strategy of analgosedation appeared to provide a direction for treatment and care, although requiring extensive interpretation of needs and individualization of care, often in challenging situations. The overall theme was abstracted from three themes: “Interpreting a complex whole,” “Balancing conflicting goals” and “Experiencing strain from acting across ideals.” Conclusion Nurses seem to attend adequately to patient pain, but the approach to discomforts other than pain appears unsystematic and haphazard. More explicit goals of care and strategies to handle discomfort as distinct from pain are needed. More research is needed to identify effective comfort measures for ICU patients.

• Wighus, Marianne & Bjørk, Ida Torunn (2018). An educational intervention to enhance clinical skills learning: Experiences of nursing students and teachers. Nurse Education in Practice. ISSN 1471-5953. 29, s. 143–149. doi: 10.1016/j.nepr.2018.01.004. Fulltekst i vitenarkiv Vis sammendrag

  The simulation centre is a key setting for the acquisition of practical skills. However, pedagogical underpinnings of skills instruction in this setting are not always well founded. This study aimed to explore student and teacher experiences with an educational intervention to enhance clinical skills learning in the first semester of nursing education. The study had an exploratory design, where qualitative data were collected in focus group interviews involving 18 students and four teachers. The participants had generally positive experiences of the intervention. The findings showed that organisation, time usage, an observer role, re-training and structured reflection enhanced systematic feedback by students. We conclude that an educational intervention based on theoretically sound learning tools and pedagogical principles improved students’ skills acquisition and gave the teachers a common educational platform

• Svendsen, Edel Jannecke; Moen, Anne; Pedersen, Reidar & Bjørk, Ida Torunn (2018). "But Perhaps they could Reduce the Suffering?" Parents’ Ambivalence toward Participating in Forced Peripheral Vein Cannulation Performed on Their Preschool-Aged Children. Journal of Pediatric Nursing : Nursing Care of Children and Families. ISSN 0882-5963. 41, s. e46–e51. doi: 10.1016/j.pedn.2018.03.004. Fulltekst i vitenarkiv
• Haukedal, Thor Arne; Reierson, Inger Åse; Hedeman, Hanne & Bjørk, Ida Torunn (2018). The Impact of a New Pedagogical Intervention on Nursing Students’ Knowledge Acquisition in Simulation-Based Learning: A Quasi-Experimental Study. Nursing Research and Practice. ISSN 2090-1429. 2018. doi: 10.1155/2018/7437386. Fulltekst i vitenarkiv Vis sammendrag

  Simulation-based learning is an effective technique for teaching nursing students’ skills and knowledge related to patient deterioration. This study examined students’ acquisition of theoretical knowledge about symptoms, pathophysiology, and nursing actions after implementing an educational intervention during simulation-based learning. A quasi-experimental study compared theoretical knowledge among two groups of students before and after implementation of the intervention. The intervention introduced the following new components to the existing technique: a knowledge test prior to the simulation, video-recording of the performance, and introduction of a structured observation form used by students and facilitator during observation and debriefing. The intervention group had significantly higher scores on a knowledge test conducted after the simulations in comparison to the scores in the control group. In both groups scores were highest on knowledge of symptoms and lowest on knowledge of pathophysiology; the intervention group had significantly higher scores than the control group on both topics. Students’ theoretical knowledge of patient deterioration may be enhanced by improving the students’ prerequisites for learning and by strengthening debriefing after simulation.

• Svendsen, Edel Jannecke; Pedersen, Reidar; Moen, Anne & Bjørk, Ida Torunn (2017). Exploring perspectives on restraint during medical procedures in paediatric care: a qualitative interview study with nurses and physicians. International Journal of Qualitative Studies on Health and Well-being. ISSN 1748-2623. 12(1). doi: 10.1080/17482631.2017.1363623. Fulltekst i vitenarkiv Vis sammendrag

  The aim of this study was to explore nurses’ and physicians’ perspectives on and reasoning about the use of restraint during medical procedures on newly admitted preschoolers in somatic hospital care. We analysed qualitative data from individual interviews with a video recall session at the end with seven physicians and eight nurses. They had earlier participated in video recorded peripheral vein cannulations on preschool children. The data were collected between May 2012 and May 2013 at a paediatric hospital unit in Norway. The analysis resulted in three main themes: (1) disparate views on the concept of restraint and restraint use (2), ways to limit the use of physical restraint and its negative consequences, and (3) experience with the role of parents and their influence on restraint. Perspectives from both healthcare professions were represented in all the main themes and had many similarities. The results of this study may facilitate more informed and reflective discussions of restraint and contribute to higher awareness of restraint in clinical practice. Lack of guidance and scientific attention to restraint combined with conflicting interests and values among healthcare providers may result in insecurity, individual dogmatism, and a lack of shared discussions, language, and terminology.

• Reierson, Inger Åse; Haukedal, Thor Arne; Hedeman, Hanne & Bjørk, Ida Torunn (2017). Structured debriefing: What difference does it make? Nurse Education in Practice. ISSN 1471-5953. 25, s. 104–110. doi: 10.1016/j.nepr.2017.04.013. Fulltekst i vitenarkiv Vis sammendrag

  Debriefing in simulation is a cornerstone of learning. However, in-depth studies examining simulation debriefing are scarce. This study explored four key debriefing attributes—feedback, reflection, knowledge development, and psychological safety—prior and subsequent to the implementation of a new pedagogical intervention in a pre-clinical scenario simulation course. The scenarios focused on patients with deteriorating conditions and took place at bachelor's nursing degree level. The new intervention for the debriefing sessions contained a detailed observation tool describing specific, correct nursing actions for deteriorating patients; video playback watched only by students acting as nurses, and debriefing organized into two sections. The study design was explorative. To generate data, 12 debriefing sessions were audio and video recorded in 2013 and 11 in 2014. Two student groups participated each year, comprising 16 and 10 students, respectively. Qualitative analysis was performed to examine the transcribed audio and video recordings. Relative to the 2013 cohort, the reflections of observers and the students acting as nurses were more assertive, and students' feedback was more specific and comprehensive in the 2014 cohort. Conducting in-depth studies examining debriefing is important to increase knowledge regarding the impact of pedagogical underpinnings on debriefing content and processes.

• Tøien, Mette; Bjørk, Ida Torunn & Fagerström, Lisbeth (2017). An exploration of factors associated with older persons’ perceptions of the benefits of and satisfaction with a preventive home visit service. Scandinavian Journal of Caring Sciences. ISSN 0283-9318. 32(3), s. 1093–1107. doi: 10.1111/scs.12555. Fulltekst i vitenarkiv Vis sammendrag

  Background: Preventive home visits (PHV) are healthcare services aimed at promoting the health of home-dwelling older people, and to support their abilities to live independently. To enhance effectiveness, studies that explore older persons’ experiences of PHVs are needed. Objective: To assess older persons’ perceived benefits and opinions of a PHV service and explore associations between perceived benefits from PHV and relevant sociodemographic/health-related factors. Theory: The study was based on a comprehensive understanding of health, as including objective health/disease, subjective health/ wellbeing and coping ability. Methods: A cross-sectional survey was administered during spring 2013 in a Norwegian municipality where nurses had offered annual PHVs to residents aged 75 years and older since 1999. We invited a stratified random sample of 393 PHV users to participate; of these, 161 volunteered. The main outcome variables in the questionnaire were perceived benefits from PHV. Logistic regression models were used to analyse the associations between each benefit and sociodemographic/health-related background variables. Results: Approximately 39% of the respondents reported that PHVs added to their feelings of safety; 66% reported support for ability to live at home; 72% reported support for having a good life, 83% were satisfied with the service, and 90% stated that PHVs are important for older people. Each benefit was associated with different sociodemographic/health-related factors. Support for feelings of safety increased with age. More support for living at home was associated with poor physical health and not living alone. Those without children perceived more support for a good life. Satisfaction with PHV increased with increasing scores on the life orientation scale. Persons with poor mental health and those not living alone more often perceived PHV as important. Conclusions: Annual, comprehensive PHVs to a general older population may support older persons’ health and independence. Low response rate restricts the possibility to generalize the results.

• Lyngfoss, Bente & Bjørk, Ida Torunn (2017). Slik vurderer offshoresykepleiere egen kompetanse : i dag arbeider både intensivsykepleiere, anestesisykepleiere og sykepleiere uten videreutdanning offshore. Vurderer de sin kompetanse ulikt? Sykepleien Forskning. ISSN 1890-2936. s. 11–11. doi: 10.4220/Sykepleienf.2017.62873. Fulltekst i vitenarkiv Vis sammendrag

  Bakgrunn: Sykepleiere som jobber offshore, er ofte eneste helsepersonell om bord på installasjonen og har ansvaret for den medisinske beredskapen. Etter en kraftig reduksjon i antall ulykker offshore på 1980-tallet gikk myndighetene bort fra kravet om videreutdanning i anestesi, eventuelt intensivsykepleie. Hensikt: Hensikten med studien var å undersøke hvordan offshoresykepleiere med forskjellig utdannings- og erfaringsbakgrunn bedømmer sin egen kompetanse til å undersøke, vurdere og behandle pasienter. Metode: Vi utviklet et spørreskjema der offshoresykepleiere ble bedt om å vurdere sin egen kompetanse innenfor områdene omsorgskompetanse, medisinsk behandlingskompetanse, medisinsk vurderingskompetanse, teknisk kompetanse, samarbeidskompetanse, valg- og improvisasjonskompetanse samt pedagogisk kompetanse og fagutviklingskompetanse. Resultat: 66 offshoresykepleiere deltok i en spørreundersøkelse om kompetanse. Det var ingen signifikant forskjell mellom anestesisykepleiere, intensivsykepleiere og de med annen eller ingen videreutdanning. Konklusjon: Til tross for store forskjeller i respondentenes videreutdannings- og erfaringsbakgrunn viste studien ingen forskjell i samlet selvrapportert kompetanse.

• Ravik, Monika; Havnes, Anton & Bjørk, Ida Torunn (2017). Defining and comparing learning actions in two simulation modalities: Students training on a latex arm and on each other's arms. Journal of Clinical Nursing (JCN). ISSN 0962-1067. 26(23-24), s. 4255–4266. doi: 10.1111/jocn.13748. Fulltekst i vitenarkiv Vis sammendrag

  AIMS AND OBJECTIVES: To explore, describe and compare learning actions that nursing students used during peripheral vein cannulation training on a latex arm or each other's arms in a clinical skills centre. BACKGROUND: Simulation-based training is thought to enhance learning and transfer of learning from simulation to the clinical setting and is commonly recommended in nursing education. What students actually are doing during simulation-based training is, however, less explored. The analysis of learning actions used during simulation-based training could contribute to development and improvement of simulation as a learning strategy in nursing education. DESIGN: A qualitative explorative and descriptive research design, involving content analysis of video recordings, was used. METHODS: Video-supported observation of nine nursing students practicing vein cannulation was conducted in a clinical skills centre in late 2012. RESULTS: The students engaged in various learning actions. Students training on a latex arm used a considerably higher number of learning actions relative to those training on each other's arms. In both groups, students' learning actions consisted mainly of seeking and giving support. The teacher provided students training on each other's arms with detailed feedback regarding insertion of the cannula into the vein, while those training on a latex arm received sparse feedback from the teacher and fellow students. CONCLUSION: The teacher played an important role in facilitating nursing students' practical skill learning during simulation. The provision of support from both teachers and students should be emphasised to ensure that nursing students' learning needs are met. RELEVANCE TO CLINICAL PRACTICE: This study suggest that student nurses may be differently and inadequately prepared in peripheral vein cannulation in two simulation modalities used in the academic setting; training on a latex arm and on each other's arms.

• Berntzen, Helene; Bjørk, Ida Torunn & Wøien, Hilde (2017). Pain relieved, but still struggling”—Critically ill patients experiences of pain and other discomforts during analgosedation. Journal of Clinical Nursing (JCN). ISSN 0962-1067. 27(1-2), s. e223–e234. doi: 10.1111/jocn.13920. Fulltekst i vitenarkiv
• Ravik, Monika; Havnes, Anton & Bjørk, Ida Torunn (2017). Conditions affecting the performance of peripheral vein cannulation during hospital placement: a case study. Nursing Research and Practice. ISSN 2090-1429. 2017. doi: 10.1155/2017/9748492. Fulltekst i vitenarkiv Vis sammendrag

  Learning practical nursing skills is an important part of the baccalaureate in nursing. However, many newly qualified nurses lack practical skill proficiency required to ensure safe patient care. The invasive skill peripheral vein cannulation (PVC) is particularly challenging to learn and perform. This study explored conditions influencing nursing students’ learning and performance of the technical implementation of a PVC during their clinical placement period. A qualitative and descriptive case study design with two students in Norway practicing PVC during their clinical placement was conducted. One student who mastered the vein cannulation was compared with one student who did not. Data were collected in late 2012 using multiple data sources: semistructured interviews, ad hoc conversations, and video recordings. Video recordings of the two students’ cannula implementations were used to help clarify and validate the descriptions and to identify gaps between what students said and what they did. Thematic analysis of the transcribed text data enabled identifying themes that influenced skill performance. There were two overall themes: individual and contextual conditions influencing the technical implementation of a peripheral vein cannula. These findings were evaluated in terms of Benner’s work on scientific and practical knowledge, defined as “knowing that” and “knowing how.”

• Solli, Hilde; Bjørk, Ida Torunn; Hvalvik, Sigrun & Hellesø, Ragnhild (2017). Like an extended family: Relationships that emerge when older caregivers use written messages to communicate in an ICT-based healthcare service. Informatics for Health and Social Care. ISSN 1753-8157. 43(2), s. 207–217. doi: 10.1080/17538157.2017.1364245. Fulltekst i vitenarkiv Vis sammendrag

  Objective: To explore the relationships that emerge amongst caregivers of persons with dementia and stroke when caregivers use written messages as their communication tool in a closed information and communication technology (ICT)-based support group. Methods: An explorative design with a qualitative approach was used that applied systematic text condensation (STC) to analyse 173 written messages extracted from a web forum. Results: Empathetic, empowering and familiar relationships emerged amongst peers of older caregivers when the caregivers used written messages as their communication tool. The empathetic relationship was characterised by sincerity and openness when the caregivers shared emotions related to caregiving. The empowering relationship reflected a fellowship based on solidarity influenced by a sense of optimism and a willingness to share knowledge to support one another in overcoming challenges. In the familiar relationship, the caregivers were thoughtful and good-humoured with one another and displayed an attitude of consideration towards one another, as in an extended family. Practice implication: The use of computer-mediated communication in health care service will change the context of establishing and maintaining interpersonal relationships. Therefore, greater knowledge regarding how the peers of caregivers interact with one another is vital so nurses may better support and educate ICT-based support groups.

• Meyer, Käthe Birgitte; Bjørk, Ida Torunn; Wahl, Astrid Klopstad; Lennerling, Annette & Andersen, Marit Helen (2017). Long-term experiences of Norwegian live kidney donors: Qualitative in-depth interviews. BMJ Open. 7(2), s. 1–7. doi: 10.1136/bmjopen-2016-014072. Fulltekst i vitenarkiv Vis sammendrag

  Objective: Live kidney donation is generally viewed as a welcome treatment option for severe kidney disease. However, there is a disparity in the body of research on donor experiences and postdonation outcome, and lack of knowledge on long-term consequences described by the donors. This study was conducted to provide insight into donors' subjective meanings and interpretation of their experiences ∼10 years after donation. Design: Qualitative explorative in-depth interviews. The sampling strategy employed maximum variation. Setting Oslo University Hospital is the national centre for organ transplantation and donation in Norway, and there are 26 local nephrology centres. Participants: 16 donors representing all parts of Norway who donated a kidney in 2001–2004 participated in the study. The interviews were analysed using an interpretative approach. Results: The analysis resulted in 4 main themes; the recipient outcome justified long-term experiences, family dynamics—tension still under the surface, ambivalence—healthy versus the need for regular follow-up, and life must go on. These themes reflect the complexity of live kidney donation, which fluctuated from positive experiences such as pride and feeling privileged to adverse experiences such as altered family relationships or reduced health. Conclusions: Live kidney donors seemed to possess resilient qualities that enabled them to address the long-term consequences of donation. The challenge is to provide more uniform information about long-term consequences. In future research, resilient qualities could be a topic to explore in live donation.

• Berntsen, Karin; Bjørk, Ida Torunn & Brynildsen, Grethe (2017). Nursing Students' Clinical Learning Environment in Norwegian Nursing Homes: Lack of Innovative Teaching and Learning Strategies. Open Journal of Nursing. ISSN 2162-5336. 7(8), s. 949–961. doi: 10.4236/ojn.2017.78070. Fulltekst i vitenarkiv Vis sammendrag

  Background: Nursing students hesitate to choose aged care as a career, and the aged care sectors are on an edge regarding nursing positions. Clinical learning environments may influence nursing students’ career choices. Few studies have explored learning environments in nursing homes, although students increasingly have placements there. Objectives: The aim was to produce information for developing nursing students’ learning opportunities in nursing homes. Design: A cross-sectional survey design was used. Settings: The study was conducted at a university college in southeast Norway. Participants: Students in two cohorts of a bachelor degree program in nursing participated, N = 499. Methods: Data were collected on nursing students’ perceptions of clinical learning environments during placements in five nursing homes. A 42-item validated questionnaire with the subscales personalization, individualization, involvement, task orientation, innovation, and satisfaction was used. Data analysis used descriptive statistics, t-tests, and linear regression analysis. Results: Total scores showed overall satisfaction with clinical learning environments in nursing homes. However, innovation subscale scores were very low. First year students had significantly higher scores than third year students on the total scale, and most subscales. Age was significantly associated with total scale scores and subscale satisfaction scores. Higher education and work experience before entering nursing education were significantly associated with involvement subscale scores. Conclusions: Students are more positive than negative about their clinical learning environments. Low valuation of innovation seems to be a consistent finding in studies in both nursing homes and hospitals internationally. For innovative learning strategies to function they must be anchored at the organizational level. Future research should develop and test more innovative learning strategies for nursing students. Keywords: Nursing Students, Nursing Homes, Care for Old Persons, Residential Care, Clinical Learning Environment

• Havnes, Anton; Christiansen, Bjørg; Bjørk, Ida Torunn & Hessevaagbakke, Eva Elisabeth (2016). Peer learning in higher education:Patterns of talk and interaction in skills centre simulation. Learning, Culture and Social Interaction. ISSN 2210-6561. 8, s. 75–87. doi: 10.1016/j.lcsi.2015.12.004. Fulltekst i vitenarkiv
• Christiansen, Bjørg & Bjørk, Ida Torunn (2016). Godt – eller godt nok? : hvordan opplever sykepleiere idealer og realiteter i utøvelsen av yrket? Nordisk tidsskrift for helseforskning. ISSN 1504-3614. 12(1), s. 64–76. doi: 10.7557/14.3774. Fulltekst i vitenarkiv Vis sammendrag

  The purpose of the study is to explore what it entails for nurses to perform good work. It may be challenging to maintain good work when demands of efficiency threaten professional and ethical ideals. How nurses describe expectations they set for themselves and others will also indicate their views on professional identity. The study is qualitative with a descriptive and explorative design, based on individual semi-structured interviews with eight nurses in specialist- and community health care. The data were analyzed in three different interpretational contexts, aiming at an insightful and valid understanding of the text. Findings show that good work was associated with responsible practice and a patient-centered approach. An obligation to update themselves is integrated into their professional identity. Findings show that we can no longer take for granted that nurses handle cross-pressures and value-conflicts in the profession.

• Olsen, Unni; Brox, Jens Ivar & Bjørk, Ida Torunn (2016). Preoperative bowel preparation versus no preparation before spinal surgery: a randomised clinical trial. International Journal of Orthopaedic and Trauma Nursing. ISSN 1878-1241. 23, s. 3–13. doi: 10.1016/j.ijotn.2016.02.001. Fulltekst i vitenarkiv Vis sammendrag

  Aims and objectives Investigate the effect of preoperative bowel preparations for patients undergoing spinal fusion surgery. Background Bowel preparation before major surgery is performed routinely to reduce the risk of postoperative complications related to gastrointestinal function. Methods A randomised clinical trial with forty-five elective spinal fusion patients and one control group and two treatment groups was performed. The patients received preoperative bowel preparation with enema, suppository or no bowel preparation. The outcome measure was defecation within 72 hours postoperatively, defecation on the fifth postoperative day, postoperative constipation, nausea, pain, well-being and ambulation. Results There were significant differences in favour of no bowel preparation compared with suppository group for primary outcome, days to first defecation. There was a tendency for the patients who received no bowel preparation to recover from constipation faster than patients in the bowel preparation groups. The majority of patients did not defecate until the fourth postoperative day. Conclusions This randomised study found no benefit from bowel preparation before major spine surgery on gastrointestinal function. The use of bowel preparation is not evidence based and should be considered omitted before major spine surgery until the effect is known. Keywords constipation; ileus; enema; bowel preparation; postoperative care; postoperative complication; spinal fusion

• Bing-Jonsson, Pia Cecilie; Hofoss, Dag; Kirkevold, Marit; Bjørk, Ida Torunn & Foss, Christina (2016). Sufficient competence in community elderly care? Results from a competence measurement of nursing staff. BMC Nursing. 15. doi: 10.1186/s12912-016-0124-z. Fulltekst i vitenarkiv Vis sammendrag

  Background Multi-morbidity, poly-pharmacy and cognitive impairment leave many old patients in a frail condition with a high risk of adverse outcomes if proper health care is not provided. Knowledge about available competence is necessary to evaluate whether we are able to offer equitable and balanced health care to older persons with acute and/or complex health care needs. This study investigates the sufficiency of nursing staff competence in Norwegian community elderly care. Methods We conducted a cross-sectional survey of 1016 nursing staff in nursing homes and home care services with the instrument “Nursing Older People – Competence Evaluation Tool”. Statistical analyses were ANOVA and multiple regression. Results We found that nursing staff have competence in all areas measured, but that the level of competence was insufficient in the areas nursing measures, advanced procedures, and nursing documentation. Nursing staff in nursing homes scored higher than staff in home care services, and older nursing staff scored lower than younger nursing staff. Conclusions A reason for the relatively low influence of education and training on competence could be the diffuse roles that nursing staff have in community elderly care, implying that they have poor standards against which to judge their own competence. Clearer role descriptions for all groups of nursing staff are recommended as well as general competence development in geriatric nursing care.

• Meyer, Käthe Birgitte; Wahl, Astrid Klopstad; Bjørk, Ida Torunn; Wisløff, Torbjørn; Hartmann, Anders & Andersen, Marit Helen (2016). Long-term, self-reported health outcomes in kidney donors. BMC Nephrology. 17(8). doi: 10.1186/s12882-016-0221-y. Fulltekst i vitenarkiv Vis sammendrag

  Background The wide use of healthy persons as kidney donors calls for awareness of risks associated with donation. Live kidney donation may impair quality of life (QOL) and result in fatigue. Long-term data on these issues are generally lacking in the donor population. Thus we aimed to investigate long-term self-reported health outcomes in a nationwide donor cohort. Methods We assessed self-reported QOL, fatigue and psychosocial issues after donation in 217 donors representing 63 % of those who donated 8–12 years ago. QOL was measured using the generic Short Form-36 Health Survey (SF-36), fatigue using the Multidimensional Fatigue Inventory (MFI) and psychosocial issues using donor specific questions. For each of the 8 domains of SF-36 and the 5 domains of MFI, we performed generalized linear regression. Results Donors scored high on QOL with mean scores between 63.9 and 91.4 (scale 1–100) for the 8 subscales. Recognition from family and friends was associated with higher QOL scores in four domains. There were no significant gender differences. Fatigue scores were generally low. Females generally scored higher than males on all five dimensions of fatigue, although significantly only on two. Recipient still alive was associated with lower scores on mental fatigue. Regretting donors scored higher than average on all domains of fatigue. Recipient death, worries about own health and worsened relationship with the recipient influenced willingness to donate in retrospect. Donor age did not affect long-term health outcomes. Conclusions Eight till 12 years after donation QOL scores were generally high and improved with recogniton from family and friends. Fatigue was independent of donor age and more pronounced in females and in those who regretted donation.

• Svendsen, Edel Jannecke; Moen, Anne; Pedersen, Reidar & Bjørk, Ida Torunn (2016). Parent–healthcare provider interaction during peripheral vein cannulation with resistive preschool children. Journal of Advanced Nursing. ISSN 0309-2402. 72(3), s. 620–630. doi: 10.1111/jan.12852. Fulltekst i vitenarkiv
• Olsen, Unni Solveig Johansen; Brox, Jens Ivar & Bjørk, Ida Torunn (2016). Preoperative bowel preparation versus no preparation before spinal surgery: A randomised clinical trial. International Journal of Orthopaedic and Trauma Nursing. ISSN 1878-1241. Fulltekst i vitenarkiv
• Lindenskov, Line & Bjørk, Ida Torunn (2016). Sykepleieres kartlegging og vurdering av postoperativ smerte hos pasienter med redusert evne til selvrapportering :. Nordisk sygeplejeforskning. ISSN 1892-2678. 6(2), s. 199–209. doi: 10.18261/issn.1892-2686-2016-02-08. Fulltekst i vitenarkiv
• Bing-Jonsson, Pia Cecilie; Foss, Christina & Bjørk, Ida Torunn (2016). The competence gap in community care: Imbalance between expected and actual nursing staff competence. The Nordic Journal of Nursing Research (NJNR). ISSN 2057-1585. 36(1), s. 27–37. doi: 10.1177/0107408315601814. Fulltekst i vitenarkiv Vis sammendrag

  Research that examines nursing staff competence that is necessary in order to provide safe community care is called for. This literature review examines Norwegian policy documents and international research with the aim to assess whether there is a match between expected and actual nursing staff competence in community care. Twelve policy documents and ten research articles were included in the review, of which key themes were identified. The Norwegian government expects a wide range of competence ranging from specific tasks in medical management to adhering to safe practice and care guidelines. Major discrepancies were identified between the advanced competence expected in policy documents and the actual competence as described by the research literature, which was mainly concerned with assistance with activities of daily living, medical knowledge, and personal abilities. There is a general lack of opportunities for competence development in the sector, implying that a general development of nursing staff competence is a pressing need in community care.

• Bing-Jonsson, Pia Cecilie; Bjørk, Ida Torunn; Hofoss, Dag; Kirkevold, Marit & Foss, Christina (2015). Competence in advanced older people nursing: Development of 'Nursing older people - Competence evaluation tool'. International Journal of Older People Nursing. ISSN 1748-3735. 10(1), s. 59–72. doi: 10.1111/opn.12057. Fulltekst i vitenarkiv
• Svendsen, Edel Jannecke; Moen, Anne; Pedersen, Reidar & Bjørk, Ida Torunn (2015). Resistive expressions in preschool children during peripheral vein cannulation in hospitals: a qualitative explorative observational study. BMC Pediatrics. 15(190). doi: 10.1186/s12887-015-0508-3. Fulltekst i vitenarkiv Vis sammendrag

  Background Children may resist common medical procedures, and this may lead to the use of restraint. This can be challenging to all of the involved parties, but empirical research is scarce on children’s expressions during these procedures. Methods To explore preschool children’s resistive expressions during peripheral vein cannulation we video recorded and performed an in-depth analysis of naturally occurring situations with six newly hospitalized preschool children. Results Fourteen attempts of peripheral vein cannulation were recorded. A typology of resistive expressions was developed consisting of: protest, escape, and endurance. During the expression of protest, the children showed an insistent attitude where they were maintaining their view. The expression of escape was when children were panicked, avoiding hands of adults when being approached. When expressing endurance the children were stiff, motionless and introverted. Less physical restraint is required during endurance, but children still appear to refuse participation. Conclusions We identified three types of resistive expressions that can be used to better understand the individual child and inform clinical judgment in challenging procedural situations. This knowledge can help to sensitize health care providers in their attempt to arrange for children’s participation.

• Tøien, Mette; Bjørk, Ida Torunn & Fagerström, Lisbeth (2015). Older Users’ Perspectives on the Benefits of Preventive Home Visits. Qualitative Health Research. ISSN 1049-7323. 25(5), s. 700–712. doi: 10.1177/1049732314553595. Fulltekst i vitenarkiv Vis sammendrag

  In this article we explore older people’s perspectives on the benefits of preventive home visits (PHVs), after long-term follow-up. PHVs are health services intended to promote older people’s health and independence, prevent disease, and postpone functional decline. We applied an explorative and descriptive design and analyzed qualitative research interviews of 10 PHV users who had received multiple visits for at least 6 years. We sought manifest and latent content in our analysis. The participants reported benefits falling within four main categories: to feel safe, to manage everyday life, to live well, and to be somebody. Two latent themes emerged: living with an underlying, realistic concern about an uncertain future, and striving to maintain oneself as a person. The perceived benefits of PHVs differed significantly from the outcome measures commonly used in randomized, controlled trials. PHV interventions should have a longitudinal approach and support each person’s current needs and valued goals.

• Solberg, Marianne Trygg; Hansen, Thor Willy Ruud & Bjørk, Ida Torunn (2015). The need for predictability in coordination of ventilator treatment of newborn infants - A qualitative study. Intensive and Critical Care Nursing. ISSN 0964-3397. 31(4), s. 205–212. doi: 10.1016/j.iccn.2014.12.003. Fulltekst i vitenarkiv
• Bjørk, Ida Torunn; Christiansen, Bjørg; Havnes, Anton & Hessevaagbakke, Eva Elisabeth (2015). Exploring the black box of practical skill learning in the clinical skills center. Journal of Nursing Education and Practice (JNEP). ISSN 1925-4040. 5(11), s. 131–138. doi: 10.5430/jnep.v5n11p131. Fulltekst i vitenarkiv Vis sammendrag

  Background: Learning in skills centers has a long tradition in nursing education. Nurse educators struggle to substantiate their opinions on the efficacy of simulation technologies over traditional methods of instruction and it is suggested that they should re-evaluate their methods when teaching psychomotor skills. A necessary step before evaluation is to unravel what the students are actually doing in the skills center. Purpose: The purpose of this study was to explore nursing students’ practical skills training in the skills centre to label and define generic learning actions used during the learning of two specific skills; wound care and dressing, and sterile gloving. Methods: A qualitative observational study of nursing students’ practical skill training in the skills center was developed. Students across three cohorts were video recorded while practicing wound cleaning and dressing, and donning and removing sterile gloves. Verbal interaction on the video recordings was transcribed. The core analytical process was the joint listening to and watching of videos with following discussions of interpretations and development of categories. Results: Seven categories of learning actions were developed: Parallel action and self-instruction, watch and copy, collaborating to find solutions, giving support, seeking support, recontextualising the skill, and humorous enactment with the equipment. The categories are exemplified and discussed in light of learning theory and research on aspects of scaffolding. Conclusions: The learning actions described in this study are a starting point in detailing students learning actions during skills training. Students’ learning in other practical nursing skills should be studied to accumulate more knowledge about students’ learning actions and how peer interaction supports or hampers learning. The relevance of the learning actions should be explored in the clinical setting. A goal is to lay the groundwork for better design of learning in skills centers in nursing education.

• Ravik, Monika; Havnes, Anton & Bjørk, Ida Torunn (2015). Exploring nursing students' transfer of peripheral venous cannulation from skills centre to the clinical setting. Journal of Nursing Education and Practice (JNEP). ISSN 1925-4040. 5(3), s. 59–70. doi: 10.5430/jnep.v5n3p59. Fulltekst i vitenarkiv Vis sammendrag

  Background: It is assumed that practical skills learned through simulation can be transferred to the clinical setting, but little is known about students’ skill performance on real patients after simulation-based learning. The literature shows that newly qualified nurses lack proficiency in skill performance, implying that transfer of learning is challenging. The aim is to explore practical skill transfer from skill centre to clinical setting. Method: A qualitative descriptive observational study of five undergraduate nursing students practicing peripheral venous cannulation (PVC) in the skills centre and clinical setting. Performances were compared using content analysis. Findings: There were similarities and differences in the students’ performance accuracy in the skills centre and the clinical setting. Many steps were performed correctly, though some were performed incorrectly, and several were not performed or not relevant to perform in either setting. Practicing on a mannequin and on actual patients gave different learning opportunities. Practicing on a mannequin gave the students the opportunity to perform most of the PVC steps even if the vein was missed. When students missed the vein on real patients, they had to terminate the attempt, with no opportunity to perform subsequent steps of the skill. Conclusion: Low-fidelity simulation was found both to be effective, as it provided familiarity with equipment used in the clinical setting, and inadequate due to lacking opportunity to discern differences encountered in the clinical setting. The simulation must be improved to ensure that students learn what is needed for safe practice on real patients in the clinical setting.

• Solli, Hilde; Hvalvik, Sigrun; Bjørk, Ida Torunn & Hellesø, Ragnhild (2015). Characteristics of the relationship that develops from nurse-caregiver communication during telecare. Journal of Clinical Nursing (JCN). ISSN 0962-1067. 24(13-14), s. 1995–2004. doi: 10.1111/jocn.12786. Fulltekst i vitenarkiv Vis sammendrag

  Aims and objectives. To explore the relationship between nurses and caregivers using a web camera and web forum as the communication methods. Background. In Norway and other European countries, there is an increased focus on ageing at home, which is aided by technology, as well as formal and informal care. The literature reveals that caregivers endure physical and mental burdens. With computer-mediated communication, such as telecare, it is possible for nurses to provide supportive care to caregivers in their homes. Design. An explorative design using qualitative content analysis. Method. Six nurses and nine caregivers with residential spouses suffering from stroke or dementia were interviewed two times over a six-month period. Results. The nurses responded dynamically to the information they received and helped to empower the individual caregivers and to strengthen the interpersonal relationships between the caregivers. While some participants thought that meet- ing in a virtual room was close and intimate, others wanted to maintain a certain distance. The participants’ altered their roles as the masters and receivers of knowledge and experience; this variation was based on a relationship in which mutual respect for one another and an interest in learning from one another allowed them to work together as partners to demonstrate the system and to fol- low-up with new caregivers. Conclusions. The flexibility of the service allows the possibility of engaging in a close, or to some extent, a more distant relationship, depending on the partici- pants’ attitudes towards using this type of service. Relevance to clinical practice. Nurses can provide close care, support and infor- mation to caregivers who endeavour to master their everyday lives together with their sick spouses. The support seems to help the caregivers cope with their own physical and emotional problems.

• Reierson, Inger Åse; Solli, Hilde & Bjørk, Ida Torunn (2015). Nursing student's perspectives on telenursing in patient care after simulation. Clinical Simulation in Nursing. ISSN 1876-1399. 11(4), s. 244–250. doi: 10.1016/j.ecns.2015.02.003. Fulltekst i vitenarkiv Vis sammendrag

  Background: This article presents the perspectives of undergraduate nursing students on telenursing in patient care after simulating three telenursing scenarios using real-time video and audio technology. Methods: An exploratory design using focus group interviews was performed; data were analyzed using qualitative content analysis. Results: Five main categories arose: learning a different nursing role, influence on nursing assessment and decision making, reflections on the quality of remote comforting and care, empowering the patient, and ethical and economic reflections. Conclusions: Delivering telenursing care was regarded as important yet complex activity. Telenursing simulation should be integrated into undergraduate nursing education.

• Bing-Jonsson, Pia Cecilie; Hofoss, Dag; Kirkevold, Marit; Bjørk, Ida Torunn & Foss, Christina (2015). Nursing older people-competence evaluation tool: Development and psychometric evaluation. Journal of Nursing Measurement. ISSN 1061-3749. 23(1), s. 127–153. doi: 10.1891/1061-3749.23.1.127. Fulltekst i vitenarkiv
• Solberg, Marianne Trygg; Hansen, Thor Willy Ruud & Bjørk, Ida Torunn (2014). Oxygen and ventilator treatment: perspectives on interprofessional collaboration in a neonatal intensive care unit. Journal of Research in Interprofessional Practice and Education. 4(1). doi: 10.22230/jripe.2014v4n1a172. Fulltekst i vitenarkiv Vis sammendrag

  Abstract Background: The aim of this study was to explore perspectives on the collaboration between physicians and nurses managing oxygen and ventilator treatment of sick infants in a Norwegian neonatal intensive care unit. Methods and Findings: We performed a qualitative study using focus groups. We found that interprofessional collaboration concerning newborns on mechanical ventilation lacked co-ordination and was unsystematic. This led to inadequate utilization of the medical and clinical competency of the nursing staff. Nurses and physicians approached decision-making differently, and there was limited flexibility and dynamics in the allocation of responsibility between the professionals. Conclusion: Findings from this study indicate that nurses and physicians have the opportunity to improve the quality of care by developing high-quality communication, formulating plans together, and improving the co-ordination of the ventilator treatment. Further studies should develop and test interventions based on the professionals’ perception of relevant co-ordination strategies to improve mechanical ventilation and oxygen treatment to premature and sick newborn infants. Keywords: Quality of care; Collaboration; Oxygen treatment; Mechanical ventilation; Neonatal intensive care unit

• Berntzen, Helene & Bjørk, Ida Torunn (2014). Experiences of donor families after consenting to organ donation: A qualitative study. Intensive and Critical Care Nursing. ISSN 0964-3397. 30(5), s. 266–274. doi: 10.1016/j.iccn.2014.03.001. Fulltekst i vitenarkiv
• Svendsen, Edel Jannecke & Bjørk, Ida Torunn (2014). Experienced Nurses' Use of Non-Pharmacological Approaches Comprise More Than Relief From Pain. Journal of Pediatric Nursing : Nursing Care of Children and Families. ISSN 0882-5963. 29(4), s. e19–e28. doi: 10.1016/j.pedn.2014.01.015. Fulltekst i vitenarkiv
• Brynildsen, Grethe; Bjørk, Ida Torunn; Berntsen, Karin & Hestetun, Margrete (2014). Improving the quality of nursing students' clinical placements in nursing homes: An evaluation study. Nurse Education in Practice. ISSN 1471-5953. 14(6), s. 722–728. doi: 10.1016/j.nepr.2014.09.004. Fulltekst i vitenarkiv
• Bjørk, Ida Torunn; Berntsen, Karin; Brynildsen, Grethe & Hestetun, Margrete (2014). Nursing students' perceptions of their clinical learning environment in placements outside traditional hospital settings. Journal of Clinical Nursing (JCN). ISSN 0962-1067. 23(19-20), s. 2958–2967. doi: 10.1111/jocn.12532. Fulltekst i vitenarkiv
• Wøien, Hilde; Værøy, Henning; Aamodt, Geir & Bjørk, Ida Torunn (2014). Improving the systematic approach to pain and sedation management in the ICU by using assessment tools. Journal of Clinical Nursing (JCN). ISSN 0962-1067. 23(11-12), s. 1552–1561. doi: 10.1111/j.1365-2702.2012.04309.x. Fulltekst i vitenarkiv
• Bjørk, Ida Torunn; Lomborg, Kirsten; Nielsen, Carsten M.; Brynildsen, Grethe; Fredriksen, Anne-Marie S. & Larsen, Karin [Vis alle 9 forfattere av denne artikkelen] (2013). From theoretical model to practical use: an example of knowledge translation. Journal of Advanced Nursing. ISSN 0309-2402. 69(10), s. 2336–2347. doi: 10.1111/jan.12091. Fulltekst i vitenarkiv
• Bing-Jonsson, Pia Cecilie; Bjørk, Ida Torunn; Hofoss, Dag; Kirkevold, Marit & Foss, Christina (2013). Instruments Measuring Nursing Staff Competence in Community Health Care: A Systematic Literature Review. Home Health Care Management & Practice. ISSN 1084-8223. vol. 25 (6), s. 282–294. doi: 10.1177/1084822313494784. Fulltekst i vitenarkiv
• Nielsen, Carsten; Sommer, Irene; Larsen, Karin & Bjørk, Ida Torunn (2013). Model of practical skill performance as an instrument for supervision and formative assessment. Nurse Education in Practice. ISSN 1471-5953. 13(3), s. 176–180. doi: 10.1016/j.nepr.2012.08014. Fulltekst i vitenarkiv
• Knutheim, Anne Grethe & Bjørk, Ida Torunn (2013). Utdanning til klinisk spesialist - best egnet til å styrke læring gjennom ufomelle aktiviteter. Sykepleien Forskning. ISSN 1890-2936. 8(1), s. 62–72. doi: 10.4220/sykepleienf.2013.0013. Fulltekst i vitenarkiv
• Randen, Irene; Lerdal, Anners & Bjørk, Ida Torunn (2013). Nurse's perceptions of unpleasant symptoms and signs in ventilated and sedated patients. Nursing in Critical Care. ISSN 1362-1017. 18(4), s. 176–186. doi: 10.1111/nicc.12012. Fulltekst i vitenarkiv
• Solberg, Marianne Trygg; Bjørk, Ida Torunn & Hansen, Thor Willy Ruud (2013). Adherence to oxygenation and ventilation targets in mechanically ventilated premature and sick newborns: a retrospective study. BMC Pediatrics. 13(126). doi: 10.1186/1471-2431-13-126. Fulltekst i vitenarkiv Vis sammendrag

  Background Ventilator treatment exposes newborns to both hyperoxemia and hyperventilation. It is not known how common hyperoxemia and hyperventilation are in neonatal intensive care units in Norway. The purpose of this study was to assess the quality of current care by studying deviations from the target range of charted oxygenation and ventilation parameters in newborns receiving mechanical ventilation. Methods Single centre, retrospective chart review that focused on oxygen and ventilator treatment practices. Results The bedside intensive care charts of 138 newborns reflected 4978 hours of ventilator time. Arterial blood gases were charted in 1170 samples. In oxygen-supplemented newborns, high arterial pressure of oxygen (PaO2) values were observed in 87/609 (14%) samples. In extremely premature newborns only 5% of the recorded PaO2 values were high. Low arterial pressure of CO2 (PaCO2) values were recorded in 187/1170 (16%) samples, and 64 (34%) of these were < 4 kPa. Half of all low values were measured in extremely premature newborns. Tidal volumes above the target range were noted in 22% of premature and 20% of full-term newborns. Conclusions There was a low prevalence of high PaO2 values in premature newborns, which increased significantly with gestational age (GA). The prevalence of low PaCO2 values was highest among extremely premature newborns and decreased with increasing GA. Further studies are needed to identify whether adherence to oxygenation and ventilation targets can be improved by clearer communication and allocation of responsibilities between nurses and physicians.

• Reierson, Inger Åse; Hvidsten, Anne; Wighus, Marianne; Brungot, Solvor Kari & Bjørk, Ida Torunn (2013). Key issues and challenges in developing a pedagogical intervention in the simulation skills center - An action research study. Nurse Education in Practice. ISSN 1471-5953. 13(4), s. 294–300. doi: 10.1016/j.nepr.2013.04.004. Fulltekst i vitenarkiv Vis sammendrag

  Simulation skills centers (SSC) are considered important learning arenas for preparing and qualifying nursing students. Limited clinical placements and claims of diminished learning opportunities raise concerns that newly educated nurses lack proficiency in many psychomotor skills. Accordingly, there is an increased focus on learning in the SSC. However, it has been questioned if the pedagogical underpinning of teaching and learning in the SSC is missing or unclear. At a bachelor nursing education in Norway, there was a desire to change practice and enhance learning in the SSC by systematic use of The Model of Practical Skill Performance (Bjørk and Kirkevold, 2000). A participatory action research design was chosen. A pedagogical intervention was developed and implemented in 2010 in a cohort of eighty-seven first year bachelor nursing students during their basic nursing skill course. The intervention is shortly described. This article reports key issues and challenges that emerged during development of the new intervention. Data to inform the study were collected via thorough meeting minutes and the project leader's logbook, and analyzed using fieldnotes analysis. Six key issues and challenges were identified. These are presented and discussed consecutively in light of their importance for development and implementation of the new intervention.

• Nielsen, Carsten; Stenholt, Britta; Lomborg, Kirsten & Bjørk, Ida Torunn (2013). Praktiske færdigheder i professionsrettede sundhedsuddannelser. Dansk Universitetspædagogisk Tidsskrift (DUT). ISSN 1901-5089. 8(15), s. 60–72. Fulltekst i vitenarkiv
• Bjørk, Ida Torunn; Tøien, Mette & Sørensen, Anne Lene (2013). Exploring informal learning among hospital nurses. Journal of Workplace Learning. ISSN 1366-5626. 25(7), s. 426–440. doi: 10.1108/JWL-01-2013-0003. Fulltekst i vitenarkiv Vis sammendrag

  Purpose – The purpose of this article is to explore the opportunities for informal learning among nurses working on a hospital ward. Design/methodology/approach – A field study was conducted in one hospital ward. Methods used to collect data included participant observation, ad hoc conversations and formal interviews. Findings – Eight categories describe the opportunities for informal learning among the nurses. Several factors seemed to mediate the opportunities for informal learning, such as the size and physical structures of the ward, role modeling by the nurse leader, systems and artifacts that triggered and scaffolded learning, and interaction and collaboration among all professionals on the ward. Research limitations/implications – A limitation is that data are collected from only one ward. A strength is the use of several methods to collect data and the range of participants' ages, experience and gender. Practical implications – This study offers examples of informal learning opportunities that can be tailored to different clinical settings. Through role-modeling the leader can influence both the norms that become established in a ward and the development of a culture of mutual support and learning. Originality/value – This article adds to the existing research by including observation in the hospital setting of actual practices that involve informal learning.

• Christiansen, Bjørg & Bjørk, Ida Torunn (2013). Good work feels good: student perceptions of good work. The Pennsylvania Nurse. ISSN 0031-4617. 68(1), s. 20–27. Fulltekst i vitenarkiv
• Meyer, Kathe; Bjørk, Ida Torunn & Eide, Hilde (2012). Intensive care nurses' perceptions of their professional competence in the organ donor process: a national survey. Journal of Advanced Nursing. ISSN 0309-2402. 68(1), s. 104–115. doi: 10.1111/j.1365-2648.2011.05721.x. Fulltekst i vitenarkiv Vis sammendrag

  This paper is a report of a study that explored Norwegian intensive care nurses’ perceptions of their professional competence to identify educational needs in the organ donor process. Background.  Intensive care professionals are requested to consider organ donation each time they care for patients with severe cerebral lesion to ensure donor organs for transplantation. The donor process challenges intensive care nurses’ professional competence. Nurses’ knowledge and experience may influence their professional competence in caring for organ donors and their relatives. Methods.  A cross-sectional survey was conducted in all 28 Norwegian donor hospitals between October 2008 and January 2009. Intensive care nurses (N = 801) were invited to participate and the response rate was 71·4%. Dimensions of professional competence, learning needs and contextual and demographic variables were explored. Data were analysed using descriptive and inferential statistics. Findings.  Few intensive care nurses had extensive experience of or competence and training in organ donation. Nurses working at university hospitals had more experience, but lesser training than nurses in local hospitals. Experience of donor acquisition had an impact on intensive care nurses’ perceptions of their professional competence in the donor process. Discussions on the ward and educational input were seen as important for the further development of professional competence. Conclusion.  Training provided by experienced colleagues and a culture that encourages discussion about aspects of the donor process can develop nurses’ professional competence and communally defined professional practice. Educational input that cultivates various types of knowledge can be beneficial in organ donation.

• Solli, Hilde; Bjørk, Ida Torunn; Hvalvik, Sigrun & Hellesø, Ragnhild (2012). Principle-based analysis of the concept of telecare. Journal of Advanced Nursing. ISSN 0309-2402. 68(12), s. 2802–2815. doi: 10.1111/j.1365-2648.2012.06038.x. Fulltekst i vitenarkiv

Se alle arbeider i NVA

• Karin, Larsen; Nielsen, Carsten M. & Bjørk, Ida Torunn (2015). Praktiske Færdigheder. Munksgaard Forlag. ISBN 9788762815834. 80 s. Fulltekst i vitenarkiv

Se alle arbeider i NVA

• Hansen, Ingrid Schrøder; Hårvig, Karina Roheim; Brudvik, Kristoffer Watten; Røsok, Bård Ingvald; Bjørk, Ida Torunn & Østergaard, Daniel [Vis alle 15 forfattere av denne artikkelen] (2025). A Randomized Controlled Trial of Resection Versus Thermal Ablation of Colorectal Cancer Liver Metastases (New Comet): Study Protocol. doi: 10.1245/s10434-025-17984-5. Fulltekst i vitenarkiv Vis sammendrag

  Background. The use of thermal ablation of liver tumors is rapidly increasing. This is despite a lack of high-level evidence of the oncologic efficacy of ablation. Ablation is most often used in cases where resection is not possible, but as the technique has improved it is increasingly used as a substitute for resection. Patients and Methods. New Comet is an international multicenter randomized controlled double-blinded, non inferiority trial comparing thermal ablation to resection of colorectal liver metastases. It will include 230 patients with colorectal liver metastases (up to 5 lesions, tumor size up to 3 cm) where thermal ablation and resection both are considered suitable treatment options for all lesions. The patients are randomized to either resection or ablation, and all lesions in each patient are treated with the same modaliity. Complete ablation will be verified with intraoperative computed tomography and ablation confirmation software. Conclusions. The primary endpoint is local tumor recurrence at 12 months. Secondary endpoints include overall survival, disease-free survival, time to surgical failure, health-related quality of life, complications, and cost-effectiveness (trial registration no.: NCT05129787).

• Reierson, Inger Åse; Ravik, Monika; Blomberg, Karin; Bjørk, Ida Torunn; Bölenius, Karin & Stenholt, Britta Vesterager [Vis alle 7 forfattere av denne artikkelen] (2024). Læring av praktiske sykepleieferdigheter i skandinaviske simuleringssentre: en kvalitativ, komparativ studie av didaktiske tilnærminger. Poster. NSFs utdannings- og forskningskonferanse (UFK), 26.-27.september 2024. Fulltekst i vitenarkiv
• Bjørk, Ida Torunn; Bölenius, Karin; Ravik, Monika & Reierson, Inger Åse (2023). Modell för praktiskt färdighetsutövande – kvalitetsmässigt lärande genom att kommunicera utifrån modell i handledning. Workshop; VFU-konferense 2023, Umeå, Sverige. https://swenurse.se/konferenser-och-evenemang/verksamhetsforlagd-utbildning/vfu-konferens-2023. Fulltekst i vitenarkiv
• Breievne, Grete; Bjørk, Ida Torunn & Skaug, Eli-Anne (2021). Grunnleggende behov, kropp og velvære. I Kristoffersen, Nina Jahren; Skaug, Eli-Anne; Steindal, Simen Alexander & Grimsbø, Gro Hjelmeland (Red.), Grunnleggende sykepleie 2: Grunnleggende behov og helse. Gyldendal Akademisk. ISSN 9788205531086. s. 17–43. Fulltekst i vitenarkiv
• Bjørk, Ida Torunn (2018). Erfaringer med å bygge opp en forskningsportefølje innen ferdighetslæring/simulering. Fulltekst i vitenarkiv
• Bjørk, Ida Torunn (2017). Muligheter og utfordringer i simulering som pedagogisk metode. I Mausethagen, Sølvi & Smeby, Jens-Christian (Red.), Kvalifisering til profesjonell yrkesutøvelse. Universitetsforlaget. ISSN 9788215026459. s. 95–104. Fulltekst i vitenarkiv
• Christiansen, Bjørg & Bjørk, Ida Torunn (2017). Godt- eller godt nok? Hvordan oppleves spenningsforhold mellom idealer og realiteter i utøvelsen av yrket? Fulltekst i vitenarkiv
• Bjørk, Ida Torunn (2017). Muligheter og utfordringer i simulering som pedagogisk metode. I Mausethagen, Sølvi & Smeby, Jens-Christian (Red.), Kvalifisering til profesjonell yrkesutøvelse. Universitetsforlaget. ISSN 9788215026459. s. 83–94. Fulltekst i vitenarkiv
• Bjørk, Ida Torunn & Breievne, Grete (2016). Kropp og velvære. I Kristoffersen, Nina M. J.; Nortvedt, Finn; Skaug, Eli-Anne & Grimsbø, Gro H. (Red.), Grunnleggende Sykepleie 2 - Grunnleggende behov. Gyldendal Akademisk. ISSN 9788205483910. s. 13–43. Fulltekst i vitenarkiv
• Bjørk, Ida Torunn (2015). Et redskap for veiledning i læring av praktiske ferdigheter. I Bjerknes, Mari Skancke & Christiansen, Bjørg (Red.), Praksisveiledning med sykepleierstudenter. Gyldendal Akademisk. ISSN 9788205480797. s. 82–98. Fulltekst i vitenarkiv
• Svendsen, Edel Jannecke; Moen, Anne; Pedersen, Reidar & Bjørk, Ida Torunn (2015). Providing the child with venous access; exploring parent-health care providers’ unfolding interaction. Fulltekst i vitenarkiv
• Brynildsen, Grethe & Bjørk, Ida Torunn (2014). The Model of Practical Skill Performance as a tool for learning and reflection during nursing students’ clinical placement. Fulltekst i vitenarkiv
• Tøien, Mette; Fagerström, Lisbeth & Bjørk, Ida Torunn (2014). Eldres erfaringer med og oppfatninger av helsefremmende og forebyggende hjemmebesøk. Fulltekst i vitenarkiv
• Solberg, Marianne Trygg; Hansen, Thor Willy Ruud & Bjørk, Ida Torunn (2014). Challenges in coordination of ventilator treatment in premature and sick newborns in a Norwegian Neonatal Intensive Care Unit (NICU). Fulltekst i vitenarkiv
• Bjørk, Ida Torunn; Reierson, Inger Åse; Wighus, Marianne; Hvidsten, Anne; Christiansen, Bjørg & Havnes, Anton [Vis alle 7 forfattere av denne artikkelen] (2014). Exploring the "black box" of practical skill learning in the skills centre. Fulltekst i vitenarkiv Vis sammendrag

  In preparation for clinical placements students in the health professions learn practical skills across two sites; skills centre and clinical setting. This learning order is based on assumptions of transfer of learning. In order to follow ‘a trail of transfer’ it is necessary to explore the skill learning in the skills centre as this is where transfer starts. The two studies we report on in this paper are novel in its kind and aimed to categorize and describe in detail the generic learning activities students used during skills centre practice. Nursing students from two cohorts in two different university colleges were video-recorded between 2008 - 2012. We entered into a scarcely researched area and used the method of video-enhanced observation to be able to study the details in students’ talk and actions during practice. Transcriptions of students’ talk on the videotapes were used parallell with the joint watching of videos. Discussion of interpretations and categorizations in the research group was interspersed with individual watching of the recordings, adding to the refinement of categories. Categories described in the first study were used as a starting point in the second study. This was useful since it sensitized us in ‘seeing’ more learning activities in the second study. Our paper will discuss the process of analysis and exemplify this process with the defined learning categories. We consider our findings a starting point in a further work of comparing and contrasting with learning in the clinical setting.

• Svendsen, Edel Jannecke; Moen, Anne; Pedersen, Reidar & Bjørk, Ida Torunn (2014). Smertefulle prosedyrer på motvillige barn. Fulltekst i vitenarkiv
• Svendsen, Edel Jannecke; Pedersen, Reidar; Moen, Anne & Bjørk, Ida Torunn (2014). The structure of parent-health care provider interaction during peripheral vein cannulation with resistive children. Fulltekst i vitenarkiv
• Tøien, Mette; Fagerström, Lisbeth & Bjørk, Ida Torunn (2014). Preventive Home Visits – Evaluation of the service from the receivers perspective A Sequential Mixed Methods approach. Fulltekst i vitenarkiv
• Bjørk, Ida Torunn; Havnes, Anton; Christiansen, Bjørg; Reierson, Inger Åse; Hvidsten, Anne & Wighus, Marianne [Vis alle 7 forfattere av denne artikkelen] (2014). Exploring the "Black box" of practical skill learning in the skills centre. - Abstract , Oral. International Journal of Qualitative Methods (IJQM). 13, s. 489–489. Fulltekst i vitenarkiv Vis sammendrag

  Background: Learning in skills centers has a long tradition in nursing education. Nurse educators struggle to substantiate their opinions on the efficacy of simulation technologies over traditional methods of instruction and it is suggested that they should re-evaluate their methods when teaching psychomotor skills. A necessary step before evaluation is to unravel what the students are actually doing in the skills center. Purpose: The purpose of this study was to explore nursing students’ practical skills training in the skills centre to label and define generic learning actions used during the learning of two specific skills; wound care and dressing, and sterile gloving. Methods: A qualitative observational study of nursing students’ practical skill training in the skills center was developed. Students across three cohorts were video recorded while practicing wound cleaning and dressing, and donning and removing sterile gloves. Verbal interaction on the video recordings was transcribed. The core analytical process was the joint listening to and watching of videos with following discussions of interpretations and development of categories. Results: Seven categories of learning actions were developed: Parallel action and self-instruction, watch and copy, collaborating to find solutions, giving support, seeking support, recontextualising the skill, and humorous enactment with the equipment. The categories are exemplified and discussed in light of learning theory and research on aspects of scaffolding. Conclusions: The learning actions described in this study are a starting point in detailing students learning actions during skills training. Students’ learning in other practical nursing skills should be studied to accumulate more knowledge about students’ learning actions and how peer interaction supports or hampers learning. The relevance of the learning actions should be explored in the clinical setting. A goal is to lay the groundwork for better design of learning in skills centers in nursing education. KeyWords: Skills center, Nursing students, Skill acquisition, Scaffolding, Peer learning

• Tøien, Mette; Fagerström, Lisbeth & Bjørk, Ida Torunn (2014). Preventive home visits from the receivers’ perspective: What matters for compliance and positive outcomes? Fulltekst i vitenarkiv
• Wighus, Marianne & Bjørk, Ida Torunn (2013). Erfaringer med å ta i bruk læringsredskaper og nytt undervisningsopplegg i øvingsavdelingen. Fulltekst i vitenarkiv
• Bjørk, Ida Torunn (2013). Workshop om bruk av Modell for praktisk ferdigetsutøvelse. Fulltekst i vitenarkiv
• Bjørk, Ida Torunn (2013). Utfordringer i ferdighetslæring og overføring mellom ferdighetssenter og klinikk. Fulltekst i vitenarkiv
• Solberg, Marianne Trygg; Bjørk, Ida Torunn & Hansen, Thor Willy Ruud (2012). Adherence to ventilation and oxygenation targets in mechanically ventilated premature and sick newborns – a retrospective study. Fulltekst i vitenarkiv

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