Ida Torunn Bjørk

• 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. doi: 10.1016/j.ijnurstu.2022.104258.
• 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
• 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.
• 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.
• 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.
• 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
• 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.

• 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
• 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 978-82-05-51404-1. s. 182–201.
• 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. Nordic journal of nursing research. ISSN 2057-1585. doi: 10.1177/2057158519856495. Fulltekst i vitenarkiv
• Berntsen, 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. ISSN 2054-1058. doi: 10.1002/nop2.227. Fulltekst i vitenarkiv
• 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.
• 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. 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.

• 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.
• Berntzen, Helene; Bjørk, Ida Torunn & Wøien, Hilde (2018). 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.
• 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.”

• 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.

• 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.

• 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. doi: 10.4220/Sykepleienf.2017.62873. Fulltekst i vitenarkiv
• 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. 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.

• 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

• 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
• 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. 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.

• 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. ISSN 2044-6055. 7(2), s. 1–7. doi: 10.1136/bmjopen-2016-014072. 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.
• 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.
• 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
• Bing-Jonsson, Pia Cecilie; Foss, Christina & Bjørk, Ida Torunn (2016). The competence gap in community care: Imbalance between expected and actual nursing staff competence. Nordic journal of nursing research. ISSN 2057-1585. 36(1), s. 27–37. doi: 10.1177/0107408315601814. 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.

• 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. 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

• 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.
• 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. ISSN 1471-2369. 17(8). doi: 10.1186/s12882-016-0221-y.
• 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. ISSN 1472-6955. 15. doi: 10.1186/s12912-016-0124-z. 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.

• 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.
• 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. ISSN 1471-2431. 15(190). doi: 10.1186/s12887-015-0508-3. Fulltekst i vitenarkiv
• 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.
• 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
• 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.
• 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.
• 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 & Critical Care Nursing. ISSN 0964-3397. 31(4), s. 205–212. doi: 10.1016/j.iccn.2014.12.003.
• 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
• 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.

• 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.
• 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.
• 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.
• 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. ISSN 1916-7342. 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

• 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.
• Berntzen, Helene & Bjørk, Ida Torunn (2014). Experiences of donor families after consenting to organ donation: A qualitative study. Intensive & Critical Care Nursing. ISSN 0964-3397. 30(5), s. 266–274. doi: 10.1016/j.iccn.2014.03.001.
• 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.
• 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.
• 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.
• 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. ISSN 1471-2431. 13(126). doi: 10.1186/1471-2431-13-126.
• 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. 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.
• 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. 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.

• 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.
• 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.
• 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.
• 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.
• 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.
• Bjerknes, Mari Skancke & Bjørk, Ida Torunn (2012). Entry into Nursing: An Ethnographic Study of Newly Qualified Nurses Taking on the Nursing Role in a Hospital Setting. Nursing Research and Practice. ISSN 2090-1429. 2012, s. 1–7. doi: 10.1155/2012/690348. Fulltekst i vitenarkiv
• Wøien, Hilde; Stubhaug, Audun & Bjørk, Ida Torunn (2012). Analgesia and sedation of mechanically ventilated patients - a national survey of clinical practice. Acta Anaesthesiologica Scandinavica. ISSN 0001-5172. 56(1), s. 23–29. doi: 10.1111/j.1399-6576.2011.02524.x.
• 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. 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.

• Wøien, Hilde & Bjørk, Ida Torunn (2012). Intensive care pain treatment and sedation: Nurses' experiences of the conflict between clinical judgment and standardized care: An explorative study. Intensive & Critical Care Nursing. ISSN 0964-3397. doi: 10.1016/j.iccn.2012.11.003.
• Bjørk, Ida Torunn & Breievne, Grete (2011). Kropp og velvære. I Kristoffersen, Nina M.J.; Nortvedt, Finn & Skaug, Eli-Anne (Red.), Grunnleggende behov. Gyldendal Akademisk. ISSN 978-82-05-40007-8. s. 371–401.
• Bjørk, Ida Torunn & Hamilton, Glenys A (2011). Clinical decision making of nurses working in hospital settings. Nursing Research and Practice. ISSN 2090-1429. doi: 10.1155/2011/524918.
• Nåden, Dagfinn & Bjørk, Ida Torunn (2011). Patients' experiences in hospital following a liver transplantation. Scandinavian Journal of Caring Sciences. ISSN 0283-9318. 26(1), s. 169–177. doi: 10.1111/j.1471-6712.2011.00911.x.

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

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• 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.
• Bjørk, Ida Torunn (2018). Erfaringer med å bygge opp en forskningsportefølje innen ferdighetslæring/simulering.
• 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.
• 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.
• Christiansen, Bjørg & Bjørk, Ida Torunn (2017). Godt- eller godt nok? Hvordan oppleves spenningsforhold mellom idealer og realiteter i utøvelsen av yrket?
• 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 978-82-05-48391-0. s. 13–43.
• Bjørk, Ida Torunn (2016). VAR Healthcare: Stell av døde.
• 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 978-82-05-48079-7. s. 82–98.
• Svendsen, Edel Jannecke; Moen, Anne; Pedersen, Reidar & Bjørk, Ida Torunn (2015). Providing the child with venous access; exploring parent-health care providers’ unfolding interaction.
• 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). ISSN 1609-4069. 13, s. 489–489. 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). Eldres erfaringer med og oppfatninger av helsefremmende og forebyggende hjemmebesøk.
• Tøien, Mette; Fagerström, Lisbeth & Bjørk, Ida Torunn (2014). Preventive Home Visits – Evaluation of the service from the receivers perspective A Sequential Mixed Methods approach .
• Tøien, Mette; Fagerström, Lisbeth & Bjørk, Ida Torunn (2014). Preventive home visits from the receivers’ perspective: What matters for compliance and positive outcomes?
• 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. 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.

• 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).
• Svendsen, Edel Jannecke; Moen, Anne; Pedersen, Reidar & Bjørk, Ida Torunn (2014). Smertefulle prosedyrer på motvillige barn.
• 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.
• Brynildsen, Grethe & Bjørk, Ida Torunn (2014). The Model of Practical Skill Performance as a tool for learning and reflection during nursing students’ clinical placement.
• Wighus, Marianne & Bjørk, Ida Torunn (2013). Erfaringer med å ta i bruk læringsredskaper og nytt undervisningsopplegg i øvingsavdelingen.
• Bjørk, Ida Torunn (2013). Workshop om bruk av Modell for praktisk ferdigetsutøvelse.
• Bjørk, Ida Torunn (2013). Utfordringer i ferdighetslæring og overføring mellom ferdighetssenter og klinikk.
• Reierson, Inger Åse; Hvidsten, Anne; Wighus, Marianne; Brungot, Solvor Kari & Bjørk, Ida Torunn (2012). Enchancing learning in a clinical skills centre: A pedagogical intervention. Vis sammendrag

  Purpose - To explore nursing students’ learning activities during practice in a skills centre. Background – Nursing students practice in skills centres to prepare for clinical placements. This is based on a general assumption that such practice promotes transfer of learning. Many studies test aspects of learning in the skills centre but transfer has hardly been an issue. In order to follow “a trail of transfer” it is necessary to compare and contrast what goes on in learning both in the skills centre and in the clinical setting. This paper is the starting point in a large investigation into transfer of practical skills in nursing, and explores generic learning activities in the skills centre. Method - Forty students from two cohorts of nursing students were video-recorded in the skills centre when they practiced 1) positioning the patient in bed and 2) helping disabled patients to eat and drink. Focus in the analysis was to describe learning activities that students were engaged in. The core analytical process was the joint watching of videos with following discussions of interpretations and development of categories. Individual watching of the recordings added to the refinement of categories. Results - The following categories were defined as learning activities: parallel action and self-instruction, collaboration to find solutions, correcting the other, humour during interaction, re-contextualizing the skill, “playing” the role of nurse and patient, seeking for support, giving support, validating the action, sharing knowledge, using learning tools, watching and copying the other, and meta communication about performance. These categories will be exemplified during presentation. Discussion - Due to the lack of research on transfer of practical skills in nursing we will briefly compare our findings to results on transfer of technical skills in medicine. We will also frame our discussion within theoretical perspectives on transfer published within other disciplines.

• Reierson, Inger Åse; Wighus, Marianne; Hvidsten, Anne; Brungot, Solvor Kari & Bjørk, Ida Torunn (2012). Et aksjonsforskningsprosjekt i klinisk ferdighetssenter (KFS). Vis sammendrag

  Problemstilling Det er tradisjon for at grunnlaget for studentenes ferdighetslæring starter i KFS. Mye tyder på at vektlegging av ferdighetslæring i KFS vil øke. Det er derfor nødvendig å se på den pedagogiske tilnærming som utøves i KFS. Det ble utviklet og implementert et nytt pedagogisk opplegg og erfaringer med intervensjonen ble undersøkt. Metode Et aksjonsforskningsprosjekt foregikk i 2009-2011. Aksjonsforskningsgruppen besto av fire lærere med ansvar i KFS. Utvalget besto av første års studenter fra to påfølgende kull, samt lærere som underviste i KFS. Det ble utviklet en pedagogisk intervensjon, iverksatt høsten 2010. Data til aksjonsforskningsprosjektet ble samlet inn gjennom referater fra møtene i aksjonsgruppen, prosjektleders loggbøker, videofilm av studentenes trening i KFS, lydopptak av etter-refleksjonen og fokusgruppeintervju av studenter og lærere. Funn Seks sentrale kjerneområder preget aksjonsforskningen: Forankring av prosjektet i instituttets etablerte strukturer, kontinuerlig dialog mellom aksjonsgruppen og lærerkollegiet, felles forståelse av Modell for praktisk ferdighetsutøvelse (Modellen), konsistens i fagplan og emneplan, tilpasning av lærerrollen i KFS, lærerkollegiets engasjement og entusiasme. Analysen viste 12 kategorier av læringsaktiviteter, som for eksempel parallell handling og selvinstruksjon, validering av handlingen, rekontekstualisering av ferdigheter, søke etter og gi støtte, metakommunikasjon om egen utøvelse. Elementene i Modellen stimulerte til bruk av fagspråk i etter-refleksjonen. Læreren som «deltaker eller tilskuer» kan påvirke studentenes fagspråk. Studenter og lærere var enige i at strukturendring og bruk av Modellen styrket innlæringen. Observatøren hadde en viktig rolle i å formidle konstruktive tilbakemeldinger både under øvelsen og i etter-refleksjon.

• Reierson, Inger Åse; Wighus, Marianne; Hvidsten, Anne; Brungodt, Solvor & Bjørk, Ida Torunn (2012). Læringsaktiviteter- en utforskende studie i Klinisk Ferdighetssenter.
• Wighus, Marianne & Bjørk, Ida Torunn (2012). Hvilke erfaringer og synspunkter har studenter og lærere gjort ved å ta i bruk læringsredskaper og nytt undervisnings opplegg i Klinisk Ferdighetssenter, et aksjonsforskningsprosjekt.
• Wighus, Marianne; Reierson, Inger Åse; Hvidsten, Anne; Brungot, Solvor Kari & Bjørk, Ida Torunn (2012). Hvilke erfaringer og synspunkter har studenter og lærere gjordt ved å ta ibruk læringsredskaper og nytt undervisningsopplegg i klinisk ferdighetssenter - et akjsonsforskningsprosjekt. Vis sammendrag

  Tittel Hvilke erfaringer og synspunkter har studenter og lærere gjort ved å ta i bruk læringsredskaper og nytt undervisningsopplegg i Klinisk Ferdighetssenter, del av et et aksjonsforskningsprosjekt. Hensikt Hensikten med studien var å få kjennskap til hvordan et nytt undervisningsopplegg utnyttet Modell for praktisk ferdighetsutøvelse (Bjørk, 1999) bedre i undervisningen blant første års studenter i Bachleor sykepleie, samt å utforske hvordan Modell for praktisk ferdighetsutøvelse fungerte som et pedagogisk redskap. Bakgrunn Klinisk ferdighetssenter(KFS) ansees som en sentral læringsarena for sykepleiestudenter i forhold til kvalitetssikring av innlæring - kliniske sykepleieferdigheter. Det var en utfordring ved vårt institutt at modellen i varierende grad ble anvendt som et pedagogisk redskap i undervisning og læring av ferdigheter i vårt kliniske ferdighetssenter til tross for at den er vært nedfelt i vårt planverk. Det er lite forskning knyttet til undervisningsopplegg som eksplisitt baserer seg på teoretiske perspektiver og undervisningsredskaper med utgangspunkt i sykepleiekunnskap. Modell for praktisk ferdighetsutøvelse (Bjørk 1999) er utarbeidet gjennom studie av sykepleieres utførelse av praktiske ferdigheter i klinikken. Den belyser hvordan trenet utøvelse i sykepleie er en kompleks handling med logiske sekvenser, hvor de verbal og motoriske sekvenser integreres og tilpasses pasient og kontekstuelle faktorer. Metode I etterkant av studien ble det gjennomført fokusgruppeintervjuer av studentene lærerveiledere tilknyttet undervisning/veiledning i Klinisk ferdighetssenter høstsemester 2010. I samtalene deltok 18 studenter og 4 lærere. Studentene ble delt i to grupper og lærerveiledere utgjorde en gruppe. Det ble gjennomført en gruppesamtale pr. gruppe med varighet en time. Samtalene ble tatt opp på bånd. Analysene av fokusgruppeintervjuene er under arbeid. Sentrale foreløpige funn Bruk av læringsredskapet; Instrumentell versjon av modell for praktisk ferdighetsutøvelse (RiNS) og strukturendring ble et verdifullt bidrag under selve innlæringen av praktiske sykepleieferdigheter. Studenter og lærere fikk et felles fagspråk, samt at observatørrollen under innlæringen av sykepleieferdigheten fikk et tydeligere innhold. Referanser: Bjørk, I. T. (1999): Hands-on nursing: new graduates' practical skill development in the clinical setting. Oslo, Det samfunnsvitenskaplige fakultet, Institutt for sykepleievitenskap, Universitetet i Oslo RiNS (2999): (http://rins.dk/practical%20skills.htm)

• Christiansen, Bjørg & Bjørk, Ida Torunn (2012). Perceptions of good work among 3rd year nursing students-implications for learning.
• 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.
• Bjørk, Ida Torunn; Brynildsen, Grethe; Fredriksen, Anne Marie Skovsgaard; Larsen, Karin; Lomborg, Kirsten & Nielsen, Carsten [Vis alle 9 forfattere av denne artikkelen] (2012). Moving the Model of Practical Skill Performance into Education and Practice: Theoretical and Practical Aspects of Knowledge Translation.
• Brynildsen, Grethe; Hestetun, Margrete; Berntsen, Karin & Bjørk, Ida Torunn (2012). A collaborative project to improve the quality of nursing students’ clinical placement in nursing homes.
• Berntsen, Karin; Brynildsen, Grethe; Hestetun, Margrete & Bjørk, Ida Torunn (2012). Nursing students’ clinical learning environment in nursing homes – lack of innovative learning strategies.
• Tøien , Mette; Heggelund, Morten; Landmark , Bjørg ; Bjørk, Ida Torunn & Fagerstrøm , Lisbeth (2011). Kan helsefremmende og forebyggende hjemmebesøk støtte den eldres helseressurser og muligheter til et godt liv i eget hjem?

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