Hege Kristin Aslaksen Kaldheim

• Kaldheim, Hege Kristin Aslaksen; Fossum, Mariann; Munday, Judy; Creutzfeldt, Johan & Slettebø, Åshild (2022). Professional competence development through interprofessional simulation-based learning assists perioperative nurses in postgraduation acute clinical practice situations: A qualitative study. Journal of Clinical Nursing (JCN). ISSN 0962-1067. doi: 10.1111/jocn.16377. Full text in Research Archive
• Kaldheim, Hege Kristin Aslaksen; Fossum, Mariann; Munday, Judy; Creutzfeldt, Johan & Slettebø, Åshild (2021). Use of interprofessional simulation-based learning to develop perioperative nursing students' self-efficacy in responding to acute situations. International Journal of Educational Research. ISSN 0883-0355. 109, p. 1–12. doi: 10.1016/j.ijer.2021.101801. Full text in Research Archive
• Steindal, Simen Alexander; Ohnstad, Mari Oma; Landfald, Ørjan Flygt; Solberg, Marianne Trygg; Sørensen, Anne Lene & Kaldheim, Hege [Show all 8 contributors for this article] (2021). Postgraduate Students’ Experience of Using a Learning Management System to Support Their Learning: A Qualitative Descriptive Study. Sage Open Nursing. ISSN 2377-9608. 7, p. 1–10. doi: 10.1177/23779608211054817. Full text in Research Archive Show summary

  Introduction Educational institutions worldwide have implemented learning management systems (LMSs) to centralise and manage learning resources, educational services, learning activities and institutional information. LMS has mainly been used by teachers as storage and transfer of course material. To effectively utilise digital technologies in education, there is a need for more knowledge of student experiences with digital technology, such as LMSs and especially regarding how LMSs can contribute to student engagement and learning. Objective This study aimed to gain knowledge about postgraduate nursing students’ experiences with the use of LMS in a subject in an advanced practice nursing master's programme. Methods A qualitative method with a descriptive design was employed. Two focus group interviews were performed with eight postgraduate nursing students from an advanced practice nursing programme at a university college in Norway. Data were analysed using qualitative content analysis. Results Three themes emerged from the data material: 1) A course structure that supports learning; 2) LMS tools facilitate preparation, repetition and flexibility; and 3) own responsibility for using the LMS for preparation before on-campus activities. Conclusion The course structure within the LMS seemed to be important to enhance postgraduate students’ ability to prepare before on-campus activities. Implementation and use of LMS tools can facilitate preparation, repetition and flexibility, especially when postgraduate students study difficult topics. Postgraduate students seem to have different views regarding their own responsibility for using the LMS to prepare before on-campus activities.

• Kaldheim, Hege Kristin Aslaksen; Fossum, Mariann; Munday, Judy; Johnsen, Kjersti Marie Frivoll & Slettebø, Åshild (2020). A qualitative study of perioperative nursing students' experiences of interprofessional simulation-based learning. Journal of Clinical Nursing (JCN). ISSN 0962-1067. 30, p. 174–187. doi: 10.1111/jocn.15535.
• Kaldheim, Hege Kristin Aslaksen; Bergland, Ådel; Ølnes, Mia Alexandra; Hofsø, Kristin; Dihle, Alfhild & Creutzfeldt, Johan [Show all 8 contributors for this article] (2018). Use of simulation-based learning among perioperative nurses and students: A scoping review. Nurse Education Today. ISSN 0260-6917. 73, p. 31–37. doi: 10.1016/j.nedt.2018.09.013. Show summary

  Objectives Simulation-based learning has been extensively explored, especially in baccalaureate nursing programmes. Recently, simulation-based learning has been introduced in perioperative nursing. The aim of this scoping review is to investigate work published on the use of simulation-based learning in the field of perioperative nursing. Design and data sources A scoping review was conducted using the methodological framework of Arksey and O'Malley to identify a broad range of relevant literature, regardless of study design. A comprehensive and systematic search was performed using Medline, CINAHL, Eric, Svemed+, PsychINFO and Embase in May 2016 and then was updated in February 2018. Each database was searched for literature published between 1st January 2005 and 8th February 2018. Review method Two authors independently assessed literature eligibility and extracted data to answer our research question ‘What is known about the use of simulation-based learning in the field of perioperative nursing?’ Results Nine articles and one doctoral thesis were included in the review. There appears to be a paucity of research or results-oriented evidence regarding the use of simulation-based learning in the field of perioperative nursing. Different goals of simulation-based learning were reported. It was difficult to confirm whether these goals had been reached as none of the articles included control groups, and no evaluations had been undertaken against Kirkpatrick's level 3 to see changes in participants' behaviours, and level 4, to determine whether the training had a positive impact on, for example, patient outcomes. Conclusion Owing to the lack of research and the inadequate descriptions of design and method in simulation-based learning in most of the articles included, there is little evidence in the existing literature to guide practitioners of this learning in the field of perioperative nursing. This indicates a need for further research in this area. Keywords Simulation-based learningPerioperative nursingScoping reviewEducationStudents

• Kaldheim, Hege Kristin & Slettebø, Åshild (2016). Respecting as a basic teamwork process in the operating theatre - A qualitative study of theatre nurses who work in interdisciplinary surgical teams of what they see as important factors in this collaboration. Nordisk sygeplejeforskning. ISSN 1892-2678. 5(1), p. 49–64. doi: 10.18261/issn.1892-2686-2016-01-05. Show summary

  Respecting as a basic teamwork process in the operating theatre Background: Studies show that working as a team in the operating theatre can be a challenge, and that surgical teams are not so cohesive as might be expected. Methods: A qualitative approach with exploratory design was used, inspired by grounded theory (GT) as a methodology. The data are from semi–structured, open questions, interviews with eight female theatre nurses from four Norwegian operational units. Results: The study shows that the most important factor in the social process between theatre nurses co-operating with other team members, is respecting. This includes interactions where: the attitudes expressed make team members feel valued; team members show an understanding for each other; team members communicate constructively. The leader’s role is to encourage the right attitudes, focusing on respect for one another. Conclusion: The study shows that cooperation is an inter-human process, which requires the presence of multiple factors in the relations between professionals. Organizational factors also play a decisive role in enhancing the quality of inter-disciplinary work. Strengthening teamwork can be a complex task in a multidisciplinary surgical team where conflicting professional identities exist. Here, organisational factors play a crucial role in improving the quality of interdisciplinary collaboration. Keywords: interdisciplinary collaboration and respect, professions, social structure, team communication

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• Kaldheim, Hege Kristin Aslaksen (2023). Kan simulering innen akuttmedisinsk behandling påvirke pasientutfall? Sykepleien. ISSN 0802-9768. 111(92439). doi: 10.4220/Sykepleiens.2023.92439.
• Kaldheim, Hege Kristin Aslaksen; Fossum, Mariann; Munday, Judy; Creutzfeldt, Johan & Slettebø, Åshild (2022). Developing self-efficacy in responding to acute situations amongst perioperative nursing students' through interprofessional simulation-based learning.
• Kaldheim, Hege Kristin Aslaksen; Fossum, Mariann; Munday, Judy; Johnsen, Kjersti Marie Frivoll & Slettebø, Åshild (2022). Interprofessional simulation-based learning and its impact on developing perioperative nursing students' professional identity.
• Kaldheim, Hege Kristin Aslaksen & Slettebø, Åshild (2021). Regjeringens plan gir mindre kompetanse til norsk helsevesen. Khrono.no. ISSN 1894-8995.
• Kaldheim, Hege Kristin Aslaksen; Fossum, Mariann; Munday, Judy; Johnsen, Kjersti Marie Frivoll & Slettebø, Åshild (2020). Simulerings-basert læring som en pedagogisk tilnærming i utdanning .
• Kaldheim, Hege Kristin Aslaksen; Fossum, Mariann; Munday, Judy; Johnsen, Kjersti Marie Frivoll & Slettebø, Åshild (2020). Simulation-based learning: Preparation for clinical practice.
• Kaldheim, Hege Kristin Aslaksen; Bergland, Ådel; Dihle, Alfhild; Ølnes, Mia Alexandra; Hofsø, Kristin & Creutzfeldt, Johan [Show all 8 contributors for this article] (2018). Simulation as an educational approach in the field of perioperative nursing: a scoping review. Show summary

  Background: Perioperative care requires advanced knowledge and skills to ensure safe outcomes for patients. Simulation as an educational approach may enhance and develop perioperative nurses and students’ skills, critical thinking, clinical judgement and knowledge. Research problem/goals: To investigate what is known about the use of simulation in the perioperative field. Methodology: A scoping review using the Arksey and O'Malley methodological framework was conducted to identify a broad range of literature, regardless of study design. A comprehensive and systematic search was performed in Medline, Cinahl, Eric, SveMed+, PsychInfo and Embase in May 2016 and updated in February 2017. Available results: Nine articles and one doctoral thesis were included in the review. In six articles simulation was used to increase and improve knowledge and skills, one to test a behavioural rating system and one to develop an observational tool. Another explored how participants experienced new ways of interacting in two different sequential scenarios, while the doctoral thesis observed how students developed their psychomotor and other skills, such as teamwork and communication. Experiences and outcomes of the simulations were reported in all the articles and the thesis. Participant experiences with simulation were found to be unanimously positive. Simulation was reported as contributing to higher confidence levels related to performance skills, increased knowledge and improved efficiency in emergency responses. One article found an increase in participants’ ability to speak up to prevent situations that might expose patients to danger. Conclusion: Owing to the lack of research and the inadequate descriptions of design and method in simulation-based learning in most of the articles included, there is little evidence in the existing literature to guide practitioners of this learning in the field of perioperative nursing. This indicates a need for further research in this area. Key words: Simulation, perioperative nursing, scoping review, education, students.

• Kaldheim, Hege Kristin Aslaksen; Fossum, Mariann & Munday, Judy (2023). Interprofessional simulation-based learning used to prepare perioperative nursing students for acute situations. University of Agder. ISSN 978-82-8427-115-6.

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