Kristin Myhre

• Steven, Alison; Pearson, Pauline; Turunen, Hannele; Myhre, Kristin; Sasso, Loredana & Vizcaya-Moreno, M Flores [Vis alle 23 forfattere av denne artikkelen] (2021). Development of an International Tool for Students to Record and Reflect on Patient Safety Learning Experiences. Nurse Educator. ISSN 0363-3624. 47(3). doi: 10.1097/NNE.0000000000001142.
• Bagnasco, Annamaria; Zanini, Milko; Catania, Gianluca; Aleo, Giuseppe; Turunen, Hannele & Tella, Susanna [Vis alle 27 forfattere av denne artikkelen] (2021). Learning From Student Experience. Development of an International Multimodal Patient Safety Education Package. Nurse Educator. ISSN 0363-3624. 47(4). doi: 10.1097/NNE.0000000000001138.
• Steven, Alison; Wilson, Gemma; Turunen, Hannele; Vizcaya- Moreno, M.Flores; Azimirad, Mina & Kakurel, Jayden [Vis alle 16 forfattere av denne artikkelen] (2020). Critical Incident Techniques and Reflection in Nursing and Health Professions Education Systematic Narrative Review. Nurse Educator. ISSN 0363-3624. 45(6), s. E57–E61. doi: 10.1097/NNE.0000000000000796.
• Steven, Alison; Wilson, Gemma; Turunen, Hannele; Vizcaya-Moreno, M Flores; Azimirad, Mina & Kakurel, Jayden [Vis alle 16 forfattere av denne artikkelen] (2020). Critical Incident Techniques and Reflection in Nursing and Health Professions Education. Systematic Narrative Review. Nurse Educator. ISSN 0363-3624. 45(6), s. 57–61. doi: 10.1097/NNE.0000000000000796.
• Steven, Alison; Tella, Susanna; Turunen, Hannele; Vizcaya-Moreno, Flores; Perez- Canaveras, Rosa & Porras, Jari [Vis alle 12 forfattere av denne artikkelen] (2019). Shared learning from national to international contexts: a research and innovation collaboration to enhance education for patient safety. Journal of Research in Nursing. ISSN 1744-9871. 24((3-4)), s. 149–164. doi: 10.1177/1744987118824628. Vis sammendrag

  Abstract Background Patient safety is key for healthcare across the world and education is critical in improving practice. We drew on existing links to develop the Shared LearnIng from Practice to improve Patient Safety (SLIPPS) group. The group incorporates expertise in education, research, healthcare, healthcare organisation and computing from Norway, Spain, Italy, the UK and Finland. In 2016 we received co-funding from the Erasmus + programme of the European Union for a 3-year project. Aim SLIPPS aims to develop a tool to gather learning events related to patient safety from students in each country, and to use these both for further research to understand practice, and to develop educational activities (virtual seminars, simulation scenarios and a game premise). Study outline The SLIPPS project is well underway. It is underpinned by three main theoretical bodies of work: the notion of diverse knowledge contexts existing in academia, practice and at an organisational level; the theory of reflective practice; and experiential learning theory. The project is based on recognition of the unique position of students as they navigate between contexts, experience and reflect on important learning events related to patient safety. To date, we have undertaken the development of the SLIPPS Learning Event Recording Tool (SLERT) and have begun to gather event descriptions and reflections. Conclusions Key to the ongoing success of SLIPPS are relationships and reciprocal openness to view things from diverse perspectives and cultures. Keywords experiential learning, international collaboration, inter-professional learning, knowledge contexts, patient safety, reflection, shared learning

• Gulbrandsen, Tove Anita; Myhre, Kristin; Asmyhr, Morten & Bjørknes, Gerd (2018). Seksjonslederes vurdering av praksisstudier for bachelor- og videreutdanningsstudenter i sykepleie: tilrettelegging og gjennomføring av praksisstudier med god kvalitet - en utfordring for seksjonsledere ved et somatisk sykehus. Nordisk sygeplejeforskning. ISSN 1892-2678. 8(1), s. 75–84. doi: 10.18261/issn.1892-2686-2018-01-07.
• Myhre, Kristin (2011). Exchange students crossing language boundaries in clinical nursing practice. International Nursing Review. ISSN 0020-8132. 58(4), s. 428–433. doi: 10.1111/j.1466-7657.2011.00904.x.
• Myhre, Kristin; Hagen, Laila & Munkhondya, Berlington (2009). Similarities and mutual understanding: exchange experiences in Malawi for host and guest students. International Nursing Review. ISSN 0020-8132. 56(4), s. 476–482. Vis sammendrag

  Background: A Malawian nursing college and a Norwegian university college have agreed to cooperate in facilitating clinical exchanges for nursing students at their respective institutions. This study describes the experiences of students in an innovative exchange. Norwegian and Malawian nursing students shared clinical placement in pairs of two in Malawi for 8 weeks. This study shows that both host and guest students benefit from the clinical placement as it enhances development of clinical competence. Methods: The design of the study is phenomenological/hermeneutical. The theoretical foundation is based upon Campinha-Bacote's model for the development of cultural competence. All participating nursing students were interviewed. Their stories provided the rationale for the three main categories that are discussed. Findings: Students experience both similarities and differences in practice, but similarities are regarded as the stronger impression. Learning relational skills is the primary learning outcome, but learning how to nurse patients is also an important outcome. During the exchange period all students developed cultural competence. This way of organizing shared placements for guest and host students from different countries is valuable for all students. It also met the curricular demands in both countries.

• Myhre, Kristin (2007). Utviklingstilpasset nyfødtomsorg på en norsk nyfødtavdeling - hva skjer? Vård i Norden. ISSN 0107-4083. 27(2), s. 41–43. Vis sammendrag

  DEVELOPMENTAL CARE IN A NORWEGIAN NEONATAL INTENSIVE CARE UNIT (NICU) - WHAT`S HAPPENING? OBJECTIVE: The aim of this study is to describe the experiences of Norwegian nurses in using developmental care as a basis for neonatal nursing during 5 years and to identify changes. METHODS: The study has a descriptive, explorative design and use interviews and observational methods. 10 expert nurses were interviewed (5 in 1998 and 5 in 2004), and 60 hours of observational studies were spent (30 hours in 1998 and 30 hours in 2004). The analysis is done in an hermeneutical tradition, and is based upon Kvales methods of analysis and interpretation. RESULTS: The study describes how developmental care is implemented and evolved in a Norwegian NICU during 5 years. Nurses recognize potential harmful or dangerous consequences arising from the environment (light, sound, handling procedures) and implement appropriate interventions to minimize these effects based upon the concept of developmental care for preterm babies. CONCLUSION: The study shows that the nurses have changed their behaviour and attitudes. The most obvious changes are reducing the negative environmental stimuli from sound and light and the handling of patients. The study confirms that developmental care is challenging to the NICU nurses in terms of time needed to change attitudes.

• Myhre, Kristin (2005). Ut i verden som sykepleierstudent - verden inn i sykepleierutdanningen : perspektiver på internasjonalisering av bachelorstudier i sykepleie ved Høgskolen i Østfold, avdeling for helse- og sosialfag, Å være i bevegelse - læring og utvikling i sykepleie : sykepleierutdanningen i Østfold, 50 år i 2005. Høgskolen i Østfold. s. 27–36.

Se alle arbeider i Cristin

• Myhre, Kristin (2018). Pasientsikkerhet sett med studentens briller gjennom EU- prosjektet SLIPPS.
• Myhre, Kristin & Johnsen, Lasse (2017). Research focus on Collaborative Practice and Interprofessional education.
• Myhre, Kristin & Tvete, Anne Regine (2017). Work shop care for the caregiver.
• Myhre, Kristin & Tvete, Anne Regine (2017). The lived experiences of nurses facing challenging situations- and care for the caregiver.
• Myhre, Kristin & Tvete, Anne Regine (2016). Challenging situations and care for the caregiver.
• Myhre, Kristin; Brynhildsen, Siri Ellen Adelaide; Tjøstolvsen, Inger Marie & Kvilhaugsvik, Bente (2016). Erfaringer fra videreutdanning om tverrprofesjonell samhandling: hva lærte vi om TPS og hva erfarte vi om bruken av nettet?
• Tjøstolvsen, Inger Marie; Brynhildsen, Siri Ellen Adelaide & Myhre, Kristin (2015). Samhandling om felles mål ...Sykepleiestudenters læring i praksis med fokus på TPS .
• Myhre, Kristin (2015). Care for the caregiver.
• Myhre, Kristin (2015). The lived experiences of nurses facing challenging situations and care for the caregiver.
• Myhre, Kristin (2015). The lived experiences of nursing facing challenging situations- and care for the caregiver.
• Myhre, Kristin & Gjellebæk, Camilla (2015). Hvordan kan bruk av bilveileder med annen yrkesbakgrunn bidra til å skape tverrprofesjonelle læringsarenaer?
• Myhre, Kristin; Tjøstolvsen, Inger Marie & Brynhildsen, Siri (2015). Samhandling mot felles mål. Sykepleierstudenters læring i praksis med fokus på TPS.
• Tvete, Anne Regine & Myhre, Kristin (2014). Care for the caregiver.
• Tvete, Anne Regine & Myhre, Kristin (2014). Care for the caregiver. Erasmus Intensive Course "End of life care- a Challenge for Young European nurses".
• Myhre, Kristin & Hagen, Laila Garberg (2012). TITLE: STUDENT EXCHANGE; A study made amongst Malawian and Norwegian students. Vis sammendrag

  Internationalization as an educational goal has been promoted in nursing since the mid 80s worldwide. Jowi,J.(2011) states that higher education presents one of the opportunities for continued growth in Africa. Internationalisation both within Africa and between Africa and other parts of the world becomes key in this. Different factors may promote or hinder possibilities for students’ exchange. We conducted a study on Malawian and Norwegian students. We will use the findings in combination with research literature to highlight these topics and suggest further actions for development. Study background:  This study describes the experiences of students in an innovative exchange. Where Norwegian and Malawian nursing students shared clinical placement in pairs of two in Malawi. This study shows that both host and guest students benefit from the clinical placement as it enhances development of clinical competence. Methods:  The design of the study is phenomenological/hermeneutical. The theoretical foundation is based upon Campinha-Bacote's model for the development of cultural competence. All participating nursing students were interviewed. Their stories provided the rationale for the three main categories that are discussed. Findings:  Students experience both similarities and differences in practice, but similarities are regarded as the stronger impression. Learning relational skills is the primary learning outcome, but learning how to nurse patients is also an important outcome. During the exchange period all students developed cultural competence. This way of organizing shared placements for guest and host students is valuable.

• Myhre, Kristin & Hagen, Laila Garberg (2011). Student Exchange: Similarities and Mutual Understanding.
• Myhre, Kristin (2010). Utveksling gir uttelling Sykepleiere opplever at den erfaringen og kunnskapen de får gjennom studieopphold i utlandet kommer til nytte i arbeislivet. Tidsskriftet sykepleien. ISSN 0806-7511. 98(9), s. 46–48.
• Myhre, Kristin (2008). Nødvendige forutsetninger for å ta imot utenlandske studenter Hvordan sikre god kvalitet i praksisstudier for utvekslingsstudenter som skal veiledes på et annet språk enn ditt eget ?
• Myhre, Kristin (2008). Utvekslingsstudenter i norsk sykepleierutdanning Prosjekt internasjonale praksisplasser har gjort det lettere å være utvekslingsstudent ved Høgskolen i Østfold. Tidsskriftet sykepleien. ISSN 0806-7511. 96(5), s. 62–66.
• Myhre, Kristin (2007). Internasjonalisering av høyere utdanning - utfordringer for praksisstudier i BSV- utdanning Internasjonalisering av læreplan. Alle studenter skal ha en internasjonal og interkulturell dimensjon i sitt studium. Praksisstudier fritar oss i stor grad for den praktiske gjennomføring/ oppfølging. Hvordan integrere en internasjonal, interkulturell og global dimensjon i mål, organisasjon og handling ?
• Myhre, Kristin & Hagen, Laila (2007). En uke for mangfoldet Sykepleierutdanningen skal fremme flerkulturell forståelse. Tidsskriftet sykepleien. ISSN 0806-7511. 95(7), s. 60–61.
• Myhre, Kristin (2002). Hvordan få til en vellykket endring av sykepleiepraksis? Innføring av NIDCAP på nyfødtavdelingen.
• Myhre, Kristin (2002). Sykepleie til barn på sykehus med fokus på innleggelse av barn under ett år : NIDCAP- modellen.
• Myhre, Kristin (2007). Internasjonalisering - ute i verden eller "bare" hjemme : påvirkes utvikling av kulturell kompetanse hos sykepleierstudenter av ulike tiltak for å internasjonalisere utdanningen? Høgskolen i Østfold. ISSN 9788278252352. Vis sammendrag

  Fokus for rapporten er forholdet mellom utvikling av kulturell kompetanse hos sykepleierstudenter og internasjonaliseringstiltak i sykepleierutdanningen. Hensikt: Hensikten med studien er å få kunnskap om hvordan sykepleierstudenter vurderer sin egen kulturelle kompetanse underveis i bachelorprogammet. Utdanningen satser på ulike internasjonaliseringstiltak for å bidra til slik utvikling. Studien beskriver disse og diskuterer effekten av dem. Metode: Det er utviklet et spørreskjema med 15 påstander med teoretisk forankring i Campinha- Bacotes modell for kulturell kompetanse. 3 studentgrupper har besvart skjema. Skjemaet kartlegger studentenes holdninger til egen kulturelle kompetanse. Resultat: Studien viser at studenter har begrenset erfaring i studietida med å møte mennesker med annen kulturell/ etnisk bakgrunn. Studien viser at nesten 80 % av studenter som har deltatt i utvekslingsopphold av lenger varighet vurderer at de har for lite kunnskap om sammenhenger mellom helse/sykdom og kulturelle/ etniske forhold. Alle studenter vurderer seg selv som åpne og fleksible i møte med den som har annen etnisk/ kulturell bakgrunn, allikevel sier 80 % at slike møter oppleves som utfordrende. Konklusjon: Det er behov for ulike pedagogiske tiltak som sikrer at alle sykepleierstudenter utvikler sin kulturelle kompetanse, og det er behov for mer kunnskap i høgskolen om hvordan ulike tiltak virker. This report focuses on the relationship between cultural competence in nursing students and internationalization of nursing education. Objective: The objective is to gain knowledge about how nursing students perceive their own development in becoming culturally competent nurses throughout the bachelorprogramme. Different measures of internationalization are used to achieve the goal of becoming culturally competent. These measures are described and the effects are discussed. Method: A questionnaire of 15 statements based upon Campinha- Bacotes model for delivery of cultural competent care is developed. 3 student groups have answered the questionnaire. The aim is that the students assess their own cultural competence. Results: The study shows that nursing students have limited experience in cultural encounters during their study time. 80% of students who undertook an exchange period abroad feel they lack knowledge about how health/ sickness vary with ethnic/ cultural factors. All students claim to be open- minded and flexible when they meet cultural /ethnic diverse patients, yet 80 % find these encounters challenging. Conclusion: Nursing education need different pedagogical efforts that provide opportunities for students to develop their cultural competence. There is also a need for more knowledge about how different pedagogical measures work.

• Myhre, Kristin (2001). Omsorg på den nyfødtes premisser : hvilke erfaringer har sykepleiere med å legge NIDCAP (Newborn Individualized Care and Assessment Program) til grunn for sin sykepleieutøvelse? Høgskolen i Østfold. ISSN 8278250855.

Se alle arbeider i Cristin