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Glømmen, Anne Margrethe & Sæthern, Beate Brevik
(2022).
Simulering MÅ jo være den optimale eksamensformen i et kommunikasjons emne.
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Andersson, Gunnar; Sæthern, Beate Brevik; Glømmen, Anne Margrethe; Langvik, Trond Åge & Westbye, Kristin K.
(2022).
RESEARCHING PSYCHOLOGICAL SAFETY AMONG WELFARE AND INNOVATION STUDENTS
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Grønlien, Heidi Kristine; Haug, Erna; Hjelmeland, Inger; Gerdts-Andresen, Tina; Hansen, Mette Tindvik & Fagerli, Liv Berit
[Show all 10 contributors for this article]
(2021).
Measuring students’ self-efficacy and emotional states in simulation based education as a pedagogical design in health and welfare studies .
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Introduction: Increased demands on new and more diverse skills are changing the roles and responsibilities in the health and welfare professions, and personnel are expected to perform professionally in a variety of domains and apply new knowledge (Falck-Eriksen et al., 2019; Leonardsen et al., 2018). This creates new challenges for the curriculum and pedagogical methods in health and welfare studies. To meet the demands of applied theoretical knowledge and prepare students for their future role as professional, the use of simulation-based education (SBE) has become an important part of institutions that provide academic majors in health and welfare studies. Increasing skills can have a potentially reciprocal relation to the development of self-efficacy (Gloudemans et al, 2013; Bandura 1997), and that awareness of one’s own physiological and emotional states can promote self-efficacy and adaptation ability (van Dinther et al, 2011; Bandura, 1995).
Description: In this descriptive study, we investigated the impact of SBE on development of self-efficacy and on changes in physiological and emotional states. The students represented four different academic major programs in health and welfare (nurse, social educator, child-welfare, work educator) and at different educational level (bachelor, master, post-graduate). Simulation scenarios in the study included a variety of domains adapted to the students’ learning outcomes, e.g. vital signs in circulation, respiration and elimination, pre-operative communication, post-operative situations, mobilization, conflict control communication, sepsis, execution of child welfare, advanced assessment competence and supported employment. To measure students emotional states, a self-assessment manikin (SAM) both initial and after simulation performance was implemented (Bradley & Lang, 1994). In addition, measuring situational self-efficacy before and after the simulation, two items were constructed with a modification. Before simulation, participants were asked ‘How well do you think you will be able to do on the task?’ followed by ‘How confident are you about this?’ After simulation, participants were asked, ‘How well do you think you did on the task?’ followed by ‘How confident are you about this?’
Discussion: Preliminary results show that the effect of simulation on self-efficacy could be influenced by physiological and emotional states and that there are both similarities and differences across the students groups at different studies and educational level. These findings improve our understanding of the effects of SBE on students’ self-perceived skills and the emotional states. The findings influence our thinking of the students’ learning processes and have an impact on how to design future educational methods and assessments.
References
Bandura, A. Exercise of personal and collective efficacy in changing societies. Cambridge: Cambridge University Press. 1995:1-45
Bandura A. Self-efficacy: The exercise of control. New York: W.H.Freeman/Times. 1997.
Bradley, M.M. & Lang, P.J. Measuring emotion: the self-assessment manikin and the semantic differential. J. Behavior Therapy Exp. Psych. 1994; 25(1): 49-59.
Falch-Eriksen, A. & Skivenes, M. Right to Protection. In Langord, M., Skivenes, M. & Søvig, K.H. (red.) Children’s Rights in Norway. An implementation paradox? Idunn pp. 107-135. 2019.
Gloudemans H.A., Schalk R.M. & Reynaert W. The relationship between critical thinking skills and self-efficacy beliefs in mental health nurses. Nurse Educ. Today. 2013; 33 (3): 275-80.
Leonardsen A, Bjerkenes, A. & Rutherford, I. Nurse competence in the interface between primary and tertiary healthcare services. Nursing Open. 2018; 6: 482-492.
van Dinther M., Dochy F. & Segers M. Factors affecting students’ self-efficacy in higher education. Educ. Res. Rev. 2011; 6 (2): 95-108.
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Glømmen, Anne Margrethe & Sæthern, Beate Brevik
(2019).
Mentorskap i flerkulturell kontekst.
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Sæthern, Beate Brevik & Glømmen, Anne Margrethe
(2018).
Academic Coaching and its Effects on Student Development.
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Glømmen, Anne Margrethe & Sæthern, Beate Brevik
(2018).
The Nightingale Mentoring project for adult refugees.
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Glømmen, Anne Margrethe & Sæthern, Beate Brevik
(2018).
The Nightingale Mentoring project for adult refugees.
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Glømmen, Anne Margrethe & Sæthern, Beate Brevik
(2018).
Pilotprosjektet “Mentorordningen Nattergalen for voksne med innvandrerbakgrunn”.
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Sæthern, Beate Brevik & Glømmen, Anne Margrethe
(2018).
Academic Coaching.
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Glømmen, Anne Margrethe & Sæthern, Beate Brevik
(2017).
Presentation of The Nightingale Mentoring project for adult refugees.
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Glømmen, Anne Margrethe
(2017).
Studiet arbeids-og velferdsfag, hvor vil vi?
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Glømmen, Anne Margrethe
(2017).
Erfaringer fra kurs i akademisk engelsk ved LTS training and consulting i Bath.
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Glømmen, Anne Margrethe & Sæthern, Beate Brevik
(2017).
Pilotprosjektet “Mentorordningen Nattergalen for voksne med innvandrerbakgrunn”.
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Glømmen, Anne Margrethe
(2017).
Bachelorstudium Arbeids- og velferdsfag.
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Informasjonsbrosjyre om bachelor i arbeids- og velferdsfag
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Glømmen, Anne Margrethe
(2016).
Et nytt prosjekt ved Høgskolen i Østfold skal hjelpe nyankomne innvandrere å komme seg ut i utdanning eller få seg en jobb.
[Radio].
Distriktsprogram Østfold.
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Glømmen, Anne Margrethe
(2015).
Arbeids- og velferdsfag - fremtidens utdanning.
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Glømmen, Anne Margrethe & Emini, Besa
(2015).
Mobbing på arbeidsplassen et samfunnsproblem.
Fredrikstad Blad.
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Glømmen, Anne Margrethe & Emini, Besa
(2015).
En myte at flyktninger ødelegger vår velstand.
Fredrikstad Blad.
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Glømmen, Anne Margrethe
(2015).
Hverdagsaktivitetene er undervurdert.
Fredrikstad Blad.
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Glømmen, Anne Margrethe
(2014).
"..fattige arbeider bedre hvis de blir fattigere..".
Magasinet Velferd.
103(8),
p. 40–40.
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Glømmen, Anne Margrethe
(2014).
"Mastersyken" forlenger livet ditt.
Moss Avis.
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Buckland, Morten; Erikson, Katarina; Fagermoen, Merete; Glømmen, Anne Margrethe; Jakobsen, Lise & Johansson, Monica
[Show all 12 contributors for this article]
(2006).
Voksne med ADHD og rusproblematikk
Tilstand – Diagnose – Tiltak.
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Heftet er et resultat av arbeidet med ADHD-prosjektet 2006, ved Østfoldklinikken,Avdeling for Rusbehandling.
Vi ønsket å lage lettfattelig informasjon om rusmiddelavhengighet og ADHD. Heftet skal brukes internt dels til personalundervisning, dels til pasientinformasjon. Prosjektet er støttet gjennom Regionalt kompetansesenter for dobbeldiagnose rus og psykiatri, Helse Øst.
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Løkke, Gunn E. H.; Hjelmeland, Inger; Glømmen, Anne Margrethe & Ørmen, Nita
(2015).
Kommunikasjon, samhandling og veiledning på tvers.
Rapport fra Samhandling, Arbeidsdeling og Konsentrasjonsprosjekt
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Universitets- og høgskolerådet.
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