SHORT REPORT: Nursing education in Norway

Kyrkjebø, Jane Mikkelsen; Mekki, Tone Elin; Hanestad, Berit Rokne

doi:10.1046/j.1365-2648.2002.02179.x

Cited by 35 publications

(24 citation statements)

References 5 publications

(5 reference statements)

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“…The Norwegian nursing education is a 3-years bachelor program (180 ECTS) [33]. Further in the article we refer to them as registered nurses (RN).…”

Section: Methodsmentioning

confidence: 99%

“…Education which provides specialist expertise in nursing is done by universities and university colleges and leads in some cases to a master’s degree. The program takes from 1 to 2 years fulltime (referred as specialist nurses) [33]. We also included the nurses that were not always directly involved in patient care, such as senior charge nurses and professional development nurses at the hospital units, as support from nursing administrators and leaders, is seen as a key element to promote EBP [34].…”

Section: Methodsmentioning

confidence: 99%

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Evidence based practice beliefs and implementation among nurses: a cross-sectional study

et al. 2014

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BackgroundHaving a positive attitude towards evidence-based practice and being able to see the value of evidence-based practice for patients have been reported as important for the implementation of evidence-based practice among nurses.The aim of this study was to map self-reported beliefs towards EBP and EBP implementation among nurses, and to investigate whether there was a positive correlation between EBP beliefs and EBP implementation.MethodWe carried out a cross-sectional study among 356 nurses at a specialist hospital for the treatment of cancer in Norway. The Norwegian translations of the Evidence-based Practice Belief Scale and the Evidence-based Practice Implementation Scale were used.ResultsIn total, 185 nurses participated in the study (response rate 52%). The results showed that nurses were positive towards evidence-based practice, but only practised it to a small extent. There was a positive correlation (r) between beliefs towards evidence-based practice and implementation of evidence-based practice (r = 0.59, p = 0.001).There was a statistical significant positive, but moderate correlation between all the four subscales of the EBP Beliefs Scale (beliefs related to: 1) knowledge, 2) resources, 3) the value of EBP and 4) difficulty and time) and the EBP Implementation Scale, with the highest correlation observed for beliefs related to knowledge (r = 0.38, p < .0001). Participants who had learned about evidence-based practice had significantly higher scores on the Evidence-based Practice Belief Scale than participants who were unfamiliar with evidence-based practice. Those involved in evidence-based practice working groups also reported significantly higher scores on the Evidence-based Practice Belief Scale than participants not involved in these groups.ConclusionThis study shows that nurses have a positive attitude towards evidence-based practice, but practise it to a lesser extent. There was a positive correlation between beliefs about evidence-based practice and implementation of evidence-based practice. Beliefs related to knowledge appear to have the greatest effect on implementation of evidence-based practice. Having knowledge and taking part in evidence-based practice working groups seem important.

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“…The Norwegian nursing education is a 3-years bachelor program (180 ECTS) [33]. Further in the article we refer to them as registered nurses (RN).…”

Section: Methodsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

Evidence based practice beliefs and implementation among nurses: a cross-sectional study

et al. 2014

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“…Studies dealing with nursing education reforms in Europe indicate that countries have learned very little from the reform process and that almost every country is repeating the past mistakes of others (26,28,33,34). Few reports exist describing the various reform processes or their outcomes.…”

Section: In Search Of a Croatian Concept Of Nursing Educationmentioning

confidence: 99%

“…The proponents of the first option argue that becoming a competent professional is a lifelong learning process; thus, rather than concentrating on exhaustive detailed knowledge and specific competencies, education should provide the basic cognitive tools to support lifelong learning processes. Therefore, graduates should have a strong and broad intellectual base, which would give them the necessary flexibility and adaptability (33,37).…”

Section: Outcome Profile and Competenciesmentioning

confidence: 99%

In Search of a Croatian Model of Nursing Education

et al. 2010

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“…This is where students learn theory for a block of four to six weeks that is followed by clinical area placements for a period of six months. Studies done by [4,5] indicated that students were more satisfied with clinical practice than with the theoretical part of nursing program. Consequently [6] argued that despite the quality of education offered, excellence in customer service is the most important factor in determining the success of a learning program.…”

Section: Introductionmentioning

confidence: 99%

Determinants of Satisfaction with Training Process among Final Year Nursing Students at Kenya Medical Training College

Kabanya¹

2017

BJSTR

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SHORT REPORT: Nursing education in Norway

Cited by 35 publications

References 5 publications

Evidence based practice beliefs and implementation among nurses: a cross-sectional study

Evidence based practice beliefs and implementation among nurses: a cross-sectional study

In Search of a Croatian Model of Nursing Education

Determinants of Satisfaction with Training Process among Final Year Nursing Students at Kenya Medical Training College

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