Tasks performed
- Nursing, Instructor in Advanced Clinical General Nursing and Health Nursing
- Health policy, health law, management, communication, conflict management, research method
Background
Worked at NTNU in Ålesund from 2003 to 2021. Bachelor’s and master’s degrees in health sciences
Publications
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Lindqvist, Susanne; Vasset, Frøydis Perny; Almås, Synnøve Hofseth; Wilsher, Stephanie Howard; Willumsen, Anna Elisabeth & Iversen, Hans Petter
[Show all 7 contributors for this article]
(2026).
A framework to guide the integration of interprofessional education in the classroom and practice setting - underpinned by findings from a sequential mixed methods study.
Journal of Interprofessional Care.
ISSN 1356-1820.
doi:
10.1080/13561820.2026.2698731.
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Health and social care systems face increasing demands for interprofessional education and collaborative practice (IPECP) to meet complex patient needs. In response, global leaders advocate for interprofessional education (IPE) to prepare professionals for effective IPECP. An initial study conducted by the authors revealed skepticism among university educators about IPE approaches and their ability to translate into workplace practice. This prompted a follow-up study aimed at developing an evidence‑based framework to support educators in overcoming barriers to integrating meaningful IPE into curricula that bridge the theory-practice gap. A sequential mixed‑methods design, theoretically underpinned by social-innovation-informed experiential learning, enabled cumulative validity across three research strands, each published separately. Drawing on insights from both the initial and follow-up study, incorporating data from more than 220 participants, this article presents the emergent 4P Framework, which identifies four core considerations for effective IPE integration: Priority, Professional value, Professional commitment, and Person-centredness. The development of the framework is described and situated within the existing evidence base. To support practical application, the 4P Framework is mapped to an established transitions model, providing educators and leaders with a structured and theoretically aligned tool to guide IPE implementation and highlighting empirically informed areas for future research.
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Vasset, Frøydis Perny & Sundal, Hildegunn
(2026).
Paediatric nursing in bachelor's degree programmes.
Social Sciences & Humanities Open (SSHO).
13(June).
doi:
10.1016/j.ssaho.2026.102742.
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Purpose
The purpose of this study was to examine the emphasis on paediatric nursing in Norwegian nursing education.
Method
In this study, a mixed-method explanatory sequential design was employed. Mixed-method research involves the collection of both quantitative and qualitative data. Design theory emphasizes that a significant amount of published research in the social and human sciences incorporates mixed methods. This study employed a mixed method explanatory sequential design with 18 survey respondents and text analysis. Findings highlight the impact of cohort size and specialist teachers, but are limited by sample size and institutional variability.
Results
The study findings indicate that the size of the nursing student cohort has an impact on paediatric nursing practices. Compared with larger cohorts, smaller student cohorts demonstrated more positive outcomes. Furthermore, the research revealed that specialist teachers in paediatric nursing played a significant role in the quality of education provided. The incorporation of simulated case scenarios, particularly those involving interprofessional collaboration, proved to be beneficial in teaching paediatric nursing to nursing students.
Conclusion
Due to the lack of emphasis on paediatric nursing within nursing faculties and inadequate internship opportunities for students, the importance of this area of nursing has been overlooked in nursing education. Nursing students have limited and varied exposure to the care of sick children during their training. There is a need for increased attention to paediatric nursing in nursing education.
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Dyb-Sandnes, Idun Palma; Julnes, Signe Gunn & Vasset, Frøydis Perny
(2025).
Coordinating Collaboration Between Hospital Wards and Allocation Office in Municipality-Care Pathways for Patients.
Social Sciences & Humanities Open (SSHO).
13(2026)(June ).
doi:
10.1016/j.ssaho.2025.102343.
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This study examines the central role of patients’ pathways are the need for a smooth flow of information during interaction with health services, starting from initial contact. This study aims to explore how hospital nurses and nurse practitioners perceive and manage collaboration between hospital wards and municipal allocation offices, with particular focus on communication tools and coordination processes in patient transitions. This study utilized a qualitative design, conducting focus group interviews with nurses and nurse practitioners working in hospital wards in hospitals in western Norway. The findings of this study reveal that interaction between hospital wards and the municipalities primarily occur through written procedure utilizing e-messenger. This study demonstrates that while most individuals are generally satisfied with interaction, it requires a significant amount of time in everyday work. Furthermore, it is evident that nurse practitioners in hospital wards have not been assigned specific tasks in this area.
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Hove, Katrin Mork; Tarberg, Anett Skorpen; Vasset, Frøydis Perny & Solberg, Mads
(2025).
Patient experiences with collaborative practices between primary and specialized care in Norwegian cancer pathways: a qualitative study.
BMC Health Services Research.
26(2026).
doi:
10.1186/s12913-025-13831-1.
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Increased complexity and specialization of cancer care and treatments are posing significant challenges for patients navigating different levels and professions in the healthcare system. This shift necessitates coordinated care and collaboration across various healthcare providers. The study explores patient experiences with collaborative practices in clinical cancer pathways (CCPs) and examine their implications for a new initiative in Norwegian cancer care known as Cancer pathway - Home (CPH), which seeks to integrate primary care and core palliative care principles into clinical cancer pathways. A qualitative, descriptive design was employed, utilizing semi-structured interviews with 14 patients with cancer who participated in clinical cancer pathways. Our informants were recruited through healthcare professionals and local cancer associations. Data was analyzed using thematic analysis to identify themes and ideal types related to patient perspectives on collaborative practices. Participants articulated a necessity for collaboration that addressed both the disease and the patient with the disease. Some participants felt like “packages” in a fragmented system, while others experienced more holistic, patient-centered care, particularly in rehabilitation settings. We propose a typology of four collaborative practices in Norwegian cancer pathways derived from the patient-perspective: ‘fragmented collaboration’, ‘complementary contributions’, ‘team-based collaboration’, and ‘co-navigated, patient-centered collaboration’. Our patient-derived typology, ranging from ‘fragmented collaboration’ to ‘co-navigated, patient-centered collaboration,’ reveals a clear requirement for more integrated and holistic approaches to cancer care across the continuum of cancer pathways. Patients consistently emphasized the importance of collaboration that addressed both their clinical and psychosocial needs. The Cancer pathway – Home (CPH) initiative aligns with more patient-centered models and shows promise to enhance patient experiences by promoting structured collaboration, improving equity, and coordinating medical and psychosocial support. Addressing persistent challenges in collaboration across primary and specialist care is essential to overcoming fragmentation and realizing the full potential of integrated cancer care.
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Lindqvist, Susanne; Wilsher, Stephanie Howard; Vasset, Frøydis Perny; Almås, Synnøve Hofseth; Willumsen, Anna Elisabeth & Iversen, Hans Petter
[Show all 7 contributors for this article]
(2025).
Integrating interprofessional education in health and social care curricula to equip our future workforce : qualitative findings from senior leaders.
Social Sciences & Humanities Open (SSHO).
12(7),
p. 1824–1854.
doi:
10.1016/j.ssaho.2025.101734.
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The increasingly complex health and social care needs of the world's population require interprofessional collaboration. Interprofessional education (IPE) can prepare students for interprofessional collaborative practice. Despite mounting evidence supporting the positive impact of IPE, it is not yet integrated into all curricula. Previous findings from university teachers have highlighted a lack of leadership support. This study investigated the views of nine senior leaders across three universities in Norway and the United Kingdom. Four themes emerged around: system approach; curriculum and learning outcomes; person-centred care; and professional identity. All leaders see the need for integration of IPE into the curricula. The introduction of IPE led to concerns amongst some who worried that students may struggle to develop their professional identity if asked to learn with learners from other professional courses too early. UK leaders highlight the need to focus on person-centred care to deflect challenges linked to engagement but also recognise the existence of well-entrenched hierarchies between professions. Participants agree that executive leadership is needed and emphasise the power of co-creation with all stakeholders. Findings will contribute to a framework, in a future publication, that can help integration of IPE into curricula.
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Sundal, Hildegunn & Vasset, Frøydis Perny
(2025).
Pediatric nursing training in nursing studies : a qualitative study.
Nordisk sygeplejeforskning.
ISSN 1892-2678.
15(3),
p. 1–11.
doi:
10.18261/nsf.15.3.2.
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Background: In recent years, the focus on paediatric nursing in bachelor’s programmes has diminished, with less theoretical and practical training.
Objective: This study explores the experiences of third-year nursing students in a paediatric nursing programme.
Method: In a qualitative study characterised by a hermeneutical approach, 13 nursing students were interviewed, and the interviews were analysed using systematic text condensation.
Results: Students learned about paediatric nursing in the educational institution through paediatric nursing instruction and training in the exercise department. The students learned about paediatric nursing outside the educational institution by interviewing paediatric nurses and parents, whom they knew privately, about their experiences of sick children, as well as through visits and one day of clinical practice.
Conclusion: The students highlighted that they experienced useful learning in the Children’s Project but overall learned too little about paediatric nursing.
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Nygård, Camilla Synnes & Vasset, Frøydis Perny
(2025).
Avanserte kliniske allmennsykepleiere og tverrprofesjonelt samarbeid på akuttmottak : en kvalitativ studie.
Klinisk Sygepleje.
ISSN 0902-2767.
39(3),
p. 1–16.
doi:
10.18261/ks.39.3.4.
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The background to the study is investigating the challenges and opportunities in the
working day of nurse practitioners (NPs) by being part of the interprofessional team in the
emergency department.
The aim of the study is to explore the NPs’ experiences with their own roles in the
interprofessional collaboration that occurs in emergency departments.
The method is a qualitative design and utilized six interviews with NPs in Norwegian
emergency departments. The data analysis is performed using systematic text condensation,
resulting in two meaningful units.
The results demonstrate that nurses, in general, play a role in interprofessional collaboration
in emergency departments. However, the role of NPs as clinical nurse specialists is
not widely implemented in Norwegian emergency departments. The employment of NPs is
typically driven by management for cost-cutting purposes.
The study concludes that increased promotion of NPs in emergency departments is
necessary to enhance understanding and utilization of their specialized skills. The study
also suggests that employing NPs can achieve cost savings and have a significant impact on
patient flow and waiting times in emergency departments.
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Vasset, Frøydis Perny; Ulvund, Ingeborg & Sundal, Hildegunn
(2024).
Methods to learn clinical pediatric nursing for nurse students.
In David, Liliana (Eds.),
Nursing studies : a path to success.
IntechOpen.
ISSN 9780854662449.
doi:
10.5772/intechopen.1004207.
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It is useful to learn about somatically ill children when implementing project-based learning. The students interview children’s nurses/parents with sick children and this enables/strengthens the students’ learning. Students learned pediatric nursing after completing the pediatric project, which is part of the nursing program. Some students learned in an international clinical placement in a pediatric ward. Combined learning from inside and outside educational institutions is useful. How can nursing students learn pediatric nursing in nursing education in the future, with large cohorts of nurses and few internships? This chapter is composed of several studies, both quantitative studies with questionnaires from 159 nursing students and qualitative studies with individual interviews of 18 nursing students after international clinical placement in a pediatric ward and eight nurses who had an international clinical placement in a pediatric ward as nurse students. And some studies about simulation in nursing studies and studies about clinical practice in other countries.
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Vasset, Frøydis Perny & Sundal, Hildegunn
(2024).
Paediatric nursing: Implementation and evaluation of project-based learning in nursing studies.
Social Sciences & Humanities Open (SSHO).
10.
doi:
10.1016/j.ssaho.2024.101022.
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Aim: To help provide learning outcomes in the field of paediatric nursing, which emphasizes obtaining experience from practice.
Background: Researchers have argued that different projects, scientific writing, and the use of scientific articles in
a project can be a form of communication, stimulate students’ learning and be a valuable tool for teachers’
assessments.
Method: A total of 159 nursing students from the second and third years of study were divided into eight groups
with several subgroups. Each subgroup had three to six small groups (a-f) with approximately four people in each
group (table 2). The small groups provided written material on questions about their experiences with Project
children.
Results: The participants had little hospital practice with children in their nursing education. They believed that
they should learn more paediatric nursing in their bachelor’s education. Furthermore, they were very satisfied
with the project’s children and moderately satisfied with the information they obtained. Interviews and discussions with nurses/relatives who worked with sick children were very useful. They received help from teachers
and spent time searching for scientific articles to use in the project. Overall, they wanted more face-to-face
communication with the teachers who guided Project children.
Discussion and conclusion: Larger student classes and an increasing number of elderly patients in the municipality
and hospital may contribute to students having less practice with children in their education. It may be helpful to
interview people with paediatric experience
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Vasset, Frøydis Perny; Dahl, Berit Misund; Thunem, Gunhild & Frilund, Marianne Louise
(2023).
Exploring scientific writing as part of a learning model for interprofessional higher health education – A qualitative study.
Social Sciences & Humanities Open (SSHO).
9(2024).
doi:
10.1016/j.ssaho.2023.100759.
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This study investigated how students in interprofessional higher education experienced learning with a model including essay writing and perceived the effect on their learning outcomes. The study occurred at an institute with two interprofessional programs at a university in Norway. Students gained new knowledge or new understandings when their theoretical knowledge and clinical experiences intersected in essay form. Common themes were 1) learning benefits and learning models, 2) benefits of interprofessional collaboration, and 3) Organisations, developments, and changes in writing processes When participating in the study programme based on the developed learning model the students felt both their theoretical and practical knowledge and understanding were deepened. Essays gave students opportunities to formulate their own personal ideas, new understandings, new patterns of practice and deeper knowledge, particularly when writing in groups. Experience-based knowledge has been legitimated by the students who discovered the good interaction between theory and practice. We concluded that the model requires good virtual platforms for the groups to function optimally and that essay writing can give students in higher education the opportunity to formulate their ideas in a more personal way. The interprofessional collaboration, in essay writing, was perceived as both rewarding, challenging, but also a reflective learning process for the students.
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Frilund, Marianne; Fagerstrøm, Lisbeth & Vasset, Frøydis
(2023).
The challenges of change processes for nurse leaders—a qualitative study of long-term leaders' experiences over 25 years.
Nursing Open.
10(8),
p. 5423–5432.
doi:
10.1002/nop2.1781.
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Aim:
This study aimed to map what experiences nurse leaders have encountered concerning the change work that political decisions and reforms have created within the healthcare sector in the last 25 years.
Design:
A qualitative design with a narrative approach was used.
Methods:
A qualitative study involved individual interviews of eight nurse managers from Norway and Finland with more than 25 years of experience working in specialist and primary healthcare fields.
Results:
Two main categories were observed: experiences of organizational challenges and experiences of personnel-administrative challenges. The first main category included two subcategories: A: historical experience with culture and challenges in health services and B: historical experience with mergers and using welfare technology in health services. The second category included the following subcategories: A: historical experience of job satisfaction for leaders and employees and B experiences with interprofessional collaboration in health services.
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Vasset, Helle & Vasset, Frøydis Perny
(2023).
Minoritetsforeldres erfaringer med foreldreskap i norsk kultur.
Fokus på familien/ Nordisk tidsskrift for familie- og relasjonsarbeid.
ISSN 0332-5415.
51(2),
p. 102–119.
doi:
10.18261/fokus.51.2.3.
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Hensikten med denne studien var å få kunnskap om minoritetsforeldres erfaringer med foreldreskap
i møte med den norske kulturen, foreldrenormer og idealer. Minoritetsforeldres
utfordringer med språk, informasjon/kommunikasjon, foreldrekulturer og tilgang til opplæring/
kurs vektlegges. Vi gjennomførte en empirisk studie med seks individuelle intervju.
Intervjuene varte om lag en time og ble gjennomført ansikt til ansikt. Norsk foreldrekultur
fremstod som fremmed for minoritetsforeldrene; det kan likevel se ut som den er mer forståelig
for foreldre med høyere utdanning. Informantene sa at språket, kulturforskjeller,
mangel på kurs og informasjon var de største utfordringene. Noen norske normer og verdier
kan minoritetsforeldre lære ved å delta på kurs, men sjelden det som blir tatt for gitt i en
kultur. Flere informanter savnet storfamiliens bistand, men nevner at barnehagen er en
alternativ hjelpeinstans. Informantene avslutter med å si at de ville kombinere kulturen
fra opprinnelseslandet med norske barneoppdragelsesnormer.
Nøkkelord: minoritetsforeldre, foreldreskap, barneoppdragelse, kultur og kultursensitivitet
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Vasset, Frøydis Perny; Ødegård, Atle; Iversen, Hans Petter; Almås, Synnøve Hofseth; Willumsen, Anna Elisabeth & Lindqvist, Susanne
(2023).
University teachers’ experience of students interprofessional education: Qualitative contributions from teachers towards a framework.
Social Sciences & Humanities Open (SSHO).
8(1),
p. 1–7.
doi:
10.1016/j.ssaho.2023.100515.
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Background
Health and social care professionals need to be equipped to work together. Universities have a duty of care to their students to incorporate interprofessional education into the curricula. Here, we present findings from focus groups to delve deeper into the issues previously identified.
Method
Three focus group interviews with teachers were conducted—two in Norway and one in the UK.
Findings
We identified four themes: Organizational commitment. Values related to students’ interprofessional and collaborative practice. Professional identity and commitment to collaborative practice. Challenges with implementing interprofessional education.
Discussion and conclusion
Educators continue to agree that interprofessional education is important, but the findings highlight the ongoing divide and uncertainty as to what to do and when to equip students for interprofessional collaboration. The educators call for the organization to show commitment and leadership so that stakeholders can come together to develop an Interprofessional education curriculum that students can sign up to. Time is of the essence, and a framework may help us here, especially if we can embrace the concept of social innovation and cocreate.
Keywords: interprofessional, framework, curricula, leadership, education
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Hagen, Inger Hilde; Svindseth, Marit Følsvik & Vasset, Frøydis Perny
(2023).
Association between parents’ perceived mental distress and support and satisfaction in neonatal intensive care units.
Klinisk Sygepleje.
ISSN 0902-2767.
37(1),
p. 19–33.
doi:
10.18261/ks.37.1.3.
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Background: Parents in neonatal intensive care units have higher rates of mental distress compared with parents of full-term, healthy infants.
Aim: This study examines NICU parents’ perceived mental distress and association with satisfaction with NICU care and support.
Methods: A multicentre prospective cross-sectional study with 568 parents from six different neonatal intensive care units in Norway participated in the study. NSS-8, HADS and IES-6 were used to collect data. All the responses were rated and analysed using parametric analysis methods.
Results: Support from family and friends is highly associated with parents’ perceived mental health; 76% of the parents reported being satisfied with the level of NICU care. Mothers reported significantly more stress, anxiety, and depression than fathers.
Conclusion: Receiving support from family and friends is the most important factor for parents’ perceived mental health. Health personnel in NICUs should involve families and friends in their daily support for parents. Parents in NICUs need personal care and assistance to decrease their mental distress.
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Vasset, Frøydis Perny; Fagerstrøm, Lisbeth & Frilund, Marianne Louise
(2023).
Leader–member exchanges with leaders who have worked for 25 years in health institutions.
Nursing Open.
10(6),
p. 3659–3665.
doi:
10.1002/nop2.1616.
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Aim:
The aim is to investigate long-term leader experiences with leader– member exchanges (LMX) over 25 years. Leader–member exchanges focus on relational power and communication exchanges between leaders and employees when they communicate with each other or perform an action.
Design:
This qualitative study is characterized by a phenomenological hermeneutical design and is based on the informants' interpretation and construction of meaning.
Method:
A qualitative study with eight interviews with supreme nurse leaders from the Norwegian and Finnish health care services.
Result:
The data analysis and interpretation show that relationships are built through trust, dialogue and confirmation and are affected by other contextual aspects such as the organizational size or workload and human factors such as safety, angst, and self-esteem. The informants fight for their subordinates. Interprofessional management and obtaining good relations with the doctors was challenging. No Patient or Public Contribution
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Vasset, Frøydis Perny; Fagerstrøm, Lisbeth & Frilund, Marianne Louise
(2022).
Nurse leaders' changing roles over 25 years : a qualitative study.
Leadership in Health Services.
ISSN 1751-1879.
36(1),
p. 125–139.
doi:
10.1108/LHS-03-2022-0025.
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Purpose:
The purpose of this study is to emphasise nurses’ experiences of nurse leaders' changing roles over 25 years.
Design/methodology/approach:
A qualitative study was performed with individual interviews of eight nurse managers. From Norway and Finland, all nurse managers with more than 25 years of experience and working in specialist health care and primary health care were included in the study.
Findings:
These nurse managers have a lot of knowledge and resolved conflicts using improved methods and have experienced continuous change. The role of nurse manager ranges from bedside to exclusive administrative work. The organisations have become more extensive, and the staff has grown. These changes have led to many challenges and more complex organisations.
Research limitations/implications:
Nurse managers who have worked for over a 25-year period had useful experience and could handle many new challenges. They can change themselves and their organisation tasks over time and follow the development of society.
Originality/value:
Based on their experiences as novices at the beginning of their career, the informants demonstrate their development to the level of expert manager.
Keywords: leadership, long-term, nurse, primary health services, specialist health services, nursing
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Sæther, Eva Walderhaug; Iversen, Valentina Cabral; Svindseth, Marit Følsvik; Crawford, Paul & Vasset, Frøydis Perny
(2022).
Exploring sustainable care pathways : a scoping review.
BMC Health Services Research.
22,
p. 1–23.
doi:
10.1186/s12913-022-08863-w.
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Background:
Patients with mental health problems experience numerous transitions into and out of hospital.
Aim:
The review studies assessing clinical care pathways between psychiatric hospitalization and community health services.
Methods:
We used publications between 2009–2020 to allow a broad scoping review of the published research. Sixteen review-articles were identified, 12 primary studies were chosen, both on care pathways in the transition between psychiatric hospital and community.
Results:
Organizational issues: Systems and procedures to ensure clear responsibilities and transparency at each stage of the pathways of care. Resources: Information-technology in objectively improving patient outcome. Information/documentation: Providing patients with adequate structured information and documented plans at the appropriate time. Patient/families: Continuous collaborative decision-making. Clinical care and teamwork: Collaboration between mental health and other professionals to guarantee that planned activities meet patient need. Ethical issues: Respectful communication and patient-centred, non-humiliating care.
Conclusions:
System and procedures ensure clear responsibilities and transparency. Information technology support decision-making and referral and objectively improve patient outcomes in care pathways. Collaboration between mental health and other professionals guarantee that planned activities meet patients’ needs along with regular meetings sharing key information. Around-the-clock ambulant-teams important to transition success. Informed-shared decision-making between parties, support patient participation and respectful communication.
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Dahl, Berit Misund; Vasset, Frøydis Perny & Frilund, Marianne Louise
(2022).
Students’ approaches to scientific essay writing as an educational method in higher education : a mixed methods study.
Social Sciences & Humanities Open (SSHO).
7(1),
p. 1–6.
doi:
10.1016/j.ssaho.2022.100389.
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Purpose:
To describe students' approaches to essay writing as part of their academic studies. As a theoretical framework Lavelle's five approaches was used.
Methods:
A descriptive study with a mixed methods design. Two questionnaires to the same student group, early (n = 39) and at the end (n = 37) of their studies, and three focus group interviews (n = 19) were conducted. The participants were nurses, physiotherapists, occupational therapists, social workers, and teachers who were part of a master's degree programme at an institute of health sciences at a university in Norway.
Results:
Mostly, the students took an impulsive and unplanned approach to essay writing. However, the students affirmed that essays were a method in which they could combine their theoretical knowledge and clinical experiences. When writing essays in groups, the students developed more reflective and critical thinking than when they wrote alone. The teacher's role was more of a supervisor than a traditional teacher. Four categories of Lavelle's writing approaches were found namely, spontaneous-impulsive, elaborative, reflective revisionist, and procedural, of which the spontaneous-impulsive and elaborative categories were most prominent.
Conclusions:
Approaches to essay writing can be developed in a more reflective and critical way among students in higher education and the teacher's role can be developed into more of a supervisor than a traditional teacher. Higher education is an arena for building a relationship between theory and practice and using academic essay writing as a method can promote this process.
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Vasset, Frøydis Perny; Molnes, Sven Inge; Helberget, Lindis Kathrine; Teige, Barbro Catharina & Frilund, Marianne Louise
(2021).
A qualitative study of supervisors' experiences with nursing students in practice, a new guidance model.
Nurse Education Today.
ISSN 0260-6917.
107:105111,
p. 1–6.
doi:
10.1016/j.nedt.2021.105111.
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Introduction
Clinical practice stimulates students to use their critical thinking skills for problem solving. Collaboration between educational institutions and practices can also be challenging.
Aim
This study aimed to determine supervisors' experiences using a case model in clinical supervision and evaluation.
Method
After a period in which a new case model was implemented in clinical practice for nursing students, their supervisors were interviewed. A total of six informants participated, and their ages ranged from 25 to 35 years old.
Results
The case model was a new and better way to make the connections between theory and practice. The supervisors were not ready to take over any more central or final evaluation responsibility.
Discussion/conclusions
We discuss whether supervisors can take responsibility for some of this evaluation work, especially at the end of the practice period. This study shows that the need is there, but many experienced supervisors prefer to adopt the standards that were in use when they were completing their studies.
Keywords: supervision, hospital, nurse students, guidance model, medical department
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Walderhaug, Nancy; Molnes, Sven Inge & Vasset, Frøydis Perny
(2021).
Guidance from practice teachers - A qualitative study of nursing students in practice studies.
International Journal of Educational Research Open.
2(2).
doi:
10.1016/j.ijedro.2020.100026.
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A qualitative study conducted at two universities in Norway that examines nursing students' experiences of guidance provided by the practice teacher in practice. Different factors in practice can impact the coping ability of nursing students. Two focus group interviews were conducted, and three different perspectives emerged in the interviews: support in practice for nursing students, guidance in practice for nursing students, and reflection in practice for nursing students. Themes that arose were used to cluster and further analyze the data. The study shows that the ability to create a good relationship based on trust, interest, support and reflection can help to strengthen the practical coping skills of nursing students. Furthermore, it appears that it may not be wise to save on teacher resources in practice. Dissatisfaction and weak knowledge among students can harm society. More research to examine whether the role of the practice teacher is fundamental or whether health institutions can assume that role is recommended.
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Vasset, Anja; Molnes, Sven Inge & Vasset, Frøydis Perny
(2021).
Children with breathing problems : a stress situation for prehospital employees?
Nordisk sygeplejeforskning.
ISSN 1892-2678.
11(3),
p. 197–207.
doi:
10.18261/issn.1892-2686-2021-03-03.
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Background and purpose: This study was to gain extended knowledge of health professionals’ experiences with handling
respiratory problems of children prehospital. Thorough and safe prehospital work can be basic for people in
the community. Method: Three focus group interviews were conducted with 17 informants. They represented eight
different ambulance stations/doctors’ offices. Result: The study shows limited experience with handling respiratory
problems of children, especially in acute and critical situations. The study shows elements of uncertainty in the use
of medical equipment, low maintenance training and inadequate training. There were technical procedures that the
informants were unsure about, and several said that fortunately they had not participated in dramatic situations with
respiratory delivery of children. Conclusion: There are elements of insecurity of health personnel in the ambulance
in terms of airway handling and use of medical equipment for children. The reason may be low maintenance and
inadequate training.
Keywords: children, health personnel, prehospital, respiratory handling, stress
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Vasset, Frøydis Perny & Steinsland, Hege
(2021).
Models for meeting activities in a public workplace - qualitative study in municipalities.
International Journal of Public Sector Performance Management.
ISSN 1741-1041.
7(3),
p. 1–14.
doi:
10.1504/IJPSPM.2021.114591.
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Helberget, Lindis Kathrine; Vasset, Frøydis Perny; Frilund, Marianne Louise; Teige, Barbro Catharina & Molnes, Sven Inge
(2021).
A model for guidance and reflection in practice studies for nursing students.
International Journal of Educational Research Open.
2(2),
p. 1–7.
doi:
10.1016/j.ijedro.2021.100060.
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A qualitative study conducted at a university in Norway examines how a guidance model can affect students’ learning situations in practice studies in specialised health care. Different factors in practice studies can affect the learning situation of nursing students. This qualitative study is characterized by a hermeneutical design approach. Two focus group interviews were conducted. Three different perspectives were examined in the interviews: working with a patient case during practice studies; the collaboration between nursing students and supervisors; and the collaboration between nursing students and teacher. Themes that arose were used to cluster and further analyse the data. The study shows that working with a patient case means that nursing students focus more on practice studies, concentrating on one specific task. Furthermore, it appears that nursing students experienced increased continuity and collaboration with their supervisors, as they experienced that the supervisor had ownership of the patient cases prepared at the ward. The nursing students wanted the teacher to be more prepared and focused on the learning outcomes. We recommend more research on roles and role clarification for supervisors and teachers, as well as the responsibilities of the university and the institutions that offer internships.
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Vasset, Frøydis Perny; Brynhildsen, Siri Ellen Adelaide & Kvilhaugsvik, Bente
(2019).
Professional Learning through a Digital Platform.
Journal of Research in Interprofessional Practice and Education.
9(1).
doi:
10.22230/jripe.2019v9n1a282.
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Background: Pedagogical methods that implement mutual learning are referredto as interprofessional learning. The aim of this study was to investigate nursing, biomedical science, and social education students’ experiences with interprofessional collaborative learning through a digital platform. Method: Students from three university colleges met virtually and discussed a video taped interprofessional case. After the project, three focus group interviewswere conducted. Findings: Three themes were identified: interprofessional collaborative learning, the use of a digital platform, and communication in virtual meetings. Conclusions: Interprofessional discussions made students aware of both their own responsibilities and limitations and those of other professionals, in the process of creating a mutual understanding of an interprofessional case scenario. the facilitator is crucial to ensure a safe atmosphere and include all students in the communication process.
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Vasset, Anja; Molnes, Sven Inge & Vasset, Frøydis Perny
(2019).
Prehospitalt helsepersonell er usikre på luftveishåndtering av barn.
Sykepleien Forskning.
ISSN 1890-2936.
14,
p. 1–19.
doi:
10.4220/sykepleienf.2019.75947.
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Bakgrunn: Forskning på prehospitalt arbeid gir et signal om at luftveishåndtering av barn ikke er entydig og enkelt. Det er ulik kompetanse på området prehospitalt, og i de nordiske landene er det ulik kompetanse blant prehospitalt helsepersonell.
Hensikt: Å få utvidet kunnskap om prehospitalt helsepersonells opplevelser av tjenestens fag- og samhandlingskompetanse når det gjelder luftveishåndtering av barn.
Metode: Vi benyttet et kvalitativt design og gjennomførte tre fokusgruppeintervjuer med fem, sju og åtte informanter. De representerte åtte ulike ambulansestasjoner og legesentre i Midt-Norge. Vi brukte en induktiv tilnærming i analysen.
Resultat: Studien viser usikkerhet generelt når det gjelder luftveishåndtering av barn, spesielt i akutte og kritiske situasjoner. Informantene var også usikre på hvordan de skulle bruke medisinsk utstyr som maske-bag. Informantene erfarte at de hadde lite vedlikeholdstrening og mangelfull opplæring i prosedyrer og samarbeid.
Konklusjon: Studien tyder på at det kan være behov for et kompetanseløft for å optimalisere prehospital behandling til barn med akutte og kritiske pusteproblemer. Informantene etterlyste mengdetrening, hospitering og simulering for å vedlikeholde både fag- og samhandlingskompetansen.
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Hammer, Hege & Vasset, Frøydis Perny
(2019).
Interprofessional Learning in the Simulation
Laboratory: Nursing and Pharmacy
Students’ Experiences.
Journal of Research in Interprofessional Practice and Education.
9(1).
doi:
10.22230/jripe.2019v9n1a277.
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Background: Using simulation as an educational method to learn collaborative
practice requires the involvement of various professional education programs
where the intention is to learn from, with, and about each other.
Methods: is study describes pharmacy and nursing students´ experiences with
interprofessional education. Aer interprofessional simulation, three focus group
interviews with bachelor students were conducted. e data were analysed using
Giorgi’s qualitative content analysis method.
Findings: e students found that IPE closed knowledge gaps, change a stereotypical perception of professional roles, and enhance patient safety. Full-scale simulation appears to be an effective arena for learning clinical judgement, improving
communication skills, and developing knowledge of pharmacodynamics.
Conclusion: Interprofessional education may be necessary for professionals to
enhance their ability to interact more effectively in the future.
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Sæther, Eva Walderhaug; Iversen, Valentina Cabral; Svindseth, Marit Følsvik; Crawford, Paul & Vasset, Frøydis Perny
(2019).
Patients' perspectives on care pathways and informed shared decision making in the transition between psychiatric hospitalization and the community.
Journal of Evaluation In Clinical Practice.
ISSN 1356-1294.
doi:
10.1111/jep.13206.
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Innhold kompendium Emne HVER 1003 Individ og samfunn (studieår 2018/19) Rationale, aims, and objectives Patients with mental health problems experience numerous transitions into and out of hospital. This study explores former patients' views of pathways in transition between district psychiatric hospital centres (DPCs) and community mental health services. Method A descriptive qualitative design was chosen. Three focus group interviews with a total of 10 informants from five different communities were conducted. Interviews were transcribed and analysed thematically where themes describe promoting or inhibitory factors to the transition phase. Results The informants shared their experiences on issues promoting and preventing successful care pathways in mental health. Four main paired themes were identified: (a) patient participation/activation/empowerment versus paternalism and institutionalization, (b) patient‐centred care versus care interpreted as humiliation, (c) interprofessional collaboration or teamwork versus unsafe patient pathways in mental health services, and (d) sustainable integrated care versus fragmented, noncollaborative care. Conclusions Shared decision making was reported more precisely as informed shared decision making. Shared information between all parties involved in care pathways is key.
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Vasset, Frøydis Perny
(2018).
Samhandlingsforskning.
In Almås, Synnøve Hofseth; Vasset, Frøydis Perny & Ødegård, Atle (Ed.),
Tverrprofesjonell samarbeidslæring (TPS) : for bachelorstudenter i helse- og sosialfag.
Fagbokforlaget.
ISSN 9788245021103.
p. 159–172.
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Både forskning og erfaring viser at et godt samarbeid på tvers av profesjonsgrenser er til pasientens beste, og det å lære å samarbeide tverrprofesjonelt vil spille en sentral rolle i helse- og sosialfagutdanningene i årene framover. Men det kan være utfordrende å tilegne seg tverrprofesjonell samarbeidskompetanse, blant annet fordi det er en type kompetanse som ikke er enkel og entydig. I denne boken forsøker vi derfor å vise hvordan et samarbeid mellom de ulike helse- og sosialprofesjonene kan fungere i praksis, ved å beskrive eksempeltilfeller der du som leser møter ulike pasienter/brukere og arbeidstakere i en fiktiv kommune. De samme personene dukker opp flere ganger gjennom hele boken.
Boken reflekterer over tverrprofesjonelt samarbeid både i konkrete samarbeidssituasjoner og i forbindelse med ledelse og ledelsesstrukturer i og mellom helse-, sosial- og oppvekstsektoren. Målgruppen er først og fremst studenter på bachelorutdanningene innenfor helse- og sosialfag.
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Lindqvist, Susanne; Vasset, Frøydis Perny; Iversen, Hans Petter; Almås, Synnøve Hofseth; Willumsen, Elisabeth & Ødegård, Atle
(2018).
University teachers’ views of interprofessional learning and their role in achieving outcomes : a qualitative study.
Journal of Interprofessional Care.
ISSN 1356-1820.
33(2),
p. 190–199.
doi:
10.1080/13561820.2018.1534809.
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Over the past decade, there has been a rapid increase in higher education institutions offering opportunities for interprofessional learning (IPL) to their students. The literature presents a number of factors that contribute to effective IPL, including having trained facilitators that help optimise the learning process. Many of these IPL facilitators are university teachers and the literature provides us with some insight into their views of IPL. However, little is known about university teachers’ views about IPL and their role in supporting students in achieving outcomes linked to IPL during their own teaching; this paper explores these areas. University teachers, working with students in Norway and England who contribute to patients’ care pathway were purposively invited to join focus groups. Data collected from the teachers’ conversations during these focus groups were analysed to elicit the main themes. Findings show that university teachers have a wide range of views about IPL, its potential to enhance collaborative practice and care, and their role in helping students achieve outcomes linked to IPL. A key challenge appears to be whether IPL is “worth the struggle,” which emphasises the need for strong leadership in order to align pedagogical approaches in education and practice that strive to achieve agreed outcomes.
Keyword: Interprofessional learning, outcomes, teachers, innovation, leadership, qualitative methods
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Vasset, Frøydis Perny; Helberget, Lindis Kathrine & Almås, Synnøve Hofseth
(2018).
Nursing and Biomedical Laboratory Science
(BMLS) Students´ Interprofessional Training
in the Simulation Laboratory.
Journal of Research in Interprofessional Practice and Education.
8(1),
p. 1–13.
doi:
10.22230/jripe.2018v8n1a271.
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Background: The purpose of this study is to present nursing and Biomedical Laboratory Science (BLMS) students’ perceptions of interprofessional education and collaborative practice in a simulation laboratory. Method: A mixed-method research was employed, and the approach was an explanatory sequential design. A quantitative study was followed by a qualitative study. Sixty-nine students participated in the survey, with 16 items representing different aspects of interprofessionalism. Findings: The factor “value of IPE” scored the highest mean, followed by the factor “need for collaborative practice.” Female students were more positive on the “value of IPE” than male students. The focus-group interviews revealed that the students considered debriefing afer the simulation to be a useful learning opportunity. They commented that it was useful to understand each other’s roles and it made them respect each other more. BMLS students felt that they were peripheral to the case, like a visitor in the simulation scenario. Conclusion: Information for this study was gathered from a large group in a short amount of time. However, the students gained an insight into the need for an interprofessional approach to complex challenges in healthcare.
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Almås, Synnøve Hofseth; Nilsen, Halvard Knut; Spjutøy, Randi & Vasset, Frøydis Perny
(2017).
Interprofessional Learning Through Shadowing in Rehabilitations Department: A Qualitative Study of the Student´s Placement in Hospital Setting.
European Scientific Journal.
ISSN 1857-7881.
13(28).
doi:
10.19044/esj.2017.v13n28p1.
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Interprofessional collaborative learning (IPL) is a requirement in health and social education, primary in student placements. This study explored IPL as shadowing with seven participants at a department of physical medicine and rehabilitation in a hospital. Seven participants were divided into two groups (n=3; n=4) when caring for two patients. Both groups wrote a rehabilitation plan together with the patients. In a submitted template, the students reflected on roles and responsibilities of health care professionals. To examine how the informants expressed their experiences of IPL, focus group interviews were conducted with each group and transcribed. The focus group transcripts, together with submitted templates, were then analysed using Giorgis’ model of content analysis. All informants expressed that IPL led to acquired knowledge about each other’s responsibilities in healthcare. Participants were aware of differences and similarities between their responsibilities. They reported that leadership and communication are prerequisites for collaborative practice.
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Almås, Synnøve Hofseth & Vasset, Frøydis Perny
(2016).
Health and social care students pursuing different
studies, and their written assignments from
workshop and online interprofessional
education.
The Nordic Journal of Nursing Research (NJNR).
ISSN 2057-1585.
36(3),
p. 116–121.
doi:
10.1177/0107408315606348.
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Vasset, Frøydis Perny; Bergum, Inger Elisabeth; Inderhaug, Hans & Almås, Synnøve Hofseth
(2014).
Tverrprofesjonell e-læring som pedagogisk verktøy i helse- og sosialfagutdanninger.
Vård i Norden.
ISSN 0107-4083.
34(1),
p. 19–23.
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Almås, Synnøve Hofseth & Vasset, Frøydis Perny
(2014).
Tverrprofesjonell uke med skyggepraksis: Sykepleierstudenter som følger andre helsefagprofesjoner i deres arbeid.
In Amdam, Jørgen; Helgesen, Øyvind & Sæther, Knut-Willy (Ed.),
Det mangfaldige kvalitetsomgrepet. Fjordantologien 2013.
Forlag1.
ISSN 9788282850780.
p. 221–237.
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Ernstsen, Hanne; Fiskvik, Tone Hammer; Elvrum, Bente; Abel, Siri; Molnes, Sven Inge & Vasset, Frøydis Perny
(2025).
Puls Yrkesliv i aktivitørfag.
Fagbokforlaget.
ISBN 9788211048547.
444 p.
Full text in Research Archive
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Elvrum, Bente; Fiskvik, Tone Hammer; Glein, Martine Glasø; Molnes, Sven Inge; Vasset, Frøydis Perny & Ernstsen, Hanne Watten
(2025).
Puls Administrasjon.
Fagbokforlaget.
ISBN 9788211048523.
310 p.
Full text in Research Archive
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Almås, Synnøve Hofseth; Vasset, Frøydis Perny & Ødegård, Atle
(2018).
Tverrprofesjonell samarbeidslæring (TPS) : for bachelorstudenter i helse- og sosialfag.
Fagbokforlaget.
ISBN 9788245021103.
260 p.
Full text in Research Archive
Show summary
Både forskning og erfaring viser at et godt samarbeid på tvers av profesjonsgrenser er til pasientens beste, og det å lære å samarbeide tverrprofesjonelt vil spille en sentral rolle i helse- og sosialfagutdanningene i årene framover. Men det kan være utfordrende å tilegne seg tverrprofesjonell samarbeidskompetanse, blant annet fordi det er en type kompetanse som ikke er enkel og entydig. I denne boken forsøker vi derfor å vise hvordan et samarbeid mellom de ulike helse- og sosialprofesjonene kan fungere i praksis, ved å beskrive eksempeltilfeller der du som leser møter ulike pasienter/brukere og arbeidstakere i en fiktiv kommune. De samme personene dukker opp flere ganger gjennom hele boken.
Boken reflekterer over tverrprofesjonelt samarbeid både i konkrete samarbeidssituasjoner og i forbindelse med ledelse og ledelsesstrukturer i og mellom helse-, sosial- og oppvekstsektoren. Målgruppen er først og fremst studenter på bachelorutdanningene innenfor helse- og sosialfag.
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Julnes, Signe Gunn & Vasset, Frøydis Perny
(2025).
Online collaboration between hospital wards and allocation office in municipality.
Full text in Research Archive
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Dyb-Sandnes, Idun Palma & Vasset, Frøydis Perny
(2025).
Helsepersonells opplæring i samhandling når det gjelder pasientforløp i og mellom sykehus og kommune.
Klinisk Sygepleje.
ISSN 0902-2767.
39(2),
p. 1–12.
doi:
10.18261/ks.39.2.2.
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The purpose was to gain a deeper understanding of nurses’ and nurse practitioners’ experiences with interaction and coordination pathways between hospital and municipality.
Background: The effective flow of information and interaction in the healthcare pathway is crucial for proving high-quality care. This study focuses on the importance of pathways and the need for seamless information exchange from the initial contact with healthcare services.
Methods: Using a qualitative design, focus group interviews were conducted with nurse/nurse practitioners in Western Norway.
The findings revealed that interaction between hospitals and the municipality primarily occurs in writing, utilizing email communication. This process often consumes a significant amount of time in daily work routines.
The conclusion shows that overall, the majority of participants are satisfied with the interaction between hospitals and the municipality. The time-consuming nature of the process poses challenges in daily work. Nurse practitioners in hospitals are not assigned specific tasks related to coordination.
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Hove, Katrin Mork; Tarberg, Anett Skorpen; Vasset, Frøydis Perny; Sørbø, Marie Flem & Solberg, Mads
(2024).
Kreftomsorg i kommune- og sykehus: pasientpespektiver på samhandling for og med pasienter i pakkeforløp for kreft.
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Melbye, Marita Christina Susanne & Vasset, Frøydis Perny
(2024).
Tverrprofesjonelt samarbeid og kulturelt mangfold.
In Vasset, Frøydis Perny & Julnes, Signe Gunn (Ed.),
Avansert klinisk allmennsykepleie i kommune- og spesialisthelsetjenesten.
Fagbokforlaget.
ISSN 9788245043914.
p. 202–210.
Full text in Research Archive
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Vasset, Frøydis Perny
(2024).
Avansert klinisk allmennsykepleie : multisyke pasienter i kommunehelsetjenesten.
In Vasset, Frøydis Perny & Julnes, Signe Gunn (Ed.),
Avansert klinisk allmennsykepleie i kommune- og spesialisthelsetjenesten.
Fagbokforlaget.
ISSN 9788245043914.
p. 122–131.
Full text in Research Archive
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Vasset, Frøydis Perny
(2024).
Organisering av helse- og omsorgstjenester og faglig ledelse.
In Vasset, Frøydis Perny & Julnes, Signe Gunn (Ed.),
Avansert klinisk allmennsykepleie i kommune- og spesialisthelsetjenesten.
Fagbokforlaget.
ISSN 9788245043914.
p. 211–219.
Full text in Research Archive
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Vasset, Frøydis Perny & Julnes, Signe Gunn
(2024).
Endringsledelse, innovasjon og helselogistikk.
In Vasset, Frøydis Perny & Julnes, Signe Gunn (Ed.),
Avansert klinisk allmennsykepleie i kommune- og spesialisthelsetjenesten.
Fagbokforlaget.
ISSN 9788245043914.
p. 220–228.
Full text in Research Archive
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Vasset, Frøydis Perny
(2024).
Pasientforløp, pasientsikkerhet og brukermedvirkning.
In Vasset, Frøydis Perny & Julnes, Signe Gunn (Ed.),
Avansert klinisk allmennsykepleie i kommune- og spesialisthelsetjenesten.
Fagbokforlaget.
ISSN 9788245043914.
p. 242–250.
Full text in Research Archive
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Julnes, Signe Gunn & Vasset, Frøydis Perny
(2024).
Innledning.
In Vasset, Frøydis Perny & Julnes, Signe Gunn (Ed.),
Avansert klinisk allmennsykepleie i kommune- og spesialisthelsetjenesten.
Fagbokforlaget.
ISSN 9788245043914.
p. 16–19.
Full text in Research Archive
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Malones, Line Rakvåg; Julnes, Signe Gunn & Vasset, Frøydis Perny
(2024).
Fra sykepleier til avansert klinisk allmennsykepleier.
In Vasset, Frøydis Perny & Julnes, Signe Gunn (Ed.),
Avansert klinisk allmennsykepleie i kommune- og spesialisthelsetjenesten.
Fagbokforlaget.
ISSN 9788245043914.
p. 20–32.
Full text in Research Archive
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Julnes, Signe Gunn & Vasset, Frøydis Perny
(2024).
Avansert klinisk allmennsykepleie og rehabilitering i helse- og omsorgstjenesten.
In Vasset, Frøydis Perny & Julnes, Signe Gunn (Ed.),
Avansert klinisk allmennsykepleie i kommune- og spesialisthelsetjenesten.
Fagbokforlaget.
ISSN 9788245043914.
p. 72–83.
Full text in Research Archive
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Vasset, Frøydis Perny & Julnes, Signe Gunn
(2023).
Practice model for nurse practitioners in Norway : a pilot study.
Full text in Research Archive
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Vasset, Frøydis Perny & Julnes, Signe Gunn
(2023).
How do students in the NP programme best acquire clinical competence?
Full text in Research Archive
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Julnes, Signe Gunn; Malones, Line Rakvåg & Vasset, Frøydis Perny
(2022).
«Nei takk!» til avanserte kliniske allmennsykepleiere?
Full text in Research Archive
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Julnes, Signe Gunn; Malones, Line Rakvåg & Vasset, Frøydis Perny
(2022).
«Nei takk!» til avanserte kliniske allmennsykepleiere?
p. 9–9.
Full text in Research Archive
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Vasset, Frøydis Perny & Vasset, Helle
(2021).
Kommunikasjon i NAV.
In Vasset, Frøydis Perny & Molnes, Sven Inge (Ed.),
Kommunikasjon i klinisk og sosialt arbeid.
Fagbokforlaget.
ISSN 9788245033588.
p. 207–213.
Full text in Research Archive
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Vasset, Frøydis Perny
(2021).
Kommunikasjon med mennesker som har afasi.
In Vasset, Frøydis Perny & Molnes, Sven Inge (Ed.),
Kommunikasjon i klinisk og sosialt arbeid.
Fagbokforlaget.
ISSN 9788245033588.
p. 44–53.
Full text in Research Archive
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Vasset, Frøydis Perny & Lervik, Wenche
(2021).
Kommunikasjon med foreldre på nyfødtintensiv avdeling.
In Vasset, Frøydis Perny & Molnes, Sven Inge (Ed.),
Kommunikasjon i klinisk og sosialt arbeid.
Fagbokforlaget.
ISSN 9788245033588.
p. 128–134.
Full text in Research Archive
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Vasset, Frøydis Perny
(2021).
Kommunikasjon med mennesker som har en utviklingshemning.
In Vasset, Frøydis Perny & Molnes, Sven Inge (Ed.),
Kommunikasjon i klinisk og sosialt arbeid.
Fagbokforlaget.
ISSN 9788245033588.
p. 214–219.
Full text in Research Archive
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Vasset, Frøydis Perny & Vasset, Helle
(2021).
Barnesamtaler i barnevernstjenesten.
In Vasset, Frøydis Perny & Molnes, Sven Inge (Ed.),
Kommunikasjon i klinisk og sosialt arbeid.
Fagbokforlaget.
ISSN 9788245033588.
p. 153–161.
Full text in Research Archive
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Vasset, Frøydis Perny
(2021).
Generell kommunikasjon med eldre mennesker.
In Vasset, Frøydis Perny & Molnes, Sven Inge (Ed.),
Kommunikasjon i klinisk og sosialt arbeid.
Fagbokforlaget.
ISSN 9788245033588.
p. 21–26.
Full text in Research Archive
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Vasset, Frøydis Perny
(2021).
Kommunikasjon med mennesker som har hørsels- og synshemning.
In Vasset, Frøydis Perny & Molnes, Sven Inge (Ed.),
Kommunikasjon i klinisk og sosialt arbeid.
Fagbokforlaget.
ISSN 9788245033588.
p. 27–35.
Full text in Research Archive
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Vasset, Frøydis Perny
(2021).
Kommunikasjon med eldre mennesker som har kognitiv svikt/demenssykdom.
In Vasset, Frøydis Perny & Molnes, Sven Inge (Ed.),
Kommunikasjon i klinisk og sosialt arbeid.
Fagbokforlaget.
ISSN 9788245033588.
p. 36–52.
Full text in Research Archive
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Vasset, Frøydis Perny & Vasset, Helle
(2021).
Kommunikasjon i møte med barn og unge med utagerende adferdsvansker.
In Vasset, Frøydis Perny & Molnes, Sven Inge (Ed.),
Kommunikasjon i klinisk og sosialt arbeid.
Fagbokforlaget.
ISSN 9788245033588.
p. 163–168.
Full text in Research Archive
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Vasset, Frøydis Perny; Fagerström, Lisbeth Maria & Frilund, Marianne Louise
(2021).
Sustainable nursing leadership in Nordic health care organizations.
International Journal of Caring Sciences (IJCS).
ISSN 1791-5201.
14(2),
p. 1527–1532.
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Show summary
This is a book review of a Nordic book: Leadership in Nursing: Experiences from the European Nordic
Countries. Switzerland: Springer Nature. The book reflects and describes the nursing leadership of research,
clinical nursing leadership and the leadership of nursing education from Denmark, Finland, Norway, Sweden
and Iceland.
Keyword: leadership, nursing, book review, Nordic country, caring
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Vasset, Frøydis Perny & Molnes, Sven Inge
(2021).
Forord.
In Vasset, Frøydis Perny & Molnes, Sven Inge (Ed.),
Kommunikasjon i klinisk og sosialt arbeid.
Fagbokforlaget.
ISSN 9788245033588.
Full text in Research Archive
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Vasset, Frøydis Perny & Molnes, Sven Inge
(2021).
Innledning.
In Vasset, Frøydis Perny & Molnes, Sven Inge (Ed.),
Kommunikasjon i klinisk og sosialt arbeid.
Fagbokforlaget.
ISSN 9788245033588.
Full text in Research Archive
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Vasset, Frøydis Perny & Molnes, Sven Inge
(2021).
Kommunikasjon med pasienter som har kroniske lidelser.
In Vasset, Frøydis Perny & Molnes, Sven Inge (Ed.),
Kommunikasjon i klinisk og sosialt arbeid.
Fagbokforlaget.
ISSN 9788245033588.
Full text in Research Archive
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Almås, Synnøve Hofseth & Vasset, Frøydis Perny
(2019).
Nursing and biomedical Laboratory science (BMLS) students' interprofessional training in the simulation laboratory.
Full text in Research Archive
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Vasset, Frøydis Perny
(2018).
Samarbeid.
In Almås, Synnøve Hofseth; Vasset, Frøydis Perny & Ødegård, Atle (Ed.),
Tverrprofesjonell samarbeidslæring (TPS) : for bachelorstudenter i helse- og sosialfag.
Fagbokforlaget.
ISSN 9788245021103.
p. 39–48.
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Både forskning og erfaring viser at et godt samarbeid på tvers av profesjonsgrenser er til pasientens beste, og det å lære å samarbeide tverrprofesjonelt vil spille en sentral rolle i helse- og sosialfagutdanningene i årene framover. Men det kan være utfordrende å tilegne seg tverrprofesjonell samarbeidskompetanse, blant annet fordi det er en type kompetanse som ikke er enkel og entydig. I denne boken forsøker vi derfor å vise hvordan et samarbeid mellom de ulike helse- og sosialprofesjonene kan fungere i praksis, ved å beskrive eksempeltilfeller der du som leser møter ulike pasienter/brukere og arbeidstakere i en fiktiv kommune. De samme personene dukker opp flere ganger gjennom hele boken.
Boken reflekterer over tverrprofesjonelt samarbeid både i konkrete samarbeidssituasjoner og i forbindelse med ledelse og ledelsesstrukturer i og mellom helse-, sosial- og oppvekstsektoren. Målgruppen er først og fremst studenter på bachelorutdanningene innenfor helse- og sosialfag.
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Vasset, Frøydis Perny
(2018).
Pasientforløp.
In Almås, Synnøve Hofseth; Vasset, Frøydis Perny & Ødegård, Atle (Ed.),
Tverrprofesjonell samarbeidslæring (TPS) : for bachelorstudenter i helse- og sosialfag.
Fagbokforlaget.
ISSN 9788245021103.
p. 25–38.
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Både forskning og erfaring viser at et godt samarbeid på tvers av profesjonsgrenser er til pasientens beste, og det å lære å samarbeide tverrprofesjonelt vil spille en sentral rolle i helse- og sosialfagutdanningene i årene framover. Men det kan være utfordrende å tilegne seg tverrprofesjonell samarbeidskompetanse, blant annet fordi det er en type kompetanse som ikke er enkel og entydig. I denne boken forsøker vi derfor å vise hvordan et samarbeid mellom de ulike helse- og sosialprofesjonene kan fungere i praksis, ved å beskrive eksempeltilfeller der du som leser møter ulike pasienter/brukere og arbeidstakere i en fiktiv kommune. De samme personene dukker opp flere ganger gjennom hele boken.
Boken reflekterer over tverrprofesjonelt samarbeid både i konkrete samarbeidssituasjoner og i forbindelse med ledelse og ledelsesstrukturer i og mellom helse-, sosial- og oppvekstsektoren. Målgruppen er først og fremst studenter på bachelorutdanningene innenfor helse- og sosialfag.
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Vasset, Frøydis Perny
(2018).
Praksissjokket.
In Almås, Synnøve Hofseth; Vasset, Frøydis Perny & Ødegård, Atle (Ed.),
Tverrprofesjonell samarbeidslæring (TPS) : for bachelorstudenter i helse- og sosialfag.
Fagbokforlaget.
ISSN 9788245021103.
p. 131–142.
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Show summary
Både forskning og erfaring viser at et godt samarbeid på tvers av profesjonsgrenser er til pasientens beste, og det å lære å samarbeide tverrprofesjonelt vil spille en sentral rolle i helse- og sosialfagutdanningene i årene framover. Men det kan være utfordrende å tilegne seg tverrprofesjonell samarbeidskompetanse, blant annet fordi det er en type kompetanse som ikke er enkel og entydig. I denne boken forsøker vi derfor å vise hvordan et samarbeid mellom de ulike helse- og sosialprofesjonene kan fungere i praksis, ved å beskrive eksempeltilfeller der du som leser møter ulike pasienter/brukere og arbeidstakere i en fiktiv kommune. De samme personene dukker opp flere ganger gjennom hele boken.
Boken reflekterer over tverrprofesjonelt samarbeid både i konkrete samarbeidssituasjoner og i forbindelse med ledelse og ledelsesstrukturer i og mellom helse-, sosial- og oppvekstsektoren. Målgruppen er først og fremst studenter på bachelorutdanningene innenfor helse- og sosialfag.
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Vasset, Frøydis Perny
(2018).
Brukermedvirkning.
In Almås, Synnøve Hofseth; Vasset, Frøydis Perny & Ødegård, Atle (Ed.),
Tverrprofesjonell samarbeidslæring (TPS) : for bachelorstudenter i helse- og sosialfag.
Fagbokforlaget.
ISSN 9788245021103.
p. 49–58.
Full text in Research Archive
Show summary
Både forskning og erfaring viser at et godt samarbeid på tvers av profesjonsgrenser er til pasientens beste, og det å lære å samarbeide tverrprofesjonelt vil spille en sentral rolle i helse- og sosialfagutdanningene i årene framover. Men det kan være utfordrende å tilegne seg tverrprofesjonell samarbeidskompetanse, blant annet fordi det er en type kompetanse som ikke er enkel og entydig. I denne boken forsøker vi derfor å vise hvordan et samarbeid mellom de ulike helse- og sosialprofesjonene kan fungere i praksis, ved å beskrive eksempeltilfeller der du som leser møter ulike pasienter/brukere og arbeidstakere i en fiktiv kommune. De samme personene dukker opp flere ganger gjennom hele boken.
Boken reflekterer over tverrprofesjonelt samarbeid både i konkrete samarbeidssituasjoner og i forbindelse med ledelse og ledelsesstrukturer i og mellom helse-, sosial- og oppvekstsektoren. Målgruppen er først og fremst studenter på bachelorutdanningene innenfor helse- og sosialfag.
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Almås, Synnøve Hofseth & Vasset, Frøydis Perny
(2018).
Rammer.
In Almås, Synnøve Hofseth; Vasset, Frøydis Perny & Ødegård, Atle (Ed.),
Tverrprofesjonell samarbeidslæring (TPS) : for bachelorstudenter i helse- og sosialfag.
Fagbokforlaget.
ISSN 9788245021103.
p. 101–112.
Full text in Research Archive
Show summary
Både forskning og erfaring viser at et godt samarbeid på tvers av profesjonsgrenser er til pasientens beste, og det å lære å samarbeide tverrprofesjonelt vil spille en sentral rolle i helse- og sosialfagutdanningene i årene framover. Men det kan være utfordrende å tilegne seg tverrprofesjonell samarbeidskompetanse, blant annet fordi det er en type kompetanse som ikke er enkel og entydig. I denne boken forsøker vi derfor å vise hvordan et samarbeid mellom de ulike helse- og sosialprofesjonene kan fungere i praksis, ved å beskrive eksempeltilfeller der du som leser møter ulike pasienter/brukere og arbeidstakere i en fiktiv kommune. De samme personene dukker opp flere ganger gjennom hele boken.
Boken reflekterer over tverrprofesjonelt samarbeid både i konkrete samarbeidssituasjoner og i forbindelse med ledelse og ledelsesstrukturer i og mellom helse-, sosial- og oppvekstsektoren. Målgruppen er først og fremst studenter på bachelorutdanningene innenfor helse- og sosialfag.
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Vasset, Frøydis Perny & Almås, Synnøve Hofseth
(2018).
Innledning.
In Almås, Synnøve Hofseth; Vasset, Frøydis Perny & Ødegård, Atle (Ed.),
Tverrprofesjonell samarbeidslæring (TPS) : for bachelorstudenter i helse- og sosialfag.
Fagbokforlaget.
ISSN 9788245021103.
p. 15–22.
Full text in Research Archive
Show summary
Både forskning og erfaring viser at et godt samarbeid på tvers av profesjonsgrenser er til pasientens beste, og det å lære å samarbeide tverrprofesjonelt vil spille en sentral rolle i helse- og sosialfagutdanningene i årene framover. Men det kan være utfordrende å tilegne seg tverrprofesjonell samarbeidskompetanse, blant annet fordi det er en type kompetanse som ikke er enkel og entydig. I denne boken forsøker vi derfor å vise hvordan et samarbeid mellom de ulike helse- og sosialprofesjonene kan fungere i praksis, ved å beskrive eksempeltilfeller der du som leser møter ulike pasienter/brukere og arbeidstakere i en fiktiv kommune. De samme personene dukker opp flere ganger gjennom hele boken.
Boken reflekterer over tverrprofesjonelt samarbeid både i konkrete samarbeidssituasjoner og i forbindelse med ledelse og ledelsesstrukturer i og mellom helse-, sosial- og oppvekstsektoren. Målgruppen er først og fremst studenter på bachelorutdanningene innenfor helse- og sosialfag.
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Brynhildsen, Siri Ellen Adelaide; Vasset, Frøydis Perny & Kvilhaugsvik, Bente
(2018).
Interprofessional Learning through Virtual Meetings/Tverrprofesjonell samarbeidslæring ved hjelp av virtuelle møter.
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Brynhildsen, Siri Ellen Adelaide; Vasset, Frøydis Perny & Kvilhaugsvik, Bente
(2017).
Tverrprofesjonell samarbeidslæring (TPS) ved hjelp av elektronisk verktøy - Skype.
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Bakgrunn: Allerede på 1950-tallet ble det hevdet at når studenter får samarbeide, vil de lære om, av og respektere studenter og ansatte fra andre profesjoner. Forskning viser også at det å lære sammen tverrprofesjonelt kan virke inn på kvaliteten på pasientomsorg og behandling som ytes.
Hensikt: Å undersøke bachelorstudenter i velferdsutdanninger sine erfaringer med tverrprofesjonell samarbeidslæring (TPS), når elektronisk verktøy (e-læring) ble brukt som pedagogisk samhandlingsverktøy.
Design og metode: Kvalitativ studie med en fenomenologisk hermeneutisk tilnærming. Fokusgruppeintervju ble benyttet for å få informantenes erfaringer, holdninger og synspunkter. Utvalget var ti av 20 studenter (bachelor i sykepleie, bioingeniør og vernepleie) som hadde vært med i TPS-undervisning ved tre høgskoler. Det ble gjennomført ett intervju ved hver høgskole, totalt tre fokusgruppeintervjuer. Data ble analysert ved hjelp av Giorgi sin fenomenologiske analysemodell.
Resultater: Informantene sa det var interessant å høre på studenter fra andre profesjonsutdanninger. De ble oppmerksomme på profesjonenes ansvarsområde og begrensninger. I virtuelle møter erfarte de å ha god kommunikasjon på tvers av profesjonsutdanninger og utdanningsinstitusjoner. Film med case var ifølge informantene, et godt verktøy for å synliggjøre en reell samarbeidssituasjon.
Diskusjon: Studentene skulle lære å samarbeide på tvers av profesjonsgrenser før de var ferdig med sin utdanning. Bruk av elektronisk verktøy som pedagogisk hjelpemiddel kan bidra til dette. Filmens case synliggjorde behovet for godt samarbeid, og ga studentene et tydelig grunnlag for refleksjon. Det handler om å kunne reflektere over det erfarte, diskutere det som kom frem og evaluere hva man har lært.
Konklusjon: Bruk av filmede situasjoner og diskusjon i virtuelle møter kan være gode verktøy i TPS. Forberedelser med avklaring av roller, forventninger og prosedyrer for gjennomføringen er viktig. Fasilitator ser ut til å ha en sentral rolle ved å lede og inkludere alle gruppemedlemmene i samtalen, skape trygghet og oppsummere i slutten av møtet.
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Ødegård, Atle; Lindqvist, Susanne; Iversen, Hans Petter; Almås, Synnøve Hofseth; Vasset, Frøydis Perny & Willumsen, Elisabeth
(2016).
University teachers` view of IPL and their role in helping students acheive outcomes : a comparative qualitative study.
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Almås, Synnøve Hofseth & Vasset, Frøydis Perny
(2014).
Health care students at different cohort and their experience.
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Helberget, Lindis Kathrine; Molnes, Sven Inge; Frilund, Marianne Louise; Vasset, Frøydis Perny & Teige, Barbro Catharina
(2020).
Modell for veiledning og refleksjon i praksis - evaluering av et pedagogisk prosjekt blant sykepleierstudenter.
Norges teknisk-naturvitenskapelige universitet og Helse Møre og Romsdal.
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Published Sep. 30, 2021 8:48 AM
- Last modified Mar. 17, 2026 10:10 AM
