Marita Christina Susanne Melbye

Norwegian version of this page Faculty of Health Sciences and Social Care Norwegian version of this page

Position

Assistant Professor in Nursing

Contact

+47 71195859

marita.c.s.melby@himolde.no

Study place

Kristiansund

Office nr.

3-A01-02

I have worked as an intensive care nurse and participated in, as well as led, several development projects in clinical practice. My research has focused on simulation, interprofessional collaboration, and clinical placement/practice studies.

Areas of Work

Simulation Coordinator, Bachelor Programme in Nursing
Pathology and Pharmacology
Anatomy, Physiology and Biochemistry
Course Responsible: Pathology and Pharmacology 2 (Autumn 2024)

Research and professional interests

Simulation
Health, illness and nursing
Interprofessional collaboration
Quality and patient safety

Professional experience

Lecturer, Molde University College — 2019–present
Nurse / Intensive Care Nurse, Intensive Care Unit, Kristiansund Hospital
Nurse, Emergency Department, University Hospital in Örebro, Sweden
Clinical preceptor for postgraduate intensive care nursing students
Simulation lead / facilitator for interprofessional simulation in the ICU
Project staff, “Quality and Relevance in Clinical Practice Studies” — NTNU Ålesund and Møre and Romsdal Hospital Trust (HMR)
Emergency medicine / Out-of-hours primary emergency services (Legevakt)

Education

Registered Nurse, 1988 — Vårdhögskolan i Örebro, Sweden
Research methods in caring science, 1989 — Vårdhögskolan i Örebro, Sweden
Postgraduate Certificate in Practical Pedagogical Education, 2006 — Volda University College (Høgskolen i Volda)
Postgraduate education in Intensive Care Nursing, 2008 — NTNU
Master’s Degree in Advanced Clinical Nursing — The Critically Ill Patient, 2018 — NTNU
PhD course: Advanced Quantitative Methods and Mixed Methods, 2020 — Molde University College (Høgskolen i Molde)
PhD course: Professional Care in the Tension Between System and Lifeworld, 2021 — Molde University College
PhD course: Advanced Qualitative Research Methods, 2022 — Molde University College
PhD course: Philosophy of Science and Ethics, 2023 — Volda University College
PhD course: Structural Conditions for Professional Practice, 2023 — Volda University College
University and College Pedagogy, 2024 — Lovisenberg Diaconal University College
Facilitator training (Medical Simulation Centre at St. Olav’s Hospital), 2015 and 2017

Research groups

Melbye, Marita Christina Susanne; Kjetil, Larsen Bjørn & Eines, Trude Fløystad (2025). Fostering professional identity through interprofessional debriefing : a scoping review. Journal of Interprofessional Care. ISSN 1356-1820. 40(2026)(2), p. 365–377. doi: 10.1080/13561820.2025.2568867. Full text in Research Archive Show summary
Simulation-enhanced interprofessional education (IPE-sim) improves students’ interprofessional collaboration skills. During the debriefing phase, students analyze and reflect on their performance to develop the collaborative skills required for effective teamwork. Although IPE-sim has become increasingly common in health professional education, interprofessional debriefing after IPE-sims lacks clarity. This scoping review was guided by the Joanna Briggs Institute’s scoping review methodology and aimed to expound empirical research on IPE in a healthcare context, focusing on debriefing in IPE-sim. A systematic search of Ovid MEDLINE, CINAHL, Embase, and Google Scholar was undertaken between April and May 2024. A total of 17 articles were included. Three themes were identified. The first theme highlights how healthcare students learn through interprofessional reflection during debriefing. The second focuses on the importance of structuring the interprofessional debriefing process. Finally, the third theme emphasizes the facilitator’s role in supporting a learning environment for interprofessional debriefing. Debriefing allows students to develop their professional identities and dual roles in interprofessional teamwork, with facilitators playing a crucial role. Future researchers should examine how interprofessional debriefing can best be designed and aligned with established competency frameworks to optimize identity development and collaborative practice in healthcare education.
Malones, Bente Dale; Melbye, Marita Christina Susanne; Eines, Trude Fløystad & Alteren, Johanne (2023). Alternative Clinical Practice During the COVID-19 Pandemic: A Qualitative Study of Nursing Students’ Potential Loss of Experience. Sage Open Nursing. 9, p. 1–9. doi: 10.1177/23779608231178066. Full text in Research Archive Show summary
Introduction: During the COVID-19 pandemic, the lockdown of nursing institutions changed nursing students’ learning conditions in clinical practice. They were removed from their ordinary clinical practice and isolated in their homes for one week before resuming an alternative clinical practice. Owing to the changed learning conditions, nursing students had to readjust and find new and different solutions to manage their own learning. Objectives: This study aimed to investigate the impact of removing first-year nursing students from clinical practice during the COVID-19 pandemic on their perceived learning and development. Methods: A qualitative descriptive and interpretative design based on group and individual interviews was used. Eleven first-year nursing students from a university college in Norway participated in the study. They were interviewed from their homes, after completing their first 10-week clinical practice. Three group interviews and two individual interviews were recorded using the digital live video aid Zoom and analyzed using systematic text condensation. Results: The main theme “loss of experience,” summarized how the nursing students experienced their first clinical practice during the COVID-19 lockdown. The nursing students shifted from a predictable to an unpredictable clinical practice without supervision from the nurse supervisor or the nurse educator. The organization and planning of the practice were left to the students, who bore the responsibility of achieving the learning outcomes. Three categories were identified: unpredictable learning situations, compensating learning activities, and achieving learning outcomes. Conclusions: Nursing students faced difficulties in their first clinical practice during the COVID-19 lockdown, which made a challenging study situation. Too much autonomy and responsibility for their own learning reinforced a loss of experience. The uncertainty of the study situation potentially harmed their professional development, learning outcomes, and self-efficacy, especially concerning basic nursing skills.
Melbye, Marita Christina Susanne & Kirchhoff, Ralf (2020). Tverrprofesjonell in situ simulering på intensivavdelingen - erfaringer blant leger og sykepleiere. Inspira – tidsskrift for anestesi-, operasjon- og intensivsykepleiere. ISSN 0809-9707. p. 13–21. Full text in Research Archive Show summary
Bakgrunn: Det å handle korrekt og effektivt i krevende og uventede situasjoner, er ofte avgjørende for faglig forsvarlig pasientbehandling i intensivavdelinger. In situ simulering kan være en god pedagogisk metode for trening av situasjoner som krever høyt nivå av teamfungering. For at slik simulering skal gi et godt læringsutbytte må den være godt planlagt og organisert. Egenskaper ved læringsmiljøet vil være forhold som kan påvirke individuell og kollektiv læring på kort eller lang sikt. Hensikt: Hensikten med denne studien var å utforske hvilke erfaringer leger og sykepleiere har med tverrprofesjonell in situ simulering ved intensivavdelinger. Hovedfokuset var å utforske organisering av in situ simulering og egenskaper ved læringsmiljøet. Metode: Studien har et kvalitativt design. Data er samlet inn via tre fokusgruppeintervju med totalt tre leger og elleve sykepleiere. Datamaterialet er analysert inspirert av Malteruds modifiserte versjon av systematisk tekstkondensering. Resultat: To meningsbærende enheter ble identifisert. Den første meningsbærende enheten «Organisering av tverrprofesjonell in situ simulering ved intensivavdelinger» består av underkategoriene «In situ simulering er ulikt organisert for leger og sykepleiere» og «Egen og andres roller i teamtreningen». Den andre meningsbærende enheten «Egenskaper ved læringsmiljøet av betydning for læring ved tverrprofesjonell in situ simulering» består av underkategoriene «Sårbarhet i simuleringssituasjonen» og «Fasilitator og læringsmiljøet». Konklusjon: Studien viser at deltakerne har ulike erfaringer med tverrprofesjonell simulering ved intensivavdelinger i forhold til organiseringen og læringsmiljøet. Studien kan bidra til at leger og sykepleiere på intensivavdelinger blir mer bevisst på betydningen av å trene på teamarbeid sammen gjennom in situ simulering. Den kan skape økt forståelse for at både deltakere og fasilitator er av betydning for å skape et godt læringsmiljø under simulering. Studien kan være aktuell for ledere som har ansvar for kvalitetsforbedringsarbeid og pasientsikkerhet. Funnene kan ha overførbarhet til andre typer avdelinger som benytter in situ simulering som pedagogisk verktøy.

View all works in NVA

Rånes, Lars Erik Kristiansen; Romundstad, Silje Bergeng; Melbye, Marita Christina Susanne; Mordal, Elin & Haukenes, Eirik (2024). Studentene på plass i Campus Kristiansund. [TV]. tv.nrk.no. Full text in Research Archive
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
Myrvang, Tove & Melbye, Marita Christina Susanne (2024). Helsepedagogikk : ansvar for opplæring og simulering. In Vasset, Frøydis Perny & Julnes, Signe Gunn (Ed.), Avansert klinisk allmennsykepleie i kommune- og spesialisthelsetjenesten. Fagbokforlaget. ISSN 9788245043914. p. 229–241. Full text in Research Archive
Rogne, Trond Espen; Melbye, Marita Christina Susanne & Sollid, Tonje (2023). Styrking av praksisstudier i sykepleie. [Internet]. ksu.no. Full text in Research Archive
Melbye, Marita Christina Susanne & Eines, Trude Fløystad (2022). Hvordan lære tverrprofesjonelt samarbeid? : evaluering av skyggepraksis som læringsaktivitet for sykepleiestudenter. Klinisk Sygepleje. ISSN 0902-2767. 36(1), p. 45–56. doi: 10.18261/ks.36.1.5. Full text in Research Archive
Andøl, Maren Kroken; Sørdal, Maren; Eines, Trude Fløystad & Melbye, Marita Christina Susanne (2022). Sykepleiere ønsker mer kunnskap om sepsis. Sykepleien.no. 110, p. 1–9. doi: 10.4220/Sykepleiens.2022.88965. Full text in Research Archive Show summary
Hvis sykepleiere lærer å bruke kartleggingsverktøyet qSOFA, kan de identifisere tidlig utvikling av sepsis. Da kan de forhindre septisk sjokk hos pasienter. Hovedbudskap: Sykepleiere har ofte stor arbeidsbelastning og liten tilgang på ressurser og støtte. Det kan ha en negativ innvirkning på tidlig oppdagelse og behandling av sepsis. Mange sykepleiere har varierende kunnskapsnivå om sepsis og kartleggingsverktøyet Quick Sepsis Related Organ Failure Assessment (qSOFA). Mange sykepleiere ønsker derfor opplæring om sepsis på arbeidsplassen sin.
Melbye, Marita Christina Susanne (2024). Strukturelle utfordringer for intensivsykepleierens profesjonsutøvelse knyttet til pasientsikkerhet. Høgskolen i Molde - Vitenskapelig høgskole i logistikk. ISSN 9788279623991. Full text in Research Archive
Melbye, Marita Christina Susanne (2023). Sluttrapport prosjekt : Ny organisering av praksis for sykepleiestudenter i sykepleieteam. Høgskolen i Molde - Vitenskapelig høgskole i logistikk. ISSN 9788279623977. Full text in Research Archive
Melbye, Marita Christina Susanne (2023). Prosjektrapport: Styrking av praksisstudier. Høgskolen i Molde - Vitenskapelig høgskole i logistikk. ISSN 9788279623953. Full text in Research Archive
Melbye, Marita Christina Susanne (2023). Beslutningsprosesser ved begrensning av livsforlengende behandling på intensivavdeling : Vitenskapelig essay fra PhD-kurs: Profesjonell omsorg i spenningsfeltet mellom system og livsverden. 2021. Høgskolen i Molde - Vitenskapelig høgskole i logistikk. ISSN 9788279623441. Full text in Research Archive

View all works in NVA

Published Aug. 13, 2019 9:25 AM - Last modified Oct. 13, 2026 11:20 AM