Kari Johanne Westad Hauge

• Grønvik, Cecilie K Utheim & Hauge, Kari Johanne Westad (2020). A Q‐methodology study of the type of support mentors need when assessing underperforming nursing students. Journal of Advanced Nursing. ISSN 0309-2402. 76(9), p. 2369–2379. doi: 10.1111/jan.14447. Full text in Research Archive Show summary

  Aims To identify and describe patterns of the shared viewpoints of nurse mentors about the support obtained from link lecturer in assessing underperforming students. Design Non‐experimental, exploratory research design. Methods Q‐methodology was applied to explore the viewpoints of 26 mentors about support. The data were collected from May–September 2018. During the development of the Q‐set, we combined a naturalistic and theoretical approach, resulting in 27 statements. The participants ranked statements into a Q‐sort grid. PQ‐Method 2.35 software was used to perform a principal component analysis to identify different patterns of the mentors' viewpoints. Results Five factors of shared viewpoints, which accounted for 62% of the total variance, were derived from the factor analysis: (a) Confident in professional assessment and expects respect from link lecturer; (b) confident about the limit but need guidance in documentation. (c) Confident in the assessment but need support to manage concerns; (d) require knowledge and skills but not emotional support; and (e) dialogue and collaboration rather than information. Conclusions Based on our findings, all mentors need different types of support from the link lecturer, depending on their experience as a mentor and nurse and educational credits in mentorship. The central principle identified in this study was that mentors need to feel secure in their role. The accessibility, approachability, and willingness of the link lecturer to participate in dialogue and collaboration are important, but emotional support is not. Impact Our findings provide insights into the type of support mentors need when assessing underperforming students. The findings highlight the necessity of a link lecturer who is accessible and is meeting the mentors' need for knowledge and skills about assessment and mentoring. The nurse education programme must prioritize resources to ensure that the link lecturer can follow‐up with the student and the mentor.

• Bachmann, Liv; Grønvik, Cecilie K Utheim; Hauge, Kari Johanne Westad & Julnes, Signe Gunn (2019). Failing to Fail nursing students among mentors : a confirmatory factor analysis of the Failing to Fail scale. Nursing Open. ISSN 2054-1058. 6(3), p. 966–973. doi: 10.1002/nop2.276. Full text in Research Archive Show summary

  Aim: The aim was to explore the psychometric properties with respect to the internal consistency reliability of the subject‐specific questionnaire “Failing to Fail.” Design: Cross‐sectional study. Methods: Exploratory factor analysis with varimax rotation. A confirmatory factor analysis was used to examine the factor structure of the “Failing to Fail” scale. The sample included 336 Norwegian nurse mentors. Results: The confirmatory factor analysis confirmed a five‐factor structure of the “Failing to Fail” scale with adequate model fit. The factors were named as: (a) Insufficient mentoring competence; (b) Insufficient support in the working environment; (c) Emotional process dominates the assessment; (d) Insufficient support from the university; and (e) Decision‐making detached from learning outcomes. The scale proved to be feasible to test whether mentors are Failing to Fail nursing students. The confirmatory factor analysis model supported the predictive validity of the “Failing to Fail” scale.

• Hauge, Kari Johanne Westad; Bakken, Hege; Brask, Ole David; Gutteberg, Anne; Malones, Bente Dale & Ulvund, Ingeborg (2019). Are Norwegian mentors failing to fail nursing students? Nurse Education in Practice. ISSN 1471-5953. 36, p. 64–70. doi: 10.1016/j.nepr.2019.03.002. Show summary

  It is highly important that nursing students are well educated and become safe and competent practitioners. This article presents the findings from a quantitative study investigating if Norwegian mentors fail to fail nursing students not achieving the learning outcomes in clinical studies in the bachelor's programme in nursing, in addition to the factors influencing their decisions. A survey was conducted among nurse mentors in hospital- and home-based nursing care in two Norwegian municipalities, and 561 nurses answered the questionnaire. The findings indicate that mentors sometimes fail to fail nursing students in clinical studies. Important factors influencing this decision were that the students did not put the patient's life at risk and that the mentors gave the student the benefit of the doubt. The mentors in our study thought that failing to fail students was not related to personal challenges and burdens. They also felt a lack of support from the educational institution. The findings suggest some future directions for nurse education programmes. The training of mentors, especially in managing failing students, and better support from liaison lecturers from the educational institution are important. It is also suggested that nurse education programmes together with mentors discuss the distinction between unsafe practices and learning outcomes for clinical studies. Keywords: failing to fail, student nurse, mentors, survey

• Hauge, Kari Johanne Westad; Brask, Ole David; Bachmann, Liv; Bakken, Hege; Bergum, Inger Elisabeth & Grønvik, Cecilie K Utheim [Show all 11 contributors for this article] (2019). Are mentors failing to fail nurse students in practice? Klinisk Sygepleje. ISSN 0902-2767. 33(1), p. 23–39. doi: 10.18261/issn.1903-2285-2019-01-03. Show summary

  Background: International research indicates that supervisors are reluctant to fail student nurses in assessments. No studies from Scandinavia investigate the phenomenon of failing to fail. Internationally there is a lack of instruments to measure this phenomenon. Purpose: The purpose of this pilot study was to test the reliability and validity of a newly developed questionnaire about the phenomenon of failing to fail. Method: This pilot study was an explorative cross-sectional study, answered by 336 nurses with experience as mentors. Results: The reliability analysis indicated that the questionnaire has good internal consistency. The content validity indicated that the questionnaire measured whether mentors are failing to fail and reasons for their decision. Conclusion: There is a need for some improvements in the questionnaire. There is also a need for further investigation of the reliability and validity in a larger sample. Keywords: clinical studies, failing to fail, student nurse, supervisor, survey

• Hauge, Kari Johanne Westad; Brask, Ole David; Bachmann, Liv; Bergum, Inger Elisabeth; Heggdal, Wenche Mongstad & Inderhaug, Hans [Show all 8 contributors for this article] (2016). Kvalitet i praksisstudier i sykepleier- og vernepleierutdanning. Nordisk tidsskrift for helseforskning. ISSN 1504-3614. 12(1), p. 19–33. doi: 10.7557/14.3772. Full text in Research Archive
• Hauge, Kari Johanne Westad (2015). Why are mentors failing to fail students who do not meet clinical performance standard? Nordic journal of nursing research. ISSN 2057-1585. 35(1), p. 20–28. doi: 10.1177/0107408314560325. Show summary

  Background Many professional educations have element of practice in their educations. Any assessment scheme involves large uncertainties, and this will in particular be applicable in practice assessment. Studies show that students who do not meet the goals of a practice period pass anyway. Purpose The purpose of the literature study is to describe what may lie at the core of those supervisors who allow underperforming students to pass in practice. Method A systematic literature search was carried out in March 2013 in the CHINAL, OVID Nursing database, OVID Medline, OVID PsycInfo, ProQuest, Science Direct, Eric, Norart and SweMed+. Results Nine articles and a monograph were included in the study. The reasons for not failing an incompetent student stems from lack of knowledge and confidence, challenges related to documentation, personal attitudes and beliefs, lack of support, the scarcity of time and the fear that the decision would be overturned by the university and the appeal. Conclusion The study shows that the supervisors have lack of competence in the role of their supervisor, both on the knowledge, skills and personal competence. To ensure that underperforming students fail, the need for training and support to the supervisors is essential.

• Hauge, Kari Johanne Westad (2015). Fail practice – is that possible? Nordisk tidsskrift for helseforskning. ISSN 1504-3614. 11(1), p. 137–149. Show summary

  Background: Research describes that supervisors are put in predicament when having to fail a student nurse. There is a lack of research related to the experience of failing to student. Purpose: The purpose of the study is to describe how student nurse experience to fail practice and the process that lead to this outcome. Method: A qualitative interview with a phenomenological and hermeneutic approach. Results: Failing practice trigger strong feelings and reactions by the students. These enhance if they don't understand the reason for failing, experience the process as unfair or if they don't get the necessary guidance, feedback and support in the situation. Conclusion: To preserve the dignity and vision of future possibility of a failing student, the supervisors and teachers relational competence and willingness to see the student is important.

• Hauge, Kari Westad & Jørgensen, Else (2006). The education that slipped away - could it have been avoided? Norsk tidsskrift for sykepleieforskning. ISSN 1501-4754. 8(1), p. 31–43. Show summary

  This article analyses why nursing students take leave from or terminate their studies. The study is based on 30 questionnaires with open end responses/statements. Furthermore, it builds on 9 in-depth interviews with informants drawn from the 30 respondents who answered the questionnaires. According to the analysis, problems meeting the theoretical requirements and personal problems are the two main reasons for terminating or leaving the course-work. Based on the students' opinions on possible measurements taken by themselves or the college staff, the study concludes that a closer follow up of students experiencing problems while studying, could lead to a higher completing rate.

• Hauge, Kari Westad (2003). Hypofysen min og meg, Livsboka : En bok om Addison, Adrenogenitalt syndrom, Akromegali, Cushing og hypofysesvikt / av Kristian Løvås [et al.]. Morbus Addison Forening (MAF). p. 131–132.
• Hauge, Kari Westad (2001). The student as a narrator. Sygeplejersken: tidsskrift for sygeplejersker. ISSN 0106-8350. p. 36–43. Show summary

  This article is based on the statement ''I write therefore I am.'' Can nursing students use writing to discover who they are? The answer is provided here with the help of quotations from students. Narratives related to their clinical education were collected from nursing students by the author of this article. The students were later asked about what they gained by writing the narratives and sharing them with other people. The conclusion was that writing leads the student to reflect, either alone or with other people. The students show that they have learned much by writing the narratives. Writing helps them to clarify their own thoughts and to learn more about themselves. They demonstrate that they know themselves better as individual persons and as empathetic beings as well as who they are as a nurse. The process of writing makes students into authoritative actors with more insight into who they are. ''I write therefore I am'' hence applies to nursing students.

• Hauge, Kari Westad (2001). Den studerende og fortællingen. Sygeplejersken: tidsskrift for sygeplejersker. ISSN 0106-8350. p. 27–35. Show summary

  Artiklen tager udgangspunkt i udsagnet: Jeg skriver, altså er jeg. Kan de sygeplejestuderende bruge det at skrive til at finde ud af, hvem de er? Svaret på dette spørgsmål får man her gennem citater fra de studerende. Forfatteren til artiklen har blandt sygeplejestuderende indsamlet fortællinger fra deres praksisstudier. Senere har forfatteren igen henvendt sig til de studerende med en række spørgsmål, så hun kunne få mere at vide om, hvad de har haft ud af at skrive deres fortællinger og dele dem med andre. Konklusionen er, at skriveprocessen fører til refleksion, hvad enten man er alene eller sammen med andre, samt at man lærer meget af at skrive. Skriveprocessen har hjulpet dem med at nå egne tanker og givet dem mulighed for at lære sig selv bedre at kende som mennesker, medmennesker og som sygeplejersker. Skriveprocessen har også ført til, at de studerende er blevet myndige subjekter, der i højere grad kan se, hvem de selv er. Udsagnet ''Jeg skriver, altså er jeg'' gælder med andre ord også for de studerende.

• Hauge, Kari Westad (1999). Se og bli sett : to perceive and to be perceived. Vård i Norden. ISSN 0107-4083. 19(2), p. 37–41.

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• Hauge, Kari Westad (2002). En dør inn til sykepleien : å studere sykepleie. Fagbokforlaget. ISBN 8276746527. 192 p.

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• Hoemsnes, Helene & Hauge, Kari Johanne Westad (2022). Et pedagogisk opplegg gir studenter bedre forståelse av sykepleierrollen . Sykepleien. ISSN 0802-9768. 110. doi: 10.4220/Sykepleiens.2022.88135. Show summary

  Studentene tilegnet seg kunnskap om emnet «Sykepleierens pedagogiske og veiledende funksjon» gjennom aktive læringsopplegg både individuelt og i fellesskap.

• Hauge, Kari Johanne Westad (2018). Vurdering i kliniske studier.
• Hauge, Kari Johanne Westad (2018). Vurdering i kliniske studier.
• Hauge, Kari Johanne Westad (2017). En gruppereise fra utviklingsarbeid til forskning.
• Brask, Ole David; Ulvund, Ingeborg; Hauge, Kari Johanne Westad; Grønvik, Cecilie K Utheim; Heggdal, Wenche Mongstad & Inderhaug, Hans [Show all 12 contributors for this article] (2017). Praksisveiledere i sykepleiepraksis: Slippes studenter igjennom,som burde ha strøket?
• Hauge, Kari Johanne Westad; Brask, Ole David; Grønvik, Cecilie K Utheim; Julnes, Signe Gunn; Bachmann, Liv & Bakken, Hege [Show all 12 contributors for this article] (2017). Unngår praksisveiledere å stryke sykepleierstudenter i praksisstudier?
• Hauge, Kari Johanne Westad & Karlsholm, Guro (2016). Regionalt prosjekt : kvalitet og kompetanse i praksisveiledning, sett fra veilederens ståsted.
• Hauge, Kari Johanne Westad & Karlsholm, Guro (2016). Kvalitet og kompetanse i praksisveiledning, sett fra veilederens ståsted.
• Brask, Ole David & Hauge, Kari Johanne Westad (2016). Gjennom ild og vann med sykepleier- og vernepleierstudenter. Romsdals Budstikke.. ISSN 0806-5160.
• Hauge, Kari Johanne Westad (2016). Hvorfor gi veiledere bestått i praksisstudier til tross for at læringsutbyttene ikke er oppnådd?
• Hauge, Kari Johanne Westad (2016). Stryke i praksis - er det mulig?
• Hauge, Kari Johanne Westad & Karlsholm, Guro (2016). Regionalt prosjekt : kvalitet og kompetanse i praksisveiledning, sett fra veilederens ståsted.
• Hauge, Kari Johanne Westad (2015). Refleksjon rundt veiledning.
• Hauge, Kari Johanne Westad (2015). «Failing to fail» : hvorfor slippes inkompetente studenter gjennom i praksis?
• Hauge, Kari Johanne Westad (2015). Stryke i praksis, er det mulig?
• Brask, Ole David; Heggdal, Wenche Mongstad; Inderhaug, Hans; Hauge, Kari Johanne Westad; Bachmann, Liv & Bergum, Inger Elisabeth [Show all 8 contributors for this article] (2015). Kvalitet i praksisstudier ved sykepleier- og vernepleierutdanning.
• Hauge, Kari Johanne Westad (2015). Hvorfor gir veiledere bestått i praksisstudier til tross for at læringsutbyttene ikke er nådd?
• Hauge, Kari Johanne Westad (2014). Aktuelle problemstillinger knyttet til det å gi ikke-bestått og hvorfor studenter som ikke når læringsutbyttene slippes gjennom i praksis.
• Westad, Kari (2014). Få studenter stryker i praksis. Tidsskriftet sykepleien. ISSN 0806-7511. 102(9), p. 46–49. doi: 10.4220/sykepleiens.2014.0101. Show summary

  Fagartikkel: En nasjonal oversikt over strykprosenten i praksis kan gjøre det lettere å kvalitetssikre praksisstudiene.

• Hauge, Kari Johanne Westad (2013). Bruk av progresjonsstigen og ukeplaner.
• Hauge, Kari Johanne Westad (2013). Bruk av progresjonsstigen og ukeplaner.
• Hauge, Kari Johanne Westad (2013). "Failing to fail" : hvorfor slippes inkompetente studenter gjennom i praksis?
• Hauge, Kari Westad (2006). Fremlæggelse og drøftelse af resultater/grunde til studerendes forlænelse og afbrytelse af sygeplejerskeuddannelsen.
• Hauge, Kari Westad (2006). Faktorer som påvirker studerendes opplevelse af læring i praksis.
• Hauge, Kari Westad & Jørgensen, Else (2006). For tung teori. Tidsskriftet sykepleien. ISSN 0806-7511. 94(7), p. 46–47.
• Hauge, Kari Westad (2005). Sykepleierens pedagogiske funksjon.
• Hauge, Kari Westad (1999). God praksislæring avhenger av en god kontaktsykepleier. Tidsskriftet sykepleien. ISSN 0806-7511. p. 53–56.
• Hauge, Kari Westad (1999). Fortellingen gjør pasienten synlig. Tidsskriftet sykepleien. ISSN 0806-7511. p. 56–58.
• Hauge, Kari Johanne Westad (1999). Hvordan kan du tilrettelegge for optimal mesterlæring for studenter i praksis.
• Hauge, Kari Johanne Westad (1999). Fortellingen som pedagogisk metode.
• Hauge, Kari Johanne Westad (1998). Det handler om å lære i praksis. In Bræin, Lasse & Hervik, Arild (Ed.), Populærvitenskapelige artikler : Forskningsdagene 98. Høgskolen i Molde. ISSN 82-90347-84-7. p. 41–44.
• Lykkeslet, Else & Hauge, Kari Johanne Westad (1998). Det handler om å lære i praksis. In Bræin, Lasse & Hervik, Arild (Ed.), Populærvitenskapelige artikler : Forskningsdagene 98. Høgskolen i Molde. ISSN 82-90347-84-7. p. 41–44. Show summary

  For å inneha sykepleiekompetanse må sykepleiere ha både teori- og praksiskunnskaper. I denne artikkelen settes fokus på sykepleiernes praksiskunnskaper. Artikkelen utdyper begrepet og gir eksempler på hva innholdet kan være. Videre beskrives to studier som begge har sitt utgangspunkt i denne kunnskapsdimensjonen.

• Hauge, Kari Johanne Westad; Maasø, Anne-Grete; Barstad, Johan; Elde, Hanne Svejsrup; Karlsholm, Guro & Stamnes, Astrid [Show all 9 contributors for this article] (2015). Kvalitet og kompetanse i praksisveiledning av studenter i helse- og sosialfag i spesialisthelsetjenesten. Møreforskning Molde AS. ISSN 978-82-7830-239-2. Show summary

  Det har de siste årene vært et sterkt fokus på kvalitet i praksisstudier. Det er gjort få kvantitative studier eller kartlegginger av veilederne i praksis, og forskningstyngden som finnes omhandler sykepleiere. Denne studien er en kartlegging av veiledere for bachelorstudenter i helse- og sosialfag i Helse-Midt Norge. Fokus for forskningsprosjektet er veiledernes sitt syn på, og erfaring med, kvalitet i praksisstudiene knyttet til faktorene veiledningskompetanse og rammefaktorer. Studien fremmer videre hva veilederne mener bør inngå i kompetanseheving, og hvordan de ønsker denne skal tilrettelegges. Våre funn viser at selv om veilederne har lang erfaring både som profesjonsutøver og som veileder, samt at et stort flertall angir at de er trygge i veilederrollen, opplever de situasjoner i veiledningen som utfordrende. De tilkjennegir et behov for kompetanseheving. Ut ifra hva de mener denne bør inneholde, må en slik kompetanseheving være av en viss varighet og omfang. Det er spesielt tre rammefaktorer som trekkes fram som utfordrende; samarbeidet med utdanningsinstitusjonene, tid til forberedelse og gjennomføring av veiledningen, og arbeidsgivers anerkjennelse og tilrettelegging for veiledning som en prioritert arbeidsoppgave. På bakgrunn av våre funn, blir følgende satsingsområder viktige for i sikre kvaliteten i praksisstudier: økt veiledningskompetanse, fremme og vedlikeholde veileders motivasjon og frigjøring av tid.

• Hauge, Kari Westad & Jørgensen, Else (2006). Studiet som glapp - kunne det vært unngått? Møreforsking Molde AS. ISSN 8278300798. Show summary

  Rapporten beskriver hva sykepleierstudenter oppgir som begrunnelse for at de enten går ut i permisjon eller slutter i utdanningen. Studiet er basert på 30 spørreskjemaer med åpne utsagn, samt 9 intervju. De to viktigste grunnene som studentene oppgir som bakgrunn for sitt studieavbrudd, er problemer med å innfri krav, i teori, samt personlige problemer. Studentene viser både til hva de selv og utdanningen kunne gjort for å ha unngått studieavbruddet. Studien viser at en tettere oppfølging av studenter som har problemer i sin studiesituasjon, kunne ført til en større studiegjennomstrømning.

• Hauge, Kari Westad & Jørgensen, Else (2005). Studiet som glapp - kunne det ha vært unngått? Møreforsking Molde AS. ISSN 8278300798. Show summary

  Rapporten beskriver hva sykepleierstudenter oppgir som begrunnelse for at de enten går ut i permisjon eller slutter i utdanningen. Studiet er basert på 30 spørreskjemaer med åpne utsagn, samt 9 intervju. De to viktigste grunnene som studentene oppgir som bakgrunn for sitt studieavbrudd, er problemer med å innfri krav, i teori, samt personlige problemer. Studentene viser både til hva de selv og utdanningen kunne gjort for å ha unngått studieavbruddet. Studien viser at en tettere oppfølging av studenter som har problemer i sin studiesituasjon, kunne ført til en større studiegjennomstrømning.

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