Silje Gustafsson

Background: Telephone nursing involves triage, advice, and care management provided by a nurse over the telephone. The telephone nursing dialogue process has been used clinically in telephone nursing in Sweden for several years to structure the communication and ensure a safe assessment and advice. Studies are needed to determine whether there is sufficient scientific evidence to support the method. Aim: To describe the scientific basis of the phases of the telephone nursing dialogue process. Design: This was an integrative review. Methods: The literature searches were performed in March 2021, in the PubMed, CINAHL, Cochrane Database of Systematic Reviews and SwePUB databases. Fifty-five articles were included. Data was sorted deductively according to the five phases of the telephone nursing dialogue process and categorized inductively to form subcategories describing the content of each phase. Result: All five phases in the telephone nursing dialogue process were supported by a range of articles (n=26–43): Opening (n= 26), Listening (n= 39), Analysing (n= 43), Motivating (n= 42), and Ending (n= 31). During the opening of the call, the nurse presents herself, welcomes the caller and establishes a caring relationship. In the listening phase, the nurse invites the caller to tell their story, listens actively and confirms understanding. During the analyzing phase, the nurse gathers, assesses, and verifies information. In the motivating phase, the nurse reaches a final assessment, informs the caller, gives advice and creates a mutual agreement and understanding while supporting the caller. Ultimately, the nurse ends the call after checking for mutual agreement and understanding, giving safety-net advice, deciding on whether to keep monitoring the caller and rounding off the call. Conclusion: The phases of the telephone nursing dialogue process as described in the scientific literature are well aligned with the theoretical descriptions of the telephone nursing dialogue process.

This study aimed to describe self-rated reflective capacity in students enrolled in post-registration specialist nursing education at the advanced level. We applied a non-experimental and cross-sectional design. A survey of 156 specialist nursing students at two universities in Northern Sweden was conducted. Data were collected in 2019 using a web-based questionnaire assessing self-rated reflective capacity through the Reflective Capacity Scale of the Reflective Practice Questionnaire. Data were analyzed descriptively using frequencies and proportions. Correlations were analyzed using Spearman’s rho. Results show that students specializing in psychiatric care and oncological care report a higher reflective capacity than students specializing in other areas. We found no significant correlations between reflective capacity and gender, and reflective capacity in total did not correlate with age or work experience. We conclude that reflective capacity might vary between nursing students in different areas of specialization. Further research is needed to understand causes and impacts of variations in nursing students’ reflective capacities.

Aim: The aim of this study is to develop and psychometrically test the Feeling Safe During Surgery Scale.Design: The study design was non‐experimental and cross‐sectional.Method: The evaluation followed classical test theory, and the instrument was evaluated regarding reliability, construct validity and content validity. For the reliability analysis, a postal questionnaire consisting of the 16 items of the scale was dispatched in March 2020 to a consecutive sample (N = 242) of patients who had undergone hip or knee replacement arthroplasties with regional anaesthesia. Five experts in nursing care evaluated the content validity of the scale.Result: Internal consistency was 0.841. Three items were excluded due to deficits in reliability, resulting in a 13‐item scale. A principal component analysis revealed a two‐dimensional solution, labelled internal and external aspects of feeling safe. Two items were rephrased to improve clarity and content validity. The average content validity for the scale was 0.88, indicating acceptable content validity.

Aim: The aim of this study was to describe the experience‐based knowledge of parents of children aged 0–3 years for creating a positive sleep situation in the family.Design: This study has a qualitative design. Data were collected using an online survey and analysed using the critical incident technique.Methods: The study participants were recruited through an announcement posted in parenting groups on a social media platform in September 2018. A total of 93 parents answered the questionnaire; 76 of the parents matched the study's selection criteria, and their responses were included in the analysis.Results: The results are presented from the two main questions in the survey: “Strategies for creating a positive sleep situation” and “Advice to new parents regarding sleep”. Having routines and reading the child's signals were important strategies, as were creating good conditions for sleep and making sure the child was well‐fed and content at bedtime. Winding down and giving the child closeness and touch was described as important, and some parents would co‐sleep to soothe the child quickly and create a sense of security and belonging. Parents’ most frequent advice to other parents was to accept the situation and to let go of the idea that the child should sleep without waking up in a separate bed or room.Conclusion: Personal preferences and needs are likely to vary among individuals, and it is important that nurses tailor sleep advice in accordance with families’ preferences and needs, taking individual variations and views into account.

Aim: The aim of this study was to identify factors that indicate quality in telephone nursing.Design: An integrative literature review.Method: A literature search was performed in October 2018, in the PubMed, CINAHL, Cochrane Library, Academic Search, PsycINFO, Scopus and Web of Science databases. A total of 30 included were included and data that corresponded to the study's aim were extracted and categorized along the three areas of quality as described by Donabedian (Milbank Quarterly, 83, 691), namely structure, process and outcome.Results: The analysis revealed ten factors indicating quality in telephone nursing (TN): availability and simplicity of the service, sustainable working conditions, specialist education and TN experience, healthcare resources and organization, good communication, person‐centredness, competence, correct and safe care, efficiency and satisfaction. TN services need to target all ten factors to ensure that the care given is of high quality and able to meet today's requirements for the service.

Aim: This study aimed to test the validity and reliability of the Swedish version of the Reflective Capacity Scale of the Reflective Practice Questionnaire in a nursing context.Design: Non‐experimental and cross‐sectional.Methods: The instrument was translated from English to Swedish using a translation and back‐translation procedure. Data for the validity and reliability analysis were collected from Registered Nurses in specialist education (n = 156) at two Swedish universities.Results: The Swedish version of the Reflective Capacity Scale of the Reflective Practice Questionnaire is a valid and reliable instrument that assesses the reflective capacity of healthcare practitioners. Our findings suggest a unidimensional structure of the instrument, excellent internal consistency and good reliability.Conclusion: The Swedish version of the Reflective Capacity Scale of the Reflective Practice Questionnaire has a degree of reliability and validity that is satisfactory, indicating that the instrument can be used as an assessment of reflective capacity in nurses.