Increasing global occurrences of highly infectious, easily transmissible diseases unfamiliar to nurses affect the learning environment and the required skill set for professional nurses. The global threat of Ebola Virus Disease and other high-risk diseases requiring biocontainment necessitates competency in the management of complex patient needs, while ensuring safety measures that prevent spread of the potentially fatal disease. Guided by Bandura's social cognitive theory, this quantitative correlational study addressed the relationships between nurses' professional characteristics and their perceived self-efficacy when providing care to highly infectious patients requiring biocontainment. A full census of 92 nurses was used to recruit participants from eligible nurses for this study. Participants anonymously completed a cross-sectional electronic survey consisting of the Nursing Care Self-Efficacy Scale (NCSES) and questions related to the nurses' professional practice characteristics. Data analysis included descriptive statistics, correlations, and multiple linear regression. Results showed that the number of biocontainment drills and a higher level of formal education were significantly correlated with a higher total NCSES score. Years of nursing significantly predicted a higher total NCSES score. Results support the establishment of prerequisites criteria for learner participation in biocontainment training and the inclusion of multiple drill within the education design. Findings from this study may inform positive social change through educational enhancements that support the development of professional self-efficacy and competency in skill performance for nurses who care for patients with highly contagious diseases requiring biocontainment.

O objetivo do presente estudo foi avaliar as experiências dos alunos de graduação em Odontologia ao realizar tratamentos endodônticos em atividades de Pré-Clínica e avaliar níveis de confiança e o perfil de ansiedade neste grupo de indivíduos. Alunos de Odontologia que frequentavam a disciplina de Pré-Clínica Odontológica foram convidados a participar do estudo. Após o aceite, os participantes preencheram um formulário elaborado para o estudo, contendo perguntas sobre as diferentes etapas do tratamento endodôntico a serem realizadas em dentes monorradiculares, pré-molares e molares. O grau de autoconfiança para cada etapa foi atribuído, por meio de escala Likert de cinco pontos, variando de “muito pouco confiante” a “muito confiante”. Utilizou-se o inventário IDATE Traço e Estado para determinar o perfil de ansiedade dos participantes. Após a aplicação de todos os instrumentos quantitativos, foram sorteados 18 participantes para integrar de uma análise qualitativa por meio de um grupo focal. Foi realizada análise estatística e inferencial. Os dados obtidos no grupo focal foram compilados, e gerou-se uma nuvem de palavras, para representar graficamente os achados. Um total de 39 participantes integrou o estudo. A maioria deles sentia-se “confiante” para realizar as diferentes etapas do tratamento endodôntico simulado, independentemente do grupo dental. Contudo, observou-se que os participantes sentiam-se menos confiantes para realizar a “radiografia de prova do cone de guta-percha” em molares do que em monorradiculares e pré-molares. Não houve diferença estatisticamente significante nos níveis de confiança para realizar as diferentes etapas de um tratamento endodôntico em um mesmo grupo dental. Participantes que tiveram escores de IDATE Traço/Estado acima do terceiro quartil foram categorizados como “altamente ansiosos”, representando 36,11% e 23,07% para IDATE-Traço e IDATE-Estado, respectivamente. Correlação fraca, porém estatisticamente significativa foi encontrada entre níveis de autoconfiança para realizar etapas específicas do tratamento endodôntico, nos diferentes grupos dentais. O grupo focal trouxe informações quanto às dificuldades encontradas pelos alunos na disciplina de Pré-Clínica, na sua percepção quanto ao desenvolvimento das atividades, e também dos sentimentos e expectativas a serem vivenciadas na transição entre os tratamentos laboratoriais e clínicos. Pode-se concluir que foram observados níveis importantes de ansiedade entre os participantes do estudo, conforme determinado pelo IDATE Traço/Estado. Contudo, parece haver fraca correlação entre a confiança em realizar determinada etapa do tratamento endodôntico em atividade Pré-Clínica e o nível de ansiedade. Torna-se importante discutir e considerar as impressões dos alunos ao se adotar abordagens de ensino e aprendizagem em Endodontia Pré-clínica. / The aim of the present study was to evaluate the self-confidence and experiences of dental students and assess their anxiety levels when performing pre-clinical root canal treatment.Undergraduate students answered the STAI-Trait/State and a questionnaire to assess their confidence level to perform each step of pre-clinical root canal treatment in anterior, bicuspid and molars. Further eighteen randomly selected students participated in a focus group aimed at obtaining qualitative data on perception of conducting endodontic treatment and the learning process necessary to perform it in a pre-clinical environment. Statistical analysis was carried out. A total of 39 students joined the study. The majority of the participants reported feeling "confident" to perform the different steps of the simulated root canal treatment, despite the dental group. However, students felt less confident to perform the master cone X-ray for molars than for anterior and bicuspid teeth. There was no statistical difference in the self-reported confidence to perform different steps of the root canal treatment in the same group of teeth. Students who scored above the 3rd quartile of STAI-Trait/State were classified as "highly anxious", and comprised 36.11% and 23.07% and for STAI-Trait and STAI-State, respectively. A weak correlation was observed for the levels of self-reported confidence for specific steps of the root canal treatment and STAI-Trait/State. The focus group brought information on the difficulties that the students faced in the pre-clinical activities, on the perception for the activities development in the classes, and also on the feelings expected in the transition from pre-clinical to clinical activities. It can be concluded that there were considerable levels of anxiety among the students, as determined by the STAI-Trait/State. However, it might weakly influence their confidence to perform simulated root canal treatments, in pre-clinical endodontics. The current findings suggest it might be important to rearrange consider the students perceptions for determining the learning approaches to be adopted in the Pre-clinical activities in endodontics.

O objetivo do presente estudo foi avaliar as experiências dos alunos de graduação em Odontologia ao realizar tratamentos endodônticos em atividades de Pré-Clínica e avaliar níveis de confiança e o perfil de ansiedade neste grupo de indivíduos. Alunos de Odontologia que frequentavam a disciplina de Pré-Clínica Odontológica foram convidados a participar do estudo. Após o aceite, os participantes preencheram um formulário elaborado para o estudo, contendo perguntas sobre as diferentes etapas do tratamento endodôntico a serem realizadas em dentes monorradiculares, pré-molares e molares. O grau de autoconfiança para cada etapa foi atribuído, por meio de escala Likert de cinco pontos, variando de “muito pouco confiante” a “muito confiante”. Utilizou-se o inventário IDATE Traço e Estado para determinar o perfil de ansiedade dos participantes. Após a aplicação de todos os instrumentos quantitativos, foram sorteados 18 participantes para integrar de uma análise qualitativa por meio de um grupo focal. Foi realizada análise estatística e inferencial. Os dados obtidos no grupo focal foram compilados, e gerou-se uma nuvem de palavras, para representar graficamente os achados. Um total de 39 participantes integrou o estudo. A maioria deles sentia-se “confiante” para realizar as diferentes etapas do tratamento endodôntico simulado, independentemente do grupo dental. Contudo, observou-se que os participantes sentiam-se menos confiantes para realizar a “radiografia de prova do cone de guta-percha” em molares do que em monorradiculares e pré-molares. Não houve diferença estatisticamente significante nos níveis de confiança para realizar as diferentes etapas de um tratamento endodôntico em um mesmo grupo dental. Participantes que tiveram escores de IDATE Traço/Estado acima do terceiro quartil foram categorizados como “altamente ansiosos”, representando 36,11% e 23,07% para IDATE-Traço e IDATE-Estado, respectivamente. Correlação fraca, porém estatisticamente significativa foi encontrada entre níveis de autoconfiança para realizar etapas específicas do tratamento endodôntico, nos diferentes grupos dentais. O grupo focal trouxe informações quanto às dificuldades encontradas pelos alunos na disciplina de Pré-Clínica, na sua percepção quanto ao desenvolvimento das atividades, e também dos sentimentos e expectativas a serem vivenciadas na transição entre os tratamentos laboratoriais e clínicos. Pode-se concluir que foram observados níveis importantes de ansiedade entre os participantes do estudo, conforme determinado pelo IDATE Traço/Estado. Contudo, parece haver fraca correlação entre a confiança em realizar determinada etapa do tratamento endodôntico em atividade Pré-Clínica e o nível de ansiedade. Torna-se importante discutir e considerar as impressões dos alunos ao se adotar abordagens de ensino e aprendizagem em Endodontia Pré-clínica. / The aim of the present study was to evaluate the self-confidence and experiences of dental students and assess their anxiety levels when performing pre-clinical root canal treatment.Undergraduate students answered the STAI-Trait/State and a questionnaire to assess their confidence level to perform each step of pre-clinical root canal treatment in anterior, bicuspid and molars. Further eighteen randomly selected students participated in a focus group aimed at obtaining qualitative data on perception of conducting endodontic treatment and the learning process necessary to perform it in a pre-clinical environment. Statistical analysis was carried out. A total of 39 students joined the study. The majority of the participants reported feeling "confident" to perform the different steps of the simulated root canal treatment, despite the dental group. However, students felt less confident to perform the master cone X-ray for molars than for anterior and bicuspid teeth. There was no statistical difference in the self-reported confidence to perform different steps of the root canal treatment in the same group of teeth. Students who scored above the 3rd quartile of STAI-Trait/State were classified as "highly anxious", and comprised 36.11% and 23.07% and for STAI-Trait and STAI-State, respectively. A weak correlation was observed for the levels of self-reported confidence for specific steps of the root canal treatment and STAI-Trait/State. The focus group brought information on the difficulties that the students faced in the pre-clinical activities, on the perception for the activities development in the classes, and also on the feelings expected in the transition from pre-clinical to clinical activities. It can be concluded that there were considerable levels of anxiety among the students, as determined by the STAI-Trait/State. However, it might weakly influence their confidence to perform simulated root canal treatments, in pre-clinical endodontics. The current findings suggest it might be important to rearrange consider the students perceptions for determining the learning approaches to be adopted in the Pre-clinical activities in endodontics.

A concepção de que o uso da simulação realística agrega diferencial ao processo de formação dos enfermeiros tem impulsionado instituições de ensino superior a conhecerem essa estratégia metodológica. Como parte da simulação, o debriefing tem sido apontado como um dos momentos mais privilegiados para a aprendizagem. Com base no pressuposto de que graduandos de enfermagem apresentam melhor desempenho clínico na assistência de enfermagem em sala de vacina, utilizando-se o debriefing após cenários realísticos como método de ensino, esse estudo teve como objetivos comparar o desempenho clínico de discentes que passaram por cenários de aprendizagem com e sem debriefing e verificar sua opinião quanto ao uso de cenários com debriefing. Tratou-se de um e estudo longitudinal, prospectivo, de intervenção, randomizado em crossover, de abordagem quantitativa, do tipo antes e depois, que investigou a ocorrência de diferenças nos resultados dos exames de desempenho realizados por discentes que passaram por cenários com e sem debriefing em um Centro de Simulação. A população do estudo foi composta por 120 alunos do semestre de graduação em Enfermagem de uma Universidade privada. A aleatorização foi realizada com apoio estatístico em dois grupos, experimental e controle, considerando-se como variável interveniente ao processo ensino e aprendizagem os tercis de notas dos alunos no primeiro exame de desempenho clínico. As fases da pesquisa incluíram a ministração de aula teórica e de aula prática demonstrativa sobre imunização infantil e procedimentos para administração de vacinas pela docente da disciplina para todos os alunos. Depois dessa etapa, foi realizado o primeiro exame de desempenho clínico que serviu como medida basal e subsidiou o processo de randomização. Após a randomização, o grupo experimental realizou cenários com debriefing e o grupo controle realizou cenários sem debriefing, e ambos os grupos foram submetidos à intervenção, ou seja, ao segundo exame de desempenho clínico. Por fim, para garantir a igualdade de oportunidade de aprendizagem, foi realizada a troca dos grupos (crossover): o grupo controle passou a realizar cenários com debriefing e o grupo experimental cenários sem debriefing, realizando-se ao final o terceiro exame de desempenho clínico. Os resultados da pesquisa mostraram que houve melhora no desempenho do grupo experimental tanto em relação ao exame medida basal quanto em comparação com o grupo controle (p <0,001), no exame de desempenho pós intervenção e no terceiro exame, após o crossover. Esse resultado permitiu constatar que o debriefing foi eficaz para melhorar a atuação dos alunos nos exames de desempenho clínico na assistência de enfermagem em sala de vacina. Quanto a opinião dos alunos sobre o debriefing, observou-se que a grande maioria (97,1%) considerou essa estratégia importante para o aprendizado, pois oferece a oportunidade de mais esclarecimentos e de reflexão sobre a prática para o aperfeiçoamento da assistência. Diante dos resultados, conclui-se que o uso de cenários com debriefing efetivamente se constitui estratégia facilitadora do processo ensino e aprendizagem na graduação em enfermagem. / The conception of using realistic simulation, which brings a difference to the education process of nurses, has fostered higher education institutions to learn this teaching strategy. As part of simulation, debriefing has been pointed out as one of the most promising learning resources. Based on the assumption that undergraduate nursing students present better clinical performance in nursing care at the vaccination room using debriefing after realistic role playing as a teaching method, this study aimed to compare clinical performance of students who were submitted to learning role playing with and without debriefing and to verify their opinions regarding the use of roles with debriefing. It´s an interventional, prospective longitudinal study, randomized in crossover, of quantitative approach, and before and after type. It sought the occurrence of differences in performance exam results made with students with went through role playing with and without debriefing at a Simulation Center. The population of the study was made of 120 students in the fourth semester of nursing graduation at a private university. Randomization was made with statistical support into two groups, experimental and control, considering as intervenient variable to teaching and learning process one-third of students´ grades from the first clinical performance exam. The phases of research included theoretical and practical classes on childhood immunization and vaccination administration procedures by the subject teacher to all students. After this step, it was made the first clinical performance exam that served as a baseline measure and it subsidized the randomization process. After randomization, the experimental group had role playing with debriefing and the control group had role playing without debriefing, and both groups were submitted to intervention, that is, a second clinical performance exam. At last, to ensure equity of opportunity in learning, the groups took turns (crossover): The control group started role playing with debriefing and the experimental group had role playing without debriefing, having at the end, the third clinical performance exam. Research outcomes pointed out that there was an improvement in performance by the experimental group as much in exam baseline measures as in comparison to the control group (p <0.001) in the performance exam after intervention and in the third exam, after crossover. This result made it possible to verify that debriefing was efficient to improve students´ practice in the clinical performance exams in nursing care at the vaccination room. Regarding the students´ opinion on debriefing, it was observed that most of them (97.1%) considered this strategy important for learning, as it provides an opportunity for further clarifications and for reflections on practice for care improvement. According to these results, it can be concluded that the use of role playing with debriefing proves effectively to be a facilitating strategy in teaching and learning process of nursing graduation.

Every year children are unintentionally injured or killed due to finding an unattended firearm. Although research evaluating various approaches to teach safety skills shows that behavioral skills training and in situ training are effective, limited research exists evaluating small-scale simulation training in teaching safety skills to children. Furthermore, there is no research evaluating this approach with children with Autism Spectrum Disorder (ASD). This study evaluated the effectiveness of small-scale simulation training in teaching firearm safety to 5- to 6-year-old children with ASD. Simulation training was effective for one participant and in situ training was necessary for one participant. However, in situ training was not effective for the third participant.

Bakgrund: Personal inom hälso- och sjukvård ställs ofta inför akuta situationer. Simuleringsövningar har länge använts i vårdundervisning och beskrivs som en möjlighet att lyfta kompetens och erfarenhet av akuta omhändertaganden för att passa kraven i vården. Det finns olika typer av simuleringar med varierande teknologi samt simuleringar med skådespelade patienter.  Syfte: Syftet med denna litteraturstudie var att beskriva vårdpersonals erfarenheter av simuleringsövningar av akuta omhändertaganden på sjukhus. Metod: En kvalitativ litteraturstudie baserad på nio artiklar. Sökningar gjordes i databaserna PubMed och Cinahl. Analys utfördes med hjälp av dataanalys för litteraturstudier beskriven av Popenoe et al.. Resultat: Analysen resulterade i två kategorier och åtta underkategorier. Kategorierna var ”simuleringar utgör en miljö som kan underlätta lärande och väcker tankar och känslor” och ”simuleringar ger värdefull kunskap som kan användas i vården”.  Konklusion: Det är viktigt hur simuleringarna utformas för att deltagarna ska kunna tillgodose sig bestående kunskap på bästa sätt. Möjlighet till upprepade övningar kan utveckla och bibehålla förmågor som leder till säkrare vård och ett effektivare arbete. / Background: Health care personnel are often faced with emergency situations. Simulations have been used as tools to increase skill, competence and confidence for health care workers in these situations. There are different types of simulation tools available with varying degrees of technical fidelity. Some simulations use human patient actors.  Aim: The aim of this literature study was to describe the experience of health care personnel who have undertaken hospital-based emergency simulation scenarios. Methods: A qualitative literature study based on nine articles. A search of literature using the electronic databases PubMed and Cinahl was conducted. The articles were analysed using the data analysis in general literature reviews by Popenoe et al.. Results: Results are presented in two categories and eight sub categories. The categories were “simulations provide an atmosphere that facilitates learning and evoke thoughts and feelings” and “simulations give valuable knowledge that could be used in health care”.   Conclusion: The design of the simulations is important to facilitate lasting knowledge. The possibility to repeat training can develop and sustain abilities for safe health care and efficient work.

Objective: To evaluate student perception of early simulation in dentistry. Material and Methods: The design of the study was quantitative, observational and cross-sectional. A total of 121 students, from third year to senior year were evaluated. The perception and its dimensions: satisfaction, self-confidence and good educational practices were evaluated by a survey with a high level of reliability (0.89), modified and adapted for the present investigation, checking coefficients for its use: Aiken's V, Cronbach's Alpha, Test-Retest (Spearman), classified in ability, scenario and general simulation practices, based on the Likert scale (from 1 to 5). For the univariate analysis, the descriptive statistics from qualitative and quantitative variables were obtained and for the bivariate analysis, Spearman's rank correlation coefficient and Kruskal Wallis and Mann-Whitney U-tests were employed. Results: The students rated the simulation perception positively with an average of 4.42±0.49, 4.14±0.63 y 4.73±0.66 regarding the ability, scenario and general simulation practices, respectively. No statistically significant differences were found between the perception of early preclinical practices with the variables age, gender, year of study and previous experience. Conclusion: The perception of students regarding early preclinical practices got a high score and it is not related with the variables studied, according to the survey modified and adapted. / Revisión por pares

Bakgrund: Kommunikation mellan personal inom hälso- och sjukvården är viktiga faktorer för att kunna garantera patienten säker vård. Sjuksköterskan ska ha kompetens att kunna fördela och koordinera uppgifter samt ha översikt av teamarbetet. Sjuksköterskan bör ha kunskap om säkerhetsarbete för att kunna garantera säker vård. Det finns ett uttryckt behov inom vården av relevanta och tidsenliga lag- och kommunikationsövningar, där teambaserade simulatorövningar framstår som en pedagogisk och tillförlitlig inlärningsmetod. Syfte: Att beskriva vad studenter vid ett lärosäte, som utbildar sig till specialistsjuksköterskor inom intensivvård, anser om teambaserad fullskalesimulatorträning. Metod: En pilotstudie där 32 sjuksköterskor som studerar till specialister inom intensivvård, ombads svara på en enkät om vad de ansåg om en simulatorövning som de genomfört där omhändertagandet av svårt skadade patienter tränades i team. Resultat: Majoriteten av studenterna ansåg att simulatorövningen haft god effekt och beskrev att övningen haft positiv inverkan på deras förmåga att öva kommunikation i ett team samt att få tillämpa teori i praktik. De uttryckte önskemål om mer simulatorträning under utbildningen samt kontinuerlig övning i sin yrkesverksamma roll. Slutsats: Teambaserade fullskalesimulatorövningar tycks vara en pedagogisk inlärningsmetod för att öka kompetenser och lära studenter att arbeta tillsammans mot ett gemensamt mål. / Aim:To describe what nursing students, specializing in intensive care, at a university college think about team based simulation training. Background: Communication and organization in health care are important factors to ensure patient safety. Nurses are called upon to be able to distribute and coordinate work tasks, while at the same time nurses should also be aware of safety promotion in health care to be able to provide safe patient care. There is a need in healthcare for team and communication training where team based simulation appears to be a pedagogic and reliable educational tool. Method: A pilot study where 32 nurses specializing in intensive care, were asked to respond to a survey on what they thought about a previously performed team based full scale simulation training. Results: In general the students confirmed that the exercise had a positive impact on their ability to practice team communication skills and to apply theory in practice. They expressed a wish for more simulation training during their education and in their upcoming professional role. Conclusion: Team based full scale simulation exercises seem to be a pedagogical teaching method to enhance competences and teach students to work together toward a common goal.

PhD Thesis / Cardiac surgeons rely on simulation training to improve their surgical skills. The focus of this research was on creating a 3D aortic valve model for cardiac surgical skills training. The research was divided into four different stages including CAD model development, tissue testing using surgical tools, aortic valve model manufacturing and model evaluation. First, the development of a patient-specific aortic valve model was carried out. The process involved heavily processing CT scanned data of the aortic valve to extract the geometric information via segmentation. Patient-specific models are critical for pre-operative planning and training. However, those models are not ideal for large volume quantities due to the high production costs and the extensive manual labour required to process the models. Therefore, another approach was chosen to produce a generic model that was more suitable for large volume quantities. The generic aortic valve model was developed using data obtained from the literature. The contribution in this stage was developing the methodology to reverse engineer patient-specific cardiac tissues. Additionally, a generic CAD model of the aortic valve was developed. Second, to select suitable materials for the model, samples from biological tissues and polymers were tested using a surgical tool. The contribution in this stage was documenting the forces and displacements obtained from puncturing and cutting the samples using suturing needles and scalpel blades. Third, the aortic valve model was manufactured using two approaches including AM and casting. The contribution in this stage revolved around the development of several moulds for casting. Finally, evaluation of the model was done via an initial assessment session with surgical residents. Although the model was not evaluated in extensive training sessions, a plan highlighting the important elements to do that was included in this research. Thus, the contribution in this stage was developing the model testing plan. / Thesis / Doctor of Philosophy (PhD) / Typically, surgeons use post-mortem human tissues (cadavers) and animal tissues for surgical skills training. However, those methods can be both expensive and limited in availability. Therefore, other non-biological methods are introduced constantly to provide viable alternatives. Those methods include producing models using 3D printing, virtual reality (VR) simulation and even using household items to create training models. However, to date, there is a lack of highly accurate representation of real tissues (fidelity) of most models for cardiac surgical training. The purpose of this research was to develop and manufacture surgical skill training tools for cardiac surgeons focusing on the aortic valve cardiac tissues. The research was divided into several parts including developing computer models using patient-specific medical imaging, developing a general training model and training models manufacturing. Also, the research included manufacturing materials selection process as well as plans for testing the training models in training sessions.

Bakgrund: På vägen från novis till kompetent sjuksköterska finns det många faktorer som påverkartransitionen. Detta beror på att det finns ett tydligt glapp mellan teori och praktik förnyutexaminerade sjuksköterskor, vilket leder till att känslan av att vara redo inför denprofessionella yrkesrollen saknas när det efter examen är dags att börja arbeta somsjuksköterska. Genom att stötta de nyutexaminerade sjuksköterskorna under transitionenfrån novis till kompetent kan man förutom att ge de novisa sjuksköterskorna bättreförutsättningar för att lyckas i yrkesrollen, även främja patientsäkerheten. Syfte: Syftet var att beskriva vad som påverkar den nyutexaminerade sjuksköterskans transitionfrån novis till kompetent i sjukhusmiljö. Metod: Arbetets metod var en icke-systematisk litteraturöversikt. Datainsamlingen utfördes genomdatabassökningar i CINAHL och PubMed och totalt 15 vetenskapliga artiklar inkluderadesi resultatet. Samtliga inkluderade artiklar granskades utifrån Sophiahemmet högskolasbedömningsunderlag för vetenskaplig klassificering avseende studier med kvantitativ ochkvalitativ metodansats. Dataanalysen skedde genom en integrerad analysmetod där deinkluderade artiklarnas resultatdel jämfördes och kategorier togs fram. Resultat: Resultatet visade att det fanns fyra huvudkategorier vilka beskriver hur man kundeunderlätta transitionen från novis till kompetent sjuksköterska i sjukhusmiljö. Kategoriernavar utvecklande och hämmande faktorer, simulationsövningar, kliniska stödprogram ochhandledning. Slutsats: Utvecklande och hämmande faktorer påverkade transitionen till kompetent sjuksköterska.Kliniska stödprogram visade sig vara en stor tillgång för de nyutexamineradesjuksköterskorna. Det kan vara rimligt att öka antalet platser på dessa program som finns ilandet för att alla ska få de bästa förutsättningarna att utvecklas inom yrkesrollen. Ävensimulationsövningar hade en positiv inverkan på de novisa sjuksköterskornaskompetensutveckling. Handledning är också en tillgång men kan däremot behövautvecklas för att uppnå sin fulla potential som stöd i de novisa sjuksköterskornaskompetensutveckling. / Background Many factors affect the transition from novice to competent nurse. This is because there isa gap between theory and practice which leads to a feeling of being unprepared for theprofessional role. By supporting newly graduated nurses during their transition fromnovice to competent nurse, it is possible to give them better conditions to develop theirskills and promote patient safety. Aim The aim was to describe what affects the newly graduated nurse's transition from novice tocompetent in a hospital environment. Method This was a non-systematic literature review. Data collection was performed throughdatabase searches in CINAHL and PubMed. A total of 15 scientific articles were includedin the results. Included articles were reviewed on the basis of Sophiahemmet University'sassessment for scientific classification for quantitative and qualitative method approaches.An integrated data analysis was used where the results part of the included articles wascompared to form categories. Results Four main categories described how to facilitate the transition from novice to competentnurse in a hospital environment. The categories were: developing and inhibiting factors,simulation practice, clinical support programs and preceptorship. Conclusions Developing and inhibiting factors influenced the transition to a competent nurse. Clinicalsupport programs proved to be a great asset for the newly graduated nurses. It may bereasonable to increase the number of places on these programs available in the country sothat everyone has the best conditions to develop in the professional role. Simulationpractice also had a positive impact on their competence development. Preceptorship is alsoan asset but needs to be developed to achieve its full potential as support in the novicenurses' competence development.