2026
Hvalby, M. & Hansen, M. T. (2026). Enhancing Critical Thinking in Teacher Education through Simulation: Developing Professional Suitability - A Comprehensive Report from a Norwegian Project, AMPS PROCEEDINGS SERIES (https://amps-research.com/wp-content/uploads/2026/02/Amps-Proceedings-Series_43.3.pdf s.73)
2025
Wevling, A., & Linqvist Leonardsen, A.-C. (2025). Positioning the surgical patient – roles, responsibilities and challenges: A qualitative study. Journal of Advanced Nursing, 81, 968–977. https://doi.org/10.1111/jan.16278
Persson, M. C., Svane, J. K., Grøndahl, V. A., Grønlien, H. K., Åvik Persson, H., Martinussen, M. H., Lynghøj Nielsen, T., & Malmgren Fänge, A. (2025). Evaluating the design of a comprehensive Nordic hospital at home education – A study protocol. Advances in Medical Education and Practice, 16, 1741–1746. https://doi.org/10.2147/AMEP.S530331
Grønlien, H. K., Wevling, A., Arntsen, M. B., & Haug, E. (2025). Bridging bioscience to practice: The significance of clinical simulation training for novice nursing students. Advances in Medical Education and Practice, 927–941.
Jacobsen BM, Cao MD, Lie-Jensen AC, Karlsen AKP, Lystad R, Ruud HS, Syversen L. (2025). Erfaring med etablering av studentdrevet poliklinikk. Et samarbeid mellom Høgskolen i Østfold og Sykehuset Østfold. Bioingeniøren. https://www.bioingenioren.no/fag/erfaring-med-etablering-av-studentdrevet-poliklinikk-et-samarbeid-mellom-hogskolen-i-ostfold-og-sykehuset-ostfold/142127
2024
Hvalby, M., & Hansen, M. T. (2024). Simulation as a pedagogical method for developing pre-service teachers’ suitability – a collaborative pilot study. In A. Iarocchi (Ed.), Applying Education in a Complex World: Teaching and Learning (pp. 323–339). Sheridan & AMPS.
Glømmen, A. M, Sæthern, B. B. & Eriksson, R. (2024). Students' learning outcomes from being a mentor in the Nightingale Mentoring Programme for Adult Refugees in Norway. International Journal of Mentoring and Coaching in Education. ISSN 2046-6854. 13(3). doi: 10.1108/IJMCE-02-2023-0015
2023
Wevling, A., Olsen, B. F., Nygaard, A. M., & Heiberg, T. (2023). Knowledge and awareness of non-technical skills over the course of an educational program in nursing: A repeated cross-sectional study. Advances in Medical Education and Practice, 14.
Finbråten, H. S., Guttersrud, Ø., Foss, C., Pettersen, K. S., Tørris, C., Meyer, M. E., & Grønlien, H. K. (2023). Bruk av «concept cartoons» i kombinasjon med digitalt student-respons-system for å støtte læring i anatomi, fysiologi og biokjemi i sykepleierutdanningen: En undervisningsstrategi for å fremme studentaktiv læring. Uniped, 46(4), 230–244.
Hansen, M. T., Olsen, R. M., Brynhildsen, S., & Leonardsen, A. C. L. (2023). Nursing students' perceived stress, self‐efficacy, control and evaluation of a course in systematic clinical observation, physical assessment and decision‐making: An observational study in Norway. Nursing Open.
Glømmen, A. M., Sæthern, B. B., & Eriksson, R. (2023). Student learning outcomes from The Nightingale Mentoring Program for Adult Refugees. International Journal of Mentoring and Coaching in Education.
Bunæs, T. H., Huseby, M., & Karlsen, J. (2023). Finding common ground: Design cards supporting mutual learning in co-design. ACHI: The Sixteenth International Conference on Advances in Computer-Human Interactions.
2022
Finbråten, H. S., Grønlien, H. K., Pettersen, K. S., Foss, C., & Guttersrud, Ø. (2022). Nursing students’ experiences with concept cartoons as an active learning strategy for developing conceptual understanding in anatomy and physiology: A mixed-method study. Nurse Education in Practice, 65, 103493.
Sæthern, B. B., Glømmen, A. M., Lugo, R. G., & Ellingsen, P. (2022). Students' experiences of academic coaching in Norway: A pilot study. International Journal of Mentoring and Coaching in Education, 11(4), 349–363.
Gerdts-Andresen, T., Hansen, M. T., & Grøndahl, V. A. (2022). Educational effectiveness: Validation of an instrument to measure students' critical thinking and disposition. International Journal of Instruction, 15(1).
Gerdts-Andresen, T., Glømmen, A. M., Hjelmeland, I., Haug, E., & Grønlien, H. K. (2022). Adaptation and psychometric properties of an instrument to assess self-efficacy in client-centeredness (SECCQ). Journal of Social Work Education, 1–10.
Høyum, G. M., Olsen, B. F., Wevling, A., & Leonardsen, A.-C. L. (2022). En kvalitativ studie av studenters egenopplevde kompetanseutvikling gjennom videreutdanning. Nordisk Tidsskrift for Helseforskning, 18(2).
Furuseth, M.-T., Kvissel, A. K., Berg, V., Kjøbli, E., Volden, V., Solli, A. I., Granerud, B. K., Lie-Jensen, A. C., Nygård, I., Alm, B., Ersvær, E., & Sjøholt, G. (2022). Praksisstudienes omfang og organisering i bioingeniørutdanningen. Bioingeniøren, 8, 24–.
2021
Grønlien, H. K., Christoffersen, T. E., Ringstad, Ø., Andreassen, M., & Lugo, R. G. (2021). A blended learning teaching strategy strengthens the nursing students’ performance and self-reported learning outcome achievement in an anatomy, physiology and biochemistry course: A quasi-experimental study. Nurse Education in Practice, 52, 103046.
Lugo, R. G., Hjelmeland, I., Hansen, M. T., Haug, E., Sütterlin, S., & Grønlien, H. K. (2021). Impact of initial emotional states and self-efficacy changes on nursing students’ practical skills performance in simulation-based education. Nursing Reports, 11(2), 267–278.
Wevling, A., Hjelmeland, I., & Grønlien, H. K. (2021). Bruk av video i klinisk ferdighetstrening: En kvantitativ studie. Uniped, 44(1), 4–16.