Astrid Birgitte Wevling

• Wevling, Astrid Birgitte; Heen, Cathrine; Hansen, Linda Iren Mihaila; Munday, Judy & Karlsen, Tor-Ivar (2026). Temperature monitoring and hypothermia prevention in Norwegian surgical patients: A retrospective observational study. The Nordic Journal of Nursing Research (NJNR). ISSN 2057-1585. 46, s. 1–9. doi: 10.1177/20571585261468206. Fulltekst i vitenarkiv Vis sammendrag

  Perioperative hypothermia is associated with increased morbidity and mortality. Systematic temperature monitoring is considered important for early detection of hypothermia and timely intervention, yet incidence remains high. This study examined monitoring practices across the perioperative course. We conducted a 1-week retrospective observational study of 1261 patients undergoing surgery lasting more than 30 min. Temperature monitoring data, including hypothermia incidence and the use of monitoring devices, were extracted from electronic records. Only 11.1% of patients had complete temperature documentation across all stages, and hypothermia was frequently recorded. Preoperative temperature measurements were documented in 31.8% of patients with an average 7 h delay between ward measurement and arrival in the operating theatre, potentially limiting clinical utility of these measurements. Intraoperative monitoring occurred in 26.1% of patients and in 29.0% at the post-anesthesia care unit. We found intraoperative hypothermia in 38% of patients. The most commonly used device preoperatively was an infrared aural canal thermometer, and in the operating theatre, the most common device was urinary catheter-based invasive temperature monitoring. These findings indicate suboptimal continuity of temperature monitoring across the perioperative pathway. Our findings highlight opportunities to improve the consistency of perioperative temperature monitoring and warrant further research into factors influencing current practice.

• Grønlien, Heidi Kristine; Wevling, Astrid Birgitte; Arntsen, Marian Bringa & Haug, Erna (2025). Bridging Bioscience to Practice: The Significance of Clinical Simulation Training for Novice Nursing Students. Advances in Medical Education and Practice. 16, s. 927–941. doi: 10.2147/AMEP.S482384. Fulltekst i vitenarkiv
• Wevling, Astrid Birgitte & Leonardsen, Ann-Chatrin Linqvist (2024). Positioning the surgical patient – roles, responsibilities and challenges. A qualitative study. Journal of Advanced Nursing. ISSN 0309-2402. 81(2), s. 1–10. doi: 10.1111/jan.16278. Fulltekst i vitenarkiv Vis sammendrag

  Aims: The aim was to explore how representatives from the different professions in the surgical team experience roles, responsibilities and challenges in positioning the surgical patient. Background: Appropriate patient positioning on the operating table during surgery is vital for optimal anatomical exposure, access to essential equipment, patient comfort and to minimize the risk of injuries. Patient positioning has been described as a shared responsibility of the entire surgical team. The research on roles and responsibilities in patient positioning during surgery is sparse. Design: The study had a qualitative design, including 16 individual, semi-structured interviews, conducted in November and December 2023. Methods: Participants included surgeons (n = 4), anaesthetists (n = 4), operating room nurses (n = 4) and nurse anaesthetists (n = 4) in a hospital in Southeastern Norway. The data were analysed using Braun and Clarke's six-step Reflexive Thematic Analysis. Results: Three main themes with subthemes were identified, namely (1) A teamwork approach, with subthemes (a) facilitating surgery and (b) health professionals' roles and responsibilities. (2) A patient safety issue, with subthemes (a) risk patients and (b) procedural challenges. (3) Absence of a systematic approach, with subthemes (a) vari- ous approach to second time-out and (b) documentation and feedback issues. Conclusion: Appropriate and safe positioning during surgery is a common respon- sibility of all members of the surgical team. Despite the common assumption that surgeons hold the primary responsibility, the operating room nurses seemed to hold the hands-on responsibility. Different health professionals emphasized different risk patients, risk procedures and perceived challenges. This suggests a connection be- tween the specific focus of distinct professional domains, their tasks and expertise within the surgical context. Impact: There is a lack of clear guidelines outlining roles and the distribution of re- sponsibility in patient positioning, which may be a safety concern. A need for review- ing responsibilities and defining roles is identified. Systematic follow-up of documentation of post- operative observation and docu- mentation of skin status and the “second time-out” procedure is crucial to establish measures rooted in guidelines supported by both professional and administrative management. This dual commitment may ensure a comprehensive strategy for sys- tematic follow-up, fostering a culture of continuous improvement

• Wevling, Astrid Birgitte; Olsen, Brita Fosser; Nygaard, Anne Mette & Heiberg, Turid (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, s. 31–41. doi: 10.2147/amep.s379341. Fulltekst i vitenarkiv Vis sammendrag

  Background: Non-technical skills (NTS) play an important role in preventing adverse events during hospitalization. Knowledge, awareness and mastery of NTS becomes important key factors in preventing errors. Current status of students and supervisor’s knowledge and awareness of NTS are needed in order to construct an educational plan for improvement.<p><p> Purpose: To examine knowledge and awareness of NTS over the course of continuing education of nurse anaesthetists, emergency care nurses, critical care nurses, and operating room nurses. <p>Methods: A descriptive, repetitive cross-sectional design with a questionnaire was used to evaluate knowledge and awareness in students and their supervisors about NTS at two different time points during the educational program. Cross tabulations were used in comparisons across specialties and between students and supervisors, frequencies to identify the levels of self-reported knowledge/ importance/focus in clinical practice/ impact on adverse events. <p>Results: The results showed that there was a numeric difference between the reported knowledge/focus in clinical practice on the one hand and importance/ impact on adverse events on the other, and that this gap was reduced after 12 months of education with special focus on NTS. There was no difference across specialties. Supervisors had higher focus on NTS in clinical practice and on the impact on adverse events, than students at both measurements. <p>Conclusion: These data suggest that NTS may have important potential for improvement if included into learning programs both in education and clinical practice. Integration of NTS in various learning activities seems to strengthen students’ competence about NTS.

• Leonardsen, Ann-Chatrin Linqvist; Bekkhus, Egil; Tvete, Kristin Næss; Hovland, Trine; Haglund, Dennis & Wevling, Astrid Birgitte (2022). A Longitudinal Study of Patient Reported Positioning-Related Discomfort and Pain after Laparoscopic Surgery in the Lithotomy Position. Open Journal of Nursing. ISSN 2162-5336. 12(10), s. 650–664. doi: 10.4236/ojn.2022.1210045. Fulltekst i vitenarkiv
• Høyum-Johansen, Gro Merete; Olsen, Brita Fosser; Wevling, Astrid Birgitte & Leonardsen, Ann-Chatrin Linqvist (2022). En kvalitativ studie av studenters egenopplevde kompetanseutvikling gjennom videreutdanning. Nordisk tidsskrift for helseforskning. ISSN 1504-3614. 18(2). doi: 10.7557/14.6298. Fulltekst i vitenarkiv
• Wevling, Astrid Birgitte; Hjelmeland, Inger & Grønlien, Heidi Kristine (2021). Bruk av video i klinisk ferdighetstrening. En kvantitativ studie. Uniped - Tidsskrift for universitets- og høgskolepedagogikk. ISSN 1500-4538. 44(01), s. 4–16. doi: 10.18261/issn.1893-8981-2021-01-02. Fulltekst i vitenarkiv
• Wevling, Astrid; Ålesve, Cathrine; Nygaard, Anne Mette; Gunheim-Hatland, Lars; Høyum, Gro Merete & Heiberg, Turid (2019). Forståelse av ikke-tekniske ferdigheter (ITF) i spesialsykepleie; akutt-, intensiv og operasjonssykepleie (AIO). Nordisk sygeplejeforskning. ISSN 1892-2678. 9(3), s. 201–212. doi: 10.18261/issn.1892-2686-2019-03-05. Fulltekst i vitenarkiv
• Wevling, Astrid; Halstensen, Thor-David & Johansson, Inger Signe (2015). Operasjonssykepleierens vurdering av egen kompetanse i forhold til arbeidskrav. Sykepleien Forskning. ISSN 1890-2936. 10(2), s. 132–141. doi: 10.4220/Sykepleienf.2015.54300. Fulltekst i vitenarkiv Vis sammendrag

  Bakgrunn: Operasjonssykepleiefaget består av flere kunnskapsdimensjoner og litteraturgjennomgang viser at den komplekse kompetansen er lite identifisert og beskrevet. Hensikt: Hensikten med denne studien var å undersøke operasjonssykepleiernes opplevde kompetanse i forhold til arbeidskrav de møter og sett i forhold til spesifikke kompetanseområder. Metode: En kvantitativ tverrsnittstudie med et spørreskjema ble anvendt til å kartlegge opplevd kompetanse, i perioden våren 2012. Antall respondenter var 30. Databearbeidingen er framstilt med deskriptiv statistikk. Resultat: Operasjonssykepleierne opplevde godt samsvar mellom opplevd kompetanse og avdelingens arbeidskrav, høyest innenfor teknisk kompetanse, lavest innenfor pårørendekompetanse. Best gjennomsnittlig skår fikk de med 10–14 års erfaring. Konklusjon: Resultatet viste at operasjonssykepleierne i stor grad opplevde å ha en tilfredsstillende kompetanse i forhold til arbeidskrav. Studien kan bidra til å fokusere på viktige spørsmål knyttet til kompetanseutvikling, også innenfor ikke-tekniske kompetanseområder. Dette kan gi avdelingen data som kan være med i planleggingen av kompetanseprogram både for den enkelte utøver og for avdelingen som helhet.

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• Wevling, Astrid Birgitte (2025). Roles, responsibilities, and challenges in performing surgical patient positioning. Fulltekst i vitenarkiv Vis sammendrag

  This qualitative study explored how different professionals within the surgical team experience roles, responsibilities, and challenges related to patient positioning during surgery. Sixteen semi-structured interviews were conducted with surgeons, anesthetists, operating room nurses, and nurse anesthetists at a hospital in Southeastern Norway. Reflexive Thematic Analysis identified three main themes: teamwork, patient safety, and lack of systematics. Findings indicate that safe patient positioning is a shared responsibility, although operating room nurses often perform much of the practical positioning. The professions emphasized different risk factors and challenges, reflecting their distinct roles, competencies, and responsibilities within the surgical context.

• Wevling, Astrid Birgitte (2025). Roller, ansvar og utfordringer i leiring av den kirurgiske pasienten. Fulltekst i vitenarkiv Vis sammendrag

  Den presenterte studien hadde som mål å utforske hvordan ulike profesjonsrepresentanter i det kirurgiske teamet opplever roller, ansvar og utfordringer knyttet til leiring av pasient under operasjon. Studien hadde et kvalitativt design og bygget på 16 individuelle, semistrukturerte intervjuer med kirurger, anestesileger, operasjonssykepleiere og anestesisykepleiere ved et sykehus i Sørøst-Norge. Analysen identifiserte tre hovedtema: samarbeid i teamet, pasientsikkerhet og mangel på systematikk. Funnene viser at trygg og forsvarlig pasientleiring er et felles ansvar, men at profesjonene vektlegger ulike risikofaktorer og utfordringer, noe som henger sammen med deres ulike roller og kompetanseområder.

• Rørmark, Kristin; Kaldheim, Hege Kristin Aslaksen; Olsen, Brita Fosser; Rasi, Matias; Wevling, Astrid Birgitte & Leonardsen, Ann-Chatrin Linqvist (2025). Workshop for å stimulere til artikkelskriving. Inspira – tidsskrift for anestesi-, operasjon- og intensivsykepleiere. ISSN 0809-9707. doi: 10.23865/inspira.v20.7157. Fulltekst i vitenarkiv
• Wevling, Astrid Birgitte (2024). Operationssygeplejerskens ikke-tekniske færdigheder. Fulltekst i vitenarkiv
• Grøndahl, Vigdis Abrahamsen; Helgesen, Ann Karin; Andersen, Kirsti Lauvli; Olsen, Liv Berit & Wevling, Astrid Birgitte (2023). Digital CABNEI International Conference Abstractbook | PDF | Nursing | Health Care. Fulltekst i vitenarkiv Vis sammendrag

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• Wevling, Astrid Birgitte; Hjelmeland, Inger & Grønlien, Heidi Kristine (2023). Instructional video as a pedagogical tool to improve studens`clinical skill development. Fulltekst i vitenarkiv
• Olsen, Liv Berit; Wevling, Astrid Birgitte; Tjøstolvsen, Inger Marie; Gregersen, Anne-Grethe; Andersen, Kirsti Lauvli & Helgesen, Ann Karin Helgesen [Vis alle 7 forfattere av denne artikkelen] (2023). Capacity Building in Nursing Education in Indonesia (CABNEI) -presentasjon SHB-lunch. Fulltekst i vitenarkiv
• Wevling, Astrid Birgitte; Hjelmeland, Inger & Grønlien, Heidi Kristine (2022). Video of clinical procedures can increase students self efficacy in clinical skill development. Fulltekst i vitenarkiv
• Leonardsen, Ann-Chatrin Linqvist; Wevling, Astrid Birgitte & Olsen, Brita Fosser (2022). Hvordan vurderer sykepleiere egen kompetanse etter videreutdanning? Sykepleien. ISSN 0039-7628. doi: 10.4220/Sykepleiens.2022.89442. Fulltekst i vitenarkiv
• Grønlien, Heidi Kristine; Haug, Erna; Hjelmeland, Inger; Gerdts-Andresen, Tina; Hansen, Mette Tindvik & Fagerli, Liv Berit [Vis alle 10 forfattere av denne artikkelen] (2021). Measuring students’ self-efficacy and emotional states in simulation based education as a pedagogical design in health and welfare studies. Fulltekst i vitenarkiv Vis sammendrag

  Introduction: Increased demands on new and more diverse skills are changing the roles and responsibilities in the health and welfare professions, and personnel are expected to perform professionally in a variety of domains and apply new knowledge (Falck-Eriksen et al., 2019; Leonardsen et al., 2018). This creates new challenges for the curriculum and pedagogical methods in health and welfare studies. To meet the demands of applied theoretical knowledge and prepare students for their future role as professional, the use of simulation-based education (SBE) has become an important part of institutions that provide academic majors in health and welfare studies. Increasing skills can have a potentially reciprocal relation to the development of self-efficacy (Gloudemans et al, 2013; Bandura 1997), and that awareness of one’s own physiological and emotional states can promote self-efficacy and adaptation ability (van Dinther et al, 2011; Bandura, 1995). Description: In this descriptive study, we investigated the impact of SBE on development of self-efficacy and on changes in physiological and emotional states. The students represented four different academic major programs in health and welfare (nurse, social educator, child-welfare, work educator) and at different educational level (bachelor, master, post-graduate). Simulation scenarios in the study included a variety of domains adapted to the students’ learning outcomes, e.g. vital signs in circulation, respiration and elimination, pre-operative communication, post-operative situations, mobilization, conflict control communication, sepsis, execution of child welfare, advanced assessment competence and supported employment. To measure students emotional states, a self-assessment manikin (SAM) both initial and after simulation performance was implemented (Bradley & Lang, 1994). In addition, measuring situational self-efficacy before and after the simulation, two items were constructed with a modification. Before simulation, participants were asked ‘How well do you think you will be able to do on the task?’ followed by ‘How confident are you about this?’ After simulation, participants were asked, ‘How well do you think you did on the task?’ followed by ‘How confident are you about this?’ Discussion: Preliminary results show that the effect of simulation on self-efficacy could be influenced by physiological and emotional states and that there are both similarities and differences across the students groups at different studies and educational level. These findings improve our understanding of the effects of SBE on students’ self-perceived skills and the emotional states. The findings influence our thinking of the students’ learning processes and have an impact on how to design future educational methods and assessments. References Bandura, A. Exercise of personal and collective efficacy in changing societies. Cambridge: Cambridge University Press. 1995:1-45 Bandura A. Self-efficacy: The exercise of control. New York: W.H.Freeman/Times. 1997. Bradley, M.M. & Lang, P.J. Measuring emotion: the self-assessment manikin and the semantic differential. J. Behavior Therapy Exp. Psych. 1994; 25(1): 49-59. Falch-Eriksen, A. & Skivenes, M. Right to Protection. In Langord, M., Skivenes, M. & Søvig, K.H. (red.) Children’s Rights in Norway. An implementation paradox? Idunn pp. 107-135. 2019. Gloudemans H.A., Schalk R.M. & Reynaert W. The relationship between critical thinking skills and self-efficacy beliefs in mental health nurses. Nurse Educ. Today. 2013; 33 (3): 275-80. Leonardsen A, Bjerkenes, A. & Rutherford, I. Nurse competence in the interface between primary and tertiary healthcare services. Nursing Open. 2018; 6: 482-492. van Dinther M., Dochy F. & Segers M. Factors affecting students’ self-efficacy in higher education. Educ. Res. Rev. 2011; 6 (2): 95-108.

• Wevling, Astrid; Bekkhus, Egil; Ålesve, Cathrine; Nygaard, Anne Mette & Heiberg, Turid (2017). What about non - technical skills in the operating theatre? Fulltekst i vitenarkiv
• Wevling, Astrid; Bekkhus, Egil; Ålesve, Cathrine & Nygaard, Anne Mette (2015). Er det forskjell i klinisk utøvelse mellom spesialsykepleiere som har / ikke har deltatt i utvidet bruk av simulering under utdanning. Fulltekst i vitenarkiv
• Wevling, Astrid; Halstensen, Thor-David & Johansson, Inger Signe (2015). Operasjonssykepleierens egenvurdering av kompetanse sett i forhold til arbeidskrav. Fulltekst i vitenarkiv

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