Heidi Kristine Grønlien

• 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
• Finbråten, Hanne Søberg; Guttersrud, Øystein; Foss, Camilla; Pettersen, Kjell Sverre; Tørris, Christine & Meyer, Mona Elisabeth [Vis alle 11 forfattere av denne artikkelen] (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 - Tidsskrift for universitets- og høgskolepedagogikk. ISSN 1500-4538. 46(4), s. 230–244. doi: 10.18261/uniped.46.4.3. Fulltekst i vitenarkiv Vis sammendrag

  Bakgrunn: Gode kunnskaper i anatomi, fysiologi og biokjemi (AFB) er nødvendig for at sykepleierstudenter skal kunne utvikle et klinisk blikk. Resultater fra nasjonal eksamen i AFB viser at mange sykepleierstudenter strever med dette emnet. Studentaktive læringsformer i undervisningen kan bidra til økt kognitivt engasjement hos studentene. Bruk av concept cartoons (CC) sammen med digitalt student-respons-system (SRS) kan anvendes som undervisningsstrategi for å fremme studentaktivitet i store studentgrupper. CC består av illustrasjoner som presenterer både vitenskapelig aksepterte påstander og feilforestillinger om sentrale begreper og prosesser i AFB. Hensikt: Hensikten med denne studien var å beskrive hvordan CC i kombinasjon med digital SRS kan benyttes som en studentaktiv læringsform i ulike undervisningsformer for å støtte sykepleierstudenters læring i AFB. Metode: Studien har et kvasieksperimentelt deskriptivt kvantitativt design. CC ble anvendt sammen med SRS i digital undervisning ved sykepleierutdanningen ved tre universiteter/høgskoler høsten 2020 (n = 92–671). Anvendelsen av CC fulgte tenk–par–del-modellen, og studentene stemte på samme CC tre ganger i samme undervisningsøkt. Data ble analysert ved bruk av frekvensanalyser, Cochrans Q og Chi-square test. Resultat: Det var en økning i prosentandelen studenter som valgte det beste svaralternativet mellom de tre avstemningene. For de fleste CC var det en særlig økning i prosentandelen beste svar ved andre avstemning, etter at svaralternativene hadde blitt diskutert med medstudenter. Konklusjon: CC kan støtte læringen av sentrale begreper og fysiologiske prosesser. Undervisningsstrategien med CC i kombinasjon med digital SRS kan egne seg til å fremme studentaktiv læring, særlig i forelesning.

• Finbråten, Hanne Søberg; Grønlien, Heidi Kristine; Pettersen, Kjell Sverre; Foss, Camilla & Guttersrud, Øystein (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. ISSN 1471-5953. 65. doi: 10.1016/j.nepr.2022.103493. Fulltekst i vitenarkiv Vis sammendrag

  Aim: The aim of this study was to explore bachelor-level nursing students’ experiences with concept cartoons as an active learning strategy and formative assessment to develop conceptual understanding in anatomy and physiology (A&P). Background: Many first-year nursing students struggle to understand central concepts in A&P. Concept cartoons–cartoon characters proposing scientifically acceptable statements and misconceptions combined with an illustration–might facilitate active learning in lectures, overcome misconceptions and promote deep learning. Voting on the most precise statement using a student response system gives formative information about the students’ conceptual understanding. Design: Parallel mixed methods design with an emphasis on a qualitative approach. Methods: Nine concept cartoons were developed based on former students’ written answers to exam items and applied in lectures at three universities/university colleges. Qualitative data of students’ experiences were collected in three focus group interviews during November 2019, one focus group at each of the three universities/university colleges (n = 5, 8 and 8). A short questionnaire was also applied (n = 343) to all students at the three universities/university colleges. Qualitative data were analysed using qualitative content analyses, whereas frequency analysis and Chi-square statistics were applied for the quantitative data. The study was approved by the Norwegian Centre for Research Data, ref. 779586. Results: Qualitative data analysis indicated that the use of concept cartoons addresses different learning styles and could promote deep learning and enhance the environment for learning. The concept cartoons were also seen as valuable for examination preparation. Regarding potential improvements, more information about concept cartoons, how they were developed and how they were supposed to be used would be beneficial, and the cartoons could be used in a more time-efficient manner during lectures. Quantitative data indicated that most of the students thought that concept cartoons were useful and inspiring in learning A&P, and they would recommend further use to increase their understanding of central concepts. There were no significant differences across sex, age, or entrance qualifications when it comes to the benefits of using concept cartoons in learning A&P.

• Gerdts-Andresen, Tina; Glømmen, Anne Margrethe; Hjelmeland, Inger; Haug, Erna & Grønlien, Heidi Kristine (2022). Adaptation and Psychometric Properties of an Instrument to Assess Self-Efficacy in Client-Centeredness (SECCQ). Journal of Social Work Education. ISSN 1043-7797. doi: 10.1080/10437797.2021.2019632. Fulltekst i vitenarkiv
• Grønlien, Heidi Kristine; Christoffersen, Trine Eker; Ringstad, Øystein; Andreassen, Marita & Lugo, Ricardo Gregorio (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. ISSN 1471-5953. 52, s. 1–6. doi: 10.1016/j.nepr.2021.103046. Fulltekst i vitenarkiv Vis sammendrag

  In nursing, bioscience is regarded as one of the cornerstones of nursing practice. However, bioscience disciplines as anatomy, physiology and biochemistry are considered challenging for students and the failure rate is high. In this study we explore a blended learning teaching strategy in an anatomy, physiology and biochemistry course for first year Bachelor nursing students. In the blended learning teaching strategy, short narrated online digital resources of bioscientific terms and concepts were integrated into the teaching design along with digital metacognitive evaluations of learning outcomes. Results show that compared to students receiving traditional face-to-face teaching, the students with a blended learning approach performed better on their national exam with a small to medium effect size (Cohen’s d=0.23). Student course evaluations supported the blended learning delivery with small to medium effect sizes. The students reported that the digital resources supported their learning outcome achievement, that they better understood the teacher’s expectations and that they were more satisfied with their virtual learning environment. This study adds to the growing literature of blended learning effectiveness in higher education, and suggests the use of digital resources as an enrichment of teaching and enhancement of students’ study experience.

• Lugo, Ricardo Gregorio; Hjelmeland, Inger; Hansen, Mette Tindvik; Haug, Erna; Sütterlin, Stefan & Grønlien, Heidi Kristine (2021). Impact of initial emotional states and self-efficacy changes on nursing students’ practical skills performance in simulation-based education. Nursing Reports. ISSN 2039-439X. 11(2), s. 267–278. doi: 10.3390/nursrep11020026. Fulltekst i vitenarkiv Vis sammendrag

  Training through simulation has shown to increase relevant and specific skills sets across a wide range of areas in nursing and related professions. Increasing skills has a reciprocal relation to the development of self-efficacy. A study was conducted to assess changes in the development of self-efficacy in simulation training for 2nd year nursing students. Initial emotional states, pre and post self-efficacy, and expert ratings of simulation performance were assessed. Results show that students who displayed an increase in self-efficacy as a result of simulation training were also judged to perform better by expert ratings. The effect of simulation on self-efficacy could be influenced by initial states of physiological activation and over control. Results also showed that initial emotional states did not moderate self-efficacy development on outcome measures. These findings improve our understanding on the relationship between students’ self-efficacy and performance of practical skills and inform pedagogical designs and targeted interventions in relation to feedback and supervision in nursing education.

• 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
• Grønlien, Heidi Kristine; Fontaine, Romain; Hodne, Kjetil; Tysseng, Linn Isabelle; Ager-Wick, Eirill & Weltzien, Finn-Arne [Vis alle 7 forfattere av denne artikkelen] (2021). Long extensions with varicosity-like structures in gonadotrope Lh cells facilitate clustering in medaka pituitary culture. PLOS ONE. 16(1). doi: 10.1371/journal.pone.0245462. Fulltekst i vitenarkiv Vis sammendrag

  Accumulating evidence indicates that some pituitary cell types are organized in complex networks in both mammals and fish. In this study, we have further investigated the previously described cellular extensions formed by the medaka ( Oryzias latipes ) luteinizing hormone gonadotropes (Lh cells). Extensions, several cell diameters long, with varicosity-like swellings, were common both in vitro and in vivo . Some extensions approached other Lh cells, while others were in close contact with blood vessels in vivo . Gnrh further stimulated extension development in vitro . Two types of extensions with different characteristics could be distinguished, and were classified as major or minor according to size, origin and cytoskeleton protein dependance. The varicosity-like swellings appeared on the major extensions and were dependent on both microtubules and actin filaments. Immunofluorescence revealed that Lhβ protein was mainly located in these swellings and at the extremity of the extensions. We then investigated whether these extensions contribute to network formation and clustering, by following their development in primary cultures. During the first two days in culture, the Lh cells grew long extensions that with time physically attached to other cells. Successively, tight cell clusters formed as cell somas that were connected via extensions migrated towards each other, while shortening their extensions. Laser photolysis of caged Ca 2+ showed that Ca 2+ signals originating in the soma propagated from the soma along the major extensions, being particularly visible in each swelling. Moreover, the Ca 2+ signal could be transferred between densely clustered cells (sharing soma-soma border), but was not transferred via extensions to the connected cell. In summary, Lh gonadotropes in medaka display a complex cellular structure of hormone-containing extensions that are sensitive to Gnrh, and may be used for clustering and possibly hormone release, but do not seem to contribute to communication between cells themselves.

• Grønlien, Heidi Kristine; Christoffersen, Trine Eker; Furlund, Camilla Bø; Garabet, Lamya Samir Noori; Syvertsen, Terje & Moe, Morten Kaare [Vis alle 8 forfattere av denne artikkelen] (2020). Cytokine and gene expression profiling in patients with HFE-associated hereditary hemochromatosis according to genetic profile. Acta Haematologica. ISSN 0001-5792. doi: 10.1159/000511551. Fulltekst i vitenarkiv Vis sammendrag

  Background: Hemochromatosis gene (HFE)-associated hereditary hemochromatosis (HH) is characterized by downregulation of hepcidin synthesis, leading to increased intestinal iron absorption. Objectives: The objectives were to characterize and elucidate a possible association between gene expression profile, hepcidin levels, disease severity, and markers of inflammation in HFE-associated HH patients. Methods: Thirty-nine HFE-associated HH patients were recruited and assigned to 2 groups according to genetic profile: C282Y homozygotes in 1 group and patients with H63D, as homozygote or in combination with C282Y, in the other group. Eleven healthy first-time blood donors were recruited as controls. Gene expression was characterized from peripheral blood cells, and inflammatory cytokines and hepcidin-25 isoform were quantified in serum. Biochemical disease characteristics were recorded. Results: Elevated levels of interleukin 8 were observed in a significant higher proportion of patients than controls. In addition, compared to controls, gene expression of ζ-globin was significantly increased among C282Y homozygote patients, while gene expression of matrix metalloproteinase 8, and other neutrophil-secreted proteins, was significantly upregulated in patients with H63D. Conclusion: Different disease signatures may characterize HH patients according to their HFE genetic profile. Studies on larger populations, including analyses at protein level, are necessary to confirm these findings.

• Strandabø, Rønnaug; Grønlien, Heidi Kristine; Ager-Wick, Eirill; Nourizadeh-Lillabadi, Rasoul; Hildahl, Jon Paul & Weltzien, Finn-Arne [Vis alle 7 forfattere av denne artikkelen] (2016). Identified lhb-expressing cells from medaka (Oryzias latipes) show similar Ca2+-response to all endogenous Gnrh forms, and reveal expression of a novel fourth Gnrh receptor. General and Comparative Endocrinology. ISSN 0016-6480. 229, s. 19–31. doi: 10.1016/j.ygcen.2016.02.019. Fulltekst i vitenarkiv
• Grønlien, Heidi Kristine; Bruskeland, Guttorm Eric; Borgersen, Anne-Kari & Sand, Olav (2013). Electrophysiological Properties of the Microstome and Macrostome Morph of the Polymorphic Ciliate Tetrahymena vorax. Journal of Eukaryotic Microbiology. ISSN 1066-5234. 60(1), s. 57–69. doi: 10.1111/jeu.12006. Fulltekst i vitenarkiv
• Grønlien, Heidi Kristine; Hagen, Bjarne & Sand, Olav (2011). Microstome-macrostome transformation in the polymorphic ciliate Tetrahymena vorax leads to mechanosensitivity associated with prey-capture behaviour. Journal of Experimental Biology. ISSN 0022-0949. 214, s. 2258–2266. doi: 10.1242/jeb.055897. Fulltekst i vitenarkiv
• Grønlien, Heidi Kristine; Rønnevig, Anna Kari; Hagen, Bjarne & Sand, Olav (2010). Chemo-accumulation without changes in membrane potential in the microstome form of the ciliate Tetrahymena vorax. Journal of Experimental Biology. ISSN 0022-0949. 213(23), s. 3980–3987. doi: 10.1242/jeb.042903. Fulltekst i vitenarkiv Vis sammendrag

  The swimming behaviour of ciliates is mainly determined by membrane potential and transmembrane fluxes. In a chemical gradient, swimming ciliates may approach or move away from the source. Based on experiments on Paramecium, it is generally assumed that chemical attractants and repellents affect the swimming behaviour of ciliates by specific changes of the membrane potential. We have examined if there is causal relationship between membrane potential and chemo-accumulation in the microstome form of the polymorphic ciliate Tetrahymena vorax. Effects of chemo-attractants on the membrane potential of Tetrahymena have not previously been reported. Microstome T. vorax cells aggregate close to a point source of L-cysteine and the complex meat hydrolysate proteose peptone. Chemo-accumulated cells displayed a significantly higher turning frequency than control cells at a similar cell density. 20 mmol l-1 L-cysteine did not evoke any detectable change in the membrane potential, whereas 1% proteose peptone depolarized the cells about 12 mV. This is contrary to the current model, which predicts agents that induce a moderate depolarization to be repellents. A solution of 1% proteose peptone contains 21 mmol-1 Na+. A solution of 21 mmol-1 NaCl without organic compounds also caused approximately 12 mV depolarization, but had no aggregating effect on the cells. Collectively, the electrophysiological and behavioural data indicate that chemo-accumulation in the microstome form of T. vorax is not obligatory governed by the membrane potential. We thus suggest that the simple membrane potential model for chemokinesis in Paramecium may not be valid for T. vorax.

• Stock, Christian; Grønlien, Heidi Kristine; Allen, Richard D. & Naitoh, Yutaka (2002). Osmoregulation in Paramecium: in situ ion gradients permit water to cascade through the cytosol to the contractile vacuole. Journal of Cell Science. ISSN 0021-9533. 115(11), s. 2339–2348. Fulltekst i vitenarkiv Vis sammendrag

  In vivo K+, Na+, Ca2+ and Cl- activities in the cytosol and the contractile vacuole fluid of Paramecium multimicronucleatum were determined in cells adapted to a number of external osmolarities and ionic conditions by using ion-selctive microelectrodes. It was found that 1) under standarized saline conditions K+ and Cl- were major the osmolites in both the cytosol and the contractile vacuole fluid; and 2) the osmolarity of the contractile vacuole fluid, determined from K+ and Cl- activities only, was always more than 1.5 times higher than that of the cytosol. These findings indicate that excess cytosolic water crosses the contractile vacuole complex membrane osmotically. Substitution of choline or Ca2+ for K+ in the external solution or the external application of furosemide caused concomitant decreases in the cytosolic K+ and Cl- activities that were accompanied by a decrease in water segregation activity of the contractile vacuole complex. This implies that the cytosolic K+ and Cl- are actively co-imported across the plasma membrane. Thus, the osmotic gradients across both the plasma membrane and the membrane of the contractile vacuole complex ensure a controlled cascade of water flow through the cell that can provide the osmoregulation as well as the possible extrusion of metabolic waste by the contractile vacuole complex.

• Stock, Christian; Grønlien, Heidi Kristine & Allen, Richard D. (2002). The ionic composition of the contractile vacuole fluid of Paramecium mirrors ion transport across the plasma membrane. European Journal of Cell Biology. ISSN 0171-9335. 81, s. 505–515. Fulltekst i vitenarkiv Vis sammendrag

  In vivo K+, Na+, Ca2+ and Cl- activities in the cytosol and the contractile vacuole (CV) fluid, the overall cytosolic osmolarity (Osmc), the fluid segregation rate per CV (RCVC) and the membrane potential (VCVC) of the contractile vacuole complex (CVC) of Paramecium multimicronucleatum were determined in cells adapted to 24 or 124 mosm l-1 solutions containing as the monovalent cation(s) either 1) 2 mmol l-1 K+, 2) 2 mmol l-1 Na+, 3) 1 mmol l-1 Na+ plus 1 mmol l-1 K+ or 4) 2 mmol l-1 choline. It was found that in cells adapted to the same external osmolarity i) RCVC was the same in cells adapted to either K+ or Na+, twice as high in cells adapted to solutions containing both K+ and Na+, and reduced by 50% or more in solutions containing only choline, ii) the CV fluid was always hypertonic to the cytosol and the sum total of all cations we measured in the CV fluid was the same in cells adapted to either K+ or Na+, at least 25% higher in cells adapted to solutions containing both K+ and Na+, and was reduced by 55% or more in solutions containing only choline, iii) Osmc was the same in cells adapted to K+ alone, to Na+ alone or to both K+ and Na+, while it was significantly lower in cells adapted to choline. We conclude that in addition to the osmotic gradient across the plasma membrane the osmotic gradient across the CVC membrane also plays a key role in the fluid segregation activity of the CVC. The presence of external Na+ caused the Ca2+ activity in the CV fluid to increase above 20 mmol l-1. Without Ca2+ the CV fluid of cells adapted to Na+ alone would have been isotonic or even hypotonic and the CVC could not be able to segregate fluid. This result indicates that Ca2+ can also be used as an osmoregulatory ion. Since the ionic composition of the CV fluid varied in response to the ionic composition of the adaptation solution ion transport processes across the plasma membrane are involved. Equilibrated to 24 mosm l-1, VCVC remained constant in cells adapted to K+ alone or to K+ plus Na+. VCVC was slightly but significantly higher in cells adapted to Na+ alone or choline. VCVC values did not change significantly when cells were adapted to 124 mosm l-1 indicating that VCVC and RCVC need not remain proportional for normal CVC function. Significant changes in the ionic composition of the CV fluid did not affect VCVC implying that the generation of VCVC and the transport of ionic osmolytes into the CVC lumen are not directly interdependent processes, however, they may be interacting processes.

• Grønlien, Heidi Kristine; Stock, Christian; Aihara, Marilynn; Allen, Richard D. & Naitoh, Yutaka (2002). Relationship between the membrane potential of the contractile vacuole complex and its regulatory activity in Paramecium multimicronucleatum. Journal of Experimental Biology. ISSN 0022-0949. 205, s. 3261–3270. Fulltekst i vitenarkiv Vis sammendrag

  The in situ contractile vacuole (CV) potential of Paramecium multimicronucleatum was measured by using microelectrodes, one placed in the CV and the other (reference electrode) in the cytosol of a living cell. The CV potential in a mechanically compressed cell showed a stepwise increase that led to its maximum value (approximately 80 mV) early in the fluid-filling phase. This stepwise change was caused by the consecutive reattachment to the CV of the radial arms, where the electrogenic sites are located. The electric current generated by a single arm was approximately 1.1x10-10 A. When cells, adapted to a hypotonic solution, were exposed to a hypertonic solution, the rate of fluid segregation, RCVC, in the contractile vacuole complex (CVC), diminished at the same time that the V-ATPase immunological label disappeared from the radial arms. When the cells were reexposed to the previous hypotonic solution, the CV potential, which had presumably dropped to near 0 after the cells' exposure to the hypertonic solution, gradually returned to its maximum level. This increase in the CV potential occurred in parallel with the immunological recovery of the V-ATPase in the radial arm and the resumption of RCVC. Concanamycin B, a potent V-ATPase inhibitor brought about marked decreases in both the CV potential and RCVC. We confirm that 1) the electrogenic site of the radial arm is situated in the decorated spongiome, and that 2) the V-ATPase in the decorated spongiome is electrogenic and is necessary for fluid segregation in the CVC. The CV potential was at a constant high level (approximately 80 mV), while RCVC varied between cells depending on the osmolarity of the adaptation solution. Moreover, the CV potential did not change even though RCVC increased when cells adapted to one osmolarity were exposed to a lower osmolarity. This implies that RCVC is not directly correlated with the number of functional V-ATPases in the CVC.

• Grønlien, Heidi Kristine; Berg, Trond & Løvlie, Arne Mathias (2002). In the polymorphic ciliate Tetrahymena vorax the nonselective phagocytosis seen in microstomes changes to a highly selective process in macrostomes. Journal of Experimental Biology. ISSN 0022-0949. 205, s. 2089–2097. Fulltekst i vitenarkiv
• Grønlien, Heidi Kristine; Løvlie, Arne Mathias & Sand, Olav (2001). Light sensitivity of the ciliate Tetrahymena vorax induced by the fluorescent dye acridine orange. Comparative Biochemistry and Physiology - Part A: Comparative Physiology. ISSN 0300-9629. 130A, s. 633–641. Fulltekst i vitenarkiv Vis sammendrag

  The ciliate Tetrahymena vorax is normally insensitive to light. However, after uptake of acridine orange, blue light evokes instant backward swimming. The dye accumulates mainly in posterior vacuoles, with half-maximal uptake after 1 min. Illumination for 10 s induced a depolarisation of about 15 mV lasting less than 2 s, followed by a sustained hyperpolarisation of about 20 mV. Deciliated cells displayed a similar response. The hyperpolarisation was linked to reduced membrane resistance, showed a reversal potential of about -55 mV and was blocked by 1 mmol l-1 TEA. The rate of rise of electrically evoked Ca2+-spikes was reduced during the hyperpolarisation, which is compatible with elevated cytosolic Ca2+ concentration. This suggests that the hyperpolarisation may be caused by activation of Ca2+-sensitive K+ channels. The depolarisation was abolished in Ca2+-free medium, whereas the hyperpolarisation was unaffected. Illumination for 2 s, or prolonged stimulation restricted to the anterior part of the cell, induced depolarisation only. Illumination of the posterior part caused delayed hyperpolarisation with no preceding depolarisation. We conclude that the induced backward swimming is associated with Ca2+ influx through anterior channels, while Ca2+ released from intracellular stores activates K+ channels responsible for the delayed hyperpolarisation.

Se alle arbeider i NVA

• Tandberg, Cato; Grønlien, Heidi Kristine & Tsigaridas, Kristin Glørstad (2022). Bi 2, Biologi 2 for studieforberedende , bokmål. Gyldendal Undervisning. ISBN 9788205543058. 467 s. Fulltekst i vitenarkiv
• Grønlien, Heidi Kristine; Tandberg, Cato & Tsigaridas, Kristin Glørstad (2021). Bi 1, Biologi 1. Gyldendal Undervisning. ISBN 9788205543041. 488 s. Fulltekst i vitenarkiv
• Grønlien, Heidi Kristine & Tandberg, Cato (2017). Gyldendals ord og faguttrykk i biologi. Gyldendal Undervisning. ISBN 9788205498679. 81 s. Fulltekst i vitenarkiv
• Tandberg, Cato; Grønlien, Heidi Kristine; Tsigaridas, Kristin Glørstad & Ryvarden, Leif (2014). Bi 2 - biologi 2 som programfag i den videregående skolen. Gyldendal Undervisning. ISBN 9788205451636. 448 s. Fulltekst i vitenarkiv
• Grønlien, Heidi Kristine; Tandberg, Cato; Tsigaridas, Kristin Glørstad & Ryvarden, Leif (2013). Bi 1 for Biologi 1. Gyldendal Undervisning. ISBN 9788205436015. 431 s. Fulltekst i vitenarkiv
• Tandberg, Cato & Grønlien, Heidi Kristine (2012). Gyldendals ord og faguttrykk i biologi Studieforberedende og introduksjonskurs. Gyldendal Norsk Forlag A/S. ISBN 9788205417762. 80 s. Fulltekst i vitenarkiv
• Ryvarden, Leif; Tandberg, Cato & Grønlien, Heidi Kristine (2008). BI 2 Studiehefte Biologi VG2. Gyldendal Akademisk. ISBN 9788205381315. 160 s. Fulltekst i vitenarkiv
• Ryvarden, Leif; Tandberg, Cato & Grønlien, Heidi Kristine (2008). Bi 2 grunnbok i Biologi VG2. Gyldendal Akademisk. ISBN 9788205381308. 398 s. Fulltekst i vitenarkiv
• Grønlien, Heidi Kristine; Osland, Einar; Tandberg, cato & Ryvarden, Leif (2008). Bi2 - studiehefte biologi vg3. Gyldendal Undervisning. ISBN 9788205381315. 160 s. Fulltekst i vitenarkiv Vis sammendrag

  Lærebok i faget biologi 2 - programfag i studiespesialiserende utdanningsprogram. Læreboka er et studiehefte som følger Bi 2- grunnbok biologi vg3.

• Grønlien, Heidi Kristine; Ryvarden, Leif & Tandberg, cato (2008). Bi2 - grunnbok biologi vg3. Gyldendal Undervisning. ISBN 9788205381292. 398 s. Fulltekst i vitenarkiv Vis sammendrag

  Lærebok i programfag for biologi i den videregående skole. Læreboka er bygd opp av 10 kapitler som til sammen dekker de fem hovedområdene i Læreplanen. Hovedområdene er genetikk, bioteknologi, energiomsetning, økologi og evolusjon.

• Grønlien, Heidi Kristine; Tandberg, Cato & Syvertsen, Kåre (2007). Bi 1, Grunnbok i biologi for vg2. Gyldendal Norsk Forlag A/S. ISBN 9788205370722. 368 s. Fulltekst i vitenarkiv
• Tandberg, Cato; Grønlien, Heidi Kristine & Syvertsen, Kåre (2007). Studiebok biologi 1, vg2. Gyldendal Litteratur. ISBN 9788205370838. 158 s. Fulltekst i vitenarkiv

Se alle arbeider i NVA

• Knudsen, Tina Charlotte; Grønlien, Heidi Kristine; Grøndahl, Vigdis Abrahamsen; Helgesen, Ann Karin & Krange, Ingeborg Hognestad (2026). Norske sykepleierstudenters evaluering av NorDigHE-utdanningen «Hospital-at-Home» versjon 2.0. Fulltekst i vitenarkiv
• Grøndahl, Vigdis Abrahamsen; Grønlien, Heidi Kristine; Krange, Ingeborg Hognestad; Helgesen, Ann Karin & Knudsen, Tina Charlotte (2026). Nordic Digital Health & Education (NorDigHE) – et digitalt utdanningsprogram for helsepersonell som jobber med «Hospital-at-Home». Fulltekst i vitenarkiv
• Grøndahl, Vigdis Abrahamsen; Grønlien, Heidi Kristine; Helgesen, Ann Karin; Krange, Ingeborg Hognestad & Knudsen, Tina Charlotte (2026). Tour de Norden #1 - Erfaringer og aktiviteter fra Norge. Fulltekst i vitenarkiv
• Knudsen, Tina Charlotte; Grøndahl, Vigdis Abrahamsen; Helgesen, Ann Karin; Krange, Ingeborg Hognestad & Grønlien, Heidi Kristine (2026). Norske sykepleierstudenters evaluering av NorDigHE-utdanningen "Hospital-at-Home" versjon 2.0. Fulltekst i vitenarkiv
• Grønlien, Heidi Kristine; Grøndahl, Vigdis Abrahamsen; Helgesen, Ann Karin; Krange, Ingeborg Hognestad & Knudsen, Tina Charlotte (2026). Evaluering av NorDigHE versjon 2.0 HiØ. Fulltekst i vitenarkiv
• Persson, Magnus; Svane, Jeff; Grøndahl, Vigdis Abrahamsen; Grønlien, Heidi Kristine; Persson, Helene Åvik & Martinussen, Mie [Vis alle 8 forfattere av denne artikkelen] (2025). Evaluating the Design of a Comprehensive Nordic Hospital at Home Education – A Study Protocol. doi: 10.2147/amep.s530331. Fulltekst i vitenarkiv
• Knudsen, Tina Charlotte; Grøndahl, Vigdis Abrahamsen; Helgesen, Ann Karin; Krange, Ingeborg Hognestad & Grønlien, Heidi Kristine (2025). BEYOND HOSPITAL WALLS: DIGITAL HEALTH SERVICES IN NORWEGIAN PUBLIC HOSPITALS – IMPLICATIONS FOR THE NURSING ROLE. Fulltekst i vitenarkiv
• Grønlien, Heidi Kristine (2025). Hvordan bruke vårt nye immersive room i undervisningen. Fulltekst i vitenarkiv
• Grønlien, Heidi Kristine (2025). Realistiske og virtuelle scenario-baserte simuleringer for samhandling. Fulltekst i vitenarkiv
• Grønlien, Heidi Kristine; Jacobsen, Bente Marie Berntsen; Eidesgaard, Veronica; Hansen, Mette Tindvik; Linstad, Morten & Hjelmeland, Inger [Vis alle 7 forfattere av denne artikkelen] (2025). Virtuelt læringsmiljø i fysisk rom gir nyskapende simulerings-basert læring i biomedisinske fag  . Fulltekst i vitenarkiv
• Grønlien, Heidi Kristine; Jacobsen, Bente Marie Berntsen; Hansen, Mette Tindvik; Eidesgaard, Veronica; Linstad, Morten & Hjelmeland, Inger [Vis alle 7 forfattere av denne artikkelen] (2025). Immersive room. Fulltekst i vitenarkiv
• Grønlien, Heidi Kristine (2024). Hvordan få studentene aktive i AFB-undervisning - paneldebatt. Fulltekst i vitenarkiv
• Grønlien, Heidi Kristine (2024). Læringsti i digital utdanning for Modul 2. Fulltekst i vitenarkiv
• Grønlien, Heidi Kristine (2024). Quiz i digital utdanning. Fulltekst i vitenarkiv
• Grønlien, Heidi Kristine (2024). ICAP-rammeverket for studentaktiv læring. Fulltekst i vitenarkiv
• Grønlien, Heidi Kristine (2023). Læring og læringsmodeller i DIGIView. Fulltekst i vitenarkiv
• Wevling, Astrid Birgitte; Hjelmeland, Inger & Grønlien, Heidi Kristine (2023). Instructional video as a pedagogical tool to improve studens`clinical skill development. Fulltekst i vitenarkiv
• Grønlien, Heidi Kristine (2023). Integrering av anatomi og fysiologi i sykepleiepraksis. 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
• Grønlien, Heidi Kristine (2022). Bruk av «concept cartoons» i forelesning for avdekking og utfordring av feilforestillinger. Fulltekst i vitenarkiv
• Grønlien, Heidi Kristine & Hjelmeland, Inger (2022). Undervisningsmodell for metakognitiv utvikling i profesjonstrening. Fulltekst i vitenarkiv
• Grønlien, Heidi Kristine (2022). Forskningsgruppen UndervisningsMetoder for Student Aktiv Læring (UMSAL)  . 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.

• Grønlien, Heidi Kristine; Guttersrud, Øystein; Finbråten, Hanne Søberg & Pettersen, Kjell Sverre (2021). «Hvordan bruke skriftlig eksamen til utvikling av undervisning». Fulltekst i vitenarkiv
• Grønlien, Heidi Kristine (2021). «Hvordan øke studentaktiviteten under forelesning og samtidig fremme dybdelæring? Fulltekst i vitenarkiv
• Guttersrud, Øystein; Finbråten, Hanne Søberg; Stensrud, Helge; Halvorsrud, Hedvig; Pettersen, Kjell Sverre & Foss, Camilla [Vis alle 7 forfattere av denne artikkelen] (2020). Hvordan bruke skriftlig eksamen til utvikling av undervisning. Fulltekst i vitenarkiv
• Guttersrud, Øystein; Wångdahl, Josefin; Sørensen, Kristine; Le, Christopher; Finbråten, Hanne Søberg & Pettersen, Kjell Sverre [Vis alle 7 forfattere av denne artikkelen] (2020). Helsekompetanse – om det å kunne ta kunnskapsbaserte beslutninger om egen helse. Naturfag. ISSN 1504-4564. s. 54–57. Fulltekst i vitenarkiv
• Grønlien, Heidi Kristine (2019). Omvendt undervisning. Fulltekst i vitenarkiv
• Grønlien, Heidi Kristine (2019). Læring i det digitale samfunn - Lær om kroppen hvor som helst, når som helst! Fulltekst i vitenarkiv
• Grønlien, Heidi Kristine (2018). Hvordan integrere digitale læringsressurser og tradisjonell klasseromsundervisning – a blended learning approach i anatomi og fysiologi ved helse- og velferdsutdanningene. Fulltekst i vitenarkiv
• Grønlien, Heidi Kristine (2018). Bruk av digitale læringsressurser i undervisningen. Fulltekst i vitenarkiv
• Grønlien, Heidi Kristine (2018). Eksempel på bruk av Canvas i undervisningen. Fulltekst i vitenarkiv
• Grønlien, Heidi Kristine (2018). Simulering med store studentkull; kliniske observasjoner og forståelse av anatomi og fysiologi. Fulltekst i vitenarkiv
• Grønlien, Heidi Kristine (2017). Bruk av digitale verktøy i undervisningen. Fulltekst i vitenarkiv
• Grønlien, Heidi Kristine (2017). Kliniske observasjoner - Forståelse av anatomi og fysiologi. Fulltekst i vitenarkiv
• Christoffersen, Trine Eker; Grønlien, Heidi Kristine & Dahl, Mette Lundstrøm (2017). Bruk av skjermopptak i undervsining. Fulltekst i vitenarkiv
• Tysseng, Isabelle; Grønlien, Heidi Kristine; Weltzien, Finn-Arne & Haug, Trude (2016). Gnrh-induced Ca2+ responses in varicosity-like structures on membranous tubular extensions from Lh-producing gonadotropes in medaka (Oryzias latipes). Fulltekst i vitenarkiv
• Grønlien, Heidi Kristine (2012). Hvorfor er fiskens pubertet spennende? Fulltekst i vitenarkiv
• Grønlien, Heidi Kristine (2010). I et fysiologisk perspektiv: Hva skjer i hjernen under puberteten? Fulltekst i vitenarkiv
• Grønlien, Heidi Kristine & Christoffersen, Trine Eker (2009). Da damene dro hjem. Fulltekst i vitenarkiv Vis sammendrag

  Presentasjon av unge, kvinnelige førsteamanuensiser på HiØ og våre forskningsprosjekt. For Heidi Grønlien ble prosjektet om pubertetsutvikling i torsk presentert på en humørfylt og publikumsforståelig måte.

• Tandberg, Cato & Grønlien, Heidi Kristine (2007). De fantastiske cellene. Fulltekst i vitenarkiv
• Grønlien, Heidi Kristine; Sand, Olav & Berg, Trond (2005). Phagocytosis in the polymorphic ciliate Tetrahymena vorax. Acta Physiologica Scandinavica. ISSN 0001-6772. 183, s. A422–A422. Fulltekst i vitenarkiv
• Hagen, Bjarne; Grønlien, Heidi Kristine & Sand, Olav (2005). A study of chemokinesis in the two forms of the polymorphic ciliate Tetrahymena vorax. Acta Physiologica Scandinavica. ISSN 0001-6772. 183, s. A423–A423. Fulltekst i vitenarkiv
• Grønlien, Heidi Kristine (2004). The ciliate Tetrahymena vorax- a perfect organism for studying phagocytosis. Fulltekst i vitenarkiv
• Stock, Christian; Grønlien, Heidi Kristine; Allen, R & Naitoh, Yutaka (2001). Ions in the in vivo contractile vacuole of Paramecium: K+ and Cl- keep the CV fluid hypertonic to the cytosol. Molecular Biology of the Cell 12, 71a-72a. Fulltekst i vitenarkiv
• Allen, R; Stock, Christian; Grønlien, Heidi Kristine & Naitoh, Yutaka (2001). How the availability of Na+ and K+ affects fluid segregation by the contractile vacuole complex of Paramecium multimicronucleatum. Fulltekst i vitenarkiv
• Naitoh, Yutaka; Grønlien, Heidi Kristine; Stock, Christian & Allen, R (2001). How external osmolarity affects contractile vacuole membrane potential in Paramecium. Fulltekst i vitenarkiv
• Grønlien, Heidi Kristine; Hanssen-Bauer, Audun & Skauli, Kirsten Sanna (2001). Molekylære funn støtter Darwins hypotese om øyets utvikling. Naturen. ISSN 0028-0887. s. 3–8. Fulltekst i vitenarkiv
• Grønlien, Heidi Kristine; Løvlie, Arne Mathias & Sand, Olav (1998). Light sensitivity of the ciliate Tetrahymena vorax induced by a fluorent dye. European Journal of Neuroscience. ISSN 0953-816X. 435, s. 123–123. Fulltekst i vitenarkiv
• Grønlien, Heidi Kristine (2003). Ion transport and membrane dynamics in ciliates during phagocytosis, osmoregulation, and induced light sensitivity. Universitetet i Oslo. Fulltekst i vitenarkiv
• Grønlien, Heidi Kristine (1997). Kunstig indusert lysfølsomhet. Et studium av ciliaten Tetrahymena vorax. Universitetet i Oslo. Fulltekst i vitenarkiv

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