Anne Margrethe Glømmen

• Eriksson, Rikard; Ellingsen, Pål; Løkkeberg, Stine Eileen Torp & Glømmen, Anne Margrethe (2026). Relativ fattigdom i forbrukerkulturen. Søkere av Frelsesarméens julehjelp i Danmark beskriver sin livssituasjon. Nordisk tidsskrift for livskvalitet og bærekraftig velferdsutvikling. 5(1), p. 44–58. doi: 10.18261/njwel.5.1.5. Full text in Research Archive
• Glømmen, Anne Margrethe; Sæthern, Beate Brevik & Eriksson, Rikard (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. Full text in Research Archive Show summary

  Purpose – This study aimed to identify and describe how mentoring influences the mentor, by operationalising and specifying learning outcomes involved in mentoring. Design/methodology/approach – This study used an action research approach, by uniting theory and practice to explore new ways of learning and evolve the field of practice in education. Thematic analysis was used to identify and organise patterns or themes that emerged from the data. Findings – The results showed that mentoring changed the mentors’ perspectives towards improved understanding, more flexibility and approval of other cultures. It seems that mentoring expanded the mentors’ search for values, wishes and resources, including an awareness that our values, wishes and needs are more similar than different. Mentoring also seems to have improved the ability to reformulate, be flexible, strive to optimise user engagement and engage with people as they are, based on their own prerequisites. Research limitations/implications – The low number of participants means the results cannot be generalised, and voluntary participation may have led to more motivated involvement and positive results. Practical implications – This study shows that mentoring has had an impact on students’ development of intercultural competence and cultural sensitivity through regular meetings with individuals from a different cultural background. Mentoring seems to have revealed insights into underlying prejudices and changed perspectives towards better understanding, thus increased acceptance of other cultures. Originality/value – Search for similar studies shows a lack of research that operationalises and specifies the learning outcomes that mentors gain from being a mentor.

• Sæthern, Beate Brevik; Glømmen, Anne Margrethe; Lugo, Ricardo Gregorio & Ellingsen, Pål (2022). Students' experiences of academic coaching in Norway: a pilot study. International Journal of Mentoring and Coaching in Education. ISSN 2046-6854. 11(4), p. 349–363. doi: 10.1108/IJMCE-07-2021-0077. Full text in Research Archive Show summary

  Purpose The purpose of this study was to identify and describe how students experience academic coaching in higher education in Norway. Design/methodology/approach The study employed a descriptive and exploratory qualitative design where semi-structured interviews formed the basis for data collection. Thematic analysis was used as an analytic strategy to identify, organise and find patterns or themes that emerged from the data. Findings The findings showed that academic coaching positively influenced the respondents' ability to identify the necessary and efficient cognitive processes and metacognitive skills needed to cope with everyday scholastic challenges. Academic coaching affected the respondents' metacognitive skills and cognitive processes in terms of evolving their self-efficacy, self-awareness, self-regulation, motivation, stress identification, goal identification, goal setting and development of new strategies. Research limitations/implications The findings in this study reflect the respondents' subjective opinions and further research is needed to validate these findings. Originality/value This article addresses a gap in the field of research by offering a descriptive pilot study and thematic analysis of students' experiences with academic coaching in Norway.

• 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. Full text in Research Archive
• Andersson, Gunnar; Sæthern, Beate Brevik; Glømmen, Anne Margrethe; Langvik, trond Åge; Sandhaug, Per & Hallgren, Olle [Show all 7 contributors for this article] (2022). RESEARCHING PSYCHOLOGICAL SAFETY AMONG WELFARE AND INNOVATION STUDENTS, ICERI2022 Proceedings. International Academy of Technology, Education and Development (IATED). ISSN 9788409454761. doi: 10.21125/iceri.2022.0316. Full text in Research Archive

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• Glømmen, Anne Margrethe; Langvik, Trond Åge; Hallgren, Olle; Telle, Lars Erik; Helt, Jenny Louise & Jochnick, Max Zebastian Gösta [Show all 9 contributors for this article] (2025). WHAT HAPPENS WHEN STUDENTS DON'T DARE TO ASK QUESTIONS? PRACTICAL STRATEGIES TO CREATE PSYCHOLOGICALLY SAFE LEARNING ENVIRONMENTS IN HIGHER EDUCATION. ICERI Proceedings. doi: https:/iated.org/concrete3/view_abstract.php?paper_id=121576. Full text in Research Archive Show summary

  What happens when students don't dare to ask questions, share thoughts and ideas, or challenge established truths? Our experience is that many students hesitate to engage actively in learning activities due to fear of judgment, failure, or exclusion. Be it in classrooms, projects or group work, this hesitation seems to be linked to the students’ fear of how teachers or other students might respond. Furthermore, it might hamper both students’ and the whole class’s learning potential, as it leads to less discussion and voices around the subject in question. We believe that the students’ hesitation is related to a lack of psychological safety, which inhibits learning and undermine academic and personal development and growth. Psychological safety is a shared belief that one can speak up, take risks, and show vulnerability without fear of negative consequences, and is recognized as a key factor for effective learning, innovation, and mental health. We believe that fostering psychological safety through increasing our understanding of which learning activities effectively promote psychological safety, can enhance students' sense of well-being and belonging, improve academic performance, and elevate overall knowledge acquisition. This presentation highlights practical strategies that educators and institutions can implement to create inclusive and psychologically safe learning environments. By prioritizing psychological safety in higher education, we can empower students to engage more fully, support one another, and develop both academically and personally. A psychologically safe classroom is not only a space for knowledge acquisition, but a foundation for courage, connection, and lifelong learning. The strategies are drawn from our project “Psychological Safety Among Students” at Østfold University College, Norway, where the aim was to explore how we can create psychologically safe learning environments that give students the opportunity to thrive academically and emotionally in class, groups and teams. Data were collected through field observations during group activities, student surveys and interviews with students, academic staff and field supervisors. Our findings show that students perceive a clear connection between psychological safety and essential aspects of the learning experience, including academic performance, sense of belonging, collaboration, openness, and emotional well-being. Many students expressed a desire for learning environments where mistakes are treated as opportunities for growth, and where they are met with goodwill rather than resistance when they voice uncertainty or alternative viewpoints. Students and staff identified a range of measures that can help foster psychological safety. These include a stronger emphasis on inclusion, clearer expectations, dedicated social arenas, rotation in group composition, team-based learning activities, and regular low-threshold conversations between students and academic staff. The combination of academic and social initiatives was seen as particularly effective in building trust and reducing anxiety.

• Glømmen, Anne Margrethe; Langvik, Trond Åge; Hallgren, Olle; Telle, Lars Erik; Helt, Jenny Louise & Jochnick, Max Zebastian Gösta [Show all 9 contributors for this article] (2025). WHAT HAPPENS WHEN STUDENTS DON'T DARE TO ASK QUESTIONS? PRACTICAL STRATEGIES TO CREATE PSYCHOLOGICALLY SAFE LEARNING ENVIRONMENTS IN HIGHER EDUCATION. doi: https:/iated.org/concrete3/view_abstract.php?paper_id=121576. Full text in Research Archive Show summary

  What happens when students don't dare to ask questions, share thoughts and ideas, or challenge established truths? Our experience is that many students hesitate to engage actively in learning activities due to fear of judgment, failure, or exclusion. Be it in classrooms, projects or group work, this hesitation seems to be linked to the students’ fear of how teachers or other students might respond. Furthermore, it might hamper both students’ and the whole class’s learning potential, as it leads to less discussion and voices around the subject in question. We believe that the students’ hesitation is related to a lack of psychological safety, which inhibits learning and undermine academic and personal development and growth. Psychological safety is a shared belief that one can speak up, take risks, and show vulnerability without fear of negative consequences, and is recognized as a key factor for effective learning, innovation, and mental health. We believe that fostering psychological safety through increasing our understanding of which learning activities effectively promote psychological safety, can enhance students' sense of well-being and belonging, improve academic performance, and elevate overall knowledge acquisition. This presentation highlights practical strategies that educators and institutions can implement to create inclusive and psychologically safe learning environments. By prioritizing psychological safety in higher education, we can empower students to engage more fully, support one another, and develop both academically and personally. A psychologically safe classroom is not only a space for knowledge acquisition, but a foundation for courage, connection, and lifelong learning. The strategies are drawn from our project “Psychological Safety Among Students” at Østfold University College, Norway, where the aim was to explore how we can create psychologically safe learning environments that give students the opportunity to thrive academically and emotionally in class, groups and teams. Data were collected through field observations during group activities, student surveys and interviews with students, academic staff and field supervisors. Our findings show that students perceive a clear connection between psychological safety and essential aspects of the learning experience, including academic performance, sense of belonging, collaboration, openness, and emotional well-being. Many students expressed a desire for learning environments where mistakes are treated as opportunities for growth, and where they are met with goodwill rather than resistance when they voice uncertainty or alternative viewpoints. Students and staff identified a range of measures that can help foster psychological safety. These include a stronger emphasis on inclusion, clearer expectations, dedicated social arenas, rotation in group composition, team-based learning activities, and regular low-threshold conversations between students and academic staff. The combination of academic and social initiatives was seen as particularly effective in building trust and reducing anxiety.

• Glømmen, Anne Margrethe & Sæthern, Beate Brevik (2022). Simulering MÅ jo være den optimale eksamensformen i et kommunikasjons emne. Full text in Research Archive
• Andersson, Gunnar; Sæthern, Beate Brevik; Glømmen, Anne Margrethe; Langvik, Trond Åge & Westbye, Kristin K. (2022). RESEARCHING PSYCHOLOGICAL SAFETY AMONG WELFARE AND INNOVATION STUDENTS. Full text in Research Archive
• Grønlien, Heidi Kristine; Haug, Erna; Hjelmeland, Inger; Gerdts-Andresen, Tina; Hansen, Mette Tindvik & Fagerli, Liv Berit [Show all 10 contributors for this article] (2021). Measuring students’ self-efficacy and emotional states in simulation based education as a pedagogical design in health and welfare studies. Full text in Research Archive Show summary

  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.

• Glømmen, Anne Margrethe & Sæthern, Beate Brevik (2019). Mentorskap i flerkulturell kontekst. Full text in Research Archive
• Glømmen, Anne Margrethe & Sæthern, Beate Brevik (2018). The Nightingale Mentoring project for adult refugees. Full text in Research Archive
• Glømmen, Anne Margrethe & Sæthern, Beate Brevik (2018). Pilotprosjektet “Mentorordningen Nattergalen for voksne med innvandrerbakgrunn”. Full text in Research Archive
• Sæthern, Beate Brevik & Glømmen, Anne Margrethe (2018). Academic Coaching. Full text in Research Archive
• Glømmen, Anne Margrethe & Sæthern, Beate Brevik (2018). The Nightingale Mentoring project for adult refugees. Full text in Research Archive
• Sæthern, Beate Brevik & Glømmen, Anne Margrethe (2018). Academic Coaching and its Effects on Student Development. Full text in Research Archive
• Glømmen, Anne Margrethe (2017). Erfaringer fra kurs i akademisk engelsk ved LTS training and consulting i Bath. Full text in Research Archive
• Glømmen, Anne Margrethe & Sæthern, Beate Brevik (2017). Pilotprosjektet “Mentorordningen Nattergalen for voksne med innvandrerbakgrunn”. Full text in Research Archive
• Glømmen, Anne Margrethe (2017). Studiet arbeids-og velferdsfag, hvor vil vi? Full text in Research Archive
• Glømmen, Anne Margrethe & Sæthern, Beate Brevik (2017). Presentation of The Nightingale Mentoring project for adult refugees. Full text in Research Archive
• Glømmen, Anne Margrethe (2016). Et nytt prosjekt ved Høgskolen i Østfold skal hjelpe nyankomne innvandrere å komme seg ut i utdanning eller få seg en jobb. [Radio]. Distriktsprogram Østfold. Full text in Research Archive
• Glømmen, Anne Margrethe (2015). Arbeids- og velferdsfag - fremtidens utdanning. Full text in Research Archive
• Glømmen, Anne Margrethe (2015). Hverdagsaktivitetene er undervurdert. Full text in Research Archive
• Glømmen, Anne Margrethe & Emini, Besa (2015). Mobbing på arbeidsplassen et samfunnsproblem. Full text in Research Archive
• Glømmen, Anne Margrethe & Emini, Besa (2015). En myte at flyktninger ødelegger vår velstand. Full text in Research Archive
• Glømmen, Anne Margrethe (2014). "Mastersyken" forlenger livet ditt. Full text in Research Archive
• Glømmen, Anne Margrethe (2014). "..fattige arbeider bedre hvis de blir fattigere..". Magasinet Velferd. 103(8), p. 40–40. Full text in Research Archive
• Løkke, Gunn E. H.; Hjelmeland, Inger; Glømmen, Anne Margrethe & Ørmen, Nita (2015). Kommunikasjon, samhandling og veiledning på tvers. Rapport fra Samhandling, Arbeidsdeling og Konsentrasjonsprosjekt. Universitets- og høgskolerådet. Full text in Research Archive

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