Sara Clarke

• Solberg, Marianne Trygg; Sørensen, Anne Lene; Clarke, Sara & Nes, Andrea Aparecida Gonçalves (2023). Virtual Reflection Group Meetings as a Structured Active Learning Method to Enhance Perceived Competence in Critical Care: Focus Group Interviews With Advanced Practice Nursing Students. JMIR Medical Education. ISSN 2369-3762. 9. doi: 10.2196/42512.
• Solberg, Marianne Trygg; Landfald, Ørjan Flygt; Clarke, Sara & Sørensen, Anne Lene (2022). Using a design-based research methodology to develop virtual reflection groups for Master's students in nursing: An applied study. Social Sciences & Humanities Open. 6(1). doi: 10.1016/j.ssaho.2022.100286.
• Solberg, Marianne Trygg; Solevåg, Anne Lee & Clarke, Sara (2018). Optimal conventional mechanical ventilation in full-term newborns: A systematic review. Advances in Neonatal Care. ISSN 1536-0903. 18(6), p. 451–461. doi: 10.1097/ANC.0000000000000525. Full text in Research Archive
• Soini, Ulla Marie; Clarke, Sara & Solberg, Marianne Trygg (2017). Oxygen treatment of critically ill children: A lack of evidence. Nordic journal of nursing research. ISSN 2057-1585. 37(3), p. 127–134. doi: 10.1177/2057158516675122. Show summary

  In hospitals, oxygen is the most frequently administered medication to pediatric in-patients. Too much oxygen in arterial blood is not a natural occurrence, consequently hyperoxia can be caused by healthcare providers. The aim of this scoping study was to synthesize evidence that could contribute to safe and appropriate oxygen treatment in children 0–3 years of age. The method was in line with Arksey and O’Malley’s framework, and 11 research articles regarding oxygen treatment were included. The main results are presented as three key findings: 1) overview of assessing the need for oxygen based on the use of pulse oximetry, 2) overview of oxygen treatment, and 3) overview of the need for educational intervention. In conclusion, there is a shortage of research literature to guide nurses in assessment of oxygen requirements, and administration of oxygen treatment in critically ill children. Consensus and guidelines are needed, as there are variations in practice regarding oxygen treatment. Keywords nursing assessment, oxygen assessment, oxygen therapy, pediatric intensive care, scoping study

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• Solberg, Marianne Trygg; Landfald, Ørjan Flygt; Clarke, Sara; Høybakk, Jofrid Berit; Sørensen, Anne Lene & Nes, Andrea Aparecida Gonçalves (2023). Virtual Reflection Group Meetings as an Active Learning Method to Enhance Advanced Practice Nursing Students’ Perceived Competence in Critical Care.
• Gullbekk, Eystein; Ødegaard, Marte; Clarke, Sara & Konestabo, Heidi Sjursen (2022). Ett klikk fra kunnskap? Hvordan ta førsteårsstudentenes møte med forskning og faglige informasjonskilder på alvor.
• Gullbekk, Eystein; Clarke, Sara & Konestabo, Heidi Sjursen (2022). Ett klikk fra kunnskap? Hvordan ta førsteårsstudentenes møte med forskning og faglige informasjonskilder på alvor.
• Ødegaard, Marte; Malovic, Ivana; Tønnessen Kalvik, Skjalg & Clarke, Sara (2022). Bibliotekets prosjektoppgave-klinikk ved UiO: Akutt intensivundervisning for medisinstudenter.
• Ødegaard, Marte; Malovic, Ivana; Kalvik, Skjalg Tønnessen & Clarke, Sara (2022). The Library’s Project Thesis Clinic. Show summary

  Introduction What do we do when library teaching does not fit into the academic schedule? In response to this challenge, we started a project to provide information literacy teaching “just in time”. A common challenge faced by academic libraries is reduced time granted to course- integrated teaching of information literacy. This raises the concern that students will not obtain the necessary information literacy skills required for their studies. In this presentation we describe how we met these challenges through the creation of freestanding courses covering central aspects of information literacy, tailored to medical students. The catalyst for this course was the project thesis (20 ECTS) that the students complete as part of their professional education. The project thesis requires that students complete an independent scientific work wherein they specialize in a chosen field or innovation project. The project thesis is completed over a two-year period where January in year one contains courses in evidence-based medicine (EBM) and how to do a research project, and year two includes two teaching-free periods dedicated to project thesis work. The long time lag between the course in EBM and the individual study-period makes it difficult for the students to apply what they have learned. This leads to periodically increased pressure on the library due to the large number of students requesting instruction during their periods of self-directed learning. Aim The aim of this project was to find a solution to the added pressure on library services during the project thesis period by creating a suite of freestanding courses tailored specifically to the needs of the students. We had the following questions in the development of the project: · At which time will the students find the courses most useful? · How do we ensure that students get timely information when the project thesis stretches over a two-year period, and when faculty leaves little room for practical training in information skills? · How do we ensure the teaching we provide is relevant and covers the necessary topics? Program Description We created a collection of freestanding courses named the Project thesis clinic. The Project Thesis Clinic (PTC) lasts for a month and includes courses on academic writing, literature searching, critical appraisal, citing scientific literature, and individual guidance. Evaluation High attendance and positive feedback from the first clinic in 2021 showed the PTC was successful, which prompted the library to plan it again for January 2022. We adjusted the program based on feedback from the students in 2021 and aim to collect feedback in January 2022 using evaluation forms after the clinic has taken place. Conclusion This project has allowed us to test new teaching approaches, as well as ensuring that students receive required information literacy training “just-in-time” for when it is required. The global pandemic and need for digital solutions have also affected how the project has been developed. Human Touch Medical students feel the library provides them with the tools needed for success in their project.

• Clarke, Sara & Lerdal, Anners (2021). Kildekritikk og litteratursøk. In Rustøen, Tone & Lerdal, Anners (Ed.), Klinisk forskning innen helsefag. Fagbokforlaget. ISSN 9788245022926. p. 178–197.
• Landfald, Ørjan Flygt; Clarke, Sara; Solberg, Marianne Trygg & Sørensen, Anne Lene (2020). Læring i virtuelle møter - Virtuelle refleksjonsgrupper .
• Solberg, Marianne Trygg; Clarke, Sara; Sørensen, Anne Lene & Landfald, Ørjan Flygt (2020). Virtuelle refleksjonsgrupper – systematisk utvikling av læringsdesign for webinarbaserte refleksjonsgrupper i praksisstudier.
• Clarke, Sara (2017). Validation and implementation of the Royal Free Competency Framework for newly qualified health librarians developing specialist evidence-based skills: an international collaboration.
• Clarke, Sara & Thomas, Zoe (2011). Health librarians: developing professional competence through a legitimate peripheral participation' model. Health Information and Libraries Journal. ISSN 1471-1834. 28(4), p. 326–330. doi: 10.1111/j.1471-1842.2010.00959.x.

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