Del 1 og del 3

• Bjerknes, M. & Christiansen, B. (2015). Praksisveiledning med sykepleiestudenter. Oslo: Gyldendal Akademisk.
• Brøbecher, H. & Mulbjerg, U. (2016). Klinisk vejledning og pædagogisk kompeance i professionsuddannelser. Denmark: 
• Christiansen, B., Jensen, K., Larsen, K. (2019). Vurdering av kompetanse i praksisstudier. En vitenskapelig antologi. Oslo: Gyldendal.
• , H. & Alvsvåg, H. (2013). Å fremme studenters evne til refleksjon – en pedagogisk utfordring. Uniped.36(3).
• Lauvås, P. & Handal, G. (2014). Veiledning og praktisk yrkesteori. Oslo: Cappelen Damm Akademisk.
• Pettersen, R. & J. Løkke, J. (2019). Veiledning i praksis – grunnleggende ferdigheter. Oslo: Universitetsforlaget.
• Skovdahl K. (2020). Kognitiv svikt og demens, I: Kirkevold, M., Brodtkorb, K., Hylen Randorf, A. (red), Geriatrisk sykepleie: god omsorg til den gamle pasienten. (s. 416-439) Oslo: Gyldendal Akademisk.
• Tveiten, S. (2019). Veiledning – meir enn ord. Bergen: Fagbokforlaget.
• Tveiten, S. (2014). Pedagogikk i sykepleiepraksis. Bergen: Fagbokforlaget.
• Wogn-Henriksen, K. (2020). Kommunikasjon, I: Rokstad, AM., Smebye, KL. (red), Personer med demens. Møte og samhandling (s. 86-111) Oslo: Cappelen Damm Akademisk.

Del 2

• Alharthi, A. D., Spichkova, M. & Hamilton, M. (2019). Sustainability requirements for eLearning systems: a systematic literature review and analysis. Requirements Eng 24, 523–543.
• Bandura, A. (1971). Social learning theory. (Englewood Cliffs, NJ:Prentice Hall
• Bjørk, I. T. & Kirkevold, M. (2000). From simplicity to complexity: developing a model of practical skill performance in nursing. J Clin Nurs 9, 620–631.
• Deschênes, M.-F. et al. (2019). Theoretical foundations of educational strategies used in e-learning environments for developing clinical reasoning in nursing students: A scoping review. Nurse Education in Practice 41, 102632.
• Koehler, M. J. & Mishra, P. (2009). What Is Technological Pedagogical Content Knowledge? Contemporary Issues in Technology and Teacher Education 9, 60–70.
• Lau, K. H. V. (2014). Computer-based teaching module design: principles derived from learning theories. Medical Education 48, 247–254.
• Männistö, M. et al. (2020). Digital collaborative learning in nursing education: a systematic review. Scand J Caring Sci 280–292. doi:10.1111/scs.12743.
• Marton, F. & Säljö, R. (1976).On qualitative differences in learning. I – outcome and process. British Journal of Educational Psychology 46, 4–11.
• McCall, M., Spencer, E., Owen, H., Roberts, N. & Heneghan, C. (2018). Characteristics and efficacy of digital health education: An overview of systematic reviews. Health Education Journal 77, 497–514.
• Regmi, K. & Jones, L. (2020). A systematic review of the factors – enablers and barriers – affecting e-learning in health sciences education. BMC Med Educ 20, 91.
• Soussi, D. K. (2018). Web-based Learning: Characteristics, Practices, Challenges and Recommendations. 9, 9.
• Strandell-Laine, C., Stolt, M., Leino-Kilpi, H. & Saarikoski, M. (2015). Use of mobile devices in nursing student–nurse teacher cooperation during the clinical practicum: An integrative review. Nurse Education Today 35, 493–499.
• Swart, R. (2017). Critical thinking instruction and technology enhanced learning from the student perspective: A mixed methods research study. Nurse Education in Practice 23, 30–39.
• Vygotsky, L. S. (1978). Mind in society: the development of higher psychological processes. Harvard University Press.

Andre referanser

• Emnebeskrivelse for BSYPH_1 Kliniske studier: Grunnleggende sykepleie, Universitetet i Stavanger
• Praksishefte BSYPSH 1.år kull 2021. Det Helsevitenskaplige fakultet, Bachelor Sykepleie. Utarbeidet og revidert av Emneansvarlig Maria Handeland, praksiskoordinatorer m.fl.

En stor takk til Emneansvarlig I BSYPH-1 Maria Handeland for viktige og konstruktive innspill til manus i digiQUALin PRAX.