| 17151. |
- Hedin, Katarina, et al.
(författare)
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Management of patients with sore throats in relation to guidelines : an interview study in Sweden.
- 2014
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Ingår i: Scandinavian Journal of Primary Health Care. - : Taylor & Francis. - 0281-3432 .- 1502-7724. ; 32:4, s. 193-9
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Tidskriftsartikel (refereegranskat)abstract
- OBJECTIVE: To explore how a group of Swedish general practitioners (GPs) manage patients with a sore throat in relation to current guidelines as expressed in interviews.DESIGN: Qualitative content analysis was used to analyse semi-structured interviews.SETTING: Swedish primary care.SUBJECTS: A strategic sample of 25 GPs.MAIN OUTCOME MEASURES: Perceived management of sore throat patients.RESULTS: It was found that nine of the interviewed GPs were adherent to current guidelines for sore throat and 16 were non-adherent. The two groups differed in terms of guideline knowledge, which was shared within the team for adherent GPs while idiosyncratic knowledge dominated for the non-adherent GPs. Adherent GPs had no or low concerns for bacterial infections and differential diagnosis whilst non-adherent GPs believed that in patients with a sore throat any bacterial infection should be identified and treated with antibiotics. Patient history and examination was mainly targeted by adherent GPs whilst for non-adherent GPs it was often redundant. Non-adherent GPs reported problems getting patients to abstain from antibiotics, whilst no such problems were reported in adherent GPs.CONCLUSION: This interview study of sore throat management in a strategically sampled group of Swedish GPs showed that while two-thirds were non-adherent and had a liberal attitude to antibiotics one-third were guideline adherent with a restricted view on antibiotics. Non-adherent GPs revealed significant knowledge gaps. Adherent GPs had discussed guidelines within the primary care team while non-adherent GPs had not. Guideline implementation thus seemed to be promoted by knowledge shared in team discussions.
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| 17152. |
- Hedlin, Maria, Professor, et al.
(författare)
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"Actually, I think it could be anyone, but...": : Vocational students’ descriptions of third party sexual harassment.
- 2024
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Ingår i: Abstract Book. - : NERA. ; , s. 214-214
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Konferensbidrag (refereegranskat)abstract
- Research topic/aim: This study investigates how students training for jobs in the hospitality industry describe guests that subject staff to sexualharassment. The research question that guides the study is: Who are the guests who expose staff in the hospitality industryto sexual harassment, according to the students?Theoretical framework: Sexual harassment is a widespread problem that occurs worldwide. It is mainly women who are subjected and most often it is men who subject them (Latcheva 2017; Svensson 2020). Young women employed in the hospitality industry have beenidentified as particularly vulnerable, those who target them are mainly male guests (Svensson 2020). Drawing on genderstudies, sexual harassment that men subject women to can be understood as an expression of the unequal gender order thatprevails in society (Connell 2009). Nowadays, however, there is a widespread belief that gender equality has been achieved.A post-feminist discourse that asserts that gender inequality belongs to the past. Thus, society is presented as genderneutral. Neither gender, class nor other factors are said to play any role in a person's opportunities and future livingconditions. Within the post-feminist discourse, the individuals are seen as responsible for both their successes and failures.Referring to things like inequality, gender discrimination and gender-based violence is therefore not possible (McRobbie2010; Pomerantz & Raby 2017). The discourse is closely linked to neoliberal ideology and has gained a prominent position within the Western world, not least within the Nordic countries, which are also often highlighted as successful examples whenit comes to gender equality (Magnusson et al. 2008). On the one hand, sexual harassment that male guests subject femaleemployees to in hotels and restaurants is extensive and well known. On the other hand, the post-feminist discourseconstitutes an obstacle to understanding sexual harassment as an expression of gender inequality.Methodological design: The empirical material consists of focus group interviews (2-8 participants) with female and male students at the Hotel andtourism- and the Restaurant Management and food program in Sweden.Expected conclusions/findings: The results show that the guests that the students highlight as the people who expose staff to sexual harassment are primarydescribed as older men [“gubbar”]. In the case of this group, the descriptions are particularly negative and the concretesituations numerous. According to the students, sexual harassment also occurs from boys their own age. In addition, it isemphasized that women can also subject men to sexual harassment, which, however, appears to be more hypothetical andcontradictory.Relevance to Nordic educational research: All the Nordic countries want to counter sexual harassment in schools and education. Research has, however, shown thenotion that gender equality has been achieved as an obstacle to understanding gender issues (Lahelma 2012; Magnusson etal. 2008; Svensson 2020).
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| 17153. |
- Hedlin, Maria
(författare)
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Admission policy of the Swedish teacher education favouring men : Discussion in the Parliament 1962
- 2012
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Ingår i: Education Inquiry. - 2000-4508. ; 3:2, s. 227-247
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Tidskriftsartikel (refereegranskat)abstract
- In 1962 the Swedish Parliament decided on a school reform. Meritocracy and equal opportunity were important goals. However, these ideals were not applied to elementary school teacher education, where a sex quota policy favoured male applicants. In the Parliamentary debate, a woman member of the Right Wing Party raised objections to the policy. A man representative of the Social Democrat government's education politics had to explain why the admission policy that favoured men was not abolished. By evoking historical ideas of women teachers as inferior, and warnings of the feminisation of schools as a great threat, the admission rules were defended. Also, the analysis of the debate shows that women were supposed to hold back their individual rights and a woman arguing in favour of a gender neutral admission policy risked being labelled as “unwomanly”.
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| 17154. |
- Hedlin, Maria
(författare)
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Anna Anka i skolan: Att utforska könsdebatter
- 2012. - 1
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Ingår i: Normkritiska perspektiv i skolans likabehandlingsarbete. - Stockholm : Studentlitteratur AB. - 9789144079455 ; , s. 45-58
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 17155. |
- Hedlin, Maria, Docent
(författare)
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Beröring i förskolan – omsorg eller fara?
- 2019
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Ingår i: Resultatdialog 2019. - Stockholm : Vetenskapsrådet. - 9789188943224 ; , s. 42-45
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 17156. |
- Hedlin, Maria, et al.
(författare)
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Challenging Gender in Teacher Education
- 2012
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Ingår i: Gender and change. - Karlstad : Karlstad University Press. - 9789186637057 ; , s. 113-126
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 17157. |
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| 17158. |
- Hedlin, Maria, Professor, et al.
(författare)
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En informationsfråga? : Yrkeselever om de sexuella trakasserier gäster utsätter personal för inom hotell och restaurang
- 2023
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Ingår i: Book of Abstracts: NordYrk Conference 2023: Western Norway University of Applied Sciences (HVL), Campus Bergen, Norway, 7–9 June. - : Western Norway University of Applied Sciences. ; , s. 65-65
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Konferensbidrag (refereegranskat)abstract
- Since 2022, all teachers in Sweden must use a norm aware approach. Regardless of whether the educationtakes place at school or at a workplace, it must develop the students' abilities to critically examine how norms,values and structures can limit the power of women and men in society (Skolverket, 2022). Developing norm-criticality is particularly important for vocational education, since workplace cultures shaped over time aremore difficult to change (Hedlin & Åberg, 2013; Hedlin, 2014). Norms become problematic when they excludecertain students and reinforce prejudices or discrimination (Kärnebro, 2020). Teachers often lack awareness ofnorms (Skolinspektionen, 2018) and may support problematic patterns (Kontio & Evaldsson, 2015). Teachersmust counteract norms and patterns that limit their students’ learning, choices, and development (Skolverket,2022). VET teachers’ norm awareness is in this sense crucial for their students’ Bildung. We see that there is aneed for a validated tool for measuring teachers’ norm awareness, both in VET learning contexts and otherschool contexts. The NORM-survey will also give insights into how this concept relates to issues of importancein schools today, e.g., equity, justice, and democracy, as well as teachers’ relational competence (Aspelin2018).The NORM-survey will be distributed to VET teachers at several educational institutions in Sweden and Finlandduring 2023. The survey consists of 59 variables in total written in Swedish. It is based on the operationalisationof norm awareness in six themes (Blomberg, 2020), structured in accordance with levels of knowledge: 1)Values and readiness to act, 2) Declarative knowledge of norm awareness, 3) Procedural knowledge about howto act in accordance with norm awareness, 4) Conditional knowledge of norm aware strategies for dealing withsituational needs, 5) Collegial awareness and openness, and 6) Collegial support to address norm-based issues.The construct validity of survey will be tested using two types of factor analysis: exploratory and confirmatory(Taherdoost, 2016) to see if and how predefined themes can be found and if these are consistent acrosseducational contexts. The first, exploratory factor analysis, will explore all variance in the data set. The second,confirmatory factor analysis, will show whether the hypothesized factor structure of the levels of knowledge issupported by actual data (de Vet, Adèr, Terwee & Pouwer, 2005). Both discriminant and convergent validitywill be tested (Taherdoost, 2016).ReferencesAspelin, J. (2018). Lärares relationskompetens: vad är det?: hur kan den utvecklas? Liber.Blomberg, N. (2020). Skapa plats: en normutmanande bok för en mer inkluderande skola. Ekvalita, Finland.https://ekvalitaeducation.fi/sv/skapaplats/ [2023-02-14]de Vet, H.C.W., Adèr, H.J., Terwee, C.B., & Pouwer, F. (2005). Are factor analytical techniques used appropriately in thevalidation of health status questionnaires? A systematic review on the quality of factor analysis of the SF-36. Quality of LifeResearch, 14: 1203–1218. DOI 10.1007/s11136-004-5742-3.Hedlin, M. (2014). When they’re practically crying out for men – An ethnographic study of male health and social carestudents’ minority position. Nordic studies in education, 34(1), 59-72.Hedlin, M., & Åberg, M. (2013). Vara med i gänget? Yrkessocialisation och genus i två gymnasieprogram. Rapport 2013:23.Institutet för arbetsmarknads- och utbildningspolitisk utvärdering (IFAU).Kontio, J., & Evaldsson, A-C. (2015). “Last year we used to call it a Man’s Hammer.” (Un)doing masculinity in everyday use ofworking tools within vocational education. International Journal for Masculinity Studies, 10 (1), 20–38.Kärnebro, K. (2020). ”Om man inte står ut med att folk driver med en då passar man inte in” I A. Panican (Red.),Yrkesutbildning på undantag? Att bryta den låga attraktionskraften (s. 383–415). Studentlitteratur.Skolinspektionen. (2018). Sex- och samlevnadsundervisning. https://www.skolinspektionen.se/beslut-rapporter-statistik/publikationer/kvalitetsgranskning/2018/sex--och-samlevnadsundervisning/ [2023-02-07]Skolverket. (2022). Nytt i läroplanens inledande delar 2022. https://www.skolverket.se/undervisning/kallsidor/nytt-i-laroplanernas-inledande-delar-2022#skvtableofcontent4567 [2023-02-07]Taherdoost, H. (2016). Validity and Reliability of the Research Instrument; How to Test the Validation of aQuestionnaire/Survey in a Research. International Journal of Academic Research in Management, 5.
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| 17160. |
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