| 1. |
- Bagger, Anette, 1974-, et al.
(author)
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Directions of intentionalities in special needs education in mathematics
- 2020
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In: Educational Studies in Mathematics. - : Springer. - 0013-1954 .- 1573-0816. ; 104, s. 41-63
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Journal article (peer-reviewed)abstract
- This article builds upon a systematic review of 53 articles in international research journals and makes three main contributions. First, it develops a method for identifying motives, values, and assumptions in research by analysing segments of text in journal articles. Second, it represents a reflective account of research within the field of mathematics education. Third, it captures the ongoing directions of intentionalities inherent in the diverse field of special education mathematics and, thereby, some of the characteristics of the core issues in this field. Three directions of intentionalities were identified: towards teachers and teaching competence, towards enhanced mathematical achievement, and towards every student's learning. The results indicate that each direction has specific limitations and potentials. In order to improve special education mathematics, we recommend that researchers and practitioners remain broadly informed and involved in all three directions of intentionalities.
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| 2. |
- Hälleberg Nyman, Maria, 1968-, et al.
(author)
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Promoting evidence-based urinary incontinence management in acute nursing and rehabilitation care : A process evaluation of an implementation intervention in the orthopaedic context
- 2019
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In: Journal of Evaluation In Clinical Practice. - : Wiley-Blackwell Publishing Inc.. - 1356-1294 .- 1365-2753. ; 25:2, s. 282-289
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Journal article (peer-reviewed)abstract
- RATIONALE, AIMS, AND OBJECTIVES: The risk of developing urinary incontinence (UI) is associated with older age and hip surgery. There has been limited focus on factors that promote evidence-based UI practice in the orthopaedic context. The aim of this study was to evaluate an implementation intervention to support evidence-based practice for UI in patients aged 65 or older undergoing hip surgery.METHODS: A 3-month intervention was delivered in 2014 to facilitate the implementation of UI knowledge in orthopaedic units in 2 hospitals in Sweden. Each unit appointed a multidisciplinary team of nurses and physiotherapists or occupational therapists to facilitate the implementation. The teams were supported by external facilitators who shared knowledge about UI and implementation science. Interviews, nonparticipant observations, and audits of patient records were performed.RESULTS: Prior to the intervention, there was no use of guidelines regarding UI. The intervention raised the internal facilitators' awareness of UI risks associated with hip surgery. As internal facilitators shared this information with their peers, staff awareness of UI increased. The teams of internal facilitators described needing additional time and support from managers to implement evidence-based UI care. A management initiative triggered by the intervention increased the documentation of UI and urinary problems in 1 unit.CONCLUSION: To promote evidence-based practice related to safe procedures for older people in hospital care, there is a need to better understand strategies that successfully facilitate knowledge implementation. This study suggests that a multiprofessional team approach is promising for instigating a process towards evidence-based management of UI.
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| 3. |
- Hälleberg Nyman, Maria, 1968-, et al.
(author)
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Urinary incontinence and its management in patients aged 65 and older in orthopaedic care : what nursing and rehabilitation staff know and do
- 2017
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In: Journal of Clinical Nursing. - West Sussex, United Kingdom : Wiley-Blackwell Publishing Inc.. - 0962-1067 .- 1365-2702. ; 26:21-22, s. 3345-3353
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Journal article (peer-reviewed)abstract
- Aims and objectives: To describe what nursing and rehabilitation staff know and do with regards to urinary incontinence and risk of urinary incontinence in patients 65 years or older undergoing hip surgery.Background: Urinary incontinence is a common but often neglected issue for older people. Despite the existence of evidence-based guidelines on how to assess, manage and prevent UI, there are indications that these guidelines are not applied in hospital care.Design: A qualitative study with descriptive design was conducted in two orthopaedic units.Methods: 46 interviews and 36 observations of care were conducted from January to October 2014 and analysed with qualitative content analysis.Results: Enrolled nurses performed most of the care related to bladder function, with focus on urinary catheterisation and preventing urinary tract infection and urinary retention. Registered nurses' role in urinary matters mainly comprised documentation, while the rehabilitation staff focused on making it possible for the patient to be independent in toileting. The nursing staff considered urinary incontinence a common condition for older people and that it was convenient for the patients to have an indwelling catheter or incontinence pad/pant, although they acknowledged some of the risks associated with these procedures.Conclusions: Urinary incontinence is not a priority in orthopaedic care, and urinary incontinence guidelines are not applied. Further, attitudes and actions are mainly characterised by a lack of urinary incontinence knowledge and the nursing and rehabilitation staff do not take a team approach to preventing and managing UI.Relevance and clinical practive: An increased focus on knowledge on urinary incontinence and evidence-based guidelines is needed. To secure evidence-based practice, the team of nursing and rehabilitation staff and managers must be aligned and work actively together, also including the patient in the team.
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| 4. |
- Bagger, Anette, 1974-, et al.
(author)
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How Research Conceptualises the Student in Need of Special Education in Mathematics
- 2015
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In: Development of Mathematics Teaching. - Linköping : Svensk förening för MatematikDidaktisk Forskning - SMDF. - 9789197393492 ; , s. 27-36
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Conference paper (peer-reviewed)abstract
- The focus of this paper is the conceptualisation of students in special educational needs in mathematics (SEM students) in the research fields of mathematics and special education. A difference between fields regarding the perspectives taken on the SEM student is obvious in the reviewed articles. Those in the special educational field were individual oriented in their view of the difficulties, whilst reviewed articles from the field of mathematics education more often discuss socio-cultural settings. The content in the selected 28 articles reveals that the overall conceptualisation of SEM student has to do with the social construct of the SEM student, as well as with students’ experiences, affects, and prerequisites; with the specific training methods or interventions applied; with special areas in the subject of mathematics; with special groups of students; and with teachers’ knowledge about all these factors.
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| 5. |
- Bagger, Anette, 1974-, et al.
(author)
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Investigating the politics of meaning(s) in Nordic research on special education mathematics : developing a methodology
- 2018
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In: Perspectives on professional development of mathematics teachers. - Göteborg : Svensk förening för MatematikDidaktisk Forskning - SMDF. - 9789198402421 ; , s. 141-150
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Conference paper (peer-reviewed)abstract
- This paper aims to develop a methodology to explore the politics of meaning in special education mathematics research. Mediated meaning, directions of intentionalities and perspectives on special education have been analysed in eight reviewed articles. Results indicate that the politics of meaning in the Nordic sample are about processes of normalisation and effectiveness through methods and approaches. The teacher is emphasised as the centre for change and development also when it comes to organisational factors. Disabilities are not researched, perhaps cloaked by an overall relational approach or due to research paying attention to milder difficulties. The deve- loped methodology seems to be fruitful and will be applied on a broader international sample.
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| 6. |
- Roos, Helena, 1974-, et al.
(author)
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Educational settings in relation to special educational needs in mathematics
- 2020
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In: Nordisk matematikkdidaktikk, NOMAD. - Göteborg : Nationellt centrum för matematikutbildning (NCM). - 1104-2176. ; 25:3-4, s. 95-114
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Journal article (peer-reviewed)abstract
- This paper focuses on students in need of special education in mathematics (SEM students) and highlights teachers’ and principals’ reflections upon these students’ construction of knowledge in relation to two educational settings: the regular teaching setting and the test setting. The findings indicate that SEM students’ knowledge is legitimized only when displayed. However, there appear to be differences according to the specific setting. Different settings imply different knowledge representations, norms, and practices that need to be taken into account when reflecting, planning, and carrying out teaching in mathematics in relation to SEM.
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| 7. |
- Roos, Helena, 1974-, et al.
(author)
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Explicit instruction and special educational needs in mathematics in early school years
- 2022
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In: Proceedings of the Twelfth Congress of European Research in Mathematics Education (CERME12). - Bolzano : ERME / Free University of Bozen-Bolzano. - 9791221025378 ; , s. 4517-4524
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Conference paper (peer-reviewed)abstract
- This paper is an exploration of how an educational method, Explicit Instruction (EI), is used and reflected upon in research in relation to special educational needs in mathematics (SEM) in early school years. The current research front is put in relation to the Swedish curricula in mathematics and the Swedish school act (steering documents) to explore potential possibilities and challenges of the research findings in a Swedish context. The analysis was done in three steps: 1) a systematic search of research literature, 2) a content analysis of the literature 3) a relation of the results of to the steering documents. The exploration of the possibilities of EI displays that EI can contribute to every student's learning by providing a distinct structure in relation to the mathematical content. It displays challenges for special education in mathematics regarding collaboration between teachers, the competence of teachers, and time to plan the EI and time for the students working with EI.
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| 8. |
- Hofman, Hannelore, et al.
(author)
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Patients’ experiences with the application of medical adhesives to the skin : a qualitative systematic review protocol
- 2023
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In: BMJ Open. - : BMJ Publishing Group Ltd. - 2044-6055. ; 13:6
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Research review (peer-reviewed)abstract
- Introduction: Medical adhesives are adhesives used in medical devices to establish and maintain contact with the body over a period of time (usually by application to the skin) and are widely used in most care settings. Application of medical adhesives to the skin can lead to skin stripping, mild or severe allergic reactions and skin irritation that may manifest as redness, itching or rash. Adhesive-related skin injury can lead to infection, delayed wound healing and an increased risk of scarring. These injuries can cause severe discomfort and pain, and can affect the patient’s quality of life. A systematic review summarising patient’s experiences on this topic will contribute to informing adhesive producers and policy makers, and guiding further development and improvement of available technologies.Methods and analysis: This systematic review protocol is based on the principles of the Preferred Reporting Items for Systematic Review and Meta-Analysis Protocols guideline. A systematic search will be conducted in CINAHL, EMBASE, MEDLINE and PsycINFO. In addition, manual searches will be performed, reviewing the reference lists of relevant reviews and articles included for quality assessment. Qualitative studies using various methods will be considered for inclusion. Screening of title, abstract and full text will be done by two reviewers. The methodological quality of studies under consideration will be critically assessed by two reviewers using the Joanna Briggs Institute Critical Appraisal Tool for Qualitative Research. Data extraction will be performed independently by two reviewers using a predefined data extraction form. Meta-aggregation will be used to summarise the evidence.Ethics and dissemination No ethical approval or consentis required because no participants will be recruited.This systematic review protocol is published in an openaccess journal to increase transparency of the researchmethods used. Results will be disseminated at nationaland international conferences.
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| 9. |
- Roos, Helena, 1974-, et al.
(author)
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Ethical dilemmas and professional judgment as a pathway to inclusion and equity in mathematics teaching
- 2024
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In: ZDM - the International Journal on Mathematics Education. - : Springer. - 1863-9690 .- 1863-9704.
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Journal article (peer-reviewed)abstract
- This study focuses on ethical dilemmas that arise in moments of inclusion and equity in mathematics teaching and how they might be tackled through teachers’ professional judgment. Skovsmose’s inclusive landscapes of investigation approach was used to design the study and to collect teachers’ joint reflections on moments of inclusion and equity in their teaching. Ethical dilemmas and professional judgment were the analytical foci for a qualitative thematic content analysis. Three explorative workshops were held with two teams of teachers from two schools in Sweden. The analysis identified three themes of ethical dilemma, and ways in which these were responded to by teachers’ professional judgment: (1) dilemmas of diversity and acting justly; (2) dilemmas of resources and allocating them fairly; (3) dilemmas of values and recognising diversity. We conclude that mathematics teachers’ professional judgments involve showing bravery, going outside of the norm, negotiating values and duties, listening to the students, and throughout this, engaging in collegial learning in the best interests of the learner.
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