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Sökning: swepub > Umeå universitet > Högskolan i Borås > (2010-2013)

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2.
  • Beach, Dennis, et al. (författare)
  • Spaces for influence
  • 2012
  • Ingår i: Cultural practices and transitions in education. - London : London: Tufnell Press. - 1872767486 - 9781872767482 ; , s. 59-71
  • Bokkapitel (refereegranskat)
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3.
  • Ahl, Caroline, et al. (författare)
  • To Handle the Unexpected : The meaning of caring in pre-hospital emergency care
  • 2012
  • Ingår i: International Emergency Nursing. - : Elsevier BV. - 1755-599X .- 1878-013X. ; 20:1, s. 33-41
  • Tidskriftsartikel (refereegranskat)abstract
    • The patient’s voice has not been present to the same degree as the professional perspective in caring research in a pre-hospital context. In order to further develop and improve pre-hospital care, it is therefore important to explore patients’ situations not only in life threatening but also in non-traumatic situations. This is especially important as these patients might be defined as inappropriate attendees of ambulance services. The aim of this study was to interpret and explain experiences of caring in pre-hospital care situations that are not defined as traumatic or life threatening. Twenty informants aged between 34 and 82 years were interviewed. The design of the study was exploratory, and it used an interpretative approach in order to understand the meaning of pre-hospital caring. The findings show that pre-hospital caring can be understood and explained as a matter of interplay between carer(s) and patient with potentials for positive as well as negative outcomes. Our conclusion is that the initial meeting is of vital importance in how patients experience pre-hospital care. It is suggested that general public information on the development of Swedish pre-hospital care received in turn may facilitate the first encounter between patient and carer(s).
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4.
  • Erixon Arreman, Inger, 1954-, et al. (författare)
  • School as “Edu-business” : Four “serious players” in the Swedish upper secondary school market
  • 2011
  • Ingår i: Education Inquiry. - Umeå : Umeå University: School of Education. - 2000-4508. ; 2:4, s. 637-664
  • Tidskriftsartikel (refereegranskat)abstract
    • In the early 1990s, Sweden experienced state policy reforms, which opened the way for new, private actors to run publicly funded independent schools. In 2010 the independent schools recruited almost a quarter of the upper secondary students. More than eight of the ten schools were managed by limited companies. Against this backdrop, and drawing on Ball (2007) and Whitfield (2006) who focus on policy trends of the transfer of public education (and other public services) to the private sector, this article explores and analyses current commercial trends in Swedish upper secondary education. The aims are to identify expansion trends inside and outside Sweden, including new trends of business formations. In the study four large actors were identified on the basis of official data, company reports, school and company websites and national and international media. The study indicates that the upper secondary education in Sweden has today become “big business”, or “edu-business” (Ball 2007:67).
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5.
  • Forbes, Joan, et al. (författare)
  • Slippage and/or symbolism : gender, policy and educational governance in Scotland and Sweden
  • 2011
  • Ingår i: Gender and Education. - Abingdon : Carfax. - 0954-0253 .- 1360-0516. ; 23:6, s. 761-776
  • Tidskriftsartikel (refereegranskat)abstract
    • This article provides an overview and analysis of the relationship between gender, educational policy, and governance in Scotland and Sweden and the two countries' response to European Union and global legislative and policy change. In Scotland, gender is mainly invisible in recent policies on inclusion, achievement beyond academic attainment, and the idealisation of the child. Gender is thus marginalised within a range of factors contributing to social in/equality. In Sweden, in contrast, gender has higher visibility in policy and governance as both an indicator of democracy and a means of preserving social democratic consensus and prosperity. However, recently its privileged position has come under attack. We draw on social capital, gender, and policy theory to analyse the range of influences on gender and educational governance in the two countries including that of the social capital of organised feminism.
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6.
  • Guo, Li, et al. (författare)
  • Design of a garment-based sensing system for breathing monitoring
  • 2013
  • Ingår i: Textile research journal. - : SAGE Publications. - 0040-5175 .- 1746-7748. ; 83:5, s. 499-509
  • Tidskriftsartikel (refereegranskat)abstract
    • The long-term monitoring of biophysiological signals requires new types of sensor systems that are wearable and at the same time convenient for the users. This paper describes the design of a novel garment-based sensing system for the long-term monitoring of breathing rhythm. The system concept was realized in a prototype garment, integrated with coated piezoresistive sensors. The prototype garment was tested by five subjects, and compared with a standard piezoelectric respiratory belt. Each signal was quantitatively and qualitatively evaluated in the time and frequency domain to make sure that no medical and diagnostic information was lost. The results showed a good agreement between the garment-based sensors and the standard reference, where errors occurred only when the breathing rate was extremely high. The garment-based sensor system could also distinguish the predominance breathing compartment (chest versus abdominal breathing). The system could detect a 10 s pause in breathing, which could be of importance in studies of sleep apnea. A garment-based sensing system maintains the accuracy of the signal quality without reducing the comfort for the user. It makes possible long-term ambulatory monitoring and has home-based healthcare applications.
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7.
  • Hjelmér, Carina, 1956-, et al. (författare)
  • Time, space and young people´s agency in vocational upper secondary education : a cross-cultural perspective
  • 2010
  • Ingår i: European Educational Research Journal. - Oxford, United Kingdom : Symposium Journals Ltd. - 1474-9041. ; 9:2, s. 245-256
  • Tidskriftsartikel (refereegranskat)abstract
    • This article is based on ethnographic studies in the context of vocational education: two in Sweden and one in Finland. The Swedish data originate from the Vehicle programme and the Child and Recreation programme; the Finnish data originate from the social and health-care sector. In this sense, the authors’ perspective is cross-cultural. The article focuses on temporal and spatial dimensions of these three educational contexts and analyzes how young people exhibit their agency when negotiating their time and constructing their own space. The authors’ analysis elucidates how time–space paths in the context of vocational education are classed and gendered. In the female-dominated fields of vocational upper secondary education, disciplinary practices related to time and space are more visible than in the male-dominated fields. Moreover, it is argued that the political atmosphere in Sweden has been more favourable for promoting equality than that in Finland. Despite this, divisions between students and pigeonholing exist in everyday school life.
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8.
  • Jonsén, Elisabeth, et al. (författare)
  • Finnish and Swedish nursing students' experiences of their first clinical practice placement : a qualitative study
  • 2013
  • Ingår i: Nurse Education Today. - : Elsevier. - 0260-6917 .- 1532-2793. ; 33:3, s. 297-302
  • Tidskriftsartikel (refereegranskat)abstract
    • BACKGROUND: Nursing is a practice-based discipline. Clinical practice settings are important in preparing undergraduate nursing students for the role of registered nurse. AIM: The aim of this Nordic qualitative study is to illuminate first year undergraduate nursing students' experiences of clinical practice during their first clinical placement, with a focus on preception, reflection, and the link between theory and practice. METHOD: Data were collected by focus group interviews with 22 nursing students, and analyzed with qualitative content analysis. FINDINGS: Positive experiences included stimulating and visible preceptors, a permissive atmosphere, and reflection as a matter of course. Negative experiences were related to feelings of abandonment and powerlessness when preceptors were invisible and the atmosphere at the ward was non-permissive. The implementation of research-based knowledge was insufficient. CONCLUSIONS: A permissive atmosphere and visible preceptors are crucial if learning is to be maximized. Consequently, it is important to set aside time for preceptors to be more visible and to make the atmosphere at the clinical placement more permissive. The student must have the opportunity to combine scientific knowledge with evidence-based knowledge in order to develop nursing actions.
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10.
  • Melender, Hanna-Leena, et al. (författare)
  • Quality of clinical education : comparison of experiences of undergraduate student nurses in Finland and Sweden
  • 2013
  • Ingår i: Nurse Education in Practice. - Oxford : Elsevier. - 1471-5953 .- 1873-5223. ; 13:4/S1, s. 256-261
  • Tidskriftsartikel (refereegranskat)abstract
    • The purpose of this study was to compare the experiences of three groups of undergraduate student nurses on the quality of clinical education over time. The study is part of a longitudinal research and development project in Finland and Sweden. The sample (n = 109) consisted of three subgroups of student nurses: the first in a Swedish faculty (SWE) (n = 53), the second in a Finnish faculty (FIN1, n = 42), and the third in another Finnish faculty (FIN2, n = 14). In the comparison of the subgroups, FIN1 and FIN2 were put together, because of the small sample size. The first data was collected in 2009 after the students' first clinical education period in acute and elderly care. The second data was collected in 2010 after the students' second clinical education period on different wards in central hospitals, in primary care units and in elderly care. The data was collected using a self-administered questionnaire and analysed using statistical methods. On the basis of an explorative factor analysis conducted on the first data four sum variables were produced, named as follows: Clinical Preception, Learning in Clinical Education, Learning Objectives in Clinical Education, and Reflection in Clinical Education. In the comparison of the years 2009 and 2010 (n = 109), the factors Clinical Preception and Learning Objectives in Clinical Education had lower evaluations in year 2010 than in year 2009. In year 2009 Swedish students (n = 53) evaluated Clinical Preception and Learning in Clinical Education lower than Finnish students (n = 56). In year 2010 Finnish students evaluated Clinical Preception lower than Swedish students. It is evident that the clinical education practices should be developed in cooperation with the faculties and the staff of the clinical education placements.
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