| 1. |
- Nordgren, Camilla
(författare)
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Dags att göra motstånd?
- 2023
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Ingår i: Funktionshinderpolitik. - Farsta : Funktionshinderpolitik. ; :4, s. 1-1
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Tidskriftsartikel (populärvet., debatt m.m.)
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| 2. |
- Nordgren, Camilla, et al.
(författare)
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Efterfrågas rätt kunskap och kompetens
- 2021
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Ingår i: Socionomen. - : Akademikerförbundet SSR. - 0283-1929. ; :1
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Tidskriftsartikel (populärvet., debatt m.m.)
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| 3. |
- Nordgren, Camilla
(författare)
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En dörr öppnas en annan stängs
- 2023
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Ingår i: Funktionshinderpolitik. - Stockholm : DHR. ; :2023-05-15
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Tidskriftsartikel (populärvet., debatt m.m.)
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| 4. |
- Nordgren, Camilla, et al.
(författare)
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Ethical review of student projects : the responsibility of higher education institutions
- 2024
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Research topic/aimStudents’ degree project could if involving research on people, risk infringing on individual´s privacy, processing sensitivepersonal data and encompassing difficult ethical issues, not least regarding informed consent. If these projects would havebeen performed by researchers, the projects would have required prior approval by the Swedish Ethical Review Authority inaccordance with the Swedish Act (2003:460) concerning the ethical review of research involving humans. However, since theprojects are performed by students, who are not obliged to undergo this review, it is unclear how an ethically acceptableapproach is to be guaranteed. It is well known that such student projects are carried out, but the extent to which this happens has not previously been investigated, neither in Sweden nor in other countries. We thereby present our experiences of a formalized ethical review process at a Higher Institution site in Sweden.Theoretical frameworkEstablishing such formalized ethical review can lead to a greater consensus on which materials and methods are suitable forthe students, which in turn leads to increased equal treatment. Also serve as a pedagogical support resource for supervisors, who may experience ambiguities regarding research ethics issues and student projects. By gathering and building up ethics expertise at the university, a specialised support function is also developed that can offer advice and guidance, perspectives, and training. Through interaction and cooperation, the support function can contribute to an active learning environment, where students and supervisors are stimulated to reflect on their own decision-making (Fosnot, 2005). Experimental and experiential learning emphasizes that didactics is best achieved through active participation where participants deal with realproblems (Kolb, 1984). Ethically reflective learning specifically emphasizes the development of the student's ability to reflecton their own values, ethical dilemmas, and decision-making on ethical issues (Gill & Thomson, 2020). Common to these theories is the perspective that a formalized assessment offers students and teachers the opportunity to exchangeperspectives and to deal with ethical issues in a more concrete way.Methodological designEssays that have passed examination during the years 2014-2017 were included. A total of 1215 essays were read through,and the presence of ethically sensitive content was coded in a pre-established protocol.Expected conclusions/findings Out of a total of 1215 reviewed essays, 277 (22.8%) contained ethically sensitive content; the most common was sensitivepersonal data relating to health 165 (13.6%). In accordance, one in five undergraduate students completed studies that would have required the approval of the Ethical Review Authority, had they been researchers. Ethically sensitive content was proportionally more common in essays at the advanced level (32.9%) than at the first level (20.4%). Only 191 of the 277 essays (68.9%) that should have undergone a formalized ethical review process did so. The implementation of formalized ethical review of thesis projects seems to work best when the student's supervisor has their own experience of ethical review. Different institutional/disciplinary cultures also seem to have a large impact.Relevance to Nordic educational researchThe implementation of ethically acceptable approaches in student projects is an under-researched area, nationally andinternationally. The relevance is thereby urged.
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| 5. |
- Nordgren, Camilla
(författare)
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Från ansökan till beslut - en bidragsprocess
- 2000
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Rapport (övrigt vetenskapligt/konstnärligt)abstract
- Föreliggande rapport är resultatet av uppdraget att ur brukarens perspektiv redogöra för den process som påbörjas då en samhällsresurs behöver ianspråktagas. Enkäter om ansökningsprocess och upplevelsen av denna samt omfattningen av resurstilldelning h
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| 6. |
- Nordgren, Camilla
(författare)
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Komplexet traumatisk ryggmärgsskada - samhällsresurser
- 2006
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Licentiatavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Det sammanhållande syftet för föreliggande arbete är att synliggöra och analysera komplexiteten i samhällsresursers tillhandahållande. Organisationen studeras både utifrån vilka samhällsaktörer som existerar och hur dessa är internt organiserade, och vad
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| 7. |
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| 8. |
- Nordgren, Camilla, et al.
(författare)
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Need for Knowledge- What, Where and How? Social Workers Handle Service and Support för Individuals With Disability
- 2022
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Ingår i: British Journal of Social Work. - Oxford : Oxford University Press. - 0045-3102 .- 1468-263X. ; 52:7, s. 4108-4126
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Tidskriftsartikel (refereegranskat)abstract
- This article investigates the need and sources of knowledge among LSS administrators in Sweden (i.e. social workers handling service and support for individuals with disability according to the Swedish Disability Act [LSS]). Changing and challenging working conditions and issues concerning professional status warrant the aim. A questionnaire distributed via gatekeepers in a number of municipalities demonstrated that knowledge about ‘disability’, ‘law’, ‘ethics’ and ‘augmentative and alternative communication’ was rated highly. This result is particularly interesting given that many social work education programmes do not have compulsory courses in disability. Colleagues appear to be relied upon as essential sources of support and knowledge, but the knowledge sharing seems unorganised. Findings are discussed in relation to communities of practice (CoP) and shows that, due to the lack of essential knowledge from formal education and the strong dependence on colleagues, a locally developed praxis might be established. Inadequate theoretical and research-based knowledge, together with this local praxis knowledge, may result in the LSS administrators’ work becoming inadequate. A specialist education in disability studies is proposed as a prerequisite for being employed as an LSS administrator, and the inclusion of a theoretical and scientific framework in the regular CoP interaction is also recommended.
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