| 11. |
- Kostenius, Catrine, et al.
(författare)
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The power of appreciation : promoting schoolchildren’s health literacy
- 2016
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Ingår i: Health Education. - : Emerald Group Publishing Limited. - 0965-4283 .- 1758-714X. ; 116:6, s. 611-626
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Tidskriftsartikel (refereegranskat)abstract
- PurposeThe purpose of this paper is to explore Swedish children’s positive experiences of health and well-being, and their thoughts on how health literacy can be promoted.Design/methodology/approachTotally, 121 schoolchildren between the ages of 10 and 14 from three schools in two municipalities in the northern part of Sweden shared their lived experiences through individual written reflections.FindingsThe phenomenological analysis resulted in one theme, appreciation as fuel for health and well-being, and four sub-themes: feeling a sense of belonging; being cared for by others; being respected and listened to; and feeling valued and confirmed. The understanding of the schoolchildren’s experiences of health and well-being and their thoughts on how health literacy can be promoted revealed that appreciation in different forms is the key dimension of their experiences of health and well-being.Practical implicationsThe findings of this study point to the necessity of promoting health education that includes reflection and action-awareness of one’s own and others’ health as well as the competence to know how and when to improve their health. Such health education can contribute to the development of health literacy in young people, an essential skill for the twenty-first century.Originality/valueThis study’s originality is that the authors added the concepts of appreciative inquiry and student voice to the study of health literacy with children.
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| 12. |
- Manninen, Katri, et al.
(författare)
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Authenticity in learning : nursing students' experiences at a clinical education ward
- 2013
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Ingår i: Health Education. - : Emerald Group Publishing Limited. - 0965-4283 .- 1758-714X. ; 113:2, s. 132-143
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Tidskriftsartikel (refereegranskat)abstract
- Purpose: This study aims to explore and understand first year nursing students' experiences of learning at a clinical education ward.Design/methodology/approach: The setting is a clinical education ward for nursing students at a department of infectious diseases. A qualitative study was carried out exploring students' encounters with patients, supervisors, students and other health care professionals. A total of 19 students were interviewed. Data were analyzed using qualitative content analysis investigating both the manifest and the latent content.Findings: The most important components in students' learning are mutual relationships and a sense of belongingness. A mutual relationship between the students and the patients is created and becomes the basis of students' learning. Belongingness means the students' experience of being for real a part of the team taking care of the patients.Research limitations/implications: The study, while linked to a particular teaching hospital, offers insights of more general nature by linking the findings to a theory of transformative learning.Originality/value: This study adds a deeper understanding of students' perspectives of significant characteristics to take into account when organizing clinical practice in health care education. Being entrusted and supported by a team of supervisors to take care of patients at a clinical education ward early in the education program provides an experience of internal and external authenticity. The students learn from, with and through the patients, which contributes to meaningful learning, understanding nursing, and professional development.
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| 13. |
- Oljans, Emma, et al.
(författare)
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Balancing diets : diverse values shaping sustainable food choices
- 2024
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Ingår i: Health Education. - : Emerald Group Publishing Limited. - 0965-4283 .- 1758-714X.
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Tidskriftsartikel (refereegranskat)abstract
- Purpose: The paper aims to explore how values and knowledge are expressed in student’s discussions about food and health. Design/methodology/approach: Food practices present a complex phenomenon extending beyond biomedical descriptions, including social dynamics of food in families and communities. Contextual conditions of social groups and settings have significant impacts on food choices and practices. Although values constitute a central part of educational goals, deliberate values education remains an often-neglected area, with a tendency in both curricula and educational practice to focus on knowledge and overlook how values intersect with knowledge. The paper utilises group interviews supported by participant observations to study the food and health practices as expressed in students' discussions. Findings: The paper’s findings show how values are expressed together with knowledge as value-knowledges around food and health within the social contexts of family, cultural identities and peer relationships. While moving through their lives, students draw on and utilise biomedical, social-cultural and sensory value-knowledges, simultaneously considering the nutrition and taste of foods, the value of connecting with family and peers in cultural settings as well as getting enough food to feel satiated. Originality/value: The paper presents an original approach around the necessity to consider and integrate cultural identities in discussions and education about food and health to empower students and their communities in a way that is socially just and equitable. This involves shifting discussions of health education away from students as (ir)rational obstacles but rather as partners in co-creating knowledge for sustainable food and health equity. © 2024, Emma Oljans, Tecklah Usai, Doroth Chinofunga and Martin Mickelsson.
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| 14. |
- Skott, Pia, 1967-
(författare)
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Successful health-promoting leadership - A question of synchronisation
- 2022
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Ingår i: Health Education. - 0965-4283 .- 1758-714X. ; 122:3, s. 286-303
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Tidskriftsartikel (refereegranskat)abstract
- Purpose - The aim of this paper is to identify the role of the principal in establishing a whole school approach for health and wellbeing. Two questions are asked: (1) What do successful Swedish principals do when they take on a whole school approach? (2) How do these results relate to previous research on successful school leadership?Design/methodology/approach - This paper focuses on the complexity of organisational processes and considers the role of successful leadership in managing a whole school approach to health promotion. It presents findings from two different but interlinked projects, and draws on document studies and interviews with principals, student health team members and teachers in Sweden.Findings - This paper argues that successful school leaders are crucial in establishing a whole school approach, because of the work they do to synchronise the health-promoting activities in schools. The study identifies four aspects of coordination that need to be enacted simultaneously when leading health-promoting processes. The fifth aspect identified is that a whole school approach is not limited to the school, but the whole local school context, i.e. a synchronisation between different system levels.Originality/value - Although limited in scale, this paper reports key findings that could have practical implications for school leaders. The study suggests that successful school leadership research needs to use a health-promoting lens in order to make leadership practices health-promoting practices. It also proposes extended comparative research from different fields and contexts.
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| 15. |
- Tjulin, Åsa, 1976-, et al.
(författare)
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Managers’ learning process during a health-promoting leadership intervention
- 2019
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Ingår i: Health Education. - : Emerald Group Publishing Limited. - 0965-4283 .- 1758-714X. ; 119:5/6, s. 350-365
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Tidskriftsartikel (refereegranskat)abstract
- AbstractPurposeThe increasingly demanding psychosocial working conditions in Swedish public sector workplaces call for implementation of workplace health promotion (WHP) interventions. There is a need to increase first-line public sector managers’ capacities for health-promoting leadership. The purpose of this paper is to investigate first-line managers’ experiences of participating in an intervention aimed at strengthening health-promoting leadership. More precisely, the aim is to study what obstacles and prerequisites the intervention have for their learning processes to become health-promoting managers.Design/methodology/approachA qualitative study in Northern Sweden at workplaces in the county council and municipalities was conducted. The data were gathered through individual interviews with 18 participating first-line managers. Inductive-content analysis was used to analyse the data.FindingsThe results identify time for reflection and collegial discussions about leadership as prerequisites for learning about health-promoting leadership. Managers experienced the intervention as a confirmation of the leadership behaviours already gained. However, the health-promoting leadership intervention was seen as a contradiction, since organisational prerequisites to implement WHP measures were perceived to be lacking. The managers were not involved in the planning of the intervention and questioned why the organisation did not involve them more when the educational activities were created.Originality/valueWhen the organisation understands how and when its managers learn, what they need and want to learn about WHP, and what they already know, tailored participatory interventions can be facilitated that consider the unique prerequisites for the particular organisation.
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| 16. |
- Waling, Maria, 1981-, et al.
(författare)
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School lunch as a break or an educational activity: a quantitative study of Swedish teacher perspectives
- 2017
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Ingår i: Health Education. - 0965-4283 .- 1758-714X. ; 117:6, s. 540-550
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Tidskriftsartikel (refereegranskat)abstract
- Purpose – The purpose of this paper is twofold: first, to explore to what extent teachers eat together withpupils during school lunches and their attitudes toward using these lunches to reach the educational goalsstated in the Swedish compulsory school curriculum; and second, to study to what degree teachers seethemselves and school meal personnel as role models during school lunches.Design/methodology/approach – A questionnaire was completed by 3,629 teachers in Swedish schools.Findings – In total, 90 percent of the teachers ate lunch together with the pupils one or more days per week.The majority reported that meals were fully (54 percent), or partially (40 percent) subsidized when they wereeating with pupils. In total, 72 percent thought that school lunches should be considered part of the school’seducational activities while 28 percent thought that it should be a time to get a break from educationalactivities. Most teachers thought that school lunches could be useful for learning about the issues of foodwaste and healthy eating while there were more diverse views on using lunches for learningabout fundamental values. A majority of the teachers considered themselves to be role models in theschool meal situation.Practical implications – The authors suggest that the educational component of the schoolmeal per se shouldbe regulated in the Educational Act together with guidelines from the Swedish National Agency for Education.Originality/value – This study is unique since it covers a previously little studied area; teachers’ attitudestoward using the school lunch situation for educational purposes.
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| 17. |
- Hjalmarson, Helene, V, 1969-, et al.
(författare)
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Forming a learning culture to promote fracture prevention activities
- 2012
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Ingår i: Health Education. - : Emerald. - 0965-4283. ; 112:5, s. 421-435
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Tidskriftsartikel (refereegranskat)abstract
- Purpose – The purpose of this paper is to explore interprofessional experiences of incorporating fracture prevention activities in clinical practice inspired by an empowerment approach.Design/methodology/approach – Data collection consisted primarily of focus groups interviews, systematized and analyzed by the grounded theory method. The study took place in a health-care district in a county in Sweden and involved health professionals from primary health care and orthopaedic departments.Findings – The findings generated the core category forming a learning culture in managing to incorporate fracture prevention activities in clinical practice. In this learning culture, new forms of interaction with patients were practised and the collaboration developed between multidisciplinary teams added meaning and triggered personal and collective learning in particular about the need for breaking professional patterns, creating more empowering meetings, making the preventive links visible and constructing a greater sense of prevention within the community.Practical implications – The findings show that learning processes through patient-centred interaction and face-to face collaboration based on the professionals' own requests and experiences can be an important motivator to promote fracture prevention activities.Originality/value – This study provides some interprofessional elements in achieving a learning culture concerning health education and fracture prevention.
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| 18. |
- Rendahl, Jenny, 1978, et al.
(författare)
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Eating and risk: adolescents’ reasoning regarding body and image
- 2018
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Ingår i: Health Education. - 0965-4283. ; 118:3, s. 262-276
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Tidskriftsartikel (refereegranskat)abstract
- © 2018, Emerald Publishing Limited. Purpose: The purpose of this paper is to explore and elucidate adolescents’ reasoning about risks related to food and eating. Design/methodology/approach: Boys and girls aged 15-16 years participated in a focus group interview with role-playing as a stimulus for discussion and reflection. In all, 31 participants took part, divided into five groups. In the role-playing, the participants portrayed agents who they perceived to give messages about food. In the focus group they discussed their experience of carrying out the role-play, and how they usually cope with conflicting messages, preferences and needs regarding food and eating. Findings: The findings suggested that there were two main themes of risk profiling related to eating. One concerned bodily risk related to the food ingested and included concerns both about not reaching health and performance due to the unfavourable intake of calories, nutrients, additives, bacteria, viruses and parasites, and threats to immediate well-being following consumption. The second main category concerned the risk of being conspicuous, or “sticking out”, which incorporated food-based gender norms and norms related to table manners. In practice, the risk of not displaying an appropriate image of themselves through their food and eating choices was more prominent than risk perceptions related to impacts of food choices on well-being and performance. Difficulties in classifying foods as “good” or “bad” enhanced their uncertainty. Originality/value: The results suggest that health-promotion activities for young people should focus not only on how to feed their bodies but also on how to avoid feeding their anxieties.
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