| 11. |
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| 12. |
- Bradley, Linda, 1961, et al.
(författare)
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Language learning in a wiki: Student contributions in a web based learning environment
- 2010
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Ingår i: Themes in Science and Technology Education. - 1792-8788. ; 3:1-2, s. 63-80
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Tidskriftsartikel (refereegranskat)abstract
- Emerging social writing platforms offer possibilities for language learners to collaborate around joint assignments. One such environment is the wiki, generally hosting two prominent modes of usage, web pages and discussion forums. This study investigates software engineering students’ use of a wiki as an integrated tool within the frames of a language course. The purpose of the case study was to investigate the student interaction in a student driven design setting and what the implications are for language learning in such an environment. The findings show that the two modes of interaction host primarily three types of activity, contributing and writing together, evaluating and peer reviewing, and arguing and discussing. These three activities convey different ways of collaborating and sharing text online. Once a group had chosen a mode for their collaboration, they tend to stay with it throughout their work.
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| 13. |
- Bradley, Linda, 1961, et al.
(författare)
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Rationalities of collaboration for language learning in a wiki
- 2010
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Ingår i: ReCALL. - 0958-3440. ; 22:2, s. 247-264
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Tidskriftsartikel (refereegranskat)abstract
- For language learning, online environments allowing for user generated content are becoming increasingly important since they offer possibilities for learners to elaborate on assignments and projects. This study investigates what wikis can do as a means to enhance group interaction, when students are encouraged to participate in constructing text and exchanging peer response. The research focus is on exploring what interaction unfolds in the wiki and how it promotes language learning, from a sociocultural perspective. This interaction is framed both by affordances in the wiki but also by what is expected from students as language learners in an English for Specific Purposes class environment. The analysis has a multilevel approach, focusing on patterns of interaction and the nature of feedback. The study shows that collaboration becomes specifically interesting from a language learning perspective. In the findings, on the student wiki pages there are numerous contributions relating to both local language and global content. Revising co-constructed text opens up possibilities for the students to evaluate existing contributions and it also provides opportunities for them to suggest constructive changes. In addition, with the environment being web based, we discuss certain benefits arising from the fact that it allows for user-generated content.
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| 14. |
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| 15. |
- Cerna, Katerina, 1986, et al.
(författare)
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Nurses' work practices in design: managing the complexity of pain
- 2020
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Ingår i: Journal of Workplace Learning. - : Emerald. - 1366-5626. ; 2:2, s. 135-146
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Tidskriftsartikel (refereegranskat)abstract
- Purpose The purpose of this study is to understand the activities in nurses' work practices in relation to the design process of a self-monitoring application. Design/methodology/approach A design ethnographic approach was applied in this study. Findings To solve the problem of translating highly qualitative phenomena, such as pain, into the particular abstract features of a self-monitoring application, design participants had to balance these two aspects by managing complexity. In turn, the nurses' work practices have changed because it now involves a new activity based on a different logic than the nurses' traditional work practices. Originality/value This study describes a new activity included in nurses' work practices when the nurses became part of a design process. This study introduces a novel way on how to gain a deeper understanding of existing professional practice through a detailed study of activities taking place in a design process. This study explores the possible implications for nurses' professional practices when they participate in a self-monitoring application design process.
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| 16. |
- Dahlström, Lisbeth, 1962, et al.
(författare)
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“It′s good enough”: Swedish general dental practitioners on reasons for accepting sub-standard root filling quality
- 2018
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Ingår i: International Endodontic Journal. - : Wiley. - 0143-2885 .- 1365-2591. ; 51:S3
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Tidskriftsartikel (refereegranskat)abstract
- Aim The concept of “good enough” is central and necessary in the assessment of root filling quality. The aim was to explore the concept by analysing reasons and arguments for the acceptance or rejection of substandard root filling quality as reported by GDPs in Sweden. Methodology The study was designed as a qualitative and exploratory study based on seven videotaped focus group interviews analysed by means of qualitative content analysis. Thirty-three general dental practitioners (GDPs) employed in the Public Dental Health Service in Gothenburg, Sweden, participated (4-6 GDPs/interview). In all nine predetermined questions were followed. Before each focus group, the participants received radiographs of 37 root fillings and were asked to assess the root filling quality. The three cases representing the most divergent assessments served as a basis for the discussion. The cases were presented without clinical information, the dentists would relate to the cases as being just root filled by themselves. Results The radiographs did not provide a sufficient basis for decisions on whether or not to accept the root filling. The present study emphasised that dentists did not primarily look for these arguments in the technical details of the root filling per se but instead they considered selected features of the contextual situation. The GDPs constantly introduced relevant “ad hoc considerations” in order to account for the decisions they made. These contextual considerations were related to aspects of pulpal and periapical disease, risks (e.g. technical complications) or to consumed resources (personal and/or economic). Conclusions It was obvious that the concept of “good enough” does not exist as a general formula ready to be applied in particular situations. Instead, it is necessarily and irremediably tied to contextual properties that emerge from case to case.
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| 17. |
- Dahlström, Lisbeth, 1962, et al.
(författare)
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"Working in the dark”: Swedish general dental practitioners on the complexity of root-canal treatment
- 2017
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Ingår i: International Endodontic Journal. - : Wiley. - 0143-2885 .- 1365-2591. ; 50:7
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Tidskriftsartikel (refereegranskat)abstract
- Aim: To explore elements of reasoning and understanding that might obstruct the performance of good-quality root canal treatment (RCT) and make general dental practitioners (GDPs) produce and accept root fillings of inferior quality. Methodology: The study was designed as a qualitative and explorative study based on seven videotaped focus group interviews analysed by means of qualitative content analysis. Nine predetermined questions were followed. Thirty-three GDPs (4–6 dentists/interview), employed in the Public Dental Health Service in Gothenburg, Sweden, participated. Results: Feelings such as anxiety, frustration, stress or exhaustion were associated with RCT. In general, RCT was regarded as complex, mysterious and embedded in uncertainty. A feeling of loss of control was frequently described in relation to all procedural steps from negotiating the canal to prognostic deliberations. Reasons could include challenging canals, complicated instruments and the fact that treatment had to be performed in a concealed space without visible insight. Several dentists questioned the requirements for correctly performing RCT, and some indicated that striving towards optimal technical root filling quality should not be expected in each case in general practice. Most of the GDPs were unable to complete a case within the remuneration system, and they therefore either spent more time than the set fee allowed for or accepted a suboptimal root filling when the time limit was reached. Conclusions: High levels of stress and frustration in relation to RCT were reported by the GDPs. RCT was regarded as complex and was often performed with an overall sense of lack of control.
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| 18. |
- Eikeland Husebö, Sissel, et al.
(författare)
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Educating for teamwork – nursing students’ coordination in simulated cardiac arrest situations
- 2011
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Ingår i: Journal of Advanced Nursing. - : Wiley. - 0309-2402. ; 67:10, s. 2239-2255
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Tidskriftsartikel (refereegranskat)abstract
- Aim. The overarching aim was to explore and describe the communicative modes students employ to coordinate the team in a simulation-based environment designed for resuscitation team training. Background. Verbal communication is often considered essential for effective coordination in resuscitation teams and enhancing patient safety. Although simulation is a promising method for improving coordination skills, previous studies have overlooked the necessity of addressing the multifaceted interplay between verbal and non-verbal forms of communication. Method. Eighty-one nursing students participated in the study. The data were collected in February and March, 2008. Video recordings from 28 simulated cardiac arrest situations in a nursing programme were analysed. Firstly, all communicative actions were coded and quantified according to content analysis. Secondly, interaction analysis was performed to capture the significance of verbal and non-verbal communication, respectively, in the moment-to-moment coordination of the team. Findings. Three phases of coordination in the resuscitation team were identified: Stating unconsciousness, Preparing for resuscitation, Initiating resuscitation. Coordination of joint assessments and actions in these phases involved a broad range of verbal and non-verbal communication modes that were necessary for achieving mutual understandings of how to continue to the next step in the algorithm. This was accomplished through a complex interplay of taking position, pointing and through verbal statements and directives. Conclusion. Simulation-based environments offer a promising solution in nursing education for training the coordination necessary in resuscitation teams as they give the opportunity to practice the complex interplay of verbal and non-verbal communication modes that would otherwise not be possible.
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| 19. |
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| 20. |
- Eikeland Husebö, Sissel, et al.
(författare)
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Instructional problems in briefings: How to prepare Nursing Students for Simulation-based cardiopulmonary Resuscitation Training Clinical Simulation in Nursing
- 2012
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Ingår i: Clinical Simulation in Nursing. - : Elsevier BV. - 1876-1399. ; 8:7
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Tidskriftsartikel (refereegranskat)abstract
- Background An important condition for serving the educational objectives of simulation in nursing education is that the facilitator’s instructions during the briefing bridge the gap between the simulation and the real situation it simulates. This study aims to explicate instructional problems in the briefing, focusing both on how students understand that tasks should be performed in resuscitation teams and how these tasks should be adapted to the specific conditions of the simulation. Method Videotaped data from 11 briefings were analyzed by means of interaction analysis. Analytical focus was put on the instructional problems that emerged during the briefings and how the facilitators made use of the students’ understandings to overcome these problems. Results and Conclusion The findings reveal 3 types of tasks that were consistently problematic for all students to understand and master and that facilitators dealt with in every briefing: (a) taking the correct position, (b) keeping airways open, and (c) ventilating with a bag mask. To further improve simulation-based environments as tools for training crucial aspects of resuscitation teamwork, it is important that facilitators take into account how the briefing can bridge the gap between simulation and clinical practice. This can be achieved by systematically using not only the students’ claimed understanding but also their exhibited understanding for the correction of their performance. It is also concluded that simulation settings should not presuppose a higher level of skills than expected in nursing education since such a presupposition might interfere with opportunities to learn from simulation experiences.
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