| 21. |
- Eikeland Husebø, Sissel, et al.
(författare)
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Reflecting on Interprofessional Simulation
- 2019
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Ingår i: Interprofessional Simulation in Health Care. - Cham : Springer Publishing Company. - 2210-5549 .- 2210-5557. - 9783030195410 - 9783030195427 ; , s. 139-171
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Bokkapitel (refereegranskat)abstract
- This chapter explores and discusses how models of debriefing can support interprofessional learning in simulation-based education activities. The role of video as a tool for feedback and reflection is described and the ways video can be integrated in the learning environment to optimize opportunities for learning.
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| 22. |
- Eikeland Husebö, Sissel, et al.
(författare)
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Simulering innen helsefag
- 2018
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Ingår i: Pasientsikkerhet - Teori og praksis. - Oslo : Universitetsforlaget. ; , s. 173-190
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 23. |
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| 24. |
- Eikeland Husebö, Sissel, et al.
(författare)
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The Relationship Between Facilitators’ Questions and the Level of Reflection in Postsimulation Debriefing
- 2013
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Ingår i: Simulation in Healthcare: The Journal of the Society for Simulation in Healthcare. - 1559-2332 .- 1559-713X. ; 8:3, s. 135-42
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Tidskriftsartikel (refereegranskat)abstract
- Introduction: Simulation-based education is a learner-active method that may en- hance teamwork skills such as leadership and communication. The importance of postsimulation debriefing to promote reflection is well accepted, but many questions concerning whether and how faculty promote reflection remain largely unanswered in the research literature. The aim of this study was therefore to explore the depth of re- flection expressed in questions by facilitators and responses from nursing students during postsimulation debriefings. Methods: Eighty-one nursing students and 4 facilitators participated. The data were collected in February and March 2008, the analysis being conducted on 24 video- recorded debriefings from simulated resuscitation teamwork involving nursing students only. Using Gibbs’ reflective cycle, we graded the facilitators’ questions and nursing students’ responses into stages of reflection and then correlated these. Results: Facilitators asked most evaluative and fewest emotional questions, whereas nursing students answered most evaluative and analytic responses and fewest emotional responses. The greatest difference between facilitators and nursing students was in the analytic stage. Only 23 (20%) of 117 questions asked by the facilitators were analytic, whereas 45 (35%) of 130 students’ responses were rated as analytic. Nevertheless, the facilitators’ descriptive questions also elicited student responses in other stages such as evaluative and analytic responses. Conclusion: We found that postsimulation debriefings provide students with the op- portunity to reflect on their simulation experience. Still, if the debriefing is going to pave the way for student reflection, it is necessary to work further on structuring the debriefing to facilitate deeper reflection. Furthermore, it is important that facilitators consider what kind of questions they ask to promote reflection. We think future research on debriefing should focus on developing an analytical framework for grading reflective questions. Such research will inform and support facilitators in devising strategies for the promotion of learning through reflection in postsimulation debriefings. (Sim Healthcare 00:00Y00, 2013) Key Words: Debriefing, Simulation, Reflection, Facilitators
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| 25. |
- Elf, Mikael, 1959, et al.
(författare)
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An investigation of intended and real use of a research web health portal and its implementation
- 2014
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Ingår i: Electronic Journal of Health Informatics. - Melbourne, Victoria : Health Informatics Society of Australia (H I S A) Ltd.. - 1446-4381. ; 8:1
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Tidskriftsartikel (refereegranskat)abstract
- Participatory design (PD) projects involve prospective users as co-designers in a process where the design object emerges through several iterations. However, the result of such a process can only partly anticipate how the future real users will use the designed object. For this reason, its actual use needs to be investigated. The present study investigated the relationship between intended use and real use in two web-based health support systems in order to explore the conditions for redesign. The dependency between intended use and real use was found to be weak. Rather, the real use was dependent on 1) the context of use and 2) the needs or interest of the users. We conclude that redesign should be based on continuous use of web metrics collected in natural settings and by involving users on a recurring basis. While a web health portal must have an agenda it is important to adapt thing design to use design, why redesign in essence will become an adaptation to user needs.©Copyright of articles originally published in www.eJHI.net under the Creative Commons Attribution 3.0 License is retained by the authors.
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| 26. |
- Elf, Mikael, 1959, et al.
(författare)
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Young carers as co-designers of a web-based support system - the views of two publics.
- 2011
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Ingår i: Advances in Health Care Sciences Conference, Oct 18-19 2011, Karolinska Institutet, Stockholm.
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Konferensbidrag (refereegranskat)abstract
- Aims: The aims of the study was to reveal young carers views of design of a web-base support system directed to them and to reveal differences between their views and the views of project representatives, in a participatory design process. Methods: Eight young people, 17-24, close to and supporting someone with mental illness were involved in either a work or a test group. The work group participated in video recorded design meetings with representatives of the project. Content analysis and Dewey's concept of public were applied on the data. The test group worked from their homes and data were collected via test forms. Data from the test group coherent to the content of the design meetings were added as supplement. Results: Four resulting themes were revealed, constituting key-parts in the design of the WBSS: Communicating the message, ideational working principles, considerations on user interaction, and user interface. Furthermore decisive differences between the views of participants and project representatives were found. Participants view of the user was a person that had a usefulness perspective and the object for support was primarily the person with mental illness. The project representatives' view of the user was a person that had a short- and long-term self-care perspective and the object of support was primarily him-/herself. Conclusion: The design of a WBSS for young carers should consider four key-parts, but early user involvement and critical reflection in the PD process itself may be crucial to discern differences between designers and user, not the least when their different publics overlap.
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| 27. |
- Elf, Mikael, 1959, et al.
(författare)
-
Young carers as co-designers of a web-based support system - the views of two publics
- 2012
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Ingår i: Informatics for Health and Social Care. - : Informa UK Limited. - 1753-8157 .- 1753-8165. ; 37:4, s. 203-216
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Tidskriftsartikel (refereegranskat)abstract
- Aim: The aim of the study was to reveal young carers’ views of design of a web-based support system (WBSS) directed to them and the differences between their views and the views of project representatives (PRs), in a participatory design process. Methods: Eight young people, 17–24 years, were involved in either a work or a test group. The work group participated in video-recorded design meetings with representatives of the project. Content analysis and Dewey’s concept of public were applied on the data. The test group worked from their homes and data were collected via test forms and used as supplemental data. Results: Four themes were revealed, constituting key parts in the design of the WBSS: Communicating the message, Ideational working principles, User interaction and User interface. Furthermore, decisive differences between the views of participants and PRs were found. Conclusion: The four key parts should be considered in a WBSS directed to young carers. The study also suggests that early user involvement and critical reflection in the design process itself may be crucial to discern differences in perspective between designers and users.
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| 28. |
- Escher, Cecilia, et al.
(författare)
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Method matters: impact of in-scenario instruction on simulation-based teamwork training
- 2017
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Ingår i: Advances in Simulation. - : Springer Science and Business Media LLC. - 2059-0628 .- 2364-3277. ; 2:25
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Tidskriftsartikel (refereegranskat)abstract
- Background: The rationale for introducing full-scale patient simulators in training to improve patient safety is to recreate clinical situations in a realistic setting. Although high-fidelity simulators mimic a wide range of human features, simulators differ from the body of a sick patient. The gap between the simulator and the human body implies a need for facilitators to provide information to help participants understand scenarios. The authors aimed at describing different methods that facilitators in our dataset used to provide such extra scenario information and how the different methods to convey information affected how scenarios played out. Method: A descriptive qualitative study was conducted to examine the variation of methods to deliver extra scenario information to participants. A multistage approach was employed. The authors selected film clips from a shared database of 31 scenarios from three participating simulation centers. A multidisciplinary research team performed a collaborative analysis of representative film clips focusing on the interplay between participants, facilitators and the physical environment. After that the entire material was revisited to further examine and elaborate the initial findings. Results: The material displayed four distinct methods for facilitators to convey information to participants in simulation based teamwork training. The choice of method had impact on the participating teams regarding flow of work, tempo and team communication. Facilitators’ close access to the teams’ activities when present in the simulation suite, either embodied or disembodied in the simulation, facilitated the timing for providing information, which was critical for maintaining the flow of activities and learner engagement in the scenario. The mediation of information by a loudspeaker or an earpiece from the adjacent operator room could be disturbing for team communication when information was not well timed. Conclusions: In-scenario instruction is an essential component of simulation based teamwork training that has been largely overlooked in previous research. The ways in which facilitators convey information about the simulated patient have the potential to shape the simulation activities and thereby serve different learning goals. Although immediate timing to maintain an adequate tempo is necessary for professionals to engage in training of acute situations, novices may gain from a slower tempo to train complex clinical team tasks systematically.
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| 29. |
- Gosman-Hedström, Gunilla, 1947, et al.
(författare)
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Strokerummet - en webbplats för lärande : Thematic stroke room - a website for learning
- 2010
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Ingår i: Vård i Norden. - : SAGE Publications. - 0107-4083. ; 30:2, s. 42-45
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Tidskriftsartikel (refereegranskat)abstract
- The widespread use of web-based resources has dramatically increased access to scientifically based information of use to both health professionals and the general public. Scientific results are, however, often hard for people outside the scientific community to understand. Moreover, access to large amounts of information of various kinds often places insurmountable demands on the readers to understand, assess and select what is relevant and trustworthy. This article describes the development of «Thematic Room Stroke- care, social care and rehabilitation» at Vårdalinstitutet, the Swedish Institute for Health Sciences. This is a Swedish project resulting from close cooperation between an editing committee and about 30 researchers. It aims to present research findings on a website that healthcare teams, patients and their families and the public can easily access and use. A syllabus and texts connected with each theme may be downloaded for use in local study circles. The idea is to stimulate the participants’ interest in learning independently and create a forum for dialogue and discussion in different contexts. Professionals use the website material regularly for classes and informing patients. It is hoped that an interactive forum to determine how the information is understood and used will provide important feedback on how the virtual Thematic Room Stroke may be further improved
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| 30. |
- Gustafsson, Jan, 1960, et al.
(författare)
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Att lära i och för arbetslivet: Myter och utmaningar : Learning in and for working life: Myths and challenges
- 2009
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Ingår i: Pedagogisk Forskning i Sverige. - 1401-6788. ; 14:2, s. 110-131
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Tidskriftsartikel (refereegranskat)abstract
- Self-directed learning, autonomy and problem-solving have increasingly been put forward in education to foster competencies needed for modern working life. Needs for authenticity and pedagogical models like work based and problem based learning have emerged as responses to this requests. The implementation of a nursing programme building on such assumptions is analysed in this study by investigating how it is construed and managed by teachers and students themselves. The results showed that new tensions emerged between understanding problems on a theoretical level and how to construe and deal with clinical problems. It is concluded that the movement towards authenticity should further take in consideration how students actually construe and understand relations between content knowledge and real life problems in work based and problem-based learning environments
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