| 31. |
- Gustafsson, Jan, 1960, et al.
(författare)
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Work-integrated learning in educating for the healthcare professions
- 2007
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Ingår i: Paper presented at the EARLI conference 28/8-1/9. Budapest, Hungary..
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Konferensbidrag (refereegranskat)abstract
- The gap between higher education and work is often referred to as an obstacle for learning proficient work performance. To overcome these difficulties a work-place based alternative to a three-year nurse education programme was initiated at the University West in Sweden. All moments of the education, even theoretical ones, were carried out within or adjacent to clinical settings. In comparison to a traditional curriculum the boarders between theoretical studies and participation in caring activities were very much dissolved. The work-integrated programme was organized around a given set of themes instead of theoretical disciplines. In accordance with a PBL-design (problem-based learning) each theme involved groups of students in delineating a problem; identifying the needs for additional knowledge to solve it; organising the new information; and finally, evaluating the learning process. The programme was based on real-life problems brought in from the close clinical practice, with the purpose of covering the content of different themes. Data about the educational activities were collected through interviews with students and teachers; observations and video recordings of various educational activities as well as taking part of documents produced. The results points to several critical aspects that have to be considered further if work-integrated learning as an educational concept should be able to meet the demands of a thoroughly integration of theory and practice. Integration on an organisational level is not sufficient for managing the tensions between a thematic and a discipline-based structure on a content level. It is argued that the emphasis on autonomy and self-directed learning pervading much PBL-research often dismiss how the subject matter is dealt with in instruction. Instead an approach is suggested for studying and designing learning environments that focus on how the realms of education and work are utilized as resources in the students’ interactions with a more experienced tutor.
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| 32. |
- Husebo, S. I. E., et al.
(författare)
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A comparative study of defibrillation and cardiopulmonary resuscitation performance during simulated cardiac arrest in nursing student teams
- 2012
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Ingår i: Scandinavian Journal of Trauma Resuscitation & Emergency Medicine. - : Springer Science and Business Media LLC. - 1757-7241. ; 20:23
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Tidskriftsartikel (refereegranskat)abstract
- Background: Although nurses must be able to respond quickly and effectively to cardiac arrest, numerous studies have demonstrated poor performance. Simulation is a promising learning tool for resuscitation team training but there are few studies that examine simulation for training defibrillation and cardiopulmonary resuscitation (D-CPR) in teams from the nursing education perspective. The aim of this study was to investigate the extent to which nursing student teams follow the D-CPR-algorithm in a simulated cardiac arrest, and if observing a simulated cardiac arrest scenario and participating in the post simulation debriefing would improve team performance. Methods: We studied video-recorded simulations of D-CPR performance in 28 nursing student teams. Besides describing the overall performance of D-CPR, we compared D-CPR performance in two groups. Group A (n = 14) performed D-CPR in a simulated cardiac arrest scenario, while Group B (n = 14) performed D-CPR after first observing performance of Group A and participating in the debriefing. We developed a D-CPR checklist to assess team performance. Results: Overall there were large variations in how accurately the nursing student teams performed the specific parts of the D-CPR algorithm. While few teams performed opening the airways and examination of breathing correctly, all teams used a 30:2 compression: ventilation ratio. We found no difference between Group A and Group B in D-CPR performance, either in regard to total points on the check list or to time variables. Conclusion: We found that none of the nursing student teams achieved top scores on the D-CPR-checklist. Observing the training of other teams did not increase subsequent performance. We think all this indicates that more time must be assigned for repetitive practice and reflection. Moreover, the most important aspects of D-CPR, such as early defibrillation and hands-off time in relation to shock, must be highlighted in team-training of nursing students.
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| 33. |
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Interprofessional Simulation in Health Care
- 2019
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Samlingsverk (redaktörskap) (övrigt vetenskapligt/konstnärligt)abstract
- This book describes and discusses a practice-oriented approach to understanding and researching interprofessional simulation-based education and simulation. It provides empirical findings from research on this topic and is informed by practice-oriented perspectives. It identifies critical features of the simulation practice and discusses how these can be used in reforming simulation pedagogy. The book is divided into three sections. Section 1 sets the scene for understanding the practices of interprofessional simulation-based education and simulation. It provides a theoretical and methodological framework for the conceptualisation of practices and for the empirical studies on which the book is based. Section 2 revisits the dimensions of the simulation process/exercise, i.e. the briefing, simulation, and debriefing, and provides empirical analyses of how the practice of simulation unfolds. Based on these analyses, section 3 identifies and discusses how pedagogies for simulation can be reformed to meet the demands of future healthcare and research.
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| 34. |
- Islind, Anna Sigridur, 1985-, et al.
(författare)
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Creating a Boundary Practice by Co-Design
- 2016
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Ingår i: AIS SIGPRAG Pre-ICIS Workshop 2016.
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Konferensbidrag (refereegranskat)abstract
- This paper explores the role of boundaries in a co-design process and how design work can be organized in order to manage the existing boundaries. The source of boundaries in design lies in the interface and dynamics between use practices, design practices and work practices.We will benefit from the boundary literature in order to contribute to practice-based design approaches in general, and to co-design approaches in particular.The researchis based on empirical data from a 2-year co-design process within the home care sector; involving participants from several professional groups: caregivers and care recipients. This paper focuses primarily on the caregivers (practitioners), the care recipients (elderly) and the designers. We particularly take into account the diversity of the participants in the co-design initiative and how these participants (representing two user groups) influenced the design process over time, and how their participation enabled the crossing of boundaries and the creation of a new boundary practice. Finally, the role of the designer is discussed in terms of redirecting its function towards facilitation instead of negotiation.
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| 35. |
- Ivarsson, Jonas, 1976, et al.
(författare)
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Arranging for better learning opportunities in radiology
- 2015
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Ingår i: Optimisation in X-ray and Molecular Imaging 2015 - the Fourth Malmö Conference on Medical Imaging, Gothenburg, Sweden, 28-30 May 2015.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Purpose: The study provides an example on how it is possible to design environments at the workplace that could meet learning demands implied by the introduction of novel imaging technologies in radiology (in this case tomosynthesis). The innovative aspect of this design does not result from the implementation of any specific tool for learning. Instead, advancement is achieved by a novel set-up of existing imaging technologies. Based on a number of pedagogical principles, we developed what we call a Technology enhanced Learning Session (TLS), an interactive format that allows for focused discussions between learners with different levels of expertise. Method: Interactions during a TLS were videotaped and later analysed using interaction analysis. We did not seek to explain factors affecting learning, but rather identify qualities of the arrangement that presented opportunities for professionally meaningful forms of action, i.e. enabling conditions of the TLS for displaying knowledge on how to judge radiological section images produced by the novel technology. Results: Based on the analysis we propose three principles to be considered when designing learning environments for teaching professional modes of reasoning in radiology: First, the ways in which participants with different levels of experience interact and communicate have a large impact on the outcome of the activity. By publicly displaying records of the participants’ individual assessments everyone can become involved and mistakes become dissected rather than hidden. Second, experts working on authentic cases give prominence to case specific details, disambiguation practices, and several dimensions of variation (in representations, anatomy, pathology etc.). Professional modes of reasoning, when being made publically visible, operate as instructions. Third, participants should be given shared access to visual materials: Given different setups, participants will have different possibilities of establishing shared references and partake in reasoning that build on visual details. As we have seen, the observers’ ability to notice, discuss, and investigate particular features of the radiological images became a necessary requirement for the accomplishment of their collaborative work. Conclusions: The study points to what we see as the underexplored possibilities of tailoring basic and specialist training that meets the new demands given by novel imaging technologies in radiology.
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| 36. |
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| 37. |
- Ivarsson, Jonas, 1976, et al.
(författare)
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Arranging for visibility
- 2010
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Ingår i: Paper presented at the European Association for the study of Science and Technology conference, Trento, Italy.
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Konferensbidrag (refereegranskat)abstract
- With an approach based on ethnomethodological studies of work, this presentation discusses a theme that we call arranging for visibility. First, we present a case where professionals in medicine arrange so called learning sessions in order develop visual expertise in relation to a novel medical imaging technology. Characteristic for these sessions is that members of the team arrange the situations so as to be able to visually discern critical details. Second, we discuss how the members’ orientation to visual details necessitates analytical access to these details, and – in relation to this – what arranging for visibility might mean for us as analysts. The case that we discuss concerns a multidisciplinary team of scientists and professional radiologists. Diagnosis and follow-up of pulmonary diseases are most commonly done with conventional chest radiography. A fundamental problem with chest radiography is that overlapping anatomic structures may obstruct the detection of tumours and other pathologies. With a new form of digital tomography called tomosynthesis it becomes possible to visualise the chest as a set of slices. Within the first months of clinical use of the technology, experienced thoracic radiologists were able to increase their detection of pulmonary nodules, from about 25% to over 90%. The increase in the detection of true positives, however, was also paralleled by an increase of false positives. The introduction of the new technology did not just simply augment the professional visual of the thoracic radiologists. Rather, it reconfigured the expertise by installing new ways of seeing and acting. As a response to this, and in order to highlight critical issues in detection of pulmonary nodules, the team arranged learning sessions during which previous cases were collectively reviewed: two separate projector screens allowed for side-by-side comparisons of CT and tomosynthesis data from the same patient; historical records of all individual markings effectively displayed any incongruence of earlier judgements; the use of large screens and laser pointers enabled rapid and precise indexing; the uneven distribution of expertise made it relevant to provide extended instruction in professional ways of seeing. The elaborate arrangement of learning sessions could be seen as an enabling condition for the team members’ ensuing orientation towards critical details in the interpretation of images. As a consequence of this, investigations of the learning sessions have the potential to shed light on important aspects of the relation between technological shifts and reconfigurations of expertise. Video recordings becomes a indispensable tool in this research: since the interest lies in the orientation to visual detail by the members, there is a need for records that preserve this orientation in necessary detail. The work of us as analysts also makes relevant elaborated arrangements of transcripts, images and different camera angles. There are thus both parallels and differences between the arrangements for visibilities made by members and that made by us as analysts – an issue which connects to the more general issue of the relation between the perspective of the member and that of the analyst in social scientific research.
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| 38. |
- Ivarsson, Jonas, 1976, et al.
(författare)
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The application of improved, structured and interactive group learning methods in diagnostic radiology
- 2016
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Ingår i: Radiation Protection Dosimetry. - : Oxford University Press (OUP). - 0144-8420 .- 1742-3406. ; 169:1-4, s. 416-421
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Tidskriftsartikel (refereegranskat)abstract
- This study provides an example on how it is possible to design environments in a diagnostic radiology department that could meet learning demands implied by the introduction of new imaging technologies. The innovative aspect of the design does not result from the implementation of any specific tool for learning. Instead, advancement is achieved by a novel set-up of existing technologies and an interactive format that allows for focussed discussions between learners with different levels of expertise. Consequently, the study points to what is seen as the underexplored possibilities of tailoring basic and specialist training that meet the new demands given by leading-edge technologies.
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| 39. |
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| 40. |
- Johansson, Elin, 1978, et al.
(författare)
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Experiences, appearances, and interprofessional training: The instructional use of video in post-simulation debriefings
- 2017
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Ingår i: International Journal of Computer-Supported Collaborative Learning. - : Springer Science and Business Media LLC. - 1556-1607 .- 1556-1615. ; 12:1, s. 91-112
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Tidskriftsartikel (refereegranskat)abstract
- © 2017 The Author(s)Through close analyses of the interaction that takes place between students and facilitators, this study investigates the instructional use of video in post-simulation debriefings. The empirical material consists of recordings of 40 debriefings that took place after simulation-based training scenarios in health care education. During the debriefings, short video-recorded sequences of the students’ collaboration in the scenarios were shown, after which the facilitators asked the students questions about the teamwork and their performance as displayed in these sequences. The aim of the study is to show: a) how the video is consequential for the ways in which the students talk about the teamwork and their own performance; b) how the facilitators’ questions guide the students’ contributions and collaborative sense making of prior events. Regularly, the facilitators’ questions were posed in terms of “seeing”. The design and sequential environment of the questions made it relevant for the students to comment on how the displayed situations appeared audiovisually and how these appearances contrasted with their experiences from the situation. In this way, the video enabled the students to talk about their own conduct, including their collaboration with their peers, from a third-person perspective. The study highlights the central role of instructions and instructional questions in the debriefings, how the video was used to make the students reconceptualise their performance together with others, and the importance of contributions from fellow students.
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