| 61. |
- Christidis, Maria
(författare)
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Vocational knowing in subject integrated teaching : A case study in a Swedish upper secondary health and social care program
- 2019
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Ingår i: Learning, Culture and Social Interaction. - : Elsevier BV. - 2210-6561 .- 2210-657X. ; 21, s. 21-33
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Tidskriftsartikel (refereegranskat)abstract
- The aim of this case study was to investigate what vocational knowing was made available in subject-integrated teaching of four vocational subjects in a Swedish Health and Social Care Program (HSCP). The study was composed of two separate data collections, both ethnographic. The first data collection was performed in autumn 2012 on a theme unit called VIPS, with a group of students (16 +), in a Swedish HSCP. Data comprised observations, field notes, and audio recordings of planning and teaching of the theme unit, informal discussions with teachers and students, handouts, a theme booklet, and student assignments. The second data collection was performed during spring 2018 in which life-history interviews focused on documentation were conducted with the teachers involved in the theme unit from 2012. Data comprised audio recordings and time lines. A theoretical framework and analytical work were performed with concepts from Cultural Historical Activity Theory, and from New Literacy Studies. The results indicate that the object in the teaching activity comprised vocational knowing in three areas: psychosis, ethics, and communication, and vocational literacy. Vocational contextualization of teaching was a necessary component that made available vocational knowing that contributed to the students' professional development.
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| 62. |
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| 63. |
- Christidis, Maria, 1982-, et al.
(författare)
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Vocational Literacy as means for Vocational Knowing related to Ethics in a Swedish Upper Secondary Health and Social Care Program
- 2017
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Ingår i: ISCAR 5th International Congress August 28th - September 1st 2017 Quebec, Canada.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- The issue of this paper is to explore what vocational knowing is made available for students in Swedish upper secondary vocational education (16+) within the Health and Social Care program, with a specific focus on literacy-related vocational knowing framed by contextualized teaching (previously integration of subjects). A case study of contextualized teaching in a Swedish upper secondary school was followed ethnographically during autumn 2012 in the Health and Social Care program (year 2 of 3). Cultural-historical activity theory was used for analyzing what vocational knowing was made available and what literacy aspects that contributed to this. Teachers constructed a theme, Death, in order to work with ethical content relevant for nurse assistants. Ethical dilemmas and literacy practices (writing notes, reading aloud) were used as tools for enhancing sharing of different perspectives. The object of learning was identified as the ability to change perspectives and taking the other’s perspective in a dilemmatic situation related to caring.
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| 64. |
- Christidis, Maria, 1982-
(författare)
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Ämnesintegrering på vård- och omsorgsprogrammet utifrån ett verksamhetsteoretiskt perspektiv
- 2014
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Licentiatavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The study investigated subject integrated teaching and vocational knowledge in one Health and Social Care program. The material was collected ethnographically, during a period of a school semester (5 months), and analysed according to the Activity-Theoretical concepts actions, goals and tools.The results identified five goals for subject integrated teaching: the legitimacy of Swedish as a school subject; a focus on linguistic prescriptivism; the identity of vocational subjects; a predominant medical focus in vocational subjects; and a professional language. Further six recurrent tools were identified: a fictional book; a teacher-prepared hand-out; a teacher-constructed case report; teacher-examples from health care; and linguistic rules. There was a theoretical kind of vocational knowledge with focus on language issues, on medical aspects of care, and on a professional language.In conclusion, subject integrated teaching contributed with more than each of the specific subjects contributed with and simultaneously tensions between goals representing different subjects were found. However, tools were shared between subjects.
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| 65. |
- Christidis, Nikolaos, et al.
(författare)
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Early steps towards professional clinical note-taking in a Swedish study programme in dentistry
- 2022
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Ingår i: BMC Medical Education. - : Springer Science and Business Media LLC. - 1472-6920. ; 22:1
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Tidskriftsartikel (refereegranskat)abstract
- Background Higher education tends to focus on academic writing only, instead of emphasizing that professional texts are also used as a basis for communication in contexts with a variety of participators. When it comes to clinical notes, research is scarce and focused on technology and informatics. Therefore, the aim was to explore dental students’ clinical notes, and specifically which aspects of the clinical notes characterizes clinical notes that are not sufficient enough for professional purposes.Methods The object of analysis was the student’s written completion of a teacher constructed protocol regarding oral mucosa, the dental apparatus including pathology on tooth level, oral hygiene, and a validated international clinical examination protocol of the temporomandibular region. The study was framed within the New Literacy Studies approach, and the clinical notes were analyzed using thematic analysis.Results Within the clinical notes three themes were identified; a) familiar content; b) familiar content in new context; and c) new content. The forms of notes could refer to either categorizational clinical notes or descriptive clinical notes. Most students were able to write acceptable clinical notes when the content was familiar, but as soon as the familiar content was in a new context the students had difficulties to write acceptable notes. When it comes to descriptive notes students suffered difficulties to write acceptable notes both when it came to familiar content, or familiar content in a new context.Conclusions Taken together, the results indicate that students have difficulties writing acceptable notes when they are novices to the content or context, making their notes either insufficient, too short or even wrong for professional purposes. With this in mind, this study suggests that there is a need to strengthen the demands on sufficient professional quality in clinical notes and focus on clinical notes already in the early stages of the different medical educations.
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| 66. |
- Christidis, Nikolaos, et al.
(författare)
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Swedish dental students’ clinical notes and reflections as part of a case-based examination – challenges for undergraduate education
- 2023
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Ingår i: Medical Research Archives. - : European Society of Medicine. - 2375-1916 .- 2375-1924. ; 11:10
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Tidskriftsartikel (refereegranskat)abstract
- Clinical records are the basis for clinical reasoning, diagnostics, treatment planning, and management as well as for management of the patient and the outcome of the treatment, and therefore an important aspect of health professionals’ work. Several articles emphasize the importance of adequate and correct content in these records. Previous research shows that even health professionals need to improve the content and structure of their clinical records, for them to give the information needed for various needs. The focus of this article are the clinical records of undergraduate dental students. The aim of the study was to explore patterns of adequate and inadequate content in clinical notes of undergraduate dental students in their final year of education. Secondly, whether these results could provide insights for development of health professions education.Data comprised of 33 cased-based examinations collected during January 2020 at the University Dental Clinic, Department of Dental Medicine, Karolinska Institutet, in Huddinge Sweden. Also, data included teachers’ assessment of these examinations. The texts were analyzed with thematic analysis.Analytical results showed three themes. The first theme, (i) Professional content knowledge, concerned information in patient history, status, diagnostics and treatment plan, and an information ambiguity. The theme also included the students' use of professional terminology and the choice of articles to support reflections. The second theme (ii) incomplete method of investigation involved the actual patient interview, but also students’ various misunderstandings of the template. The third theme was (iii) Academic formalities. This theme concerned students' understanding of the purpose of referencing and its function, but also a non-use of references, the use of irrelevant references, errors in the given citation style, and an incorrect structure of the text according to the template. In conclusion, results showed the need for continuous training in clinical note-taking and reflections during dental students' professional education. In this training, teachers’ assessment is important for students' development of professional literacy and professional judgment. Also, a continuous reminder of science and proven experience as the basis for the profession which is also made visible through academic formalities.
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| 67. |
- Díaz, Miguel, Högskoleadjunkt, et al.
(författare)
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Tortyrens påverkan på exekutiva funktioner : Konsekvenser av PTSD och traumatisk hjärnskada hos tortyröverlevare vid traumabehandling, asylprocess och integration
- 2023
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Rapport (övrigt vetenskapligt/konstnärligt)abstract
- En hög andel av de personer som söker asyl uppger att de har varit utsatta för tortyr. Omfattande fysisk och psykisk illabehandling, som tortyr ofta innebär, medför en ökad risk för att hjärnans struktur och funktion förändras. Tortyr leder i mycket hög ut sträckning till psykisk ohälsa som posttraumatisk stress (PTSD). Till följd av olika typer av våld ökar också risken för hjärnskada. Litteraturstudien fokuserar på de neurobiologiska förändringarna av hjärnstrukturer som kan uppstå till följd av tortyr, fr amför allt traumatisk hjärnskada (traumatic brain injury, TBI). Både PTSD och TBI kan påverka de så kallade exekutiva funktionerna så att en person får svårigheter att minnas, planera, verkställa planer, reglera sina känslor och överväga olika alternativ f ör att lösa problem. Detta kan få betydande negativa konsekvenser i vardagen, för arbetsprestationer och sociala interaktioner. Litteraturen uppmärksammar specifikt risker i asylprocessen då tortyrskadade förväntas kunna minnas och återberätta detaljer om traumatiserande händelser. Kunskap om tortyrens effekt på exekutiva funktioner kan vara avgörande för en kvalitativ asylprocess och verksamma integrationsinsatser.
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| 68. |
- Dyar, Anna, et al.
(författare)
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The learning environment on a student ward : an observational study
- 2019
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Ingår i: Perspectives on medical education. - : Bohn Stafleu van Loghum. - 2212-2761 .- 2212-277X. ; 8:5, s. 276-283
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Tidskriftsartikel (refereegranskat)abstract
- INTRODUCTION: Worldwide, a growing number of healthcare students require clinical environments for learning. Some wards have become adapted 'student wards' to meet this demand. Benefits have been reported from the students', supervisors' and patients' perspectives. There is no definition of a student ward, and little research on what the term means. A deeper understanding of the characteristics of student wards is needed to support their use. The aim of this study is to describe what characterises the learning environment on one student ward.METHODS: An ethnographic approach was used for an observational study on a student ward in a hospital in Sweden. Student nurses, supervisors and others on the ward were observed. Field notes were thematically analysed.RESULTS: Four themes were identified: 'Student-led learning' described students learning by actively performing clinical tasks and taking responsibility for patients and for their own learning. 'Learning together' described peer learning and supervision. 'Staff's approach to learning' described personalised relationships between the students and staff and the build-up of trust, the unified inter-professional approach to teaching, and the supervisors' motivation for teaching and for their own learning. 'Student-dedicated space' described the effect of the student room on the learning environment.DISCUSSION AND CONCLUSIONS: This study describes the characteristics of a student ward that centred around a community of practice that shared a view of learning as a priority, allowing staff to provide clinical care without compromising students' learning. This qualitative study at a single centre lays the groundwork for future research into other student wards.
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| 69. |
- Dyar, Anna, et al.
(författare)
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What about the supervisor? Clinical supervisors' role in student nurses' peer learning : a phenomenographic study
- 2021
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Ingår i: Medical Education. - : John Wiley & Sons. - 0308-0110 .- 1365-2923. ; 55:6, s. 713-723
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Tidskriftsartikel (refereegranskat)abstract
- INTRODUCTION: Peer learning is increasingly used for healthcare students in the clinical setting. However, as peer learning between students involves students taking a teaching role, it is unclear what the supervisor's role then becomes. It is vital to determine the role of the supervisor in student peer learning to ensure high quality learning and patient safety.METHODS: Semi-structured interviews were performed with 15 student nurse supervisors (nurses and assistant nurses) from two hospital wards that practice peer learning to investigate the different ways clinical supervisors view their role in students' peer learning. Transcribed data were coded and analysed using a phenomenographic approach.RESULTS: Four hierarchical levels of the supervisor's understanding of their role in students' peer learning were identified: the teacher; the facilitator; the stimulator; and the team player. These categories represent an increasingly inclusive view of which people present on the ward play a role in enabling effective peer learning.CONCLUSIONS: The various understandings of supervisor roles have implications for how supervision of peer learning could be implemented in the future.
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| 70. |
- Edlund-Sjöberg, M., et al.
(författare)
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Ethical reflection on patient care situations : a study in a group of Swedish nurse students
- 2001
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Ingår i: International Nursing Perspectives. - : Societa Editrice Universo. - 1592-6478. ; 1:1, s. 15-22
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract
- Introduction: In a nurse's future practical work, which is rapidly developing and changing, ethics will play an important role. A nurse student needs her/his own experience from patient care as well as training in reflecting upon ethical matters to manage future work situations. The aim of the study behind this article was to find the ethical problems that engage students, how they can correlate theoretical knowledge with practical experience and what insights in ethics they may achieve by reflecting on the experiences.Method: The study entailed examining written assignments, submitted by the students during their clinical education in medicine and surgery. Data consisted of 46 students' reports describing practical patient care situations on which the students had made reflections from an ethical point of view.Results: The most common ethical problem described by the students was the violation of the integrity of either a patient or his relative as well as disrespect of their autonomy. The actions taken by the students in these situations most often followed two lines: either taking a clear active part for the patient, or playing a passive role, not taking the action considered to be appropriate. Their passivity was due to fear of not being accepted by the staff. The insight and understanding gained by the students from these ethical dilemmas were: to act differently in a similar situation in the future, to be confident, and to listen to the patient in order to understand his/her needs. The students clearly showed their ability to correlate theoretical knowledge with practical experience the dynamics of their reasoning.Conclusion: The study indicated that reflections made by students can lead to an increased awareness of the need for knowledge about nursing, about own actions and behaviour, and the feelings and values that influence actions. It seems possible that the ethical competence gained by the students reflecting on situations with moral dilemmas, could be improved, if they were helped to develop and absorb certain virtues or abilities. In the students' reflections some qualities emerged as important, e.g. courage, sensitivity, judgement, and ability to perform a dialogue.
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