| 1. |
- Groglopo, Adrián, 1967
(författare)
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Demokrati, Islamofobi och Sveriges framtid - Intervju med Sveriges Unga Muslimers ordförande Rashid Musa
- 2018
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Ingår i: Antirasistiska Akademin.
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Annan publikation (övrigt vetenskapligt/konstnärligt)abstract
- Rashid Musa är ordförande för Sveriges Unga Muslimer (SUM). I denna intervju talar Rashid och Adrián om demokrati, rasism och islamofobi samt om behovet av en ny politisk mobilisering av de rasifierade andra. Intervjuserie som finansierades av Myndigheten för ungdoms- och civilsamhällsfrågor. Projektet handlar om 17 djupintervjuer med både forskare som studerar rasism i Sverige och aktivister som arbetar med frågor om rasism och mänskliga rättigheter. Projektansvarig och intervjuare: Adrián Groglopo.
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| 2. |
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Posthumanistiska nyckelstexter
- 2012. - 1
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Samlingsverk (redaktörskap) (refereegranskat)abstract
- Den här boken introducerar några viktiga författare på samtidsaktuella teoriområden. Donna Haraway, Karen Barad, Rosi Braidotti, Michel Callon, Gilles Deleuze, Félix Guattari, Michel Serres och Annemarie Mol presenteras i boken, som också innehåller översatta texter av dessa namn. Boken ger en bakgrund till och en överblick över ett område i intensiv teoriutveckling. Här presenteras den så kallade materiella, posthumana eller ontologiska vändningen. Här kartläggs grunderna för olika posthumanistiska förhållningssätt till de både mänskliga och icke-mänskliga (djur, miljö, teknik) krafterna i vår värld så som de begreppsliggjorts inom filosofi, feministisk teori, kulturstudier och samhällsvetenskapliga studier av naturvetenskap, medicin och teknik. Genom lästips och en omfattande litteraturlista öppnar boken för fortsatta studier och vidare diskussioner. Avslutningsvis finns också en omfattande ordlista med viktiga nyckelbegrepp som i sig ger en introduktion till ett heterogent forskningsfält. Boken riktar sig till studenter, doktorander och andra nyfikna forskare inom olika tvärvetenskapliga eller disciplinära former av humaniora och samhällsvetenskap.POSTHUMANISTISKA NYCKELTEXTER ger i de inledande kapitlen en överblick och en introduktion till posthumanistiska studier och till materiell-semiotik. Här behandlas tankeströmningar som rör det humanas natur, humanismens etik och humanvetenskapernas framtid. Boken ger en introduktion till det som inom genusvetenskap och tekniksociologi kommit att kallas den ontologiska vändningen mot de materiaaliteter och världsliga relationer som både gör och förgör oss. Här kartläggs grunderna för posthumanistiska förhållningssätt till de både mänskliga och icke-mänskliga (djur, miljö, teknik) dimensionerna av vår värld så som de begreppsliggjorts inom filosofi, feministisk teori, kulturstudier och sociala studier av vetenskap och teknik. POSTHUMANISTISKA NYCKELTEXTER erbjuder introduktioner till viktiga författare och översättningar av nyckeltexter skrivna av Donna Haraway, Karen Barad, Rosi Braidotti, Michel Callon, Gilles Deleuze med Felix Guattari, Michel Serres och Annemarie Mol. Boken innehåller även en omfattande ordlista med viktiga nyckelbegrepp som i sig ger en introduktion till ett mångfaldigt forskningsfält.
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| 3. |
- Lilja Andersson, Petra, et al.
(författare)
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Nursing students' experiences of assessment by the Swedish National Clinical Final Examination
- 2013
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Ingår i: Nurse Education Today. - : CHURCHILL LIVINGSTONE. - 0260-6917 .- 1532-2793. ; 33:5, s. 536-540
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Tidskriftsartikel (refereegranskat)abstract
- The Swedish National Clinical Final Examination (NCFE) was established in 2007 in order to examine nursing students' clinical competence upon completing their Bachelor's degree in nursing. The NCFE constitutes an innovative method of examination, divided into two parts: a written and bedside test. The aim of this study was to evaluate nursing students' experiences of being assessed by means of the NCFE, in order to obtain information that could be used to improve the examination. A survey was conducted using a questionnaire with open-ended questions concerning the written and the bedside part of the NCFE. The answers from 577 third-year nursing students were analysed using content analysis. The nursing students regarded the NCFE as promoting further learning and as an important means of quality assurance. Its comprehensive nature was perceived to tie the education together and contributed to the students' awareness of their own clinical competence. The strengths of the NCFE especially highlighted were its high degree of objectivity and the fact that it took place in a natural setting. However, the students felt that the NCFE did not cover the entire nursing programme and that it caused stress. It thus appears to be important to reconsider the written theoretical part of the examination and to standardise the bedside part. (C) 2011 Elsevier Ltd. All rights reserved.
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| 4. |
- Nilsson, Jan, et al.
(författare)
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Nurse professional competence (NPC) assessed among newly graduated nurses in higher educational institutions in Europe
- 2019
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Ingår i: Nordic Journal of Nursing Research Vol. 39(3) 159–167. - : SAGE Publications. ; 39:3, s. 159-167
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Tidskriftsartikel (refereegranskat)abstract
- Abstract Nursing education will play an important role in further advancing healthcare transformation in the future. The aim of this study was to assess and compare nursing education and self-reported professional competence among nursing students graduating with a bachelor’s degree from higher education institutions in Europe. Data were collected using the Nurse Professional Competence Scale including 88 items and eight competence areas. In total, 752 nursing students at 11 higher education institutions in Europe participated in the study, with a response rate of 88.7%. The highest measured mean scores were found in the competence areas ‘Value-based nursing care’ and ‘Medical technical care’ and the lowest were found in ‘Legislation in nursing and safety planning’ and ‘Education and supervision of staff and students’. Nursing students in central Europe scored significantly higher on seven out of the eight competence areas than nursing students in northern and southern Europe. In order to standardize and further develop nursing education in Europe, the assessment of nursing-related competences is of crucial importance.
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| 5. |
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Välfärdspolitik i praktiken : om perspektiv och metoder i forskning
- 2007
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Samlingsverk (redaktörskap) (populärvet., debatt m.m.)abstract
- Förändringar av människors villkor i samhället kräver nya sätt att forska. I den här antologin presenteras olika redskap för kvalitativ forskning om välfärd. I antologin utgår forskarna från redan välkända traditioner inom samhällsvetenskaplig forskning, men argumenterar inte bara för etablerade forskningsmetoder och teoretiska perspektiv inom välfärdsforskningen utan också för nya. Antologin har arbetats fram inom ramen för Nordiska Sommaruniversitetet och därmed influerats av olika forskningstraditioner som förekommer vid universitet och högskolor i Norden. Nya forskningsmetoder där människornas egna utsagor och upplevelser tillvaratas kan tolkas utifrån redan etablerade teoretiska perspektiv som fenomenologi, hermeneutik och interaktionism. De forskningsansatser som presenteras möjliggör att människor även själva är med och formulerar bilden av sina livsvillkor. I antologin visas hur forskning med dessa ansatser kan ske tillsammans med människor i olika åldrar och livssituationer. I antologin visas också att komparativa ansatser kan öppna för nya insikter om olika dimensioner i välfärdsystemet som en kulturell praktik.
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| 6. |
- Okenwa-Emegwa, Leah, 1973-, et al.
(författare)
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Lessons Learned from Teaching Nursing Students about Equality, Equity, Human Rights, and Forced Migration through Roleplay in an Inclusive Classroom
- 2020
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Ingår i: Sustainability. - Basel : MDPI. - 2071-1050. ; 12:17
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Tidskriftsartikel (refereegranskat)abstract
- Inclusive education, sustainable development, and core nursing values all share common goals of promoting diversity, equity, social justice, and inclusion. However, prevailing norms of exclusion may shape health systems and healthcare workers’ attitudes and threaten inclusive patient care. Ongoing global conflicts and violence resulting in growing patient diversity in terms of ethnicity and migration status have led to questions regarding healthcare systems’ preparedness for inclusive nursing. Diversity-rich classrooms and collaborative learning methods, like role play, are inclusive strategies that may be useful in nursing education. The purpose of this paper is to present lessons learned from incorporating role play about forced migration in inclusive nursing classrooms. Various diversity-rich nursing student groups participated in a two-hour role play on forced migration facilitated by youth volunteers from the Swedish Red Cross Society between 2017 and 2019. This study is based on the amplified analysis of qualitative data materials, in the form of notes and summarized feedbacks, obtained from evaluating the role play as a teaching-learning activity. Three themes were identified, specifically, knowledge exchange, existential reflections, and empathy evoked. Findings suggest that working collaboratively in an inclusive environment may improve nursing students’ understanding of the vulnerabilities created by forced migration and to be better prepared for promoting social justice for this group in health care settings.
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| 7. |
- Gardulf, A, et al.
(författare)
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The Nurse Professional Competence (NPC) Scale: A tool that can be used in national and international assessments of nursing education programmes.
- 2019
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Ingår i: Nordic Journal of Nursing Research. - : SAGE Publications. - 2057-1585 .- 2057-1593. ; 39:3, s. 137-42
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Tidskriftsartikel (refereegranskat)abstract
- Abstract The quality of basic nursing bachelor programmes nationally and internationally must regularly be assessed to ensure that they fulfil requirements and are appropriate in relation to developments and changes in societies and healthcare systems. There is a need for instruments in helping to assess this. The aim of this study was to investigate whether the Nurse Professional Competence (NPC) Scale could serve as a tool to measure and detect possible differences between universities/university colleges regarding nursing students’ self-reported competence. Totally, 543 nursing students who had just completed their academic three-year nursing bachelor programmes at 10 universities/university colleges in Sweden participated in the study (response rate 71%). The students answered the NPC Scale with its 88 items constituting eight competence areas (CAs) and two overarching themes. The results from using the NPC Scale by the students were then compared between the 10 universities/university colleges. Significant mean score differences were found between the universities/university colleges on all CAs and on both themes. The highest mean score differences were found for the CAs ‘Medical and technical care’ and ‘Documentation and information technology’. The lowest mean score differences were found for the CAs ‘Value-based nursing care’ and ‘Leadership in and development of nursing’. It is concluded that the NPC Scale can serve as a useful tool in national and international assessments of nursing bachelor programmes.
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| 8. |
- Moller, H., et al.
(författare)
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Technology-Enhanced Learning of Human Trauma Biomechanics in an Interprofessional Student Context
- 2022
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Ingår i: Teaching and Learning in Medicine. - : Informa UK Limited. - 1040-1334 .- 1532-8015. ; 34:2, s. 135-144
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Tidskriftsartikel (refereegranskat)abstract
- Phenomenon This study aimed to investigate how students can develop their understanding of trauma biomechanics by means of technology-enhanced learning-an interactive visualization tool developed to enhance understanding of the biomechanics underlying an injury via dynamic imaging sequences. Approach: Students were invited to explore the content as a learning resource during an interprofessional clinical placement on an orthopedic ward. Thirty volunteer medical, nursing, and physiotherapy/occupational therapy students participated in 10 interprofessional groups of three participants. They were video recorded while interacting with learning software that was divided into five sections: Work Up, General Information, Biomechanical Case Study, Biomechanical Risk Assessment, and Treatment. Investigators probed students' learning experiences via four focus group discussions. A sociomaterial perspective was adopted, directing the analytical focus to how students' made use of talk, gestures, bodies, and material objects to understand the visualized phenomena. Findings: When connecting the visualization to a patient case, certain features of the technology stood out as important for promoting engagement and understanding trauma mechanisms. Decreased tempo, showing the directions and dynamics of trauma biomechanics in slow-motion, and color coding of the strain on the affected structures were especially important for evoking the emotional responses. The visualization tool also supported students' explorations of causal relationships between external forces and their biomedical effects. These features emphasize the sociomaterial relation between the design of the technology and the student activities. Insights: Dynamic visualization of biomechanical events has the potential to improve the understanding of injury mechanisms and specifically to identify anatomical structures at high risk of injury. Dynamic visualizations for educational purposes seem to promote possibilities for learners to contextualize visual representations relative to one's own body. Educational methods and practice need explicit attention and development in order to use the full potential of the visualization technology for learning for the health care professions.
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| 9. |
- Brodin, Jane, 1942-, et al.
(författare)
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How many positive results on inclusion do we need to make a change?
- 2009. - Vol. 25
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Ingår i: Assistive Technology From Adapted Equipment to Inclusive Environments. - The Netherlands : IOS Press. ; , s. 708-712
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- The expectations of Information and Communication Technologies (ICT) as a tool for participation and equal opportunities for all have been highly valued within the European community. For children and young persons with disabilities the expecations have been of special importance as they have found their opportunities for inclusion on the agenda. Inclusion is not only a physical placement. Inclusion means to be part of, to share, to communicate and to be someone to count with. The aim of the article is to stress research on inclusion of children and highlight how ICT has been and still is used in the schools to enhance participation and equal opportunities for all. Our intention is to stress challenging research results and we ask 'how many positive results on inclusion do we need to make changes?' and 'where are all the progressive decision-makers who will implement the research results?'.
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| 10. |
- Langegård, Ulrica, 1969, et al.
(författare)
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Nursing students' experiences of a pedagogical transition from campus learning to distance learning using digital tools.
- 2021
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Ingår i: BMC nursing. - : Springer Science and Business Media LLC. - 1472-6955. ; 20:1
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Tidskriftsartikel (refereegranskat)abstract
- The use of distance education using digital tools in higher education has increased over the last decade, particularly during the COVID-19 pandemic. Therefore, this study aimed to describe and evaluate nursing students' experiences of the pedagogical transition from traditional campus based learning to distance learning using digital tools.The nursing course Symptom and signs of illness underwent a transition from campus based education to distance learning using digital tools because of the COVID-19 pandemic. This pedagogical transition in teaching was evaluated using both quantitative and qualitative data analysis. Focus group interviews (n = 9) were analysed using qualitative content analysis to explore students' experiences of the pedagogical transition and to construct a web-based questionnaire. The questionnaire comprised 14 items, including two open-ended questions. The questionnaire was delivered to all course participants and responses were obtained from 96 of 132 students (73%). Questionnaire data were analyzed using descriptive statistics and comments from the open-ended questions were used as quotes to highlight the quantitative data.The analysis of the focus group interviews extracted three main dimensions: didactic aspects of digital teaching, study environment, and students' own resources. Social interaction was an overall theme included in all three dimensions. Data from the questionnaire showed that a majority of students preferred campus based education and experienced deterioration in all investigated dimensions after the pedagogical transition. However, approximately one-third of the students appeared to prefer distance learning using digital tools.The main finding was that the pedagogical transition to distance education reduced the possibility for students' social interactions in their learning process. This negatively affected several aspects of their experience of distance learning using digital tools, such as reduced motivation. However, the heterogeneity in the responses suggested that a blended learning approach may offer pedagogical benefits while maintaining an advantageous level of social interaction.
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