| 1. |
- Bugge, Markus M., et al.
(författare)
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Governing socio-technical change : Orchestrating demand for assisted living in ageing societies
- 2018
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Ingår i: Science and Public Policy. - : Oxford University Press (OUP). - 0302-3427 .- 1471-5430. ; 45:4, s. 468-479
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Tidskriftsartikel (refereegranskat)abstract
- In recent years, there has been an increasing interest in innovation studies towards grand challenges, and in how demand-side policy instruments can supplement traditional supply-side policy measures. To contribute to an improved understanding of how demand-side policy requires new governance responses, this article presents a case study of trialling assisted living technologies to address the grand challenge of demographic ageing. The article departs from an innovation policy framework that incorporates theorising on transformational system failures, governance modes, and policy mixes. This framework serves as an entry point to explore how different modes of governance condition the ways in which demand for assisted living in healthcare is orchestrated across multiple stakeholders. The case study is embedded in a wider system shift from a reactive to a proactive system of healthcare provision, enabling the elderly to live independently at home longer and thus avoiding or postponing institutionalised care.
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| 2. |
- Mattsson, Janet, et al.
(författare)
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Facilitation of learning in specialist nursing training in the PICU : The supervisors’ concerns in the learning situation
- 2014
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Ingår i: Journal of Nursing Education and Practice. - Toronto : Sciedu Press. - 1925-4040 .- 1925-4059 .- 1471-5953 .- 1873-5223. ; 4:12, s. 34-41
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Tidskriftsartikel (refereegranskat)abstract
- With the aim to unfold nurses’ concerns of the supervision of the student in the clinical caring situation of the vulnerable child, clinical nurses situated supervision of postgraduate nursing students in the Pediatric Intensive Care Unit (PICU) are explored. A qualitative approach, interpretive phenomenology, with participant observations and narrative interviews, was used. Two qualitative variations of patterns of meaning for the nurses’ clinical facilitation were disclosed in this study. Learning by doing theme supports the students learning by doing through performing skills and embracing routines. The reflecting theme supports thinking and awareness of the situation. As the supervisor often serves as a role model for the student this might have an immediate impact on how the student applies nursing care in the beginning of his or her career. If the clinical supervisor narrows the perspective and hinders room for learning the student will bring less knowledge from the clinical education than expected, which might result in reduced nursing quality.
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