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Sökning: L773:0965 4283 OR L773:1758 714X

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1.
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2.
  • Eriksson Tinghög, Mimmi, 1973- (författare)
  • An eye opener, but mostly for others : Employees’ perceptions on workplace alcohol education programmes
  • 2013
  • Ingår i: Health Education. - 0965-4283 .- 1758-714X. ; 113:2, s. 144-159
  • Tidskriftsartikel (refereegranskat)abstract
    • <p><em>Purpose</em> – The aim of this study is to examine the rarely heard opinions of participants in alcohol educations – in this case, employees at three workplaces. What opinions were found in relation to the initiative, its content and effects, and what are the underlying notions from which these opinions derive?</p><p><em>Design/methodology/approach</em> – The study material consisted of ten group interviews and questionnaire responses (n:298) with both fixed and open response alternatives. The data were analysed using thematic analysis and frequency tables.</p><p><em>Findings</em> – The alcohol educations appear to be perceived as legitimate and relatively unproblematic. Most opinions focused on the basic approaches used in alcohol education programmes at a more general level; there should be no lecturing and no moralizing and the content and lecturer should be trustworthy. One important finding is that education programmes like these are perceived as being useful, but mostly for others. These opinions appeared to be associated with two overarching themes in particular: paternalism and beneficence.</p><p><em>Originality/value</em> – The results of the study provide some idea of the value placed on education programmes of this kind from the perspective of the participants. Alcohol education programmes are perceived as being important and justified since they produce benefits for others, for those at risk. If the education programme is presented as being health promotive rather than risk reducing it is more likely to be perceived as relating to everyone, not only “the others”. The results may be of relevance for those planning and performing many types of health education programmes.</p>
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3.
  • Geidne, Susanna, 1975-, et al. (författare)
  • The implementation process of alcohol policies in eight Swedish football clubs
  • 2013
  • Ingår i: Health Education. - 0965-4283 .- 1758-714X. ; 113:3, s. 196-215
  • Tidskriftsartikel (refereegranskat)abstract
    • <p><strong><em>Purpose</em></strong> – Alcohol stands in an ambiguous relationship to sports, and there is a common belief that participation in sports prevents alcohol consumption. Although this is not always the case, sports clubs can be important settings for health promoting alcohol policy interventions .The purpose of this paper is to explore the process of implementing alcohol policies in eight football clubs in Sweden and, in particular, how the implementation process is conveyed in the clubs’ alcohol policy projects, the similarities and differences between this case study and Durlak and DuPre's implementation model and the recommendations for successful alcohol policy implementation in relation to the result.</p><p><strong><em>Design/methodology/approach</em></strong> – In total, 15 semi-structured interviews on the subject of sports’ club alcohol policies were conducted with project leaders and board members from eight sports clubs. The interviews were analysed using Durlak and DuPre's model of factors affecting implementation processes.</p><p><strong><em>Findings</em></strong> – The results show that almost all the factors in Durlak and DuPre's model were comprehensively manifested in the football clubs’ alcohol policy projects, although with slightly different significance and emphases.</p><p><strong><em>Practical implications</em></strong> – The results are discussed in relation to recommendations for successful alcohol policy implementation in sports clubs. Recommendations are presented in six areas: an explicit message; fit; internal policy dissemination; alcohol policy as a part of overall policy; support; and actors.</p><p><strong><em>Originality/value</em></strong> – Many sports clubs do an excellent job of implementing alcohol policies successfully and it is imperative to incorporate their “good” practices into research and provide assistance to those whose policies and practice are less developed.</p>
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4.
  • Ingemarson, Maria, et al. (författare)
  • The implementation of a behavioural support programme Teachers' perceptions of the programme and themselves as providers
  • 2016
  • Ingår i: Health Education. - EMERALD GROUP PUBLISHING LTD. - 0965-4283 .- 1758-714X. ; 116:6, s. 526-540
  • Tidskriftsartikel (refereegranskat)abstract
    • <p>Purpose - The purpose of this paper is to investigate how teachers received and perceived the school programme Prevention in School (PS), a positive behavioural support programme; how did the teachers perceive the programme characteristics and themselves as providers; and how did this affect programme implementation? Design/methodology/approach - Qualitative methods with semi-structured interviews with 13 teachers and thematic content analysis were used. Findings - The teachers were heterogeneous in their views, with professional identity, programme understanding and experiencing change being important factors for the implementation. Ambiguities regarding the boundaries of the social assignment, opposition against the theoretical underpinnings and an unclear nomenclature in a core component affected the implementation negatively. Among the perceived benefits were instant rewards in the form of aha moments and increased self-awareness. The nature of the implementation barriers indicates that PS is in need of further development. Practical implications - Compatibility with teachers' ideologies, clarification of the social assignment and enough time to consider programme adoption are vital when implementing a programme like PS. Originality/value - The study provides context-specific understanding of teachers' perceptions of a behavioural support programme and of their role when trying to implement it. It is known that providers' perceptions affect the implementation and this study contributes to the field of implementation research, with particular respect to the school setting and comprehensive programmes like PS.</p>
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5.
  • Kostenius, Catrine, et al. (författare)
  • Gamification of health education : Schoolchildren’s participation in the development of a serious game to promote health and learning
  • 2018
  • Ingår i: Health Education. - Emerald Group Publishing Limited. - 0965-4283 .- 1758-714X. ; 118:4, s. 354-368
  • Tidskriftsartikel (refereegranskat)abstract
    • <p>Purpose</p><p>The use of modern technology has many challenges and risks. However, by collaborating with schoolchildren, ideas to effectively promote health and learning in school can be identified. This study aimed to examine how a participatory approach can deepen the understanding of how schoolchildren relate to and use gamification as a tool to promote physical activity and learning.</p><p>Design/methodology/approach</p><p>Inspired by the concept and process of empowerment and child participation, the methodological focus of this study was on consulting schoolchildren. During a 2-month period, 18 schoolchildren (10–12-years-old) participated in workshops to create game ideas that would motivate them to be physically active and learn in school.</p><p>Findings</p><p>The phenomenological analysis resulted in one main theme, ‘Playing games for fun to be the best I can be’. This consisted of four themes with two sub-themes each. The findings offer insights on how to increase physical activity and health education opportunities using serious games in school.</p><p>Originality/value</p><p>The knowledge gained provides gamification concepts and combinations of different technological applications to increase health and learning, as well as motivational aspects suggested by the schoolchildren. The findings are discussed with health promotion and health education in mind.</p>
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6.
  • Kostenius, Catrine (författare)
  • Student-driven health promotion activities
  • 2013
  • Ingår i: Health Education. - 0965-4283 .- 1758-714X. ; 113:5, s. 407-419
  • Tidskriftsartikel (refereegranskat)abstract
    • <p>Purpose - The aim was to examine how students experienced creating, leading and praticipating in student-driven health promoting activities in cooperation with their teacher. Design/methodology/approach - Inspired by the PAAR method (participatory appreciative action research) 19 Swedish students, ages 10-11 participated in health promotion work in the classroom through creating, leading, participating in and evaluating their own and their peers’ health promoting activities.Findings - The analysis of the student’s health promoting activities resulted in three themes; (i) the friendly touch (ii) the outdoor run for fun (iii) the sounds of well-being, including health promotion tools such as music, massage, physical activity and the outdoors.Originality/value - The comprehensive understanding of how students experienced creating, leading and participating in student-driven health promoting activities in cooperation with their teacher, revealed three key points; i) When students were asked to choose health promoting activities, they were not only in line with existing research but were able to reflect on how to develop praxis, ii) Students are competent to lead health promoting activities with the support of their teacher and participating in health promoting activities lead by their peers, iii) The group assignment in this study offer one example of implementing health promoting activities in school to increase health literacy</p>
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7.
  • Kostenius, Catrine, et al. (författare)
  • The power of appreciation : promoting schoolchildren’s health literacy
  • 2016
  • Ingår i: Health Education. - 0965-4283 .- 1758-714X. ; 116:6, s. 611-626
  • Tidskriftsartikel (refereegranskat)abstract
    • <p>Purpose</p><p>The purpose of this paper is to explore Swedish children’s positive experiences of health and well-being, and their thoughts on how health literacy can be promoted.</p><p>Design/methodology/approach</p><p>Totally, 121 schoolchildren between the ages of 10 and 14 from three schools in two municipalities in the northern part of Sweden shared their lived experiences through individual written reflections.</p><p>Findings</p><p>The phenomenological analysis resulted in one theme, appreciation as fuel for health and well-being, and four sub-themes: feeling a sense of belonging; being cared for by others; being respected and listened to; and feeling valued and confirmed. The understanding of the schoolchildren’s experiences of health and well-being and their thoughts on how health literacy can be promoted revealed that appreciation in different forms is the key dimension of their experiences of health and well-being.</p><p>Practical implications</p><p>The findings of this study point to the necessity of promoting health education that includes reflection and action-awareness of one’s own and others’ health as well as the competence to know how and when to improve their health. Such health education can contribute to the development of health literacy in young people, an essential skill for the twenty-first century.</p><p>Originality/value</p><p>This study’s originality is that the authors added the concepts of appreciative inquiry and student voice to the study of health literacy with children.</p>
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8.
  • Manninen, Katri, et al. (författare)
  • Authenticity in learning : nursing students' experiences at a clinical education ward
  • 2013
  • Ingår i: Health Education. - Emerald Group Publishing Limited. - 0965-4283 .- 1758-714X. ; 113:2, s. 132-143
  • Tidskriftsartikel (refereegranskat)abstract
    • <p><strong>Purpose:</strong> This study aims to explore and understand first year nursing students' experiences of learning at a clinical education ward.</p><p><strong>Design/methodology/approach:</strong> The setting is a clinical education ward for nursing students at a department of infectious diseases. A qualitative study was carried out exploring students' encounters with patients, supervisors, students and other health care professionals. A total of 19 students were interviewed. Data were analyzed using qualitative content analysis investigating both the manifest and the latent content.</p><p><strong>Findings:</strong> The most important components in students' learning are mutual relationships and a sense of belongingness. A mutual relationship between the students and the patients is created and becomes the basis of students' learning. Belongingness means the students' experience of being for real a part of the team taking care of the patients.</p><p><strong>Research limitations/implications:</strong> The study, while linked to a particular teaching hospital, offers insights of more general nature by linking the findings to a theory of transformative learning.</p><p><strong>Originality/value:</strong> This study adds a deeper understanding of students' perspectives of significant characteristics to take into account when organizing clinical practice in health care education. Being entrusted and supported by a team of supervisors to take care of patients at a clinical education ward early in the education program provides an experience of internal and external authenticity. The students learn from, with and through the patients, which contributes to meaningful learning, understanding nursing, and professional development.</p><p></p>
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9.
  • Manninen, Katri, et al. (författare)
  • Authenticity in learning : nursing students’ experiences at a clinical education ward
  • 2013
  • Ingår i: Health Education. - 0965-4283 .- 1758-714X. ; 113:2, s. 132-143
  • Tidskriftsartikel (refereegranskat)abstract
    • <p>Purpose– This study aims to explore and understand first year nursing students’ experiences of learning at a clinical education ward.</p><p>Design/methodology/approach– The setting is a clinical education ward for nursing students at a department of infectious diseases. A qualitative study was carried out exploring students’ encounters with patients, supervisors, students and other health care professionals. A total of 19 students were interviewed. Data were analyzed using qualitative content analysis investigating both the manifest and the latent content.</p><p>Findings– The most important components in students’ learning are mutual relationships and a sense of belongingness. A mutual relationship between the students and the patients is created and becomes the basis of students’ learning. Belongingness means the students’ experience of being for real a part of the team taking care of the patients.</p><p>Research limitations/implications– The study, while linked to a particular teaching hospital, offers insights of more general nature by linking the findings to a theory of transformative learning.</p><p>Originality/value– This study adds a deeper understanding of students’ perspectives of significant characteristics to take into account when organizing clinical practice in health care education. Being entrusted and supported by a team of supervisors to take care of patients at a clinical education ward early in the education program provides an experience of internal and external authenticity. The students learn from, with and through the patients, which contributes to meaningful learning, understanding nursing, and professional development.</p>
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10.
  • Tjulin, Åsa, 1976-, et al. (författare)
  • Managers’ learning process during a health-promoting leadership intervention
  • 2019
  • Ingår i: Health Education. - 0965-4283 .- 1758-714X. ; 119:5/6, s. 350-365
  • Tidskriftsartikel (refereegranskat)abstract
    • <h2>Abstract</h2><p>Purpose</p><p>The increasingly demanding psychosocial working conditions in Swedish public sector workplaces call for implementation of workplace health promotion (WHP) interventions. There is a need to increase first-line public sector managers’ capacities for health-promoting leadership. The purpose of this paper is to investigate first-line managers’ experiences of participating in an intervention aimed at strengthening health-promoting leadership. More precisely, the aim is to study what obstacles and prerequisites the intervention have for their learning processes to become health-promoting managers.</p><p>Design/methodology/approach</p><p>A qualitative study in Northern Sweden at workplaces in the county council and municipalities was conducted. The data were gathered through individual interviews with 18 participating first-line managers. Inductive-content analysis was used to analyse the data.</p><p>Findings</p><p>The results identify time for reflection and collegial discussions about leadership as prerequisites for learning about health-promoting leadership. Managers experienced the intervention as a confirmation of the leadership behaviours already gained. However, the health-promoting leadership intervention was seen as a contradiction, since organisational prerequisites to implement WHP measures were perceived to be lacking. The managers were not involved in the planning of the intervention and questioned why the organisation did not involve them more when the educational activities were created.</p><p>Originality/value</p><p>When the organisation understands how and when its managers learn, what they need and want to learn about WHP, and what they already know, tailored participatory interventions can be facilitated that consider the unique prerequisites for the particular organisation.</p>
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