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Sökning: LAR1:hb > Högskolan i Skövde

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  • Andersson, Thomas, 1970-, et al. (författare)
  • When complexity meets culture : new public management and the Swedish police
  • 2009
  • Ingår i: Qualitative Research in Accounting & Management/Emerald. - Emerald Group Publishing Limited. - 1176-6093. ; 6:1/2, s. 41-56
  • Tidskriftsartikel (refereegranskat)abstract
    • Purpose: The purpose of this paper is to demonstrate how new public management (NPM) reform from the national level is implemented as practice in a local unit within the police sector in Sweden.Design/methodology/approach: A qualitative case-study approach is applied using semi-structured interviews, participant observations and analysis of documents.Findings: The paper illustrates different kinds of resistance at the organizational level. The dominant form of resistance was found to be cultural distancing. The paper demonstrates a tendency among police officers to deal with a changing and more complex work context by embracing a traditional work role.Research limitations/implications: The paper shows that reforms that add complexity may fail because of potential contradictions and the limited capacity and motivation of employees to deal with the complexity in the manner prescribed by NPM. Practical implications: The paper shows that the popular trend to adopt multi-dimensional forms of control (for instance the balanced-scorecard approach) may fail if there is a lack of consensus about what goals and measurement are important and/or there is a lack of dialogue about how the new goals should be implemented in practice.Originality/value: Research about NPM-reforms in the police sector is rare. The original contribution of this paper is to study NPM-reforms with a focus on the role of complexity in relation to resistance.
  • Berglund, Mia, et al. (författare)
  • Reflect and learn together - when two supervisors interact in the learning support process of nurse education
  • 2012
  • Ingår i: Journal of Nursing Management. - Wiley-Blackwell. - 0966-0429. ; 20:2, s. 152-158
  • Tidskriftsartikel (refereegranskat)abstract
    • Aim  To describe the importance of supervisors working together in supporting the learning process of nurse students through reflective caring science supervision.Background  A supervision model has been developed in order to meet the need for interweaving theory and practice. The model is characterized by learning reflection in caring science. A unique aspect of the present project was that the student groups were led by a teacher and a nurse.Method  Data were collected through interviews with the supervisors. The analysis was performed with a phenomenological approach.Results  The results showed that theory and practice can be made more tangible and interwoven by using two supervisors in a dual supervision. The essential structure is built on the constituents ‘Reflection as Learning Support’, ‘Interweaving Caring Science with the Patient’s Narrative’, ‘The Student as a Learning Subject’ and ‘The Learning Environment of Supervision’.Conclusion  The study concludes that supervision in pairs provides unique possibilities for interweaving and developing theory and practice.Implications for nursing management  The supervision model offers unique opportunities for cooperation, for the development of theory and practice and for the development of the professional roll of nurses and teachers.
  • Bisholt, Birgitta, et al. (författare)
  • Nursing students' assessment of the learning environment in different clinical settings
  • 2014
  • Ingår i: Nurse Education in Practice. - Elsevier. - 1471-5953. ; 14:3, s. 304-310
  • Tidskriftsartikel (refereegranskat)abstract
    • INTRODUCTION: Nursing students perform their clinical practice in different types of clinical settings. The clinical learning environment is important for students to be able to achieve desired learning outcomes. Knowledge is lacking about the learning environment in different clinical settings.AIM: The aim was to compare the learning environment in different clinical settings from the perspective of the nursing students.DESIGN: A cross-sectional study with comparative design was conducted.METHOD: Data was collected from 185 nursing students at three universities by means of a questionnaire involving the Clinical Learning Environment, Supervision and Nurse Teacher (CLES + T) evaluation scale. An open-ended question was added in order to ascertain reasons for dissatisfaction with the clinical placement.RESULTS: The nursing students' satisfaction with the placement did not differ between clinical settings. However, those with clinical placement in hospital departments agreed more strongly that sufficient meaningful learning situations occurred and that learning situations were multi-dimensional. Some students reported that the character of the clinical setting made it difficult to achieve the learning objectives.CONCLUSION: In the planning of the clinical placement, attention must be paid to whether the setting offers the student a meaningful learning situation where the appropriate learning outcome may be achieved.
  • Bisholt, Birgitta, et al. (författare)
  • Student nurses' experiences of the clinical learning environment in relation to the organization of supervision : A questionnaire survey
  • 2014
  • Ingår i: Nurse Education Today. - Elsevier. - 0260-6917. ; 34:4, s. 661-666
  • Tidskriftsartikel (refereegranskat)abstract
    • Aim: The aim was to investigate student nurses' experiences of the clinical learning environment in relation to how the supervision was organized. Background: The clinical environment plays an essential part in student nurses' learning. Even though different models for supervision have been previously set forth, it has been stressed that there is a need both of further empirical studies on the role of preceptorship in undergraduate nursing education and of studies comparing different models. Method: A cross-sectional study with comparative design was carried out with a mixed method approach. Data were collected from student nurses in the final term of the nursing programme at three universities in Sweden by means of a questionnaire. Results: In general the students had positive experiences of the clinical learning environment with respect to pedagogical atmosphere, leadership style of the ward manager, premises of nursing, supervisory relationship, and role of the nurse preceptor and nurse teacher. However, there were significant differences in their ratings of the supervisory relationship (p < 0.001) and the pedagogical atmosphere (p 0.025) depending on how the supervision was organized. Students who had the same preceptor all the time were more satisfied with the supervisory relationship than were those who had different preceptors each day. Students' comments on the supervision confirmed the significance of the preceptor and the supervisory relationship. Conclusion: The organization of the supervision was of significance with regard to the pedagogical atmosphere and the students' relation to preceptors. Students with the same preceptor throughout were more positive concerning the supervisory relationship and the pedagogical atmosphere.
  • Blomberg, Karin, 1970-, et al. (författare)
  • Swedish nursing students' experience of stress during clinical practice in relation to clinical setting characteristics and the organisation of the clinical education
  • 2014
  • Ingår i: Journal of Clinical Nursing. - 0962-1067. ; 23:15-16, s. 2264-2271
  • Tidskriftsartikel (refereegranskat)abstract
    • AIMS AND OBJECTIVES: To describe nursing students' experience of stress during clinical practice and evaluate the risk of stress in relation to the clinical setting characteristics and the organisation of the clinical education.BACKGROUND: Stress during clinical practice is well documented, but there is a lack of knowledge concerning whether the clinical setting characteristics and the organisation of the education make a difference.DESIGN: A cross-sectional study with evaluative design.METHODS: Data were collected by means of a numerical rating scale for the assessment of stress and questions about the clinical setting characteristics and the organisation of the education. One hundred and eighty-four students who had completed their final year on the nursing programme at three universities in Sweden were included.RESULTS: Nearly half of the students (43%) experienced high level of stress during clinical practice. Measured by decision in the tree analysis, the absolute risk of stress was 57% in students with placements in hospital departments, as compared to 13% in students with placements in other clinical settings. The risk of stress increased to 71% if the students with placement in a hospital took the national clinical final examination. Performance of practice in a hospital department overcrowded with patients was also associated with increased risk of stress. The organisation of supervision and number of students at the clinical placement had an effect on the experience of stress, but did not prove to be risk factors in the analysis.CONCLUSIONS: The risk of stress in nursing students during their clinical practice differs depending on clinical setting characteristics. The taking of the national clinical final examination could be a source of stress, but this requires further investigation.RELEVANCE TO CLINICAL PRACTICE: It is important that supervisors are aware that students in hospital departments overcrowded with patients are at risk of stress and may have increased need of support.
  • Darcy, Laura, et al. (författare)
  • The process of striving for an ordinary, everyday life, in young children living with cancer, at six months and one year post diagnosis
  • 2014
  • Ingår i: European Journal of Oncology Nursing. - 1462-3889. ; 18:6, s. 605-612
  • Tidskriftsartikel (refereegranskat)abstract
    • PURPOSE: Health care focus is shifting from solely looking at surviving cancer to elements of attention relating to living with it on a daily basis.The young child's experiences are crucial to providing evidence based care. The aim of this study was to explore the everyday life of young children as expressed by the child and parents at six months and one year post diagnosis.METHODS: Interviews were conducted with children and their parents connected to a paediatric oncology unit in Southern Sweden. A qualitative content analysis of interview data from two time points, six months and one year post diagnosis, was carried out.RESULTS: The process of living with cancer at six months and at one year post diagnosis revealed the child's striving for an ordinary, everyday life. Experiences over time of gaining control, making a normality of the illness and treatment and feeling lonely were described.CONCLUSION: Nurses have a major role to play in the process of striving for a new normal in the world post-diagnosis, and provide essential roles by giving the young child information, making them participatory in their care and encouraging access to both parents and peers. Understanding this role and addressing these issues regularly can assist the young child in the transition to living with cancer. Longitudinal studies with young children are vital in capturing their experiences through the cancer trajectory and necessary to ensure quality care.
  • Dimenäs, Jörgen (författare)
  • Beyond dichotomization : a different way of understanding work integrated Learning
  • 2010
  • Ingår i: Journal of Cooperative Education & Internships. - CEIA, Cooperative Education & Internship Association. - 1993-2130. ; 44:2, s. 43-49
  • Tidskriftsartikel (refereegranskat)abstract
    • In higher education for professions, there still seems to be an inherent problem regarding how to integrate academic studies with practical training. There are reasons to highlight the problems for students studying to be engineers, teachers, and nurses, for example. This study aims to describe and explain, from a content perspective, how students understand their own studies where Work Integrated Learning is a part of the education, by using qualitative theory and methodology with data from questionnaires and interviews. The conclusion is that higher education, in such meaning. is an arena where best practice meets scientific argumentation, enabling some students to understand their studies from a dichotomized point of view. On the other hand, we also find that students' can develop into skilled professionals by moving beyond the current dichotomization discourse. The fruitful attachment of practical training demonstrates the idea of multiple perspectives and how education inspired by Worked Integrated Learning could constitute an arena in which situations are reflected on and experienced. It is therefore relevant to discuss the issue within an expanding zone of educational content that develops practical skills through concretization, application, identification, and students adopting a critical approach. (Journal of Cooperative Education & Internships, 2010, 44(2), 43-49).
  • Eriksson, David, et al. (författare)
  • The importance of the retailer for an OEM developing innovative products
  • 2011
  • Ingår i: Conradi Research Review. - Vaasa University of Applied Sciences. - 1459-0980. ; 6:2, s. 63-81
  • Tidskriftsartikel (refereegranskat)abstract
    • The supply chain strategy research has generated many frameworks for matching the supply chain with the nature of demand, market, consumers, or products. Recently many companies have implemented innovative new product development processes in order to increase revenue. However, research on the importance of the retailers for an original equipment manufacturer (OEM) adopting a leagile supply chain strategy for innovative products, is scarce. Using the case study method, this research investigates the need of collaboration between an OEM and its retailers. This research aims to richen the knowledge about demand supply chain management (DSCM), and the coordination of demand and supply processes between companies in the demand-supply chain. This research shows that there are several measures that may be used to monitor performance, and that collaboration is important for the case company.
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