| 1. |
- Andersson, Susanne, et al.
(author)
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It's up to me! Experiences of living with pre-diabetes and the increased risk of developing type 2 diabetes mellitus
- 2008
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In: Primary Care Diabetes. - Amsterdam : Elsevier. - 1751-9918 .- 1878-0210. ; 2:4, s. 187-193
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Journal article (peer-reviewed)abstract
- Aims: To explore experiences of pre-diabetes and the associated increased risk of type 2 diabetes mellitus. Methods: Eight participants with pre-diabetes were interviewed for a 45-60 min period. The interviews were audio taped, transcribed verbatim and analysed using a phenomenological hermeneutic approach. Results: Living with pre-diabetes means existing on the borderline of being healthy and suffering from T2DM. Three themes were formulated; "seeing possibilities in an uncertain future", "facing obstacles and loss of liberty" and "balancing between possibilities and obstacles" Being on the borderline and balancing between possibilities and obstacles were interpreted as a distressing feeling of being at increased risk of developing T2DM, although this feeling can change to one of either facing possibilities or facing obstacles. Conclusions: Special focus must be directed towards persons with pre-diabetes, as they are caught between possibilities and obstacles. Advanced care in the form of health dialogues can convince these people of their own abilities to influence the outcome of pre-diabetes. The result of this study can guide health care practitioners in comprehending each participant's understanding of the situation, thus helping them to create pedagogical dialogues in which patients' experiences, conceptions, explanations as well as explicit and implicit questions are identified. © 2008 Primary Care Diabetes Europe.
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| 2. |
- Berg, AL, et al.
(author)
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How do nurses record pedagogical activities? Nurses' documentation in patient records in a cardiac rehabilitation unit for patients who have undergone coronary artery bypass surgery.
- 2007
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In: Journal of clinical nursing. - : Wiley. - 0962-1067 .- 1365-2702. ; 16:10, s. 1898-907
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Journal article (peer-reviewed)abstract
- AIMS: To describe the use of pedagogically related keywords and the content of notes connected to these keywords, as they appear in nursing records in a coronary artery bypass graft (CABG) surgery rehabilitation unit. BACKGROUND: Nursing documentation is an important component of clinical practice and is regulated by law in Sweden. Studies have been carried out in order to evaluate the educational and rehabilitative needs of patients following CABG surgery but, as yet, no study has contained an in-depth evaluation of how nurses document pedagogical activities in the records of these patients. METHODS: The records of 265 patients admitted to a rehabilitation unit following CABG surgery were analysed. The records were structured in accordance with the VIPS model. Using this model, pedagogically related keywords: communication, cognition/development and information/education were selected. The analysis of the data consisted of three parts: the frequency with which pedagogically related keywords are used, the content and the structure of the notes. RESULTS: Apart from the term 'communication', pedagogically related keywords were seldom used. Communication appeared in all records describing limitations, although no explicit reference was made to pedagogical activities. The notes related to cognition/development were grouped into the following themes: nurses' actions, assessment of knowledge and provision of information, advice and instructions as well as patients' wishes and experiences. The themes related to information were the provision of information and advice in addition to relevant nursing actions. The structure of the documentation was simple. CONCLUSIONS: The documentation of pedagogical activities in nursing records was infrequent and inadequate. RELEVANCE TO CLINICAL PRACTICE: The patients' need for knowledge and the nurses' teaching must be documented in the patient records so as to clearly reflect the frequency and quality of pedagogical activities.
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| 3. |
- Bergh, Anne-Louise, et al.
(author)
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How do nurses record pedagogical activities? An investigation of nurses’ documentation inpatients´ records in a cardiac rehabilitation unit for patients following coronary artery bypass surgery.
- 2007
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In: Journal of Clinical Nursing. - : Wiley-Blackwell Publishing Ltd.. - 0962-1067 .- 1365-2702. ; 16:10, s. 1898-1907
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Journal article (peer-reviewed)abstract
- Aims. To describe the use of pedagogically related keywords and the content of notes connected to these keywords, as they appear in nursing records in a coronary artery bypass graft (CABG) surgery rehabilitation unit. Background. Nursing documentation is an important component of clinical practice and is regulated by law in Sweden. Studies have been carried out in order to evaluate the educational and rehabilitative needs of patients following CABG surgery but, as yet, no study has contained an in-depth evaluation of how nurses document pedagogical activities in the records of these patients. Methods. The records of 265 patients admitted to a rehabilitation unit following CABG surgery were analysed. The records were structured in accordance with the VIPS model. Using this model, pedagogically related keywords: communication, cognition/development and information/education were selected. The analysis of the data consisted of three parts: the frequency with which pedagogically related keywords are used, the content and the structure of the notes. Results. Apart from the term 'communication', pedagogically related keywords were seldom used. Communication appeared in all records describing limitations, although no explicit reference was made to pedagogical activities. The notes related to cognition/development were grouped into the following themes: nurses' actions, assessment of knowledge and provision of information, advice and instructions as well as patients' wishes and experiences. The themes related to information were the provision of information and advice in addition to relevant nursing actions. The structure of the documentation was simple. Conclusions. The documentation of pedagogical activities in nursing records was infrequent and inadequate. Relevance to clinical practice. The patients' need for knowledge and the nurses' teaching must be documented in the patient records so as to clearly reflect the frequency and quality of pedagogical activities.
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| 4. |
- Berndtsson, Inger, 1957, et al.
(author)
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Issues about thinking phenomenologically while doing phenomenology
- 2007
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In: Journal of Phenomenological Psychology. - : Brill Academic Publishers. - 0047-2662 .- 1569-1624. ; 38:2, s. 256-277
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Journal article (peer-reviewed)abstract
- This methodological article explores issues related to having the ontological ground for phenomenological empirical research present throughout the research process. We discuss how ontology needs to be taken into consideration regarding the phenomena to be studied and how ontological aspects of phenomena need to be highlighted during various data collection and analysis procedures. Here, we discuss how philosophical works can be used in the context of specific research projects. In illustrating our statements, we present four empirical examples connected to the themes of life changes and learning processes with the purpose of exemplifying and discussing how general lifeworld ontology can be integrated as an active resource in empirical phenomenological research.
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| 5. |
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| 6. |
- Friberg, Febe, 1950, et al.
(author)
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Can a teaching and learning perspective deepen understanding of the concept of compliance? A theoretical discussion.
- 2005
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In: Scandinavian journal of caring sciences. - : Wiley. - 0283-9318 .- 1471-6712. ; 19:3, s. 274-9
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Journal article (peer-reviewed)abstract
- Patients' noncompliance is regarded as a major problem in health care and efforts have been made to understand the mechanisms behind compliance and noncompliance. The concept of compliance has been analysed and criticized because of the limited way it defines the roles of patients and health professionals and for being supportive of the authority of health professionals. Attempts have been made to change the paternalistic meaning of the concept of compliance and alternative terms have been introduced. However, there is a lack of studies about the teaching and learning component of compliance. The aim of this theoretical article was to examine the meaning of the concept of compliance as is it used in health care, and relate it to a patient-centred, teaching and learning perspective. It is argued that instead of focusing on noncompliant patient behaviour, it would be more powerful to focus on the way the patients experience and understand and on how to create conditions for developing understanding, as this in turn might influence the behaviour or way of acting. It is suggested that the teaching part of compliance could be carried out by 'to follow and let oneself be followed', which means a teaching and learning situation where the health professional follows the patient, guided by patient experiences, and need for understanding. At the same time it means that following the patient's experiences creates possibilities for the health professional to reason and act in a way that the patient can follow. The concept of 'play' is used when putting 'to follow and let oneself be followed' into effect. To this end, the health professional needs to develop a considered pedagogical standpoint.
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| 7. |
- Friberg, Febe, 1950, et al.
(author)
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Creating Room for Learning at Work: Nurses´ Experiences of Participating in an Educational Program on the Function of Patient Teaching
- 2008
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In: International Journal for Human Caring. - : International Association for Human Caring. - 1070-4795 .- 1091-5710. ; 12:3, s. 38-46
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Journal article (peer-reviewed)abstract
- The aim of this study was to describe an educational program concerning nurses´ patient-teaching work and how it was experienced by the nurses. The program consisted of five sessions, each with a main theme, which explored four main teaching/learning strategies. Interviews were conducted with the nurses and analyzed qualitatively. The analysis revealed three themes: intercollegial learning, increased awareness of pedagogical complexity, and increased preparedness. The study showed that participation in an educational program at work is one strategy by which nurses can become more closely linked with their patient-teaching function, which has direct consequences for practice.
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| 8. |
- Friberg, Febe, 1950, et al.
(author)
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Creating space for learning at oncology outpatient units.
- 2008
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In: The Fourth Pan-Pacific Nuring Conference. The Sixth Hong-Kong Nursing Symposium on Cancer Care. Managing Chronic Illness: Challenges and Opportunities for Nursing Practice and research, 13-15 November 2008. Hong Kong.
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Conference paper (peer-reviewed)
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| 9. |
- Friberg, Febe, et al.
(author)
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In search in patient teaching in nursing documentation : an analysis of patient records in a medical ward in Sweden
- 2006
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In: Journal of Clinical Nursing. - : Wiley-Blackwell Publishing Ltd.. - 0962-1067 .- 1365-2702. ; 15:12, s. 1550-1558
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Journal article (peer-reviewed)abstract
- Keywords:need for knowledge;nursing;nursing documentation;patient education;patient records;teaching intervention Aim. The aim of this study was to identify terms and expressions indicating patients’ need for knowledge and understanding, as well as nurses’ teaching interventions, as documented in nursing records. Background. Previous international studies have shown that nursing documentation is often deficient in terms of recording patient teaching. Methods. Patient records (N = 35) were collected in a general medical ward in a hospital in Sweden. The data contain 206 days of nursing documentation. The records were analysed with regard to content and structure. Terms and expressions indicating patients’ need for knowledge and understanding and terms and expressions indicating nurses’ teaching activities were analysed. Results. The results showed that patients’ need for knowledge is implicitly indicated by conceptions and experiences as well as questions. Furthermore, nurses’ implicit teaching interventions consist of information, motivating conversations, explanations, instructions and setting expectations. However, the content and structure of the pedagogical activities in the patient records are fragmented and vague. Relevance to clinical practice. Efforts must be directed towards elaborating upon the above-mentioned terms and expressions as indications of patients’ need for knowledge and nurses’ teaching interventions. Moreover, these terms and expressions must be recognized and acknowledged.
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| 10. |
- Friberg, Febe, 1950, et al.
(author)
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In search of details of patient teaching in nursing documentation--an analysis of patient records in a medical ward in Sweden.
- 2006
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In: Journal of clinical nursing. - : Wiley. - 0962-1067 .- 1365-2702. ; 15:12, s. 1550-8
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Journal article (peer-reviewed)abstract
- AIM: The aim of this study was to identify terms and expressions indicating patients' need for knowledge and understanding, as well as nurses' teaching interventions, as documented in nursing records. BACKGROUND: Previous international studies have shown that nursing documentation is often deficient in terms of recording patient teaching. METHODS: Patient records (N = 35) were collected in a general medical ward in a hospital in Sweden. The data contain 206 days of nursing documentation. The records were analysed with regard to content and structure. Terms and expressions indicating patients' need for knowledge and understanding and terms and expressions indicating nurses' teaching activities were analysed. RESULTS: The results showed that patients' need for knowledge is implicitly indicated by conceptions and experiences as well as questions. Furthermore, nurses' implicit teaching interventions consist of information, motivating conversations, explanations, instructions and setting expectations. However, the content and structure of the pedagogical activities in the patient records are fragmented and vague. RELEVANCE TO CLINICAL PRACTICE: Efforts must be directed towards elaborating upon the above-mentioned terms and expressions as indications of patients' need for knowledge and nurses' teaching interventions. Moreover, these terms and expressions must be recognized and acknowledged.
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