| 1. |
- Cirgic, Emina, 1978, et al.
(author)
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Adolescents' experiences of using removable functional appliances
- 2015
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In: Orthodontics & Craniofacial Research. - : Wiley. - 1601-6335. ; 18:3, s. 165-174
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Journal article (peer-reviewed)abstract
- Structured Abstract ObjectivesThe aim of this qualitative study was to explore and describe adolescents experiences of treatment with removable functional appliances. Setting and sample populationPublic Dental Service, Gothenburg, Sweden. Material and methodsIndividual interviews focusing on adolescents' experiences of using a removable functional appliance were held with 21 adolescents (12 girls and nine boys). The mean age of the participants was 13.2years (range 11-15, SD 1.25) at the interview occasion. Interviews were transcribed verbatim and analysed according to a qualitative research approach, phenomenography. ResultsOutcomes of data analysis emerged in five categories with totally 12 subcategories that describe the adolescents' various conceptions of the treatment. The adolescent's experiences of using removable functional appliance appeared to have a large variation, comprising of the individual approach, feelings and strategies, the dentist role and receiving external support. ConclusionParticipants developed their own strategies of measurement to see improvement. An active involvement of the adolescents' in the treatment seems to be needed, supported by the dentist at coming appointments, using overjet measurement as a tool for motivation. Furthermore, efforts should be made by clinicians to listen and understand adolescents' needs and requirement before the treatment start.
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| 2. |
- Anderberg, Patrice, et al.
(author)
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Preserving dignity in caring for older adults: a concept analysis.
- 2007
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In: Journal of advanced nursing. - : Wiley. - 0309-2402 .- 1365-2648. ; 59:6, s. 635-43
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Journal article (peer-reviewed)abstract
- AIM: This paper is a report of a concept analysis of the meaning of preserving dignity. BACKGROUND: Preserving dignity, especially when caring for older adults, is essential when giving nursing care. There is a lack of clarity about what kinds of caring activities lead to preserved dignity. METHOD: Data were collected using several databases (CINAHL, Age Info, Libris, Medline, Pub Med, Psyc INFO and Blackwell Synergy) covering the years 1990-2005. The keywords used were 'dignity', 'human dignity', 'preserving dignity', 'elderly', 'aged', combined with 'patients/persons', 'caring relation' and 'nursing'. The analysis covered 53 articles, dissertations, reports and textbooks. FINDINGS: Dignity may be defined as a concept that relates to basic humanity. Dignity consists of inherent and external dimensions, which are common for all humans and at the same time are unique for each person, relating to social and cultural aspects. The attributes of preserving dignity are individualized care, control restored, respect, advocacy and sensitive listening. Antecedents are professional knowledge, responsibility, reflection and non-hierarchical organization. The consequences are strengthening life spirit, an inner sense of freedom, self-respect and successful coping. CONCLUSION: Preserving an older adult's dignity is complex. By using the attributes in, for example, nursing documentation, the action and value of preserving dignity could be made visible as a professional nursing activity.
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| 3. |
- Arveklev Höglund, Susanna, et al.
(author)
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Nursing students experiences of learning about nursing through drama
- 2018
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In: Nurse Education in Practice. - Edinburgh : Churchill Livingstone. - 1471-5953 .- 1873-5223. ; 28:1, s. 60-65
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Journal article (peer-reviewed)abstract
- The ability to understand, interact and create a caring relationship with the patient is a core component in nursing. A shift in nursing education from traditional classroom teaching towards more experiential approaches should be encouraged as this will support learning that links theory with practice. The aim of this study was to describe nursing students' experiences of learning about nursing through drama. This qualitative study was conducted at a university in Sweden. Four focus group interviews were conducted with a total of 16 nursing students and the data was analyzed using a phenomenographic approach.Three themes with their attendant categories emerged through the analysis: "To explore the future professional self", "To develop an understanding of the patient perspective", and "To reflect on the nature of learning". In conclusion this study shows that the use of drama in nursing education can provide opportunities to explore interactions with others which can increase students' self-awareness and ability to reflect on their future professional identity. Acting in role as a patient can provide an opportunity to experience the patient perspective. Also clear was the importance of commitment and engagement ofthe students as a prerequisite for optimizing this form of learning experience through drama
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| 4. |
- Arveklev Höglund, Susanna, et al.
(author)
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The use and application of drama in nursing education : An integrative review of the literature
- 2015
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In: Nurse Education Today. - Edinburgh : Churchill Livingstone. - 0260-6917 .- 1532-2793. ; :7, s. e12-e17
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Journal article (peer-reviewed)abstract
- Background Caring is grounded on universal humanistic values such as kindness, empathy, concern and love for self and others. Nurses need to learn how to implement these values in the care for patients. Nursing students find it hard to assimilate theoretical knowledge in practice. Experiential learning in the form of drama has been used in several studies to enhance nursing students' learning. Aim The aim of this study was to review empirical and theoretical articles on the use and application of drama in nursing education. Design An integrative review of the literature.MethodThe databases CINAHL, PubMed, ProQuest and Academic search elite were searched for articles. Result The search generated 64 articles, with 20 articles meeting the inclusive criteria. Three themes with their attendant subthemes emerged through the analysis. The themes are: The Framing, The Objectives and The Embodiment. Conclusion Drama is effective in entry level courses in nursing education to enhance student learning and can be flexible and adjusted to various contexts. Further research using drama to enroll nursing students as fictive patients and relatives and thereby explore different perspectives is suggested, and more research on the application of drama in nursing education at an advanced level is required.
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| 5. |
- Arveklev, Susanna H., 1975, et al.
(author)
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Learning About Conflict and Conflict Management Through Drama in Nursing Education
- 2018
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In: Journal of Nursing Education. - New York : SLACK, Inc.. - 0148-4834 .- 1938-2421. ; 57:4, s. 209-216
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Journal article (peer-reviewed)abstract
- Background: In the health care settings in which nurses work, involvement in some form of conflict is inevitable. The ability to manage conflicts is therefore necessary for nursing students to learn during their education. Method: A qualitative analysis of 43 written group assignments was undertaken using a content analysis approach. Results: Three main categories emerged in the analysis-to approach and integrate with the theoretical content, to step back and get an overview, and to concretize and practicetogether with the overall theme, to learn by oscillating between closeness and distance. Conclusion: Learning about conflict and conflict management through drama enables nursing students to form new knowledge by oscillating between closeness and distance, to engage in both the fictional world and the real world at the same time. This helps students to form a personal understanding of theoretical concepts and a readiness about how to manage future conflicts.
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| 6. |
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| 7. |
- Bagshaw, D, et al.
(author)
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Bridging the fields of drama and conflict management
- 2007
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In: DRACON International: Empowering students to handle conflicts through school based programmes. - Malmö : MUEP (Malmö University Electronic Publishing). - 918881033X ; , s. 45-129
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Book chapter (other academic/artistic)abstract
- Researchers from Australia, Malaysia and Sweden form part of DRACON International (DRAma for CONflict management) and share the basic view that drama can be an effective way for adolescents to learn to handle conflicts constructively. The main aims of the DRACON project have been: -to develop research methods in order to map students´ conflicts and strategies for handling conflicts and to study the effects of various drama exercises on individual, class and school levels; -to contribute to the development of a theory of conflict processes in different cultures in order to explain the effects of different types of interference´s in adolescents´ conflicts; -to develop and test integrated drama programmes giving adolescents in the three different cultures the opportunity of handling conflicts in a more constructive way. This book is the result of several years of collaborative teamwork between researchers from Australia, Malaysia and Sweden and aims at providing a starting-point for further development of drama and conflict management in educational settings.
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| 8. |
- Bagshaw, Dale, et al.
(author)
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General Introduction
- 2007
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In: DRACON International: Empowering students to handle conflicts through school based programmes. - Malmö : MUEP (Malmö University Electronic Publishing). - 918881033X ; , s. 13-44
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Book chapter (other academic/artistic)abstract
- Researchers from Australia, Malaysia and Sweden form part of DRACON International (DRAma for CONflict management) and share the basic view that drama can be an effective way for adolescents to learn to handle conflicts constructively. The main aims of the DRACON project have been: - to develop research methods in order to map students´ conflicts and strategies for handling conflicts and to study the effects of various drama exercises on individual, class and school levels; - to contribute to the development of a theory of conflict processes in different cultures in order to explain the effects of different types of interference´s in adolescents´ conflicts; - to develop and test integrated drama programmes giving adolescents in the three different cultures the opportunity of handling conflicts in a more constructive way. This book is the result of several years of collaborative teamwork between researchers from Australia, Malaysia and Sweden and aims at providing a starting-point for further development of drama and conflict management in educational settings.
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| 9. |
- Bagshaw, D, et al.
(author)
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Macro and micro approaches to conflict and drama
- 2007
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In: DRACON International. Bridging the Fields of Drama and Conflict Management: Empowering students to handle conflicts through school based programmes.. - Malmö : Malmö: MUEP (Malmö University Electronic Publishing). - 918881033X ; , s. 130-192
-
Book chapter (other academic/artistic)abstract
- Researchers from Australia, Malaysia and Sweden form part of DRACON International (DRAma for CONflict management) and share the basic view that drama can be an effective way for adolescents to learn to handle conflicts constructively. The main aims of the DRACON project have been: -to develop research methods in order to map students´ conflicts and strategies for handling conflicts and to study the effects of various drama exercises on individual, class and school levels; -to contribute to the development of a theory of conflict processes in different cultures in order to explain the effects of different types of interference´s in adolescents´ conflicts; -to develop and test integrated drama programmes giving adolescents in the three different cultures the opportunity of handling conflicts in a more constructive way. This book is the result of several years of collaborative teamwork between researchers from Australia, Malaysia and Sweden and aims at providing a starting-point for further development of drama and conflict management in educational settings.
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| 10. |
- Berg, Eva, et al.
(author)
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The meaning and application of student-centered learning in nursing education : An integrative review of the literature
- 2023
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In: Nurse Education in Practice. - : Elsevier. - 1471-5953 .- 1873-5223. ; 69
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Research review (peer-reviewed)abstract
- Aim: The aim of this study was to review empirical articles to explore the meaning and the application of student-centered learning in nursing education. Background: Teachers in higher education are encouraged to adopt student-centered learning principles, but research shows that many still apply teacher-centered methods. There is therefore a need to clarify the meaning of student-centered learning, including how it is performed and the reasons to apply it in nursing education. Design: This study employed an integrative review method, following Whittemore and Knafl's framework. Methods: The databases CINAHL, Education Database and Education Research Complete were searched for related literature published from 2010 to 2020. The initial search located 308 articles. After screening and checking for eligibility, 25 articles were critically appraised. Data were extracted from the articles and displayed in matrices to be categorized and compared. Results: Three themes with attendant sub-themes emerged through the analysis: foundation, using core concepts to define and explain student-centered learning, eligibility, enhancing student knowledge, developing student abilities and supporting student self-reliance and realization, learning in interaction with peers, learning individually and learning in interaction with the teacher. Conclusion: Student-centered learning in nursing education is an approach where the teacher is a facilitator of student learning and students are empowered to take control of their own studies. Students study together in groups; they are listened to by the teacher and their needs are taken into consideration. The main reasons to apply student-centered learning are to enhance students’ theoretical and practical learning; to improve their generic competencies, such as problem-solving and critical-thinking abilities; and to strengthen students’ self-reliance.
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