| 1. |
- Albinsson, Gunilla, Docent, 1953-, et al.
(författare)
-
In search of a caring relationship : nursing students' notions of interactions in the nurse-patient relationship
- 2021
-
Ingår i: Nurse Education in Practice. - : Elsevier. - 1471-5953 .- 1873-5223. ; 50:January, s. 1-6
-
Tidskriftsartikel (refereegranskat)abstract
- The aim of the study is to explore how nursing students talks about their notions on interactions in the relationship between nurse and patient. Empirical data has been obtained from 22 students in their first semester of the Swedish undergraduate nursing programme, applying thematic, individual interviews and using qualitative content analyses. The most significant finding is that although the students had none or limited pre-understanding of caring and the interaction between nurse and patient they were aware of the pre-supposes for establishing such an interplay, articulated in a desire to find out how to build an authentic and trustful caring relationship. Empirical data also show that the students, in the stage of beginners, were trying to identify and relate to basic concepts within caring science. The restricted understanding could then be understood as a matter of the students not being able to express more than they had words for. The results provide new insights into the interactions in the nurse-patient relationship, seen from the perspective of beginner students. These insights could be useful, for lecturers and clinical supervisors, who play a paramount role in the development of each student's acquisition of theoretical and practical knowledge.
|
|
| 2. |
- Lindqvist, Henrik, 1978-, et al.
(författare)
-
Experiences of a dual system : motivation for teachers to study special education
- 2021
-
Ingår i: European Journal of Special Needs Education. - : Taylor & Francis. - 0885-6257 .- 1469-591X. ; 36:5, s. 743-757
-
Tidskriftsartikel (refereegranskat)abstract
- Special educators are considered essential in schools, both in the regular system and in the separate special needs system. It is important to understand how special education is envisioned among teachers who choose further study in this field. The aim of this study is to gain more knowledge about what motivates teachers to gain further qualifications to become special educators. The study is based on 158 written self-reports from students studying special education. These reports were analysed using thematic analysis. The findings reveal six themes: ‘Thirst for knowledge, tools and science’, ‘Achieving better results as a teacher’, ‘Improving career opportunities’, ‘Getting away: giving up teaching in a classroom setting’, ‘Influence: helping pupils and teachers’ and ‘Developing schools: identifying deficits in schools’ ways of working with special needs education’. These themes are discussed in relation to special educators’ work, their jurisdictional control and how their reasons relate to supporting or dismantling the dual system of special education.
|
|
| 3. |
- Rask, Mikael, 1958-, et al.
(författare)
-
Validation of the verbal and social interaction questionnaire for nursing students : The focus of nursing students in their relationship with patients
- 2018
-
Ingår i: Journal of Nursing Education and Practice. - : Sciedu Press. - 1925-4040 .- 1925-4059. ; 8:4, s. 81-88
-
Tidskriftsartikel (refereegranskat)abstract
- The Verbal and Social Interaction Nursing Students questionnaire (VSI-NS) has been created to measure the development ofverbal, social and interactional skills of nursing students with patients, from their perspective in nursing care. The aim of thepresent study was to determine the construct validity and internal consistency reliability of the questionnaire. The study had amethodological and developmental design and was carried out in four steps: adjustment of the items, face validity, data collectionand data analysis. The number of items was reduced from 48 to 31. The factor analysis of the final 31 items resulted in four quitedistinct factors: “Inviting to talk about feelings and thoughts”, “Building a caring relationship”, “Encouraging social and practicalaspects in daily life” and “Caring towards health and wellbeing”. The results showed satisfactory psychometric properties interms of content validity, construct validity and the internal consistency reliability of the questionnaire. It could be concluded thatthe original conceptual model could serve as a theoretical foundation to explain and understand nurses’ caring interactions withtheir patients
|
|
| 4. |
|
|
| 5. |
|
|
| 6. |
- Bourbour Hosseinbeigi, Maryam, 1977-, et al.
(författare)
-
Putting Scaffolding Into Action : Preschool Teachers' Actions Using Interactive Whiteboard
- 2020
-
Ingår i: Early Childhood Education Journal. - : Springer. - 1082-3301 .- 1573-1707. ; 48:1, s. 79-92
-
Tidskriftsartikel (refereegranskat)abstract
- This study aimed to explore preschool teachers' actions in order to support children's learning processes in a context where an interactive whiteboard (IWB) is used. Five preschool teachers and 22 children aged 4-6 were video observed in 2017 and early spring 2018 over a period of 5 months. The findings of the study revealed 21 scaffolding actions which preschool teachers used including: Concretizing, Questioning, Instructing, Providing space, Affirming, Providing feedback, Inviting, Watching, Laughing together, Approaching, Standing/sitting beside, Simplifying, Filling in the blanks, Confirming, Participating, Challenging perception, Challenging thought, Explaining facts, Displaying, Explaining solutions, and Referring back. By characterizing teachers' actions in relation to different scaffolding functions, the relationship between action and scaffolding function was particularly clarified. Six of the functions, including recruitment, direction maintenance, marking critical features, reduction in degrees of freedom, frustration control and demonstration were aligned with Wood et al.'s (Child Psychol Psychiatry 17:88-100, 1976) theoretical framework. By identifying two additional functions, i.e., mutual enjoyment and participation in the activity, more importantly the study contributed to the development of Wood et al.'s (Child Psychol Psychiatry 17:88-100, 1976) theoretical framework. It can be said that the findings of the study expanded and deepened our understanding regarding scaffolding processes and the ways they can be implemented in teaching practices.
|
|
| 7. |
- Bourbour, Maryam, 1977-
(författare)
-
Digital technologies in preschool education : The interplay between interactive whiteboards and teachers' teaching practices
- 2020
-
Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This thesis is aimed at exploring the ways in which a digital technology, the interactive whiteboard (IWB), interplays with preschool teachers’ teaching practices. In the literature and ongoing debates there are different claims about if and how digital technologies can contribute to children’s development and solving preschool educational challenges. The ways children learn from and by digital technologies have been widely studied, however, there is relatively little research on how digital technologies interplay with teachers’ teaching. Correspondingly, the approach taken here to the ways in which digital technologies contribute to early childhood education is based on preschool teachers’ practices and reasonings.In particular the focus is placed on the following research questions. How do preschool teachers reason about the embedding of IWB into their teaching practices? How do preschool teachers use IWB to structure their teaching practices? How do preschool teachers scaffold children’s learning processes in a context where IWB is used? How do IWBs mediate teaching actions? and What is privileged in the IWB-mediated teaching actions?To address these research questions, three sets of empirical data have been collected. These datasets, including interviews with preschool teachers and video observations of their teaching using IWB, were collected in 2012-2013 within the frame of the licentiate thesis and in late 2017 and early 2018 within the framework of the PhD thesis. Analytically, the study is built on a sociocultural perspective that assumes that learning is a constant social process.The findings of this study provide empirical knowledge regarding how preschool teachers reason about their use of IWB in teaching. The findings of the study, further, show that preschool teachers use diverse strategies to structure their teaching practice using the opportunities that IWB offers. The teachers’ use of IWBs exemplifies the ways they take into account the available technological features to support children’s learning within their ZPD.In its identification of scaffolding actions, this study provides rich details about how preschool teachers use a particular digital technology, IWB, in their teaching to support children’s learning and development. Scaffolding is seen as a collaborative process where preschool teachers’ active participation and emotional support plays an important role in fulfilling the given practices, and leads children’s learning to a higher level. By exploring how teachers’ teaching actions are meditated by the mediational aspects of IWB and what is privileged in the IWB-mediated teaching actions, the current study, moreover, contributes to mapping the desirable or undesirable consequences of using digital technologies in early childhood education. It also exemplifies how the use of IWB interplays with preschoolt eachers’ teaching practices.The new dimensions to scaffolding theory constructed in this thesis, further, contribute to expanding of Wood et al. (1976) theory. This can have significance for other studies using digital technologies in educational settings and can contribute to early childhood education, since early interventions, such as the ways preschool teachers support children, are particularly crucial for a child’s learning and their development later on in life.
|
|
| 8. |
|
|
| 9. |
- Caisander, Gunilla, et al.
(författare)
-
Chromosomal integrity maintained in five human embryonic stem cell lines after prolonged in vitro culture
- 2006
-
Ingår i: Chromosome Res. ; 14:2, s. 131-7
-
Tidskriftsartikel (refereegranskat)abstract
- There have been recent reports of human embryonic stem cell (hESC) lines developing chromosomal aberrations after long-term culture, indicating an unstable genomic status due to the in vitro milieu. This raises concern, since it would limit their use in therapeutics. In this study the chromosomal status of five well-characterized hESC lines, SA002, SA002.5, AS034.1.1, SA121 and SA461, was monitored during long-term in vitro culture. The criteria of defined hESCs were met by all of the five hESC lines (four diploid and one trisomic for chromosome 13). The genomes were screened for chromosomal aberrations and rearrangements using comparative genomic hybridization (CGH), interphase fluorescence in situ hybridization (FISH) and traditional karyotyping on several occasions while in culture. The genomic integrity was shown to be maintained after repeated freeze-thaw procedures and continuous culture in vitro for up to 22 months (148 passages). We discuss the most common de novo chromosomal aberrations reported in hESCs, as well as their possible origin.
|
|
| 10. |
- Cameron, David Lansing, et al.
(författare)
-
A comparative study of special educator preparation in Norway and Sweden
- 2018
-
Ingår i: British Journal of Special Education. - : Wiley. - 0952-3383 .- 1467-8578. ; 45:3, s. 256-276
-
Tidskriftsartikel (refereegranskat)abstract
- The purpose of this study was to explore similarities and differences between special educator preparation in Norway and in Sweden. Graduates of special education programmes at two Norwegian (n = 320) and two Swedish universities (n = 425) who completed their training between 2001 and 2012 responded to surveys. Findings indicate that both Swedish and Norwegian graduates felt prepared for their current work and that teaching approaches employed in the different programmes were similar. However, there appears to be a stronger focus on pupils’ social goals in Sweden, as well as on advising teachers, school development and promoting inclusive environments. In contrast, Norwegian participants reported a greater focus on preparation to work with specific types of learning and behavioural difficulties. Findings are discussed in relation to differing political and social structures, such as national regulations for steering special educator preparation in Sweden, which are absent in the Norwegian context.
|
|
