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- Elf, Mikael, 1959, et al.
(författare)
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Young carers as co-designers of a web-based support system - the views of two publics.
- 2011
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Ingår i: Advances in Health Care Sciences Conference, Oct 18-19 2011, Karolinska Institutet, Stockholm.
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Konferensbidrag (refereegranskat)abstract
- Aims: The aims of the study was to reveal young carers views of design of a web-base support system directed to them and to reveal differences between their views and the views of project representatives, in a participatory design process. Methods: Eight young people, 17-24, close to and supporting someone with mental illness were involved in either a work or a test group. The work group participated in video recorded design meetings with representatives of the project. Content analysis and Dewey's concept of public were applied on the data. The test group worked from their homes and data were collected via test forms. Data from the test group coherent to the content of the design meetings were added as supplement. Results: Four resulting themes were revealed, constituting key-parts in the design of the WBSS: Communicating the message, ideational working principles, considerations on user interaction, and user interface. Furthermore decisive differences between the views of participants and project representatives were found. Participants view of the user was a person that had a usefulness perspective and the object for support was primarily the person with mental illness. The project representatives' view of the user was a person that had a short- and long-term self-care perspective and the object of support was primarily him-/herself. Conclusion: The design of a WBSS for young carers should consider four key-parts, but early user involvement and critical reflection in the PD process itself may be crucial to discern differences between designers and user, not the least when their different publics overlap.
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- Gustafsson, Jan, 1960, et al.
(författare)
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Work-integrated learning in educating for the healthcare professions
- 2007
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Ingår i: Paper presented at the EARLI conference 28/8-1/9. Budapest, Hungary..
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Konferensbidrag (refereegranskat)abstract
- The gap between higher education and work is often referred to as an obstacle for learning proficient work performance. To overcome these difficulties a work-place based alternative to a three-year nurse education programme was initiated at the University West in Sweden. All moments of the education, even theoretical ones, were carried out within or adjacent to clinical settings. In comparison to a traditional curriculum the boarders between theoretical studies and participation in caring activities were very much dissolved. The work-integrated programme was organized around a given set of themes instead of theoretical disciplines. In accordance with a PBL-design (problem-based learning) each theme involved groups of students in delineating a problem; identifying the needs for additional knowledge to solve it; organising the new information; and finally, evaluating the learning process. The programme was based on real-life problems brought in from the close clinical practice, with the purpose of covering the content of different themes. Data about the educational activities were collected through interviews with students and teachers; observations and video recordings of various educational activities as well as taking part of documents produced. The results points to several critical aspects that have to be considered further if work-integrated learning as an educational concept should be able to meet the demands of a thoroughly integration of theory and practice. Integration on an organisational level is not sufficient for managing the tensions between a thematic and a discipline-based structure on a content level. It is argued that the emphasis on autonomy and self-directed learning pervading much PBL-research often dismiss how the subject matter is dealt with in instruction. Instead an approach is suggested for studying and designing learning environments that focus on how the realms of education and work are utilized as resources in the students’ interactions with a more experienced tutor.
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