| 1. |
- Alvariza, Anette, et al.
(författare)
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How to support teenagers who are losing a parent to cancer : Bereaved young adults' advice to healthcare professionals-A nationwide survey
- 2017
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Ingår i: Palliative & Supportive Care. - : Cambridge University Press. - 1478-9515 .- 1478-9523. ; 15:3, s. 313-319
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Tidskriftsartikel (refereegranskat)abstract
- Objective: The loss of a parent to cancer is considered one of the most traumatic events a teenager can experience. Studies have shown that teenagers, from the time of diagnosis, are already extremely worried about the consequences of a parent's cancer but tend to be left to manage these concerns on their own. The present study aimed to explore young adults' advice to healthcare professionals on how to support teenagers who are losing a parent to cancer. Methods: This work derives from a Swedish nationwide survey and employs a qualitative approach with a descriptive/interpretive design to obtain answers to an open-ended question concerning advice to healthcare professionals. Of the 851 eligible young adults who had lost a parent to cancer when they were 13-16 years of age within the previous 6 to 9 years, 622 participated in our survey (response rate = 73%). Of these 622 young adults, 481 responded to the open-ended question about what advice to give healthcare professionals. Results: Four themes emerged: (1) to be seen and acknowledged; (2) to understand and prepare for illness, treatment, and the impending death; (3) to spend time with the ill parent, and (4) to receive support tailored to the individual teenager's needs. Significance of Results: This nationwide study contributes hands-on suggestions to healthcare staff regarding attitudes, communication, and support from the perspective of young adults who, in their teenage years, lost a parent to cancer. Teenagers may feel better supported during a parent's illness if healthcare professionals take this manageable advice forward into practice and see each teenager as individuals; explain the disease, its treatments, and consequences; encourage teenagers to spend time with their ill parent; and recommend sources of support.
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| 2. |
- Alvariza, Anette, et al.
(författare)
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Viktigt att stärka närståendes möjligheter att förbereda sig
- 2016
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Ingår i: Läkartidningen. - : Swedish Medical Association. - 0023-7205 .- 1652-7518. ; 113:47, s. 1-3
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract
- När svårt sjuka patienter vårdas i det egna hemmet har närstående ofta en avgörande roll.De närstående har också, utöver vårdsituationen, att hantera sina egna känslor kring förlust, sorg och död.Närstående är ofta otillräckligt förberedda för sin vårdarroll och har behov av information och stöd.Att vara förberedd har lyfts fram som ett viktigt fenomen för närstående. Det har visat sig relatera till flera positiva faktorer och anses ha en skyddande effekt mot negativa konsekvenser.Med en öppen, ärlig kommunikation och ett riktat stöd ökar närståendes möjligheter att förbereda sig för en vårdande roll samt det faktum att sjukdomen är obotlig och leder till döden.
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| 3. |
- Ammert, Niklas, 1968-, et al.
(författare)
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Bridging historical consciousness and moral consciousness : promises and Challenges
- 2017
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Ingår i: Historical Encounters. - Newcastle : HERMES History Education Research Network. - 2203-7543. ; 4:1, s. 1-13
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Tidskriftsartikel (refereegranskat)abstract
- This special issue is the result of the workshop, Towards an integrated theory ofhistorical and moral consciousness, supported by Riksbankens Jubileumsfond (The SwedishFoundation for Humanities and Social Sciences) and Suomen kasvatuksen ja koulutuksen historianseura (The Finnish Society for the History of Education) and held at the University of Helsinki, in2015. History teaching and social studies education are increasingly expected to develop, amongother things, students’ historical consciousness. This goal is highly relevant for students’ ability todeal constructively with controversial issues of history which is an important civic competence inthe situation where in many societies’ political arguments concerning, for example, citizenshiprights, ethnic and cultural diversity, and democracy are only too often fuelled by simplistic narrativesof historical change and continuity. However, there is a blank spot in the existing research onhistorical consciousness in that intersections between historical and moral consciousness remainvery much unexplored. This special issue seeks to identify promising theoretical and conceptualpoints of convergence for future interdisciplinary studies of historical and moral consciousness.Contributors are from the fields of history, educational research, social psychology, and philosophy.
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| 4. |
- Beernaert, Kim, et al.
(författare)
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Distrust in the End-of-Life Care Provided to a Parent and Long-Term Negative Outcomes Among Bereaved Adolescents : A Population-Based Survey Study
- 2017
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Ingår i: Journal of Clinical Oncology. - : American Society of Clinical Oncology. - 0732-183X .- 1527-7755. ; 35:27, s. 3136-3142
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Tidskriftsartikel (refereegranskat)abstract
- Purpose Previous research shows that the death of a parent places children at risk for a number of negative outcomes. The role of trust in health care at the end of life has been acknowledged as crucial for patients and adult family members. However, the consequences of children's distrust in the care provided to their parents remain unknown. Therefore, we investigated the negative long-term outcomes of cancer-bereaved sons' and daughters' distrust in the care that was provided to a dying parent. Methods We used a population-based nationwide survey to investigate self-reported distrust in the care provided and possible negative outcomes in 622 (73%) participants who had lost a parent as a result of cancer 6 to 9 years earlier, at ages 13 to 16 years. All participants were 18 years or older at the time of the survey. Results In those who reported no or little trust (ie, distrust) in the health care provided to their dying parents, we found statistically significantly higher risks of various negative outcomes at the time of survey: bitterness toward health care professionals for not having done everything that was possible (crude risk ratio [RR], 3.5; 95% CI, 2.3 to 5.1) and for having stopped treatment (RR, 3.4; 95% CI, 2.1 to 6.0), self-destructiveness (eg, self-injury [RR, 1.7; 95% CI, 1.2 to 2.4]), and psychological problems (eg, moderate to severe depression according to the Patient Health Questionnaire-9 [RR, 2.3; 95% CI, 1.5 to 3.5]). Conclusion In cancer-bereaved former adolescents, distrust in the health care provided to the dying parent is associated with a higher risk of negative long-term outcomes. The health care professionals involved in this care might play an important role in safeguarding the trust of adolescents.
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| 5. |
- Bylund Grenklo, Tove, et al.
(författare)
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Unresolved grief and its consequences : A nationwide follow-up of teenage loss of a parent to cancer 6-9 years earlier
- 2016
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Ingår i: Supportive Care in Cancer. - : Springer Science and Business Media LLC. - 0941-4355 .- 1433-7339. ; 24:7, s. 3095-3103
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Tidskriftsartikel (refereegranskat)abstract
- PurposeThe early loss of a parent is a tragedy and a serious life event. This study investigated grief resolution and morbidity in cancer-bereaved teenagers 6 to 9 years after the loss of a parent to cancer.MethodsIn a nationwide population-based study of 622 of 851 (73 %) youths who as teenagers 6 to 9 years earlier had lost a parent to cancer, we explored the magnitude of unresolved grief and its association with psychological and physiological morbidity. Participants answered a study-specific anonymous questionnaire including questions about if they had worked through their grief and about their current health. Results Six to nine years post-loss 49 % reported unresolved grief (8 % no and 41 % a little grief resolution). They had, in comparison with youths reporting resolved grief. statistically significantly elevated risks, e.g. for insomnia (sons' relative risk (RR) 2.3, 95 % CI 1.3-4.0; daughters' RR 1.7, 95 % CI 1.1-2.7), fatigue (sons' RR 1.8, 95 % CI 1.3-2.5; daughters' RR 1.4, 95 % CI 1.1-1.7) and moderate to severe depression, i.e. score >9, PHQ-9 (sons' RR 3.6, 95 % CI 1.4-8.8; daughters' RR 1.8, 95 % CI 1.1-3.1). Associations remained for insomnia in sons, exhaustion in daughters and fatigue in both sons and daughters when depression, negative intrusive thoughts and avoiding reminders of the parents' disease or death were included in a model. Conclusions Approximately half of cancer-bereaved youth report no or little grief resolution 6 to 9 years post-loss, which is associated with fatigue, sleeping problems and depressive symptoms.
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| 6. |
- Fredlund, Tobias, et al.
(författare)
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A social semiotic approach to identifying critical aspects
- 2015
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Ingår i: International Journal for Lesson and Learning Studies. - : Emerald Group Publishing Limited. - 2046-8253 .- 2046-8261. ; 4:3, s. 302-316
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Tidskriftsartikel (refereegranskat)abstract
- The purpose of this paper is to propose a social semiotic approach to analysing objects of learning in terms of their critical aspects. Design/methodology/approach – The design for this paper focuses on how the semiotic resources – including language, equations, and diagrams – that are commonly used in physics teaching realise the critical aspects of a common physics object of learning. A social semiotic approach to the analysis of a canonical text extract from optics is presented to illustrate how critical aspects can be identified. Findings – Implications for university teaching and learning of physics stemming from this social semiotic approach are suggested.Originality/value – Hitherto under-explored similarities between the Variation Theory of Learning, which underpins learning studies, and a social semiotic approach to meaning-making are identified. These similarities are used to propose a new, potentially very powerful approach to identifying critical aspects of objects of learning.
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| 7. |
- Fredlund, Tobias, et al.
(författare)
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Enhancing the possibilities for learning: variation of disciplinary-relevant aspects in physics representations
- 2015
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Ingår i: European journal of physics. - : IOP Publishing. - 0143-0807 .- 1361-6404. ; 36:5
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Tidskriftsartikel (refereegranskat)abstract
- In this theoretical article we propose three factors that can enhance the possibilities for learning physics from representations, namely: (1) the identification of disciplinary-relevant aspects for a particular disciplinary task, such as solving a physics problem or explaining a phenomenon, (2) the selection of appropriate representations that showcase these disciplinary-relevant aspects, and (3) the creation of variation within the selected representations to help students notice these disciplinary-relevant aspects and the ways in which they are related to each other. An illustration of how these three factors can guide teachers in their efforts to promote physics learning is presented.
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| 8. |
- Fredlund, Tobias, et al.
(författare)
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Towards addressing transient learning challenges in undergraduate physics: An example from electrostatics
- 2015
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Ingår i: European journal of physics. - : IOP Publishing. - 0143-0807 .- 1361-6404. ; 36:5
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Tidskriftsartikel (refereegranskat)abstract
- In this article we characterize transient learning challenges as learning challenges that arise out of teaching situations rather than conflicts with prior knowledge. We propose that these learning challenges can be identified by paying careful attention to the representations that students produce. Once a transient learning challenge has been identified, teachers can create interventions to address it. By illustration, we argue that an appropriate way to design such interventions is to create variation around the disciplinary-relevant aspects associated with the transient learning challenge.References:Bowden J and Marton F 1998 The University of Learning: Beyond Quality and Competence in Higher Education (London: Kogan Page)Chen Z and Gladding G 2014 How to make a good animation: a grounded cognition model of how visual representation design affects the construction of abstract physics knowledge Phys. Rev. ST— Phys. Educ. Res. 10 010111Coppens P, De Cock M and Kautz C 2012 Student understanding of filters in analog electronics lab courses Proc. 40th Ann. Proc. SEFI Conf. (Thessaloniki, Greece)Cummings K 2011 A developmental history of physics education research The Second Committee Meeting on the Status, Contributions, and Future Directions of Discipline-Based Education Research (http://sites.nationalacademies.org/xpedio/groups/dbassesite/documents/webpage/ dbasse_072580.pdf)Domert D, Linder C and Ingerman Å 2005 Probability as a conceptual hurdle to understanding one- dimensional quantum scattering and tunnelling Eur. J. Phys. 26 47–59Driver R and Erickson G 1983 Theories-in-action: some theoretical and empirical issues in the study of students’ conceptual frameworks in science Stud. Sci. Educ. 10 37–60Fraser J M, Timan A L, Miller K, Dowd J E, Tucker L and Mazur E 2014 Teaching and physics education research: bridging the gap Rep. Prog. Phys. 77 1–17Fredlund, T, Airey, J and Linder, C (2012) Exploring the role of physics representations: an illustrative example from students sharing knowledge about refraction. Eur. J. Phys. 33, 657–66Fredlund, T, Airey, J and Linder, C (2015) Enhancing the possibilities for learning: variation of disciplinary-relevant aspects in physics representations. Eur. J. Phys. 36, 055001Hammer D 2000 Student resources for learning introductory physics Phys. Educ. Res., Am. J. Phys. Suppl. 68 52–9Helm H and Novak J D (ed) 1983 Proc. Int. Seminar on Misconceptions in Science and Mathematics (Ithaca, NY: Department of Education, Cornell University)Heron P R L and Hazelton R 2013 Interpreting students’ errors: examples from electrostatics Proc. ESERA 2013 (Nicosia, Cyprus) pp 82–9Ingerman Å, Berge M and Booth S 2009a Physics group work in a phenomenographic perspective— learning dynamics as the experience of variation and relevance Eur. J. Eng. Educ. 34 349–58Ingerman Å, Linder C and Marshall D 2009b The learners’ experience of variation: following students’ threads of learning physics in computer simulation sessions Instr. Sci. 37 273–92Khan Academy 2014 Electric potential at a point in space (www.khanacademy.org/test-prep/mcat/ physical-processes/electrostatics-1/v/electric-potential-at-a-point-in-space)Knight R D 2002 Five Easy Lessons: Strategies for Successful Physics Teaching (San Fransisco: Addison-Wesley)Marton F 2015 Necessary Conditions of Learning (New York: Routledge)Marton F and Booth S 1997 Learning and Awareness (Mahwah: Lawrence Erlbaum Associates)Marton F and Pang M F 2006 On some necessary conditions of learning J. Learn. Sci. 15 193–220Marton F and Tsui A B M 2004 Classroom Discourse and the Space of Learning (Mahwah: Lawrence Erlbaum Associates)McDermott L C 1991 Millikan lecture 1990: what we teach and what is learned–closing the gap Am. J. Phys. 59 301–15McDermott L C and Redish E F 1999 Resource letter PER-1: physics education research Am. J. Phys. 67 755–67McDermott L C and Shaffer P S 2002 Tutorials in Introductory Physics 1st edn (Upper Saddle River, NJ: Prentice-Hall)Nordling C and Österman J 2006 Physics Handbook: for Science and Engineering (Lund: Studentlitteratur)Planinic M 2006 Assessment of difficulties of some conceptual areas from electricity and magnetism using the conceptual survey of electricity and magnetism Am. J. Phys. 74 1143–8Prather E E, Rudolph A L, Brissenden G and Schlingman W M 2009 A national study assessing the teaching and learning of introductory astronomy: I. The effect of interactive instruction Am. J. Phys. 77 320–30Reif F 2008 Applying Cognitive Science to Education: Thinking and Learning in Scientific and Other Complex Domains (Cambridge: MIT Press)Reif F and Larkin J H 1991 Cognition in scientific and everyday domains: comparison and learning implications J. Res. Sci. Teach. 28 733–60Roth W-M and McGinn M K 1998 Inscriptions: toward a theory of representing as social practice Rev. Educ. Res. 68 35–59Sayre E C and Heckler A F 2009 Peaks and decays of student knowledge in an introductory E&M course Phys. Rev. ST—Phys. Educ. Res. 5 013101Tao P-K and Gunstone R F 1999 The process of conceptual change in force and motion during computer-supported physics instruction J. Res. Sci. Teach. 36 859–82Tuminaro J and Redish E F 2007 Elements of a cognitive model of physics problem solving: epistemic games Phys. Rev. ST—Phys. Educ. Res. 3 020201Viennot L 2001 Reasoning in Physics: the Part of Common Sense (Dordrecht: Kluwer Publishers) Young H D and Freedman R A 2004 University Physics with Modern Physics (San Francisco: Pearson)
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| 9. |
- Grimheden, Sofia, et al.
(författare)
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An obligation to care for seriously ill children in their homes : a qualitative study of community nurses' perceptions
- 2017
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Ingår i: Nordic journal of nursing research. - : Sage Publications. - 2057-1585 .- 2057-1593. ; 37:4, s. 201-208
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Tidskriftsartikel (refereegranskat)abstract
- When children are seriously ill, being able to be cared for at home with the family is valuable, but community nurses are often not trained to care for children. The aim of this study was therefore to describe community nurses´perceptions of caring for serioulsy ill children at home. A content analysis was conducted of 11 semi-structed interviews with nurses. One theme, obligation to care, was found, followed by three categories: making an impact, feeling confident, and emotional processing. In conclusion, we found collaboration with paediatric staff in the hospital is important for community nurses in order to gain confidence, which would optimise care at home for seriously ill children and their families.
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| 10. |
- Hagerman, Heidi, 1980-, et al.
(författare)
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A longitudinal study of working life among first-line managers in the care of older adults
- 2016
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Ingår i: Applied Nursing Research. - : Elsevier BV. - 0897-1897 .- 1532-8201. ; 32, s. 7-13
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Tidskriftsartikel (refereegranskat)abstract
- AimTo study whether the number of subordinates plays a role in first-line managers’ and subordinates’ ratings of empowerment, stress symptoms, and leadership–management performance. The aim was also to study relationships between managers’ empowerment and stress symptoms and leadership–management performance.MethodsA longitudinal and correlational design was used. All first-line managers (n = 98) and their subordinates (n = 2085) working in the care of older adults in five municipalities were approached.ResultsWith fewer (≤ 30) subordinates per manager, there were higher ratings of structural empowerment among managers and subordinates and lower stress symptoms among subordinates, than with ≥ 31 subordinates. Furthermore, structural empowerment was related to the managers’ stress symptoms and leadership–management performance, mediated through psychological empowerment. Moreover, structural empowerment can control/adjust for large numbers of subordinates in relation to stress symptoms.ConclusionThe higher FLMs rated their access to empowerment, the lower stress symptoms and higher leadership–management performance they rated over time.
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