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- Nordgren, Camilla, et al.
(författare)
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Ethical review of student projects : the responsibility of higher education institutions
- 2024
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Research topic/aimStudents’ degree project could if involving research on people, risk infringing on individual´s privacy, processing sensitivepersonal data and encompassing difficult ethical issues, not least regarding informed consent. If these projects would havebeen performed by researchers, the projects would have required prior approval by the Swedish Ethical Review Authority inaccordance with the Swedish Act (2003:460) concerning the ethical review of research involving humans. However, since theprojects are performed by students, who are not obliged to undergo this review, it is unclear how an ethically acceptableapproach is to be guaranteed. It is well known that such student projects are carried out, but the extent to which this happens has not previously been investigated, neither in Sweden nor in other countries. We thereby present our experiences of a formalized ethical review process at a Higher Institution site in Sweden.Theoretical frameworkEstablishing such formalized ethical review can lead to a greater consensus on which materials and methods are suitable forthe students, which in turn leads to increased equal treatment. Also serve as a pedagogical support resource for supervisors, who may experience ambiguities regarding research ethics issues and student projects. By gathering and building up ethics expertise at the university, a specialised support function is also developed that can offer advice and guidance, perspectives, and training. Through interaction and cooperation, the support function can contribute to an active learning environment, where students and supervisors are stimulated to reflect on their own decision-making (Fosnot, 2005). Experimental and experiential learning emphasizes that didactics is best achieved through active participation where participants deal with realproblems (Kolb, 1984). Ethically reflective learning specifically emphasizes the development of the student's ability to reflecton their own values, ethical dilemmas, and decision-making on ethical issues (Gill & Thomson, 2020). Common to these theories is the perspective that a formalized assessment offers students and teachers the opportunity to exchangeperspectives and to deal with ethical issues in a more concrete way.Methodological designEssays that have passed examination during the years 2014-2017 were included. A total of 1215 essays were read through,and the presence of ethically sensitive content was coded in a pre-established protocol.Expected conclusions/findings Out of a total of 1215 reviewed essays, 277 (22.8%) contained ethically sensitive content; the most common was sensitivepersonal data relating to health 165 (13.6%). In accordance, one in five undergraduate students completed studies that would have required the approval of the Ethical Review Authority, had they been researchers. Ethically sensitive content was proportionally more common in essays at the advanced level (32.9%) than at the first level (20.4%). Only 191 of the 277 essays (68.9%) that should have undergone a formalized ethical review process did so. The implementation of formalized ethical review of thesis projects seems to work best when the student's supervisor has their own experience of ethical review. Different institutional/disciplinary cultures also seem to have a large impact.Relevance to Nordic educational researchThe implementation of ethically acceptable approaches in student projects is an under-researched area, nationally andinternationally. The relevance is thereby urged.
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| 2. |
- Nordgren, Camilla
(författare)
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Från ansökan till beslut - en bidragsprocess
- 2000
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Rapport (övrigt vetenskapligt/konstnärligt)abstract
- Föreliggande rapport är resultatet av uppdraget att ur brukarens perspektiv redogöra för den process som påbörjas då en samhällsresurs behöver ianspråktagas. Enkäter om ansökningsprocess och upplevelsen av denna samt omfattningen av resurstilldelning h
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| 3. |
- Nordgren, Camilla
(författare)
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Komplexet traumatisk ryggmärgsskada - samhällsresurser
- 2006
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Licentiatavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Det sammanhållande syftet för föreliggande arbete är att synliggöra och analysera komplexiteten i samhällsresursers tillhandahållande. Organisationen studeras både utifrån vilka samhällsaktörer som existerar och hur dessa är internt organiserade, och vad
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| 4. |
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| 5. |
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| 6. |
- Nordgren, Camilla
(författare)
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Societal services and traumatic spinal cord injury: A multifaced interaction
- 2006
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Licentiatavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The licentiate thesis is based on three papers. The aim of the research is to elucidate and analyze how societal services in practice are made available (or not available) and are utilized (or not utilized) by a group of individuals with traumatic spinal cord injuries (SCI). The first article is an inventory of Swedish societal support and services that one can apply for after a traumatic SCI. Twenty-five such forms are identified, which are primarily administered by two authorities: the local (municipal) authority and the social insurance office. The consumers expressed their frustration with this organization and the feelings of being checked up on and called into question. The second article analyzes how general ethical guidelines are challenged by situated ethics in the design context. This corresponds here to how the intentions that motivate the allocation of societal services are challenged by the experiences of the people directly affected when it comes to treatment, degree of complexity, and the transparency and predictability of the systems. The third article deals with inpatient care utilization by an SCI group in Sweden and the usefulness of this data in surveying the group’s total utilization. In an effort to validate the contents of this database, it became apparent that it was impossible to establish the group’s total inpatient care utilization. The articles also discuss methodological aspects of the surveying and documentation of societal services.
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| 7. |
- Nordgren, Camilla
(författare)
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The Art of Living with a Traumatic Spinal Cord Injury in its relation to Resources and Norms in Swedish Society
- 2008
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The overall aim of this thesis is to elaborate on the art of living with a traumatic spinal cord injury (SCI) in its relation to resources and norms in Swedish society. The thesis originates in part from a prevalence group of SCI individuals and is based on four studies. One is longitudinal and register based, and one is interview based. A paper on “ethics in the making” elaborates how general versus situated ethics might influence design. A norm perspective is applied in another study highlighting the double sets of social norms via narratives in the context of a severe disability. Through these approaches, I hope to open up an area in which little or no research has previously been carried out. A traumatic spinal cord injury is today not curable and commonly leads to a significant, permanent disability with a risk for severe complications. Living with a traumatic spinal cord injury poses, beside all the medical implications, a wide range of obstacles and circumstances in daily life that must be dealt with. The need for accessible environments and societal resources is thus obvious; an extensive and lifelong reliance upon such services will typically be established. The complexity of the injury and its effects on physical functions mean that the needs are great. Society provides various supportive services in order to restore social integration, re-establish autonomy, compensate for financial and functional losses and facilitate activities of daily living. Acute care, rehabilitation and readmissions both as inpatient and outpatient services are, of course, of great importance and are cost-consuming. Other services, though, will also be comprehensive due to their repetitive use in a life-perspective. The comprehensive aim of the thesis is formulated in the following sub-purposes: • Identify the spectrum of potentially relevant societal resources after traumatic SCI. • Investigate an incidence population’s use of societal resources including self-rated levels of satisfaction with the application process and resource allocation. • Discuss how general ethical guidelines are challenged by situated ethics in a design context. • Validate an existing inpatient register. • Analyze and discuss how a norm perspective can be utilized to understand why legislation is not sufficient to achieve Swedish disability policy goals. Results show that about 25 separate services are available and that each service has to be applied for separately by the individual. Information about the services was provided by a social worker but still individuals reported ignorance about the existence of various services. Applications were partially or totally rejected. The National Patient Register proved to be lacking information and was thereby validated by raising three questions: Is an inpatient stay registered in association with the injury date? Is the reported first length of stay plausible given the level and extent of injury? Are all the anticipated care and/or rehabilitation providers represented in the register? For 62%, the first registered hospitalization date correlated with the injury date, leaving 38% with a hospitalization that started later. Considering the level and extent of injury, individuals were reported to have unrealistically short initial hospital stays. The prevalence group visited 42 different hospitals and 47 clinics. Five rehabilitation clinics, though, were not reported. The study on double sets of social norms found that the individual’s experience in everyday situations runs contrary to the prevailing, expected norms. This results in the individual not being able to identify with everyone else or to rely on the current set of norms. The discussion elaborates on the time frame needed to perform and interpret longitudinal studies, as well as the impact different disability definitions have on the results. The use of the term “being in need of” in this area and how utilization can be estimated are also considered. The consequences of access to services being dependent on the individual’s initiative are examined. This section also highlights that the perspective of the authorities versus that of the individual (i.e. the lived perspective) are not only separate but different, and that the individual may be seen as a burden.
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| 8. |
- Nordgren, Camilla, et al.
(författare)
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Utsatthet och ojämlikhet trots politiska ambitioner
- 2024. - 1
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Ingår i: Funktionsförmåga, funktionshinder och socialt arbete. - Malmö : Gleerups Utbildning AB. - 9789151112152 ; , s. 141-154
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 9. |
- Nordgren, Camilla
(författare)
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Vårt perspektiv på Socialstyrelsen
- 2001
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Rapport (övrigt vetenskapligt/konstnärligt)abstract
- Granskningsgruppen tillsattes på initiativ från Socialstyrelsens generaldirektör Kerstin Wigzell i mars 2000. Uppdraget var att granska Socialstyrelsens arbete ut ett patient-/klient-/anhörigperspektiv. Detta innebär att gruppmedlemmarna med utgångspunk
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| 10. |
- Anderson, Lotta, et al.
(författare)
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Encountering students in disabling conditions in higher education
- 2017
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- The aim of this paper is to discuss challenges for staff in Higher Education encountering students in disabling conditions. The study takes a point of departure in a series of workshops designed to strengthen the competence among staff at Malmö University to develop inclusive learning environments in their field of responsibility. The research questions concern the participants’ understanding of what constitutes an inclusive learning environment and their preparedness for acting in line with rights for people with disabilities to an education free from discrimination. Content analysis from field notes taken in dialogues with the participants showed that barriers exist e.g. due to procedures in order to get a statement qualifying to support as well as not having a statement meaning that the student becomes carrier of her/his own problems, responsible for telling each staff member about the disabling conditions and needs. Tension appeared in the analysis between giving support to the individual student and a proactive problem solving in a flexible learning environment to the benefit of all students. Principles of equal access and widened participation are not easily applied leading to the conclusions that further efforts need to be made to disseminate existing knowledge in the field and moreover to identify knowledge gaps by involving students, coordinators of support and other staff in different survey studies. The framework for the coming studies is anchored in theory and practice developed in Universal Design for Learning focusing staff development and students’ sense of belonging when facing disabling conditions in higher education.
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