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1.
  • Lachmann, Hanna, et al. (creator_code:aut_t)
  • Dual use of instruments for assessing nursing students professional- and clinical competence
  • 2021
  • record:In_t: Nurse Education Today. - : Elsevier. - 0260-6917 .- 1532-2793. ; 96
  • swepub:Mat_article_t (swepub:level_refereed_t)abstract
    • Background: Changes in demographics and the development of health systems have a direct impact on patients' nursing needs and nurses' ability to meet them. Modern and forward-looking nursing education programmes that will help nursing students to develop their professional competence require useful tools for assessment and self-reflection that can be combined in theoretical and clinical education. Objectives: To investigate the associations between the Nurse Professional Competence Scale - Short Form (NPC-SF), and the tool Assessment of Clinical Education (AssCE) tool, and to assess the graduating students' professional competence based on their self-assessment. Design: A cross-sectional descriptive study design was used. Participants and settings: A total of 151 nursing students at a Swedish university college completed the NPC-SF and the AssCE (response rate 77%). Methods: In their final weeks of the nursing programme, students were invited to respond to two questionnaires: the NPC Scale - Short Form (35 items) and the AssCE tool (21 items). Result: There are significant correlations between the nursing students' responses to the NPC-SF competence areas and the AssCE areas (r = 0.19-0.57). Students score in the NPC-SF were highest in Value-based Nursing Care and lowest in Development, Leadership and Organization of Nursing Care, and in the AssCE areas student scores were highest in Examination and treatment and Professional Approach and lowest in Management and Cooperation. Conclusion: The NPC-SF and AssCE are valid and reliable instruments, showing a high level of correlation. Results imply that dual use could strengthen student-centred theoretical and clinical learning as well as professional competence development. Additional research is needed to assess student's competence development during the nursing program.
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2.
  • Uwe, Nicolay, et al. (creator_code:aut_t)
  • Validation of a Disease-Specific Questionnaire for Measuring Parent-Reported Health-Related Quality of Life in Children with Allergies
  • 2012
  • record:In_t: Scandinavian Journal of Caring Sciences. - Oxford : Wiley. - 0283-9318 .- 1471-6712. ; 26:4, s. 679-687
  • swepub:Mat_article_t (swepub:level_refereed_t)abstract
    • Purpose: To evaluate the properties and suitability of a disease-specific questionnaire to assess parent-reported health-related quality of life (HRQL) of children and parents of children suffering from food hypersensitivity (FHS) or allergy to furred pets (AFP). Methods: The parents of 202 children with FHS and of 131 children with AFP filled in questionnaires comprising the CHQ-PF28 and the Food-Pet-Allergy in Children (FPAC) Questionnaire. Psychometric properties of the FPAC questionnaire were evaluated separately for FHS and AFP. Results: Analyses resulted in five proposed scales: Limitations of Family/Child Activities (I), Parents Distress (II), Childs Emotions (III), Child in School (IV) and Family Conflicts (V). Convergent/discriminant validity for scales I, II and III of both questionnaires was high; for scale IV it was moderate. All five FHS and four AFP scales were able to distinguish significantly between children with and without clinical allergy symptoms (known-group validity). Internal consistency reliability was good for scales I, II and III, but poor for scale IV. Conclusion: Three valid scales were determined for both FHS and AFP (Limitations of Family/Child Activities, Parents Distress and Childs Emotions) and can be used in clinical research.
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3.
  • Lewen, Hanna, et al. (creator_code:aut_t)
  • Documented assessments and treatments of patients seeking emergency care because of pain
  • 2010
  • record:In_t: Scandinavian Journal of Caring Sciences. - : Wiley. - 0283-9318 .- 1471-6712. ; 24:4, s. 764-771
  • swepub:Mat_article_t (swepub:level_refereed_t)abstract
    • Study rationale: Pain is one of the most frequent symptoms for which people seek emergency care. Studies show that pain management in emergency clinics is insufficient. No previous studies regarding pain documentation at emergency clinics in the Nordic countries have been undertaken. Objectives: The main purpose was to investigate the extent to which pain assessment, pain treatment and pain relief were documented in patient records. Design: Patient records were reviewed using a study-specific protocol. Setting: Emergency unit at a Swedish university hospital. Participants: A total of 698 patient records randomly selected were reviewed using a study-specific protocol. According to Swedish law and the university hospital's quality and safety guidelines, there should be a note in each patient record regarding whether or not the patient was in pain on arrival. The guideline stresses the importance of using patient self-assessment by a visual analogue scale (VAS). Results: In 361/698 (52%) records, there was a note by a doctor or a nurse as to whether or not the patient had been experiencing pain on arrival. In 319 of these 361 records 88%), a full pain assessment had been documented. In 15/319 (5%) cases, the pain assessment included patient VAS assessment. In 54/319 (17%) patient records, a note regarding pain treatment was found. Significantly more notes regarding pain treatment were found in the records with an initial documented pain assessment, when compared with the records without any such assessment (p < 0.01). In the 54 records with notes regarding pain treatment, 10 (19%) included documentation regarding the effect of the treatment. Conclusions: The results show an alarming lack of documentation regarding pain assessments, pain treatments and follow-ups. This is in marked contrast to Swedish law, which clearly stipulates the responsibility of health care staff to document information relevant to providing safe care. Prompt action to improve pain documentation is warranted.
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4.
  • Nilsson, Jan, 1963-, et al. (creator_code:aut_t)
  • Health-Related Quality of Life in Old Age : A Comparison Between Rural Areas in Bangladesh and Vietnam
  • 2012
  • record:In_t: Asia Pacific Journal of Public Health. - : SAGE Publications. - 1010-5395 .- 1941-2479. ; 24:4, s. 610-619
  • swepub:Mat_article_t (swepub:level_refereed_t)abstract
    • This study compares health-related quality of life (HRQoL) and its determinants among older people (≥60 years) in rural Bangladesh and Vietnam. Cross-sectional studies among older people were conducted in Bangladesh (n = 1031) and Vietnam (n = 870). Data on HRQoL were collected using an instrument that includes 24 items distributed into 6 dimensions. Older people in Vietnam reported more favorable HRQoL outcomes than those in Bangladesh, reporting better HRQoL on physical, psychological, social, and financial dimensions. Hierarchical linear regression analyses show that advanced age, being a woman, belonging to a poor household, and reporting poor health were significantly associated with lower HRQoL scores in both Bangladesh and Vietnam. In Bangladesh, being illiterate was additionally associated with lower HRQoL scores. The results of this explorative study underline the importance of a cross-cultural understanding of HRQoL of older people and the influence of the socioecological context.
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5.
  • Nyberg, Eva, 1958, et al. (creator_code:aut_t)
  • Teachers' and Student Teachers' Attitudes Towards Nature and the Environment : A Comparative Study Between Sweden and France
  • 2020
  • record:In_t: Scandinavian Journal of Educational Research. - : Informa UK Limited. - 0031-3831 .- 1470-1170. ; 64:7, s. 1090-1104
  • swepub:Mat_article_t (swepub:level_refereed_t)abstract
    • Throughout the world, the educational system is expected to deal with issues regarding sustainability and to promote pro-environmental behaviours and attitudes. This study investigates attitudes towards nature and the environment among 1,109 teachers and student teachers in Sweden and France, using the 2 factor Model of Environmental Values (2-MEV). The results imply that in both Sweden and France, teachers and student teachers hold a prevailingly ecocentric attitude, as opposed to an anthropocentric attitude, which possibly indicates a predominantly positive approach towards the environment and environmental education. Comparisons between the countries show, however, that the Swedish teachers and student teachers hold a more anthropocentric attitude than the teachers and student teachers in the French sample.
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6.
  • Bisholt, Birgitta, 1963- (creator_code:aut_t)
  • The learning process of recently graduated nurses in professional situations : Experiences of an introduction program
  • 2012
  • record:In_t: Nurse Education Today. - : Elsevier. - 0260-6917 .- 1532-2793. ; 32:3, s. 289-293
  • swepub:Mat_article_t (swepub:level_refereed_t)abstract
    • An increased theoretical focus and decreased clinical training have resulted in sharp criticism from health care institutions of the content of the nursing education program. As a consequence of this criticism, employers offer introduction programs to recently graduated nurses after they have completed their nursing education. This study is part one of a larger research study. The aim of the present study was to analyze and describe how recently graduated nurses learn at the place of work and how they seek a meaning in their encounter with that environment. The research method was ethnographic, and the empirical material was based upon data from participant observations, interviews and field notes. The results disclosed that workplaces using the master–apprentice system as a model for supervising recently graduated nurses during the introduction program. The results also showed that the novices have acquired theoretical knowledge and know what action to take, but may have trouble assessing which part of their knowledge to use. The introduction program constitutes an obstacle in the professional development of the novices.
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7.
  • Bisholt, Birgitta, 1963- (creator_code:aut_t)
  • The professional socialization of recently graduated nurses : Experiences of an introduction program
  • 2012
  • record:In_t: Nurse Education Today. - : Elsevier. - 0260-6917 .- 1532-2793. ; 32:3, s. 278-282
  • swepub:Mat_article_t (swepub:level_refereed_t)abstract
    • Nursing education entails a three-year program leading up to a Bachelor's degree. Recently graduated nurses lack theoretical as well as clinical skills, thus experiencing difficulties in taking on the professional role. Health care institutions have previously expressed great concern about the increase of theoretical focus at the cost of decreased clinical training and consequently employers presently offer introduction programs after the completion of the nursing education. The present study is part two of a larger study. The aim of the present study was to describe and analyze how recently graduated nurses are socialized into the profession. The research was conducted using an ethnographic approach and the empirical data was acquired by means of participant observations, interviews and field notes. The findings revealed that the staff questions the novices' nursing knowledge and strongly doubts their professional skills. In order for novices to attain member status at the clinical facility, they must constantly prove their professional ability. The findings showed furthermore that deviation by the novices from the norms and expectations associated with the professional role results in their becoming outsiders. Within nursing education the ideology of nursing is prominent, but within the profession the emphasis is on good occupational skills.
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8.
  • Blomberg, Ann-Catrin, PhD stud, 1956-, et al. (creator_code:aut_t)
  • Operating theatre nurses' with managerial responsibility : Self-reported clinical competence and need of competence development in perioperative nursing
  • 2022
  • record:In_t: Nursing Open. - : Wiley-Blackwell. - 2054-1058. ; 9:1, s. 692-704
  • swepub:Mat_article_t (swepub:level_refereed_t)abstract
    • Aim: The aim of this study was to investigate operating theatre nurses (OTNs) with managerial responsibility, and their self-rated clinical competence and need for competence development in perioperative nursing. Design: A cross-sectional study was applied using a modified version of Professional Nurse Self-Assessment Scale of Clinical Core Competence I. Method: Data were collected from 303 OTNs in Sweden, 80 of whom indicated that they had managerial responsibility. Statistics analysis was used to identify the relationships between background variables to compare OTNs with and without managerial responsibility and their need for competence development. Results: OTNs with an academic degree and managerial responsibility self-rated their clinical competence higher compared with OTNs without an academic degree. It also turned out that OTNs with RN education and 1-year advanced nursing in theatre care, and master's 60 credits had a lower need for competence development in cooperation and consultation, professional development and critical thinking.
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9.
  • Gericke, Niklas, 1970-, et al. (creator_code:aut_t)
  • Defining epigenetic literacy : How to integrate epigenetics into the biology curriculum
  • 2023
  • record:In_t: Journal of Research in Science Teaching. - : John Wiley & Sons. - 0022-4308 .- 1098-2736. ; 60:10, s. 2216-2254
  • swepub:Mat_article_t (swepub:level_refereed_t)abstract
    • The aim of this study is to define epigenetic literacy and describe how it can be included in school biology. Epigenetics is a new field of research in biology with abundant societal consequences and conceptual implications on how genetics is understood. Epigenetics explains how genes are regulated, thereby clarifying cell differentiation, and providing an understanding of how the environment interacts with genes. Students are bound to encounter epigenetic knowledge and applications related to issues such as health, food, and exercise in the media and their everyday lives. Consequently, there is a need to develop epigenetic literacy. Nevertheless, epigenetics is missing in biology curricula and is almost unknown among teachers and students. Research on epigenetics in science education is scarce, and we do not know what and how to teach. Therefore, we conducted a policy Delphi study with a panel of experts to define an epigenetic literacy framework for teaching in secondary education in relation to Robert's Vision I and Vision II perspectives on epigenetic literacy. Participants were 41 recognized international experts representing 11 countries and five areas of expertise. The experts suggested that epigenetics should be introduced in the lower secondary genetics course (students aged 13-15 years), but also addressed in other relevant areas of biology. The study generated six content themes: epigenetics as a metaphor; epigenetics connecting nature with nurture; epigenetics as a dynamic process; epigenetic mechanisms; epigenetics and inheritance; and epigenetics and nature of science, and five sociocultural themes for contextualization: epigenetics and lifestyle; epigenetics and diseases; epigenetics and ethics; epigenetics and policies; and epigenetics and forensics. Taken together, these themes constitute the epigenetic literacy framework. Further, we uncover divergent meanings in the expert panel & mdash;as is typical of policy Delphi studies & mdash;and connect the framework to genetic literacy and learning progressions in genetics education.
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10.
  • Mc Ewen, Birgitta, Associate professor (creator_code:aut_t)
  • Construction of a Review About Epigenetics for Biology Teachers and Other Non-experts
  • 2021
  • record:In_t: Science & Education. - : Springer Nature. - 0926-7220 .- 1573-1901. ; 31, s. 997-1026
  • swepub:Mat_article_t (swepub:level_refereed_t)abstract
    • Epigenetics, the new research field at the cutting edge of biology research, needs to be introduced in biology education. The aim of this review is to support biology teachers and other non-experts to get an overview of the field, as a review in epigenetics has hardly been written for these groups. This review was done by finding documents describing central features of epigenetics, increasing the understanding of epigenetics’ contribution to perspectives in society, and to be a model for a review in a rapidly developing science field. As an example of societal perspectives, the old dispute about “nature” or “nurture” is discussed, epigenetics focusing on the role of “nurture’s” influence on “nature.” Consequently, epigenetics dispels biological determinism. As this review was intended to fill a gap in the literature, a theoretical framework for the construction of the review had to be invented. This was done in an iterative process during the construction of the review. Documents were searched for in the databases of ERIC, Scopus, and Web of Science, peer-reviewed, and had been published by a well-renowned publisher. The search time frame was January 2016 to December 2019, including document types books and book chapters, plus journal articles for ERIC; documents had to be written in English and published as open access. Searches were divided into pre-defined categories based on a newly performed Delphi study. Exemplar studies, which best described each category, are discussed in the light of frontline research. As implications from epigenetics are important for a variety of areas within society, the review is a contribution to the field of sociology of science, aiming to support science education at the very front of science.
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