| 1. |
- Bengtsson, Andreas, et al.
(författare)
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Carbon Fibers from Lignin-Cellulose Precursors : Effect of Stabilization Conditions
- 2019
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Ingår i: ACS Sustainable Chemistry and Engineering. - : American Chemical Society. - 2168-0485. ; 7:9, s. 8440-8448
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Tidskriftsartikel (refereegranskat)abstract
- There is an increasing demand for lightweight composites reinforced with carbon fibers (CFs). Due to its high availability and carbon content, kraft lignin has gained attention as a potential low-cost CF precursor. CFs with promising properties can be made from flexible dry-jet wet spun precursor fibers (PFs) from blends (70:30) of softwood kraft lignin and fully bleached softwood kraft pulp. This study focused on reducing the stabilization time, which is critical in CF manufacturing. The impact of stabilization conditions on chemical structure, yield, and mechanical properties was investigated. It was possible to reduce the oxidative stabilization time of the PFs from about 16 h to less than 2 h, or even omitting the stabilization step, without fusion of fibers. The main reactions involved in the stabilization stage were dehydration and oxidation. The results suggest that the isothermal stabilization at 250 °C override the importance of having a slow heating rate. For CFs with a commercial diameter, stabilization of less than 2 h rendered in tensile modulus 76 GPa and tensile strength 1070 MPa. Impregnation with ammonium dihydrogen phosphate significantly increased the CF yield, from 31-38 to 46-50 wt %, but at the expense of the mechanical properties.
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| 2. |
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| 3. |
- Bengtsson, Andreas, et al.
(författare)
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Improved yield of carbon fibres from cellulose and kraft lignin
- 2018
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Ingår i: Holzforschung. - : Walter de Gruyter GmbH. - 0018-3830 .- 1437-434X. ; 72:12, s. 1007-1016
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Tidskriftsartikel (refereegranskat)abstract
- To meet the demand for carbon-fibre-reinforced composites in lightweight applications, cost-efficient processing and new raw materials are sought for. Cellulose and kraft lignin are each interesting renewables for this purpose due to their high availability. The molecular order of cellulose is an excellent property, as is the high carbon content of lignin. By co-processing cellulose and lignin, the advantages of these macromolecules are synergistic for producing carbon fibre (CF) of commercial grade in high yields. CFs were prepared from precursor fibres (PFs) made from 70:30 blends of softwood kraft lignin (SW-KL) and cellulose by dry-jet wet spinning with the ionic liquid (IL) 1-ethyl-3-methylimidazolium acetate ([EMIm][OAc]) as a solvent. In focus was the impact of the molecular mass of lignin and the type of cellulose source on the CF yield and properties, while membrane-filtrated kraft lignin and cellulose from dissolving kraft pulp and fully bleached paper-grade SW-KP (kraft pulp) served as sources. Under the investigated conditions, the yield increased from around 22% for CF from neat cellulose to about 40% in the presence of lignin, irrespective of the type of SW-KL. The yield increment was also higher relative to the theoretical one for CF made from blends (69%) compared to those made from neat celluloses (48-51%). No difference in the mechanical properties of the produced CF was observed.
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| 4. |
- Stenberg, Marie, et al.
(författare)
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Collaboration between first year undergraduate nursing students : A focused ethnographic study
- 2022
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Ingår i: Nurse Education in Practice. - : Elsevier. - 1471-5953 .- 1873-5223. ; 64
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Tidskriftsartikel (refereegranskat)abstract
- AIM: The aim was to explore collaboration between first year undergraduate nursing students in a three-year bachelor program during clinical skills lab practices.BACKGROUND: The ability to collaborate is important in the nursing profession to ensure patient safety. Thus, efforts supporting nursing students with learning activities emphasizing this ability is crucial in nurse education as a preparation for the requirements of the nursing profession. Collaborative learning models are described as ways that support the students' interaction during education. However, collaboration between students has shown to have challenges such as negative competition and confrontations. This stresses the need to explore the collaboration between students to find ways to support the interaction.DESIGN: The study was conducted with a focused ethnographic approach.METHOD: Data were generated by participant observations during one semester, involving 70 h observation of 87 first year nursing students for 6 months and 24 training sessions in clinical skills lab practices. Two focus group discussions were used to elaborate students' views of collaboration and to provide an opportunity for follow up questions and interpretations from the observations. Field notes and focus group discussions were interpreted as one unit of analysis conducted with thematic network analysis. A global theme were synthesized from organizational and additional basic themes presenting the overall metaphor of the students' collaboration.RESULT: The global theme, Between adaptation and non-conformity, revealed a field of tension in the nursing students' collaboration. One the one hand, the global theme involved the students' ability to adopt to new knowledge and to being a nursing student in a clinical skills lab and to others' perspective. On the other hand, non-conformity creates a collaboration with less reflection between the students and non-synchronized and time-consuming laboratory work.CONCLUSION: Collaborative activities in nurse education fosters and challenges nursing students' collaboration required for clinical practices and later in the nursing profession. By the presented scaffolding efforts, nurse educators can arrange a learning environment that can support the collaboration between students and facilitate the transition into the profession.
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| 5. |
- Stenberg, Marie, et al.
(författare)
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Formative peer assessment in healthcare education programmes : protocol for a scoping review.
- 2018
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Ingår i: BMJ Open. - : BMJ Publishing Group Ltd. - 2044-6055. ; 8:11
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Tidskriftsartikel (refereegranskat)abstract
- Introduction: In formative peer assessment, the students give and receive feedback from each other and expand their knowledge in a social context of interaction and collaboration. The ability to collaborate and communicate are essential parts of the healthcare professionals’ competence and delivery of safe patient care. Thereby, it is of utmost importance to support students with activities fostering these competences during their healthcare education. The aim of the scoping review is to compile research on peer assessment presented in healthcare education programmes, focusing formative assessment. The result of the scoping review will form the basis for developing and conducting an intervention focusing collaborative learning and peer assessment in a healthcare education programme. Methods and analysis: The scoping review will be conducted by using the framework presented by Arksey & O’Malley and Levac et al. The primary research question is: How are formative peer assessment interventions delivered in healthcare education? The literature search will be conducted in the peer-reviewed databases PubMed, Cumulative Index to Nursing and Allied Health Literature, Education Research Complete and Education Research Centre between September and December 2018. Additional search will be performed in Google Scholar, hand-searching of reference lists of included studies and Libsearch for identification of grey literature. Two researchers will independently screen title and abstract. Full-text articles will be screened by three researchers using a charting form. Studies meeting the inclusion criteria will be critically evaluated using the Critical Appraisal Skills Programme. A flow diagram will present the included and excluded studies. A narrative synthesis will be conducted by using thematic analysis as presented by Braun and Clarke. The findings will be presented under thematic headings using a summary table. To enhance validity, stakeholders from healthcare education programmes and healthcare institutions will be provided with an overview of the preliminary results. Ethics and dissemination: Research ethics approval is not required for the scoping review.
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| 6. |
- Stenberg, Marie, et al.
(författare)
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Formative peer assessment in higher healthcare education programmes : a scoping review
- 2021
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Ingår i: BMJ Open. - : BMJ Publishing Group Ltd. - 2044-6055. ; 11:2
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Forskningsöversikt (refereegranskat)abstract
- Objectives Formative peer assessment focuses onlearning and development of the student learning process.This implies that students are taking responsibility forassessing the work of their peers by giving and receivingfeedback to each other. The aim was to compile researchabout formative peer assessment presented in higherhealthcare education, focusing on the rationale, theinterventions, the experiences of students and teachersand the outcomes of formative assessment interventions.Design A scoping review.Data sources Searches were conducted until May 2019in PubMed, Cumulative Index to Nursing and Allied HealthLiterature, Education Research Complete and EducationResearch Centre. Grey literature was searched in LibrarySearch, Google Scholar and Science Direct.Eligibility criteria Studies addressing formative peerassessment in higher education, focusing on medicine,nursing, midwifery, dentistry, physical or occupationaltherapy and radiology published in peer-reviewedarticlesor in grey literature.Data extractions and synthesis Out of 1452 studies,37 met the inclusion criteria and were critically appraisedusing relevant Critical Appraisal Skills Programme, JoannaBriggs Institute and Mixed Methods Appraisal Tool tools.The pertinent data were analysed using thematic analysis.Result The critical appraisal resulted in 18 includedstudies with high and moderate quality. The rationale forusing formative peer assessment relates to giving andreceiving constructive feedback as a means to promotelearning. The experience and outcome of formativepeer assessment interventions from the perspectiveof students and teachers are presented within threethemes: (1) organisation and structure of the formativepeer assessment activities, (2) personal attributes andconsequences for oneself and relationships and (3)experience and outcome of feedback and learning.Conclusion Healthcare education must considerpreparing and introducing students to collaborativelearning, and thus develop well-designedlearningactivities aligned with the learning outcomes. Since peercollaboration seems to affect students’ and teachers’experiences of formative peer assessment, empiricalinvestigations exploring collaboration between studentsare of utmost importance.
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| 7. |
- Stenberg, Marie, et al.
(författare)
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Preceptors' experiences of using structured learning activities as part of the peer learning model : A qualitative study
- 2020
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Ingår i: Nurse Education in Practice. - : Elsevier. - 1471-5953 .- 1873-5223. ; 42
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Tidskriftsartikel (refereegranskat)abstract
- The clinical environment is a vital component of nurse education, constantly changing due to constraints of the current health care systems such as increasing number of students and a limited number of preceptors. Peer learning, is gaining momentum as an educational model highly suitable for clinical placements. The peer learning model incorporates structured learning activities that support student activity, but little is reported of the actual structure and content of those activities. Thereby, the aim of this study was to explore precepting nurses’ experience of using structured learning activities as part of the peer learning model during clinical placement. We used a qualitative research approach, using two open self-administered global questions. The result is based on the analysis of the written responses from 62 preceptors. Four categories followed the analysis: An opportunity for collaboration, An occasion for reflection, A new educational structure, and Recommendations for development. The preceptors perceived the structured learning activities as beneficial for increased collaboration and reflection among students. Moreover, utilizing the structured learning activities was perceived to be time saving for the preceptors, however this is an area where further research is needed.
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| 8. |
- Stenberg, Marie, et al.
(författare)
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Supporting each other towards independence : A narrative analysis of first‐year nursing students' collaborative process
- 2024
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Ingår i: Nursing Inquiry. - : John Wiley & Sons. - 1320-7881 .- 1440-1800. ; 31:3
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Tidskriftsartikel (refereegranskat)abstract
- Collaboration for nursing is a core competence and therefore educational interventions are essentials for collaborative skills. To identify such interventions, we carried out a study to understand nursing students' collaborative process. A narrative inquiry method was used to explore the collaborative process of first-year undergraduate nursing students. The analysis was conducted on field notes from 70 h of observation of 87 nursing students' collaboration during skills lab activities. It also included transcriptions of four focus group discussions with 11 students. The results are presented as a sequential process of (1) navigating in unfamiliar territory, (2) navigating together to cope, and (3) navigating together towards independency and the future nursing profession. We identified a transition from teacher-led assistance and guidance to student interdependency and reciprocal learning, ending with student-led assistance supporting independency. In line with Vygotsky's theory of zone of proximal development, different scaffolding interventions are needed depending on where the students are in the collaborative process.
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| 9. |
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- 2019
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Tidskriftsartikel (refereegranskat)
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| 10. |
- Alexandersson, Karin, et al.
(författare)
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Producing and consuming knowledge in social work practice: research and development activities in a Swedish context
- 2009
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Ingår i: Evidence & Policy. - : Bristol University Press. - 1744-2648 .- 1744-2656. ; 5:2, s. 127-139
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Tidskriftsartikel (refereegranskat)abstract
- This article presents various forms of activities performed by locally based social welfare research and development (R&D) units in Sweden. The authors argue that these units are vital actors in the field of encouraging and strengthening evidence-based social work practice. They are close to social services organisations and have the ability to use flexible methods in order to bridge the gap between research and practice in a local context. The theoretical framework for the article is the organisational excellence model – an archetype for how research can be used in practice.
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