| 1. |
- Brink, Eva, 1952-, et al.
(författare)
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Development of a Tool for Assessment of Post-Myocardial Infarction Fatigue
- 2018
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Ingår i: Open Journal of Nursing. - : Scientific Research Publishing, Inc.. - 2162-5336 .- 2162-5344. ; 08:11, s. 811-822
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Tidskriftsartikel (refereegranskat)abstract
- Introduction: After treatment for myocardial infarction (MI) quite a few persons will experience different symptoms, including fatigue, during the recovery phase. The aim of the present study was to construct the multidimensional Post-Myocardial Infarction Fatigue (PMIF) scale, based on empirical data gathered in coronary heart disease contexts. Methods: The construction of the post-MI fatigue scale was conducted in seven steps, ending in a psychometric evaluation of the internal structure of the scale, using confirmatory factor analysis, as well as testing of convergent and discriminant validity, using correlational analysis, in a sample of 141 persons treated for MI. Results: The results showed that the PMIF scale represents three dimensions: physical, cognitive and emotional fatigue. It was also found that the scale is suitable for summing the items to obtain a total score representing a post-MI global fatigue dimension. Conclusion: The PMIF is a brief and easily completed scale for identifying persons experiencing post-MI fatigue. Early identification of fatigue, together with health behavior support, might prevent progression toward a more severe state of fatigue.
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| 2. |
- Fredriksson-Larsson, Ulla, 1962-
(författare)
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Cardiac Self-Efficacy and Fatigue One Year Post-Myocardial Infarction
- 2019
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Ingår i: Open Journal of Nursing. - : Scientific Research Publishing, Inc.. - 2162-5336 .- 2162-5344. ; 9:4, s. 396-407
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Tidskriftsartikel (refereegranskat)abstract
- Background: Patients and clinicians report that fatigue post-myocardial infraction (MI) is a bothersome symptom during recovery. Aim: The objective of this study was to explore whether there is a relationship between fatigue, cardiac self-efficacy, stress, breathlessness and physical activity one year post-MI. Method: Data were collected from a sample of patients diagnosed with MI one year earlier (n = 125) who responded to a questionnaire package measuring fatigue, cardiac self-efficacy, physical activity and the symptoms breathlessness and stress. Correlation and regression analyses were preformed to evaluate which factors were related to fatigue. Results: The results showed that cardiac self-efficacy was associated with fatigue (r = −0.611, p = 0.01) and the regression model, controlling for breathlessness and stress, showed an explained variance of 72% one year post-MI. Physical activity was not significant in this model and did not predict fatigue during this time period. Conclusion: Post-MI fatigue-relief support should rely not only on identification of fatigue and other concurrent symptoms, but also on identification of cardiac self-efficacy.
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| 3. |
- Fredriksson-Larsson, Ulla, 1962-, et al.
(författare)
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Fatigue two months after myocardial infarction and its relationships with other concurrent symptoms, sleep quality and coping strategies.
- 2015
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Ingår i: Journal of Clinical Nursing. - : Wiley. - 0962-1067 .- 1365-2702. ; 24:15-16, s. 2192-2200
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Tidskriftsartikel (refereegranskat)abstract
- AIMS AND OBJECTIVES: To explore fatigue levels two months after myocardial infarction and examine the associations with other concurrent symptoms, sleep quality and coping strategies.BACKGROUND: Fatigue has been found to be the most frequent and bothersome symptom after myocardial infarction, influencing health-related quality of life negatively.DESIGN: The present study was explorative and cross-sectional. The focus was on fatigue two months postmyocardial infarction, complemented with a comparative analysis of fatigue dimension levels.METHODS: The sample included 142 persons (mean age 63 years), treated for myocardial infarction, who responded to a questionnaire package measuring fatigue, depression, health complaints (symptoms), sleep quality and coping strategies.RESULTS: The main results showed that a global fatigue score two months postmyocardial infarction was associated with concurrent symptoms, such as breathlessness and stress, and coping strategies such as change in values, intrusion and isolation. In comparisons of present fatigue dimension levels (general fatigue, physical fatigue, reduced activity and mental fatigue) two months postmyocardial infarction with baseline measurements (first week in hospital), the results showed that levels of fatigue dimensions had decreased. In comparisons with levels of fatigue four months postmyocardial infarction in a reference group, we found lower levels of fatigue two months postmyocardial infarction.CONCLUSION: The present findings indicated that postmyocardial infarction fatigue is lowest two months postmyocardial infarction. This may thus be the right time to identify persons experiencing postmyocardial infarction fatigue, as timely fatigue relief support may prevent progression into a state of higher levels of fatigue.RELEVANCE TO CLINIC PRACTICE: Measuring fatigue two months postmyocardial infarction would enable healthcare professionals to identify persons experiencing fatigue and to introduce fatigue relief support. Tailored rehabilitation support should include stress management and breathlessness relief support. If maladaptive use of the coping strategies isolation and intrusion is observed, these strategies could be discussed together with the patient.
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| 4. |
- Fredriksson-Larsson, Ulla, 1962-, et al.
(författare)
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I've lost the person I used to be-Experiences of the consequences of fatigue following myocardial infarction
- 2013
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Ingår i: International Journal of Qualitative Studies on Health and Well-being. - : Informa UK Limited. - 1748-2623 .- 1748-2631. ; 8, s. 20836-
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Tidskriftsartikel (refereegranskat)abstract
- Fatigue has been found to be the most frequent and bothersome symptom after myocardial infarction (MI), influencing health-related quality of life negatively. Moreover, fatigue after MI has been described as incomprehensible due to its unpredictable occurrence and lack of relationship to physical effort. The aim of this study is therefore to explore persons' experiences of consequences of fatigue and their strategies for dealing with it 2 months after MI. In total, 18 informants, aged 42-75 years, participated in the study. Interviews were conducted and analysed using constructivist grounded theory methodology. Grounded in the data, the main consequence of fatigue, as illustrated in the core category, was: I've lost the person I used to be. It indicates a sense of reduced ability to manage daily life due to experiences of fatigue. The core category was developed from the four categories: involuntary thoughts, certainties replaced with question marks, driving with the handbrake on and just being is enough. Furthermore, attempts to relieve fatigue were limited. These findings indicate that patients with symptoms of fatigue should be supported in developing relief strategies, for example, rest and sleep hygiene as well as physical activity. In conclusion, the results show that fatigue can be understood in light of the concepts "comprehensibility" and "manageability." They also indicate that, working from a person-centered perspective, health-care professionals can support patients experiencing post-MI fatigue by giving them opportunities to straighten out the question marks and by inviting them to discuss involuntary thoughts and feelings of being restricted in their daily life functioning.
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| 5. |
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| 6. |
- Fredriksson-Larsson, Ulla, 1962, et al.
(författare)
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Measuring fatigue with the multidimensional fatigue inventory (MFI-20) in persons treated for myocardial infarction
- 2012
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Ingår i: European Journal of Cardiovascular Nursing. ; 11:Suppl 1
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Konferensbidrag (refereegranskat)abstract
- Purpose: During recovery from acute myocardial infarction, about 50% of the patients report fatigue. Early identification of a person experiencing fatigue could create conditions for better support in person-centred fatigue relief strategies. In clinical assessment of post-myocardial infarction fatigue, a short instrument is preferable. Therefore, the purpose of the present study was, first, to validate the Multidimensional Fatigue Inventory (MFI-20) and, second, to test whether the subscale General Fatigue could be used in screening for fatigue in persons who have been treated for myocardial infarction. Thus far, validation studies of MFI-20 including patients with coronary heart diseases have been lacking. Method: The sample consisted of 204 consecutive patients (59 women, 145 men, mean age 64 year) who have been treated for myocardial infarction at the coronary care unit in a rural Swedish hospital. Four mounts after the acute heart attack, study participants answered the MFI-20. Data were analysed using Confirmatory factor analysis and Rasch- analysis. Results: The confirmatory factor analyses revealed that the MFI five-factor model had a mediocre fit (RMSEA = 0.091; Chi2 = 432.079, p < 0.001). However, fitting data to the Rasch model with each domain grouped as testlets gave significant item-trait interactions, supporting the five- factor model. Also, when the five MFI-20 domains were analysed separately, they worked according to the model and there was support for using at least four of five MFI subscales - General Fatigue, Physical Fatigue Mental fatigue and Reduced Activity, (PCI between 0.73–0.81) – as measures of post-myocardial infarction fatigue. Conclusion: To conclude, the MFI-20 can be used in assessment of post - myocardial infarction fatigue. If a very short instrument is needed, the subscale General Fatigue can be used as an initial screening instrument.
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| 7. |
- Fredriksson-Larsson, Ulla, 1962, et al.
(författare)
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The single-item measure of stress after myocardial infarction and its association with fatigue
- 2015
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Ingår i: Open Journal of Nursing. - : Scientific Research Publishing, Inc.. - 2162-5336 .- 2162-5344. ; 5:4, s. 345-353
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Tidskriftsartikel (refereegranskat)abstract
- Surviving a myocardial infarction (MI) can be a stressful event entailing challenges in daily life during the recovery period. Experiencing fatigue symptoms post-MI has been described as bothersome and occurs in nearly half of patients four months and two years after MI. The aetiology of fatigue disorder is unclear, but research has shown that fatigue plays an important role in the relationship between stress and perceived poor health. Previous findings indicate that having access to an easily administered stress measurement is worthwhile both in the clinic and in research. The single-item measure of stress symptoms has not been validated in persons treated for MI. The aim was to validate the single-item measure of stress symptoms and to explore its association with fatigue in a sample of persons treated for MI. Methods: 142 respondents completed the questionnaires of the Multidimensional Fatigue Inventory-20, the single-item measure of stress symptoms and the Perceived Stress Scale-10 (PPS-10) two months post-MI. Correlation analysis and t-tests were used to validate the single-item stress measure and its association with post-MI fatigue. Results: The convergent validity of the single-item measure of stress symptoms was confirmed. In analyses of relations between stress and fatigue, it was found that the single-item stress measure was strongly associated with both the global fatigue score and all four fatigue dimension scores (general, physical and mental fatigue as well as reduced activity). Conclusion: The single-item measure of stress symptoms was found to be a valid measure of post-MI stress. Also, the measure was useful in assessing associations between stress and fatigue and could therefore indicate that post-MI fatigue experiences should be further explored in full using multidimensional fatigue assessment.
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| 8. |
- Lundh Snis, Ulrika, 1970-, et al.
(författare)
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Enhancing Quality through Work Integrated Learning and Collaboration Partnership
- 2022
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Ingår i: International Conference on Work Integrated Learning. - Trollhättan : University West. - 9789189325302 ; , s. 90-91
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- For Sweden to be able to compete in the global economy, our students with a degree from higher education must be ready for a career in working life. Today's work life is facing a major ongoing transformation, characterized by increased complexity, higher specialization, and digitalization. This demands competencies beyond traditional theoretical knowledge, such as preparing for uncertainty and unknown outcomes (Barnett, 2000; Vallo Hult & Byström, 2021). Therefore, it is essential to engage students in learning to learn, i.e., lifelong learning so that the tools and methods for learning in higher education can also be developed through future work (Billett, 2014; Islind, Norström, Vallo Hult, & Ramadani Olsson, 2021). For University West, this means that our education programs must be developed in collaboration with industry partners from the surrounding society to provide arelevant and attractive education, which corresponds to the labour market's long-term competence needs. We want our students to develop abilities and skills that enable them to be part of and drive sustainable societal development in practice.Work Integrated Learning (WIL) is University West's overarching profile, based on the concept of advanced knowledge – characterized by complex problem solving – and the mutual acknowledgment of advanced knowledge within the academy and among its partners. What characterizes WIL at University West is that we have developed and refined a combination of different approaches over a long period, including research -based WIL, through fundamental learning concepts such as socio- cultural, critical and action-oriented learning theories. These influences have shaped WIL at University West into a dynamic and academic area of knowledge and subject. In order to achieve a strategic and qualitative development of work-integrated learning, the University West Board decided to WIL-certify all educational programs with a clear sustainability perspective. The quality processis called the WIL certification process. It has now been developed at the university fortwo years.Experience andrefinements are ready to mature into an overall quality framework worth conceptualizing and disseminating to more universities that systematically want to develop WIL as an explicit quality dimension in higher educa tion. The project is still ongoing but have generated some preliminary findings and outcomes from the initial phase. Data collection activities include workshops and focus groups with selected participants from the target groups at the university (managers/prefects and teachers) as well as at the collaborative partner organization (managers and supervisors/mentors). The focus of the workshops was placed on capturing the participants understanding and perspectives on WIL as a concept, and to map the conditions for and experiences of conducting WIL in teaching and learning at work. We aim for identifying good (or less good) examples of WIL, what they are, how they are understood and why they are (or are not) important.The purpose of this paper is to describe the lessons learned so far and present a conceptual quality framework for WIL in higher education with a clear connection to sustainable development. The quality framework may function as a mediating “support object” between higher education institutions, industry partners, and actors in the surrounding society to promote WIL concepts and experiences in collaboration strategies.
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| 9. |
- Lundh Snis, Ulrika, 1970-, et al.
(författare)
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Enhancing Work-Integrated Learning (Wil) through Strategic Stakeholder Collaboration
- 2023
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Ingår i: ICERI 2023 Proceedings. - : The International Academy of Technology, Education and Development. - 9788409559428 ; , s. 1298-1302
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- For graduates to be able to compete in the global world, study programmes must include knowledge, competences and skills that ensures that students with a higher education degree are ready for both a complex working life and continuous competence development. This demands competencies beyond traditional theoretical knowledge, such as preparing for uncertainty and unknown outcomes. Therefore, it is essential to engage students in learning to learn, i.e., lifelong learning so that the tools and methods for learning in higher education can also be developed through future work.At University West (UW) in Sweden, this means that programmes are developed in collaboration with societal partners to provide a relevant and attractive educational offer. The University West uses the concept of work-integrated learning (WIL) to embrace a sustained/systematic collaboration with strategic partners outside academia. We consider that knowledge is created in the encounter between academia and our strategic partners, through the integration of knowledge, skills and competences acquired both within academia and work life.To achieve a strategic and qualitative development of work-integrated learning (WIL), the Board of University West in 2018 decided to WIL-certify all educational programs including a sustainability perspective and enhance this process by engaging in strategic partnerships with stakeholders from civic society to international companies. The process is a development of existing and future programmes and their pedagogical approach. The WIL certification process has developed into a renewal of the pedagogical approach through a development process based on a lively exchange of experiences from study programme representatives from political science to nursing; and discussions with our strategic partners that benefits both students, staff as well as the strategic partners through competence development and lifelong learning.The purpose of this paper is to describe the lessons learned so far and present a conceptual quality framework for WIL in higher education with a clear connection to sustainable development. Based on the experiences from the development of the institutional WIL project and a Swedish Innovation agency (VINNOVA) research project we aim for a better understanding and insights into how theoretical and practical knowledge can enhance learning both within academia and within strategic partners. Data collection activities include workshops and focus groups with selected participants from the target groups at the university (managers/prefects and teachers) as well as at the collaborative partner organization (managers and supervisors/mentors). Initial findings suggest that the meeting between academia, working life and the surrounding society can ensure that insights, solutions and mutual development are created to meet the challenges society faces. The paper will discuss the methodology of creating work-integrated learning environments that include well-functioning communication and a community of practice (Wenger, 1998) connecting learners, teachers, and other staff with local, regional and national stakeholders.
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