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Sökning: WFRF:(Holmgren Carina)

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  • Bagge, Louise, et al. (författare)
  • Quality of life is not improved aftermitral valve surgery combined with epicardial left atrial cryoablation as compared with mitral valve surgery alone : a substudy of the double blind randomized SWEDish Multicentre Atrial Fibrillation study (SWEDMAF)
  • 2018
  • Ingår i: Europace. - : Oxford University Press. - 1099-5129 .- 1532-2092. ; 20, s. F343-F350
  • Tidskriftsartikel (refereegranskat)abstract
    • Aims: Concomitant surgical ablation of atrial fibrillation (AF) in patients undergoing mitral valve surgery (MVS) has almost become routine despite lack of convincing information about improved quality-of-life (QOL) and clinical benefit. Quality-of-life was therefore assessed after MVS with or without epicardial left atrial cryoablation. Methods and results: Sixty-five patients with permanent AF randomized to MVS with or without left atrial cryoablation, in the doubleblinded multicentre SWEDMAF trial, replied to the Short Form 36 QOL survey at 6 and 12 months follow-up. The QOL scores at 12month follow-up did not differ significantly between patients undergoing MVS combined with cryoablation vs. those undergoing MVS alone regarding Physical Component Summary mean 42.8 (95% confidence interval 38.3-47.3) vs. mean 44.0 (40.1-47.7), P =0.700 or Mental Component Summary mean 53.1 (49.7-56.4) vs. mean 48.4 (44.6-52.2), P=0.075. All patients, irrespective of allocated procedure, reached the same QOL after surgery as an age-matched Swedish general population. The Physical Component Summary in patients with sinus rhythm did also not differ from those in AF at 12months; mean 45.4 (42.0-48.7) vs. mean 40.5 (35.5-45.6), P=0.096) nor was there a difference in Mental Component Summary; mean 51.0 (48.0-54.1) vs. mean 49.6 (44.6-54.5), P=0.581). Conclusion: Left atrial cryoablation added to MVS does not improve health-related QOL in patients with permanent AF, a finding that raises concerns regarding recommendations made for this combined procedure.
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  • Berglund, Karin, 1967-, et al. (författare)
  • Entrepreneurship Education in Policy and Practice
  • 2013
  • Ingår i: International Journal of Entrepreneurial Venturing. - 1742-5360 .- 1742-5379. ; 5:1, s. 9-27
  • Tidskriftsartikel (refereegranskat)abstract
    • This article pays interest to the intersection between policy and practice when implementing entrepreneurship in the educational system. Taking a point of departure in Mahieu’s (2006) call for knowledge of the interplay between different policy levels and Backström-Widjeskog’s (2010) conclusion about tensions occurring when teachers are introduced to the concept, the intention is to develop knowledge about conflicts and tensions at the intersection between policy and practice. From analysing policy documents and narratives from entrepreneurship education implementation projects during a time when entrepreneurship education started to be promoted in Sweden three figures of thought are found (economic/humanistic, biological/social, and individual/collective) which are proposed to be involved in creating tensions and conflicts in the intersection between policy and practice. Theoretically, these figures of thought can be seen as a contribution to understanding processes in which the concept of entrepreneurship education has deliberately been moved, by way of policy, to the educational practice. Reflecting on these thought figures may enhance teachers’ translation processes when starting to work with entrepreneurship education in practice.
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  • Berglund, Karin, 1967-, et al. (författare)
  • What do teachers do when they do entrepreneurship education? … and How can we ask about it?
  • 2008
  • Ingår i: International Journal of Business and Globalisation. - 1753-3627 .- 1753-3635. ; 2:4, s. 354-372
  • Tidskriftsartikel (refereegranskat)abstract
    • In this article we take our point of departure in the research project ”Entrepreneurship Education 2007” (EDU07)  which focused on the earlier stages of the educational system as well as on what teachers do when they do entrepreneurship education. More specifically, the purpose here is to discuss the method - focus group interviews - applied in this research project and in what way it can, without putting words in the mouths of the respondents, answer the question: What is really being taught in entrepreneurship education? In addition to providing researchers with the research result, it is argued that focus group interviews work as an arena for reflection and action. 
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