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- Klaastad, Øivind, et al.
(författare)
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A novel infraclavicular brachial plexus block : The lateral and sagittal technique, developed by magnetic resonance imaging studies
- 2004
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Ingår i: Anesthesia and Analgesia. - : Lippincott Williams & Wilkins. - 0003-2999 .- 1526-7598. ; 98:1, s. 252-256
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Tidskriftsartikel (refereegranskat)abstract
- A new infraclavicular brachial plexus block method has the patient supine with an adducted arm. The target is any of the three cords behind the pectoralis minor muscle. The point of needle insertion is the intersection between the clavicle and the coracoid process. The needle is advanced 0degrees-30degrees posterior, always strictly in the sagittal plane next to the coracoid process while abutting the antero-inferior edge of the clavicle. We tested the new method using magnetic resonance imaging (MRI) in 20 adult volunteers, without inserting a needle. Combining 2 simulated needle directions by 15degrees posterior and 0degrees in the images of the volunteers, at least one cord in 19 of 20 volunteers was contacted. This occurred within a needle depth of 6.5 cm. In the sagittal plane of the method the shortest depth to the pleura among all volunteers was 7.5 cm. The MRI study indicates that the new infraclavicular technique may be efficient in reaching a cord of the brachial plexus, often not demanding more than two needle directions. The risk of pneumothorax should be minimal because the needle is inserted no deeper than 6.5 cm. However, this needs to be confirmed by a clinical study.
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- Löfmark, Anna, et al.
(författare)
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Similar and different : adjustment of clinical nursing education to educational reforms in the Scandinavian countries
- 2015
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Ingår i: Nordisk sygeplejeforskning. - 1892-2678 .- 1892-2686. ; 5:2, s. 93-105
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Tidskriftsartikel (refereegranskat)abstract
- Nursing education in Europe has undergone two reforms, the EU Directives and the Bologna Declaration, during the last decades aimed to create a unified European platform and integration of nursing education into the higher education system. The aim of this study was to describe the adjustment of the nursing education in the Scandinavian countries and especially the clinical parts of the education to these reforms. A review was done of the EU Directives and the Bologna Declaration and overall nationally regulating documents for nursing education in each of the Scandinavian countries with focus on the clinical parts described in for each country. The results show that there were more similarities than differences in the way the Scandinavian countries have adjusted clinical nursing education to the reforms. Denmark, Finland and Norway fulfil according to each qualification ordinance the EU Directives, while the Swedish qualification ordinance contains parts of this information. All Scandinavian countries meet the requirements in the Bologna Declaration e.g. offer a Bachelor´s degree and all have a national accreditation system for quality assurance of the education.
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- Slettebo, Åshild, et al.
(författare)
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Doctoral programs in the Scandinavian countries after the Bologna directives
- 2013
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Ingår i: Nordisk sygeplejeforskning. - 1892-2678 .- 1892-2686. ; 3:4, s. 313-325
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Tidskriftsartikel (refereegranskat)abstract
- Aim: The aim of this study is to describe the doctoral programs for PhD in nursing and caring sciences and compare them within the Scandinavian countries (Denmark, Finland, Norway and Sweden). Design: The design is a review of selected doctoral programs in the Scandinavian countries. In Berlin in 2003, the Ministers in Europe decided to adopt a third cycle in the common educational system in the Bologna process, the doctoral education. Data sources: A review of educational programs in doctoral studies at different universities in Scandinavian countries is presented, namely Denmark, Finland, Norway and Sweden with an analysis of the programs and comparing them with general requirements for doctoral education in the different countries and the Bologna process requirements. Results: There are differences in length (3–4 years / 180 – 240 ECTS) which is in accordance with Bologna declaration that recommends 3–4 years for doctoral programs / third cycle. In addition the length of requirements for doctoral courses varies. A difficulty in deciding which scientific paradigm the programs support is discussed.Conclusion: Different structure may create problems for mobility. Possible lack of scientific paradigm in the programs may cause difficulties in building nursing as a discipline.
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