| 1. |
- Anderberg, Patrice, et al.
(författare)
-
Preserving dignity in caring for older adults: a concept analysis.
- 2007
-
Ingår i: Journal of advanced nursing. - : Wiley. - 0309-2402 .- 1365-2648. ; 59:6, s. 635-43
-
Tidskriftsartikel (refereegranskat)abstract
- AIM: This paper is a report of a concept analysis of the meaning of preserving dignity. BACKGROUND: Preserving dignity, especially when caring for older adults, is essential when giving nursing care. There is a lack of clarity about what kinds of caring activities lead to preserved dignity. METHOD: Data were collected using several databases (CINAHL, Age Info, Libris, Medline, Pub Med, Psyc INFO and Blackwell Synergy) covering the years 1990-2005. The keywords used were 'dignity', 'human dignity', 'preserving dignity', 'elderly', 'aged', combined with 'patients/persons', 'caring relation' and 'nursing'. The analysis covered 53 articles, dissertations, reports and textbooks. FINDINGS: Dignity may be defined as a concept that relates to basic humanity. Dignity consists of inherent and external dimensions, which are common for all humans and at the same time are unique for each person, relating to social and cultural aspects. The attributes of preserving dignity are individualized care, control restored, respect, advocacy and sensitive listening. Antecedents are professional knowledge, responsibility, reflection and non-hierarchical organization. The consequences are strengthening life spirit, an inner sense of freedom, self-respect and successful coping. CONCLUSION: Preserving an older adult's dignity is complex. By using the attributes in, for example, nursing documentation, the action and value of preserving dignity could be made visible as a professional nursing activity.
|
|
| 2. |
- Arveklev Höglund, Susanna
(författare)
-
Drama and Learning in Nursing Education : A study in first and second cycle
- 2017
-
Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Aim: The overall aim of this thesis was to explore and describe the nature of students learning through drama in nursing education, in first and second cycle. Methods: Study I was conducted as an integrative review of the literature. Study II was performed as a qualitative phenomenographic study were 16 nursing students was interviewed. In study III 43 group assignment by nursing students in first cycle were analyzed using Qualitative content Analysis. Study IV was conducted as a qualitative phenomenographic study where 15 nursing students in second cycle was individually interviewed. Results: The findings in study I showed that drama can be used effectively in nursing education to enhance students' learning. The summarized results of the empirical studies (II–IV) showed that drama enabled the students to learn about themselves and develop a higher self-awareness. Learning through drama also gave the students opportunities to learn about others by exploring the perspectives of colleagues, patients, and patients' next of kin in fictive nursing situations. The findings showed in addition that drama could make the theoretical course content more concrete and easier to grasp. Learning through drama activated the students' learning by offering them the possibility to be active and explore various roles and scenarios, and by promoting reflection in which they could share experiences with their peers. By participating in drama, the students reached an evolving identification with the profession of a nurse (II–III) and of a specialist nurse in paediatric care (IV). Conclusion: Drama in nursing education has the unique potential to prepare nursing students in both first and second cycle for their future nursing role. Through drama, students are given the opportunity to explore and gain knowledge about how to use theoretical knowledge in practice, about their inner selves, and about other person's perspectives.
|
|
| 3. |
- Arveklev Höglund, Susanna, et al.
(författare)
-
Nursing students experiences of learning about nursing through drama
- 2018
-
Ingår i: Nurse Education in Practice. - Edinburgh : Churchill Livingstone. - 1471-5953 .- 1873-5223. ; 28:1, s. 60-65
-
Tidskriftsartikel (refereegranskat)abstract
- The ability to understand, interact and create a caring relationship with the patient is a core component in nursing. A shift in nursing education from traditional classroom teaching towards more experiential approaches should be encouraged as this will support learning that links theory with practice. The aim of this study was to describe nursing students' experiences of learning about nursing through drama. This qualitative study was conducted at a university in Sweden. Four focus group interviews were conducted with a total of 16 nursing students and the data was analyzed using a phenomenographic approach.Three themes with their attendant categories emerged through the analysis: "To explore the future professional self", "To develop an understanding of the patient perspective", and "To reflect on the nature of learning". In conclusion this study shows that the use of drama in nursing education can provide opportunities to explore interactions with others which can increase students' self-awareness and ability to reflect on their future professional identity. Acting in role as a patient can provide an opportunity to experience the patient perspective. Also clear was the importance of commitment and engagement ofthe students as a prerequisite for optimizing this form of learning experience through drama
|
|
| 4. |
- Arveklev Höglund, Susanna, et al.
(författare)
-
The use and application of drama in nursing education : An integrative review of the literature
- 2015
-
Ingår i: Nurse Education Today. - Edinburgh : Churchill Livingstone. - 0260-6917 .- 1532-2793. ; :7, s. e12-e17
-
Tidskriftsartikel (refereegranskat)abstract
- Background Caring is grounded on universal humanistic values such as kindness, empathy, concern and love for self and others. Nurses need to learn how to implement these values in the care for patients. Nursing students find it hard to assimilate theoretical knowledge in practice. Experiential learning in the form of drama has been used in several studies to enhance nursing students' learning. Aim The aim of this study was to review empirical and theoretical articles on the use and application of drama in nursing education. Design An integrative review of the literature.MethodThe databases CINAHL, PubMed, ProQuest and Academic search elite were searched for articles. Result The search generated 64 articles, with 20 articles meeting the inclusive criteria. Three themes with their attendant subthemes emerged through the analysis. The themes are: The Framing, The Objectives and The Embodiment. Conclusion Drama is effective in entry level courses in nursing education to enhance student learning and can be flexible and adjusted to various contexts. Further research using drama to enroll nursing students as fictive patients and relatives and thereby explore different perspectives is suggested, and more research on the application of drama in nursing education at an advanced level is required.
|
|
| 5. |
- Arveklev, Susanna H., 1975, et al.
(författare)
-
Learning About Conflict and Conflict Management Through Drama in Nursing Education
- 2018
-
Ingår i: Journal of Nursing Education. - New York : SLACK, Inc.. - 0148-4834 .- 1938-2421. ; 57:4, s. 209-216
-
Tidskriftsartikel (refereegranskat)abstract
- Background: In the health care settings in which nurses work, involvement in some form of conflict is inevitable. The ability to manage conflicts is therefore necessary for nursing students to learn during their education. Method: A qualitative analysis of 43 written group assignments was undertaken using a content analysis approach. Results: Three main categories emerged in the analysis-to approach and integrate with the theoretical content, to step back and get an overview, and to concretize and practicetogether with the overall theme, to learn by oscillating between closeness and distance. Conclusion: Learning about conflict and conflict management through drama enables nursing students to form new knowledge by oscillating between closeness and distance, to engage in both the fictional world and the real world at the same time. This helps students to form a personal understanding of theoretical concepts and a readiness about how to manage future conflicts.
|
|
| 6. |
|
|
| 7. |
- Bagshaw, D, et al.
(författare)
-
Bridging the fields of drama and conflict management
- 2007
-
Ingår i: DRACON International: Empowering students to handle conflicts through school based programmes. - Malmö : MUEP (Malmö University Electronic Publishing). - 918881033X ; , s. 45-129
-
Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- Researchers from Australia, Malaysia and Sweden form part of DRACON International (DRAma for CONflict management) and share the basic view that drama can be an effective way for adolescents to learn to handle conflicts constructively. The main aims of the DRACON project have been: -to develop research methods in order to map students´ conflicts and strategies for handling conflicts and to study the effects of various drama exercises on individual, class and school levels; -to contribute to the development of a theory of conflict processes in different cultures in order to explain the effects of different types of interference´s in adolescents´ conflicts; -to develop and test integrated drama programmes giving adolescents in the three different cultures the opportunity of handling conflicts in a more constructive way. This book is the result of several years of collaborative teamwork between researchers from Australia, Malaysia and Sweden and aims at providing a starting-point for further development of drama and conflict management in educational settings.
|
|
| 8. |
- Bagshaw, Dale, et al.
(författare)
-
General Introduction
- 2007
-
Ingår i: DRACON International: Empowering students to handle conflicts through school based programmes. - Malmö : MUEP (Malmö University Electronic Publishing). - 918881033X ; , s. 13-44
-
Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- Researchers from Australia, Malaysia and Sweden form part of DRACON International (DRAma for CONflict management) and share the basic view that drama can be an effective way for adolescents to learn to handle conflicts constructively. The main aims of the DRACON project have been: - to develop research methods in order to map students´ conflicts and strategies for handling conflicts and to study the effects of various drama exercises on individual, class and school levels; - to contribute to the development of a theory of conflict processes in different cultures in order to explain the effects of different types of interference´s in adolescents´ conflicts; - to develop and test integrated drama programmes giving adolescents in the three different cultures the opportunity of handling conflicts in a more constructive way. This book is the result of several years of collaborative teamwork between researchers from Australia, Malaysia and Sweden and aims at providing a starting-point for further development of drama and conflict management in educational settings.
|
|
| 9. |
- Bagshaw, D, et al.
(författare)
-
Macro and micro approaches to conflict and drama
- 2007
-
Ingår i: DRACON International. Bridging the Fields of Drama and Conflict Management: Empowering students to handle conflicts through school based programmes.. - Malmö : Malmö: MUEP (Malmö University Electronic Publishing). - 918881033X ; , s. 130-192
-
Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- Researchers from Australia, Malaysia and Sweden form part of DRACON International (DRAma for CONflict management) and share the basic view that drama can be an effective way for adolescents to learn to handle conflicts constructively. The main aims of the DRACON project have been: -to develop research methods in order to map students´ conflicts and strategies for handling conflicts and to study the effects of various drama exercises on individual, class and school levels; -to contribute to the development of a theory of conflict processes in different cultures in order to explain the effects of different types of interference´s in adolescents´ conflicts; -to develop and test integrated drama programmes giving adolescents in the three different cultures the opportunity of handling conflicts in a more constructive way. This book is the result of several years of collaborative teamwork between researchers from Australia, Malaysia and Sweden and aims at providing a starting-point for further development of drama and conflict management in educational settings.
|
|
| 10. |
|
|
