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| 2. |
- Andréasson, S, et al.
(författare)
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Medical laboratory technologists' perception of professional self. A study of Swedish MLTs employed in clinical chemistry
- 1992
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Ingår i: Scandinavian Journal of Caring Sciences. - 0283-9318 .- 1471-6712. ; 6:2, s. 67-74
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Tidskriftsartikel (refereegranskat)abstract
- The subjective perception of professional self was studied for a sample of Medical Laboratory Technologists (MLTs) employed in Clinical Chemistry in Sweden. The sample (N = 488) consisted of a randomized tenth of members of their trade union. A mailed questionnaire with 21 items concerning self-description compared with peers in a seven-point Likert type scale was completed by 332 (68%). There was no significant overall difference concerning the four principal types of workplace: Clinical Chemistry, Blood Serology, Primary Care and Clinical Chemistry/Blood Serology. The main difference was found between those in managerial posts (N = 72) and the other MLTs (N = 260). Factor analysis showed three principal components, labelled Professionalism, Work Ethic, and Empathy, but also a different composition of variables of the components for the manager group compared with the non-manager group.
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| 3. |
- Olsson, Henny M, et al.
(författare)
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Fundamental and situational components in a strategy for attaining a positive patient experience of the pelvic examination : a conceptual approach
- 1991
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Ingår i: Health Care for Women International. - : Informa UK Limited. - 0739-9332 .- 1096-4665. ; 12:4, s. 415-429
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Tidskriftsartikel (refereegranskat)abstract
- Since 1983, researchers in medicine, behavior, and health care have been involved in collaborative work concerning attitudes toward the pelvic examination (PE). Important components of the analysis are social actions and conduct, which are conceptualized from role theory. The outcome of the PE is determined by both fundamental and situational components. The purpose is to discover optimal environmental conditions under which the PE should be performed. The medical profession has a long history, primarily established within hospitals. Professional performance has been directed toward diagnosis and cure; consequently, a particularistic view dominates. Throughout history the midwifery profession has had the primary task of supporting the woman in confinement. The dominant view of the midwifery profession is universalistic. The strategy we present is an approach for conceptualizing the bases determining the PE situation. It is a distinct step toward finding gynecological practices that may create positive patient experience of the PE.
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| 4. |
- Olsson, Henny M, et al.
(författare)
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Nursing education and definition of the professional nurse role. Expectations and knowledge of the nurse role
- 1991
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Ingår i: Nurse Education Today. - 0260-6917 .- 1532-2793. ; 11:1, s. 30-36
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Tidskriftsartikel (refereegranskat)abstract
- The aim of nursing education is a development of the nursing profession. One way to promote development is to clarify the professional role. The role definition for nursing is mostly transmitted through tacit knowledge. We consider that the professional development of the nursing profession in Sweden requires a clear and well-defined nurse role. Stated goals of professional programmes for nursing do not include the entire body of tacit knowledge. The overall development requires recognition of a professional status together with a clear and well-defined role. We have found a significant change in the distribution of role-conceptions which occurred after the nurses had experienced their first year as registered nurses, and which did not occur during the educational process. This indicates that the conceptions of the need for a more clearly defined nursing role are assimilated during work experience. This confirms the necessity and importance of role modelling, role repetition and interactions with a professional group as part of the educational process.
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| 5. |
- Olsson, Henny M, et al.
(författare)
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Nursing education and importance of professional status in the nurse role. Expectations and knowledge of the nurse role
- 1988
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Ingår i: International Journal of Nursing Studies. - 0020-7489 .- 1873-491X. ; 25:4, s. 287-293
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Tidskriftsartikel (refereegranskat)abstract
- Development of the nursing profession is an essential goal of nursing education. One way to reach the goal is by clarifying professional status, a status which for the most part is transferred through tacit knowledge. The goals of any nursing education do not include the entire body of tacit knowledge. The development requires recognition of professional status. Over time, significant changes in distribution of nurses' conceptions about professional status are described. The authors contend that conceptions of the importance of professional status are assimilated during work experience. The necessity and importance of role modelling, role repetition and interactions with a professional group are supported by findings from the literature and the authors' current research.
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| 6. |
- Olsson, Henny M, et al.
(författare)
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Nursing education and professional role acquisition. A longitudinal study of expectations and attitudes towards nurse role acquisition.
- 1987
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Ingår i: Nurse Education Today. - : Elsevier BV. - 0260-6917 .- 1532-2793. ; 7:6, s. 270-277
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Tidskriftsartikel (refereegranskat)abstract
- This article deals with professional role acquisition in nurses and discusses results from three studies concerning expectations and attitudes towards this acquisition. The studies have been carried out in Sweden. The discussion comprises expressed expectations and attitudes of nurse students and registered nurses in relation to our theoretical perspectives presented in a former article. The theoretical perspectives concentrate on three aspects of social action: change-drama, interchange-ritual, and maintenance-routine. The results indicate that the professional nurse role is acquired according to a traditional pattern, in spite of changes in curriculum and goals of nursing education and health care. Changes made to develop and improve the conditions under which role acquisitions take place.
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| 7. |
- Olsson, Henny M, et al.
(författare)
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Nursing education and professional role acquisition--theoretical perspectives
- 1987
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Ingår i: Nurse Education Today. - : Elsevier BV. - 0260-6917 .- 1532-2793. ; 7:4, s. 171-176
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Tidskriftsartikel (refereegranskat)abstract
- This article deals with professional role acquisition in nurses. All nursing education take place in specific social settings. Each social setting is one element of a complex system of process factors. The student nurse's own role-enaction is constantly subject to modification or adaptation. Role-enaction as well as all social interaction can be grouped into three types: change-drama, interchange-ritual and maintenance-routine. Student nurses must learn what is significant for the role of the professional nurse. How is this accomplished and how do they learn the nurses's role in a specific situation?
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