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- Persson, Christina, 1959, et al.
(författare)
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Language skills in five to eight year-old children with 22q11 deletion syndrome
- 2006
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Ingår i: International Journal of language and communication disorders. ; 41:3, s. 313-333
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Tidskriftsartikel (refereegranskat)abstract
- BACKGROUND: Language impairment and delayed language onset have been described, although not investigated in detail, in children with 22q11 deletion syndrome. AIMS: To investigate different areas of language: the ability to retell a narrative, phonology, syntax and receptive vocabulary in a group of 5-8-year-old children with 22q11 deletion syndrome regardless of whether or not they had a history of speech and language difficulties. Gender differences were also investigated. METHODS & PROCEDURES: Nineteen consecutively referred children with 22q11 deletion syndrome, ten girls and nine boys, between the ages of 5 and 8 years, participated in the study. The mean full-scale IQ of the group was 78. Six children had an autism spectrum disorder, attention deficit/hyperactivity disorder, or a combination of these. Three different language tests were used: (1) the Bus Story - a test of narrative speech and language; (2) an articulation test including all Swedish phonemes in different positions; and (3) the Peabody Picture Vocabulary Test - Revised (PPVT-R). OUTCOMES & RESULTS: All but two children had an information score in the retelling task of 1 SD below the population mean. A negative correlation between age and the information score implied that the older the children, the more severe the problems. One child had an average sentence length within the normal limits and five children had subordinate clauses within normal limits. A median of 4% of the utterances included grammatical errors. About 50% of the children had a complete consonant inventory. The phonological process analysis implied delayed rather than deviant development. The group had a moderately low score for receptive vocabulary. CONCLUSIONS: Language difficulties in all investigated areas of language were found. It is suggested that speech-language impairment is a common feature of 22q11 deletion syndrome. An implication of these results is that follow-ups of language skills are important not only for pre-school children, but also for school age children and adolescents with 22q11 deletion syndrome.
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| 2. |
- Persson, Eva, 1953, et al.
(författare)
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Information to the relatives of people with ostomies: is it satisfactory and adequate?
- 2005
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Ingår i: Journal of wound, ostomy, and continence nursing : official publication of The Wound, Ostomy and Continence Nurses Society / WOCN. - 1071-5754. ; 32:4, s. 238-45
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Tidskriftsartikel (refereegranskat)abstract
- PURPOSE: The aim of this study was to evaluate how relatives of patients with an ostomy rated the various aspects of care, how they perceived the quality of the care provided, and how they ranked their involvement in the care. Patients' satisfaction was also sought, particularly their perception of relatives' involvement. DESIGN: Descriptive cross-sectional. SETTINGS AND SUBJECTS: The study comprised a colostomy group (32 pairs) and an ileostomy group (28 pairs). All patients attended a stoma outpatient clinic. METHODS: Quality of care was assessed using the identity-oriented dimension of the validated questionnaire Qualityof Care from the Patient's Perspective. Questionnaires were mailed to patients and their relatives. RESULTS: Relatives and patients in both study groups considered most topics covered by the questionnaire to be important. Half of the patients with an ileostomy and their relatives and approximately 30% of those in the colostomy group were dissatisfied with the information they received, however. Moreover, a greater proportion (41-89%) of the patients were unhappy with the opportunities they were offered to participate in the decision-making process. Patients with an ileostomy and their relatives tended to be more dissatisfied with the quality of care than the colostomy group, but the difference was not statistically significant. CONCLUSION: The topics covered by the questionnaire were considered important to both patients and their relatives. Information and counseling offered by the ET nurses and the colorectal surgeons were judged to be unsatisfactory, indicating the need for frequently assessing and improving general standards of quality of care.
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| 3. |
- Persson, Eva, 1953, et al.
(författare)
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Ostomy patients' perceptions of quality of care.
- 2005
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Ingår i: Journal of advanced nursing. - : Wiley. - 0309-2402 .- 1365-2648. ; 49:1, s. 51-8
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Tidskriftsartikel (refereegranskat)abstract
- AIM: This paper reports a study whose aim was to assess the quality of care in ostomy patients seen from a patient perspective. BACKGROUND: A stoma operation causes profound changes in a patient's life because of resulting physical damage, disfigurement, loss of bodily function, and change in personal hygiene. Such changes are a cause of major concern for patients and raise important issue for the quality of care. METHODS: The study group comprised patients who had undergone a colostomy for rectal cancer or an ileostomy for ulcerative colitis, all attending a stoma outpatient clinic. Quality of care was assessed using the identity-oriented dimension of the validated questionnaire 'Quality of Care from the Patient's Perspective'. Forty-two ileostomy and 49 colostomy patients completed the questionnaire. RESULT: While the vast majority of patients in both groups thought that most topics in the questionnaire were important, most rated many aspects of their quality of care as unsatisfactory. One-third of the colostomy patients and one-half of the ileostomy patients were dissatisfied with the information they received about the results of medical examinations and laboratory tests, and an even higher proportion was dissatisfied with their opportunities to participate in the decision-making process or to discuss sexual matters. Stoma-related complications, which occurred in 71% of the ileostomy patients and in 43% of the colostomy patients, had no impact on these results. CONCLUSION: Information and counselling for patients having ostomies, both on the part of specialist nurses and colorectal surgeons, appeared to deficient, suggesting that standards for quality of care require continuous evaluation and revision.
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| 4. |
- Persson, Lena, 1947-
(författare)
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En aktionsforskningsstudie om undervisning och lärande för hållbar utveckling
- 2011
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Licentiatavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Researchers in environmental education and education for sustainable development (ESD) have discussed in what way young people’s experience impact their action competence (e.g. Almers 2009; Schnack 1996; Breiting &Mogensen 1999; Lundegård 2007). In my research I wanted to study if and how action research (AR) including the students’ reflections may contribute to a pluralistic education in ESD. The AR was made together with a teacher at a secondary school in year 9. We worked on equal level in planning and often during the lessons, but I, as the researcher, was making the Analysis and the Questions of the interviews. I made three group interviews with five students. The other students were answering questions in logbooks. I also interviewed the teacher. Early on the class visited an exhibition at the National Museum of Science in Stockholm. During the next lesson the students wrote in their logbooks about their thoughts after visiting the museum, and I interviewed five students. The teacher and I read their reflections and observed what we had to pay attention to during the next lesson. Many students had been afraid of the future and started thinking that their children might not have a future; everything on the globe is spoilt, ice flows everywhere. The teacher and I decided to talk more about whose responsibility it is (Öhman 2006; Lundegård 2007). We found support in Ojala’s (2007) thesis.This was the first question we had to deal with in our Action Research. The teacher and I planned a new cycle of action, where we talked about the environment and whose responsibility is it.We talked about society, economy and politics, because we had noticed that the students were thinking that they were guilty for the global situation. Further on the students got more action competence and were more motivated and interested in environmental problems, and also critical in many ways about how societies and politicians were dealing with the environment issues. The next time the students were reflecting, they were not talking about worries for the future. Instead they had started to think about constructive actions favoring the globe’s future. Other things we took care of were when the students needed help with their studies about life-styles. They were working in groups, 3-5 members in each group, and they were taking initiatives, planning and acting and after the study they made presentations of their work in front of the whole class. I found that the Pluralistic way of education worked fine together with my action research and the students were able to take their own decisions in the environmental questions. They had gained action competence now and for the future.
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| 5. |
- Persson, Lena, 1947-, et al.
(författare)
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Worry becomes hope in education for sustainable development : An action research study at a secondary School
- 2011
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Ingår i: Utbildning och Demokrati. - Uppsala : Uppsala universitet. - 1102-6472 .- 2001-7316. ; 20:1, s. 123-144
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Tidskriftsartikel (refereegranskat)abstract
- Researchers in environmental education and education for sustainable de- velopment (ESD) have discussed in what ways young people’s experience in school may contribute to their action competence. This paper illustrates how an action research study centered on students’ reflections can contribute to a change in teaching that supports their action competence in education for sustainable development (ESD). The emphasis is on a pluralistic approach to ESD in which problems concerning sustainable development are considered as open-ended where students’ voices, action competence and decision-making play an important role. The researcher together with a teacher and her Year 9 class in a suburb of Stockholm carried out the action research study. The research corpus for the study was the students’ reflections in log books and interviews. Interviews were conducted with a smaller group of five students, and an interview was also made with the teacher at the end of the project to document her experiences. The case illustrates how students’ worries were made salient through their reflections, which in turn made a change in teach- ing possible that transformed students’ worries into hope and supported their action competence. This way of working in the school practice may help teach- ers to think about ESD in new ways as well as in other areas of education.
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| 6. |
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| 7. |
- Wijk, Helle, 1958, et al.
(författare)
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Verksamhetsförlagd utbildning på avancerad nivå : ny utmaning för specialistutbildningar för sjuksköterskor
- 2009
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Ingår i: Vård i Norden. - København : Sjuksköterskornas samarbete i Norden. - 0107-4083 .- 1890-4238. ; 29:94, s. 41-43
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract
- The aim of this article is to discuss challenges in the development of Specialist Nursing Educations as a result of the 2007 Swedish Higher EducationReform: the implementation of the so-called Bologna process. Certain challenges follow this reform, particularly since the specialist nursingprogrammes will be part of the second cycle of the higher education system, and it will be possible to combine the professional degree witha masters degree (one year). Possible strategies in four areas related to the Specialist Nursing Education are discussed: integration of researchbasedknowledge, experienced-based knowledge, improvement knowledge, and strategies for collaboration between university institutions andclinics. Specific didactical issues are raised.
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