| 1. |
- Enroth, Stefan, 1976-, et al.
(författare)
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Data-driven analysis of a validated risk score for ovarian cancer identifies clinically distinct patterns during follow-up and treatment
- 2022
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Ingår i: Communications Medicine. - : Springer Nature. - 2730-664X. ; 2:1
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Tidskriftsartikel (refereegranskat)abstract
- BackgroundOvarian cancer is the eighth most common cancer among women and due to late detection prognosis is poor with an overall 5-year survival of 30–50%. Novel biomarkers are needed to reduce diagnostic surgery and enable detection of early-stage cancer by population screening. We have previously developed a risk score based on an 11-biomarker plasma protein assay to distinguish benign tumors (cysts) from malignant ovarian cancer in women with adnexal ovarian mass.MethodsProtein concentrations of 11 proteins were characterized in plasma from 1120 clinical samples with a custom version of the proximity extension assay. The performance of the assay was evaluated in terms of prediction accuracy based on receiver operating characteristics (ROC) and multiple hypothesis adjusted Fisher’s Exact tests on achieved sensitivity and specificity.ResultsThe assay’s performance is validated in two independent clinical cohorts with a sensitivity of 0.83/0.91 and specificity of 0.88/0.92. We also show that the risk score follows the clinical development and is reduced upon treatment, and increased with relapse and cancer progression. Data-driven modeling of the risk score patterns during a 2-year follow-up after diagnosis identifies four separate risk score trajectories linked to clinical development and survival. A Cox proportional hazard regression analysis of 5-year survival shows that at time of diagnosis the risk score is the second-strongest predictive variable for survival after tumor stage, whereas MUCIN-16 (CA-125) alone is not significantly predictive.ConclusionThe robust performance of the biomarker assay across clinical cohorts and the correlation with clinical development indicates its usefulness both in the diagnostic work-up of women with adnexal ovarian mass and for predicting their clinical course.
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| 2. |
- Hedlund Lindberg, Julia, et al.
(författare)
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Toward ovarian cancer screening with protein biomarkers using dried, self-sampled cervico-vaginal fluid
- 2024
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Ingår i: iScience. - : Cell Press. - 2589-0042. ; 27:2
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Tidskriftsartikel (refereegranskat)abstract
- Early detection is key for increased survival in ovarian cancer, but no general screening program exists today due to lack of biomarkers and overall cost versus benefit over traditional clinical methods. Here, we used dried cervico-vaginal fluid (CVF) as sampling matrix coupled with mass spectrometry for detection of protein biomarkers. We find that self-collected CVF on paper cards yields robust results and is suitable for high-throughput proteomics. Artificial intelligence–based methods were used to identify an 11-protein panel that separates cases from controls. In validation data, the panel achieved a sensitivity of 0.97 (95% CI 0.91–1.00) at a specificity of 0.67 (0.40–0.87). Analyses of samples collected prior to development of symptoms indicate that the panel is informative also of future risk of disease. Dried CVF is used in cervical cancer screening, and our results opens the possibility for a screening program also for ovarian cancer, based on self-collected CVF samples.
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| 3. |
- Lind, Therese, Adjunkt, 1979-, et al.
(författare)
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Professional collaboration in higher education to support academic writing : Benefits and challenges
- 2023
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Ingår i: Dansk Universitetspaedagogisk Tidsskrift. - 1901-5089 .- 2245-1374. ; 18:35, s. 19-33
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Tidskriftsartikel (refereegranskat)abstract
- At Södertörn University, Sweden, a collaboration model has been developed from the theory of academic literacies, aiming to support students’ writing development. In this innovative way of working, university librarians and writing teachers collaborate with lecturers to integrate a teaching element on academic writing (including searching for, appraising, reading, and writing texts) into existing university courses. In this article, we describe and discuss our experiences of implementing this model in nursing education. We observed that the collaboration made it possible for all professionals to share their knowledge, both in a theoretical and practical sense. Among other things, the lecturers appropriated several linguistic tools which they were able to use in their continued teaching of academic writing. However, challenges regarding the collegial sharing of knowledge were also experienced. If the lessons learned are to be implemented in the organisation, both resources and a mandate from the management are essential.
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| 4. |
- Okenwa-Emegwa, Leah, 1973-, et al.
(författare)
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Dare to Ask! : A Model for Teaching Nursing Students about Identifying and Responding to Violence against Women and Domestic Violence
- 2024
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Ingår i: Nursing Reports. - : MDPI. - 2039-439X .- 2039-4403. ; 14:1, s. 603-615
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Tidskriftsartikel (refereegranskat)abstract
- The role of nurses in identifying and responding to family violence and violence against women has long been established. However, nurses’ readiness to fully assume this role remains low due to various barriers and the sensitive nature of the subject. As part of capacity building to address this problem, an additional national qualitative learning target, i.e., to “show knowledge about men’s violence against women and violence in close relationships”, was introduced into the Swedish Higher Education Ordinance for nursing and seven other educational programs between 2017 and 2018. The aim of this paper is to describe how the national qualitative learning target is incorporated into the undergraduate nursing curriculum at the Swedish Red Cross University College. An overview of relevant teaching and learning activities and how they are organized is first presented, followed by the presentation of a proposed didactic model: Dare to Ask and Act! The model details a step-by-step progression from facts and figures, including the role of gender norms, to recognizing signs of abuse in complex clinical situations, as well as developing skills that enhance the courage to ask and act. Due to the sensitive nature of violence victimization, the proposed model reflects the importance of making the subject a reoccurring theme in undergraduate nursing education in order to boost nursing students’ interests and confidence to “Dare to Ask and Act!”. The model also shows that making the subject a recurring theme can be achieved with minimal disruptions to and without overcrowding an existing curriculum.
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| 5. |
- Okenwa-Emegwa, Leah, 1973-, et al.
(författare)
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Våga fråga och agera! : Undervisnings- och lärandeaktiviteter om mäns våld mot kvinnor och våld i nära relationer i sjuksköterskeprogrammet vid Röda Korsets Högskola
- 2021
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Ingår i: Socialmedicinsk Tidskrift. - Stockholm : Socialmedicinsk tidskrift. - 0037-833X. ; 98:4, s. 671-683
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Tidskriftsartikel (refereegranskat)abstract
- År 2017 infördes ett nytt nationellt examensmål ”visa kunskap om mäns våld mot kvinnor och våld i nära relationer” enligt SFS 2017: 857, i högskoleför-ordningen (SFS 1993:100) för vissa utbildningsprogram, där sjuksköterske-programmet är inkluderat. Syftet med denna artikel är att presentera hur det nationella examensmålet har implementerats i sjuksköterskeprogrammet vid Röda Korsets Högskola. Först ges en översikt avseende relevanta undervis-nings- och lärandeaktiviteter och hur de organiseras genom programmets utbildningsplan. I de avslutande reflektionerna presenteras den didaktiska Våga fråga och agera! -modellen. Modellen är en sammanfattning av Röda Korsets Högskolas tillvägagångssätt, det vill säga en stegvis progression i utbildningen från fakta, statistik, normer och värderingar, till att studenterna lär sig hur de kan upptäckta tecken på våld i komplexa kliniska situationer samt vikten av att ha mod att agera. Avslutningsvis är det vår uppfattning att ett tydligt upplägg är viktigt för att uppnå intentionerna med det nationella examensmålet, nämligen: Våga fråga och agera!
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| 6. |
- Stålberg, Anna, 1976-
(författare)
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Academic writing among first-term students in the nursing programme at the Swedish Red Cross University College − A description of a three-term transprofessional project in collaboration with the library and the student support unit at Södertörn University
- 2021
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Ingår i: Journal of Nursing Education and Practice. - : Sciedu Press. - 1925-4040 .- 1925-4059. ; 12:1, s. 41-48
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Tidskriftsartikel (refereegranskat)abstract
- Background and objectives: The academization of the nursing education has emphasized the need for students to acquire academic literacies both for educational and clinical reasons. However, for long being a practical profession, nurse students do not always reflect on the importance of being academic literate. This aim of this article was to describe the teaching of introductory academic writing to first-term students in the Swedish Red Cross University College’s nursing programme, implemented as a transprofessional collaboration project involving the Swedish Red Cross University College and the library as well as the student support unit at Södertörn University.Methods: A model was used for implementing teaching of academic literacies to first-term nursing students embedded in a discipline-specific course. The model consisted of two seminars, one introductory seminar focusing on academic writing and how to search for, read, appraise, and use research articles and one feedback seminar. Peer feedback was performed by the students. In between the seminars, the students began to work on their course assignment and later finalized the assignment using the feedback provided by teachers and peers.Results: The transprofessional collaboration in teaching academic literacies was described as successful. Teachers and students found the embedding of academic writing in a subject-specific course as useful, although – from a student perspective – demanding and partly difficult. The provision of feedback was regarded as helpful and encouraged the students to finish their assignments. Although being a team of teachers, the large class sizes resulted in an extensive workload and stressful situations. Yet another challenge, important for the sustainability of the model, was to win support for teaching academic literacies among all teachers in the nursing programme.Conclusions: The transprofessional collaboration when teaching academic literacies to first-term nursing students have indicated advantages and challenges, of which both are of importance to consider carefully in the further planning and implementation of the project.
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| 7. |
- Stålberg, Anna, 1976-, et al.
(författare)
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Att utveckla studenters litteracitet inom professionsutbildningar
- 2020
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Konferensbidrag (refereegranskat)abstract
- De senaste decennierna har sjuksköterskeutbildningen i Sverige gått från en praktisk utbildning till en professionsutbildning. Professionsperspektivet har inneburit ett ökat fokus på studenternas utveckling av academic literacies (Lea & Street, 2006). I denna presentation redovisas ett högskolepedagogiskt projekt om litteracitetsutveckling på Röda Korsets Högskola (RKH). Det har involverat både studenter och lärare inom sjuksköterskeutbildningen.Under samma period som utbildningen har professionaliserats har rekryteringen till högskolan breddats vilket lett till en förändrad studentgrupp inom sjuksköterskeutbildningen (Borglin & Fagerström, 2012). Studenter överlag upplever en svårighet med att utveckla en akademisk litteracitet (Ask, 2007). Svårigheterna kan bland annat kopplas till att studenterna har svårt att förstå vad som förväntas av dem i deras akademiska texter. Men inte bara studenterna ser det akademiska skrivandet som svårt. Många lärare som arbetar på RKH uttrycker att det är svårt att veta vad som är bra arbetssätt för att stödja studenternas litteracitetsutveckling.I samband med RKH:s flytt till Campus Flemingsberg startade RKH 2018 ett samarbete med Södertörns högskolas högskolepedagogiska enhet, studieverkstad och bibliotek om en introduktion till akademiskt skrivande. På Södertörns högskola pågår sedan några år en satsning på ämnesintegrerat akademiskt skrivande som omfattar arbete med att söka, värdera, läsa och skriva akademiska texter.Syftet med momentet akademiskt skrivande inom RKH har varit att under första terminen och samtidigt med examinationen av ämnesinnehållet, introducera studenterna till det akademiska skrivandet. Olika aktiviteter som formativ respons har använts för att stimulera studenternas lärande och lägga en grund för deras fortsatta utveckling av akademisk och professionell litteracitet. Flertalet studenter säger att det varit givande att tidigt i utbildningen få starta lärprocessen gällande ett vetenskapligt förhållningssätt, även om många studenter uttrycker att det akademiska skrivandet är svårt.En viktig del av samarbetet mellan högskolorna har varit att skapa förutsättningar för hållbarhet även vad gäller ämneslärarnas kunskaper om litteracitetsutveckling. Bland annat har workshoppar hållits med hela lärarkollegiet, inte bara med de lärare som arbetar på den aktuella kursen. Lärarna, som ofta implicit har lärt sig det akademiska skrivandet, har fått bekanta sig med verktyg och nyckelbegrepp för att diskutera text med studenter, och har funnit arbetssättet stimulerande. För hållbarheten i utbildningen gäller att alla lärare kan fortsätta att ge stöd i utvecklingen av studenternas litteracitet. Precis som studenterna har konstaterat i sina utvärderingar lär sig ingen ett väl utvecklat akademiskt och professionellt skrivande på första terminen. ReferenserAsk, S. (2007). Vägar till ett akademiskt skriftspråk [Roads to academic written language] In Swedish. Växjö University, Växjö University Press. (No 115/2007)Borglin, G., & Fagerström, C. (2012). Nursing students' understanding och critical thinking and appraisal and academic writing: A descriptive, qualitative study. Nurse Education in Practice, 12, 356-360. doi:10.1016/j.nepr.2012.04.009Lea, M. R., & Street, B. V. (2006). The "Academic Literacies Model: Theory and Application. Theory Into Practice, 45, 368-377. doi:10.1207/s15430421tip4504_11
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| 8. |
- Stålberg, Anna, 1976-
(författare)
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Barn- och barnrättsperspektivet inom avdelning Hälsa och vård, Svenska Röda Korset : Nulägesrapport 2020
- 2020
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Rapport (övrigt vetenskapligt/konstnärligt)abstract
- Bakgrund Barnperspektivet visar på vuxenvärldens barnsyn liksom förmåga att förstå och ta in barnets perspektiv. Barnkonventionen omfattar barnets mänskliga rättigheter och skriver fram barnet som rättighetsbärare och som social aktör. Inom svensk hälso- och sjukvårdslagstiftning lyfts barnets rättigheter som anhörig till information, råd och stöd. Syfte Syftet var att skildra barnperspektivet inom avdelning Hälsa och vård, Svenska Röda Korset, samt att ge en bild av hur arbetet inom berörda verksamheter svarar mot barnets rättigheter. Metod Datainsamling skedde genom enkätundersökning riktad till samtliga medarbetare inom avdelningen liksom genom intervjuer med representanter för olika yrkesfunktioner i verksamheterna. Data har analyserats både kvantitativt och kvalitativt. Resultat Medarbetarna skildrade barnperspektivet mångfaktoriellt vilket berörde förståelse för barnets behov och rättigheter, vikten av bemötandet av barnet, att anpassa miljön utifrån barnet liksom att tillvarata barnets perspektiv. Utifrån ett barnrättsperspektiv framkom att mycket arbete genomförs även om brister uppmärksammades. Utbildningsnivån gällande barns rättigheter var låg. Slutsatser Barnperspektivet framkommer i arbetet men genomsyrar inte verksamheterna med anledning av ett dominerande fokus på den vuxna patienten. Arbetet med att ”göra” barnets rättigheter var omfattande men ett genomgripande arbete återstår för att barnrättsarbetet ska bli mer heltäckande.
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| 9. |
- Stålberg, Anna, 1976-, et al.
(författare)
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Child-centred Care : Health Professionals' Perceptions of What Aspects are Meaningful when using Interactive Technology as a Facilitator in Healthcare Situations
- 2018
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Ingår i: Journal of Pediatric Nursing. - : Elsevier. - 0882-5963 .- 1532-8449. ; 43, s. e10-e17
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Tidskriftsartikel (refereegranskat)abstract
- Purpose: A prerequisite for child-centred care is children’s participation, which in paediatrics can partly be enhanced by using interactive technology solutions, for instance tablet or smartphone-based applications. These applications, however, mainly target older children. In a research project, a tablet-based application, i.e. a communication tool, was developed, meant to facilitate young children’s participation in healthcare situations. This study explored healthprofessionals’ perceptions of what aspects are meaningful when jointly using such an application in healthcare situations.Design/methods: Using the critical incident technique, 18 qualitative, semi-structured interviews focusing on critical incidents were performed with four health professionals who had used the interactive communication tool together with children in various healthcare situations. The data were analysed according to inductive content analysis.Results: Results showed that the health professionals described the use of the tool as meaningful because it provided information that helped the children increase their participation, modify their understanding of the situations, and reduce their fear. The tool was also perceived to contribute to a common language between the children and the professionals, which improved their overall communication.Conclusion: The introduction of an interactivecommunication tool in healthcare situations seemed to be beneficial for both the children and the health professionals.Practice implications: An interactive communication tool, facilitating both verbal and non-verbal communication, can reinforce children’s participation in healthcare situations and contribute to positive outcomes in the child-professional relationship, as well as in the situation itself.
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| 10. |
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