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1.	Albinsson, Gunilla, Docent, 1953-, et al. (författare) In search of a caring relationship : nursing students' notions of interactions in the nurse-patient relationship 2021 Ingår i: Nurse Education in Practice. - : Elsevier. - 1471-5953 .- 1873-5223. ; 50:January, s. 1-6 Tidskriftsartikel (refereegranskat)abstract The aim of the study is to explore how nursing students talks about their notions on interactions in the relationship between nurse and patient. Empirical data has been obtained from 22 students in their first semester of the Swedish undergraduate nursing programme, applying thematic, individual interviews and using qualitative content analyses. The most significant finding is that although the students had none or limited pre-understanding of caring and the interaction between nurse and patient they were aware of the pre-supposes for establishing such an interplay, articulated in a desire to find out how to build an authentic and trustful caring relationship. Empirical data also show that the students, in the stage of beginners, were trying to identify and relate to basic concepts within caring science. The restricted understanding could then be understood as a matter of the students not being able to express more than they had words for. The results provide new insights into the interactions in the nurse-patient relationship, seen from the perspective of beginner students. These insights could be useful, for lecturers and clinical supervisors, who play a paramount role in the development of each student's acquisition of theoretical and practical knowledge.
2.	Lindqvist, Henrik, 1978-, et al. (författare) Experiences of a dual system : motivation for teachers to study special education 2021 Ingår i: European Journal of Special Needs Education. - : Taylor & Francis. - 0885-6257 .- 1469-591X. ; 36:5, s. 743-757 Tidskriftsartikel (refereegranskat)abstract Special educators are considered essential in schools, both in the regular system and in the separate special needs system. It is important to understand how special education is envisioned among teachers who choose further study in this field. The aim of this study is to gain more knowledge about what motivates teachers to gain further qualifications to become special educators. The study is based on 158 written self-reports from students studying special education. These reports were analysed using thematic analysis. The findings reveal six themes: ‘Thirst for knowledge, tools and science’, ‘Achieving better results as a teacher’, ‘Improving career opportunities’, ‘Getting away: giving up teaching in a classroom setting’, ‘Influence: helping pupils and teachers’ and ‘Developing schools: identifying deficits in schools’ ways of working with special needs education’. These themes are discussed in relation to special educators’ work, their jurisdictional control and how their reasons relate to supporting or dismantling the dual system of special education.
3.	Rask, Mikael, 1958-, et al. (författare) Validation of the verbal and social interaction questionnaire for nursing students : The focus of nursing students in their relationship with patients 2018 Ingår i: Journal of Nursing Education and Practice. - : Sciedu Press. - 1925-4040 .- 1925-4059. ; 8:4, s. 81-88 Tidskriftsartikel (refereegranskat)abstract The Verbal and Social Interaction Nursing Students questionnaire (VSI-NS) has been created to measure the development ofverbal, social and interactional skills of nursing students with patients, from their perspective in nursing care. The aim of thepresent study was to determine the construct validity and internal consistency reliability of the questionnaire. The study had amethodological and developmental design and was carried out in four steps: adjustment of the items, face validity, data collectionand data analysis. The number of items was reduced from 48 to 31. The factor analysis of the final 31 items resulted in four quitedistinct factors: “Inviting to talk about feelings and thoughts”, “Building a caring relationship”, “Encouraging social and practicalaspects in daily life” and “Caring towards health and wellbeing”. The results showed satisfactory psychometric properties interms of content validity, construct validity and the internal consistency reliability of the questionnaire. It could be concluded thatthe original conceptual model could serve as a theoretical foundation to explain and understand nurses’ caring interactions withtheir patients
4.	Bengtsson, Karin, 1958-, et al. (författare) Fyra klasser i grundsärskolan : Olika undervisningsmiljöer 2021 Ingår i: Utbildning och undervisning i särskolan. - Stockholm : Natur och kultur. - 9789127827653 ; , s. 59-94 Bokkapitel (övrigt vetenskapligt/konstnärligt)
5.	Bengtsson, Karin, et al. (författare) Undervisning i grundsärskolan: fyra olika lärandemiljöer 2021 Ingår i: Utbildning och undervisning i särskolan. - : Natur och kultur. - 9789127827653 Bokkapitel (övrigt vetenskapligt/konstnärligt)
6.	Bourbour Hosseinbeigi, Maryam, 1977-, et al. (författare) Putting Scaffolding Into Action : Preschool Teachers' Actions Using Interactive Whiteboard 2020 Ingår i: Early Childhood Education Journal. - : Springer. - 1082-3301 .- 1573-1707. ; 48:1, s. 79-92 Tidskriftsartikel (refereegranskat)abstract This study aimed to explore preschool teachers' actions in order to support children's learning processes in a context where an interactive whiteboard (IWB) is used. Five preschool teachers and 22 children aged 4-6 were video observed in 2017 and early spring 2018 over a period of 5 months. The findings of the study revealed 21 scaffolding actions which preschool teachers used including: Concretizing, Questioning, Instructing, Providing space, Affirming, Providing feedback, Inviting, Watching, Laughing together, Approaching, Standing/sitting beside, Simplifying, Filling in the blanks, Confirming, Participating, Challenging perception, Challenging thought, Explaining facts, Displaying, Explaining solutions, and Referring back. By characterizing teachers' actions in relation to different scaffolding functions, the relationship between action and scaffolding function was particularly clarified. Six of the functions, including recruitment, direction maintenance, marking critical features, reduction in degrees of freedom, frustration control and demonstration were aligned with Wood et al.'s (Child Psychol Psychiatry 17:88-100, 1976) theoretical framework. By identifying two additional functions, i.e., mutual enjoyment and participation in the activity, more importantly the study contributed to the development of Wood et al.'s (Child Psychol Psychiatry 17:88-100, 1976) theoretical framework. It can be said that the findings of the study expanded and deepened our understanding regarding scaffolding processes and the ways they can be implemented in teaching practices.
7.	Bourbour, Maryam, 1977- (författare) Digital technologies in preschool education : The interplay between interactive whiteboards and teachers' teaching practices 2020 Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract This thesis is aimed at exploring the ways in which a digital technology, the interactive whiteboard (IWB), interplays with preschool teachers’ teaching practices. In the literature and ongoing debates there are different claims about if and how digital technologies can contribute to children’s development and solving preschool educational challenges. The ways children learn from and by digital technologies have been widely studied, however, there is relatively little research on how digital technologies interplay with teachers’ teaching. Correspondingly, the approach taken here to the ways in which digital technologies contribute to early childhood education is based on preschool teachers’ practices and reasonings.In particular the focus is placed on the following research questions. How do preschool teachers reason about the embedding of IWB into their teaching practices? How do preschool teachers use IWB to structure their teaching practices? How do preschool teachers scaffold children’s learning processes in a context where IWB is used? How do IWBs mediate teaching actions? and What is privileged in the IWB-mediated teaching actions?To address these research questions, three sets of empirical data have been collected. These datasets, including interviews with preschool teachers and video observations of their teaching using IWB, were collected in 2012-2013 within the frame of the licentiate thesis and in late 2017 and early 2018 within the framework of the PhD thesis. Analytically, the study is built on a sociocultural perspective that assumes that learning is a constant social process.The findings of this study provide empirical knowledge regarding how preschool teachers reason about their use of IWB in teaching. The findings of the study, further, show that preschool teachers use diverse strategies to structure their teaching practice using the opportunities that IWB offers. The teachers’ use of IWBs exemplifies the ways they take into account the available technological features to support children’s learning within their ZPD.In its identification of scaffolding actions, this study provides rich details about how preschool teachers use a particular digital technology, IWB, in their teaching to support children’s learning and development. Scaffolding is seen as a collaborative process where preschool teachers’ active participation and emotional support plays an important role in fulfilling the given practices, and leads children’s learning to a higher level. By exploring how teachers’ teaching actions are meditated by the mediational aspects of IWB and what is privileged in the IWB-mediated teaching actions, the current study, moreover, contributes to mapping the desirable or undesirable consequences of using digital technologies in early childhood education. It also exemplifies how the use of IWB interplays with preschoolt eachers’ teaching practices.The new dimensions to scaffolding theory constructed in this thesis, further, contribute to expanding of Wood et al. (1976) theory. This can have significance for other studies using digital technologies in educational settings and can contribute to early childhood education, since early interventions, such as the ways preschool teachers support children, are particularly crucial for a child’s learning and their development later on in life.
8.	Bourbour, Maryam, et al. (författare) Preschool Teachers’ use of the Interactive Whiteboard to Scaffold Children’s AnalyticalThinking. 2018 Konferensbidrag (refereegranskat)
9.	Caisander, Gunilla, et al. (författare) Chromosomal integrity maintained in five human embryonic stem cell lines after prolonged in vitro culture 2006 Ingår i: Chromosome Res. ; 14:2, s. 131-7 Tidskriftsartikel (refereegranskat)abstract There have been recent reports of human embryonic stem cell (hESC) lines developing chromosomal aberrations after long-term culture, indicating an unstable genomic status due to the in vitro milieu. This raises concern, since it would limit their use in therapeutics. In this study the chromosomal status of five well-characterized hESC lines, SA002, SA002.5, AS034.1.1, SA121 and SA461, was monitored during long-term in vitro culture. The criteria of defined hESCs were met by all of the five hESC lines (four diploid and one trisomic for chromosome 13). The genomes were screened for chromosomal aberrations and rearrangements using comparative genomic hybridization (CGH), interphase fluorescence in situ hybridization (FISH) and traditional karyotyping on several occasions while in culture. The genomic integrity was shown to be maintained after repeated freeze-thaw procedures and continuous culture in vitro for up to 22 months (148 passages). We discuss the most common de novo chromosomal aberrations reported in hESCs, as well as their possible origin.
10.	Cameron, David Lansing, et al. (författare) A comparative study of special educator preparation in Norway and Sweden 2018 Ingår i: British Journal of Special Education. - : Wiley. - 0952-3383 .- 1467-8578. ; 45:3, s. 256-276 Tidskriftsartikel (refereegranskat)abstract The purpose of this study was to explore similarities and differences between special educator preparation in Norway and in Sweden. Graduates of special education programmes at two Norwegian (n = 320) and two Swedish universities (n = 425) who completed their training between 2001 and 2012 responded to surveys. Findings indicate that both Swedish and Norwegian graduates felt prepared for their current work and that teaching approaches employed in the different programmes were similar. However, there appears to be a stronger focus on pupils’ social goals in Sweden, as well as on advising teachers, school development and promoting inclusive environments. In contrast, Norwegian participants reported a greater focus on preparation to work with specific types of learning and behavioural difficulties. Findings are discussed in relation to differing political and social structures, such as national regulations for steering special educator preparation in Sweden, which are absent in the Norwegian context.
11.	Cameron, David Lansing, et al. (författare) School district administrators’ perspectives on the professional activities and influence of special educators in Norway and Sweden 2014 Ingår i: International Journal of Inclusive Education. - : Taylor & Francis. - 1360-3116 .- 1464-5173. ; 18:7, s. 669-685 Tidskriftsartikel (refereegranskat)abstract The purpose of this study is to investigate school district administrators’ perspectives concerning the professional activities and influence of special educators in Norway (n=266) and Sweden (n=290). We examine three themes drawn from a survey of practices and policies in each country: (a) the organisational arrangements in which special educators work, (b) perceived changes in special educators’ activities, and (c) ratings of special educators’ influence on the content of instruction and the availability of resources for children with special needs. Findings suggest that special educators frequently work in teams, function largely as advisors, and spend less time working with individual students than in previous years. There appears to be a more pronounced increase in special educators’ time devoted to advising and documentation in Sweden than in Norway. Swedish special educators were also more frequently described as working in multidisciplinary teams. Participants in both countries rated the influence of special educators significantly higher than that of parents and teachers on the availability and distribution of resources; and significantly higher than politicians, public officials, teachers, and parents with regard to influence over the content of instruction. We discuss these findings in relation to the goals and development of inclusive education in Scandinavia.
12.	Carlsson Blomster, Monica, et al. (författare) First Semester Nursing Student Perceptions of Their Knowledge of and Difficulties in Performing Supportive Caring Actions 2023 Ingår i: Quality Advancement in Nursing Education - Avancées en formation infirmière. - : Canadian Association of Schools of Nursing. - 2368-6669. ; 9:2 Tidskriftsartikel (refereegranskat)abstract Students in nursing education do not need to have any experience of having worked in healthcare prior to entering the programme. A total of 123 students rated their perceived knowledge and degree of difficulty in performing supportive caring actions during the first semester of their nursing education. The study, which has a descriptive approach, has been carried out using the Verbal and Social Interaction for Nursing Students (VSI-NS) questionnaire that contains four factors: Inviting to talk about feeling and thoughts, Building a caring relationship, Encouraging social and practical aspects in daily life and Caring towards health and well-being. The results of the study showed that the nursing students rated a high level of knowledge about supportive caring actions, but that these could be difficult to perform. The only significant difference was between male and female nursing students, where the male nursing students considered that it was more difficult to create a caring relationship than their female counterparts.
13.	Dahl, Karin, et al. (författare) En språkverkstad för alla? Arbetsfördelning och jurisdiktion i arbetet med studenter i studiesvårigheter. 2022 Ingår i: Högre Utbildning. - : Cappelen Damm AS - Cappelen Damm Akademisk. - 2000-7558. ; 12:1, s. 13-28 Tidskriftsartikel (refereegranskat)abstract Artikeln syftar till ökad kunskap om en grupp språkverkstadspedagogers arbete med studenter, vilka riskerar studiesvårigheter till följd av en funktionsnedsättning. Frågeställningarna rör hur språkverkstadspedagogerna uttrycker jurisdiktion och arbetsfördelning i dels handledningssamtal, dels andra arbetsuppgifter med målgruppen. Dataunderlaget utgörs av 8 intervjuer. Resultatet visar att språkverkstadspedagogerna har starkast jurisdiktion i handledningssamtalen, där kunskap om studiesvårigheter samt delvis andra metoder och förhållningssätt anges som viktiga för att kunna möta just denna studentgrupp. I övriga arbetsuppgifter söker däremot inte språkverkstadspedagogerna jurisdiktion över den specifika målgruppen. De gör i stället anspråk på ett arbete med alla studenter, och det arbetet vill de dela med universitetslärarna. Här framstår jurisdiktionen som svag, då språkverkstadspedagogerna avgränsar sitt arbets- och kunskapsområde olika och beskriver svårigheter att förhandla sin roll i relation till universitetslärarna. Detta tolkas i artikeln kunna påverka deltagandet för studenter ur den breddade rekryteringen, däribland studenter i studiesvårigheter. Slutsatser är att språkverkstadspedagoger bör ges möjlighet att utveckla en gemensam professionsidentitet, där perspektiv på och kunskap om studenters olika sätt att lära bör ingå. Vidare behöver språkverkstaden få ett samverkande uppdrag i syfte att kunna bidra till utvecklingen av en inkluderande högskolemiljö, där nya studentgruppers perspektiv kan tillvaratas och alla studenter bereds lika möjligheter. Detta ligger i linje med två viktiga mål inom högre utbildning: excellens och rättvisa.
14.	Ekstedt, Mirjam, Professor, et al. (författare) Design and Development of an eHealth Service for Collaborative Self-Management among Older Adults with Chronic Diseases : A Theory-Driven User-Centered Approach 2022 Ingår i: International Journal of Environmental Research and Public Health. - : MDPI. - 1661-7827 .- 1660-4601. ; 19:1 Tidskriftsartikel (refereegranskat)abstract The increasing prevalence of chronic conditions and multimorbidity poses great challenges to healthcare systems. As patients' engagement in self-managing their chronic conditions becomes increasingly important, eHealth interventions are a promising resource for the provision of adequate and timely support. However, there is inconclusive evidence about how to design eHealth services to meet the complex needs of patients. This study applied an evidence-based and theory-informed user-centered design approach in three phases to identify the needs of older adults and healthcare professionals in the collaborative management of multimorbidity (phase 1), develop an eHealth service to address these needs (phase 2), and test the feasibility and acceptance of the eHealth service in a clinical setting (phase 3). Twenty-two user needs were identified and a web-based application-ePATH (electronic Patient Activation in Treatment at Home)-with separate user interfaces for patients and healthcare professionals was developed. The feasibility study with two nurses and five patients led to a redesign and highlighted the importance of adequately addressing not only varying user needs but also the complex nature of healthcare organizations when implementing new services and processes in chronic care management.
15.	Enoksson, Helen, et al. (författare) Studier i en främmande skolkultur 2019 Ingår i: Didaktisk utvecklingsdialog. - Lund : Studentlitteratur AB. - 9789144125749 ; , s. 49-66 Bokkapitel (övrigt vetenskapligt/konstnärligt)
16.	Feldwisch, Joachim, et al. (författare) Design of an optimized scaffold for affibody molecules. 2010 Ingår i: Journal of Molecular Biology. - : Elsevier BV. - 0022-2836 .- 1089-8638. ; 398:2, s. 232-247 Tidskriftsartikel (refereegranskat)abstract Affibody molecules are non-immunoglobulin-derived affinity proteins based on a three-helical bundle protein domain. Here, we describe the design process of an optimized Affibody molecule scaffold with improved properties and a surface distinctly different from that of the parental scaffold. The improvement was achieved by applying an iterative process of amino acid substitutions in the context of the human epidermal growth factor receptor 2 (HER2)-specific Affibody molecule Z(HER2:342). Replacements in the N-terminal region, loop 1, helix 2 and helix 3 were guided by extensive structural modeling using the available structures of the parent Z domain and Affibody molecules. The effect of several single substitutions was analyzed followed by combination of up to 11 different substitutions. The two amino acid substitutions N23T and S33K accounted for the most dramatic improvements, including increased thermal stability with elevated melting temperatures of up to +12 degrees C. The optimized scaffold contains 11 amino acid substitutions in the nonbinding surface and is characterized by improved thermal and chemical stability, as well as increased hydrophilicity, and enables generation of identical Affibody molecules both by chemical peptide synthesis and by recombinant bacterial expression. A HER2-specific Affibody tracer, [MMA-DOTA-Cys61]-Z(HER2:2891)-Cys (ABY-025), was produced by conjugating MMA-DOTA (maleimide-monoamide-1,4,7,10-tetraazacyclododecane-1,4,7,10-tetraacetic acid) to the peptide produced either chemically or in Escherichia coli. ABY-025 showed high affinity and specificity for HER2 (equilibrium dissociation constant, K(D), of 76 pM) and detected HER2 in tissue sections of SKOV-3 xenograft and human breast tumors. The HER2-binding capacity was fully retained after three cycles of heating to 90 degrees C followed by cooling to room temperature. Furthermore, the binding surfaces of five Affibody molecules targeting other proteins (tumor necrosis factor alpha, insulin, Taq polymerase, epidermal growth factor receptor or platelet-derived growth factor receptor beta) were grafted onto the optimized scaffold, resulting in molecules with improved thermal stability and a more hydrophilic nonbinding surface.
17.	Fletcher, Erika A. K., et al. (författare) Extracorporeal human whole blood in motion, as a tool to predict first-infusion reactions and mechanism-of-action of immunotherapeutics 2018 Ingår i: International Immunopharmacology. - : Elsevier BV. - 1567-5769 .- 1878-1705. ; 54, s. 1-11 Tidskriftsartikel (refereegranskat)abstract First infusion reactions along with severe anaphylactic responses can occur as a result of systemic administration of therapeutic antibodies. The underlying mechanisms by which monoclonal antibodies induce cytokine release syndrome (CRS) can involve direct agonistic effects via the drug target, or a combination of target-engagement along with innate receptor interactions. Despite the wide variety of pathways and cells that can play a role in CRS, many currently used assays are devoid of one or more components that must be present for these responses to occur. One assay that has not been assessed for its capacity to predict CRS is the modified Chandler loop model. Herein we evaluate a plethora of commercially available monoclonal antibodies to evaluate the modified Chandler loop model's potential in CRS prediction. We demonstrate that in a 4-hour loop assay, both the superagonistic antibodies, anti-CD3 (OKT3) and anti-CD28 (ANC28.1), display a clear cytokine response with a mixed adaptive/innate cytokine source. OKT3 induce TNFα and IFN-γ release in 20 out of 23 donors tested, whereas ANC28.1 induce TNF-α, IL-2 and IFN-γ release in all donors tested (n = 18–22). On the other hand, non-agonistic antibodies associated with no or low infusion reactions in the clinic, namely cetuximab and natalizumab, neither induce cytokine release nor cause false positive responses. A TGN1412-like antibody also display a clear cytokine release with an adaptive cytokine profile (IFN-γ and IL-2) and all donors (n = 9) induce a distinct IL-2 response. Additionally, the value of an intact complement system in the assay is highlighted by the possibility to dissect out the mechanism-of-action of alemtuzumab and rituximab. The loop assay can either complement lymph node-like assays or stand-alone to investigate drug/blood interactions during preclinical development, or for individual safety screening prior to first-in-man clinical trial.
18.	Fletcher, Erika, et al. (författare) Extracorporeal human whole blood in motion, as a tool to predict first-infusion reactions and mechanisms-of-action of immunotherapeutics : CRS prediction in human whole blood Annan publikation (övrigt vetenskapligt/konstnärligt)abstract First infusion reactions along with severeanaphylactic responses can occur as a result of systemic administration oftherapeutic antibodies. The underlying mechanisms by which monoclonal antibodiesinduce cytokine release syndrome (CRS) can involve direct agonistic effects viathe drug target, or a combination of target-engagement along with innatereceptor interactions. Despite the wide variety of pathways and cells that canplay a role in CRS, many currently used assays are devoid of one or morecomponents that must be present for these responses to occur. To date, oneassay that has not been used for studying CRS is the Chandler loop model. Thismodel is commonly used to study surface/blood interface interactions and has alsobeen used to study the instant blood-mediated inflammatory reaction (IBMIR). Herein we use a modified Chandler loopmodel with a heparin conjugate lining the inner surface of the loops to studyCRS. This allows for an assay harboring immune cells, intact cascade systemsalong with endogenous antibodies. Here, we evaluated a plethora of commerciallyavailable monoclonal antibodies to assess the capacity of the Chandler loopmodel for CRS prediction. We demonstrated that in a 4-hour loop assay both thesuperagonistic antibodies, anti-CD3 (OKT3) and anti-CD28 (ANC28.1), displayed aclear cytokine response with a mixed adaptive/innate cytokine source. OKT3 induced TNFα and IFN-g release in 20 out of23 donors tested, whereas ANC28.1 induced TNF-α, IL-2 and IFN-g release in all donors tested (n=18-22). On theother hand, non-agonistic antibodies associated with no or low infusionreactions in the clinic, namely cetuximab and natalizumab, neither induced cytokinerelease nor caused false positive responses. A TGN1412-like antibody alsodisplayed a clear cytokine release with an adaptive cytokine profile (IFN-g and IL-2) and all donors (n=9) inducing adistinct IL-2 response. Additionally, the value of an intact complement systemin the assay was highlighted by the possibility to dissect out themechanism-of-action (MOA) of alemtuzumab and rituximab. The loop assay can eithercomplement lymph node-like assays or stand-alone to investigate drug/bloodinteractions during preclinical development, or for individual safety screeningprior to a first-in-man clinical trial.
19.	Geschwindner, Stefan, et al. (författare) Characterisation of de novo mutations in the C-terminal domain of proprotein convertase subtilisin/kexin type 9. 2015 Ingår i: Protein Engineering Design & Selection. - : Oxford University Press (OUP). - 1741-0126 .- 1741-0134. Tidskriftsartikel (refereegranskat)abstract Proprotein convertase subtilisin/kexin type 9 (PCSK9) promotes the degradation of the hepatic low-density lipoprotein receptor (LDL-R) and is therefore a prominent therapeutic target for reducing LDL-cholesterol. The C-terminal domain of PCSK9 is unlikely to be involved in a direct extracellular interaction with the LDL-R. We probed the importance of the C-terminus for the degradation of the LDL-R by designing seven de novo mutants of PCSK9 that fill potential druggable cavities. The mutants were tested for their ability to diminish LDL uptake in human HepG2 cells and for affinity towards a calcium independent mutant of the EGF(A) domain of the human LDL-R. The later was done by a newly developed surface plasmon resonance-based assay format. We identified three mutant proteins (G517R, V610R and V644R) with decreased ability to block LDL uptake into HepG2 cells. These mutations define areas outside the direct interaction area between PCSK9 and the LDL-R that could be targeted to inhibit the PCSK9 triggered degradation of the LDL-R. We also describe the mechanistic rationalisation of the affinity changes seen with the natural occurring human D374Y (gain of function) mutation causing severe hypercholesterolaemia. The action of this mutant is due to a significantly decreased dissociation rate constant, whereas the mutation does not affect the association rate constant.
20.	Grimheden, Sofia, et al. (författare) An obligation to care for seriously ill children in their homes : a qualitative study of community nurses' perceptions 2017 Ingår i: Nordic journal of nursing research. - : Sage Publications. - 2057-1585 .- 2057-1593. ; 37:4, s. 201-208 Tidskriftsartikel (refereegranskat)abstract When children are seriously ill, being able to be cared for at home with the family is valuable, but community nurses are often not trained to care for children. The aim of this study was therefore to describe community nurses´perceptions of caring for serioulsy ill children at home. A content analysis was conducted of 11 semi-structed interviews with nurses. One theme, obligation to care, was found, followed by three categories: making an impact, feeling confident, and emotional processing. In conclusion, we found collaboration with paediatric staff in the hospital is important for community nurses in order to gain confidence, which would optimise care at home for seriously ill children and their families.
21.	Gunnarsson, Helena E. M., 1975-, et al. (författare) Different pain variables could independently predict anxiety and depression in subjects with chronic musculoskeletal pain 2021 Ingår i: Scandinavian Journal of Pain. - : Walter de Gruyter GmbH. - 1877-8860 .- 1877-8879. ; 21:2, s. 274-282 Tidskriftsartikel (refereegranskat)abstract Objectives: Chronic, clinical pain states are often accompanied by distress such as anxiety and depression. The aim of this study was to determine if certain clinical pain variables could predict the level of anxiety and depression in subjects with musculoskeletal pain.Methods: Two multiple linear regression analyses were conducted on a sample consisting of 189 subjects with clinical pain with the independent pain variables of pain intensity, the influence of pain on daily activities, pain persistence, pain duration, and the number of pain locations. The dependent variables measured anxiety and depression, respectively.Result: Two statistically significant models were found, where the predicted variables accounted for 37.0% of the variability in the anxiety levels and 43.7% of the variability in the depression levels. The independent variable, the influence of pain on daily activities, significantly predicted the level of anxiety. The variables, the influence of pain on daily activities and the number of pain locations, significantly predicted the levels of anxiety and depression.Conclusions: This study showed that two different independent variables, the influence of pain on daily activities and the number of pain locations, significantly predicted the levels of depression. The predictor, the influence of pain on daily activities, significantly predicted the levels of anxiety. The knowledge gained about which specific pain variables are more likely to coexist with anxiety and depression in clinical pain states could be important in implementing holistic treatment plans for chronic pain.
22.	Gäreskog, Petra (författare) Jurisdiktion och arbetsfördelning : Yrkesgruppers arbete med särskilt stöd i förskolan 2020 Licentiatavhandling (övrigt vetenskapligt/konstnärligt)abstract The overall aim of this licentiate thesis is to increase our knowledge about the division of labor in the work with children in need of special support in preschools as described by the occupational groups of preschool teachers and special educational needs coordinators (SENCOs). This is explored in two separate studies.In the first study, the tasks, perceptions, and roles of SENCOs in preschools are examined. The study is part of a total population study where all SENCOs in Sweden (n = 4252) who were examined by the examination acts of the years 2001, 2007, and 2008 were sent a questionnaire. In a later phase of the procedure, the responses from SENCOs who work in preschools were extracted from the survey. These responses were analysed in Study I involving 523 participants. The results show that SENCOs’ working hours are primarily spent on consultation. SENCOs further report that they are able to influence their colleagues’ views on children's difficulties to a high degree. Most SENCOs in the study believe that the most important reason why children encounter difficulties in preschools is that preschools are poorly adapted to deal with children's differences. The results of this study are theoretically interpreted on the basis of Abbott's (1988) reasoning about jurisdictional control. Persson's (1998) two perspectives on different ways of understanding children's difficulties, namely a categorical and a relational perspective, are also used to interpret the results.Study II analyses how preschool teachers describe which occupational group claims jurisdiction over the work with children in need of special support. The data consist of interviews with 15 preschool teachers. The analysis of the data is based on Abbott's (1988) division of professional work into three aspects: a) formulating a problem, b) reasoning about the problem, and c) treating the problem. The results show that the area where preschool teachers claim jurisdictional control is related to the formulation of the problem. Preschool teachers do not, on the other hand, seem to claim jurisdictional control over the part of professional work that concerns reasoning about the problem. The results show a contradictory image of the treatment of the problem. Preschool teachers sometimes describe themselves as claiming jurisdictional control over treatment and other times describe how SENCOs have jurisdiction over the treatment of the problem.In the licentiate thesis, Abbott's (1988) reasoning about jurisdiction of occupational groups and Persson's (1998) categorical and relational perspectives for understanding children's difficulties are brought together and put in relation to different perspectives on inclusion.
23.	Gäreskog, Petra, et al. (författare) SENCOs and preschool teachers – their work with children in need of special support 2019 Konferensbidrag (refereegranskat)abstract Abstract: Research topic/Aim: This paper focuses on the division of labor regarding special educational needs coordinators (SENCOs) and preschool teachers who work with children in need of special support. The overall purpose of the study is to increase knowledge concerning work with children who are deemed to be in need of special support in preschool. The main study consists of two separate studies. The first study helps to visualize SENCOs´ tasks, perceptions and role. In study II, a particular focus is on how preschool teachers perceive the jurisdiction of work related to children in need of special support and how tasks negotiated in relation to the work of SENCOs. Theoretical framework: A theory of professions, primarily based on Abbott (1988), is used to understand SENCOs´ occupational role and work, especially in the light of Abbott's reasoning concerning jurisdictional control and division of expert labor. We are also interested in SENCOs´ perceptions, therefore it is relevant to use different perspectives on special education. In this study, we use Persson´s (1998) terms, categorical and relational perspective, to understand how SENCOs and preschool teacher explain causes of children’s difficulties. Methodological design: The first study is part of a total population study where all SENCOs in Sweden (n= 4252) who were examined by the examination acts of years 2001, 2007, and 2008 were sent a questionnaire. In a later phase of the procedure, the responses from SENCOs working towards preschool were extracted from the 3190 responses received and reported earlier. Thus, this study consists of 523 participants (i.e. 16.4 % of the 3190 respondents). The second study consists of interviews with preschool teachers about their work with children in need of special support and how they describe their cooperation with SENCOs. Expected conclusions/findings: The results show that SENCOs’ working hours are primarily spent on consultation. They regard their possibilities to influence their colleagues' views on children's difficulties as high. Regarding SENCOs’ perceptions of why children have difficulties in preschools, a large number of SENCOs indicate that it is because preschool is poorly prepared to handle children's differences. The second study is currently in the analyzing process. However, preliminary results indicate that preschool teachers have great confidence in SENCOs’ work. Relevance for Nordic Educational Research: This study examines SENCOs’ work in Swedish preschools. It is relevant to compare and discuss their role within a Nordic context. Earlier studies indicate that Nordic Countries are similar when it comes to the role and work of SENCOs (Takala & Ahl, 2014). However, little is known about SENCOs’ work in preschools.
24.	Gäreskog, Petra, et al. (författare) Specialpedagogens roll i förskolan – förskollärares beskrivningar av arbetsfördelning, anspråk och förhandlingar 2022 Ingår i: Nordisk Barnehageforskning. - : Cappelen Damm Akademisk. - 1890-9167. ; 19:1, s. 61-81 Tidskriftsartikel (refereegranskat)abstract I denna studie analyseras hur förskollärare beskriver specialpedagogens roll i förskolan. Syftet med studien är således att utveckla kunskap om specialpedagogens roll utifrån förskollärares perspektiv. Resultatet utgår från 15 intervjuer med förskollärare som har haft kontakt med specialpedagoger i arbetet. Datamaterialet bearbetades genom en konventionell innehållsanalys (Hsieh & Shannon, 2005). Utifrån denna analys framträdde följande tre teman utifrån förskollärarnas beskrivningar, specialpedagogen som: (1) handledare, (2) observatör och (3) rådgivare. Resultatet visar att förskollärarna i studien beskriver specialpedagogens handledande roll genom att specialpedagogen kan tillföra ett utifrånperspektiv på verksamheten och att specialpedagogen kan bidra med bekräftelse på förskollärarnas arbete. Förskollärarna i studien beskriver även specialpedagogens roll som observatör av enskilda barn men också av verksamheten. Slutligen beskrivs specialpedagogens roll som rådgivare både när det gäller råd till arbetslaget och till vårdnadshavare. I diskussionen av resultatet används Abbotts (1988) resonemang om anspråk på jurisdiktion och den förhandling som sker när det gäller professionellt arbete. Utfallet av studien diskuteras även i förhållande till tidigare studier och Skrtics (1991) resonemang om samverkan.
25.	Gäreskog, Petra, et al. (författare) The role of the special needs educator in preschool – preschool teachers’ descriptions of division of labour, claims and negotiations 2022 Konferensbidrag (refereegranskat)
26.	Gäreskog, Petra, et al. (författare) Working from a distance? A study of Special Educational Needs Coordinators in Swedish preschools 2020 Ingår i: Nordic Studies in Education. - : Cappelen Damm AS - Cappelen Damm Akademisk. - 1891-5914 .- 1891-5949. ; 40:1, s. 55-77 Tidskriftsartikel (refereegranskat)abstract The purpose of this study is to increase our knowledge of the tasks, perceptions and role of special educational needs coordinators (SENCOs) in preschools. The study is part of a total population study where all SENCOs in Sweden (n = 4252) who were examined by the examination acts of the years 2001, 2007, and 2008 were sent a questionnaire. In a later phase of the procedure, responses from SENCOs who work in preschools were extracted from the 3190 responses received and reported earlier. Thus, this study consists of 523 participants. The results show that coordinators’ working hours are primarily spent on consultation. SENCOs report that they are able to influence their colleagues’ views on children’s difficulties to a high degree. Regarding SENCOs’ perceptions of why children have difficulties in preschools, a large number of SENCOs indicate that this is because preschool is poorly prepared to handle children’s differences. The outcome is discussed using theories of professions and jurisdictional control.
27.	Göransson, Kerstin, et al. (författare) Ideas about occupational roles and inclusive practices among special needs educators and support teachers in Sweden 2017 Ingår i: Educational review (Birmingham). - : Informa UK Limited. - 0013-1911 .- 1465-3397. ; 69:4, s. 490-505 Tidskriftsartikel (refereegranskat)abstract Special needs educators and their counterparts are expected to play a significant role in schools' work towards inclusive practices. Studies do, however, indicate a rather diversified picture regarding the occupational groups assigned to work with special support and their workroles, within and between different countries. In Sweden, one can differentiate between two such occupational groups, special needs educators (SNEs) with qualifications in special educational needs at advanced level and support teachers (SuTs) with varying teacher education and education in special educational needs. The aims of this paper are to investigate the occurrence of SNEs and SuTs within the compulsory school system in ten municipalities in Sweden and the occupational roles of those SNEs and SuTs in relation to the inclusion agenda. A questionnaire was sent out in 2012 to all SNEs and SuTs in ten municipalities (n=511, response rate 61.6%). Main results indicate that: a) there is wide variation between municipalities regarding the extent to which SNEs or SuTs are assigned to work with special support; b) the characteristics of the occupational role of SNEs are more in line with inclusive practices than those of the role of SuTs; c) there is consensus between the two occupational groups regarding what they think should characterize the occupational role of SNEs; and d) SNEs consider, more than do the SuTs themselves, that the role of SuTs should be more in line with that of a ‘traditional special-education teacher’. Results are discussed in relation to Skrtic’s (1991, 1995) theoretical accounts of inclusive education and Abbott’s (1988) notion of jurisdictional control.
28.	Göransson, Kerstin, 1955-, et al. (författare) Professionalism, governance and inclusive education – A total population study of Swedish special needs educators 2019 Ingår i: International Journal of Inclusive Education. - : Taylor & Francis. - 1360-3116 .- 1464-5173. ; 23:9, s. 559-574 Tidskriftsartikel (refereegranskat)abstract Prior research shows that special needs educators (SNEs) have had problems defining their occupational roles and jurisdiction, particularly regarding inclusive education. There are two occupational groups of SNEs in Sweden, namely special educational needs coordinators (SENCOs) and special education teachers. In this paper, we use the collective name SNEs to refer to both groups. Here, results from a total population study of Swedish SNEs are presented (N = 3367, response rate 75%). The aim is to explore differences in SNEs’ interpretation of school difficulties and if these differences are influenced by SNEs’ employment in different parts of the school organisation. Statistical cluster-analysis was used to categorise SNEs into five distinct groups based on how they view the problems of pupils in school difficulties. Key concepts employed in the analysis are, primarily organisational vs occupational governance in relation to professional jurisdiction. Findings suggest that SNEs are less unanimous in their views of school problems, than prior research indicates. The variance is partly due to where they work in the school organisation, but we also find indications that different groups of SNEs experience different forms of governance with regard to their professionalism. The results are important due to the scope of the data and method of analysis as well as the illustrated variance of professional values and situations of SNEs and the potential consequences for the development of inclusive education.
29.	Göransson, Kerstin, 1955-, et al. (författare) Segregated education as a challenge to inclusive processes : a total population study of Swedish teachers' views on education for pupils with intellectual disability 2022 Ingår i: International Journal of Inclusive Education. - : Taylor & Francis. - 1360-3116 .- 1464-5173. ; 26:14, s. 1367-1382 Tidskriftsartikel (refereegranskat)abstract Many pupils with disabilities receive schooling in segregated contexts, such as special classes or special schools. Furthermore, the percentage of pupils educated in segregated settings has increased in many European countries. Studies suggest that there is high commitment to the general ideology of inclusive education among teachers in 'regular' education in many countries. This survey study investigates the views of teachers in segregated types of school about education. A questionnaire was sent out, in 2016, to all Swedish teachers (N = 2871, response rate 57.7%) working full time in special classes for pupils with intellectual disability (ID). On a general level results show that there is a strong commitment to preserving a segregated school setting for pupils with ID, a limited desire to cooperate with colleagues from 'regular schools' and a view that schooling and teaching are not quite compatible with the idea of inclusive education. The results highlight the importance of investigating processes of resistance within segregated schools to the development of inclusive schools and education systems. We argue that, while research and debate about inclusive education are important, both are insufficient without analyses of existing types of segregated schooling.
30.	Göransson, Kerstin, et al. (författare) Speciella yrken? Specialpedagogers och speciallärares arbete och utbildning : En enkätstudie 2015 Rapport (övrigt vetenskapligt/konstnärligt)abstract Forskningsprojektet ”Speciella yrken? Ett projekt om speciallärares och specialpedagogers arbete och utbildning” är finansierat av Vetenskapsrådet. I den här rapporten redovisas resultat från delprojekt 1. Syftet med rapporten är att ge en övergripande och representativ bild av specialpedagogers och speciallärares yrkesroll. Det empiriska materialet utgörs av data från en enkätundersökning som omfattar alla som tagit specialpedagog- eller speciallärarexamen från och med 2001 års examensordning (4252 personer, svarsfrekvens 75%). I rapporten redovisas vilka kunskaper och värderingar yrkesgrupperna bedömer att deras utbildning har resulterat i, vilka arbetsuppgifter de menar kännetecknar deras praktiserande av yrkesrollen, och även vilka förutsättningar yrkesgrupperna har att hävda en specifik expertis vad gäller att identifiera och arbeta med skolproblem. Rapporten riktar sig i främsta hand till praktiskt verksamma inom skolverksamheten på olika nivåer, lärarutbildare och blivande specialpedagoger och speciallärare.
31.	Göransson, Kerstin, et al. (författare) Voices of special educatiors in Sweden. A total population study. 2015 Ingår i: Educational research (Windsor. Print). - 0013-1881 .- 1469-5847. ; 57:3, s. 287-304 Tidskriftsartikel (refereegranskat)
32.	Göransson, Kerstin, et al. (författare) Voices of special educators in Sweden : a total-population study 2015 Ingår i: Educational research (Windsor. Print). - London : Routledge. - 0013-1881 .- 1469-5847. ; 57:3, s. 287-304 Tidskriftsartikel (refereegranskat)abstract Background: There are two occupational groups in Sweden that are expected to have significant impact on educational work related to children in need of special support. These two groups are special educational needs coordinators (SENCOs) and special education teachers. In this paper, we use the collective name special educators' to refer to both groups. Special educators are expected to have specific knowledge regarding the identification of, and work with, school difficulties. However, there is noticeably little research concerning these occupational groups. This study was undertaken in order to further our knowledge about special educators' work.Purpose: The overall purpose of the present paper is to provide a first overview of special educators' work. The paper investigates these special educators' perceptions of their occupational role, of their preparedness for the role and of how their role is practised. The paper also illuminates questions about SENCOs' and special education teachers' knowledge and values as well as the grounds for the occupational groups to claim special expertise related to the identification of, and work with, school difficulties.Design and method: A questionnaire was sent out in 2012 to all SENCOs and special education teachers in Sweden who received their degree from 2001 onwards and in accordance with the Swedish examination acts of 2001, 2007 and 2008 (N=4252, 75% response rate).Results: According to the results, special educators state that they are well prepared to work with some tasks, such as counselling, leading development work and teaching children/pupils individually or in groups. Concurrently, there are tasks that the groups are educated for (e.g. school-development work), which they seldom practise in their daily work.Conclusions: Primarily using reasoning concerning jurisdictional control, we discuss SENCOs' and special education teachers' authority to claim special expertise in relation to certain kinds of work, clients and knowledge and thus, their chances of gaining full jurisdictional control in the field of special education.
33.	Hansson, Susanne, et al. (författare) Construction of learning environments : A multiple case study in special education settings 2024 Ingår i: Journal of Research in Special Educational Needs. - : John Wiley & Sons. - 1471-3802. ; 24:2, s. 242-253 Tidskriftsartikel (refereegranskat)abstract Education in segregated settings for pupils with intellectual disability (ID) has often been portrayed as a unified form of schooling. There is a risk of providing a simplified picture of these settings and of what pupils with ID need to learn. This is generally stipulated in policy documents, leaving room for staff in school to interpret curricula and form learning environments. The aim of this study is to explore how four different learning environments are constructed in segregated settings where pupils with ID are educated in Sweden. The study was conducted as a multiple case study, using observations and interviews with teachers and pupils in four special classes for pupils with ID (SCIDs). Drawing on curriculum theory, the four learning environments, in the results named as Alpha, Beta, Gamma and Delta class, respectively, appeared to be characterized by different ideas of schooling, labelled as knowledge-mediating, socializing, functional life skills and caring as well as teacher-centred classrooms. The study contributes to a deepened understanding of the complexity of education for pupils with ID in segregated settings.
34.	Hansson, Susanne, et al. (författare) Elevers röster : Frågor om parallellitet och föreställningar om att få svar på det man frågar efter 2023 Ingår i: I väntan på inkludering. - Karlstad : Karlstads universitet. - 9789178673865 - 9789178673872 ; , s. 123-136 Bokkapitel (övrigt vetenskapligt/konstnärligt)
35.	Holmberg, Pär, et al. (författare) Nurses' encounters with children as next of kin to parents with a cancer diagnosis on oncology wards 2020 Ingår i: Nordic journal of nursing research. - : Sage Publications. - 2057-1585 .- 2057-1593. ; 40:1, s. 33-40 Tidskriftsartikel (refereegranskat)abstract It is a challenge for registered nurses (RNs) to meet children and young people who have a parent diagnosed with cancer. These children often suffer from shock, anxiety, outrage, fear and stress. Recent studies indicate that when next of kin have a professional person to talk to, their wellbeing increases. Moreover, when these children are involved in their parent’s care they also begin to trust the nurse caring for their parent. However, there is little known of how nurses respond to a child’s needs. Thus, aim of this study was to describe RNs’ experiences of encounters with children as next of kin to a parent diagnosed with cancer. A qualitative descriptive study based on semi-structured group interviews, with a latent content analysis was carried out. One theme, ‘sense of security’ including three categories ‘balanced meeting’, ‘de-dramatize healthcare’ and ‘learn from one another’ was identified. Beyond the categories, there are six sub-categories: ‘sense of insecurity’, ‘caring approach’, ‘providing information’, ‘participation’, ‘processing and follow-up’ and ‘increased knowledge’. The findings of this study highlight the importance of strengthening the RN's ability to create a caring relationship with children as next of kin.
36.	Johansson, Anna (författare) Den specialpedagogiska personalens arbete med stödinsatser för nyanlända elever – yrkesroll, arbetsuppgifter och utveckling av skolans lärmiljöer 2022 Licentiatavhandling (övrigt vetenskapligt/konstnärligt)abstract The overall aim of this licentiate thesis is to increase knowledge of the special educators’ professional role and work in relation to special educational support for recently arrived immigrant pupils. The need for the study is motivated by the immigrant pupils’ low achievement of goals and schools responsibility to adapt education to each pupil’s needs in a school for all. The first study examines special educators’ role and work in relation to special educational support for recently arrived immigrant pupils and the professional group's view of the reasons for special educational support for these pupils. The results are based on responses in a questionnaire directed to 483 special educators. The results show that the special educators state that the reasons why recently arrived immigrant pupils are in need of special educational support are that the knowledge requirements are too difficult for the pupils to achieve or that the pupils have individual shortcomings. The occupational group's tasks consist of administrative work and the development of learning environments. According to the special educators, most often class and subject teachers and mother tongue tutors provide special educational support. The special educators collaborate to the greatest extent with class and subject teachers and with the pupils, while they want more collaboration with mother tongue tutors. The results of the study are interpreted and discussed based on Abbott's theory (1988) reasoning about professional groups’ claims of jurisdiction, Persson's (1998) categorical and relational perspectives and Hughes' (1958) concept of dirty work. In the second study, free text answers (n = 451) from the questionnaire are examined, where the special educators describe how they and their schools have developed learning environments for recently arrived immigrant pupils in need of special educational support. The free text answers are analyzed using a qualitative content analysis (Hsieh & Shannon, 2005). This analysis is then theorized based on Skrtics´ (1991; 2005) concepts of the school system to interpret obstacles and opportunities in the development of the learning environments. The results show that the development have mainly taken place through general adaptations (one size fits all solutions), language-adapted solutions and special solutions. The analysis based on Skrtics’ concepts shows how the machine and professional bureaucracy can act as an obstacle to the development of learning environments for recently arrived immigrant pupils in need of special educational support. The thesis helps to bring together the results from the two studies. A developed contextualization is made, and the results from the two studies are discussed in relation to previous research and theoretical points of departure. Abbott's (1988) reasoning on claims of jurisdiction and Skrtics’ conceptions of the school system (1991; 2005) are combined to get a deeper understanding of the deadlocks that may exist in the bureaucratic system.
37.	Johansson, Anna, et al. (författare) Special needs educators' roles and work in relation to recently arrived immigrant pupils in need of special educational support 2021 Ingår i: Journal of Research in Special Educational Needs. - : WILEY. - 1471-3802. ; 21:4, s. 355-367 Tidskriftsartikel (refereegranskat)abstract Migration to Europe in recent years has made the issue of educational support for recently arrived immigrant pupils critically important, and, especially for pupils who are in need of special educational support. Schools in Sweden have special needs educators (SNEs) supporting pupils in need of special education, but little is known about the work of SNEs in regard to special educational support for recently arrived immigrants. This article reports the results of 483 SNEs answering a survey on their views of their role and work tasks in relation to recently arrived immigrant pupils in need of special educational support in Swedish compulsory schools. SNEs report that their actual tasks include compiling individual educational plans (IEPs), developing learning environments, and supervising staff. Less than 50% of the participants responded that they work directly with the pupils, and around 19% of the SNEs wanted to do more of such work. Class and subject teachers and mother tongue tutors are the occupational groups seen as providing the most support for recently arrived immigrant pupils. The empirical results are discussed from different theoretical perspectives on special education (Emanuelsson, 2001; Persson, 1998), Hughes' (1958) concept of 'dirty work' and Abbott's theory of profession (1988).
38.	Johansson, Anna, et al. (författare) The Professional Role of Special Needs Educators in Sweden Related to Special Support and Development of Learning Environments for Immigrant Students 2023. - 1 Ingår i: Inclusion and Special Needs Education for Immigrant Students in the Nordic Countries. - London : Routledge. - 9781003327554 Bokkapitel (refereegranskat)abstract This chapter is based on a study aimed at deepening our knowledge about SNEs’ work and the development of learning environments in relation to special educational needs (SEN) and special needs education for immigrant students. The study’s result is based on a survey answered by Swedish special needs educators (SNEs). The importance of this research can, for example, be seen through statistics showing difficulties for immigrant students to qualify for upper secondary school in Sweden. The results from the study indicate that SNEs are somewhat detached from the direct work with these students. Instead, SNEs devote time to administration and supervision. Direct support is provided by tutors in the students’ mother tongue, class and subject teachers. When SNEs describe developments of learning environments for immigrant students at their schools, small groups and individual teaching for language learning appear to exist in parallel with general solutions (i.e., “one size fits all” approach). The chapter questions the extent to which the Nordic model, characterized by an ambition to create democratic learning environments, provides equal opportunities for all learners and creates inclusive schools.
39.	Johansson, Anna, et al. (författare) The Professional Role of Special Needs Educators in Sweden Related to Special Support and Development of Learning Environments for Immigrant Students 2023 Ingår i: Inclusion and Special Needs Education for Immigrant Students in the Nordic Countries. - : Routledge. - 9781032355900 - 9781003807872 - 9781032355894 Bokkapitel (refereegranskat)abstract This chapter is based on a study aimed at deepening our knowledge about SNEs’ work and the development of learning environments in relation to special educational needs (SEN) and special needs education for immigrant students. The study’s result is based on a survey answered by Swedish special needs educators (SNEs). The importance of this research can, for example, be seen through statistics showing difficulties for immigrant students to qualify for upper secondary school in Sweden. The results from the study indicate that SNEs are somewhat detached from the direct work with these students. Instead, SNEs devote time to administration and supervision. Direct support is provided by tutors in the students’ mother tongue, class and subject teachers. When SNEs describe developments of learning environments for immigrant students at their schools, small groups and individual teaching for language learning appear to exist in parallel with general solutions (i.e., “one size fits all” approach). The chapter questions the extent to which the Nordic model, characterized by an ambition to create democratic learning environments, provides equal opportunities for all learners and creates inclusive schools.
40.	Jortveit, Maryann, et al. (författare) A Comparative Study of Norwegian and Swedish Special Educators’ Beliefs and Practices 2020 Ingår i: European Journal of Special Needs Education. - : Informa UK Limited. - 0885-6257 .- 1469-591X. ; 35:3, s. 350-365 Tidskriftsartikel (refereegranskat)
41.	Khoshaba, Samir, et al. (författare) Teori och praktik i professionsutbildningar 2007 Ingår i: Teori och praktik. - Växjö : Repro, Växjö universitet. - 9789176365625 Bokkapitel (populärvet., debatt m.m.)
42.	Klang, Nina, 1978-, et al. (författare) A Cooperative Learning Intervention to Promote Social Inclusion in Heterogeneous Classrooms 2020 Ingår i: Frontiers in Psychology. - : Frontiers Media SA. - 1664-1078. ; 11 Tidskriftsartikel (refereegranskat)abstract Concerning challenges with the social inclusion of children with special educational needs (SEN), it is imperative to evaluate teacher interventions that promote social inclusion. This study aimed to investigate the effects of cooperative learning (CL) intervention on social inclusion. In addition, it was investigated to what degree CL implementation affected the outcomes. Fifty-six teachers of 958 fifth-grade children were randomly selected to intervention and control groups upon recruitment to the study. The intervention teachers received training and coaching in CL and implemented this approach three to four times a week for 15 weeks. The results showed a significant but small effect of CL on children’s social acceptance, but no significant effect on children’s friendships and perceptions of classroom relationships. The degree of CL implementation had effect on children’s social acceptance, but the effect was not consistent across social acceptance measures as a friend or a groupmate. Thus, it can be concluded that CL, conducted with the length and intensity of this study, may not lead to substantial changes in the social inclusion of children with SEN. In future studies, more focus needs to be devoted to teacher implementation of the CL approach.
43.	Klang, Nina, 1978-, et al. (författare) Instructional Practices for Pupils with an Intellectual Disability in Mainstream and Special Educational Settings 2020 Ingår i: International journal of disability, development and education. - : Taylor & Francis. - 1034-912X .- 1465-346X. ; 67:2, s. 151-166 Tidskriftsartikel (refereegranskat)abstract The inclusion agenda has influenced education systems around the world, resulting in better access to mainstream education for pupils with special educational needs (SEN). While numerous studies have compared outcomes of pupils with SEN in mainstream and special educational settings, research on the specific characteristics of these settings remains scarce. In this study a survey was conducted with teachers of pupils with an intellectual disability in mainstream (N?=?254) and special educational settings (N?=?392) in Sweden to investigate differences in instructional practices between these settings. The results showed that teachers? in the two settings devoted approximately similar amount of time to learner- centred and teacher-centred activities respectively, which slightly more focus on teacher-centred activities in both settings. The results of a Mann-Whitney U-test revealed that teachers in mainstream educational settings, in comparison with teachers in special educational settings, reported significantly higher expectations of pupils? performance but lower focus on supporting pupils? social participation. Support of pupils? social participation may be an important characteristic of special educational settings, and there is a need to further explore how knowledge of teacher practices in special educational settings may be used to support pupil?s social participation in mainstream settings.
44.	Knutsson, Susanne, 1967-, et al. (författare) An application of the caritative caring approach - nursing students' experiences of practising caring and uncaring encounters by simulation at a clinical training centre 2022 Ingår i: International Journal of Qualitative Studies on Health and Well-being. - : Taylor & Francis Group. - 1748-2623 .- 1748-2631. ; 17:1 Tidskriftsartikel (refereegranskat)abstract Purpose Nurses' lack of competence to be caring affects patients' health and patients describe a desire for more individual and compassionate care. Nursing education tends, however, to focus less on the caring approach in nursing practice and more on developing knowledge in psychomotor skills. The aim of this study was to describe nursing students' experiences of simulating caring and uncaring encounters founded on the caritative perspective at a Clinical Training Centre (CTC). Method A qualitative, inductive approach using a qualitative latent content analysis. Written reflections of 49 students were analysed. Findings By intertwining reflection with acting and observation, the students experienced that they achieved an open mind and gained an understanding of how important it was to treat the patient based on a caring approach. To act, first uncaring and thereafter caring, gave them an awakening. The students were touched and an overwhelming feeling of suddenly understanding human uniqueness and vulnerability appeared. Conclusions To simulate caritative caring and uncaring encounters at the CTC enhanced students' knowledge and understanding about caring and strengthened their prerequisites to acquire a caritative ontological basic view and attitude which in the long run may lead to an increased feeling of patient well-being in the encounter.
45.	Koldestam, Maria, 1968- (författare) MILO - A Conceptual Learning Model Grounded in a Hermeneutical and a Caritative Caring Perspective : Development and Evaluation 2024 Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract Aim: The overall aim was to develop and evaluate a conceptual learning model grounded in a caritative caring perspective aimed to facilitate undergraduate nursing students’ learning during clinical practice.Methods: This thesis comprises four studies with a descriptive explorative design overall. In the inductively applied research, different designs using both qualitative and quantitative methods, were used. Studies I–III used qualitative methods; data for study I were collected using the Delphi method and analysed using qualitative data analysis. In study II, data were collected using focus group interviews and analysed using latent content analysis. In study III, data were collected using individual interviews and analysed using a phenomenographic approach. Study IV used quantitative methods and data were collected using a questionnaire and analysed using statistical methods.Results: Study I resulted in a conceptual learning model grounded in hermeneutics and a caritative caring perspective. The Model for Improvement in Learning Outcomes (MILO) encompasses eight concepts: four intrapersonal, i.e. the students’ own characteristics, reflecting understanding, and four contextual concepts, i.e. environmental concepts, reflecting structure. Study II showed that students’ learning is facilitated as a result of natural actions and elements that occur in daily life, integrating natural caring with professional caring. Studies III and IV showed that students’ learning was a gain in knowledge and understanding of supportive elements for learning and the perspective of the patients, and a gain in engagement and dedication. Study IV also showed that the intrapersonal concepts were valued more than the contextual concepts in the three different semesters studied. The use of the applications was valued more at the start of the students’ education. Some of the concepts and their applications had not been used in accordance with MILO’s implementation in the region involved.Conclusions: The fundamentals needed to become a professional caring nurse include having compassion and competence. Undergraduate nursing students’ learning during clinical practice needs to be facilitated by a theoretical foundation establishing an ethical bearing, by knowledge and understanding of one self and of the patient as a whole, and by challenged learning using a diversity of tools to achieve the intended outcome of better health and well-being for the patient.
46.	Koldestam, Maria, 1968-, et al. (författare) Undergraduate nursing student's attitudes to learning during clinical practice in different semesters when using a conceptual learning model grounded in a caritative caring perspective – A cross-sectional study 2023 Ingår i: Scandinavian Journal of Caring Sciences. - : John Wiley & Sons. - 0283-9318 .- 1471-6712. Tidskriftsartikel (refereegranskat)abstract Aim:To describe undergraduate nursing students' attitudes to learning during clinical practice in different semesters when using the conceptual learning model, Model for Improvements in Learning Outcomes (MILO) grounded in a caritative caring perspective.Background: With the intention to support interlinking between theory and praxis and offer understanding and structure to facilitate learning, MILO, theoretically grounded in hermeneutics and a caritative caring perspective based on ethical values, was implemented. MILO consists of four contextual concepts (peer learning, co-clinical teachers, student-centred and student-active supervision) and four intrapersonal concepts (nursing, a reflective approach, a critical approach, quality and safety).Methods: A descriptive comparative quantitative study design was applied at a Swedish university, 3 hospitals and 13 municipalities in one county. Cross-sectional data collected via a questionnaire developed to assess attitudes to learning related to MILO's contextual and intrapersonal concepts and their applications were used.Results: 209 students in semester 3, 4 and 6 participated in 6 different clinical practice courses. In comparison, intrapersonal concepts, that is, the student's own characteristics and abilities were viewed to be of greater value for learning than contextual, that is, organisational-related concepts in all semesters. Understanding the needs of others and reflective learning were rated to be of major importance. Students in semester 3 valued the use of the applications the highest. To be supervised in pairs was rated the lowest in semester 6. Some of the concepts and their applications were to great extent not applied.Conclusions: In all semesters, fundamentals in caritative caring and characteristics and abilities related to the individual student were rated to be of greater importance for learning than environmental support. Providing students opportunities to develop independency seems essential. Use of a learning model such as MILO is dependent on a bearing of a caritative caring culture and a shared understanding between all involved in student learning during clinical practice.
47.	Kronqvist Håård, Malin (författare) Technologies of Power in a State-initiated School Improvement Programme : Governing by school self-improvement 2024 Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract This thesis investigates the power dynamics between state and municipal actors within the state-initiated school improvement program, Co-operation for the Best School Possible (CBS). CBS can be seen as an example of the numerous reforms driven by the global education reform movement (GERM), which is rooted in neoliberal ideologies. The thesis aims to illuminate how power operates within the CBS program, focusing on the construction and regulation of local school actors. It explores the intricate power relations between the Swedish National Agency for Education (SNAE) and local school actors, including headteachers, local education authorities and local politicians.A Foucauldian perspective serves as the overarching analytical framework, incorporating key concepts such as governmentality, sovereign, disciplinary, and pastoral power, along with neoliberalism, discourse, and resistance. The study also employs soft governance and policy instruments. The research adopts a case study approach, utilising data collected through interviews, meeting observations, and documents from a municipality, as well as national policy documents. The analysis methods include narrative discourse analysis, thematic analyses, and a scoping review.The findings underscore the constitutive role of language in official policy texts and how local actors are governed through policy instruments such as carrots, sticks, and sermons. From a Foucauldian perspective, local school actors are identified as deviant under the normalising gaze of experts, internalising state-imposed norms and standards. Subtler methods of steering involve pastoral techniques, such as self-evaluation, requiring local actors to reflect on their weaknesses and how to better themselves. The Systematic Quality Assurance (SQA) work exemplifies a self-monitoring trend in education, where schools continuously self-evaluate based on preset standards, combining disciplinary, sovereign, and pastoral power to improve performance. The SNAE functions as both a monitor and a pastor, providing the local actors with a roadmap to redemption.Eight years after CBS’s implementation, research on its various aspects remains limited. This thesis contributes to understanding how power technologies operate in large-scale school improvement initiatives like CBS. It addresses gaps in existing research by examining how power functions in public education and how neoliberal reforms shape the professional identities and practices of local school actors.
48.	Lindqvist, Camilla A, et al. (författare) Peripheral T Lymphocytes, Including FoxP3+ T-Cells, Exhibit a Cytotoxic Phenotype in Patients with B-Cell Lymphoma Annan publikation (övrigt vetenskapligt/konstnärligt)abstract Recent studies have shown that high levels of FoxP3+ cells within lymphoma-affected lymph nodes are associated with a better outcome of patients with B-cell lymphoma. This finding is opposite to what has been seen in patients with solid non-hematopoietic tumors. In an attempt to better understand the role of FoxP3+ cell in lymphoma, we collected peripheral blood from 17 patients and determined the level of T regulatory cells (CD3+CD4+FoxP3+CD127low lymphocytes) and FoxP3+CD127high T-cells (CD3+CD4+FoxP3+CD127high lymphocytes). The two subgroups of FoxP3+ T-cells, as well as conventional FoxP3- T-cells, were further analyzed for presence of cytotoxic markers such as FasL and CD107a. Patient plasma was analyzed for the immunosuppressive cytokines IL-10 and TGF-β. Finally, the proliferative capacity of T-cells was assessed using Alamar Blue assay. In lymphoma patients, both FoxP3+ T-cells and conventional T-cells had elevated levels of cytotoxic markers. No significant increase in IL-10 or TGF-β was detected and most patient T-cells had a normal proliferative capacity. This is the first, to our knowledge, study showing a cytotoxic phenotype of FoxP3+ T-cells in patients with B-cell lymphoma.
49.	Lindqvist, Camilla A., et al. (författare) T regulatory cells control T-cell proliferation partly by the release of soluble CD25 in patients with B-cell malignancies 2010 Ingår i: Immunology. - : Wiley. - 0019-2805 .- 1365-2567. ; 131:3, s. 371-376 Tidskriftsartikel (refereegranskat)abstract Interleukin-2 (IL-2) is one of the most studied cytokines driving T-cell proliferation, activation and survival. It binds to the IL-2 receptor consisting of three chains, the alpha (CD25), beta and common gamma (gammac). The binding of the CD25 chain to IL-2 is necessary to expose high-affinity binding sites for the beta and gammac chains, which, in turn, are responsible for downstream signalling. A high level of soluble CD25 (sCD25) has been associated with a poor prognosis in patients with non-Hodgkin's lymphoma. The function and source of origin of this soluble receptor is not well investigated. In the present study we hypothesized that T regulatory (Treg) cells may release CD25 to act as a decoy receptor for IL-2, thereby depriving T-effector cells of IL-2. Peripheral blood from patients with B-cell malignancies (n = 26) and healthy controls (n = 27) was investigated for the presence and function of FoxP3(+) Treg cells and sCD25 by multi-colour flow cytometry and enzyme-linked immunosorbent assay. Further, the proliferative capacity of T cells was evaluated with or without the presence of recombinant sCD25. The results demonstrate that Treg cells from patients had lower CD25 expression intensity and that they released CD25 in vitro. Further, high levels of Treg cells correlated with sCD25 plasma concentration. Recombinant sCD25 could suppress T-cell proliferation in vitro. In conclusion, the release of sCD25 by Treg cells may be a mechanism to deprive IL-2 and thereby inhibit anti-tumour T-cell responses.
50.	Lindqvist, Camilla, et al. (författare) Both CD4(+) FoxP3(+) and CD4(+) FoxP3(-) T cells from patients with B-cell malignancy express cytolytic markers and kill autologous leukaemic B cells in vitro. 2011 Ingår i: Immunology. - : Wiley. - 0019-2805 .- 1365-2567. ; 133:3, s. 296-306 Tidskriftsartikel (refereegranskat)abstract P>Cytotoxic CD4+ T cells have been found in patients with chronic lymphocytic leukaemia (CLL) and seem to be involved in the regulation of malignant B cells. The CD4+ T regulatory cells (Tregs) can regulate various immune cells, including B cells, by inducing their apoptosis. Hence, different subgroups of CD4+ T cells may be involved in the regulation of malignant B cells. In this study, the cytotoxic phenotype and function of various CD4+ T-cell subgroups were investigated in patients with B-cell malignancies. Peripheral blood was collected from patients with CLL, various B-cell lymphomas, healthy adult donors, children with precursor B-cell acute lymphoblastic leukaemia (pre-B ALL) and from healthy children. CD4+ T cells (CD3+ CD4+ FoxP3-), Tregs (CD3+ CD4+ CD127low FoxP3+) and CD127high FoxP3+ T cells (CD3+ CD4+ CD127high FoxP3+) were analysed for their expression of the cytolytic markers CD107a and Fas ligand. Patients with CLL had increased CD107a expression on all tested T-cell subgroups compared with healthy donors. Similar results were found in patients with B-cell lymphomas whereas the CD107a expression in children with pre-B ALL was no different from that in healthy controls. Fas ligand expression was similar between patient cells and cells of healthy donors. CD4+ T cells and Tregs from patients with CLL and healthy donors were subsequently purified and cultured in vitro with autologous B cells. Both subgroups lysed B cells and killing was confirmed by granzyme ELISAs. In conclusion, cytotoxic populations of CD4+ T cells, including Tregs, are present in patients with B-cell malignancy and may be an important factor in immune-related disease control.

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