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- Eriksson Tinghög, Mimmi, 1973-
(författare)
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An eye opener, but mostly for others : Employees’ perceptions on workplace alcohol education programmes
- 2013
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Ingår i: Health Education. - : Emerald. - 0965-4283 .- 1758-714X. ; 113:2, s. 144-159
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Tidskriftsartikel (refereegranskat)abstract
- Purpose – The aim of this study is to examine the rarely heard opinions of participants in alcohol educations – in this case, employees at three workplaces. What opinions were found in relation to the initiative, its content and effects, and what are the underlying notions from which these opinions derive?Design/methodology/approach – The study material consisted of ten group interviews and questionnaire responses (n:298) with both fixed and open response alternatives. The data were analysed using thematic analysis and frequency tables.Findings – The alcohol educations appear to be perceived as legitimate and relatively unproblematic. Most opinions focused on the basic approaches used in alcohol education programmes at a more general level; there should be no lecturing and no moralizing and the content and lecturer should be trustworthy. One important finding is that education programmes like these are perceived as being useful, but mostly for others. These opinions appeared to be associated with two overarching themes in particular: paternalism and beneficence.Originality/value – The results of the study provide some idea of the value placed on education programmes of this kind from the perspective of the participants. Alcohol education programmes are perceived as being important and justified since they produce benefits for others, for those at risk. If the education programme is presented as being health promotive rather than risk reducing it is more likely to be perceived as relating to everyone, not only “the others”. The results may be of relevance for those planning and performing many types of health education programmes.
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- Geidne, Susanna, 1975-, et al.
(författare)
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The implementation process of alcohol policies in eight Swedish football clubs
- 2013
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Ingår i: Health Education. - : Emerald. - 0965-4283 .- 1758-714X. ; 113:3, s. 196-215
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Tidskriftsartikel (refereegranskat)abstract
- Purpose – Alcohol stands in an ambiguous relationship to sports, and there is a common belief that participation in sports prevents alcohol consumption. Although this is not always the case, sports clubs can be important settings for health promoting alcohol policy interventions .The purpose of this paper is to explore the process of implementing alcohol policies in eight football clubs in Sweden and, in particular, how the implementation process is conveyed in the clubs’ alcohol policy projects, the similarities and differences between this case study and Durlak and DuPre's implementation model and the recommendations for successful alcohol policy implementation in relation to the result.Design/methodology/approach – In total, 15 semi-structured interviews on the subject of sports’ club alcohol policies were conducted with project leaders and board members from eight sports clubs. The interviews were analysed using Durlak and DuPre's model of factors affecting implementation processes.Findings – The results show that almost all the factors in Durlak and DuPre's model were comprehensively manifested in the football clubs’ alcohol policy projects, although with slightly different significance and emphases.Practical implications – The results are discussed in relation to recommendations for successful alcohol policy implementation in sports clubs. Recommendations are presented in six areas: an explicit message; fit; internal policy dissemination; alcohol policy as a part of overall policy; support; and actors.Originality/value – Many sports clubs do an excellent job of implementing alcohol policies successfully and it is imperative to incorporate their “good” practices into research and provide assistance to those whose policies and practice are less developed.
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- Kostenius, Catrine
(författare)
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Student-driven health promotion activities
- 2013
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Ingår i: Health Education. - 0965-4283 .- 1758-714X. ; 113:5, s. 407-419
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Tidskriftsartikel (refereegranskat)abstract
- Purpose - The aim was to examine how students experienced creating, leading and praticipating in student-driven health promoting activities in cooperation with their teacher. Design/methodology/approach - Inspired by the PAAR method (participatory appreciative action research) 19 Swedish students, ages 10-11 participated in health promotion work in the classroom through creating, leading, participating in and evaluating their own and their peers’ health promoting activities.Findings - The analysis of the student’s health promoting activities resulted in three themes; (i) the friendly touch (ii) the outdoor run for fun (iii) the sounds of well-being, including health promotion tools such as music, massage, physical activity and the outdoors.Originality/value - The comprehensive understanding of how students experienced creating, leading and participating in student-driven health promoting activities in cooperation with their teacher, revealed three key points; i) When students were asked to choose health promoting activities, they were not only in line with existing research but were able to reflect on how to develop praxis, ii) Students are competent to lead health promoting activities with the support of their teacher and participating in health promoting activities lead by their peers, iii) The group assignment in this study offer one example of implementing health promoting activities in school to increase health literacy
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- Manninen, Katri, et al.
(författare)
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Authenticity in learning : nursing students' experiences at a clinical education ward
- 2013
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Ingår i: Health Education. - : Emerald Group Publishing Limited. - 0965-4283 .- 1758-714X. ; 113:2, s. 132-143
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Tidskriftsartikel (refereegranskat)abstract
- Purpose: This study aims to explore and understand first year nursing students' experiences of learning at a clinical education ward.Design/methodology/approach: The setting is a clinical education ward for nursing students at a department of infectious diseases. A qualitative study was carried out exploring students' encounters with patients, supervisors, students and other health care professionals. A total of 19 students were interviewed. Data were analyzed using qualitative content analysis investigating both the manifest and the latent content.Findings: The most important components in students' learning are mutual relationships and a sense of belongingness. A mutual relationship between the students and the patients is created and becomes the basis of students' learning. Belongingness means the students' experience of being for real a part of the team taking care of the patients.Research limitations/implications: The study, while linked to a particular teaching hospital, offers insights of more general nature by linking the findings to a theory of transformative learning.Originality/value: This study adds a deeper understanding of students' perspectives of significant characteristics to take into account when organizing clinical practice in health care education. Being entrusted and supported by a team of supervisors to take care of patients at a clinical education ward early in the education program provides an experience of internal and external authenticity. The students learn from, with and through the patients, which contributes to meaningful learning, understanding nursing, and professional development.
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- Hjalmarson, Helene, V, 1969-, et al.
(författare)
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Forming a learning culture to promote fracture prevention activities
- 2012
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Ingår i: Health Education. - : Emerald. - 0965-4283. ; 112:5, s. 421-435
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Tidskriftsartikel (refereegranskat)abstract
- Purpose – The purpose of this paper is to explore interprofessional experiences of incorporating fracture prevention activities in clinical practice inspired by an empowerment approach.Design/methodology/approach – Data collection consisted primarily of focus groups interviews, systematized and analyzed by the grounded theory method. The study took place in a health-care district in a county in Sweden and involved health professionals from primary health care and orthopaedic departments.Findings – The findings generated the core category forming a learning culture in managing to incorporate fracture prevention activities in clinical practice. In this learning culture, new forms of interaction with patients were practised and the collaboration developed between multidisciplinary teams added meaning and triggered personal and collective learning in particular about the need for breaking professional patterns, creating more empowering meetings, making the preventive links visible and constructing a greater sense of prevention within the community.Practical implications – The findings show that learning processes through patient-centred interaction and face-to face collaboration based on the professionals' own requests and experiences can be an important motivator to promote fracture prevention activities.Originality/value – This study provides some interprofessional elements in achieving a learning culture concerning health education and fracture prevention.
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