| 1. |
- Mangrio, Elisabeth, et al.
(författare)
-
Newly arrived refugee parents in sweden and their experience of the resettlement process : A qualitative study
- 2020
-
Ingår i: Scandinavian Journal of Public Health. - : Sage Publications. - 1403-4948 .- 1651-1905. ; 48:7, s. 699-706
-
Tidskriftsartikel (refereegranskat)abstract
- Aims: The Swedish public support system for integration and establishment of newly arrived refugees includes an individualized introduction plan, containing language, civic and health information classes. As the plan requires active involvement, the simultaneous establishment of childcare and school start for children risks creating additional challenges and frustrations. The aim of the study was to explore the experience of adjustment among newly arrived refuge parents in the resettlement process, so as to understand how this risk may be mitigated. Methods: A qualitative study conducted with 24 Syrian refugee parents participating in the resettlement process and having received asylum status. Results: Parents experienced stress due to long waiting times for residence permits and the struggle to find stable housing. The parents established themselves by enrolling in language studies and looking for employment. They also faced challenges adjusting socially since they were mainly meeting people from their own country and therefore felt excluded from the Swedish society. Conclusions: The parents describe the experiences of having escaped from a war-torn country and arrived in new surroundings as mainly challenging for their current situation. Feelings of uncertainty arise as families struggle with daily life while waiting for residence permits, finding stable housing, learning a language and adjusting to new social circumstances. Having this in mind, we conclude that this group of refugees is exposed to health risks in the near future and as such is in need of additional support.
|
|
| 2. |
- Mangrio, Elisabeth, 1978-, et al.
(författare)
-
Nyanlända flyktingars upplevelse av hälsa under etableringen i Sverige : Delrapport från MILSA 2.0
- 2020
-
Rapport (populärvet., debatt m.m.)abstract
- BakgrundMigration överlag är en faktor som kan leda till ökade stressnivåer bland migranter vilket ofta kan bero på de omständigheter som förekommit kring själva flykten. Efter att de nyanlända anlänt till värdlandet väntar ofta en period av osäker väntan på uppehållstillstånd vilket har tydligt visat sig korrelera negativt med den psykiska hälsan. I samband med beviljat uppehållstillstånd påbörjas en rad stödinsatser för etablering i samhället. I Sverige erbjuds alla nyanlända att delta i etableringsprocessen vilken innebär ett individanpassat stöd för den nyanländes etablering i samhället. En grundförutsättning för ett aktivt deltagande i etableringsprocessen är en god hälsa samt en stabil tillvaro i form av en trygg boendesituation. En särskilt utsatt grupp bland de nyanlända är familjer med barn där utmaningarna med etableringen är betydligt mer skiftande jämfört med de ensamstående. Dessutom utgör nyanlända kvinnor av olika anledningar en särskilt utsatt grupp. Det är därmed av vikt att närmare belysa hur de nyanlända familjerna och särskilt de nyanlända kvinnorna ser på sin hälsa och sin situation under etableringsprocessen i Sverige.SyfteSyftet med studien var att belysa nyanlända familjers upplevelse av hälsa under det att de deltar i etableringsprocessen samt att särskilt belysa nyanlända kvinnors situation under etableringen.Material och metodFöreliggande rapport utgörs av två delstudier genomförda med kvalitativ forskningsmetod. Båda delstudierna har baserats på insamlat material genom kvalitativa intervjuer. Intervjuerna har baserats på semi-strukturerade frågescheman som innebär att ett antal övergripande frågor eller teman använts som utgångspunkt vid intervjuerna. Totalt genomfördes 26 intervjuer varav 15 med fokus på familjer och 11 med fokus på kvinnornas situation. Det insamlade materialet har i den första delstudien bearbetats med Attride-Stirlings metod i form av ett tematiskt nätverk och i den andra delstudien med Burnards metod för innehållsanalys. Eftersom det förekommer svårigheter med språket så tidigt inpå flykten till Sverige genomfördes intervjuerna med hjälp av auktoriserade tolkar. Alla intervjuer utfördes i Skåne län.SlutsatsNyanlända familjer i etableringen kämpade med väntan på ett erhålla uppehållstillstånd och utmanades även av att hitta ett stabilt boende för sina familjer. Barnen trivdes bra i skolan och föräldrarna drevs av att lära sig det svenska språket samt att komma in på arbetsmarknaden. Detta upplevdes dock10som en utmaning. En del av föräldrarna led även av att ha familjemedlemmar kvar i hemlandet och utmanades av den nya sociala situationen i Sverige. Vad gäller kvinnornas situation specifikt framkom det att återföreningen med familjemedlemmar var viktig eftersom saknaden efter dem ansågs kunna påverka den psykiska hälsan negativt. Kvinnorna i studien verkade vara ivriga till att lära sig språket och att komma in på arbetsmarknaden.Sammanfattningsvis är det viktigt att påpeka att föreliggande undersökning avsåg att studera upplevelsen av hälsa men att detta tema av respondenterna besvarades i relation till hälsans bestämningsfaktorer såsom arbetslöshet, delaktighet och svenskt socialt nätverk samt trygg boendesituation.
|
|
| 3. |
- Stenberg, Marie, et al.
(författare)
-
Collaboration between first year undergraduate nursing students : A focused ethnographic study
- 2022
-
Ingår i: Nurse Education in Practice. - : Elsevier. - 1471-5953 .- 1873-5223. ; 64
-
Tidskriftsartikel (refereegranskat)abstract
- AIM: The aim was to explore collaboration between first year undergraduate nursing students in a three-year bachelor program during clinical skills lab practices.BACKGROUND: The ability to collaborate is important in the nursing profession to ensure patient safety. Thus, efforts supporting nursing students with learning activities emphasizing this ability is crucial in nurse education as a preparation for the requirements of the nursing profession. Collaborative learning models are described as ways that support the students' interaction during education. However, collaboration between students has shown to have challenges such as negative competition and confrontations. This stresses the need to explore the collaboration between students to find ways to support the interaction.DESIGN: The study was conducted with a focused ethnographic approach.METHOD: Data were generated by participant observations during one semester, involving 70 h observation of 87 first year nursing students for 6 months and 24 training sessions in clinical skills lab practices. Two focus group discussions were used to elaborate students' views of collaboration and to provide an opportunity for follow up questions and interpretations from the observations. Field notes and focus group discussions were interpreted as one unit of analysis conducted with thematic network analysis. A global theme were synthesized from organizational and additional basic themes presenting the overall metaphor of the students' collaboration.RESULT: The global theme, Between adaptation and non-conformity, revealed a field of tension in the nursing students' collaboration. One the one hand, the global theme involved the students' ability to adopt to new knowledge and to being a nursing student in a clinical skills lab and to others' perspective. On the other hand, non-conformity creates a collaboration with less reflection between the students and non-synchronized and time-consuming laboratory work.CONCLUSION: Collaborative activities in nurse education fosters and challenges nursing students' collaboration required for clinical practices and later in the nursing profession. By the presented scaffolding efforts, nurse educators can arrange a learning environment that can support the collaboration between students and facilitate the transition into the profession.
|
|
| 4. |
- Stenberg, Marie, et al.
(författare)
-
Formative peer assessment in higher healthcare education programmes : a scoping review
- 2021
-
Ingår i: BMJ Open. - : BMJ Publishing Group Ltd. - 2044-6055. ; 11:2
-
Forskningsöversikt (refereegranskat)abstract
- Objectives Formative peer assessment focuses onlearning and development of the student learning process.This implies that students are taking responsibility forassessing the work of their peers by giving and receivingfeedback to each other. The aim was to compile researchabout formative peer assessment presented in higherhealthcare education, focusing on the rationale, theinterventions, the experiences of students and teachersand the outcomes of formative assessment interventions.Design A scoping review.Data sources Searches were conducted until May 2019in PubMed, Cumulative Index to Nursing and Allied HealthLiterature, Education Research Complete and EducationResearch Centre. Grey literature was searched in LibrarySearch, Google Scholar and Science Direct.Eligibility criteria Studies addressing formative peerassessment in higher education, focusing on medicine,nursing, midwifery, dentistry, physical or occupationaltherapy and radiology published in peer-reviewedarticlesor in grey literature.Data extractions and synthesis Out of 1452 studies,37 met the inclusion criteria and were critically appraisedusing relevant Critical Appraisal Skills Programme, JoannaBriggs Institute and Mixed Methods Appraisal Tool tools.The pertinent data were analysed using thematic analysis.Result The critical appraisal resulted in 18 includedstudies with high and moderate quality. The rationale forusing formative peer assessment relates to giving andreceiving constructive feedback as a means to promotelearning. The experience and outcome of formativepeer assessment interventions from the perspectiveof students and teachers are presented within threethemes: (1) organisation and structure of the formativepeer assessment activities, (2) personal attributes andconsequences for oneself and relationships and (3)experience and outcome of feedback and learning.Conclusion Healthcare education must considerpreparing and introducing students to collaborativelearning, and thus develop well-designedlearningactivities aligned with the learning outcomes. Since peercollaboration seems to affect students’ and teachers’experiences of formative peer assessment, empiricalinvestigations exploring collaboration between studentsare of utmost importance.
|
|
| 5. |
- Stenberg, Marie, et al.
(författare)
-
Preceptors' experiences of using structured learning activities as part of the peer learning model : A qualitative study
- 2020
-
Ingår i: Nurse Education in Practice. - : Elsevier. - 1471-5953 .- 1873-5223. ; 42
-
Tidskriftsartikel (refereegranskat)abstract
- The clinical environment is a vital component of nurse education, constantly changing due to constraints of the current health care systems such as increasing number of students and a limited number of preceptors. Peer learning, is gaining momentum as an educational model highly suitable for clinical placements. The peer learning model incorporates structured learning activities that support student activity, but little is reported of the actual structure and content of those activities. Thereby, the aim of this study was to explore precepting nurses’ experience of using structured learning activities as part of the peer learning model during clinical placement. We used a qualitative research approach, using two open self-administered global questions. The result is based on the analysis of the written responses from 62 preceptors. Four categories followed the analysis: An opportunity for collaboration, An occasion for reflection, A new educational structure, and Recommendations for development. The preceptors perceived the structured learning activities as beneficial for increased collaboration and reflection among students. Moreover, utilizing the structured learning activities was perceived to be time saving for the preceptors, however this is an area where further research is needed.
|
|
| 6. |
- Stenberg, Marie, et al.
(författare)
-
Supporting each other towards independence : A narrativeanalysis of first‐year nursing students' collaborative process
- 2024
-
Ingår i: Nursing Inquiry. - : John Wiley & Sons. - 1320-7881 .- 1440-1800.
-
Tidskriftsartikel (refereegranskat)abstract
- Collaboration for nursing is a core competence and therefore educational interventions are essentials for collaborative skills. To identify such interventions, we carried out a study to understand nursing students' collaborative process. A narrative inquiry method was used to explore the collaborative process of first-year undergraduate nursing students. The analysis was conducted on field notes from 70 h of observation of 87 nursing students' collaboration during skills lab activities. It also included transcriptions of four focus group discussions with 11 students. The results are presented as a sequential process of (1) navigating in unfamiliar territory, (2) navigating together to cope, and (3) navigating together towards independency and the future nursing profession. We identified a transition from teacher-led assistance and guidance to student interdependency and reciprocal learning, ending with student-led assistance supporting independency. In line with Vygotsky's theory of zone of proximal development, different scaffolding interventions are needed depending on where the students are in the collaborative process.
|
|
| 7. |
- Axelsson, Malin, 1964-, et al.
(författare)
-
Translation and validation of the Swedish version of the IPECC-SET 9 item version
- 2022
-
Ingår i: Journal of Interprofessional Care. - : Taylor & Francis. - 1356-1820 .- 1469-9567. ; 36:6, s. 900-907
-
Tidskriftsartikel (refereegranskat)abstract
- Interprofessional Education (IPE) is essential to prepare future health-care professionals for collaborative practice, but IPE requires evaluation. One psychometrically sound instrument is the Interprofessional Education Collaborative Competence Self-Efficacy Tool consisting of nine items (IPECC-SET 9). This tool does not, to date, exist in a Swedish version. Therefore, the aim of this study was to translate and validate the Swedish version of the IPECC-SET 9. The English version was translated into Swedish and tested among 159 students in the 3-year Bachelor Programs in Nursing and in Biomedical Laboratory Science. The psychometric analysis was guided by a Rasch model, which showed that the items functioned well together, confirming unidimensionality, and that the person misfit was also lower than the set criterion. The separation index was 2.98, and the Rasch-equivalent Cronbach-alpha measure was estimated to .92, supporting internal consistency. No systematic differences on item level in IPECC-SET 9 further supported fairness in testing. The Swedish IPECC-SET 9 demonstrates sound psychometric properties and has the potential to be used as a measure of self-efficacy for competence in interprofessional collaborative practice among health profession students. However, the IPECC-SET 9 is recommended to be further tested in larger samples representing the entirety of health-care teams.
|
|
| 8. |
|
|
| 9. |
- Carlson, Elisabeth
(författare)
-
Peer Learning och strukturerade läraktiviteter
- 2022. - 1
-
Ingår i: Studenthandledning i vårdande verksamhet. Teoretiska utgångspunkter och didaktiska metoder. - Stockholm : Liber. - 9789147140329 ; , s. 194-207
-
Bokkapitel (övrigt vetenskapligt/konstnärligt)
|
|
| 10. |
- Carlson, Elisabeth, et al.
(författare)
-
Students´ Experiences of Participation in a Research Team : Evaluation of a Research-based Teaching Activity in HigherEducation
- 2022
-
Ingår i: International Journal for the Scholarship of Teaching & Learning. - : Faculty Center at Georgia Southern University. - 1931-4744. ; 16:3
-
Tidskriftsartikel (refereegranskat)abstract
- AbstractIn Sweden as well as internationally the teaching and research nexus has been described as the defining charac-teristics of higher education promoting generic skills such as information analysis and critical reflection. Vertically Integrated Projects has been proposed as one educational strategy where research and teaching are linked by in-viting students to take active part in actual research projects. The strategy is well aligned to Scholarship of teaching and learning enabling the transition from a teacher-centred accepted knowledge to a student-centred perspective where students are invited as producers of knowledge. The aim of the current study was to explore students’ experiences of participation in a research-based learning activity with academia and industrial partners, designed as a qualitative explorative study using focus group interviews. Findings describe not only factors students find motivating for learning, but also their experience of being part of professional life with its benefits and challenges.
|
|
