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- Backåberg, Sofia, 1979-, et al.
(författare)
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Is that really my movement? : Students’ experiences of a video-supported interactive learning model for movement awareness
- 2015
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Ingår i: International Journal of Qualitative Studies on Health and Well-being. - : CoAction Publishing. - 1748-2623 .- 1748-2631. ; 10
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Tidskriftsartikel (refereegranskat)abstract
- Health care staff and students have a great risk of developing musculoskeletal symptoms. One cause of this is heavy load-related work activities such as manual handling, in which the quality of individual work technique may play a major role. Preventive interventions and well-defined educational strategies to support movement awareness and long-lasting movement changes need to be developed. The aim of the present study was to explore nursing students’ experiences of a newly developed interactive learning model for movement awareness. The learning model, which is based on a life-world perspective with focus on inter-personal interaction, has been used with eleven undergraduate students from the second and final year. Each student participated in three individual video-sessions with a facilitator. Two individual interviews were carried out with each student during the learning process and one interview 12-18 months after the last session. The interviews were audio-recorded and transcribed verbatim and a phenomenological hermeneutic method inspired by Paul Ricoeur and described by Lindseth & Norberg was used to interpret the interviews and diary notes. The interpretation resulted in three key themes and nine sub-themes. The key themes were; Obtaining better preconditions for bodily awareness, Experiencing changes in one’s own movement and Experiencing challenges in the learning process. The interactive learning model entails a powerful and challenging experience that develops movement awareness. The experience of meaningfulness and usefulness emerges increasingly and alternates with a feeling of discomfort. The learning model may contribute to the body of knowledge of well-defined educational strategies in movement awareness and learning in for example preventive interventions and ergonomic education. It may also be valuable in other practical learning situations where movement awareness is required.
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| 2. |
- Backåberg, Sofia, 1979-, et al.
(författare)
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Video-based feedback combined with reflective enquiry : An interactive model for movement awareness among nursing students
- 2015
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Ingår i: Nordic Journal of Digital Literacy. - : Universitetsforlaget. - 1891-943X .- 0809-6724. ; 10:4, s. 246-264
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Tidskriftsartikel (refereegranskat)abstract
- The aim of this study is to describe an interactive model developed for movement awareness in a practical learning situation and to explore the use of video-based digital feedback and reflective enquiry in this model among nursing students. Sixteen students participated in individual interactive video sessions with a facilitator, who encouraged the students to reflect upon their own movements. Qualitative analysis showed that movement patterns were visualized, and that movement awareness and self-analysis were gradually developed. Encountering one’s own movement and reflecting on one’s own experiences appear to support motivation for movement changes.
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| 3. |
- Backåberg, Sofia, 1979-
(författare)
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Video-supported Interactive Learning for Movement Awareness : a learning model for the individual development of movement performance among nursing students
- 2016
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Aim: The overall aim of this thesis was to explore the development of a video-supported interactive learning model for movement awareness among nursing students.Methods: Study I was a cross-sectional survey regarding prevalence and impact of musculoskeletal symptoms (MSS) among nursing students. In the remaining three studies a learning model was developed and explored; II - the inter-personal interaction (qualitative content analysis), III - the students’ experiences of using the learning model (phenomenological hermeneutics), IV - the students’ learning processes (hermeneutic approach).Results: 143 of the 224 respondents in study I reported MSS during the previous 12 months and of those 91 reported impact on physical daily life activities. The odds ratio for reporting MSS study year 3 was 4.7 (95% CI: 2.1 – 10.7). Study II shows that the students’ movement awareness and self-analysis developed when encountering their own movement through video feedback. Studies III and IV show that the facilitator’s reflective and responsive approach appears to be essential in creating interaction and a permitting learning atmosphere. The students became emotionally and cognitively challenged and personally engaged, were motivated to change by discovering details in their movements and gained a greater understanding of the relationship between their own movements and current or risk for future MSS. They also experienced emotional, cognitive and bodily confusion, which was interpreted as a necessary step in the changing process.Conclusion: MSS among nursing students appears to be a problem and education regarding ergonomic movements and principles is suggested to be emphasized in the nursing curriculum. The video-supported learning model enabled encountering and discovering one’s own body and movement in different ways, which facilitated reflection and motivation for change, which was supported by the facilitator’s reflective approach. The learning model, which could contribute to multifactorial ergonomic interventions, could also support movement awareness and learning in practical learning situations within education and rehabilitation. Further research needs to study the model in different contexts and in relation to MSS prevention.
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| 6. |
- Gummesson, Christina, et al.
(författare)
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A Centre for Teaching and Learning ”Moving in from the Margins”
- 2017
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Ingår i: ; , s. 1-77
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Konferensbidrag (refereegranskat)abstract
- Background: Faculty development roles are changing within organizations (Gibbs 2013). In previous research the expanding role in organizations as “Coming in from the margins” was described (Schroeder 2011). We studied how different levels of participation evolved within a research intense faculty with a complex organization and various educational programs.Summary of Work: The Centre was established in 1982 in a medical school and re-established 2006 to also support health sciences education. The Faculty’s mission included mainly courses and teacher support whereas the Center’s vision was to interact at all levels in the organization and to establish Scholarship of Teaching and Learning.Summary of Results: The Centre has continued to give courses and workshops but has also established itself in a new role: it is represented in the education board and in all curriculum and assessment committees; the number of conference presentations and published articles has increased and authors include Centre staff and teaching faculty.Discussion: The emerging position of the Centre has given opportunities to support development at different system levels based on educational theory and evidence. Courses and workshops are used to increase the Centre’s credibility and to network through contacts with teachers has been important in establishing the new role.Conclusion: The competence of the staff at the Centre has been a key in the development. Staff with diverse expert educational competence as well as experienced teachers from the faculty has been recruited. Small grants have enabled research, often in collaboration with teachers, to be published and presented at conferences.Take-home Message: A clear vision and alignedstrategies to guide the development was important. Strategies included networking opportunities and competence development within the Centre. Shared experiences with staff such as projects and conferences created opportunities to build trust and collaboration. Faculty leaders were key players and change of leaders can impede development.4A2
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| 8. |
- Gummesson, Christina, et al.
(författare)
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Clinical reasoning as a conceptual framework for interprofessional learning : a literature review and a case study
- 2018
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Ingår i: Physical Therapy Reviews. - : Informa UK Limited. - 1083-3196 .- 1743-288X. ; 23:1, s. 29-34
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Tidskriftsartikel (refereegranskat)abstract
- Background: Clinical reasoning has been proposed to be a key attribute of health professionals. We hypothesized that clinical reasoning may be one explicit way to further the understanding of each other’s roles in interprofessional learning activities, for nurse students and physiotherapy students. Objectives: The first part of this paper was a literature review. In the second part of the paper, we described a case study with an action-based approach. Major Findings: The literature review showed that, although sparse, clinical reasoning has been used as a conceptual framework for students learning in interprofessional activities. Through a collaboration between clinicians and university staff, we developed a structure for interprofessional student collaboration based on narratives in combination with a clinical reasoning structure as proposed by Levett-Jones, adapted to identify the different roles. The interprofessional collaboration was found crucial for development of authentic and useful narratives to work from, where both professions had important roles. The use of a reasoning framework could scaffold student discussions to learn with, from and about each other. Conclusions: We concluded that interprofessional learning can take place in theory courses and the use of clinical reasoning as a conceptual framework may facilitate to clarify professional similarities and differences.
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| 9. |
- Gummesson, Christina, et al.
(författare)
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Creating a system for Quality and Progress – The Purposeful Need for Technology?
- 2019
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Konferensbidrag (refereegranskat)abstract
- The use of a learning management/assessment system has become common in higher education during the past 20 years. However, such systems are frequently not grounded in approaches to support longitudinal educational needs, such as promoting professional development. One reason may be that digital support is designed to assist with isolated tasks e.g. running MCQ tests, and therefore is not developed so cannot support integrated educational needs such as longitudinal learner development. However, for assessment and feedback to be utilized both synergistically and longitudinally, efficient holistic support systems are required.Our aim was to use self-determination theory to define and implement a shared purposeful digitalization plan to support longitudinal learner development in the medical and health science educational programs at our university.Summary of workIn an action driven process during 2016-2017, teachers from thirteen educational programs and student representatives were invited to participate in workshops, discussions and surveys.Concepts of competence (developing mastery as a student and teacher), relatedness (developing a sense of connectedness to other students and faculty members), and autonomy (developing a sense of control of your own learning behavior based on systematic feedback systems, both as a student and as a teacher) underpinned our design philosophy and subsequent activities.Following these activities, a procurement process followed, during 2018, to identify a digital supplier able to meet our needs.Summary of resultsThere was an agreement on the need for a new digital system that needed to deliver the following key aspects from our needs-assessment:•the ability to visualize and analyze complex information for both quality and progress purposes•learning activities and assessment results must be augmented by a system where common entities would be searchable, traceable, and triangulated to add longitudinal meaning.•the ability to deliver personalized learning through enabling individuals to see the outcomes of various triangulated assessment sources, creating opportunities for longitudinal follow up, feedback, and feed forward.•enable shared entities across multiple health educational programs for the benefit of both students and teachers.Discussion & ConclusionSeveral frameworks in contemporary medical education such as student-centered personalized learning, programmatic assessment, entrustable professional activities, interprofessional education, and development of autonomy, relatedness and competencies all call for purposeful infrastructural support, to be fully utilized. A challenge is the lack of digital systems meeting those needs.We believe that teams of educational developers together with staff and students have an important role to play in future digital learning space development. The link to medical education theories as well as the link to the health care needs should be considered. If systems are designed for collaboration and collective development, the transition to collaboration in health care and life-long learning may be better facilitated.Take-home messageThere is a need for development of digital systems based on educational research and contemporary health care strategies to augment future education. This need can only be fully realized by cooperative working between educators and developers.
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| 10. |
- Remedios, Louisa, et al.
(författare)
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Learning with and from each other : promoting international and interprofessional collaborations in physiotherapy education research – a literature review
- 2018
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Ingår i: Physical Therapy Reviews. - : Informa UK Limited. - 1083-3196 .- 1743-288X. ; 23:1, s. 4-10
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Tidskriftsartikel (refereegranskat)abstract
- Background: Best practice in physical therapy education requires good quality and quantity of research based on authentic learning settings and teaching practices. Facilitating large multisite research and large data sets for analysis has the potential to contribute to a strong research base. Clinical research makes use of international and interprofessional consortiums to produce quantity and quality of research outcomes. Objectives: The paper aimed to investigate international and interprofessional co-authorship in educational research in a single journal and describe two collaborative models. Methods: The paper has two sections. (1) A review of co-authorship in 113 papers published in the Journal of Physical Therapy Education over a three and a half year period (2014 to 2017). (2) Two models of collaboration in educational research are described. Results: The literature review highlighted a pattern of almost no international collaborations but close to 27% of papers with interprofessional collaborations. Two collaborative models were presented, one an international and intraprofessional model and the second an international and interprofessional research approach. Conclusions: It is argued that creating consortiums with international and interprofessional health professionals will progress the quality of educational research in physical therapy, assisting with our educational decision-making and further improving on our learning and teaching practices.
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