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- Rexhepi, Hanife, 1984-
(författare)
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Improving healthcare information systems : A key to evidence based medicine
- 2015
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Licentiatavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Delivering good quality care is a complex endeavor that is highly dependent on patient information and medical knowledge. When decisions about the care of a patient are made, they must, as far as possible, be based on research-derived evidence rather than on clinical skills and experience alone. Evidence based medicine (EBM) is the conscientious and judicious use of current best evidence in conjunction with clinical expertise as well as patient values and preferences to guide healthcare decisions. Following the principles of EBM, healthcare practitioners are required to formulate questions based on patients’ current clinical status, medical history, values and preferences, search the literature for answers, evaluate the evidence for its validity and usefulness, and finally apply the information to the patient. Information systems play a crucial role in the practice of evidence based medicine, by allowing healthcare practitioners to access clinical evidence and information about the patients’ health as they formulate their patient-care strategies. However, current information systems solutions are far from this perspective for various reasons. One of these reasons is that existing information systems do not support a seamless flow of patient information along the patient process. Due to interoperability issues, healthcare practitioners cannot easily exchange patient information from one information system to another and from one healthcare practitioner to another. Consequently, vital information that is stored in separate information systems and which could present a clear and complete picture of the patient cannot be easily accessed. All too often, units have to operate without knowledge of the problems addressed by other healthcare practitioners from other units, the services provided, medications prescribed, or preferences expressed in those previous situations. The practice of EBM is further complicated by current information systems that do not support practitioners in their search and evaluation of current evidence in everyday clinical care.Based on a qualitative approach, this work aims to find solutions for how future healthcare information systems can support the practice of EBM. By combining existing research on process orientation, knowledge management and evidence based medicine with empirical data, a number of recommendations have been initiated. These recommendations aim to support healthcare managers, IT–managers and system developers in the development of future healthcare information systems, from a process-oriented and knowledge management perspective. By following these recommendations, it is possible to develop information systems that facilitate the practice of evidence based medicine, and improve patient engagement.
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- Granholm, Martina, 1969-
(författare)
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Materialitetens roller och förutsättningar i kommunal krisledning
- 2019
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Licentiatavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Arbetet med denna licentiatavhandling har skett inom ramarna för det Interregionalt finansierade projektet Gränslös samverkan för ökad säkerhet 2. Syftet med avhandlingen har varit att fördjupa kunskapen om kommunal krisledning genom att också inkludera materialitetens medverkan i krisledningen och vilka förutsättningarna är för att de ska brukas. Med perspektivet av hur analoga och digitala resurser används under krisledning och vilka förutsättningar som finns för att detta ska göras skapas insikter att ta i beaktande när övningar och IT-stöd för övningar. Studier har genomförts med en kvalitativ ansats med litteraturstudier, intervjuer och observationer som datainsamlingsmetoder. Det empiriska materialet har därefter betraktats med meningsgivande (sensemaking) och affordans (affordance) som teoretiska perspektiv för att förstå materialitetens roll och förutsättning i kommunal krisledning.Avhandlingen visar att de förmågor som är återkommande under övningar är samverkan, kommunikation, informationsdelning och skapande av lägesbild. Ofta övas inte aktiviteterna i sin helhet då tekniska och analoga resurser inte innefattas i övningarna. Aktörerna övar därmed delar av görandet, att tänka kring exempelvis att skapa en lägesbild, och inte görandet som helhet som involverar materialitet. Aktörernas egna reflektioner från utvärderingarna är att de själva önskar mer övning med de tekniska resurser som de har till sitt förfogande. Artikel II visar att materialiteten tar en stor plats i det arbete som sker i krisledningsrummet. Materialiteten kan ses anta roller som strukturgivande, meningsgivande, tidsöverbryggande och distansöverbryggande. Den tredje ingående artikeln visar att förutsättningar för att kunna bedriva krisledning är att kunna hantera materialitetens roller och att det krävs flexibilitet då krisledningsgruppens sammansättning är beroende av krisens art och omfattning. Ytterligare en förutsättning är trygghet i den egna organisationen, att känna sin egen roll i krisledningsgruppen och att kunna hantera de analoga och digitala resurser som finns tillgängliga är även det en förutsättning för arbetet. Avslutningsvis visar arbetet också att tid är viktig. Tid att kunna öva de personer som ska ingå i krisledningsgruppen för att därmed kunna skapa den trygghet som behövs.
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- Iqbal, Sarfraz
(författare)
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Ensemble View on Designing Pedagogical Online Information Security Laboratories
- 2016
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Distance education and e-learning in the field of information security is gaining popularity. An online information security programme is supposed to include plenty of hands-on exercises, but in most cases the lab experiments are unavailable to distance students that represent a challenge in online education. In information security education, virtual labs facilitate hands-on learning in distance education. An online information security lab is an artefact which involves a collection of systems and software used for teaching information security, and which is accessible through the Internet. However, the design, development and implementation of an online InfoSec lab has many challenges. This research is motivated from an on-going information security lab development initiative at Luleå University of Technology (LTU).Thus, the researcher focused on the question of how we can design a pedagogical online InfoSec lab which is flexible, usable and adapts to different educational contexts. The current literature about online InfoSec labs still lacks well-specified pedagogical approaches and concrete design principles. This hinders the accumulation of technical and pedagogical knowledge for the implementation and use of online educational InfoSec labs. Moreover, the literature focuses mainly on details of technical lab implementations, whereas the pedagogical elements of the curriculum and the rationale behind them were ignored. This leads to inadequate guidance about how the instructor and the learner can make use of the lab to pedagogically align the course objectives, teaching / learning activities and assessment methods. In order to design an online InfoSec lab to improve flexible hands-on education and security skills development the Action design research (ADR) approach was chosen. The ultimate goal is to design an ensemble IT artefact as a result of emerging design, use, and refinement in context through continuous interaction between technology and organization during the design process. Following the IT-dominant BIE process of ADR approach made it possible not only to develop the lab and instantiate it in different courses but also to formulate design principles and abstract the findings to a generalizable level. Furthermore, a framework for evaluation in design science research (FEDS) was adopted for evaluation purposes. The framework was used to conduct formative and summative evaluations. Feedback from all the stakeholders including teachers and students showed that the online InfoSec lab is a usable learning media for hands-on education from a distance.This research contributes by showing the design, development and implementation of an online InfoSec lab aimed at the improvement of hands-on education and evaluation of its use in context. Following technology as a development project perspective of an ensemble view, my research work at its current status contributes by serving two major purposes. First, this study proposed a conceptual design model of an online InfoSec lab comprising important building blocks or entities. The study conceptualizes the online InfoSec lab as an ensemble artefact. This study unfolded the black-box tools view of the lab so as to understand and explain the important building blocks (entities of the lab), and the interrelationships of the entities. This study provides conceptual clarity given the existing literature on online InfoSec labs, by recognizing the stakeholders and explaining their roles for each entity in the proposed conceptual model of an online InfoSec lab; this is a view which has not been recognized or discussed in similar earlier works. Second, the study suggests design principles for implementing a conceptual model of an online InfoSec lab in different educational contexts. The emerging design principles were shaped during this research work together with the other stakeholders. The design principles such as Contextualization based on programme goals, Contextualization based on course goals, Pedagogical alignment of lab activities, Flexible learning, Collaboration among lab stakeholders, Scalability, User friendly interface with properly arranged resources and targets and Isolate the InfoSec lab incorporate the socio-technical perspective, which ensures that the resulting artefact developed using these principles should be an ensemble artefact. The design principles can provide support to practically construct, implement and test the online InfoSec lab. The study introduced a productive learning media (InfoSec lab) that is designed to meet the active learning preferences of distance learners of information security, such as support for flexible and individualized hands-on learning. Practitioners wishing to include lab activities in their courses and programmes can utilize this knowledge to understand fully how much human and technical resources are needed to design the lab and conduct exercises.
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- Lakew, Nathan, 1979-
(författare)
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Being-human in the world of digital artifacts: holistic rethinking of design practices
- 2016
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This thesis conducts a philosophical, theoretical, and practical exploration of digital technology design to examine how digital technologies can fulfill our two-facet of existentiality – identified in the thesis as belonginess and novelty. By belonginess, I identify human’s innate need for a feeling of connectedness and harmony with the self, others, and the natural world. The word novelty implies the human interest in exploration, invention, and desire for new experiences. This research suggests that contemporary digital technologies are largely novelty need-oriented, while our belonginess need is either ignored or its growth curtailed. The research question presented in this thesis is how and why can design enable digital technologies to mediate aligned existentiality? With this broad question, I will argue that an alignment between digital technologies and our two-facet of existentiality can be met through refocused design practices. Strong arguments have been forwarded that novelty focused digital technologies can reduce our existential needs of belonginess. Digital technologies are leading consumerist commodities associated with creating unrelenting demand for new experiences. The search for constant stimulation and novelty has resulted in a fragmented and alienated state of being-human where the only way of feeling a sense of belonging comes from consuming more novel experiences. As contemporary everyday life is increasingly intertwined with digital technologies, their effect on our way of being-human becomes even more notable. Against this background, the research attempts to ‘bring back’ our needs of belonginess to an equal footing with novelty in digital technologies. I have examined the current digital technology design’s philosophical, theoretical, and practical foundations to refocus design, from its too strong focus on developing novelty experiences to mediating aligned existentiality. With the aim of refocusing the design role, a theoretical framework based on holism has emerged that could provide design a background to focus on mediating aligned existentiality. Primarily ivinformed by three thinkers – Marin Heidegger, Karl Marx, and John Dewey – the proposed holistic theoretical framework aims to provide design with a basis to (1) embed belonginess values in digital technologies (2) redirect digital technologies from alienating values such as consumerism, and (3) provide a mediating materiality for digital technologies to advance aligned existentiality while in use. The thesis further illustrates the proposed holistic dimensions – philosophy, theory, and practice – using three empirical materials. I argue that the proposed holistic foundation for design is also aligned with how digital technologies are being used in the everyday lifeworld. Consequently, by freeing design from its traditional responsibility of making technically savvy and novel artifacts and refocusing its role to mediating aligned existentiality, design can itself be used to support our being-human in the world of digital artifacts.
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