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- Eriksson, Monica, 1952-, et al.
(författare)
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Meaning of wellness in caring science based on Rodgers's evolutionary concept analysis
- 2024
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Ingår i: Scandinavian Journal of Caring Sciences. - West Sussex : John Wiley & Sons. - 0283-9318 .- 1471-6712. ; 38:1, s. 185-99
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Tidskriftsartikel (refereegranskat)abstract
- Background: Wellness is a holistic, multidimensional, and process-oriented property on a continuum. It has been used interchangeably with and is undifferentiated from concepts such as health and well-being without an in-depth clarification of its theoretical foundations and a reflection on its meaning. The concept of wellness is frequently used, but its definition remains unclear. Aim: To conceptually and theoretically explore the concept of wellness to contribute to a deeper understanding in caring science. Method: Rodgers' evolutionary concept analysis was applied to the theoretical investigation of data from publications of international origins. The focus was on antecedents, attributes, consequences, surrogate and related terms, and contextual references. A literature search was performed through a manual review of reference lists and an online search in CINAHL and PubMed via EBSCO, and in ProQuest. Abstracts were examined to identify relevant studies for further review. The inclusion criteria were peer-reviewed papers in English; papers published in scientific journals using the surrogate terms ‘wellness’, ‘health’, ‘health care’, and ‘health care and wellness’; and papers discussing and/or defining the concept of wellness. Twenty-six studies met the inclusion criteria. Results: Based on the findings from this concept analysis, a definition of wellness was developed: ‘a holistic and multidimensional concept represented on a continuum of being well that goes beyond health’. Implications for nursing practice were correspondingly presented. Conclusion: Wellness is defined as a holistic and comprehensive multidimensional concept represented on a continuum of being well, that goes beyond health. It calls attention by applying the salutogenic perspective to health promotion in caring science. It is strongly related to individual lifestyle and health behaviour and is frequently used interchangeably with health and well-being without an in-depth clarification of its theoretical foundation.
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| 2. |
- Truong, Anh, et al.
(författare)
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A work-integrated educational intervention in health and social care : professionals’ experiences of joint education
- 2024
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Ingår i: Studies in Continuing Education. - : Taylor & Francis. - 0158-037X .- 1470-126X. ; , s. 1-17
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Tidskriftsartikel (refereegranskat)abstract
- Worldwide, educational interventions (EI) are continuously carried out to support the development of individuals and organisations. Keeping pace with rapid changes in modern workplaces requires continuous learning on the part of professionals. The same requirement applies to professionals in the sector of health and social care. Although research has begun to identify the knowledge and competence requirements of professionals within the sector, we need more knowledge about the implementation of EIs as well as their impact on professionals’ learning in this context. Accordingly, this study aimed to explore professionals’ experience with a work-integrated learning – designed EI that combined web-based lectures and structured group reflections, with a focus on learning and the learning process. Qualitative content analysis of the interview data revealed that the work-integrated learning (WIL) design had a positive impact on individual, as well as intraprofessional and interprofessional, learning. This resulted in an understanding of the fundamentals of professionals’ learning and how it was supported or disrupted during the course of the intervention. Moreover, a sense of affirmation was shown to have an impact on professionals’ learning. These findings may constitute a meaningful contribution to the development of EIs for professionals both within this context and more generally.
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| 3. |
- Truong, Anh
(författare)
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Developing an educational intervention to support work-integrated learning among professionals in health and social care for individuals with intellectual disabilities
- 2024
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Continuing education in the workplace has become a crucial part of contemporary working life, in alignment with modern labor market policies advocating lifelong learning. Work-integrated learning (WIL) is aimed at supporting professional development as part of lifelong learning, emphasizing both theoretical and practical knowledge alongside interactive engagement. Despite its significance, WIL within the context of educational interventions geared toward supporting learning and development among professionals remains an under-researched domain compared to its application in higher education focused on student learning. Previous research has shown that the learning process among professionals may follow a different logic compared to that of students in higher education. This dissertation highlights the development of an educational intervention from both an effectiveness and theory-based perspective, with WIL based on socio-constructivism serving as the point of departure. The intervention was aimed at professionals in municipal health and care for individuals with intellectual disabilities. The intention behind studying these professionals’ learning and development was to extend our knowledge of the ways in which the educational intervention influenced the professionals’ learning process and to reveal key aspects that must be considered in further developments of the intervention. Such knowledge contributions can potentially improve and expand future educational efforts aimed at professionals.The development of the educational intervention followed a pragmatic process consisting of three stages described in four individual papers. Data were collected through surveys and individual semi-structured interviews, which were then analyzed using statistical calculations and qualitative content analysis.The findings illustrated that learning and development among professionals did not follow a straightforward trajectory from the completed educational intervention to the learning outcome. The intervention, consisting of web-based lectures and structured group reflections, was found to support the professionals’ learning, with group reflections acting as a catalyst for collective learning and for the integration of theoretical knowledge into daily practice. However, creating the conditions needed for all participants to engage in group reflections was a key issue and should not be taken for granted in future educational initiatives in which group reflections are intended to be used. Likewise, organizational support and encouragement were found to constitute an important driving force in the professionals’ learning. Overall, learning and development among professionals are complex and influenced by multiple factors and mechanisms. Addressing these complexities requires a simultaneous focus on three fundamental elements: the actors involved in the learning process, the educational intervention itself, and the surrounding context. This can be best accomplished through a structured and systematic approach to the developmental process of the intervention. Such an approach could strengthen professionals’ commitment to lifelong learning and contribute to sustainable educational efforts, both economically and socially.
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