| 1. |
- Adolfsson, Margareta, 1950-, et al.
(författare)
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ICF-CY as a Framework for Understanding Child Engagement in Preschool
- 2018
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Ingår i: Frontiers in Education. - : Frontiers Media S.A.. - 2504-284X. ; 3
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Tidskriftsartikel (refereegranskat)abstract
- Engagement in preschool predicts children's development, learning, and wellbeing in later school years. The time children engage in activities and social interactions is conditional for preschool inclusion. Engagement is part of the construct participation, which is determined by attendance and involvement. Two suggested underlying dimensions of engagement had been identified as essential when assessing children's participation in preschool activities. As engagement is a key question in inclusion of all children, and preschool becomes a common context for them, it is increasingly important to understand the concept of engagement in those settings. In Sweden most children attend preschool but children in need of special support tend not to receive enough support for their everyday functioning. This study aimed to conceptualize child engagement in preschool with ICF-CY as a framework to clarify core and developmental engagement dimensions included in Child Engagement Questionnaire (CEQ). The content of CEQ was identified through linking processes based on ICF linking rules with some exceptions. Specific challenges and solutions were acknowledged. To identify engagement dimensions in the ICF-CY, CEQ items related to ICF-CY chapters were integrated in the two-dimensional model of engagement. Findings showed that engagement measured for preschool ages was mostly related to Learning and Applying knowledge belonging to Activities and Participation but the linkage detected missing areas. Broader perspectives of children's everyday functioning require extended assessment with consideration to mutual influences between activities, participation, body functions, and contextual factors. Related to core and developmental engagement, findings highlight the importance for preschool staff to pay attention to how children do things, not only what they do. Activities related to core engagement include basic skills; those related to developmental engagement set higher demands on the child. Linking challenges related to preschool context were not consistent with those reported for child health. Using the ICF-CY as a framework with a common language may lead to open discussions among persons around the child, clarify the different perspectives and knowledges of the persons, and facilitate decisions on how to implement support to a child in everyday life situations in preschool and at home.
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| 2. |
- Agebjörn, Anders, 1984-, et al.
(författare)
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Exploring the relationship between educational background, vocabulary learning strategy use, and vocabulary knowledge in immigrants learning L2 Swedish
- 2023
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Ingår i: EUROSLA 32. - : University of Birmingham. ; , s. 42-43
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Konferensbidrag (refereegranskat)abstract
- Research in SLA has traditionally involved mainly well-educated language learners. Therefore, scholars have recently pointed out the need to investigate more diverse populations of L2 learners (Andringa & Godfroid 2019). The present project responds to this call by examining the role of educational background in vocabulary-learning-strategy use and vocabulary knowledge in immigrants studying L2 Swedish. Research on individual differences in SLA suggests that strategy use may affect learning outcomes and that strategies might also be successfully instructed (Griffiths, 2022). Hence one can speculate that well-educated learners have generally more efficient strategies, giving them an advantage compared to less educated learners. However, findings are inconclusive with regard to the relationship between educational background and strategic behavior (LaBontee 2019). The present study addresses this knowledge gap.In this ongoing project, a questionnaire was distributed to 42 adult immigrants studying L2 Swedish at the A2 level. The group was heterogeneous with regard to age (Mdn = 35; IQR = 2545), length of residence in Sweden (Mdn = 4; IQR = 2–5), years of education (Mdn = 10; IQR = 9–14), and language background; the most represented L1s among the participants were Arabic, Kurdish and Farsi. Vocabulary knowledge was measured with a modified version of Bokander’s (2016) SweLT test, with items selected to match the participants’ level of L2 Swedish. Use of vocabulary-learning strategies was examined with a modified version of Labontee’s (2019) SVLSS 2.0 test. Together, these data enable us to explore interactions between educational background, vocabulary knowledge, and strategy use, while controlling for participants’ age, time of residence, and language background.Data collected so far indicate that learners with a shorter education generally use fewer vocabulary-learning strategies, compared to learners with longer education. Importantly, learners with shorter education also appear to prefer basic strategies, like writing and rehearsing wordlists, and this preference is negatively correlated with vocabulary knowledge. In contrast, learners with longer education prefer contextual strategies, like guessing the meaning of new words, and this preference is positively correlated with vocabulary knowledge. In other words, while lesseducated learners appear to focus on rehearsing words, more well-educated learners strive to learn new words in an autonomous way, which may enable them to acquire a larger vocabulary. These results suggest that research on vocabulary-learning-strategy use in well-educated L2 learners cannot be directly generalised to other populations. In addition, the findings may be helpful for L2 teachers aiming at individualising their strategy-use instruction.
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| 3. |
- Ahl, Magnus, et al.
(författare)
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Translation and validation of the English-language instrument Orthognathic Quality of Life Questionair into Swedish
- 2021
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Ingår i: Acta Odontologica Scandinavica. - : Informa UK Limited. - 0001-6357 .- 1502-3850. ; 79:1, s. 19-24
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Tidskriftsartikel (refereegranskat)abstract
- Introduction: In orthognathic surgery, understanding the patient’s motives for treatment is a key factor for postoperative patient satisfaction and treatment success. In countries/systems where orthognathic surgery is funded by public means, patients are referred mainly due to functional problems, although studies of quality of life related changes after treatment indicate that psychosocial and aesthetic reasons might be equal or more important for the patient. There is no available validated condition specific instruments in the Swedish language for quality of life evaluation of patients with dentofacial deformities. Aims/objectives: Cross cultural translation and adaptation of the English-language instrument ‘Orthognathic Quality of Life Questionnaire’ (OQLQ) into Swedish. Methods: OQLQ was translated into Swedish. A total of 121 patients in four groups were recruited and the Swedish version of the OQLQ (OQLQ-S) was tested by psychometric methods. Reliability was assessed by internal consistency and test–retest reliability. Validity was evaluated by face, convergent and discriminant validity. Results/findings and conclusions: OQLQ-S is reliable and showed good construct validity and internal consistency and can be used in a Swedish speaking population as a complement to clinical variables to evaluate patients with dentofacial deformity. © 2020, © 2020 Acta Odontologica Scandinavica Society.
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| 4. |
- Ahonen, Hanna, et al.
(författare)
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Clinical and self-reported measurements to be included in the core elements of the World Dental Federation's theoretical framework of oral health
- 2021
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Ingår i: International Dental Journal. - : Elsevier. - 0020-6539 .- 1875-595X. ; 71:1, s. 53-62
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Tidskriftsartikel (refereegranskat)abstract
- Introduction Oral health is part of general health, and oral diseases share risk factors with several non-communicable diseases. The World Dental Federation (FDI) has published a theoretical framework illustrating the complex interactions between the core elements of oral health (CEOHs): driving determinants, moderating factors, and general health and well-being. However, the framework does not specify which self-reported or clinical measurements to be included in the CEOHs. Objectives To explore oral health measurements relevant for a general adult population to be included in the CEOHs in the FDI's theoretical framework of oral health. Materials and methods A psychometric study was performed, using cross-sectional data from Sweden (N = 630, 54% women, mean age 49.7 years). The data set initially consisted of 186 self-reported and clinical measurements. To identify suitable measurements, the selection was discussed in different settings, including both experts and patients. Principal component analyses (PCAs) were performed to explore, reduce and evaluate measurements to be included in the three CEOHs. Internal consistency was estimated by Cronbach's Alpha. Results The validation process yielded 13 measurements (four clinical, nine self-reported) in concordance with the CEOHs. PCAs confirmed robust validity regarding the construction, predicting 60.85% of variance, representing psychosocial function (number of measurements = 5), disease and condition status (number of measurements = 4), and physiological function (number of measurements = 4). Cronbach's Alpha indicated good to sufficient internal consistency for each component in the constructs (alpha = 0.88, 0.68, 0.61, respectively). Conclusion In a Swedish general adult population, 13 self-reported and clinical measurements can be relevant to include to operationalise CEOHs in the FDI's theoretical framework.
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| 5. |
- Almqvist, Lena, 1963-, et al.
(författare)
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Special support for behavior difficulties and engagement in Swedish preschools
- 2018
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Ingår i: Frontiers in Education. - : Frontiers Media S.A.. - 2504-284X. ; 3
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Tidskriftsartikel (refereegranskat)abstract
- The Swedish preschool curriculum stipulates that all children independent of support needs should attend mainstream preschool groups, with equal opportunities for learning and engagement. Preschool teachers are responsible for paying attention to children in need of special support to achieve this. How support is provided for children in need of special support due to behavior difficulties in Swedish preschools varies, however. Some children, often formally identified as in need of special support, are supported by preschool staff supervised by external services. Other children receive support initiated and implemented by preschool staff, without supervision from external services. A further number of children receive no support for behavior difficulties, on top of what is provided to all children. This study investigated associations between support format (i.e. supervised support, staff-initiated support or no additional support), support content (i.e. implementation of support), behavior difficulties, socio-demographics and engagement. A mixed methods approach was used with a sample of 232 preschool children 15 to 71 months with assessed behavior difficulties. Preschool staff reported on the children's engagement, behavior difficulties, socio-demographics and support provision. Logistic regression models were used to analyze the probability of children receiving either support format. Content analysis was used to categorize the support content, reported by preschool staff through open-ended questions. Point-biserial correlations were used to test associations between support content, behavior, socio-demographics and engagement. All children receiving supervised support for behavior difficulties were formally identified by external services as in need of special support. Supervised support was also more common if children disturbed the free play in the preschool group, with the most frequent support being collaboration with external teams. Staff-initiated support was most commonly given to children with high engagement, and for children who are not early second language learners. These children were most frequently supported by staff paying attention to negative behavior. Children who were not perceived as a burden to the group were less likely to receive any form of additional support. Ways of managing the preschool group seem to guide support strategies for children with behavior difficulties, rather than child-focused strategies emphasizing engagement in everyday activities.
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| 6. |
- Anderberg, Elsie, 1948-, et al.
(författare)
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Global learning for sustainable development in higher education : Recent trends and a critique
- 2009
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Ingår i: International Journal of Sustainability in Higher Education. - : Emerald. - 1467-6370 .- 1758-6739. ; 10:4, s. 368-378
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Tidskriftsartikel (refereegranskat)abstract
- The purpose of this paper is to provide a synopsis of some major trends that have marked discussions on global learning for sustainable development (GLSD) in higher education. The aim is formulated against the background of the complexity represented in GLSD, as well as the fact that sustainable development (SD) is an issue of global interest for universities.Design/methodology/approachThe authors conducted an overview in recent trends in research on GLSD in higher education over the last 20 years, based on the combination of the keyword higher education for Sustainable Development with global learning (GL) and global education.FindingsThe overview suggests that only relatively limited steps have been implemented to achieve GLSD, and rhetoric still dominates the discussions. It appears that little empirical research has been undertaken on learning in global settings. Several authors have identified the need for a competence‐based curriculum for GLSD.Originality/valueUniversities, professionals and students need to take greater responsibility. How knowledge, values and abilities are formed and developed from the global learner's perspective therefore, remains an open and fundamental question. The paper underlines the crucial role that higher education plays in GL for sustainability.
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| 7. |
- Anderson, Lotta, et al.
(författare)
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Characteristics of Independent Schools Directed at Students in Need of Special Support : a Study of School Website Presentation
- 2019
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Ingår i: Problems of Education in the 21st Century. - : Scientia Socialis. - 1822-7864 .- 2538-7111. ; 77:3, s. 317-337
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Tidskriftsartikel (refereegranskat)abstract
- The aim of the research was to explore how 55 Swedish independent schools, directed at (or limited to) students in need of special support (SNSS), describe their organisation, work and visions. The empirical data of the research consisted of the schools' website presentations, which were processed and analysed in consecutive steps. The results showed that the students' complicated school- and life situations were often combined with disabilities mainly in the neuropsychiatric field. The majority of the schools (76%) practiced both schooling and methods for treatment and care, differentiating their role from the mainstream track. Neuropsychiatric and psychological perspectives had a significant influence, reflected in how the schools describe their daily routines, therapeutic methods of treatment and access to specific categories of staff. Small groups, individual instruction and competent staff were described as specific features. Teaching content and didactic aspects were seldom highlighted. The focus on the websites was on socialisation and subjectification while qualification, i.e. knowledge development, had a more limited role. The study points to a need for further research exploring daily pedagogical practice in more depth and calls for a greater focus on student perspectives. Consequences for learning contexts are discussed in the concluding part of the article. The specialist role, the independent schools in the present study tended to take on are most urgent issues to discuss in an educational context striving for equity and inclusive learning environments.
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| 8. |
- Andersson, Ann-Christine, et al.
(författare)
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Two Different Strategies to Facilitate Involvement in Healthcare Improvements : A Swedish County Council Initiative
- 2014
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Ingår i: Global Advances in Health and Medicine. - : SAGE Publications. - 2164-957X .- 2164-9561. ; 3:5, s. 22-28
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Tidskriftsartikel (refereegranskat)abstract
- Background: From a management point of view, there are many different approaches from which to choose to engage staff members in initiatives to improve performance.Objective: The present study evaluated how two different types of improvement strategies facilitate and encourage involvement of different professional groups in health-care organizations.Methods/Design: Empirical data of two different types of strategies were collected within an improvement project in a County Council in Sweden. The data analysis was carried out through classifying the participants' profession, position, gender, and the organizational administration of which they were a part, in relation to their participation.Setting: An improvement project in a County Council in Sweden.Participants: Designed Improvement Processes consisted of n=105 teams and Intrapreneurship Projects of n=202 projects.Intervention: Two different types of improvement strategies, Designed Improvement Processes and Intrapreneurship Projects.Main Outcome Measures: How two different types of improvement strategies facilitate and encourage involvement of different professional groups in healthcare organizations.Results: Nurses were the largest group participating in both improvement initiatives. Physicians were also well represented, although they seemed to prefer the less structured Intrapreneurship Projects approach. Assistant nurses, being the second largest staff group, were poorly represented in both initiatives. This indicates that the benefits and support for one group may push another group aside.Conclusions: Managers need to give prerequisites and incentives for staff who do not participate in improvements to do so. Comparisons of different types of improvement initiatives are an underused research strategy that yields interesting and thoughtful results.
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| 9. |
- Andersson, Bodil T., et al.
(författare)
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Radiographers' areas of professional competence related to good nursing care
- 2008
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Ingår i: Scandinavian Journal of Caring Sciences. - : Wiley. - 0283-9318 .- 1471-6712. ; 22:3, s. 401-409
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Tidskriftsartikel (refereegranskat)abstract
- BACKGROUND: Radiographers' ability and competence is a matter of vital importance for patients. Nursing care is an integral part of the radiographer's work. The demand for high competence in clinical activities has increased in diagnostic radiology and has had an impact on the development of the profession.AIM: The aim was to describe the radiographer's areas of professional competence in relation to good nursing care based on critical incidents that occur in the course of radiological examinations and interventions.METHOD: A descriptive design with a qualitative approach, using the Critical Incident Technique was employed. Interviews were conducted with a strategic sample of registered radiographers (n = 14), based at different hospitals in Sweden.ETHICAL ISSUES: The appropriate ethical principles were followed. All the participants provided informed consent, and formal approval for conducting the research was obtained according to national and local directives.RESULTS: The data analysis resulted in two main areas; direct and indirect patient-related areas of competence, which describe the radiographers' skills that either facilitate or hinder good nursing care. In the direct patient-related area of competence, four categories emerged, which illustrate good nursing care in the patient's immediate surroundings. In the indirect patient-related area of competence, four categories illuminated good nursing care that is provided without direct contact with the patient.CONCLUSIONS: The study highlights the different areas of the radiographer's unique professional competence. The findings provide insight into the radiographer's profession, on one hand as a carer and on the other as a medical technologist as well as highlighting the importance of each role. The radiographer's work encompasses a variety of components--from caring for the patient to handling and checking the technical equipment.
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| 10. |
- Andersson, Ewa K., 1972-, et al.
(författare)
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Self-Reported eHealth literacy among nursing students in Sweden and Poland : The eNursEd cross-sectional multicentre study
- 2023
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Ingår i: Health Informatics Journal. - : Sage Publications. - 1460-4582 .- 1741-2811. ; 29:4
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Tidskriftsartikel (refereegranskat)abstract
- This study aimed to provide an understanding of nursing students’ self-reported eHealth literacy in Sweden and Poland. This cross-sectional multicentre study collected data via a questionnaire in three universities in Sweden and Poland. Descriptive statistics, the Spearman’s Rank Correlation Coefficient, Mann–Whitney U, and Kruskal–Wallis tests were used to analyse different data types. Age (in the Polish sample), semester, perceived computer or laptop skills, and frequency of health-related Internet searches were associated with eHealth literacy. No gender differences were evidenced in regard to the eHealth literacy. Regarding attitudes about eHealth, students generally agreed on the importance of eHealth and technical aspects of their education. The importance of integrating eHealth literacy skills in the curricula and the need to encourage the improvement of these skills for both students and personnel are highlighted, as is the importance of identifying students with lacking computer skills.
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