SwePub
Sök i SwePub databas

  Utökad sökning

Träfflista för sökning "WFRF:(Nilsson Ulrika) ;pers:(Nilsson Stefan)"

Sökning: WFRF:(Nilsson Ulrika) > Nilsson Stefan

  • Resultat 1-10 av 14
Sortera/gruppera träfflistan
   
NumreringReferensOmslagsbildHitta
1.
  • Billett, Stephen, et al. (författare)
  • Alternatives To Supervised Placements : Work Integrated Education In Action: editorial board
  • 2023
  • Annan publikation (övrigt vetenskapligt/konstnärligt)abstract
    • When work integrated education (WIE) is discussed, the archetypal examples of supervised placements for medical, nursing, physiotherapy, and teacher education students are usually referenced. They comprise students engaging in authentic work activities and interactions, closely supervised by qualified and more experienced practitioners. Ideally, those supervisors identify and select students’ work activities and support and guide their engagement and learning. These arrangements often arise from long-standing occupational traditions of care and responsibility towards patients and students and have legislated arrangements demanding such supervision.However, for many occupations such traditions do not exist and, where they exist, placements are less structured. Moreover, the ability to provide placements are restricted by the size of the enterprise, the work undertaken and/or the number of students seeking these experiences. One deputy vice chancellor quipped “how can I provide supervised placements for 1500 undergraduate business students each semester?”. A good question.So, in seeking to provide WIE experiences across all occupational fields, it is not possible for many of the courses in which our students are enrolled. The educational challenge is, therefore, to identify how these students can come to experience, engage, and develop occupational understandings, procedures and dispositions (i.e., to think and act like practitioners). Hence, we need to find alternatives to provide these experiences. In the response to the quip above, it was suggested, for instance, that most undergraduate students engage in paid part-time work that provide experiences to assist understand many aspects of business practices. That is, processes of recruitment, supervision, customer interaction, stock provisions and organisation, financial processes and supervision. Engaging students in sharing, comparing and critiquing these work experiences, can secure insights from peers’ experiences and provide access to students who do not work part-time.Such alternatives might include students being workplace visitors able to observe and engage in some tasks, or interviewing practitioners to understand what constitutes their work, and is central to its enactment. Law students might attend court proceedings to understand those processes, finance students engaging in auditing of not-for-profit organisations’ accounts, or projects required the kinds of thinking and acting of practitioners. This kind of approach has been long rehearsed within faculties of engineering, creative arts etc. So, we can identify and use these kinds of experiences. But what if the students are dispersed around the world? The web based “Webmaster” program at University West faced this problem. Moreover, these students are in different stages of life, often having to balance work, family and study commitments. We have found that providing these students with glimpses of work practices offers an alternative to workplace visits.Moreover, the field of “web” is marked by openness and sharing, and videos on, for example, YouTube providing insights into workplace activities are abundant. A search for “A day in the life of an UX designer”, for instance, generates hundreds of video suggestions and in courses relating to that topic, students are provided with a list to view and then engage in discussions about them. Through using these kinds of materials, students gain insights into different work practices. Other alternatives have included engaging business representatives as guest lecturers, but with our students located across time zones this can be an option that is time-restricted. A “flipped” guest lecture or workshop is provided to campus-based students, and “re-enacted” by students in the Webmaster program, supervised by teachers.Moreover, as occupational practices are increasingly mediated by and through electronic technology, the need to engage in the physical and social environment of workplaces becomes less important. Alternatives not requiring physical presence in work sites can ease the demand on employers. The key consideration is, instead, for students to gaining access to and engage in the kinds of thinking and acting required for electronically-mediated work activities and interactions. In such contexts, supervised placements are not feasible and less applicable as an effective WIE approach, because future work environments are not necessarily place-based.The challenge we face includes preparing students for diverse work contexts. Remote work, nomadic work practices and gig-based work are becoming common, and these may or may not represent possible future work contexts for our students. We also aim to explore different forms of “one-to-many” engagements (Dean & Campbell, 2020), where, for example, enterprises can provide video-challenges, i.e., examples of problems they are currently facing, and engage groups of students in seeking to respond to these problems, while being supervised by teachers.Such short bursts of intense and focused WIE would benefit both our students and partner enterprises and serve to strengthen student employability.
  •  
2.
  • Fors, Andreas, 1977, et al. (författare)
  • Effects of a person-centred approach in a school setting for adolescents with chronic pain-The HOPE randomized controlled trial
  • 2020
  • Ingår i: European Journal of Pain. - : Wiley. - 1090-3801 .- 1532-2149. ; 24:8, s. 1598-1608
  • Tidskriftsartikel (refereegranskat)abstract
    • Background Chronic pain among adolescents is common but effective interventions applicable in a school setting are rare. Person-centred care (PCC) is a key factor in improving health by engaging persons as partners in their own care. Methods In this randomized controlled trial, a total of 98 adolescents in secondary school or upper secondary school (aged 14 - 21 years) with chronic pain were randomly assigned to a PCC intervention or standard school healthcare. In the intervention group a pain management programme, based on a PCC approach, comprising four face-to-face sessions with a school nurse over a period of 5 weeks was added to standard school healthcare. The main outcome measure was self-efficacy in daily activities (SEDA scale) and rating scales for pain intensity and pain impact were used as secondary outcome measures. Results At the follow-up, no significant differences were found between the groups in the SEDA scale (p = .608) or in the rating scales for pain intensity (p = .261) and pain impact (p= .836). In the sub-group analysis, a significant improvement in the SEDA scale was detected at the secondary school in favour of the PCC intervention group (p = .021). Conclusion In this pain management programme based on a PCC approach, we found no effect in the total sample, but the programme showed promising results to improve self-efficacy in daily activities among adolescents at secondary school. Significance This study evaluates the effects of a pain management programme based on a PCC approach in a school setting addressing adolescents at upper secondary and secondary schools with chronic pain. No overall effects were shown, but results illustrate that the intervention improved self-efficacy in adolescents at secondary school. Implementation of a PCC approach in a school setting may have the potential to improve self-efficacy in daily activities for adolescents with chronic pain at secondary school.
  •  
3.
  • Kreicbergs, Ulrika, et al. (författare)
  • Using Communication Tools to Explore Young Siblings' Experiences of Having a Brother or Sister with Pediatric Palliative Care Needs
  • 2022
  • Ingår i: Children-Basel. - : MDPI AG. ; 9:5
  • Tidskriftsartikel (refereegranskat)abstract
    • Siblings of children with palliative care needs often suffer feelings of being neglected, and their needs for information and involvement are frequently unmet. This study aims to explore the experiences and feelings of siblings of children with palliative care needs, and to determine what is important to them. Nine siblings, aged 6-14 years, were interviewed using four different communication tools: See-Hear-Do pictures, including the empty body as a separate element, Bear cards, and words originating from previous sibling research. Data were analyzed using conventional content analysis. Five categories emerged concerning aspects that the siblings described about their situation and things that they found important: being part of a special family; school-a place for leisure, friends, and learning; relentless feelings of guilt and self-blame; losses and separations; and awareness of death-not if, but when. Siblings of children with rare diseases expressed an awareness that their brother or sister would die, although still felt they were part of a special, happy family. Siblings of children with palliative care needs due to an accident described relentless feelings of self-blame and guilt. The needs of siblings may vary depending on the condition that resulted in the ill sibling's palliative care needs.
  •  
4.
  • Lundh Snis, Ulrika, 1970-, et al. (författare)
  • Exploring Tools and Methods for Work-Integrated Learning
  • 2002
  • Ingår i: Proceedings of E-Learn 2002--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education. - : Association for the Advancement of Computing in Education (AACE). - 9781880094464 ; , s. 2234-2237
  • Konferensbidrag (refereegranskat)abstract
    • Most organizations have high hopes regarding the potential for eLearning to address the increasing demands for constant learning that characterizes life in a knowledge society. However, most existing designs are strongly influenced by traditional classroom-based education, and are consequently poorly adapted to the situated conditions of real work practices. This paper tries to frame a research domain labeled work-integrated learning, where focus is set on developing innovative tools and methods for technology-mediated learning, rooted in understanding of the specific conditions for various organizational settings. The paper proposes a four-level stage model as a framework for both analysis of organizations and design of new tools and methods for eLearning.
  •  
5.
  • Movérare, Sofia, et al. (författare)
  • Estren is a selective estrogen receptor modulator with transcriptional activity.
  • 2003
  • Ingår i: Molecular pharmacology. - : American Society for Pharmacology & Experimental Therapeutics (ASPET). - 0026-895X .- 1521-0111. ; 64:6, s. 1428-33
  • Tidskriftsartikel (refereegranskat)abstract
    • It was recently reported that the synthetic compound estren increases bone mass without affecting reproductive organs or classic transcription. The aim of the present study was to further characterize the in vivo and in vitro effects of estren. We demonstrate that estren is a selective estrogen receptor modulator (SERM) with a strong effect on thymus, a moderate effect on uterus and trabecular bone, but no major effect on fat or cortical bone in 11-month-old ovariectomized mice. The effect of estren on trabecular bone and uterus is mediated via estrogen receptors (ERs) because no effect is seen in ER double-inactivated mice. Furthermore, with the use of ERalpha- and ERbeta-expressing reporter cell lines, we demonstrate that estren displays an agonistic effect on transcriptional activity of an estrogen-responsive element-driven reporter gene with a degree of agonism similar to that of 17beta-estradiol for both ERalpha and ERbeta. Thus, estren has the capacity to exert genomic effects via both ERalpha and ERbeta. We conclude, in contrast to what was previously reported by others, that estren is a SERM with transcriptional activity.
  •  
6.
  • Mårtensson, Ulrika, et al. (författare)
  • Experiences before and after nasogastric and gastrostomy tube insertion with emphasis on mealtimes: a case study of an adolescent with cerebral palsy
  • 2021
  • Ingår i: International Journal of Qualitative Studies on Health and Well-being. - : Informa UK Limited. - 1748-2623 .- 1748-2631. ; 16:1
  • Tidskriftsartikel (refereegranskat)abstract
    • Purpose: Adolescents with cerebral palsy may need a feeding tube due to feeding challenges, since nutritional intake and mealtimes may be negatively affected. The purpose of the study was to describe and better understand how one adolescent with cerebral palsy and her parents experienced mealtimes before and after a nasogastric and gastrostomy tube insertion and how the use of these feeding tubes was experienced in daily life. Methods: Individual interviews were performed with one adolescent and each of her parents. In total, six interviews were conducted on two separate occasions. The qualitative approach known as Interpretive Description was used during the analysis. Results: Four thematic patterns were identified within the data: (i) struggling with nutritional intake, (ii) the paradox of using an aid, (iii) being different, and (iv) challenges of public mealtimes. Conclusions: The results showed that four themes influenced daily mealtimes in adolescents with cerebral palsy and a gastrostomy tube. Nutritional intake and mealtimes may be difficult, which is why using a gastrostomy tube can be a relief. However, the gastrostomy tube can also pose a challenge and a paradox. Time of change and acceptance seems necessary in order to meet these challenges.
  •  
7.
  • Mårtensson, Ulrika, et al. (författare)
  • Pain and discomfort in children with gastrostomy tubes – In the context of hematopoietic stem cell transplantation
  • 2023
  • Ingår i: Journal of Pediatric Nursing. - : Elsevier BV. - 0882-5963 .- 1532-8449. ; 70, s. 79-89
  • Tidskriftsartikel (refereegranskat)abstract
    • Background: In children with malignant and severe non-malignant disorders undergoing hematopoietic stem cell transplantation (HSCT), treatment related pain and discomfort are common. Food consumption may become troublesome, making the use of a gastrostomy tube (G-tube) necessary and resulting in complications, why the purpose was to explore pain and discomfort during the transplantation and post-transplantation time. Methods: This was a mixed methods study where data were collected along the child's total health-care process between 2018 and 2021. Questions with fixed answer options were used, simultaneously, semi-structured interviews were performed. In total, sixteen families participated. Descriptive statistics and content analysis were used to describe analysed data. Findings: Intense pain was common during the post-surgery phase, especially in conjunction with G-tube care, which is why the children needed support to manage the situation. After the post-surgery phase when the skin has healed, most of the children experienced minor to no pain or bodily discomfort, why the G-tube became a well-functioning and supportive tool in daily life. Conclusions: This study describes variations in and experiences of pain and bodily discomfort in conjunction with G-tube insertion in a unique sample of children who had undergone HSCT. In conclusion, the children's comfort in daily life after the post-surgery phase seemed to be only marginally affected by G-tube insertion. Children with severe non-malignant disorders seemed to experience a higher frequency and intensity of pain and bodily discomfort due to the G-tube than children with malignant disorders. Practice implications: The paediatric care team need competence in assessing G-tube related pain and awareness that experiences may differ depending on the child's disorder.
  •  
8.
  • Mårtensson, Ulrika, et al. (författare)
  • The five aspect meal model as a conceptual framework for children with a gastrostomy tube in paediatric care
  • 2021
  • Ingår i: Scandinavian Journal of Caring Sciences. - : Wiley. - 0283-9318 .- 1471-6712. ; 35:4, s. 1352-1361
  • Tidskriftsartikel (refereegranskat)abstract
    • Background Cancer treatments may induce side effects and cause eating problems. A gastrostomy tube may be required in order to maintain and optimise the child's nutritional needs. Despite the use of a gastrostomy tube, it is important to maintain a natural and attractive mealtime for the child. The Five Aspect Meal Model is age neutral and originally designed to improve restaurant visits. Its five aspects conceptualise what is necessary to ensure a complete meal experience. To date, there is lack of knowledge to guided model development about mealtimes adapted to children and limited knowledge regarding mealtime experiences for children with a gastrostomy tube. Aim The aim was to investigate whether the Five Aspect Meal Model could be appropriate to be used for children with a gastrostomy tube in caring science and paediatric care. Methods The design followed steps retrieved from Renjith and colleagues. Seven interviews were performed with the Five Aspect Meal Model as a base in the interview guide. The transcripts were analysed by using a qualitative directed content analysis with a deductive approach, which finally passed into a more inductive one. Findings All aspects of the Five Aspect Meal Model were represented in the interviews. There were also experiences related to the gastrostomy tube and the mealtimes that did not fit into any of the five predetermined categories. As a result, the modified version was developed, an adapted prescribing practice model that includes seven aspects, whereof bodily discomfort and time for change and acceptance are specific to children with a gastrostomy tube. Conclusion Based on children and their parent's experiences, the Five Aspect Meal Model has been developed and adapted into a modified version, which includes seven aspects. The modified version seems to be appropriate to use within caring science and paediatric care.
  •  
9.
  • Nilsson, Stefan, 1972, et al. (författare)
  • Children's and adolescents' experiences of living with cancer
  • 2021
  • Ingår i: Nursing children and young people. - : RCN Publishing Ltd.. - 2046-2336 .- 2046-2344. ; 33:3, s. 10-16
  • Tidskriftsartikel (refereegranskat)abstract
    • Background All healthcare professionals working with children should have a child-centred perspective, and should be responsive to children and adolescents who want to talk about their thoughts and feelings. The child's or adolescent's story is the starting point for mutual understanding between them and the healthcare professional, and is the basis for shared decision-making between patients and healthcare professionals in child-centred care. Aim To advance understanding of how Swedish children and adolescents with cancer perceived the effects of the disease and its treatment on their everyday life. Method Ten girls and five boys, aged between five and 18 years, with cancer were interviewed individually using four communication tools. The interviews lasted between 20 and 65 minutes and took place without their parents present. The data were analysed using content analysis. Findings Transition to an unpredictable everyday life was identified as a main theme, with five subthemes: struggling with side effects of the cancer and its treatment; treatment as an 'emotional rollercoaster'; changed self and being vulnerable; changed social life; and concerns about academic achievement. Conclusion To provide effective support and care for children and adolescents with cancer, healthcare professionals should strive to listen to them and focus on their perspectives.
  •  
10.
  • Nilsson, Stefan, 1972, et al. (författare)
  • Development of the Help Overcoming Pain Early (HOPE) Programme Built on a Person-Centred Approach to Support School Nurses in the Care of Adolescents with Chronic Pain : A Feasibility Study
  • 2019
  • Ingår i: Children. - : MDPI. - 2227-9067. ; 6:9
  • Tidskriftsartikel (refereegranskat)abstract
    • Chronic pain and its consequences are major global health challenges, and the prevalence is increasing worldwide among adolescents. Adolescents spend most of their waking hours in school; however, there is limited research available on how school nurses can address chronic pain among adolescents in the Swedish school context. Therefore, we designed a person-centred intervention, known as Help Overcoming Pain Early (HOPE), to enable school nurses to offer adolescents strategies to manage their stress and pain. We used the Medical Research Council (MRC) framework for developing and designing this new complex intervention. For this study, we describe two of the four phases: (a) development and (b) feasibility and piloting. The final version of the HOPE programme consists of (i) an educational package for school nurses in the areas person-centred care, stress and pain education/management and gender perspective; and (ii) an intervention package for adolescents with chronic pain. The programme consists of four sessions during which adolescents with chronic pain have person-centred dialogues with a school nurse. The HOPE programme is based on the existing evidence of managing chronic pain and on the assumption that school nurses can support adolescents with chronic pain by using person-centred care.
  •  
Skapa referenser, mejla, bekava och länka
  • Resultat 1-10 av 14
Typ av publikation
tidskriftsartikel (10)
konferensbidrag (3)
annan publikation (1)
Typ av innehåll
refereegranskat (13)
övrigt vetenskapligt/konstnärligt (1)
Författare/redaktör
Nilsson, Stefan, 197 ... (9)
Mellgren, Karin, 196 ... (3)
Wijk, Helle, 1958 (3)
Lundberg, Mari, 1969 (3)
Wigert, Helena, 1960 (3)
visa fler...
Mårtensson, Ulrika (3)
Wallbing, Ulrika (3)
Kreicbergs, Ulrika (2)
Lövgren, Malin, 1980 ... (2)
Fors, Andreas, 1977 (2)
Lundh Snis, Ulrika, ... (2)
Jenholt Nolbris, Mar ... (2)
Hedman, Ulrika (2)
Nilsson, Stefan, 197 ... (2)
Jenholt Nolbris, Mar ... (2)
Kemani, Mike K. (2)
Lundin, Johan (1)
Ohlsson, Claes, 1965 (1)
Ferm, Ulrika, 1966 (1)
Blom, Åsa (1)
Lindholm, Catharina, ... (1)
Alfven, G (1)
Alfvén, Gösta (1)
Svensson, Lars, 1963 ... (1)
Carlsten, Hans, 1954 (1)
Golsäter, Marie, 196 ... (1)
Gustafsson, Jan-Ake (1)
Islander, Ulrika, 19 ... (1)
Andersson, Niklas, 1 ... (1)
Pareto, Lena, 1962- (1)
Grundén, Kerstin, 19 ... (1)
Rosvall, Per-Åke, 19 ... (1)
Thunberg, Gunilla, 1 ... (1)
Bernheim, Bo-Göran (1)
Billett, Stephen (1)
Svensson, Lars (1)
Cederlund, Mats, 196 ... (1)
Lindroth, Tomas, 197 ... (1)
Östlund, Christian, ... (1)
Lindroth, Tomas (1)
Nolbris, Margaretha, ... (1)
Stahl-Falck, Pia (1)
Karlsson, Malin (1)
Sorensen, Carsten (1)
Dahllund, Johanna (1)
Movérare, Sofia (1)
Sörman, Anna (1)
Eriksson, Annie (1)
Dalenius, Kristina (1)
visa färre...
Lärosäte
Göteborgs universitet (8)
Högskolan Väst (4)
Chalmers tekniska högskola (4)
Karolinska Institutet (2)
Marie Cederschiöld högskola (2)
Umeå universitet (1)
visa fler...
Stockholms universitet (1)
Sophiahemmet Högskola (1)
visa färre...
Språk
Engelska (13)
Svenska (1)
Forskningsämne (UKÄ/SCB)
Medicin och hälsovetenskap (9)
Samhällsvetenskap (8)

År

Kungliga biblioteket hanterar dina personuppgifter i enlighet med EU:s dataskyddsförordning (2018), GDPR. Läs mer om hur det funkar här.
Så här hanterar KB dina uppgifter vid användning av denna tjänst.

 
pil uppåt Stäng

Kopiera och spara länken för att återkomma till aktuell vy