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| 2. |
- German Millberg, Lena, 1958-, et al.
(författare)
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Academic learning for specialist nurses: a Grounded Theory study
- 2014
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Ingår i: Nurse Education in Practice. - Oxford : Elsevier. - 1471-5953 .- 1873-5223. ; 14:6, s. 714-721
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract
- The aim was to explore the major concerns of specialist nurses pertaining to academic learning during their education and initial professional career. Specialist nursing education changed in tandem with the European educational reform in 2007. At the same time, greater demands were made on the healthcare services to provide evidence-based and safe patient-care. These changes have influenced specialist nursing programmes and consequently the profession. Grounded Theory guided the study. Data were collected by means of a questionnaire with open-ended questions distributed at the end of specialist nursing programmes in 2009 and 2010. Five universities were included. Further, individual, pair and group interviews were used to collect data from 12 specialist nurses, 5-14 months after graduation. A major concern for specialist nurses was that academic learning should be "meaningful" for their professional future. The specialist nurses' "meaningful academic learning process" was characterised by an ambivalence of partly believing in and partly being hesitant about the significance of academic learning and partly receiving but also lacking support. Specialist nurses were influenced by factors in two areas: curriculum and healthcare context. They felt that the outcome of contribution to professional confidence was critical in making academic learning meaningful.
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| 3. |
- Essen, Johan von, et al.
(författare)
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Mening på marknad?
- 2012
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Ingår i: En mosaik av mening. - Göteborg : Daidalos. - 9789171733634 ; , s. 277-298
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 4. |
- Löfmark, Anna, et al.
(författare)
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An assessment form for clinical nursing education : a Delphi study
- 2004
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Ingår i: Journal of Advanced Nursing. - : Wiley. - 0309-2402 .- 1365-2648. ; 48:3, s. 291-298
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Tidskriftsartikel (refereegranskat)abstract
- Aim. This paper reports a study to develop further the existing assessment form and to capture new aspects of assessment for the nursing profession of the future for inclusion in the form. Background. Since nursing education became part of the higher education system, the assessment of clinical periods of the programme has become more complicated and requirements are more demanding. Changes in the health care sector, such as demographic changes and shorter hospitalization, create demands upon the independent nursing role of the future. Many educational documents, such as an assessment form, must continuously be up-dated and adapted to changes in society. Method. A Delphi study concerning the content of this assessment form was carried out using two rounds. Through this process, an expert panel gave their opinions about the form and possible changes to it. Results. There was general acceptance of the content in the current assessment form. Suggested changes were the addition of two factors concerning collaboration with the family and society, and development of the student's independence. Two new area headings were suggested: one about ability to use the nursing process, and the other about development of a professional stance. Conclusions. The suggested changes in the assessment form match expected changes in the health care sector and the demands of an academic nursing education
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| 5. |
- Löfmark, Anna, et al.
(författare)
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Strengthening and updating supervising staff nurses in educational workshops : an international partnership project
- 2010
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Ingår i: Nurse Education in Practice. - : Elsevier BV. - 1471-5953 .- 1873-5223. ; 10:5, s. 262-267
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Tidskriftsartikel (refereegranskat)abstract
- As part of a collaborative project involving Tanzania and Sweden, workshops were arranged for staff nurses in order to develop a forum for discussing the raised demands for supervision of nursing students during their clinical education. The aim was to meet nurses in educational workshops to initiate a dialogue on their views and experiences of supporting and supervising nursing students in their clinical studies. Their experiences of the workshops were also requested. Two groups of nurses in Tanzania (n = 30), and six groups in Sweden (n = 60) participated. The content, which was agreed between the project leaders in Tanzania and Sweden was carried out either on a whole day workshops or divided at three different occasions. Questionnaires were given before and about two months after, and workshops were also evaluated with an open-ended question immediately after. The nurses both in Tanzania and in Sweden appreciated the workshops as a possibility to create a dialogue and to discuss challenges in the supervision of students. Their views and experiences of the supervision role showed awareness of staff nurses as role models and teachers. Accomplishment of this partnership co-operation through arranging workshops has shown to be an easy and simple way of giving support to staff nurses for the supervision task.
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| 6. |
- Nordvall, Henrik, et al.
(författare)
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Folkhögskolan som myt : Om global spridning och användning av nordiska folkbildningsidéer
- 2011
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Ingår i: Pedagogisk forskning i Sverige. - : Linnéuniversitetet. - 1401-6788 .- 2001-3345. ; 16:1, s. 1-18
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Tidskriftsartikel (refereegranskat)abstract
- I artikeln uppmärksammas hur nordiska folkhögskoletankar spridits globalt. Möjligheterna att studera denna spridningsprocess med analytiska verktyg från nyinstitutionell organisationsteori diskuteras. Framförallt mytbegreppet bildar utgångspunkt för diskussionen. Utifrån en genomgång och tolkning av internationell litteratur presenteras tre idealtypiska spridningsmönster för folkhögskoletanken (migration, inspiration och export), vilka illustreras med hjälp av exempel på utbildningsinstitutioner från Japan, USA, Tanzania, Argentina och Bangladesh, och hänvisar till folkhögskolan som förebild. Artikeln uppmärksammar att frågan om hur olika föreställningar om folkhögskolan använts för att legitimera och organisera varierande typer av vuxenutbildningsinstitutioner och verksamheter världen över rönt betydande internationellt intresse, men att den ägnats nästan obefintlig uppmärksamhet i svensk pedagogisk forskning. Att studera folkhögskoletankens spridning med hjälp av verktyg från nyinstitutionell organisationsteori pekas ut som en möjlig och generativ forskningsingång som kan bidra till kunskapsutvecklingen inom svensk folkbildningsforskning och länka denna till internationell jämförande pedagogisk forskning.
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| 7. |
- von Wright, Moira
(författare)
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Platsens pedagogik
- 2011
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Ingår i: Lärandets grunder. - Lund : Studentlitteratur. - 9789144068503 ; , s. 137-151
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 8. |
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| 9. |
- Klarare, Anna, et al.
(författare)
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Methods and strategies to promote academic literacies in health professions : a scoping review
- 2022
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Ingår i: BMC Medical Education. - : BioMed Central. - 1472-6920. ; 22:1
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Tidskriftsartikel (refereegranskat)abstract
- BACKGROUND: Universities enroll students from diverse backgrounds every year, with 300 million students expected in higher education by 2025. However, with widening participation, increasing numbers of students enrolling in higher health education and future health professions will be underprepared to meet demands of academic literacies, i.e. ability to read, interpret and critically evaluate academic texts and communicating the understanding verbally or in writing. The aim of this scoping review was to describe and explore methods and strategies to promote development of academic literacies.RESULTS: Thirty-one relevant studies were included and analyzed according to scoping review guidelines. The results showed four strategies: (1) integrating learning activities to develop academic literacies in the regular curriculum, (2) changing the course design with new methods for teaching and learning, (3) establish collaborations amongst academics and librarian faculty, and (4) adding courses or foundation year focusing on development of academic literacies. The results are discussed in light of the United Nations Agenda 2030 Sustainable Development, Goal 4, Quality Education, and widening participation.CONCLUSIONS: Aspects of widening participation and inclusion in higher education have been debated, and increasing numbers of students from diverse backgrounds are expected to enter health studies in higher education. We encourage integration of teaching and learning activities targeting parallel learning of course materials and development of academic literacies, beyond study skills. Embracing epistemic complexity and diversity as well as choosing strategic work with academic literacies may provide a starting point toward realizing sustainable development goals and widening participation.
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| 10. |
- Lidskog, Marie, et al.
(författare)
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Learning about each other : Students' conceptions before and after interprofessional education on a training ward
- 2008
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Ingår i: Journal of Interprofessional Care. - : Informa UK Limited. - 1356-1820 .- 1469-9567. ; 22:5, s. 521-533
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Tidskriftsartikel (refereegranskat)abstract
- In interprofessional work the striving of the members of each profession to establish their own positive in-group identity can be a source of conflict and have a negative effect on care. To counteract this, interprofessional training wards (IPTWs) have been developed in Sweden. The aim of the present study was to investigate similarities and differences in how student nurses, student occupational therapists and student social workers perceived their own and the other two professions before and after clinical education on an IPTW. Sixteen students were interviewed before and after the training on an IPTW in municipal care for older people in Sweden. A coding scheme developed in an earlier study was used in the analysis of the interviews. The findings indicate that there are changes in the students' stereotyped views, enhancing understanding of each other's professions after three weeks' clinical education on the IPTW. In some areas, however, there are still discrepancies between the description of own profession and the others' understanding of this profession that need to be confronted. In interprofessional training during education in social and health care there needs to be a balance between on the one hand the particular professional identity, on the other the shared identity implied by membership of the health-care team focusing on a common goal.
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