| 1. |
- Aasen, Elin Margrethe, et al.
(author)
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Scandinavian Online Cancer Information as Expressions of Governmentality
- 2023
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In: Advances in Nursing Science. - : Wolters Kluwer. - 0161-9268 .- 1550-5014. ; 46, s. 293-305
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Journal article (peer-reviewed)abstract
- We compared online distributed information provided to patients with cancer in Scandinavian countries through the lens of governmentality. A secondary comparative qualitative analysis was conducted. Discourses in online patient information showed differences in governmentality techniques across the countries: Norway used a paternalist approach, Denmark an educative approach, and Sweden an individualistic approach and expected the patients to make the “right” decisions. Online information for patients with cancer in Denmark and Norway showed high professional and health care system involvement, whereas in Sweden, there was high patient involvement. There was almost no use of the person-centered approach among the online discourses
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| 2. |
- Allard, Karin, et al.
(author)
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A gender perspective in the relationship between work demands, boundary setting strategies and organizational flexibility in work-family conflict among managers in the public sector
- 2014
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In: Threats and possibilities facing Nordic working life. - 9789198119558 ; , s. 169-169
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Conference paper (peer-reviewed)abstract
- It is common to view work-family dilemmas like work-family conflict as the individual’s problem despite the fact that these kinds of dilemmas often have contextual sources. The aim of the present study is to explore the experience of work-family conflict among governmental employed managers by examining work demands, boundary setting strategies and organizational flexibility at the individual and at a contextual level where both the organizational belongingness and the gender composition is examined.Our results show that organizational and contextual research on work-family issues contributes with knowledge about organizational aspects and processes that managers in organizations have to be aware of instead of understanding work-family dilemmas as individuals’ problems. We also conclude that a gender perspective both at the individual and at the organizational level is needed in the field of work-family research.
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| 5. |
- Arman, Rebecka, et al.
(author)
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Work activities and stress among managers in health care
- 2012. - 1
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In: The Work of Managers. - Oxford : Oxford University Press. - 9780199639724
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Book chapter (other academic/artistic)abstract
- This chapter reports on the work activities, time-use patterns, and stress patterns of ten health care managers in Sweden. The qualitative and quantitative evidence reveals the fragmentation in their nine-hour working days where each activity, on average, lasts only ten minutes. The time-use patterns vary individually though some patterns are related to position and unit type. Activities deal with the coexisting and competing logics of employeeship, administration, and strategy and risk handling. None of the managers’ approaches for handling the multiple legitimation processes and delimiting their workload boundaries really challenges the complexity of the coexistence of the multiple logics or the boundlessness of their working hours. Using biophysical measures, the research finds that stress reported by the managers is caused by (a) interruptions during challenging tasks and (b) personal situations such as private dilemmas and conflict-loaded or ineffective meetings. It is important to acknowledge managers’ fragmented working situation and to recognize that management should be seen as collective process, or as part of an administrative system.
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| 6. |
- Arveklev, Susanna H., et al.
(author)
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Learning to teach at a norm-critical clinical learning centre : A Phenomenographic study
- 2024
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In: Nurse Education Today. - : Elsevier BV. - 0260-6917 .- 1532-2793. ; 139
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Journal article (peer-reviewed)abstract
- Background: Campus-based clinical learning centres are used for practice and learning in nursing students' education and can be arenas in which to enhance students' awareness and competence in social justice issues. Norm-critical approaches can be used as pedagogical tools in these centres to prepare students for hands-on caring situations in which social norms can bias the outcome. Objectives: To describe nursing teachers' conceptions of learning norm-critical approaches and implementing them in a clinical training centre. Setting and participants: The study is based on interviews with 10 teachers at a Swedish university college. Methods: The data was analysed using a phenomenographic approach. Results: Five categories of description emerged in the analysis that described conceptions related to norm-critical approaches. These categories were: personally developing and meaningful; easily integrated with established nursing concepts; highlighting surrounding power; something to lean on when letting students take the first steps in norm-critical initiatives; and helping implementation in teaching and education. Conclusions: Teachers who are facing the task of providing norm-critical, practical education to nursing students in campus-based clinical learning environments are ambivalent towards the core principles of norm criticism, which they conceive as natural and provoking, at the same time. We therefore need to un-dramatise norm criticism and better prepare teachers in how to use it. Teachers would benefit from follow-up activities and formal collaborations regarding norm-critical teaching, so that they are given context to discuss, reflect, and learn from each other.
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| 7. |
- Boman, Åse, 1957-, et al.
(author)
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The reasonable patient : A Swedish discursive construction
- 2021
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In: Nursing Inquiry. - : Wiley. - 1320-7881 .- 1440-1800. ; 28:3
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Journal article (peer-reviewed)abstract
- The aim of this study was to analyse how the patient is constructed and socially positioned in Swedish patient information. Corpus-assisted critical discourse analysis methodology was utilised on a sample of 56 online patient information texts about cancer containing a total of 126,711 words. The findings show an overarching discourse of informed consent guided by specific features to produce a patient norm that we name “the reasonable patient”, who is receptive to arguments, emotionally restrained and makes decisions based on information. Through the discourse of informed consent, the norm of the reasonable patient emerges, apparently to even out the imbalance of power between patient and professional, but in reality, more likely to construct a patient who is easily controlled and managed. When the self-responsibility towards health is incorporated into the everyday domestic spaces via digital health technologies, the ideas and concepts of the patient role need to be reconsidered based on these new conditions. We conclude that it is important for nursing researchers to broaden the research on patients to include the relationship of power created through language. This study demonstrates both methodological and empirical possibilities to do so
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| 8. |
- Castillo, Ivan Andrés, et al.
(author)
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When nursing education becomes political : Norm-critical perspectives in a campus-based clinical learning environment
- 2023
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In: Nursing Inquiry. - : Wiley. - 1320-7881 .- 1440-1800. ; 31:2
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Journal article (peer-reviewed)abstract
- Nursing education is in the process of incorporating critical thinking, social justice, and health inequality perspectives into educational structures, aspiring to help nursing students develop into professional nurses prepared to provide equal care. Norm criticism is a pedagogical philosophy that promotes social justice. This qualitative case study aimed to gain an understanding of and elaborate on an educational development initiative in which norm criticism was incorporated into the composition of a new campus‐based clinical learning environment for nursing education. By analyzing documents and interviews with the help of reflexive thematic analysis three themes were generated: “Intention to educate beyondnursing education,” “Educating in alliance with society,” and “The educative ambiguity of the Clinical Learning Centre. ”The case study indicates that the incorporation of norm criticism into a campus‐based clinical learning environment may encourage nursing students to evolve social skills for nursing practice that support health equality within healthcare. By collaborating with society, nursing education can considerably improve its educational frameworks in alignment with societal demands. However, the inclusion of norm criticism in a setting such as a campus‐based clinical learning environment entails a clash with established institutionalized norms and being perceived as too proximate to politics.
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| 10. |
- Dahlborg, Elisabeth, 1974-, et al.
(author)
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Encircling discourses : A guide to critical discourse analysis in caring science
- 2023
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In: Scandinavian Journal of Caring Sciences. - : Wiley. - 0283-9318 .- 1471-6712. ; 38, s. 177-184
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Journal article (peer-reviewed)abstract
- AimThe aim of this article was to introduce Fairclough's critical discourse analysis (CDA) in caring and nursing science, to provide a guide on how to perform such an analysis, and to describe the wider context of discourse epistemology.DesignThe article is designed as a methodological paper, including (a) epistemological roots of discourse analysis, (b) an overview of discourse analytical research within caring and nursing science which points out an increased trend, and (c) a guide to conducting a CDA.AnalysisIt is important that discourse analysis is available and accessible to nursing and caring researchers. Through the process of encircling discourses, valuable insight is given into fields that otherwise would be lost or would not be available.ConclusionOur summary stance is that discourse analysis as it is presented in this article is strongly advisable for use in nursing and caring sciences.
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