| 1. |
- Areskoug Josefsson, Kristina, 1973-, et al.
(author)
-
Bedre lesing og forståelse av pensum med støtte av digital sosial annotering
- 2023
-
In: Norsk pedagogisk tidsskrift. - 0029-2052 .- 1504-2987. ; 107:3, s. 283-287
-
Journal article (peer-reviewed)abstract
- Academic reading is a challenge for many students and there is therefore a need to explore opportunities to support students in reading scientific articles in English, and to understand the new knowledge in a Norwegian context and enable them to use the knowledge in their future professional practice. This article shows how a digital tool provides new opportunities for asynchronous interaction between students about subject content and syllabus, and how this can be used to promote academic reading, professional learning and at the same time increase student interaction.
|
|
| 2. |
- Areskoug Josefsson, Kristina, 1973-, et al.
(author)
-
Learning from coproducing digital courses in sexual health in higher education in Norway
- 2024
-
In: Learning Organization. - 0969-6474 .- 1758-7905.
-
Journal article (peer-reviewed)abstract
- Purpose – Sexual health is insufficiently addressed in health care and higher education, which can lead tolower quality of life and negative health outcomes. To improve the situation, it is necessary to address both theneeds of patients and professionals and collaboratively engage in finding sustainable solutions. The purpose ofthis paper is to explore the feasibility and value of large-scale digital coproduction in higher education.Design/methodology/approach – A study of a project that developed seven interprofessional, digital master-level courses covering different topics related to sexual health. The project was performed through digital coproduction in higher education, with over 100 persons with various backgrounds working together online in designing content and novel digital learning activities.Findings – Large-scale digital coproduction in higher education is feasible and valuable, but the process demands sensitive leadership, understanding of coproduction processes and willingness to learn from each other. To meet the demands from practice it is important to understand the complexity, ever-changing and unpredictable working life changes which, in turn, demands engagement in continuous learning, training activities and the need for formal education.Originality/value – The study provides learning of the feasibility of the value of large-scale digital coproduction in higher education, which is a novel way of working in higher education.
|
|
| 3. |
- Hilde Lunde, Gerd, et al.
(author)
-
Kan vernepleiere samtale om temaet seksuell helse på en profesjonell måte? [bloggpost]
- 2020
-
Other publication (pop. science, debate, etc.)abstract
- Ingress: Det er forventes at vernepleiere med en bachelor «i boks» skal være kompetente til å bistå tjenestemottakere i alle aldre på ulike arenaer. I praksis vil de møte problemstillinger som er utfordrende og som kan være mer sensitive enn andre temaer. Seksuell helse er et slikt tema.
|
|
| 4. |
- Lunde, Gerd Hilde, et al.
(author)
-
Exploration of patterns of work integrated learning in co-produced online courses in higher education : Findings from the Sexual Health project
- 2022
-
In: International Conference on Work Integrated Learning. - Trollhättan : University West. - 9789189325302 ; , s. 37-38
-
Conference paper (other academic/artistic)abstract
- Teaching sexual health to create knowledge useful in practiceSexual health is closely related to general health and quality of life, and needs to be understood within specific social, economic, and political contexts. As sexual health is a topic insufficiently communicated about in health and welfare, there is risk of decreased health and quality of life (WHO, 2022). Professionals in health and welfare often lack competencies in sexual and reproductive health and rights (Areskoug Josefsson et al., 2019) and there is a need to reform teaching of sexual health (Areskoug-Josefsson & Lindroth, 2022). Work integrated learning is essential in providing useful competencies for practice, thus in teaching a topic like sexual health work -integrated learning is essential. To not be able to handle sensitive issues, like, sexual health, affects the health of the person in need of support, but also creates stress for the professional if the professional does not have sufficient competence to support sexual health when needed to (Haboubi & Lincoln, 2003; Jaarsma et al., 2010; Lunde, 2013; Wang et al., 2018). The Sexual Health project, developed seven master level online courses in co-production with more than 100 stakeholders (students, patients, professionals, NGO-representatives, academics). Co-production was used in development of the courses and is also used as a theoretical standpoint in the evaluation of the learning outcomes and patterns of work integrated learning. However, there are challenges in bringing co -production theory into practice (Farr et al., 2021), and thus there is a need to evaluate if the co-production process of this project has been fruitful in creating courses of value for practice. Sexual Health is a taboo-topic, and a topic that can sensitive to teach (Selberg, 2021) and therefore evaluation of the courses is of specific importance.The project took place during 2020-2022 at Oslo Metropolitan University, Norway, and was founded by the Norwegian Directorate of Health and the Norwegian Directorate for Higher Education. The courses are designed to meet the needs of professionals working sexual health in various ways, and to use the students working context as. The courses were co-produced with stakeholders, as were the learning outcomes and the forms of examination. The stakeholders were participating in the steering group and the eight reference groups but were also active as subproject leaders for the courses. The courses are designed to promote learning for life and through life regardless, of geographic place and at low costs, aspiring to meet the individual person’s professional needs. The intention has been to use e-books to a large extend to ensure lower costs and promote sustainability and to keep down costs for literature, thus enabling students to be able to afford to take the courses. The intent in the courses is to provide flexible learning opportunities, to enable students to take the course with as much time flexibility as possible. The co-production process in developing and evaluating courses was a key concept to ensure valuable learning outcomes for practice. The student interactive engagement is at various levels in the courses; within the course with the course learning material, by using the course material at the students’ workplaces and between students during the course. The course setup provides strategies for finding knowledge, reflection on needs for knowledge and creation of new knowledge by using different perspectives on the provided learning material and to integrate the new knowledge in practice. As for example the students are encouraged to share films, podcasts, and literature from the course with work colleagues. The first courses are currently on-going and being evaluated concurrently to ensure continuous learning within the project, creation of novel learning spaces and promotion of sustainable lifelong learning. The aim of the research is to explore patterns connected to lifelong learning in evaluations of the co-produced online courses and how the students have been able to integrate their working life into the course work and exa ms. Data is collected with a digital learning tool, Feedbackfruits, external reviews from stakeholders and online discussions in the learning platform with the students. The presentation covers research in progress, which is suitable considering the interactive collaboration which the project is based on. Patterns from evaluations from course testers, students and stakeholders participating in project processes are analyzed together with data from the ongoing courses. The preliminary evaluation results indicate that the co -produced online course design is valid to promote lifelong learning useful in working life. Preliminary patterns are stories of experiencing personal and professional growth, expanded professional perspectives, increased engagement with stakeholders and increased digital literacy. All skills important in working life.The findings which will be further discussed from theories of co-production and work integrated learning. Findings from the project can be useful when working with course design with stakeholders to promote lifelong learning useful in practice.
|
|
| 5. |
|
|
| 6. |
- Svarstad Solberg, Ada, et al.
(author)
-
Sexual health in prison with a positive approach : A scoping review protocol
- 2022
-
Other publication (other academic/artistic)abstract
- IntroductionSexual health isa basic human need, also for those who live in prison. Sexual health includes physical, mental, social and spiritual needs throughout the lifespan. Sexual health is a neglected topic in Norwegian prisons. Prisoners are overrepresented in the statistics for sexual abuse, both as victims and perpetrators. Sexual health is important for quality of life, but in practice the topic is under-communicate despecially related to physical and mental health. This scoping review is part of a largerp roject ongoing in a Norwegian prison. The overall goal to the project is to contribute to a better quality of life, sense of mastery and a better return to life in society for prisoners. There is scarce knowledge of how to promote and sustain positive sexual health of prisoners. Time and life conditions of prisoners vary. A positive approach towards sexual health can for example be to allow focus on sexual wellbeing, intimate relationships and sexual health rights. To gain further knowledge about the topic this project searches to find information and experiences from this field, by conducting a scoping review.ObjectiveTo identify and explore research articles containing sexual health as a health resource for prisoners with the following research questions:•What is known about the concept of sexual health as a health resource in prison?•Are there examples of positive approaches towards sexual health and sexuality in prisons?•How can sexual health promotion be done in prison?MethodsA scoping review with narrative synthesis.
|
|
