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Publications (8 of 8) Show all publications
Tengelin, E., Cliffordson, C., Dahlborg Lyckhage, E. & Berndtsson, I. (2019). Constructing the Norm-critical awareness scale: A scale for use in educational contexts promoting awareness of prejudice, discrimination, and marginalisation. Equality, Diversity and Inclusion
Open this publication in new window or tab >>Constructing the Norm-critical awareness scale: A scale for use in educational contexts promoting awareness of prejudice, discrimination, and marginalisation
2019 (English)In: Equality, Diversity and Inclusion, ISSN 2040-7149, E-ISSN 2040-7157Article in journal (Refereed) Epub ahead of print
Abstract [en]

Purpose: Healthcare professionals' conscious or unconscious norms, values and attitudes have been identified as partial explanations of healthcare inequity. Norm criticism is an approach that questions what is generally accepted as "normal" in society, and it enables professionals to identify norms that might cause prejudice, discrimination and marginalisation. In order to assess norm-critical awareness, a measurement scale is needed. The purpose of this paper is to develop a scale for measuring norm-critical awareness. Design/methodology/approach: The scale-development process comprised a qualitative item-generating phase and a statistical reduction phase. The item pool was generated from key literature on norm criticism and was revised according to an expert panel, pilot studies and one "think aloud" session. To investigate the dimensionality and to reduce the number of items of the scale, confirmatory factor analysis was performed. Findings: The item-generation phase resulted in a 46-item scale comprising five theoretically derived dimensions revolving around function, consequences, identity, resistance and learning related to norms. The item-reduction phase resulted in an instrument consisting of five dimensions and 20 items. The analyses indicated that a summary score on the scale could be used to reflect the broad dimension of norm-critical awareness. Originality/value: The Norm-critical awareness scale comprises five theoretically derived dimensions and can be used as a summary score to indicate the level of norm-critical awareness in educational contexts. This knowledge is valuable for identifying areas in greater need of attention. © 2019, Emerald Publishing Limited.

Keywords
Equal opportunities, Health services, Higher education, Instrument development, Norm criticism, Social norms
National Category
Nursing
Research subject
NURSING AND PUBLIC HEALTH SCIENCE, Nursing science
Identifiers
urn:nbn:se:hv:diva-13920 (URN)10.1108/EDI-10-2017-0222 (DOI)2-s2.0-85065662520 (Scopus ID)
Available from: 2019-06-05 Created: 2019-06-05 Last updated: 2019-07-25Bibliographically approved
Tengelin, E., Bülow, P. H., Berndtsson, I. & Dahlborg Lyckhage, E. (2019). Norm-Critical Potential in Undergraduate Nursing Education Curricula: A Document Analysis. Advances in Nursing Science, 42(2), E24-E37
Open this publication in new window or tab >>Norm-Critical Potential in Undergraduate Nursing Education Curricula: A Document Analysis
2019 (English)In: Advances in Nursing Science, ISSN 0161-9268, E-ISSN 1550-5014, Vol. 42, no 2, p. E24-E37Article in journal (Refereed) Published
Abstract [en]

The documents and literature that regulate nursing education are based on certain values and knowledge, and the underlying power in the curriculum raises the question of how health care professionals are molded during the course of their education. Norm criticism is a concept with its roots in critical pedagogy and gender and queer studies, emphasizing the origins as well as the consequences of marginalization, power, and knowledge of what is generally accepted as "normal" and "true." Norm criticism is used in this article to analyze the documents and literature underlying a nursing program in Sweden, which are shown to include a sometimes politically correct rhetoric, but one lacking a firm basis in social justice values.

Keywords
Health care professionals, norm criticism, Sweden, critical pedagogy
National Category
Nursing
Research subject
NURSING AND PUBLIC HEALTH SCIENCE, Nursing science
Identifiers
urn:nbn:se:hv:diva-13026 (URN)10.1097/ANS.0000000000000228 (DOI)000474245800003 ()30325741 (PubMedID)2-s2.0-85064850195 (Scopus ID)
Available from: 2018-10-29 Created: 2018-10-29 Last updated: 2019-10-21Bibliographically approved
Tengelin, E. & Dahlborg Lyckhage, E. (2017). Discourses with potential to disrupt traditional nursing education: Nursing teachers’ talk about norm-critical competence. Nursing Inquiry, 24(1), Article ID UNSP e12166.
Open this publication in new window or tab >>Discourses with potential to disrupt traditional nursing education: Nursing teachers’ talk about norm-critical competence
2017 (English)In: Nursing Inquiry, ISSN 1320-7881, E-ISSN 1440-1800, Vol. 24, no 1, article id UNSP e12166Article in journal (Refereed) Published
Abstract [en]

This paper describes the discourses underlying nursing teachers’ talk about their own norm-critical competence. Norm criticism is an approach that promotes awareness and criticism of the norms and power structures that exert an excluding effect in society in general and in the healthcare encounter in particular. Given the unequal relationships that can exist in healthcare, for example relationships shaped by racism, sexism and classism, a norm-critical approach to nursing education would help illuminate these matters. The studied empirical material consisted of focus group interviews. Nursing teachers discussed their norm-critical competence based on the university course "Norm-Aware Caring" in which they had recently participated. Through a critical discourse analysis, three discourses were identified in their talk, all of which had the potential to disrupt traditional, normative nursing education. However, in all three discourses there was an underlying discourse of normality, clearly positioning the teachers as exemplifying the "normal." The binary constructed between normality and otherness contradicts a basic tenet of the norm-critical approach and may hamper the development of genuine norm-critical competence in nursing education. © 2016 John Wiley & Sons Ltd.

Keywords
awareness; discourse analysis; health care disparity; human; human experiment; interview; nursing education; racism; sexism; social norm; teacher
National Category
Nursing
Research subject
NURSING AND PUBLIC HEALTH SCIENCE, Nursing science
Identifiers
urn:nbn:se:hv:diva-10270 (URN)10.1111/nin.12166 (DOI)000393814300006 ()28124809 (PubMedID)2-s2.0-84997456771 (Scopus ID)
Note

First publishe online:5 November 2016

Available from: 2016-12-16 Created: 2016-12-14 Last updated: 2017-12-18Bibliographically approved
Tengelin, E. & Dahlborg Lyckhage, E. (2016). Nursing teachers’ reflections on their own norm-critical competence. In: : . Paper presented at NETNEP 2016, 6th International Nursing Education Conference, 3-6 April 2016, Brisbane, Australia.
Open this publication in new window or tab >>Nursing teachers’ reflections on their own norm-critical competence
2016 (English)Conference paper, Oral presentation only (Other academic)
Abstract [en]

Background: Nursing education in Sweden generally lacks norm-critical perspectives, even though this could help unveil normative judgements of patients in nurses’ daily work. To pursue work-integrated learning about norm criticism for nursing teachers at a small university college in Sweden, all teachers involved in nursing education were offered the course Norm-Aware Caring.Aim: To describe how norm criticism in nursing education is constructed by nursing teachers’ discussions.Methods: After the course Norm-Aware Caring, 20 of the participating 33 nursing teachers were interviewed in five focus groups about their reflections on their new knowledge. The interview transcripts were analyzed on the basis of Fairclough’s discourse analysis, in which words and social practice are seen as mutually constituting each other.Results: Discursive constructions related to teaching, caring and learning were seen in the text. Norm critical teaching was constructed as a practice of much consideration not to insult any student. Norm criticism as a basic caring value was closely related to person-centered care. Their own, personal learning was expressed as fear to use their new knowledge in a wrong way. The teachers themselves considered norm-criticism as something to learn in order to improve the understanding of people who does not fit into majority norms. This perspective of tolerance was consistent in the construction of all discourses.Discussion: It appears that the teachers’ social practice is influenced by a perspective that divides the “normal” from the “deviant”. This may prevent an internalization of norm-critical knowledge, a perspective that aims to question categorizations of normality. Therefore, it is important to continuously scrutinize and reflect over the role of social norms as part of work-integrated learning for nursing teachers.

References

AGENCY FOR HEALTH CARE ANALYSIS 2014. A more equal care is possible. Analysis of unmotivated differences in care, encounters and treatment. Report 2014:7. Stockholm: Agency for Health Care Analysis.

FAIRCLOUGH, N. 1989/2015. Language and power, London, Routledge.

KIRKEVOLD, M. 2009. Nursing Science – epistemological deliberations]. In: ÖSTLINDER, G., SÖDERBERG, S. & ÖHLÉN, J. (eds.) Caring as an Academic Subject: Report from a Working Conference. Swedish Association for Nurses.

VAN HERK, K. A., SMITH, D. & ANDREW, C. 2011. Examining our privileges and oppressions: incorporating an intersectionality paradigm into nursing. Nursing Inquiry, 18, 29-39.

National Category
Public Health, Global Health, Social Medicine and Epidemiology
Research subject
NURSING AND PUBLIC HEALTH SCIENCE, Public health science
Identifiers
urn:nbn:se:hv:diva-9313 (URN)
Conference
NETNEP 2016, 6th International Nursing Education Conference, 3-6 April 2016, Brisbane, Australia
Available from: 2016-04-18 Created: 2016-04-18 Last updated: 2016-04-18Bibliographically approved
Pherson, T. & Tengelin, E. (2015). Genusnormer: normer som skapar kvinnor och män (1ed.). In: Dahlborg Lyckhage, Elisabeth, Lyckhage, Gunnar, Tengelin, Ellinor (Ed.), Jämlik vård: normmedvetna perspektiv (pp. 107-126). Lund: Studentlitteratur AB
Open this publication in new window or tab >>Genusnormer: normer som skapar kvinnor och män
2015 (Swedish)In: Jämlik vård: normmedvetna perspektiv / [ed] Dahlborg Lyckhage, Elisabeth, Lyckhage, Gunnar, Tengelin, Ellinor, Lund: Studentlitteratur AB, 2015, 1, p. 107-126Chapter in book (Other academic)
Place, publisher, year, edition, pages
Lund: Studentlitteratur AB, 2015 Edition: 1
Keywords
Jämlikhet, normer
National Category
Health Sciences
Research subject
NURSING AND PUBLIC HEALTH SCIENCE, Nursing science
Identifiers
urn:nbn:se:hv:diva-8776 (URN)9789144059068 (ISBN)
Available from: 2015-12-09 Created: 2015-12-09 Last updated: 2015-12-09Bibliographically approved
Dahlborg Lyckhage, E., Lyckhage, G. & Tengelin, E. (Eds.). (2015). Jämlik vård: normmedvetna perspektiv (1ed.). Lund: Studentlitteratur AB
Open this publication in new window or tab >>Jämlik vård: normmedvetna perspektiv
2015 (Swedish)Collection (editor) (Other academic)
Place, publisher, year, edition, pages
Lund: Studentlitteratur AB, 2015. p. 264 Edition: 1
Keywords
Jämlikhet, normer
National Category
Nursing
Research subject
NURSING AND PUBLIC HEALTH SCIENCE, Nursing science
Identifiers
urn:nbn:se:hv:diva-8778 (URN)9789144059068 (ISBN)
Available from: 2015-12-09 Created: 2015-12-09 Last updated: 2015-12-09Bibliographically approved
Tengelin, E. (2015). Klassnormer och föreställningen om klasslösa patienter (1ed.). In: Dahlborg Lyckhage, Elisabeth, Lyckhage, Gunnar & Tengelin, Ellinor, (Ed.), Jämlik vård: normmedvetna perspektiv (pp. 81-99). Lund: Studentlitteratur AB
Open this publication in new window or tab >>Klassnormer och föreställningen om klasslösa patienter
2015 (Swedish)In: Jämlik vård: normmedvetna perspektiv / [ed] Dahlborg Lyckhage, Elisabeth, Lyckhage, Gunnar & Tengelin, Ellinor,, Lund: Studentlitteratur AB, 2015, 1, p. 81-99Chapter in book (Other academic)
Place, publisher, year, edition, pages
Lund: Studentlitteratur AB, 2015 Edition: 1
Keywords
Jämlikhet, normer
National Category
Nursing
Research subject
NURSING AND PUBLIC HEALTH SCIENCE, Nursing science
Identifiers
urn:nbn:se:hv:diva-8745 (URN)9789144059068 (ISBN)
Available from: 2015-12-09 Created: 2015-12-02 Last updated: 2015-12-09Bibliographically approved
Dahlborg Lyckhage, E., Lau, M. & Tengelin, E. (2015). Normer som hinder för jämlik och rättighetsbaserad vård (1ed.). In: Dahlborg Lyckhage, Elisabeth, Lyckhage, Gunnar & Tengelin, Ellinor, (Ed.), Jämlik vård: normmedvetna perspektiv (pp. 37-57). Lund: Studentlitteratur AB
Open this publication in new window or tab >>Normer som hinder för jämlik och rättighetsbaserad vård
2015 (Swedish)In: Jämlik vård: normmedvetna perspektiv / [ed] Dahlborg Lyckhage, Elisabeth, Lyckhage, Gunnar & Tengelin, Ellinor,, Lund: Studentlitteratur AB, 2015, 1, p. 37-57Chapter in book (Other academic)
Place, publisher, year, edition, pages
Lund: Studentlitteratur AB, 2015 Edition: 1
Keywords
Normer
National Category
Nursing
Research subject
NURSING AND PUBLIC HEALTH SCIENCE, Nursing science
Identifiers
urn:nbn:se:hv:diva-8744 (URN)9789144059068 (ISBN)
Available from: 2015-12-02 Created: 2015-12-02 Last updated: 2015-12-02Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0002-2358-5086

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