Change search
Link to record
Permanent link

Direct link
Publications (10 of 57) Show all publications
Truong, A., Winman, T., Ekström-Bergström, A. & Johansson, C. (2022). A Work-Integrated intervention in health and social care: Professionals´ experiences of joint education. In: International Conference on Work Integrated Learning: Abstract Book. Paper presented at WIL'22 International Conference on Work Integrated Learning, 7-9 December 2022, University West, Trollhättan, Sweden (pp. 97-98). Trollhättan: University West
Open this publication in new window or tab >>A Work-Integrated intervention in health and social care: Professionals´ experiences of joint education
2022 (English)In: International Conference on Work Integrated Learning: Abstract Book, Trollhättan: University West , 2022, p. 97-98Conference paper, Oral presentation with published abstract (Other academic)
Abstract [en]

Introduction:

Worldwide, educational interventions are carried out continuously as an ongoing activity linked to competence provision and development of the organization. In follow-up and evaluation of the interventions, the result, i.e., the effect of the intervention, has usually been the main concern whereas the mechanism behind the operation of the intervention is often obscured. The aim of this evaluation study is to contribute knowledge to the field of intervention research regarding aspects that should be considered in designing a learning-supportive educational intervention. Such knowledge would increase the likelihood that experiences generated from the intervention are implemented in the daily undertaking.

Accordingly, knowledge within intervention research increased significantly since the field expanded rapidly in the past decade. However, critical voices have been raised regarding aspects that are often overlooked in the field and highlighted the tendency that intervention studies frequently focus on the meth ods used to test the intervention whereas the rigor of intervention development and design has not received the attention it deserves. When it comes to educational intervention, concerning the aforementioned viewpoint, the process of learning cannot be lef t out. Studying learning processes and studies in designing education to support learners´ learning process is one of the main areas of interests in Work-Integrated Learning (WIL), particularly in the matter of learning in relation to working life, where the goal is to help the learners to integrate knowledge from education into practice. From the perspective of WIL, the social dimension has a certain influential effect on learning, which should be taken into account. A key word in this dimension is interaction. 

Nationally and internationally, within health care, recurring training, intraprofessional and/or interprofessional is given aiming to improve professionals' knowledge, attitudes, confidence levels and practices in care, in addition, to enhancing the collaboration to safeguard the patient safety and the quality-of-care. In Sweden, one area that has been debated and discussed regarding competence and knowledge scarcity among professionals and urged for measures to support competence provision, is health and social care for people with intellectual disabilities. In this context, the knowledge that can be applied in development and design of effective educational intervention appears to be almost zero. We are in the opinion that this knowledge gap should be a matter of concern and an area that needs to be explored.

Methods:

Data was gathered by way of semi structured interviews. Qualitative inductive analysis was applied using qualitative content analysis of Graneheim and Lundman.Totally, 24 individual interviews were conducted with the participating professionals. With guidance of the checklist COREQ, our ambition is to make the research process in this study as transparent as possible which further increases the replicability.

Results:

By exploring pa rticipants' experiences of the different components in an intervention with regard to their learning and knowledge development, both individual and of the group, in relation to their profession, finding answers to “what works” and “how it works”. Thereby gaining understanding and knowledge that can be applied in the design of future interventions and consequently, fill the existing knowledge gap.

Ethics:

Approval was obtained from the Swedish Ethical Review Authority, Dnr 35 517 for the project as whole. In addition, a supplemental application to phase two has made and is approved, on September 21, 2021, Dnr 2021-0460.

Place, publisher, year, edition, pages
Trollhättan: University West, 2022
Keywords
work integrated learning, professionals, intervention
National Category
Nursing Pedagogy Learning
Research subject
NURSING AND PUBLIC HEALTH SCIENCE, Nursing science; Work Integrated Learning
Identifiers
urn:nbn:se:hv:diva-19473 (URN)9789189325302 (ISBN)
Conference
WIL'22 International Conference on Work Integrated Learning, 7-9 December 2022, University West, Trollhättan, Sweden
Note

The general theme of the conference is: “WIL in the service of society”

Available from: 2022-12-16 Created: 2022-12-16 Last updated: 2024-01-19Bibliographically approved
Gustavsson, L., Vallo Hult, H., Winman, T. & Ahlström, P. (2022). From classroom education to work-integrated learning in the forest - students and teachers as knowledge co-creators in hybrid learning spaces. In: : . Paper presented at the 17th annual International Conference of Organisational Learning, Knowledge and Capabilities, OLKC conference 2022, 7-9 September in Trollhättan, Sweden.
Open this publication in new window or tab >>From classroom education to work-integrated learning in the forest - students and teachers as knowledge co-creators in hybrid learning spaces
2022 (English)Conference paper, Oral presentation only (Other academic)
Keywords
work-integrated learning, knowledge co-creators, hybrid learning spaces
National Category
Interaction Technologies Work Sciences Learning Pedagogy
Research subject
Work Integrated Learning
Identifiers
urn:nbn:se:hv:diva-19604 (URN)
Conference
the 17th annual International Conference of Organisational Learning, Knowledge and Capabilities, OLKC conference 2022, 7-9 September in Trollhättan, Sweden
Available from: 2023-01-18 Created: 2023-01-18 Last updated: 2023-01-25Bibliographically approved
Truong, A., Winman, T. & Ekström-Bergström, A. (2022). Studying intraprofessional and interprofessional learning processes initiated by an educational intervention applying a qualitative design with multimethod approach: a study protocol.. BMJ Open, 12(4), Article ID e058779.
Open this publication in new window or tab >>Studying intraprofessional and interprofessional learning processes initiated by an educational intervention applying a qualitative design with multimethod approach: a study protocol.
2022 (English)In: BMJ Open, E-ISSN 2044-6055, Vol. 12, no 4, article id e058779Article in journal (Refereed) Published
Abstract [en]

INTRODUCTION: Interprofessional collaboration in education and practice has been highlighted as a premise for providing good care. Both the intraprofessional and interprofessional impacts have bearing on healthcare professionals' performance and learning. Likewise, from the perspective of work-integrated learning, intraprofessional and interprofessional learning play an enduring part in studies about the development of healthcare organisations and professional competence. Educational-intervention research has become significant, which may indicate challenges the healthcare, for example, the area of disabilities is confronting. Earlier studies on intraprofessional and interprofessional learning have often focused on the learning outcome, whereas the learning process remains unexplored. The learning process is complex and is normally influenced by several factors. Therefore, develop knowledge about the intraprofessional and interprofessional learning processes initiated by an educational-intervention and the factors influencing this process may contribute to educational-intervention research, which is also the aim of the forthcoming study.

METHODS AND ANALYSIS: An inductive qualitative study design with interpretivism as the epistemological stand will be applied. Professionals in healthcare services for people with intellectual disabilities in four residential settings in Sweden are included in the educational-intervention based on web-based training and structured group reflections. Intended data collections are videorecordings of group reflections and individual interviews. An ethnomethodological approach will be applied for studying the details of conversation and interaction in group reflections. The interviews will be analysed using qualitative content analysis to gain participants' viewpoints of the intervention.

ETHICS AND DISSEMINATION: Approval was obtained from the Swedish Ethical Review Authority, Dnr 35 517. In Addition, a supplemental application to the extended part of the intervention in the forthcoming study has been submitted and approval was received on 21 September 2021. Ethical principles following the Declaration of Helsinki will be strictly followed.

TRIAL REGISTRATION NUMBER: NCT03390868; Post-results.

Keywords
MEDICAL EDUCATION & TRAINING, PUBLIC HEALTH, QUALITATIVE RESEARCH
National Category
Nursing Public Health, Global Health, Social Medicine and Epidemiology
Research subject
Work Integrated Learning; NURSING AND PUBLIC HEALTH SCIENCE, Nursing science
Identifiers
urn:nbn:se:hv:diva-18316 (URN)10.1136/bmjopen-2021-058779 (DOI)000783842400051 ()35437255 (PubMedID)2-s2.0-85128571537 (Scopus ID)
Available from: 2022-04-27 Created: 2022-04-27 Last updated: 2023-09-29
Truong, A., Winman, T. & Ekström-Bergström, A. (2022). Studying intraprofessional and interprofessional learning processes initiated by an educational intervention applying a qualitative design with multimethod approach: a study protocol. In: : . Paper presented at Lina Week 40, 3-8 October 2022, University West, Sweden. Trollhättan
Open this publication in new window or tab >>Studying intraprofessional and interprofessional learning processes initiated by an educational intervention applying a qualitative design with multimethod approach: a study protocol
2022 (English)Conference paper, Oral presentation only (Other academic)
Place, publisher, year, edition, pages
Trollhättan: , 2022
Keywords
Medical Education & Training, Public Health, Qualitative Research, work integrated learning
National Category
Nursing
Research subject
Work Integrated Learning; NURSING AND PUBLIC HEALTH SCIENCE, Nursing science
Identifiers
urn:nbn:se:hv:diva-19929 (URN)
Conference
Lina Week 40, 3-8 October 2022, University West, Sweden
Available from: 2023-05-08 Created: 2023-05-08 Last updated: 2024-01-19Bibliographically approved
Winman, T. (2021). Standardization and Professional Knowledge in Integration Work. International Journal of Social Work and Human Services Practice, 8(2), 17-26
Open this publication in new window or tab >>Standardization and Professional Knowledge in Integration Work
2021 (English)In: International Journal of Social Work and Human Services Practice, ISSN 2332-6832, E-ISSN 2332-6840, Vol. 8, no 2, p. 17-26Article in journal (Refereed) Published
Abstract [en]

Since the 1970s, the government in Sweden has developed many activities aimed at facilitating immigrants’ integration processes and their sense of belonging; one such activity that emerged in the 2010s is civic orientation. This activity is characterized by a high degree of standardization of both processes and content. The intention is for local activities and participants to adjust to general levels and standards. But even though standards can be seen as a solution for a set of problems, one must consider that standards do not perform any tasks by themselves; their functions depend on organizational routines, resources available, and staff members’ use of the standards. Therefore, one must consider how integration workers handle standards and how they bridge standards of routines and procedures with participants, immigrants, responses, and needs. The interest in this study concerns how such a dilemma intervenes at the local level and what it means for professional knowledge and autonomy. This study takes place at an integration unit in Sweden where integration workers meet in workshops to interpret standards and find ways to adapt them to local needs. The results show how cultural and pedagogical awareness form the basis for professional knowledge and how this also creates a space for action but also how standards form a structure through which expectations and demands are understood and form arguments and interaction patterns.

Keywords
Standardization, Integration Work, Professional Knowledge, Social Work, Migration
National Category
Social Work
Research subject
Work Integrated Learning
Identifiers
urn:nbn:se:hv:diva-17486 (URN)10.13189/ijrh.2021.080201 (DOI)
Available from: 2021-09-23 Created: 2021-09-23 Last updated: 2021-09-23
Nguyen, C. B. & Winman, T. (2020). A Case Study of The Implementation Process of Canvas Learning Management System in Higher Education. In: L. Gómez Chova, A. López Martínez, I. Candel Torres (Ed.), Inted 2020 Proceedings: . Paper presented at INTED2020 14th International Technology, Education and Development Conference Valencia, Spain. 2-4 March, 2020 (pp. 1399-1405). International Association for Technology, Education and Development
Open this publication in new window or tab >>A Case Study of The Implementation Process of Canvas Learning Management System in Higher Education
2020 (English)In: Inted 2020 Proceedings / [ed] L. Gómez Chova, A. López Martínez, I. Candel Torres, International Association for Technology, Education and Development, 2020, p. 1399-1405Conference paper, Published paper (Other academic)
Abstract [en]

The development of information technology has urged the enhancement of other fields. Education is not an exception, especially higher education. Accordingly, learning management systems (LMSs) emerged as collaborative and intelligent systems which support learners and educators. This study is performed at a university in Sweden. The university faced to the challenge which was the diverse flora of different IT systems combined with the old learning platform being perceived as outdated. For this reason, Canvas was chosen as the new LMS at the university. Thus, the study aims to discover how the university implemented Canvas in the organization to resolve the obstacle. With the Canvas implementation process, this research exposes the decision-changing process about LMS to draw a holistic picture for the implementation process with the detailed activities, the involved stakeholders, and the stages lasting from 2016 to 2018. The study is based on interviews with four people including decision makers and other stakeholders who have been in charge of the implementation and documents. The interviews are conducted after six months as of the implementation completion. To reveal the implementation process in an intelligible insight, we also demonstrate the expectations of the university on Canvas before the implementation to figure out how Canvas helps to deal with the previous difficulties. Additionally, we investigate on what basic assumptions the design of the implementation was based, list the involved stakeholders with their commissions in the process, and inspect the ways they implemented and accomplished Canvas within the organization. The outcomes of the study manifest what have been done so far and what are needed to be done in the future, so the decision makers have deeper insights of the entire process, whereby they are able to make superior decisions of the improvement. The co-workers, on the other hand, have invaluable knowledge of the organization in which the decisions are to be implemented, as a result, the co-workers ameliorate how a decision should be implemented to produce the best performance. The synthesis perspective addresses the possibility of merging the perspectives of top-down and bottom-up. The study is viewed as a bullet trajectory to exhort researchers within this field to generate more innovations of intelligent systems in general and LMS in specific. Additionally, the research fosters universities or academies which have not applied LMS to their organizations to implement LMS with the purpose of learning process and education quality enhancement.

Place, publisher, year, edition, pages
International Association for Technology, Education and Development, 2020
Keywords
Learning Management System; Canvas; Learning Platform; Implementation Process
National Category
Information Systems, Social aspects
Research subject
Work Integrated Learning
Identifiers
urn:nbn:se:hv:diva-16993 (URN)978-84-09-17939-8 (ISBN)
Conference
INTED2020 14th International Technology, Education and Development Conference Valencia, Spain. 2-4 March, 2020
Available from: 2021-10-01 Created: 2021-10-01 Last updated: 2021-11-01Bibliographically approved
Assmo, P., Winman, T. & Vesterlind, M. (2020). Hälsofrämjande integration och jämlik folkhälsa: Ett forsknings- och utvecklingsprojekt i samarbete mellan Högskolan Väst och Uddevalla kommun. Trollhättan: Högskolan Väst
Open this publication in new window or tab >>Hälsofrämjande integration och jämlik folkhälsa: Ett forsknings- och utvecklingsprojekt i samarbete mellan Högskolan Väst och Uddevalla kommun
2020 (Swedish)Report (Other academic)
Place, publisher, year, edition, pages
Trollhättan: Högskolan Väst, 2020. p. 23
Series
Brief Report, EI
Keywords
Integration, folkhälsa, Högskolan Väst, Uddevalla kommun
National Category
Public Health, Global Health, Social Medicine and Epidemiology
Research subject
Work Integrated Learning
Identifiers
urn:nbn:se:hv:diva-16059 (URN)
Available from: 2020-11-25 Created: 2020-11-25 Last updated: 2022-09-22
Haj-Bolouri, A., Winman, T. & Svensson, L. (2020). Meta-requirements for Immersive Collaborative Spaces in Industrial Workplace Learning: Towards a Design Theory. Paper presented at Conference of 15th International Conference on Design Science Research in Information Systems and Technology, DESRIST 2020 ; Conference Date: 2 December 2020 Through 4 December 2020. Lecture Notes in Computer Science, 12388 LNCS, 339-346
Open this publication in new window or tab >>Meta-requirements for Immersive Collaborative Spaces in Industrial Workplace Learning: Towards a Design Theory
2020 (English)In: Lecture Notes in Computer Science, ISSN 0302-9743, E-ISSN 1611-3349, Vol. 12388 LNCS, p. 339-346Article in journal (Refereed) Published
Abstract [en]

As the digital transformation of society accelerates, sophisticated Information Technologies (IT) emerge and are introduced into organizations and institutions of society. An example of such technologies is the Virtual Reality (VR) technology that has re-emerged and become a frequently used solution for supporting collaboration and workplace learning in immersive spaces. The deep sense of immersion in VR enables users to learn and develop working skills in an authentic virtual space, which facilitates an increased feeling of user presence and mapping with real world working scenarios. However, due to the emerging nature of using VR for collaboration and workplace learning, there are wide possibilities for Information Systems (IS) scholars to explore the prescriptive knowledge space of how to design and theorize VR technologies through Design Science Research (DSR). In this research in progress paper, we scrutinize the question of how to design immersive collaborative spaces for industrial workplace learning, and subsequently perform a preliminary round of literature review to address the question. Consequently, the findings of the review are reported as three meta-requirements, which we target as the contribution and input for further development of an information systems design theory. © 2020, Springer Nature Switzerland AG.

Place, publisher, year, edition, pages
Springer Science and Business Media Deutschland GmbH, 2020
Keywords
Design; Industrial research; Information systems; Information use; Service industry; Virtual reality, Collaborative spaces; Design science researches (DSR); Digital transformation; Information systems design theories; Knowledge spaces; Literature reviews; Virtual spaces; Workplace learning, Engineering education
National Category
Information Systems, Social aspects
Research subject
Work Integrated Learning; Production Technology
Identifiers
urn:nbn:se:hv:diva-16195 (URN)10.1007/978-3-030-64823-7_31 (DOI)2-s2.0-85097820809 (Scopus ID)
Conference
Conference of 15th International Conference on Design Science Research in Information Systems and Technology, DESRIST 2020 ; Conference Date: 2 December 2020 Through 4 December 2020
Available from: 2021-01-14 Created: 2021-01-14 Last updated: 2023-06-02Bibliographically approved
Johansson, I. & Winman, T. (2020). Orchestrating of Learning in Higher Education Through Internships. The Educational Review, 4(5), 101-112
Open this publication in new window or tab >>Orchestrating of Learning in Higher Education Through Internships
2020 (English)In: The Educational Review, ISSN 2575-7938, Vol. 4, no 5, p. 101-112Article in journal (Refereed) Published
Abstract [en]

Education programs with internship components have been around for hundreds of years and are expected to provide knowledge and skills that students need for their future profession and future requirements in a changing environment and market, to move from being peripheral to being a master. The expectation that an internship can bridge different forms of knowledge systems, and thus, contribute to synthesizing knowledge, can easily be taken for granted. However, we need more knowledge about how the relationship between different forms of work and knowledge domains can be understood. The aim of the study is to develop knowledge about the relationship between various models of work and    knowledge domains. We examined the organization and implementation of  internships in two programs at a university in Sweden, which have internships and state that they see workplace setting as a point of departure to reflect and synthesize knowledge in science and theory. The data consists of policy   documents, curricula, and student assessment work and written reflections on internships. The results show the programs have somewhat different conceptions of scientific knowledge, practice, knowledge, and the relationship between. Documents from one program are based on theoretical perspectives, but those from the other program have a practical perspective. In some texts, an internship is viewed as a means of developing professional skills and in others, as a means of theoretically analyzing practice. These differences have implications for   pedagogical design, and how students understand and make meaning and what knowledge is developed. We conclude that ambiguity and the formulation of different perspectives may confuse students. To further develop internships  pedagogically, increased clarity and transparency are needed at ontological and epistemological starting points and perspectives.

Keywords
Internship, Higher Education, Reflection, Learning
National Category
Pedagogy
Research subject
Work Integrated Learning
Identifiers
urn:nbn:se:hv:diva-15960 (URN)10.26855/er.2020.05.001 (DOI)
Available from: 2020-10-08 Created: 2020-10-08 Last updated: 2021-01-13
Winman, T. (2020). The Role of Social Pedagogy in a Digitalized Society. The Educational Review, USA, 4(3), 81-92
Open this publication in new window or tab >>The Role of Social Pedagogy in a Digitalized Society
2020 (English)In: The Educational Review, USA, ISSN 2575-7938, Vol. 4, no 3, p. 81-92Article in journal (Refereed) Published
Abstract [en]

This article highlights and problematizes the social pedagogical knowledge domain as a resource in inclusion work that aims to increase opportunities to become active citizens in a digitalized society. Throughout history, people have concerned themselves with how people can live and work together in an inclusive society that encourages cooperative and productive bonds. This question is highly relevant in contemporary digitalized society, a society characterized by growing social differentiation and increasing individualisation. One, maybe obvious, solution is to provide people the opportunity to participate in various social communities, creating conditions for a more inclusive society. An inclusive society provides all citizens equal opportunities to education, housing, work, and consumer participation. When people are not provided these equal opportunities, society becomes exclusionary. And if an individual is excluded from one of these basic needs (e.g., the labour market), the opportunities to participate in other areas are also reduced. Research, political discussions, and educational assessments are increasingly questioning society's role with respect to inclusion. As a result, this article specifically questions how well placed social pedagogy is in light of the increasing pressures and challenges placed upon our clients, work context and models of practice by various types changes that are brought through increasing digitalization. The article begins with a brief overview of how to understand the modern society. It then moves into an examination of influential theoretical frameworks and concepts inclusion, identity and acknowledgement. From this foundation I proceed to scrutinize the origin ideas of social pedagogy and finally, I reflect on theoretical pathways for change that might be employed to address the current intimidations and challenges that digitalization has posed for social pedagogy, both in research and in practice.

Keywords
Digitalisation, Social Pedagogy, Social Development, Digitalised Society
National Category
Pedagogy
Research subject
Work Integrated Learning
Identifiers
urn:nbn:se:hv:diva-15961 (URN)10.26855/er.2020.03.004 (DOI)
Available from: 2020-10-08 Created: 2020-10-08 Last updated: 2023-06-04
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0002-1908-4940

Search in DiVA

Show all publications