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Dahlborg Lyckhage, ElisabethORCID iD iconorcid.org/0000-0003-3702-8202
Alternative names
Publications (10 of 44) Show all publications
Dahlborg Lyckhage, E., Brink, E. & Lindahl, B. (2018). A Theoretical Framework for Emancipatory Nursing With a Focus on Environment and Persons' Own and Shared Lifeworld. Advances in Nursing Science, 41(4), 340-350
Open this publication in new window or tab >>A Theoretical Framework for Emancipatory Nursing With a Focus on Environment and Persons' Own and Shared Lifeworld
2018 (English)In: Advances in Nursing Science, ISSN 0161-9268, E-ISSN 1550-5014, Vol. 41, no 4, p. 340-350Article in journal (Refereed) Published
Abstract [en]

By giving a brief overview of the metaconcepts in nursing, with a focus on environment, we sketch a theoretical framework for an emancipatory perspective in nursing care practice. To meet the requirements of equality in care and treatment, we have in our theoretical framework added a critical lifeworld perspective to the antioppressive practice, to meet requirements of equity in health care encounter. The proposed model of emancipatory nursing goes from overall ideological structures to ontological aspects of the everyday world. Based on the model, nurses could identify what kind of theoretical critical knowledge and thinking they require to conduct equal care and encounter the person behind the patient role.

Keywords
Nursing, environment
National Category
Nursing
Research subject
NURSING AND PUBLIC HEALTH SCIENCE, Nursing science
Identifiers
urn:nbn:se:hv:diva-13098 (URN)10.1097/ANS.0000000000000227 (DOI)000450880800009 ()30383562 (PubMedID)2-s2.0-85055900561 (Scopus ID)
Available from: 2018-11-05 Created: 2018-11-05 Last updated: 2018-12-12Bibliographically approved
Tengelin, E., Bülow, P. H., Berndtsson, I. & Dahlborg Lyckhage, E. (2018). Norm-Critical Potential in Undergraduate Nursing Education Curricula: A Document Analysis.. Advances in Nursing Science
Open this publication in new window or tab >>Norm-Critical Potential in Undergraduate Nursing Education Curricula: A Document Analysis.
2018 (English)In: Advances in Nursing Science, ISSN 0161-9268, E-ISSN 1550-5014Article in journal (Refereed) Epub ahead of print
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)30325741 (PubMedID)
Note

Publish Ahead of Print:, OCT 2018

Available from: 2018-10-29 Created: 2018-10-29 Last updated: 2018-11-26Bibliographically 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
Dahlborg Lyckhage, E., Pennbrant, S. & Boman, Å. (2017). Health care systems in transition: Equality, access and health literacy in three Scandinavian welfare states.: “The Emperor’s new clothes”: discourse analysis on how the patient is constructed in the new Swedish Patient Act. In: : . Paper presented at COMMUNICATION, MEDICINE & ETHICS (COMET) June 26-28, 2017, Indianapolis, Indiana, USA Campus of Indiana University-Purdue University, Indianapolis (IUPUI).
Open this publication in new window or tab >>Health care systems in transition: Equality, access and health literacy in three Scandinavian welfare states.: “The Emperor’s new clothes”: discourse analysis on how the patient is constructed in the new Swedish Patient Act
2017 (English)Conference paper, Oral presentation only (Refereed)
Abstract [en]

The Swedish welfare debate increasingly focuses on market liberal notions and its healthcare perspective aims for more patient-centered care. This article examines the new Swedish Patient Act describing and analyzing how the patient is constructed in government documents. This study takes a Foucauldian discourse analysis approach following Willig’s analysis guide. The act contains an entitlement discourse for patients and a requirement discourse for healthcare personnel. These two discourses are governed by a values-based healthcare discourse. Neo-liberal ideology, in the form of New Public Management discourse, focusing on the value of efficiency and competition, is given a hegemonic position as laws and regulations are used to strengthen it. The new Swedish Patient Act seems to further strengthen this development. The Act underlines the increased entitlement for patients, but it is not legally binding as it offers patients only indirect entitlement to influence and control their care. To safeguard the patient’s entitlement under the Patient Act, healthcare personnel should be made aware of the contents of the Act, so that they can contribute to the creation of systems and working methods that facilitate respect of the Act’s provisions in daily healthcare work.

Keywords
discourse analysis, healthcare, patient-centered care, swedish patient act
National Category
Nursing
Research subject
NURSING AND PUBLIC HEALTH SCIENCE, Nursing science
Identifiers
urn:nbn:se:hv:diva-11230 (URN)
Conference
COMMUNICATION, MEDICINE & ETHICS (COMET) June 26-28, 2017, Indianapolis, Indiana, USA Campus of Indiana University-Purdue University, Indianapolis (IUPUI)
Available from: 2017-07-14 Created: 2017-07-14 Last updated: 2017-12-11Bibliographically approved
Dahlborg Lyckhage, E., Pennbrant, S. & Boman, Å. (2017). "The Emperor's new clothes": discourse analysis on how the patient is constructed in the new Swedish Patient Act.. Nursing Inquiry, 24(2), Article ID e12162.
Open this publication in new window or tab >>"The Emperor's new clothes": discourse analysis on how the patient is constructed in the new Swedish Patient Act.
2017 (English)In: Nursing Inquiry, ISSN 1320-7881, E-ISSN 1440-1800, Vol. 24, no 2, article id e12162Article in journal (Refereed) Published
Abstract [en]

The Swedish welfare debate increasingly focuses on market liberal notions and its healthcare perspective aims for more patient-centered care. This article examines the new Swedish Patient Act describing and analyzing how the patient is constructed in government documents. This study takes a Foucauldian discourse analysis approach following Willig's analysis guide. The act contains an entitlement discourse for patients and a requirement discourse for healthcare personnel. These two discourses are governed by a values-based healthcare discourse. Neo-liberal ideology, in the form of New Public Management discourse, focusing on the value of efficiency and competition, is given a hegemonic position as laws and regulations are used to strengthen it. The new Swedish Patient Act seems to further strengthen this development. The Act underlines the increased entitlement for patients, but it is not legally binding as it offers patients only indirect entitlement to influence and control their care. To safeguard the patient's entitlement under the Patient Act, healthcare personnel should be made aware of the contents of the Act, so that they can contribute to the creation of systems and working methods that facilitate respect of the Act's provisions in daily healthcare work.

Keywords
discourse; law; patient centred care; politics
National Category
Nursing
Research subject
NURSING AND PUBLIC HEALTH SCIENCE, Nursing science
Identifiers
urn:nbn:se:hv:diva-10170 (URN)10.1111/nin.12162 (DOI)000399338300005 ()27682448 (PubMedID)2-s2.0-84994779532 (Scopus ID)
Available from: 2016-11-25 Created: 2016-11-25 Last updated: 2017-12-18Bibliographically approved
Tengelin, E. & Dahlborg Lyckhage, E. (2017). Utveckling av ett instrument som kan mäta normkritisk medvetenhet. In: : . Paper presented at Genus i profession, Malmö högskola, 2017-02-16.
Open this publication in new window or tab >>Utveckling av ett instrument som kan mäta normkritisk medvetenhet
2017 (English)Conference paper, Oral presentation only (Refereed)
Abstract [en]

Bakgrund. Normkritisk kompetens är en förutsättning för att kunna ifrågasätta rådande, begränsande normer som skapar ojämlikhet. Att kunna mäta normkritisk medvetenhet är nödvändigt av flera skäl, exempelvis för att kunna identifiera kunskapsbehov eller utvärdera insatser. Idag finns dock inget vetenskapligt baserat instrument för detta ändamål. Syfte. Studien syftar till att utveckla ett instrument som kan mäta graden av normkritisk medvetenhet. Metod. Utvecklingen av instrumentet omfattade två faser: (1) generering och test av items samt (2) reducering av items genom konfirmatorisk faktoranalys. I den första fasen formulerades och testades validiteten i items genom expertbedömningar, pilotstudier och samtal med studenter, vilket resulterade i 46 items. I nästa fas analyserades dessa med konfirmatorisk faktoranalys i syfte att reducera instrumentet till 20-25 items för att få ett mer lätthanterligt instrument. Resultat. Faktoranalysen resulterade i 20 items och fyra dimensioner. Dimensionerna var Normers konsekvenser, Att lära sig normer, Motstånd mot normer och Normers funktion. Det visade sig också att de fyra dimensionerna tillsammans mäter en bred dimension (normkritisk medvetenhet). Diskussion. Utvecklingsprocessen reser frågor kring styrkor och svagheter med att operationalisera och kvantifiera kvalitativa fenomen så som medvetenhet om normkritik. Det utvecklade instrumentet kan användas för att mäta normkritisk medvetenhet i olika sammanhang, exempelvis effekten av normkritiska utbildningssatsningar inom högre utbildning.  

National Category
Nursing
Research subject
NURSING AND PUBLIC HEALTH SCIENCE, Nursing science
Identifiers
urn:nbn:se:hv:diva-11565 (URN)
Conference
Genus i profession, Malmö högskola, 2017-02-16
Available from: 2017-09-19 Created: 2017-09-19 Last updated: 2017-09-19Bibliographically 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
Jonsson, B., Dahlborg Lyckhage, E. & Pennbrant, S. (2016). Work Integrated Learning and Learning Integrated Work: An Approach to Unite Theory and Practice to Praxis. In: Nuninger, Walter & Châtelet, Jean-Marie (Ed.), Handbook of Research on Quality Assurance and Value Management in Higher Education: (pp. 139-159). Hersey, PA: IGI Global
Open this publication in new window or tab >>Work Integrated Learning and Learning Integrated Work: An Approach to Unite Theory and Practice to Praxis
2016 (English)In: Handbook of Research on Quality Assurance and Value Management in Higher Education / [ed] Nuninger, Walter & Châtelet, Jean-Marie, Hersey, PA: IGI Global , 2016, p. 139-159Chapter in book (Refereed)
Abstract [en]

The difference between the professional competence conveyed during education and the competence demanded in working life is substantial and needs to be taken seriously. In this chapter where the case is nursing education, Work Integrated Learning (WIL) and Learning Integrated Work (LIW), are suggested as pedagogical approaches in Higher Education aiming to integrate scientific knowledge and with practical knowledge, and to provide an analytical perspective where students have the opportunity to develop metacognitive skills and praxis by learning through experiences during internship. One way to achieve this in vocational education to learn from the knowledge and skills used when performing inpractice. By integrating scientific and practical vocational knowledge, one promotes professionalization that is exhibited as Learning Integrated Work (LIW), i.e. the capability to perform the expected tasks and learn at work by using a critical and development-oriented attitude in daily work and actively participate in renewals of work assignments.

Place, publisher, year, edition, pages
Hersey, PA: IGI Global, 2016
Keywords
Higher education, Learning Integrated Work, nurse education, praxis, vocational education, Work Integrated Learning
National Category
Educational Sciences
Research subject
Work Integrated Learning
Identifiers
urn:nbn:se:hv:diva-9327 (URN)10.4018/978-1-5225-0024-7.ch006 (DOI)9781522500247 (ISBN)1522500243 (ISBN)9781522500254 (ISBN)
Available from: 2016-04-27 Created: 2016-04-27 Last updated: 2016-05-11Bibliographically 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
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/0000-0003-3702-8202

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