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Tengelin, E., Dahlborg, E., Berndtsson, I. & Bülow, P. H. (2020). From political correctness to reflexivity: A norm-critical perspective on nursing education.. Nursing Inquiry, Article ID e12344.
Open this publication in new window or tab >>From political correctness to reflexivity: A norm-critical perspective on nursing education.
2020 (English)In: Nursing Inquiry, ISSN 1320-7881, E-ISSN 1440-1800, article id e12344Article in journal (Refereed) Epub ahead of print
Abstract [en]

Education is important in shaping professional identity, including how one approaches norms and normalisation. In the analysis presented in this study, nursing students' own constructions of norms and normality from the outlook of their education are highlighted and problematised. To deepen the understanding of these matters, the aim of this study was to explore constructions of norms and normality among students in nursing education. Students studying in a nursing department at a Swedish university college were approached and asked to consider open survey questions targeting their views on norms and normality; 154 of them replied. After a discourse analytic approach to the data, we could see how the students constructed norms and normality as (a) instrumental instructions, consisting of easy-to-digest statements grounded in the profession's obvious moral and ethical values, (b) limiting and frustrating obstacles for personal freedom that were important to challenge, (c) rules to be obeyed for the stability of society and (d) a matter of reflection, with each individual being responsible for understanding differences in norms, perspectives and opinions. We conclude that nursing education would benefit from norm-critical perspectives, problematising students' own positions to norms, power and privilege.

Keywords
discourse analysis, education, norm criticism, nursing, social norms, students
National Category
Nursing
Research subject
NURSING AND PUBLIC HEALTH SCIENCE, Nursing science
Identifiers
urn:nbn:se:hv:diva-14985 (URN)10.1111/nin.12344 (DOI)000510448700001 ()32009272 (PubMedID)2-s2.0-85078904710 (Scopus ID)
Available from: 2020-02-24 Created: 2020-02-24 Last updated: 2020-03-10Bibliographically approved
Berndtsson, I., Dahlborg, E. & Pennbrant, S. (2020). Work-integrated learning as a pedagogical tool to integrate theory and practice in nursing education: An integrative literature review. Nurse Education in Practice, Article ID 102685.
Open this publication in new window or tab >>Work-integrated learning as a pedagogical tool to integrate theory and practice in nursing education: An integrative literature review
2020 (English)In: Nurse Education in Practice, ISSN 1471-5953, E-ISSN 1873-5223, article id 102685Article, review/survey (Refereed) Published
Abstract [en]

It can be challenging for nursing students to navigate between theory and practice and to implement theoretical knowledge in real work situations and vice-versa. Work-integrated learning can support the students by enabling them to combine theoretical studies with practical work experience during their clinical placement. The aim of this integrative literature review was to identify models for the integration of theory and practice during clinical placements in nursing education by using work-integrated learning. Sixteen articles were found and analyzed using an integrative review method. Three themes were identified: 1) Supervisor support to enable students to develop a professional identity 2) Variety of modalities for teaching and 3) Collaboration between academic lecturers and clinical supervisors aimed at integrating theoretical and practical knowledge. Work-integrated learning enables students to integrate theory and practice, develop skills for knowledge-in practice and prepares them for working life. It also supports the sharing of experiences between various healthcare professionals. This review identified a need for further research on work-integrated learning as a method for enhancing nursing students’ workplace learning.

Place, publisher, year, edition, pages
Churchill Livingstone, 2020
Keywords
Work-integrated learning, Nursing, Nursing education, Literature review
National Category
Nursing
Research subject
Work Integrated Learning; NURSING AND PUBLIC HEALTH SCIENCE, Nursing science
Identifiers
urn:nbn:se:hv:diva-14775 (URN)10.1016/j.nepr.2019.102685 (DOI)2-s2.0-85076302935 (Scopus ID)
Available from: 2019-12-14 Created: 2019-12-14 Last updated: 2020-02-23Bibliographically approved
Dahlborg, E. (Ed.). (2019). Att bli sjuksköterska: en introduktion till yrke och ämne (3.ed.). Lund: Studentlitteratur AB
Open this publication in new window or tab >>Att bli sjuksköterska: en introduktion till yrke och ämne
2019 (Swedish)Collection (editor) (Other academic)
Place, publisher, year, edition, pages
Lund: Studentlitteratur AB, 2019. p. 310 Edition: 3.
Keywords
Sjuksköterskor, omvårdnad, yrkesroller
National Category
Nursing Pedagogy
Research subject
NURSING AND PUBLIC HEALTH SCIENCE, Nursing science
Identifiers
urn:nbn:se:hv:diva-14373 (URN)9789144125350 (ISBN)
Available from: 2019-09-04 Created: 2019-09-04 Last updated: 2019-12-10Bibliographically approved
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, 38(6), 652-667
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 2040-7157, Vol. 38, no 6, p. 652-667Article in journal (Refereed) Published
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: 2019-11-25Bibliographically approved
Dahlborg, E. (2019). I backspegeln: en historisk återblick (3.ed.). In: Dahlborg, Elisabeth (Ed.), Att bli sjuksköterska: en introduktion till yrke och ämne (pp. 43-68). Lund: Studentlitteratur AB
Open this publication in new window or tab >>I backspegeln: en historisk återblick
2019 (Swedish)In: Att bli sjuksköterska: en introduktion till yrke och ämne / [ed] Dahlborg, Elisabeth, Lund: Studentlitteratur AB, 2019, 3., p. 43-68Chapter in book (Other academic)
Place, publisher, year, edition, pages
Lund: Studentlitteratur AB, 2019 Edition: 3.
Keywords
Sjuksköterskeutbildning, sjuksköterskeyrket, profession, historia
National Category
Nursing
Research subject
NURSING AND PUBLIC HEALTH SCIENCE, Nursing science
Identifiers
urn:nbn:se:hv:diva-14377 (URN)9789144125350 (ISBN)
Available from: 2019-09-05 Created: 2019-09-05 Last updated: 2019-11-12Bibliographically 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: 2020-02-03Bibliographically approved
Dahlborg, E. (2019). Sjuksköterskan, vem är det? (3.ed.). In: Elisabeth Dahlborg (Ed.), Att bli sjuksköterska: en introduktion till yrke och ämne (pp. 23-42). Lund: Studentlitteratur AB
Open this publication in new window or tab >>Sjuksköterskan, vem är det?
2019 (Swedish)In: Att bli sjuksköterska: en introduktion till yrke och ämne / [ed] Elisabeth Dahlborg, Lund: Studentlitteratur AB, 2019, 3., p. 23-42Chapter in book (Other academic)
Place, publisher, year, edition, pages
Lund: Studentlitteratur AB, 2019 Edition: 3.
Keywords
Sjuksköterskor, yrkesroller
National Category
Nursing
Research subject
NURSING AND PUBLIC HEALTH SCIENCE, Nursing science
Identifiers
urn:nbn:se:hv:diva-14375 (URN)9789144125350 (ISBN)
Available from: 2019-09-04 Created: 2019-09-04 Last updated: 2019-09-05Bibliographically approved
Gedda, B. & Dahlborg, E. (2019). Sjuksköterskans pedagogiska verksamhet: villkor och processer (3ed.). In: Pilhammar Andersson, Ewa (Ed.), Pedagogik inom vård och handledning: (pp. 107-137). Lund: Studentlitteratur AB
Open this publication in new window or tab >>Sjuksköterskans pedagogiska verksamhet: villkor och processer
2019 (Swedish)In: Pedagogik inom vård och handledning / [ed] Pilhammar Andersson, Ewa, Lund: Studentlitteratur AB, 2019, 3, p. 107-137Chapter in book (Other academic)
Place, publisher, year, edition, pages
Lund: Studentlitteratur AB, 2019 Edition: 3
Keywords
Patientundervisning, patientinformation, sjuksköterskeutbildning
National Category
Pedagogy
Research subject
NURSING AND PUBLIC HEALTH SCIENCE, Nursing science
Identifiers
urn:nbn:se:hv:diva-14413 (URN)978-91-44-12669-2 (ISBN)
Available from: 2019-09-16 Created: 2019-09-16 Last updated: 2019-11-12Bibliographically approved
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. & 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
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0003-3702-8202

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