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Publications (10 of 12) Show all publications
Pennbrant, S., Nunstedt, H. & Bernhardsson, L. (2019). Learning Through Reflection: The Portfolio Method As A Tool To Promote Work-Integrated Learning In Higher Education. In: L. Gómez Chova, A. López Martínez, I. Candel Torres (Ed.), INTED2019 Proceedings: . Paper presented at 13th International Technology, Education and Development Conference (pp. 729-739). Valencia: The International Academy of Technology, Education and Development
Open this publication in new window or tab >>Learning Through Reflection: The Portfolio Method As A Tool To Promote Work-Integrated Learning In Higher Education
2019 (English)In: INTED2019 Proceedings / [ed] L. Gómez Chova, A. López Martínez, I. Candel Torres, Valencia: The International Academy of Technology, Education and Development, 2019, p. 729-739Conference paper, Published paper (Refereed)
Abstract [en]

Students need to develop meta-reflection to strengthen their learning process and to be able to manage the continuous changes encountered both higher education and in workplaces. Reflection is the most important for achieving progress within work integrated learning. For students to develop meta-reflection and achieve progression within work integrated learning, they need a systematic structure and conscious tools. The Portfolio method can be one of those tools.In this article we are going to discuss, from a theoretical standpoint, how teachers can develop a better structure for students so that they can strengthen their learning-process and progression of work integrated learning in higher education during internships which in turn promote lifelong learning. This progression of work integrated learning will be discussed in relation to the “WIL4U” model together with examples of reflection questions, learning outcomes, learning activities and examination forms. The “WIL4U” model was developed from the “AIL 4E (DUCATION)” model created by Bernhardsson, Gellerstedt and Svensson.The purpose of this conceptual discussion article is to highlight the portfolio method as a structure and tool for progress work integrated learning by reflection.With support of the portfolio method, the students can develop their ability to make well-balanced, and reflected choices in planning actions for work integrated learning. This requires well-developed self-regulation and the ability to meta-cognition and systematic meta-reflection to evaluate the effects of various actions. The portfolio method can also improve the reflection-process to develop the student's ability to emphasize strengths and increase the ability to achieve the learning outcomes in higher education.

Place, publisher, year, edition, pages
Valencia: The International Academy of Technology, Education and Development, 2019
Keywords
lifelong learning, portfolio method, reflection, work integrated learning
National Category
Pedagogical Work
Research subject
Work Integrated Learning
Identifiers
urn:nbn:se:hv:diva-13770 (URN)10.21125/inted.2019.0257 (DOI)978-84-09-08619-1 (ISBN)
Conference
13th International Technology, Education and Development Conference
Available from: 2019-04-08 Created: 2019-04-08 Last updated: 2019-05-31Bibliographically approved
Eriksson, M., Kerekes, N., Brink, P., Pennbrant, S. & Nunstedt, H. (2019). The level of sense of coherence among Swedish nursing staff. Journal of Advanced Nursing
Open this publication in new window or tab >>The level of sense of coherence among Swedish nursing staff
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2019 (English)In: Journal of Advanced Nursing, ISSN 0309-2402, E-ISSN 1365-2648Article in journal (Refereed) Accepted
Abstract [en]

Aim To explore the level of sense of coherence among Swedish nursing staff.

Design: An explorative quantitative study design was adopted using a short form for measuring sense of coherence.

Methods Data were collected in January 2018 from nurses working in full‐time positions at two hospitals in Western Sweden. A total of 93 nurses completed the 13 item questionnaire measuring sense of coherence. Descriptive statistics were applied to obtain means and standard deviations. Spearman's rank correlation was used to describe strength of association between sense of coherence and socio‐demographic categories. Between‐group differences were defined using the nonparametric tests of Mann Whitney U test and Kruskal‐Wallis test.

Results The internal consistency of the SOC‐13 was low. An inter‐item‐correlation test indicated that two items decreased the internal consistency of the scale. The level of the three dimensions of sense of coherence varied; manageability was weakest and decreased the total sense of coherence. The meaningfulness dimension was as strongest.

Conclusion On a national level, nurses reported weaker SOC than the general population, but stronger in an international comparison of nurses. They found their work difficult to manage, but meaningful.

Impact On a national level, the nurses report weaker SOC than the general population, but stronger in an international comparison of nurses. Findings from this study will have an impact on how nurses can manage work related stress in terms of sense of coherence. There will also be an impact on nurses' well‐being, which in a long run benefits patients.

Keywords
nurse, nursing, sense of coherence, salutogenesis, manageability, comprehensibility, meaningfulness, psychometric properties, nursing staff, hospital settings.
National Category
Nursing
Research subject
NURSING AND PUBLIC HEALTH SCIENCE, Nursing science
Identifiers
urn:nbn:se:hv:diva-13998 (URN)10.1111/jan.14137 (DOI)
Projects
Framgångsfaktorer för hållbart arbetsliv för sjuksköterskor
Available from: 2019-06-26 Created: 2019-06-26 Last updated: 2019-07-24Bibliographically approved
Andrén, U., Hedman Ahlström, B., Kinnander, M., Kerekes, N., Skyvell Nilsson, M. & Nunstedt, H. (2019). Utveckling av ett nytt yrke inom socialpsykiatrisk vård. Trollhättan: Högskolan Väst
Open this publication in new window or tab >>Utveckling av ett nytt yrke inom socialpsykiatrisk vård
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2019 (Swedish)Report (Other academic)
Abstract [en]

The program in Social Psychiatric Care is a three-year program at the university level leading to a vocational qualification in social psychiatric care and a bachelor's degree in the field of Health Sciences. Until the spring of 2018, six litters have graduated. Students in the social psychiatric care program often have personal interest, previous professional experience from the business areas or inspiration from related friends working in the field of activity. Personal experiences of problems in the fields of activity are also prominent among the students. Students believe that personal experience, willingness and ability is important in order to work within the profession. Characteristics of the students are also an interest and a clear empathetic willingness to work with people and they consider that the profession primarily requires characteristics such as altruism, empathy, social skills and deeper knowledge and understanding in the field. Upon completion of education, students want a career role where they can help other people, feel motivated, or they aim for specific positions or areas of activity. Both managers and alumni from the Social Psychiatric Care program value the broad professional competence that the program leads to. Psychiatric competence is emphasized as particularly valuable by both alumni and managers. This competence means that they also complement the other professions in the activities. Students consider themselves possessed a professional identity that involves introducing psychiatric and custody skills to organizations that previously lacked these perspectives. Something that also brings new approaches to patients, users and clients. Being able to use knowledge from several disciplines are considered to be a strength and competence that are well-needed in environments where people with mental ill health are cared for. The alumni perceive their knowledge as both interdisciplinary and interprofessional.

Abstract [sv]

Programmet i Socialpsykiatrisk vård är ett treårigt program på högskolenivå som leder till en yrkesexamen inom socialpsykiatrisk vård och en kandidatexamen i huvudområdet Vårdvetenskap. Fram till våren 2018 har sex kullar tagit sin examen. Studenter i programmet för Socialpsykiatrisk vård har ofta ett personligt intresse, tidigare yrkeserfarenhet från verksamhetsområdena eller inspiration från närstående/vänner som arbetar inom verksamhetsområdet. Även personliga erfarenheter av problem inom verksamhetsområdena är framträdande bland studenterna. Studenterna anser att den personliga erfarenheten, viljan och förmågan är viktigt för att kunna verka inom yrket. Utmärkande egenskaper hos studenterna är också ett specifikt intresse och en tydlig empatisk vilja av att arbeta med människor och de anser att yrket framförallt kräver egenskaper som altruism, empati, social kompetens samt en fördjupad kunskap och förståelse inom området. Efter avslutad utbildning önskar studenterna få möjligt till en yrkesroll där de kan hjälpa andra människor, eller så har de sikte på en specifik befattning eller ett speciellt verksamhetsområde. Såväl chefer som alumner från programmet Socialpsykiatrisk vård värdesätter den breda yrkeskompetens som programmet leder till. Den psykiatriska kompetensen betonas som särskilt värdefull av både alumner och chefer. Denna kompetens innebär att de också utgör ett komplement till övriga professioner inom verksamheterna. Studenterna anser sig ha erövrat en professionell identitet som handlar om att föra in psykiatriska och vårdande kunskaper till organisationer som tidigare saknat dessa perspektiv. Något som också medför nya förhållningssätt till patienter, brukare och klienter. Att kunna använda kunskap från flera discipliner anses som en styrka och en kompetens som är välbehövd i miljöer där personer med psykisk ohälsa vårdas. Alumnerna uppfattar sin kunskap som både tvärdisciplinär och interprofessionell.

Place, publisher, year, edition, pages
Trollhättan: Högskolan Väst, 2019. p. 42
Series
Reports University West, ISSN 2002-6188, E-ISSN 2002-6196 ; 2019:2
Keywords
Occupational socialization, student experience, interdisciplinary education, health sciences, psychiatry, social work, higher education, social psychiatric car
National Category
Nursing
Research subject
NURSING AND PUBLIC HEALTH SCIENCE, Nursing science
Identifiers
urn:nbn:se:hv:diva-13907 (URN)978-91-88847-36-2 (ISBN)
Available from: 2019-06-05 Created: 2019-06-05 Last updated: 2019-06-07
Nunstedt, H., Rudolfsson, G., Alsén, P. & Pennbrant, S. (2017). Patients' Variations of Reflection About and Understanding of Long-term Illness: Impact of Illness Perception on Trust in Oneself or Others. Open Nursing Journal, 11, 43-53
Open this publication in new window or tab >>Patients' Variations of Reflection About and Understanding of Long-term Illness: Impact of Illness Perception on Trust in Oneself or Others
2017 (English)In: Open Nursing Journal, ISSN 1874-4346, E-ISSN 1874-4346, Vol. 11, p. 43-53Article in journal (Refereed) Published
Abstract [en]

Background: Patients' understanding of their illness is of great importance for recovery. Lacking understanding of the illness is linked with the patients' level of reflection about and interest in understanding their illness. Objective: To describe patients’ variations of reflection about and understanding of their illness and how this understanding affects their trust in themselves or others. Method: The study is based on the “Illness perception” model. Latent content analysis was used for the data analysis. Individual, semi-structured, open-ended and face-to-face interviews were conducted with patients (n=11) suffering from a long-term illness diagnosed at least six months prior to the interview. Data collection took place in the three primary healthcare centres treating the participants. Results: The results show variations in the degree of reflection about illness. Patients search for deeper understanding of the illness for causal explanations, compare different perspectives for preventing complication of their illness, trust healthcare providers, and develop own strategies to manage life. Conclusion: Whereas some patients search for deeper understanding of their illness, other patients are less reflective and feel they can manage the illness without further understanding. Patients' understanding of their illness is related to their degree of trust in themselves or others. Patients whose illness poses an existential threat are more likely to reflect more about their illness and what treatment methods are available.

Keywords
Illness perception, Knowledge, Learning, Primary healthcare, Reflection, Understanding
National Category
Nursing
Research subject
NURSING AND PUBLIC HEALTH SCIENCE, Nursing science
Identifiers
urn:nbn:se:hv:diva-10930 (URN)10.2174/1874434601711010043 (DOI)28567169 (PubMedID)2-s2.0-85020387239 (Scopus ID)
Projects
Ja
Available from: 2017-05-09 Created: 2017-05-09 Last updated: 2019-05-21Bibliographically approved
Nunstedt, H. & Pennbrant, S. (2017). Portfoliometoden: Ett pedagogiskt verktyg för att integrera teori och praktik i sjuksköterskeprogrammet. Trollhättan: Högskolan Väst
Open this publication in new window or tab >>Portfoliometoden: Ett pedagogiskt verktyg för att integrera teori och praktik i sjuksköterskeprogrammet
2017 (Swedish)Report (Other academic)
Alternative title[en]
The Portfolio Method : a pedagogical tool for integrate theory and practice in nursing program
Abstract [sv]

Portfolio är en systematisk, målmedvetet sammanställd och strukturerad samling studiearbeten som läraren och de studerande använder för att följa upputvecklingen av kunskaper, färdigheter och attityder inom något område. Arbetsintegrerat lärande kan ses som en process och en pedagogisk strategi för ett aktivt kunskapsutbyte, reflekterad handling och ett livslångt lärande. Syftet med rapporten är att beskriva och diskutera portfolio som en pedagogisk metod och AIL som en pedagogisk strategi under den verksamhetsförlagda utbildningen på sjuksköterskeprogrammet vid Högskolan Väst. En av de viktigaste idéerna bakom AIL-portfolion är att studenten får möjlighet att ta kontroll över sitt lärande och därigenom bli mer aktiv i lärandet, förstå lärandet och vilken kunskap som genereras. AIL-portfolion kan skapa förutsättningar för sjuksköterskestudenterna att utveckla ett yrkeskunnande som kan systematiseras med hjälp av portfolions struktur och innehåll. AIL-portfolions metodiska process utgörs av de sex faserna; förreflektion, reflektion i handling, reflektion på handling, självvärdering, metareflektionen och kunskap i handling. AILportfolion kan på detta sätt fungera som ett stöd för reflektion och bli en spegelbild av lärandet, såväl i nuet som i framtiden och bidra till att kunskapen omsätts i praktisk handling. AIL-portfolio kan därmed möjliggöra en utveckling av ett yrkeskunnande för studenter i sjuksköterskeprogrammet för ett livslångt lärande.

Abstract [en]

Portfolio is a systematic, purposeful, consolidated and structured collection of study works that the teacher and students use to follow up the development of knowledge, skills and attitudes in some area. Work integrated learning (WIL) can be seen as a process and an educational strategy for an active exchange of knowledge, reflected action and lifelong learning. The purpose of this report is to describe and discuss portfolio as a pedagogical method and WIL as a pedagogical strategy in the clinical education in the nursing program at University West. One of the main ideas behind the WIL-portfolio method isthat students have the opportunity to take control of their learning and thereby become more active in the learning and better understand the generated learning. The WIL-portfolio can create opportunities for nursing students to develop professional skills, systematized by using the portfolio structure and content. WIL-portfolio methodical process consists of the six phases; prereflection, reflection-in-action, reflection-on-action, self-evaluation, metareflection and knowledge-in-action. WIL-portfolio can serve as a basis for reflection and become a mirror image of learning, both in the present and in the future. The WIL-portfolio method can thus contribute to a deeper understanding of one's own knowledge of the process of lifelong learning.

Place, publisher, year, edition, pages
Trollhättan: Högskolan Väst, 2017. p. 26
Series
Reports University West, ISSN 2002-6188, E-ISSN 2002-6196 ; 2017:2
Keywords
Constructivism, learning, pedagogic, portfolio method, pragmatism, reflection, sociocultural perspective, work integrated learning, Arbetsintegrerat lärande, konstruktivism, lärande, pedagogik, portfoliometoden, pragmatism, reflektion, sociokulturellt perspektiv
National Category
Pedagogical Work Nursing
Research subject
Work Integrated Learning; NURSING AND PUBLIC HEALTH SCIENCE, Nursing science; SOCIAL SCIENCE, Educational science
Identifiers
urn:nbn:se:hv:diva-11942 (URN)
Available from: 2017-12-20 Created: 2017-12-20 Last updated: 2018-08-06
Nunstedt, H., Rudolfsson, G., Alsén, P. & Pennbrant, S. (2017). Strategies for healthcare professionals to facilitate patient illness understanding.. Journal of Clinical Nursing, 26(23-24), 4696-4706
Open this publication in new window or tab >>Strategies for healthcare professionals to facilitate patient illness understanding.
2017 (English)In: Journal of Clinical Nursing, ISSN 0962-1067, E-ISSN 1365-2702, Vol. 26, no 23-24, p. 4696-4706Article in journal (Refereed) Published
Abstract [en]

AIMS AND OBJECTIVES: To describe how healthcare professionals facilitate patient illness understanding.

BACKGROUND: Healthcare professionals and patients differ in their illness understanding. If the information provided by healthcare professionals is not adapted to the patient's daily life it may be unusable for the patient. Previous research has found that healthcare professionals should individualise the information to enable the patient to apply the knowledge to the personal situation and to develop illness understanding. However, little is known of how healthcare professionals can facilitate patient illness understanding.

METHOD: A qualitative descriptive study based on individual, semi-structured, open-ended and face-to-face interviews was conducted with healthcare professionals (n=11) concerning how they facilitate patients illness understanding. Three health centres were involved during the period of March to November 2014. The interviews were analysed with qualitative content analysis.

RESULTS: The result identified a continuous and collaborative process with three strategies used by healthcare professionals to facilitate the patient's illness understanding: 1) assess the patient's illness understanding, 2) interact with the patient to develop illness understanding, and 3) support the patient's personal development for illness understanding. The steps in the process depend on each other.

CONCLUSIONS: The results of our analysis indicate that healthcare professionals can use the continuous and collaborative process to enhance the patient's self-care ability and turn his or her knowledge into action for improving illness understanding.

RELEVANCE TO CLINICAL PRACTICE: The three continuous and collaborative process strategies involving pedagogical approaches can create conditions for healthcare professionals to obtain a holistic view of the patient's life and to be a key resource for person-centred care. This article is protected by copyright. All rights reserved.

Keywords
Facilitate, healthcare professionals, illness understanding, individual care plan, patient, pedagogical approach, person-centred care, strategies
National Category
Nursing
Research subject
NURSING AND PUBLIC HEALTH SCIENCE, Nursing science
Identifiers
urn:nbn:se:hv:diva-10900 (URN)10.1111/jocn.13820 (DOI)000416319600082 ()28334458 (PubMedID)2-s2.0-85021211796 (Scopus ID)
Note

Online 23 March 2017

Available from: 2017-04-26 Created: 2017-04-26 Last updated: 2019-02-05Bibliographically approved
Pennbrant, S. & Nunstedt, H. (2017). The work-integrated learning combined with the portfolio method: A pedagogical strategy and tool in nursing education for developing professional competence. Journal of Nursing Education and Practice, 8(2), 8-15
Open this publication in new window or tab >>The work-integrated learning combined with the portfolio method: A pedagogical strategy and tool in nursing education for developing professional competence
2017 (English)In: Journal of Nursing Education and Practice, ISSN 1925-4040, E-ISSN 1925-4059, Vol. 8, no 2, p. 8-15Article in journal (Refereed) Published
Abstract [en]

During nursing education students obtain knowledge and skills to develop their professional competence. Teachers may elect to provide pedagogical tools preparing students for current and future healthcare needs. The purpose of this theoretical article was to highlight Work-Integrated Learning combined with the Portfolio Method as a pedagogical strategy and tool for nursing students to develop professional competence for lifelong learning. This strategy contains six phases: pre-reflection, reflection-in-action, reflection-on-action, self-evaluation, meta-reflection and knowledge-in-action, which can help nursing students, during their clinical education, develop deeper understanding of their future profession, while also providing a teaching planning tool.

Keywords
Pedagogical strategy, Portfolio method, Professional competence, Reflection, Work-integrated learning
National Category
Educational Sciences Nursing
Research subject
Work Integrated Learning; NURSING AND PUBLIC HEALTH SCIENCE, Nursing science
Identifiers
urn:nbn:se:hv:diva-11698 (URN)10.5430/jnep.v8n2p8 (DOI)
Note

Online Published: September 27, 2017

Available from: 2017-09-29 Created: 2017-09-29 Last updated: 2017-10-19Bibliographically approved
Winman, T., Vesterlind, M., Tynkkinen, M., Nunstedt, H. & Eriksson, M. (2015). Lärande inom och mellan verksamhetsfält. In: : . Paper presented at VILÄR-konferensen, Kristianstad 8-9 december 2015.
Open this publication in new window or tab >>Lärande inom och mellan verksamhetsfält
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2015 (Swedish)Conference paper, Oral presentation only (Other academic)
Keywords
Lärande, lärande organisationer
National Category
Pedagogical Work
Research subject
SOCIAL SCIENCE, Pedagogics; Work Integrated Learning
Identifiers
urn:nbn:se:hv:diva-8978 (URN)
Conference
VILÄR-konferensen, Kristianstad 8-9 december 2015
Available from: 2016-02-03 Created: 2016-02-03 Last updated: 2016-08-16Bibliographically approved
Nunstedt, H., Johansson, M. & Gebremariam, T. (2014). Föräldrars strategier för atthantera relationen med sin psykisktsjuka son eller dotter. Vård i Norden, 34(2), 10-15
Open this publication in new window or tab >>Föräldrars strategier för atthantera relationen med sin psykisktsjuka son eller dotter
2014 (Swedish)In: Vård i Norden, ISSN 0107-4083, E-ISSN 1890-4238, Vol. 34, no 2, p. 10-15Article in journal (Refereed) Published
Abstract [en]

Aim: The aim of this study was to describe strategies that parents use in managing their everyday relationship with their mentally ill son ordaughter.Background: When a son or daughter is suffering from mental illness, the parents’life arenas become affected. To help individuals with a lackof coping strategies handle the stress that can arise in mental ill health situations, it is important to develop more knowledge about howparents handle everyday life with their son or daughter with mental illness.Methods: Qualitative interviews with open-ended questions were conducted with ten parents. The data were analysed through manifest contentanalysis.Findings: Three categories were found, all with subcategories: finding power in everyday life; the need for external support; and preparednessfor coping.Conclusion: The management strategies the interviewed parents used consisted of gaining power every day by taking out moments to dispeltheir thoughts, and by creating both an openness in the family and the opportunity to practice leisure activities to temporarily distancethemselves from the relationship with their son or daugher with mental illness. They also mentioned the need to be prepared to handle differentsituations that may arise. In this regard, both routines and flexibility are important management strategies for these parents. When ason/daughter is receiving treatment at a psychiatric ward, support from health professionals is important for parental management strategies

Keywords
Mental illness, parents, relationship, strategies
National Category
Nursing
Research subject
NURSING AND PUBLIC HEALTH SCIENCE, Nursing science
Identifiers
urn:nbn:se:hv:diva-7268 (URN)
Available from: 2015-01-12 Created: 2015-01-12 Last updated: 2019-05-10Bibliographically approved
Jönsson, P., Nunstedt, H., Berglund, I. J., Ahlström, B. H., Hedelin, B. & Skärsäter, I. (2014). Problematization of perspectives on health promotion and empowerment in mental health nursing: within the research network "MeHNuRse" and the Horatio conference, 2012. Paper presented at European Horatio Festival in Stockholm 2012. International Journal of Qualitative Studies on Health and Well-being, 9, 22945
Open this publication in new window or tab >>Problematization of perspectives on health promotion and empowerment in mental health nursing: within the research network "MeHNuRse" and the Horatio conference, 2012
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2014 (English)In: International Journal of Qualitative Studies on Health and Well-being, ISSN 1748-2623, E-ISSN 1748-2631, Vol. 9, p. 22945-Article in journal (Refereed) Published
Abstract [en]

Mental illness is increasing worldwide, while society's response seems to be a trend toward narrower and more specialized mental health care. This development is creating great demands on mental health nurses to include a health promotion perspective in care and support of persons with mental illness. A health promotion perspective emphasizes cooperation and communication with people who suffer from long-term mental illness, focusing on their independence and health. From a health perspective, every human being is an actor in his/her own life, with an inherent ability to make his/her own choices. However, persons who suffer from long-term mental illness are at risk of losing power and control over areas of their lives and their health. Mental health nurses are in a position to support these individuals in promoting health and in maintaining or regaining control over their lives. The emphasis of this paper is to problematize mental health nurses' responsibility to provide health-promoting nursing care in relation to empowerment by means of emancipation, self-efficacy, and self-management. We argue that mental health nurses can work from a health-promoting perspective by using these concepts and that this challenges some of the traditional ideas of health promotion in mental health nursing. The theoretical background discussions in this paper have their origin in the research network ''Mental Health Nursing Research in Scandinavia'' (MeHNuRse) and from the professional discussions developed during a 2012 workshop that included mental health nurses and researchers at the European Horatio Festival in Stockholm.

Keywords
Emancipation, empowerment, health promotion, mental health nursing, self-efficacy, self-management
National Category
Nursing
Research subject
NURSING AND PUBLIC HEALTH SCIENCE, Nursing science
Identifiers
urn:nbn:se:hv:diva-6224 (URN)10.3402/qhw.v9.22945 (DOI)000334276100001 ()2-s2.0-84899856127 (Scopus ID)
Conference
European Horatio Festival in Stockholm 2012
Note

(Published: 8 April 2014)

Available from: 2014-05-08 Created: 2014-05-08 Last updated: 2017-12-05Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0001-5219-6031

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