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Johansson, Catrin
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Publications (10 of 17) Show all publications
Truong, A., Winman, T., Ekström-Bergström, A. & Johansson, C. (2024). A work-integrated educational intervention in health and social care: professionals’ experiences of joint education. Studies in Continuing Education, 1-17
Open this publication in new window or tab >>A work-integrated educational intervention in health and social care: professionals’ experiences of joint education
2024 (English)In: Studies in Continuing Education, ISSN 0158-037X, E-ISSN 1470-126X, p. 1-17Article in journal (Refereed) Epub ahead of print
Abstract [en]

Worldwide, educational interventions (EI) are continuously carried out to support the development of individuals and organisations. Keeping pace with rapid changes in modern workplaces requires continuous learning on the part of professionals. The same requirement applies to professionals in the sector of health and social care. Although research has begun to identify the knowledge and competence requirements of professionals within the sector, we need more knowledge about the implementation of EIs as well as their impact on professionals’ learning in this context. Accordingly, this study aimed to explore professionals’ experience with a work-integrated learning – designed EI that combined web-based lectures and structured group reflections, with a focus on learning and the learning process. Qualitative content analysis of the interview data revealed that the work-integrated learning (WIL) design had a positive impact on individual, as well as intraprofessional and interprofessional, learning. This resulted in an understanding of the fundamentals of professionals’ learning and how it was supported or disrupted during the course of the intervention. Moreover, a sense of affirmation was shown to have an impact on professionals’ learning. These findings may constitute a meaningful contribution to the development of EIs for professionals both within this context and more generally.

Keywords
Continuous learning; healthcare; intraprofessional and interprofessional learning; professional development; work-integrated learning
National Category
Learning Nursing
Research subject
Work Integrated Learning; NURSING AND PUBLIC HEALTH SCIENCE, Nursing science
Identifiers
urn:nbn:se:hv:diva-21742 (URN)10.1080/0158037X.2024.2363261 (DOI)001242076700001 ()2-s2.0-85195289861 (Scopus ID)
Note

CC BY 4.0

Available from: 2024-06-07 Created: 2024-06-07 Last updated: 2024-10-17
Truong, A., Johansson, C., Ekström-Bergtröm, A. & Winman, T. (2024). A work-integrated educational intervention to support sustainable professional learning and development: an explorative study applying data triangulation. In: : . Paper presented at NETNEP 2024, 9th International Nurse Education Conference 27-30 oktober, 2024 Singapore.
Open this publication in new window or tab >>A work-integrated educational intervention to support sustainable professional learning and development: an explorative study applying data triangulation
2024 (English)Conference paper, Oral presentation only (Other academic)
Keywords
education, learniing, data triangualtion, work-integrated learning
National Category
Nursing Learning
Research subject
Work Integrated Learning; NURSING AND PUBLIC HEALTH SCIENCE, Nursing science
Identifiers
urn:nbn:se:hv:diva-22679 (URN)
Conference
NETNEP 2024, 9th International Nurse Education Conference 27-30 oktober, 2024 Singapore
Available from: 2024-11-25 Created: 2024-11-25 Last updated: 2025-01-16Bibliographically approved
Truong, A., Winman, T., Ekström-Bergtröm, A. & Johansson, C. (2024). An educational intervention in health and social care: professionals' experiences of joint training. In: : . Paper presented at NETNEP 2024, 9th International Nurse Education Conference 27-30 oktober, 2024 Singapore.
Open this publication in new window or tab >>An educational intervention in health and social care: professionals' experiences of joint training
2024 (English)Conference paper, Oral presentation only (Other academic)
Keywords
education, health, social care, experience, joint training
National Category
Nursing
Research subject
NURSING AND PUBLIC HEALTH SCIENCE, Nursing science
Identifiers
urn:nbn:se:hv:diva-22678 (URN)
Conference
NETNEP 2024, 9th International Nurse Education Conference 27-30 oktober, 2024 Singapore
Available from: 2024-11-25 Created: 2024-11-25 Last updated: 2024-11-25
Johansson, C., Bador, K., Kmety, K., Johansson, E., Olsson-Tall, M., Råstam, M. & Kerekes, N. (2024). Associations between adverse childhood experiences and psychological distress among Swedish upper secondary school students. International Journal of Child Abuse & Neglect, 158, Article ID 107089.
Open this publication in new window or tab >>Associations between adverse childhood experiences and psychological distress among Swedish upper secondary school students
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2024 (English)In: International Journal of Child Abuse & Neglect, ISSN 0145-2134, E-ISSN 1873-7757, Vol. 158, article id 107089Article in journal (Refereed) Published
Abstract [en]

BACKGROUND: The detrimental impacts of adverse childhood experiences (ACEs) on health have been extensively studied, mainly focusing on the effects of ACEs on adults. However, there is a dearth of studies exploring their influences on adolescents.

OBJECTIVE: This study aims to investigate the associations between ACEs and psychological distress among Swedish adolescents.

PARTICIPANTS AND SETTING: At the end of 2020, 1561 Swedish adolescents (15-19-years-old) participated in an electronic survey. The survey encompassed questions about alcohol and drug use problems within the students' families, questions about the students' experiences of physical and psychological abuse, and the administration of the Brief Symptom Inventory to assess their mental health.

METHODS: Descriptive and comparative non-parametric statistics were applied.

RESULTS: Nearly half of the study population reported experiencing one or more ACEs. Exposure to any ACE was significantly associated with a higher level of psychological distress. Of the ACEs examined, the experience of psychological abuse was the most substantial risk factor for psychological distress (with medium effect sizes of ε2 between 0.07 and 0.12 on each domain and a large effect size of ε2 = 0.14 on the General Severity Index scale). There was a positive correlation (r = 0.36) between the number of ACEs experienced and worsened mental health.

CONCLUSIONS: The significant impacts of any ACE, the cumulative number of ACEs, and, particularly, psychological abuse on adolescent mental health are discussed. To further enhance the understanding of these associations and identify effective interventions to prevent and mitigate the negative impact of ACEs on mental health, additional research is warranted.

Place, publisher, year, edition, pages
Elsevier, 2024
Keywords
Adolescents, Adverse childhood experiences (ACEs), Brief symptom inventory (BSI), Psychological distress, Sweden
National Category
Psychology (excluding Applied Psychology)
Research subject
NURSING AND PUBLIC HEALTH SCIENCE, Nursing science
Identifiers
urn:nbn:se:hv:diva-22762 (URN)10.1016/j.chiabu.2024.107089 (DOI)001346821500001 ()39442377 (PubMedID)2-s2.0-85206900016 (Scopus ID)
Note

CC BY  4.0

Available from: 2025-01-08 Created: 2025-01-08 Last updated: 2025-01-08
Johansson, C. (2024). Erfarenheter av webbutbildning hos vårdpersonal.
Open this publication in new window or tab >>Erfarenheter av webbutbildning hos vårdpersonal
2024 (Swedish)Other (Other (popular science, discussion, etc.))
Abstract [sv]

I en studie genomfördes en pilotutbildning hos personal inom kommunal omsorg. Hur fungerar det med webbaserad utbildning för denna yrkesgrupp?

Vård- och omsorgspersonals erfarenhet av en webbaserad utbildning i relation till arbete med personer med intellektuell funktionsnedsättning

Kvaliteten av vård och stöd för personer med intellektuell funktionsnedsättning påverkas av många faktorer, bland annat personalens kunskap. Utbildning i till exempel kommunikation anses vara viktigt bland personal, eftersom en fungerande kommunikation är grunden för en bättre förståelse för personer, ”brukare” de jobbar med och deras beteende, som annars kan uppfattas som problematiskt och utmanande. Personalen upplever att utmanande beteenden är ett problem de ofta möter i det dagliga arbetet och är en utmaning att hantera. Trots detta har de inte alltid tillgång till resurser eller utbildning som behövs. Dessutom när det kommer till kompetensförsörjning inom sektorn utgör ekonomiska frågor ytterligare en utmaning som sannolikt bidrar till att förutsättningen ytterligare försämras.

Tidigare forskning har visat att webbaserad utbildning för personal inom vården kan ge goda resultat. Förutom att kunna delta under arbetstid kan personalen också lättare komma åt den formen av utbildning. I denna studie erbjöds personal som arbetar på boende för personer med intellektuell funktionsnedsättning inom kommunal vård och omsorg en pilot testad webbaserad utbildning som bland annat handlar om kommunikation med personer med intellektuell funktionsnedsättning. Efter avslutad utbildning intervjuades 14 deltagare för att ta del av deras erfarenheter om utbildningen i relation till deras arbete. Syfte med studie är att åstadkomma en utvärderad och beprövad utbildning därmed bidra till kompetensförsörjning inom vård- och omsorg för personer med intellektuell funktionsnedsättning.

Bland intervjupersoner var elva kvinnor och tre män i åldern 27–55 år. Nio av dessa hade en gymnasieutbildning, en hade en yrkeshögskoleutbildning och resterande hade en högskoleutbildning. Arbetslivserfarenheten med personer med intellektuella funktionsnedsättningar varierade mellan 8 och 30 år.

Sammantaget visar den webbaserade utbildningen sig ha en stimulerande effekt till diskussion på arbetsplatsen. Man vågar vara mer öppen om hur det är att arbeta med brukare, något som man inte alltid känt sig bekvämt med att prata om innan. Deltagarna har kommit till nya insikter om arbete med brukare, som till exempel leder till förändrat förhållningssätt till brukare och utmanande beteende. En del blev inspirerade till nya arbetssätt för att främja interaktionen med brukare samtidigt berättade intervjupersoner att folk har en tendens att fastna i sitt arbetssätt. Deltagare önskade att det hade funnits mer möjlighet till diskussioner med andra under utbildningen då alla inte hade lika lätt att tillgodogöra sig den på egen hand. Det fanns även önskemål om uppföljning till exempel på arbetsplatsträffar så att utbildningen kunde bättre tas tillvara.

Deltagare uttryckte även önskan om enklare upplägg i webbutbildningen så det blir lättare att hitta och att det ges lite mer utrymme för deltagare att själv får tänka till. Planering kring webbutbildningen hade också behövt vara mer tydlig, genom att exempelvis planerar in den i arbetsschema. Webbaserad utbildning ger frihet men samtidigt upplever deltagare mycket eget ansvar. Dessutom var det en utmaning för många att få till grundförutsättning i webbaserad utbildning såsom tillgång till dator och någonstans att sitta ostörd.

Studien illustrerar komplexiteten i att tillhandahålla webbaserad utbildning på arbetsplatsen. Den webbaserad utbildningen främjar lärande på arbetsplatsen men den medförde även en del utmaningar. Sammanfattningsvis har den webbaserade utbildningen, arbetsplatsorganisation och individens inställning var och en viktig inverkan på läranderesultatet, men för att nå bästa möjliga resultat måste satsning ske i alla tre delar samtidigt.

Utöver kunskap lyftes även samverkan inom vård och omsorg fram för att förbättra vård och stöd för personer med intellektuella funktionsnedsättningar. Framtida studie om utbildning och kompetensutveckling bör därför inkludera övriga professioner inom vård och omsorg såsom sjuksköterskor. Detta skulle kunna berika vår kunskap och förståelse för hur kompetensförsörjningen skulle kunna stärkas i detta sammanhang för att bidra till hållbarhet inom sektorn.

 

Series
Västpunkt; Hälsa och vetenskap
Keywords
webbaserad utbildning, kommunala boende, personal, intellektuell funktionsnedsättning
National Category
Nursing Social Work
Research subject
NURSING AND PUBLIC HEALTH SCIENCE, Nursing science
Identifiers
urn:nbn:se:hv:diva-22929 (URN)
Note

Läs mer:

Caring for Persons With Intellectual Disabilities and Challenging Behavior: Staff Experiences With a Web-Based Training Program

Frontiers in Psychiatry

https://doi.org/10.3389/fpsyt.2021.580923

Available from: 2025-01-20 Created: 2025-01-20 Last updated: 2025-01-21Bibliographically approved
Johansson, C., Hedman Ahlström, B., Barac, M., Berglund, T., Bador, K. & Kerekes, N. (2024). Impact of the COVID-19 Pandemic on Swedish Adolescents' Mental Health, Psychosocial Functioning, Risk Behaviours, and Victimisation: Gender Differences and Implications.. International Journal of Environmental Research and Public Health, 21(5), Article ID 604.
Open this publication in new window or tab >>Impact of the COVID-19 Pandemic on Swedish Adolescents' Mental Health, Psychosocial Functioning, Risk Behaviours, and Victimisation: Gender Differences and Implications.
Show others...
2024 (English)In: International Journal of Environmental Research and Public Health, ISSN 1661-7827, E-ISSN 1660-4601, Vol. 21, no 5, article id 604Article in journal (Refereed) Published
Abstract [en]

The COVID-19 pandemic has shown varying effects on adolescents' mental health, psychosocial functioning, risk behaviours, and victimisation. This study aims to examine the changes reported by a sample of Swedish adolescents (N = 1607) at the end of the first year of the pandemic in relation to these factors. Data were collected with an electronic survey between September 2020 and February 2021, targeting upper-secondary high school students (aged 15-19 years). The results indicate a relatively low overall impact of the pandemic on Swedish upper-secondary school students, with notable gender differences. Compared to adolescent women, a higher percentage of adolescent men reported experiencing elevated levels of anxiety, depression, sleep disturbances, anger, and increased illicit drug use as consequences of the pandemic. In contrast, women demonstrated an increase in several salutogenic behaviours. Victimisation rates generally decreased during this period. These findings underscore the importance of heightened awareness among professionals within schools, social services, and healthcare settings regarding the distinct challenges encountered by a larger portion of adolescent men during the COVID-19 pandemic in Sweden.

Place, publisher, year, edition, pages
MDPI, 2024
Keywords
COVID-19 pandemic, Sweden, adolescents, mental health, psychosocial functioning, risk behaviours, victimisation
National Category
Public Health, Global Health, Social Medicine and Epidemiology Psychiatry
Research subject
NURSING AND PUBLIC HEALTH SCIENCE, Nursing science
Identifiers
urn:nbn:se:hv:diva-21686 (URN)10.3390/ijerph21050604 (DOI)38791818 (PubMedID)2-s2.0-85194218413 (Scopus ID)
Note

CC-BY 4.0

Available from: 2025-01-16 Created: 2025-01-16 Last updated: 2025-01-16
Truong, A. (2024). Personalens uppfattning om utmanande beteenden efter webbutbildning.
Open this publication in new window or tab >>Personalens uppfattning om utmanande beteenden efter webbutbildning
2024 (Swedish)Other (Other (popular science, discussion, etc.))
Abstract [sv]

Kan man se effekten av webbaserad utbildning på personalens uppfattning om förekomst av utmanande beteende hos personer med intellektuell funktionsnedsättning? I en studie undersöks effekterna hos personalen på kommunla boenden innan och efter en utbildning.

Personalens uppfattning om utmanande beteende bland personer med intellektuell funktionsnedsättning före och efter en webbaserad utbildning

Många som arbetar inom vård och omsorg för personer med intellektuell funktionsnedsättning upplever att kunskap som de fått i sin grundutbildning är otillräcklig och därför efterfrågar vidareutbildningar för att bli bättre utrustad för arbete med denna målgrupp.

Att ge vård och stöd till personer med intellektuell funktionsnedsättning är komplext och ställer högt krav på personalens kunskap om dels olika typer av intellektuell funktionsnedsättning, dels beteende som kan betraktas som utmanande. Utöver de nämnda krävs även kunskap i kommunikation och interaktion med personer de hjälper, som i dagligt tal även kallas för ”brukare”. Avsaknaden av kunskap kan hindra personalen att förstå sin brukare och hens beteende. Många upplever att de inte alltid lyckas att hantera utmanande beteende på ett sätt som man hade önskat och detta leder till stress och känsla av maktlöshet vilket enligt tidigare forskning kan öka sannolikhet för utbrändhet. Att hjälpa personalen till att bättre förstå sin brukare och bli bättre förberedd för möte med brukare kan således vara ett sätt att etablera och upprätthålla en hälsosam arbetsmiljö och ett hållbart arbetsliv.

I denna studie undersöker vi effekten av webbaserad utbildning på personalens uppfattning om förekomst av utmanande beteende och svårighet att hantera dessa beteenden hos brukare i kommunala boende. Utbildningen tar upp ämnena intellektuella funktionsnedsättning och utmanande beteenden samt kommunikation och interaktion. Grundantagandet i studien är att utmanande beteenden är en konsekvens av brister i kommunikation och interaktion mellan personal och brukare, således är vår hypotes att denna webbaserade utbildning kommer att medföra en minskning av såväl förekomsten som svårigheten att hantera utmanande beteenden i det dagliga arbetet.

Det var totalt 212 personal som deltog i undersökningen. Dessa fick svara på en frågeenkät där ett skattningsinstrument ingick innan utbildningens start och sex månader efter avslutad utbildning. Med hjälp av instrumentet kunde deltagarna systematiskt skatta förekomsten av utmanande beteenden bland brukarna och svårigheten att hantera dessa. Instrumentet inkluderar 41 olika beteende uppdelade i fyra områden såsom fysiskt våld/aggressivt beteende, skada av egendom, andra störande beteende och psykisk ohälsa.

Cirka 87 procent av deltagarna är stödassistenter och de flesta har en gymnasieutbildning. Statistisk analys visar att deltagarna, efter utbildning, skattar en signifikant lägre grad av förekomst av beteende i området skada av egendom såsom ”skada andras kläder, möbler eller andra föremål”. När det gäller hanteringssvårighet är skattningen av samtliga fem beteenden i samma område signifikant lägre efter utbildningen, emellertid är omfattningen av effekten liten.

Den lägre skattade förekomsten av utmanande beteenden efter utbildningen kan förklaras av ökad kunskap och förståelse hos personalen om dessa beteenden och följaktligen inte längre betraktade dessa som utmanande. Samma förklaring anses kunna ligga bakom den lägre skattade hanteringssvårigheten av utmanande beteenden då tidigare forskning visar att ökad kunskap om sådana beteenden har en direkt inverkan på personalens tankar, förhållningssätt och respons på dessa.

Med tanke på utbildningen som de flesta i personalen har och komplexiteten i jobbet inom denna sektor är det orimligt att förvänta sig att alla personal har tillräckligt kunskap för att utföra sina arbetsuppgifter om inte stöd av organisationen ges för att få utökade kunskaper och färdigheter för arbetet. Dessutom, för att möta brukares komplexa behov rekommenderas, förutom jobbspecifik kunskap, även multiprofessionell samverkan. Av denna anledning bör utbildning för att stödja arbetsintegrerat lärande regelbundet erbjudas till alla som är involverade i vård och stöd för denna målgrupp och på så vis kunna stärka hållbarheten inom sektorn.

Series
Västpunkt; Hälsa och vetenskap
Keywords
webbutbildning, intellektuell funktionsnedsättning, personal, kommunala boenden
National Category
Nursing Applied Psychology
Research subject
NURSING AND PUBLIC HEALTH SCIENCE, Nursing science
Identifiers
urn:nbn:se:hv:diva-22928 (URN)
Note

 Lär mer:

Staff’s self-reported frequency and management difficulty of challenging behaviour among persons with intellectual disabilities in connection with web-based training

https://doi.org/10.1177/20571585221096915

Available from: 2025-01-20 Created: 2025-01-20 Last updated: 2025-01-20
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
Truong, A., Johansson (Alverbratt), C., Ekström-Bergström, A. & Antonsson, H. (2022). Caring for Persons With Intellectual Disabilities and Challenging Behavior: Staff Experiences With a Web-Based Training Program. 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. 39-41). Trollhättan: University West
Open this publication in new window or tab >>Caring for Persons With Intellectual Disabilities and Challenging Behavior: Staff Experiences With a Web-Based Training Program
2022 (English)In: International Conference on Work Integrated Learning: Abstract Book, Trollhättan: University West , 2022, p. 39-41Conference paper, Oral presentation with published abstract (Other academic)
Abstract [en]

Background: The quality of care for persons with intellectual disabilities (ID) is affected by many factors, including the knowledge of the professionals. Educational training in, for example, general communication was identified as a priority issue among healthcare professionals working with persons with IDs, as it is the basis for a better understanding of the clients and their behavior, which can otherwise be perceived as problematic and challenging. Challenging behaviors (CB) have been reported by professionals as problems they frequently witness or experience and/or struggle to manage in the daily work. Yet they do not always have access to such training nor to the resources needed to practice skillful communication when supporting persons with IDs. In addition, challenges concerning the competence provision in the sector are likely to contribute to further deterioration of the situation.

Earlier research has shown that web-based training for staff within healthcare settings can generate good results. In addition to being able to participate during work hours, staff can also overcome access issues in the delivery of training. With this study, we hope to advance an existing web-based training program with the intention to move toward well-evaluated and proven training in order to contribute to competence provision in the context of health and social care.

Aim: To explore staff experiences with a web-based training program in relation to their professional care for persons with ID and CB. 

Methods: Staff working in residences for people with ID within municipal health and social care were offered the web-based training. In total 20 residences in a medium-size city in Sweden were included in this study. After completed training, fourteen semi-structured interviews were carried out with individual staff members to gather data regarding their experiences with web-based training in relation to their profession. The informants constituted of 11 women and 3 men, aged 27–55. Of the nine informants who had received upper secondary school education, five had specialized in the care of persons with IDs. More precisely, one informant had received higher vocational education, whereas the remaining four had received university education in the social sciences. The work experience with persons with IDs ranged from 8 to 30 years. The interviews were based on two open -ended questions: “What is your experience of attending the web-based training?” and “What do you think about the web-based training in relation to your daily work with persons with IDs and CB?” Follow-up questions were directed in such a way as to encourage the staff to freely share their experiences. 

This study has an inductive approach. The collected data were analyzed using qualitative content analysis as described by Graneheim and Lundman (2014). 

Results: The staff’s experiences with the web-based training program in relation to their professional care for persons with IDs and CB were presented as a single main theme: “Web-based training for staff initiates a workplace learning process by promoting reflections on and awareness of how to better care for persons with IDs and CB”. This theme contained three categories: “Web-based training provides freedom but also requires responsibility, both of which affect the learning outcome”, “The learning process contributes to generating insights about caring” and “The mutual impact of training and the opinions of staff about learning for the care of persons with IDs and CB”. These categories were based on eight sub-categories.

Overall, the staff claimed that they had gained novel insights into the profession and into the caring process for the clients. Opinions about clients and CB changed somewhat, and the staff was inspired to adopt new ways of working which ultimately benefited interactions with the client. At the same time, requests were made for additional group discussions, and the desire for better planning to enhance learning among the staff was expressed.

Discussion: In this study, web-based training seemed to have had a stimulating effect on workplace learning. Sharing self-reflections with group members in addition to individual study is essential for stimulating and consequently extracting knowledge from training. In the preparation of the training, close attention was paid to how to enable both individuals and social processes in learning but, judging from the results, further developments should focus on optimizing the effect of social interaction.

Additionally, organizational support appears to be relevant for improving learning outcomes. However, prior research has shown significant differences in perceived workplace learning support from different occupational groups. Higher-status occupations offer a workplace environment that is more conducive to learning than that of lower-status occupations.These aspects must be addressed and overcome to fully develop the competence provision and counteract potential negative consequences in terms of job satisfaction and well-being among professionals working with persons with IDs.

Conclusions and clinical implications: Our findings illustrate the complexity of providing staff training in the workplace through a web-based training program. Beyond the benefits of web-based training for workplace learning, some challenges also emerged. We conclude that web-based training, workplace organization, and individuals’ opinions each have an important impact on the learning outcome. To reach the best possible outcome, however, resources need to be invested in all three parts concurrently. This knowledge can contribute to the development of competence provision in municipal health and social care services more generally, where similar circumstances in terms of a notable downward trend in competence provision prevail, a pattern that could have negative impact on the welfare of the professionals.In addition to knowledge, cooperation in both healthcare and social services was also highlighted to improve care for persons with IDs and CB. In order to better meet their needs, professional teamwork is critically important. Hence, future research should investigate the views of other professionals e.g. nurses regarding education and competence development. This approach would enrich our knowledge and understanding of how the competence provision could be enhanced in this context to contribute to social sustainability in the sector. 

Place, publisher, year, edition, pages
Trollhättan: University West, 2022
Keywords
Health and social care service, Quality of care, Sustainable working life, Work -integrated learning.
National Category
Nursing Pedagogy
Research subject
Work Integrated Learning; NURSING AND PUBLIC HEALTH SCIENCE, Nursing science
Identifiers
urn:nbn:se:hv:diva-19546 (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: 2023-01-12 Created: 2023-01-12 Last updated: 2023-03-15Bibliographically approved
Johansson, C., Kullgren, C., Bador, K. & Kerekes, N. (2022). Gender non-binary adolescents' somatic and mental health throughout 2020.. Frontiers in Psychology, 13, Article ID 993568.
Open this publication in new window or tab >>Gender non-binary adolescents' somatic and mental health throughout 2020.
2022 (English)In: Frontiers in Psychology, E-ISSN 1664-1078, Vol. 13, article id 993568Article in journal (Refereed) Published
Abstract [en]

BACKGROUND: Non-binary gender adolescents are particularly vulnerable and more likely to be exposed to several socio-psychological difficulties and disorders. It is vital to discover and act on the vulnerabilities they encounter. The present study aims to describe the somatic and mental health, affect state, frequency of risk behaviors, victimization and negative psychosocial factors, as well as the personality profiles of non-binary adolescents. In this study the concept of gender non-binary is used and captured respondents who selected "neither of these" as their gender from the possible options (female/male/neither of these).

MATERIALS AND METHODS: Data was collected between September 2020 and February 2021 in Sweden, Morocco, Serbia, Vietnam, and the United States. The cross-sectional, retrospective study utilized the electronic version of the Mental and Somatic Health without borders (MeSHe) survey. From the over 5,000 responses of 15-19-year-old adolescents, 58 respondents identified as being non-binary, and built our study population. Their data was analyzed with descriptive statistic methods.

RESULTS: Close to a fourth of adolescents identifying as non-binary reported the existence of at least one somatic disease. The most prevalent somatic disease was allergies. Almost one-third had suffered from pain either often or all the time in the past 12 months. The highest levels of perceived psychological distress were measured using obsessive-compulsive symptoms, depression, and interpersonal sensitivity. The average level of alcohol and drug use during the past 12 months was low. About 40% of non-binary adolescents reported having experienced physical abuse, and half of them experienced psychological abuse at some point in their lives. Seventeen percent reported living with adults with alcohol-use problems. Non-binary adolescents' personalities were found to be dominated by high scores in Openness, Neuroticism, and Agreeableness.

CONCLUSION: This study presents a detailed biopsychosocial picture of a multinational sample of non-binary adolescents. Our study suggests that awareness and support are required from all fields of society, including family, school, healthcare, and educational institutions, for cis-normative culture to progress toward a greater understanding of and respect for gender diversity.

Place, publisher, year, edition, pages
Frontiers Media S.A., 2022
Keywords
adolescents, affect, mental health, non-binary gender, personality, risk behaviors, somatic health, victimization
National Category
Psychology (excluding Applied Psychology)
Research subject
NURSING AND PUBLIC HEALTH SCIENCE, Nursing science
Identifiers
urn:nbn:se:hv:diva-19588 (URN)10.3389/fpsyg.2022.993568 (DOI)000907773700001 ()36619033 (PubMedID)2-s2.0-85144886059 (Scopus ID)
Note

CC-BY 4.0

Available from: 2023-01-17 Created: 2023-01-17 Last updated: 2024-04-09
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