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  • 1.
    Anberg Högeryd, Susanne M.
    et al.
    NU-sjukvården, Trollhättan.
    Berndtsson, Ina
    University West, Department of Nursing, Health and Culture, Divison of Caring Sciences, postgraduate level.
    Dahlborg Lyckhage, Elisabeth
    University West, Department of Nursing, Health and Culture, Divison of Caring Sciences, postgraduate level.
    Expert midwives’ experiences of security in their professional practice: I’m the captain of a jet2014In: International journal of Nursing and Midwifery, ISSN 2141-2456, Vol. 6, no 2, p. 16-23Article in journal (Refereed)
    Abstract [en]

    Obstetric units have become larger, with patients being knowledgeable and demanding. Also, established team works at maternity wards require that midwives are secure in their role. A descriptive study with a phenomenological approach was used. A maternity unit in a hospital located in Western Sweden was chosen. Five expert midwives with vast experience of obstetric care who worked in a maternity unit were interviewed. Data were collected by audio-taped interviews. The data were analysed by means of Giorgi’s phenomenological method. The results showed that security was constituted by an inherent sense of security as well as confidence in self and in life. Education and practical group training in the workplace provided theoretical knowledge and practical experience. Support for others in the working team and open communication also constituted security. Also, clear leadership, guidelines and routines provided a framework and had a positive effect on expert midwives’ sense of security. When security was absent, midwife became worried, the joy and harmony diminished. In order to ensure midwife security and ultimately safe patient care, it was important to allow time for rest, to reflect on and evaluate their work. Expert midwives can create the prerequisites for their professional security. Several constituents combine to shape midwives’ sense of professional security; an inherent sense of security, own knowledge and experience, team collaboration, visible and clear leadership.

  • 2.
    Berggren, Ingela
    et al.
    University West, Department of Nursing, Health and Culture, Division of Nursing.
    Dahlborg Lyckhage, Elisabeth
    University West, Department of Nursing, Health and Culture, Division of Advanced Nursing.
    Ho, Agnes Yin Kwan
    Diabetes empowerment related to Pender's Health Promotion Model: A meta-synthesis2010In: Nursing & Health Sciences, ISSN 1441-0745, Vol. 12, no 2, p. 259-267Article in journal (Refereed)
    Abstract [en]

    Diabetes self-management is a challenge for both clients and health-care professionals. Empowerment plays a vital role in helping clients to achieve successful self-management. This study adopted a meta-ethnographic approach. Nine qualitative studies were synthesized in order to contribute to a deeper understanding of what clients perceive as being important in an effective empowerment strategy for diabetes self-management. Four central metaphors that influenced empowerment were identified: trust in nurses' competence and awareness, striving for control, a desire to share experiences, and nurses' attitudes and ability to personalize. The lines-of-argument synthesis suggested the need for an evaluation system to appraise clients' diabetes knowledge, health beliefs, and negative emotions, as well as the outcome of interventions. Based on Pender's Health Promotion Model, this study emphasizes the fact that health-care professionals need to understand and address modifiable behavior-specific variables. The study suggests that an effective empowerment strategy would be to use activity-related affect, as well as interpersonal and situational influences, as a means of facilitating and enhancing clients' health-promoting behaviors.

  • 3.
    Bergh, Anne-Louise
    et al.
    University of Borås.
    Friberg, Febe
    University of Stavanger.
    Persson, Eva
    Lund University.
    Dahlborg Lyckhage, Elisabeth
    University West, Department of Nursing, Health and Culture, Divison of Caring Sciences, postgraduate level.
    Perpetuating ‘New Public Management’ at the expense of nurses’ patient education: a discourse analysis2015In: Nursing Inquiry, ISSN 1320-7881, E-ISSN 1440-1800, Vol. 22, no 3, p. 190-201Article in journal (Refereed)
    Abstract [en]

    This study aimed to explore the conditions for nurses’ daily patient education work by focusing on managers’ way of speaking about the patient education provided by nurses in hospital care. An explorative, qualitative design with a social constructionist perspective was used. Data were collected from three focus group interviews and analysed by means of critical discourse analysis. Discursive practice can be explained by the ideology of hegemony. Due to a heavy workload and lack of time, managers could ‘see’ neither their role as a supporter of the patient education provided by nurses, nor their role in the development of nurses’ pedagogical competence. They used organisational, financial, medical and legal reasons for explaining their failure to support nurses’ provision of patient education. The organisational discourse was an umbrella term for ‘things’ such as cost-effectiveness, which were prioritised over patient education. There is a need to remove managerial barriers to the professional development of nurses’ patient education. Managers should be responsible for ensuring and overseeing that nurses have the prerequisites necessary for providing patient education as well as for enabling continuous reflective dialogue and opportunities for learning in practice.

  • 4.
    Boman, Åse
    et al.
    University West, Department of Nursing, Health and Culture, Divison of Caring Sciences, postgraduate level.
    Borup, Ina
    Nordiska högskolan för folkhälsovetenskap NHV.
    Dahlborg-Lyckhage, Elisabeth
    University West, Department of Nursing, Health and Culture, Divison of Caring Sciences, postgraduate level.
    Povlsen, Lene
    Nordiska högskolan för folkhälsovetenskap.
    Swedish pediatric diabetes teams' perception of fathers' involvement: A Grounded Theory study2013In: Nursing and Health Sciences, ISSN 1441-0745, E-ISSN 1442-2018, Vol. 15, no 2, p. 179-185Article in journal (Refereed)
    Abstract [en]

    The purpose of this study was to analyze how Swedish pediatric diabetes teams perceived and discussed fathers' involvement in the care of their child with type 1 diabetes. It also aimed to discuss how the teams' attitudes towards the fathers' involvement developed during the data collection process. The Constructivist Grounded Theory design was used and data were collected during three repeated focus group discussions with three Swedish pediatric diabetes teams. The core category of the teams' perception of fathers' involvement emerged as: If dad attends, we are happy – if mom doesn't, we become concerned. Initially the teams balanced their perception of fathers' involvement on the mother's role as the primary caregiver. In connection with the teams' directed attention on fathers, in the focus group discussions, the teams' awareness of the importance of fathers increased. As a consequence, the team members began to encourage fathers' engagement in their child's care. We conclude that by increasing the teams' awareness of fathers as a health resource, an active health promotion perspective could be implemented in pediatric diabetes care.

  • 5.
    Boman, Åse
    et al.
    University West, Department of Nursing, Health and Culture, Divison of Caring Sciences, postgraduate level.
    Borup, Ina
    Nordic School of Public Health, Gothenburg.
    Povlsen, Lene
    Nordic School of Public Health, Gothenburg.
    Dahlborg Lyckhage, Elisabeth
    University West, Department of Nursing, Health and Culture, Divison of Caring Sciences, postgraduate level.
    Parents' discursive resources: Analysis of discourses in Swedish, Danish and Norwegian health care guidelines for children with diabetes type 12012In: Scandinavian Journal of Caring Sciences, ISSN 0283-9318, E-ISSN 1471-6712, Vol. 26, no 2, p. 363-371Article in journal (Refereed)
    Abstract [en]

    The incidence of diabetes type 1 in children, the most common metabolic disorder in childhood, increases worldwide, with highest incidence in Scandinavia. Having diabetes means demands in everyday life, and the outcome of the child's treatment highly depends on parents' engagement and involvement. The aim of this study was to explore and describe discourses in health care guidelines for children with diabetes type 1, in Sweden, Norway and Denmark during 2007-2010, with a focus on how parents were positioned. As method a Foucauldian approach to discourse analysis was applied, and a six-stage model was used to perform the analysis. The findings shows a Medical, a Pedagogic and a Public Health discourse embedded in the hegemonic Expert discourse. The Expert discourse positioned parents as dependent on expert knowledge, as recipients of education, as valuable and responsible for their child's health through practicing medical skills. This positioning may place parents on a continuum from being deprived of their own initiatives to being invited to take an active part and could result in feelings of guilt and uncertainty, but also of security and significance. From this study we conclude that guidelines rooted in the Expert discourse may reduce opportunities for parents' voices to be heard and may overlook their knowledge. By broadening the selection of authors of the guidelines to include patients and all professionals in the team, new discourses could emerge and the parents' voice might be more prominent. © 2011 The Authors. Scandinavian Journal of Caring Sciences © 2011 Nordic College of Caring Science.

  • 6.
    Boman, Åse
    et al.
    University West, Department of Nursing, Health and Culture, Divison of Caring Sciences, postgraduate level.
    Povlsen, L.
    Nordic School of Public Health NHV, Gothenburg, Sweden.
    Dahlborg Lyckhage, Elisabeth
    University West, Department of Nursing, Health and Culture, Division of Nursing.
    Hanas, R.
    Norra Älvsborgs Länssjukhus Hospital Group, Uddevalla, Sweden.
    Borup, I.K.
    Nordic School of Public Health NHV, Gothenburg, Sweden.
    Fathers of Children With Type 1 Diabetes: Perceptions of a Father’s Involvement From a Health Promotion Perspective2014In: Journal of Family Nursing, ISSN 1074-8407, E-ISSN 1552-549X, Vol. 20, no 3, p. 337-354Article in journal (Refereed)
    Abstract [en]

    This study describes how fathers of children diagnosed with type 1 diabetes understand their involvement in their child’s daily life from a health promotion perspective. Sixteen Swedish fathers of children living with type 1 diabetes were interviewed. Manifest and latent content analysis was used to identify two themes: the inner core of the father’s general parental involvement and the additional involvement based on the child’s diabetes. The former was underpinned by the fathers’ prioritization of family life and the fathers being consciously involved in raising the child, and the latter by the fathers promoting and controlling the child’s health and promoting and enabling the child’s autonomy. The results highlight that the quality of the fathers’ involvement is essential in the management of a child’s chronic illness. It is important for pediatric diabetes health care professionals to assess the quality of fathers’ involvement to promote the child’s health. 

  • 7.
    Boman, Åse
    et al.
    University West, Department of Nursing, Health and Culture, Divison of Caring Sciences, postgraduate level.
    Povlsen, Lene
    Nordiska högskolan för folkhälsovetenskap.
    Dahlborg Lyckhage, Elisabeth
    University West, Department of Nursing, Health and Culture, Divison of Caring Sciences, postgraduate level.
    Borup, Ina
    Nordiska högskolan för folkhälsovetenskap.
    Hanås, Ragnar
    Uddevalla Hospital.
    If dad comes, we are happy - if mom fails to appear, we become desperate: A Grounded Theory study of Swedish diabetes teams perecption of fathers’ involvement in their child's everyday life2011In: 4th International Research Seminar on SALUTOGENESIS and meeting of the IUP-GWG-SAL: May 30-31, 2011, University West, Trollhättan, Sweden, 2011, p. 1-12Conference paper (Refereed)
    Abstract [en]

    Background: Since parental involvement is essential to the outcome of diabetes type 1 treatment in childhood and high paternal engagement in everyday life promote the child's health, it is of value to explore how professionals, the diabetes teams (DT), perceive fathers' involvement in their child with diabetes type 1.

    Method: The study design was Constructivist Grounded Theory and data was collected by Repeated Focus Groups discussions with three Swedish pediatric diabetes teams, between May 2010 and January 2011.

    Results: The core category for the diabetes teams' perception of fathers' involvement was If dad comes, we are happy – if mom fails to appear, we become desperate. The core category relied on three subcategories. Societal and cultural context where DTs perceived fathers involvement as having specific properties and specific areas of responsibility, Balancing where the DTs balanced the father's involvement against the mother's engagement and Becoming aware where the DTs raised awareness of the fathers from being a indistinct parents-unit till to identify and appreciate the father's engagement.

    Conclusions: Perceiving fathers as equal caregivers, and becoming aware of fathers as a health resource, could support an active health promotion perspective in pediatric diabetes care. 

  • 8.
    Boman, Åse
    et al.
    University West, Department of Nursing, Health and Culture, Divison of Caring Sciences, postgraduate level.
    Povlsen, Lene
    Nordic School of Public Health NHV, Gothenburg.
    Dahlborg Lyckhage, Elisabeth
    University West, Department of Nursing, Health and Culture, Divison of Caring Sciences, postgraduate level.
    Hanas, Ragnar
    Department of Pediatrics, NU Hospital Group, Uddevalla Hospital, Uddevalla.
    Borup, Ina
    Nordic School of Public Health NHV, Gothenburg.
    Fathers' encounter of support from paediatric diabetes teams: the tension between general recommendations and personal experience2013In: Health & Social Care in the Community, ISSN 0966-0410, E-ISSN 1365-2524, Vol. 21, no 3, p. 263-270Article in journal (Refereed)
    Abstract [en]

    The purpose of this grounded theory study was to explore and discuss how fathers involved in caring for a child with type 1 diabetes experienced support from Swedish paediatric diabetes teams (PDTs) in everyday life with their child. Eleven fathers of children with type 1 diabetes, living in Sweden and scoring high on involvement on the Parental Responsibility Questionnaire, participated. Data were collected from January 2011 to August 2011, initially through online focus group discussions in which 6 of 19 invited fathers participated. Due to high attrition, the data collection continued in eight individual interviews. A semi-structured interview guide was used, and the fathers were asked to share experiences of their PDT's support in everyday life with their child. A simultaneous and constant comparison approach to data collection and analysis allowed the core category to emerge: the tension between general recommendations and personal experience. This core category illuminates how the fathers experienced tension between managing their unique everyday life with their child and balancing this to meet their PDT's expectations with regard to blood glucose levels. The core category was supported by two categories: the tension between the fathers'and their PDT's knowledge, whereby fathers reported discrepancies between their PDT's medical knowledge and their own unique knowledge of their child; and the tension between the fathers'and their PDT's goals, whereby the fathers identified differences between the familys' and their PDT's goals. As a dimension of the core category, fathers felt trust or distrust in their PDT. We conclude that to achieve high-quality support for children with diabetes and to enhance their health and well-being, involved fathers' knowledge of their unique family situation needs to be integrated into the diabetes treatment.

  • 9.
    Boman, Åse
    et al.
    University West, Department of Nursing, Health and Culture, Divison of Caring Sciences, postgraduate level.
    Povlsen, Lene
    Nordic School of Public Health, Gothenburg.
    Dahlborg Lyckhage, Elisabeth
    University West, Department of Nursing, Health and Culture, Divison of Caring Sciences, postgraduate level.
    Hanas, Ragnar
    Department of Pediatrics, NU Hospital Group, Uddevalla Hospital, Uddevalla.
    Borup, Ina
    Nordic School of Public Health NHV, Gothenburg.
    Fathers' involvement in their child's diabetes care - seen from a health promotion perspectiveIn: Journal of Family Nursing, ISSN 1074-8407, E-ISSN 1552-549XArticle in journal (Refereed)
  • 10.
    Brämberg, Elisabeth Björk
    et al.
    University of Gothenburg, The Sahlgrenska Academy, Institution of Health and Care Sciences,.
    Dahlborg Lyckhage, Elisabeth
    University West, Department of Nursing, Health and Culture, Divison of Caring Sciences, postgraduate level.
    Määttä, Sylvia
    Centre for Gender Equal Care, Göteborg, .
    Lack of individualized perspective: A qualitative study of diabetes care for immigrants in Sweden2012In: Nursing and Health Sciences, ISSN 1441-0745, E-ISSN 1442-2018, Vol. 14, no 2, p. 244-249Article in journal (Refereed)
    Abstract [en]

    This study describes the care provided by a diabetes nurse specialist, and the care needs expressed by people with type 2 diabetes mellitus and an immigrant background. Clinical encounters between a diabetes nurse specialist and 10 people diagnosed with type 2 diabetes mellitus were observed and analyzed by means of qualitative content analysis. One theme, "the diabetes nurse specialist as the conductor of the visit", and four categories emerged from the findings, illustrating the power imbalance between the patients and the diabetes nurse specialist, as well as the lack of an individual perspective. Shifting from a medical perspective to one of openness towards the people's experiences provides a possibility for caregivers to empower patients suffering from type 2 diabetes mellitus. The medical perspective seemed to steer the visit towards curative activities. Thus, technique-centered care should be developed by including individualized care. © 2012 Blackwell Publishing Asia Pty Ltd.

  • 11.
    Dahlborg Lyckhage, Elisabeth
    University West, Department of Nursing, Health and Culture, Division of Nursing.
    Att analysera berättelser (narrativer)2012In: Dags för uppsats: Vägledning för litteraturbaserade examensarbeten / [ed] Friberg Febe, Lund: Studentlitteratur, 2012, 2, p. 162-173Chapter in book (Other (popular science, discussion, etc.))
  • 12.
    Dahlborg Lyckhage, Elisabeth
    University West, Department of Nursing, Health and Culture, Division of Nursing.
    Att analysera diskurser2012In: Dags för uppsats: Vägledning för litteraturbaserade examensarbeten / [ed] Friberg, Febe, Lund: Studentlitteratur, 2012, 2, p. 145-160Chapter in book (Other (popular science, discussion, etc.))
  • 13.
    Dahlborg Lyckhage, Elisabeth
    University West, Department of Nursing, Health and Culture, Division of Advanced Nursing.
    I backspegeln: en historisk återblick2010In: Att bli sjuksköterska : en introduktion till yrke och ämne / [ed] Dahlborg Lyckhage, Elisabeth, Lund: Studentlitteratur , 2010, 1, p. 39-57Chapter in book (Other academic)
  • 14.
    Dahlborg Lyckhage, Elisabeth
    University West, Department of Nursing, Health and Culture, Division of Nursing.
    Kunskap, kunskapsanvändning och kunskapsutveckling2012In: Dags för uppsats: Vägledning för litteraturbaserade examnensarbeten / [ed] Friberg, Febe, Lund: Studentlitteratur, 2012, 2, p. 23-36Chapter in book (Other (popular science, discussion, etc.))
  • 15.
    Dahlborg Lyckhage, Elisabeth
    University West, Department of Nursing, Health and Culture, Division of Advanced Nursing.
    Praxis i vårdvetenskap2010In: Lärande i och för det nya arbetslivet / [ed] Lagrosen, Stefan, Lundh Snis, Ulrika, Nehls, Eddy, Lund: Studentlitteratur , 2010, 1, p. 139-154Chapter in book (Other academic)
  • 16.
    Dahlborg Lyckhage, Elisabeth
    University West, Department of Nursing, Health and Culture, Division of Nursing.
    Preoperative Information Provided toSwedish and Immigrant Patients BeforeTotal Hip Replacement2012In: Medical Arhives, ISSN 1986-5961, Vol. 66, no 6, p. 399-404Article in journal (Refereed)
    Abstract [en]

     

    Background: Total hip replacement is an operation that usually leads to pain  relief and improved health related quality of life (HRQoL). Previous studies have demonstrated the importance of information about upcoming surgery.

    Therefore, it was of interest to study how both immigrants, whose first language was not Swedish, and Swedish patients described pre-operative information.

    Material and methods:

    Individual interviews were conducted with 10 immigrants and 10 Swedish participants. The data were analysed using qualitative content analysis. The study was carried out in western Sweden from March to November 2010.

    Results:

    The findings revealed that pre-operative information for all patients undergoing elective total hip replacement was limited. Patients from both groups expressed concern about inadequate  preoperative information pertaining to the surgery, implant selection, pain relief, choice of anaesthesia, no or too short a time to put questions to the surgeon and an overall stressful situation.

    Conclusions: Adequate preoperative information is important for optimising pain relief and shortening the hospital stay. The fact that the patients overwhelmingly rated the preoperative information as inadequate may be due to several reasons. Mental distress and the two-week interval between the time when the patient received the information and the operation might have contributed to the low degree of retention.

  • 17.
    Dahlborg Lyckhage, Elisabeth
    University West, Department of Nursing, Health and Culture, Division of Advanced Nursing.
    Sjuksköterskan, vem är det?2010In: Att bli sjuksköterska: en introduktion till yrke och ämne / [ed] Dahlborg Lyckhage, Elisabeth, Lund: Studentlitteratur , 2010, 1, p. 21-37Chapter in book (Other academic)
  • 18.
    Dahlborg Lyckhage, Elisabeth
    University West, Department of Nursing, Health and Culture, Division of Advanced Nursing.
    Vårdandets normer: minskat handlingsutrymmer för vårdare och patient2015In: Jämlik vård: normmedvetna perspektiv / [ed] Dahlborg Lyckhage, Elisabeth, Lyckhage, Gunnar & Tengelin, Ellinor, Lund: Studentlitteratur , 2015, p. 61-77Chapter in book (Other academic)
  • 19.
    Dahlborg Lyckhage, Elisabeth
    et al.
    University West, Department of Nursing, Health and Culture, Division of Advanced Nursing.
    Boman, Åse
    University West, Department of Nursing, Health and Culture, Division of Advanced Nursing.
    Analysis of discourses in a health care context2010In: Challenging the Boundaries, Vancouver, Canada, 3-5 October 2010, 2010Conference paper (Refereed)
    Abstract [en]

    Abstract

    To develop nursing as a critical normative science (Kirkevold, 2009), a description of the various care areas and different health phenomena is needed. This is being done on the basis of various qualitative methods´; hence within nursing discourse analysis is used to a limited extent. The aim of this paper is to exemplify phenomenon and topics within nursing that have been studied by using discourse analysis. The examples are from studies conducted during the previous years by the authors. Discourses within palliative care based on documents and observations (2009), nursing as a subordinated profession, based on media analysis (2009), and an ongoing study about discourses within care of children with diabetes based on policy documents in the Nordic countries.

    Discourse analysis provides data, such as interviews, actions and documents to be analyzed in a broader system of knowledge (Wilkinson & Kitzinger, 2000., Lupton, 1993). A discourse is a “systems of thought and systematic ways of carving out reality and is composed by structures of knowledge that influences systems of practice” (Chambon, 1999). All discourses are textual and an inter-textual drawing upon other texts, contextually embedded in historical political and cultural settings. A given text also transforms in a manner that is socially constrained and conditional upon relations of power (Foucault 1979). As Bacchi (2005) urges it is possible to adopt a more comprehensive dual-focus agenda in discourse analysis, taking into account the dual movement of discourse: the way discourse speaks us and the way we speak the discourse.

  • 20.
    Dahlborg Lyckhage, Elisabeth
    et al.
    University West, Department of Nursing, Health and Culture, Divison of Caring Sciences, postgraduate level.
    Fredén, Lars
    University West, Department of Nursing, Health and Culture.
    Hassler, Sven
    University West, Department of Nursing, Health and Culture, Divison for Health, Culture and Educational Sciences.
    Pennbrant, Sandra
    University West, Department of Nursing, Health and Culture, Divison of Caring Sciences, postgraduate level.
    Skyvell Nilsson, Maria
    University West, Department of Nursing, Health and Culture, Divison of Caring Sciences, undergraduate level.
    Gränshinder: en kvalitativ och kvantitativ studie av samverkandesjukvård2014Report (Other academic)
    Abstract [en]

    The project "Health care interaction" among different care providers was introduced as a trial activity in the municipalities of Strömstad and Tanum in the spring of 2010. The aim of health care interaction is to provide citizens health care adapted to their specific need within shortest possible time frame; Is emergency care not needed, the aim is to avoid that the care seeker ends up in an emergency room at the hospital. In this study experiences from health care interaction is described with quantitative as well as qualitative data. Empirical data is based on available medical statistics, focus group interviews with nurses with long experience from pre-hospital emergency care and home health care, questionnaires data gathered from other health professionals involved in the activity, individual interviews with nurses and physicians at call centers for medical information, primary health care centers, home health care, pre-hospital health care and elderly care. The analysis of the data reveal opportunities and expectations among the personnel as well as their willingness to develop and improve the health care. It's also evident that the general impression among health care personnel is that increased interaction among health care providers improves the quality of the health care given. Health care interaction also contributes to improved opportunities for person-centered care with an increased degree of continuity and participation for the patient. The study also reveals that collaboration between colleagues promotes development of individual and collective knowledge. Conclusions drawn from the study is that the documentation and information system used in health care interaction needs to strengthen the participation of the care seekers as well as to improve in accessibility for the personnel involved. In order for health care interaction to evolve and develop through close follow-up and evaluation, a more transparent and uniform system for documentation is recommended. It's also concluded from the study that the call center for medical information (1177) as one of the major actors in the health care interaction program has the best potential to instigate an expansion and development of the health care interaction among care providers.

  • 21.
    Dahlborg Lyckhage, Elisabeth
    et al.
    University West, Department of Nursing, Health and Culture, Division of Nursing.
    Friberg, Febe
    Högskolan i Stavanger .
    Changing essay writing in undergraduate nursing education through action research: a Swedish example2013In: Nursing education perspectives, Vol. 34, no 4, p. 226-232Article in journal (Refereed)
    Abstract [en]

    This article describes the development of literature-based models for bachelor degree essays in Swedish undergraduate nursing education. Students' experiences in a course with literature-based models for bachelor degree essays are discussed. The ever-growing body of nursing research and specialized and complex health care practices make great demands on nursing education in terms of preparing students to be both skilled practitioners and users of research. Teaching to help students understand evidence-based practice is a challenge for nursing education. Action research was used to generate knowledge of and practical solutions to problems in everyday locations. Six models were developed: concept analysis, contributing to evidence-based nursing by means of quantitative research, contributing to evidence-based nursing by means of qualitative research, discourse analysis, analysis of narratives, and literature review. Action research was found to be a relevant procedure for changing ways of working with literature-based, bachelor degree essays. The models that were developed increased students' confidence in writing essays and preparedness for the nursing role.

  • 22.
    Dahlborg Lyckhage, Elisabeth
    et al.
    University West, Department of Nursing, Health and Culture, Divison of Caring Sciences, postgraduate level.
    Gardvik, Anna
    University West, Department of Nursing, Health and Culture, Divison of Caring Sciences, postgraduate level.
    Karlsson, Helena
    University West, Department of Nursing, Health and Culture, Divison of Caring Sciences, postgraduate level.
    Törner Mulari, Jenny
    University West, Department of Nursing, Health and Culture, Divison of Caring Sciences, postgraduate level.
    Berndtsson, Ina
    University West, Department of Nursing, Health and Culture, Division of Nursing.
    Young Women With Anorexia Nervosa2015In: SAGE Open, ISSN 2158-2440, E-ISSN 2158-2440, Vol. 5, no 1Article in journal (Refereed)
    Abstract [en]

    The aim of this study was to describe how young women living with self-identified anorexia narrate about their lives by blogging. Thirteen Swedish blogs were chosen and analyzed by means of qualitative content analysis. The results described falling ill, the illness itself, and the path to recovery. Low self-esteem, depressed state of mind, and self-destructive behavior were typical signs at the start of the illness. The women’s lives were characterized by a need for controlling their body by tormenting it and by the illness demanding all their concentration and energy. The women suffered from the feeling of being a disappointment to their family members. The illness was like an enemy that had to be defeated with the help of family members, health care professionals, and by means of therapy. A turning point occurred when the women felt at their worst or had tired of the illness and could concentrate on something other than their body and the eating disorder. Suffering from self-identified anorexia was described as experiencing low self-esteem. The illness took all of the women’s time and energy. For a turning point to be reached, the women needed support from family, friends, and health care professionals, including the use of distractions.

  • 23.
    Dahlborg Lyckhage, Elisabeth
    et al.
    University West, Department of Nursing, Health and Culture, Division of Advanced Nursing.
    Lau, Malena
    Vithetsnormer: normer som producerar "hudfärgade" plåster2015In: Jämlik vård: normmedvetna perspektiv / [ed] Dahlborg Lyckhage, Elisabeth, Lyckhage, Gunnar, Tengelin, Ellinor, Lund: Studentlitteratur AB, 2015, 1, p. 131-151Chapter in book (Other academic)
  • 24.
    Dahlborg Lyckhage, Elisabeth
    et al.
    University West, Department of Nursing, Health and Culture, Division of Advanced Nursing.
    Lau, Malena
    Tengelin, Ellinor
    University West, Department of Health Sciences, Specialist Nursing programme.
    Normer som hinder för jämlik och rättighetsbaserad vård2015In: Jämlik vård: normmedvetna perspektiv / [ed] Dahlborg Lyckhage, Elisabeth, Lyckhage, Gunnar & Tengelin, Ellinor,, Lund: Studentlitteratur AB, 2015, 1, p. 37-57Chapter in book (Other academic)
  • 25.
    Dahlborg Lyckhage, Elisabeth
    et al.
    University West, Department of Nursing, Health and Culture, Division of Advanced Nursing.
    Lidén, Eva
    Sahlgrenska Academy at the University of Gothenburg, Institute of Health and Care Sciences.
    Competing discourses in palliative care.2010In: Supportive care in cancer : official journal of the Multinational Association of Supportive Care in Cancer, ISSN 1433-7339, Vol. 18, no 5, p. 573-582Article in journal (Refereed)
    Abstract [en]

    BACKGROUND: Palliative care focuses on early identification as well as prevention and alleviation of suffering. Previous studies have established that palliative care is a disciplinary area in a state of transformation due to the involvement of different professional categories and that nursing care in the palliative context is influenced by the dominance of the medical perspective. AIM: This study aimed to describe palliative care from a nursing perspective prior to the implementation of a palliative care programme. PATIENTS AND METHODS: The approach was inspired by the ethnographic method and a constructionist perspective was used as a theoretical framework, as the focus was on existing palliative care discourses. Field studies were conducted on a ward where palliative care was provided to patients at the end of life. Approval for the study was granted by the Ethics Committee at Sahlgrenska Academy. Data were collected by means of participant field studies, informal deliberations and other relevant documents. MAIN RESULTS: Four different discourses were discerned: caring, non-caring, curing and the organisation. CONCLUSIONS: The ethos on the ward was strongly linked to the medical discourse. We consider that a prerequisite for the organisation of palliative care is an expressed caring perspective based on the patients' experiences of suffering, which perspective is lacking in the curing and organisational discourses.

  • 26.
    Dahlborg Lyckhage, Elisabeth
    et al.
    University West, Department of Nursing, Health and Culture, Divison of Caring Sciences, postgraduate level.
    Lindahl, Berit
    University of Borås, Caring Sciences.
    Living in liminality-being simultaneously visible and invisible: caregivers' narratives of palliative care.2013In: Journal of social work in end-of-life & palliative care, ISSN 1552-4264, Vol. 9, no 4, p. 272-288Article in journal (Refereed)
    Abstract [en]

    Palliative care is an integral part of care and takes place in many settings-including the home, special accommodations, and hospitals. However, research shows that palliative care often ends with a death in the hospital due to the heavy burden on the primary caregiver. This study explores the meaning of being the primary caregiver of a close one who is terminally ill and is based on qualitative interviews with six primary caregivers of a terminally ill individual at home. The findings are discussed in the light of the theoretical concepts of liminality, lived body, and power. A potential impending risk exists of being abandoned when one is the primary caregiver to a close one who is terminally ill. This situation calls for professional caregivers to take responsibility and to respond to these, often unspoken, needs. This is particularly important concerning bodily care and the medical treatment regimen. In addition, when friends and relatives are absent, there is an ethical demand on professional caregivers to compensate for this lack and to compensate for this need. Palliative home care demands care that is person-centered-including the individual's history, family and loved ones, and individual strengths and weaknesses.

  • 27.
    Dahlborg Lyckhage, Elisabeth
    et al.
    University West, Department of Nursing, Health and Culture, Division of Advanced Nursing.
    Lyckhage, GunnarTengelin, EllinorUniversity West, Department of Health Sciences, Specialist Nursing programme.
    Jämlik vård: normmedvetna perspektiv2015Collection (editor) (Other academic)
  • 28.
    Dahlborg Lyckhage, Elisabeth
    et al.
    University West, Department of Nursing, Health and Culture, Division of Advanced Nursing.
    Määttä, Sylvia
    The influence of gender in academia: a case study of a university college in Sweden2011In: Equality, Diversity and Inclusion, ISSN 2040-7149, E-ISSN 2040-7157, ISSN 2040-7149, Vol. 30, no 5, p. 379-393Article in journal (Refereed)
    Abstract [en]

    Purpose – The aim of this paper is to describe senior lecturers' experiences of and reflections on the influence of gender on their work and career possibilities.

    Design/methodology/approach – Eight informants, four female and four male university teachers, representing different schools at a Swedish university college were interviewed. A qualitative content method was used for analysis.

    Findings – The findings revealed that the lecturers at the university college had an experience of academic gender neutrality. The findings also pointed to experiences of gendered practice that had been internalized and made normal. It also revealed that the lecturers did not consider or reflect on the gap between experiences of and reflections on gender neutrality and gendered practice.

    Research limitations/implications – Even if the number of informants is small, the findings have something important to tell about the gap between gender-neutral academia and practice in academia.

    Originality/value – The findings imply that although the Swedish model of equality work has been successful in many ways, a confrontation on the micro-political level is required to achieve a gender equality workplace environment and to increase women's career possibilities.

  • 29.
    Dahlborg Lyckhage, Elisabeth
    et al.
    University West, Department of Nursing, Health and Culture, Divison of Caring Sciences, postgraduate level.
    Pennbrant, Sandra
    University West, Department of Nursing, Health and Culture, Division of Advanced Nursing.
    Work-Integrated Learning: A Didactic Tool to Develop Praxis in Nurse Education2014In: Advances in Nursing Science, ISSN 0161-9268, E-ISSN 1550-5014, Vol. 37, no 1, p. 61-69Article in journal (Refereed)
    Abstract [en]

    Praxis is a concept that is both vague and overused in nursing science. Hence, a more stringent use of the concept praxis could help clarify the connections between theory and practice. The purpose of this theoretical article was to highlight the advantages of developing praxis in nursing education. By using praxis as a dialectic concept, nurse educators can make significant contributions to clinical practice by clarifying that theory and practice are perceived as 2 sides of same coin, leading to a move from "being in praxis" to "being of praxis," a way to develop the professionÊs autonomy. © 2014 Lippincott Williams and Wilkins.

  • 30.
    Dahlborg Lyckhage, Elisabeth
    et al.
    University West, Department of Health Sciences, Section for nursing - graduate level.
    Pennbrant, Sandra
    University West, Department of Health Sciences, Section for nursing - undergraduate level.
    Boman, Åse
    University West, Department of Health Sciences, Section for nursing - graduate level.
    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 Act2017Conference paper (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.

  • 31.
    Dahlborg Lyckhage, Elisabeth
    et al.
    University West, Department of Nursing, Health and Culture, Divison of Caring Sciences, postgraduate level.
    Pennbrant, Sandra
    University West, Department of Nursing, Health and Culture, Divison of Caring Sciences, postgraduate level.
    Boman, Åse
    University West, Department of Nursing, Health and Culture, Divison of Caring Sciences, postgraduate level.
    "The Emperor's new clothes": discourse analysis on how the patient is constructed in the new Swedish Patient Act.2017In: Nursing Inquiry, ISSN 1320-7881, E-ISSN 1440-1800, Vol. 24, no 2, article id e12162Article in journal (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.

  • 32.
    Dahlborg Lyckhage, Elisabeth
    et al.
    University West, Department of Nursing, Health and Culture, Division of Advanced Nursing.
    Pilhammar, Ewa
    Sahlgrenska Academy at Göteborg University, Institute of Health Care Sciencies.
    The importance of awareness of nursing students' denotative images of nursing2008In: Journal of Nursing Education, ISSN 0148-4834, E-ISSN 1938-2421, Vol. 47, no 12, p. 537-543Article in journal (Refereed)
  • 33.
    Dahlborg Lyckhage, Elisabeth
    et al.
    University West, Department of Nursing, Health and Culture, Division of Advanced Nursing.
    Pilhammar-Anderson, Ewa
    University of Gothenburg.
    Predominant discourses in Swedish nursing2009In: Policy, Politics & Nursing Practice, ISSN 1527-1544, E-ISSN 1552-7468, Vol. 10, no 2, p. 163-71Article in journal (Refereed)
    Abstract [en]

    The aim of this study was to elucidate the predominant discourse in the field of Swedish nursing in 2000, 25 years after nursing was introduced as an academic discipline in Sweden. The method used was content analysis and deconstructive analysis of discourses. Laws, statutes, regulations, and examination requirements, including official reports, recruitment campaigns, and media coverage, were analyzed. The findings uncovered competing discourses striving to gain hegemony. In the public sector, official requirements competed against the media fixation on gender stereotypes and the realities of local recruitment campaigns. Media has a major role in disseminating prevailing conceptions and conventions pertaining to the nursing profession. As a result, decision makers, students, patients, and family members could get lower expectations of the professional competence of nursing practitioners than would otherwise have been the case in the absence of media exposure.

  • 34.
    Dahlborg Lyckhage, Elisabeth
    et al.
    University West, Department of Nursing, Health and Culture, Divison of Caring Sciences, postgraduate level.
    Skyvell-Nilsson, Maria
    University West, Department of Nursing, Health and Culture, Division of Nursing.
    Pennbrant, Sandra
    University West, Department of Nursing, Health and Culture, Divison of Caring Sciences, postgraduate level.
    Prerequisites for person-centered care: As described by community care nurses2015In: Clinical Nursing Studies, ISSN 2324-7959, Vol. 3, no 1, p. 5-13Article in journal (Refereed)
    Abstract [en]

    The aim of this study was to describe nurses’ experiences of person-centered care within an integrated care chain.

    Method: The study included four data sets: Two focus group interviews with a total of 22 nurses; an open questionnaire answered by 17 nurses; and individual follow-up interviews with 4 volunteers from among the 17 nurses. In total, 39 informants were included in this study. Qualitative content analysis was carried out to identify the latent content of the focus group and interview data, and the manifest content of the questionnaire data.

    Results: The results showed that learning about, from and with each other were prerequisites for achieving person-centered care. The ability to provide person-centered care was influenced by factors that could be related to both the organization and to the individual nurse. Important factors were organizational transparency and structure, leadership and collaboration between healthcare centers, partnership, sole caregiver attitudes and skills.

    Conclusion: In order to develop person-centered care, it is crucial that an integrated care chain feature a joint documentation system; efficient use of the resources allocated to the needs of the various healthcare centers; and a change of focus from the professional to the person seeking care.

  • 35. Frejd, Lisa
    et al.
    Nordén, Gunnela
    Dahlborg Lyckhage, Elisabeth
    University West, Department of Nursing, Health and Culture, Division of Advanced Nursing.
    Att bli transplanterad: En studie av patientens upplevelse2008In: Vård i Norden, ISSN 0107-4083, E-ISSN 1890-4238, Vol. 28, no 2, p. 14-18Article in journal (Refereed)
    Abstract [en]

    Background: Transplantation is a well established form of treatment for terminal organs failure. Most patients that undergo this treatment havebeen through a period of severe illness and suffering. In the care of the patient the nurse can ease the suffering.The aim of this study was to describe how patients experience organ transplantation.Methods: Nine kidney transplanted and five liver transplanted patients were interviewed concerning their experience of transplantation.Interviews with semi constructed questions were performed at two occasions during the first month post transplanted. The text was then analyzedwith the qualitative content analysis.Results: After text analysis seven categories and two themes emerged. The themes were – physical suffering and physical well-being. Aftertransplantation the recollection of illness was very strong and despite severe disease trust in the health care and in the careers remained high.Conclusions:It is central that nurses are aware of that process – to go from a life threatening illness to an experience of well-being – is slow.If nurses are conscious about this, an opportunity to persist patients trust toward the health care and health careers, is given.

  • 36.
    Johansson, Bosse
    et al.
    Mälardalen University.
    Skyvell Nilsson, Maria
    University West, Department of Nursing, Health and Culture, Division of Nursing.
    Pennbrant, Sandra
    University West, Department of Nursing, Health and Culture, Divison of Caring Sciences, postgraduate level.
    Dahlborg Lyckhage, Elisabeth
    University West, Department of Nursing, Health and Culture, Divison of Caring Sciences, postgraduate level.
    Praxis and Work Integrated Learning as Pedagogical Approach in Nursing Education2014Conference paper (Other academic)
    Abstract [en]

    The move from student to nurse has been described as difficult and tough for new nurses. New nurses' feeling of lacking competence can reduce the opportunity to develop professional competence.They also reported fears of being "exposed" as clinically incompetent, and failing to provide safe care.Entering the nursing profession requires a high degree of adaptation where graduates are shown what skills are needed.There is a qualitative difference between the professional competence conveyed during education and the competence demanded in working life.The aim of this paper is to discuss and propose hown urses ́praxis can be developed by means of Work Integrated Learning as a pedagogical approach.The study departs from a model which shows processes newly registered nurses must manage to achieve a sense of competence. These processes will behighlighted by discussing the model's processes related to praxis in the Aristotelian tradition, situated learning, social construction and WIL.One idea behind this paper is to,by using the concept of praxis, hold up the potential of WIL It is concluded that WIL may provide an analytical perspective using reflection where the student is given the opportunity to develop metacognitive skills to reflectt heir experiences in orde rto create understanding and manifest praxis by learning in and by clinical practice, the move from being a student to becoming a nurse. The intent of praxis and WIL is to integrate scientific knowledge with practical knowledge as a pedagogical approach that provide an analytical perspective where the student is given the opportunity to develop metacognitive skills and to test their experiences in order to create understanding and manifest their praxis by learning in and by clinical practice, the move from being a student to becoming a nurse.One way to do it is by using praxis as a component in WIL and to identify knowledge that is generated in practical knowledge, professional nursing activities and endeavors by nurses on the one hand and scientific knowledge that is generated in the academy on the other hand, in order to elaborate ways to mixt hem and create a certain kind of knowledge that is neither theoretical nor purely practical.The result of this study will be proposed as a complement to nursing program curriculum in clinical practice, to identify special challenges facing students when managing and developing their professional competence

  • 37.
    Jonsson, Bosse
    et al.
    Mälardalen University.
    Dahlborg Lyckhage, Elisabeth
    University West, Department of Health Sciences, Section for nursing - graduate level.
    Pennbrant, Sandra
    University West, Department of Health Sciences, Section for nursing - undergraduate level.
    Work Integrated Learning and Learning Integrated Work: An Approach to Unite Theory and Practice to Praxis2016In: 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.

  • 38.
    Jonsson, Bosse
    et al.
    Mälardalens University, Eskilstuna.
    Skyvell Nilsson, Maria
    University West, Department of Nursing, Health and Culture, Divison of Caring Sciences, undergraduate level.
    Pennbrant, Sandra
    University West, Department of Nursing, Health and Culture.
    Dahlborg Lyckhage, Elisabeth
    University West, Department of Nursing, Health and Culture, Divison of Caring Sciences, postgraduate level.
    From work integrated learning to learning integrated work: A pedagogical model to develop praxis in nursing education2014In: Journal of Nursing Education and Practice, ISSN 1925-4040, E-ISSN 1925-4059, Vol. 4, no 11, p. 91-100Article in journal (Refereed)
    Abstract [en]

    The move from student to nurse has been described as difficult for newly registered nurses. Newly registered nurses’ feelings of lacking competence can reduce the opportunity to develop professional competence. Entering the nursing profession requires a high degree of adaptation. The difference between the professional competence conveyed during education and the competence demanded in working life is substantial and needs to be taken seriously. The aim of this paper is to propose a model for developing professional competence. The theoretical discussion starts with a model showing processes newly registered nurses must manage to achieve a sense of competence. These processes are highlighted by discussing how they relate to praxis in the Aristotelian tradition, situated learning and Work Integrated Learning (WIL). Learning Integrated Work (LIW) is a pedagogical approach aiming to integrate scientific knowledge with practical knowledge, and to provide an analytical perspective where students have the opportunity to develop metacognitive skills and praxis  by learning in and by clinical practice experiences. One way to achieve this is to learn from the knowledge and skills used when performing practical work. The aims of WIL and LIW are to identify both practical knowledge generated by nurses in the course of their professional activities and theoretical knowledge generated in the academy, and to elaborate an understanding constituting the essence of both theoretical and practical knowledge. By integrating theoretical and practical vocational knowledge, one promotes professionalization, including the ability to perform the expected tasks and to have a critical and development-oriented attitude in daily work.

  • 39.
    Nykvist, Maria
    et al.
    Närhälsan Mellerud.
    Larsson, EvaLena
    Närhälsan Mellerud.
    Dahlborg Lyckhage, Elisabeth
    University West, Department of Nursing, Health and Culture, Divison of Caring Sciences, postgraduate level.
    ‘It’s about me’ – a narrative analysis of female smokers with chronic obstructive pulmonary disease (COPD) and their relationship to smoking2013In: Scandinavian Journal of Caring Sciences, ISSN 0283-9318, E-ISSN 1471-6712, Vol. 28, no 2, p. 373-380Article in journal (Refereed)
    Abstract [en]

    Background Chronic obstructive lung disease is a disease that is common among the smoking population. In Sweden, more women than men are smokers. The most effective treatment to improve the symptoms of COPD is to quit smoking but still many women continue to smoke, despite their illness. Aim The aim of this study was to describe how a group of smoking women with chronic obstructive lung disease (COPD) experienced their everyday life and their relationship to smoking. Method A qualitative study based on narratives from six women with COPD was conducted. The narratives focused on the women′s everyday life and their relationship to smoking. The interviews were analysed into four themes and a new story, based on these themes were constructed. Findings The new story describes a woman with COPD that knows what she must do but cannot find the power within herself to take action. She talks about herself like a young bird that is going fly for the first time. Conclusion The study indicates that these women need some form of individual help to find the inner strength that they lack. Their self-respect as well as their self-image needs to be boosted in order to strengthen their belief that they are going to cope without the cigarette.

  • 40.
    Pratt-Eriksson, Darcia
    et al.
    University of Gothenburg, Institute of Health and Care Sciences, Sahlgrenska Academy.
    Bergbom, Ingegerd
    University of Gothenburg, Institute of Health and Care Sciences, Sahlgrenska Academy.
    Dahlborg Lyckhage, Elisabeth
    University West, Department of Nursing, Health and Culture, Divison of Caring Sciences, postgraduate level.
    Don't ask don't tell: Battered Women living in Sweden encounter with healthcare personnel and their experience of the care given2014In: International Journal of Qualitative Studies on Health and Well-being, ISSN 1748-2623, E-ISSN 1748-2631, Vol. 9, p. 23166-Article in journal (Refereed)
    Abstract [en]

    In recent years there has been increased intimate partner violence (IPV) toward women. Research on the care provided to victims of IPV is limited. The purpose of the study was to gain a deeper understanding of women's lived experience of IPV and their encounters with healthcare professionals, social workers, and the police following IPV. A phenomenological hermeneutic method inspired by the philosophy of Paul Ricoeur was used. The method is based on text interpretation and gives voice to women's lived experience. Twelve women living at a women's shelter in Sweden narrated their IPV experiences. The study revealed that the women experienced retraumatization, uncaring behaviors, and unendurable suffering during their encounter with healthcare professionals. They were disappointed, dismayed, and saddened by the lack of support, care, and empathy. Nurses and other healthcare professionals must understand and detect signs of IPV as well as provide adequate care, as these women are vulnerable. IPV victims need to feel that they can trust healthcare professionals. Lack of trust can lead to less women reporting IPV and seeking help.

  • 41.
    Tengelin, Ellinor
    et al.
    University West, Department of Health Sciences, Section for nursing - graduate level.
    Dahlborg Lyckhage, Elisabeth
    University West, Department of Health Sciences, Section for nursing - graduate level.
    Discourses with potential to disrupt traditional nursing education: Nursing teachers’ talk about norm-critical competence2017In: Nursing Inquiry, ISSN 1320-7881, E-ISSN 1440-1800, Vol. 24, no 1, article id UNSP e12166Article in journal (Refereed)
    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.

  • 42.
    Tengelin, Ellinor
    et al.
    University West, Department of Health Sciences.
    Dahlborg Lyckhage, Elisabeth
    University West, Department of Nursing, Health and Culture, Division of Advanced Nursing.
    Nursing teachers’ reflections on their own norm-critical competence2016Conference paper (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.

  • 43.
    Tengelin, Ellinor
    et al.
    Högskolan i Jönköping, Hälsohögskolan.
    Dahlborg Lyckhage, Elisabeth
    University West, Department of Health Sciences, Section for nursing - graduate level.
    Utveckling av ett instrument som kan mäta normkritisk medvetenhet2017Conference paper (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.  

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