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  • 1.
    Dahlborg Lyckhage, Elisabeth
    et al.
    Högskolan Väst, Institutionen för omvårdnad, hälsa och kultur, Avd för specialistsjuksköterskeutbildning.
    Lau, Malena
    Tengelin, Ellinor
    Högskolan Väst, Institutionen för hälsovetenskap, Avdelningen för vårdvetenskap på avancerad nivå.
    Normer som hinder för jämlik och rättighetsbaserad vård2015Ingår i: Jämlik vård: normmedvetna perspektiv / [ed] Dahlborg Lyckhage, Elisabeth, Lyckhage, Gunnar & Tengelin, Ellinor,, Lund: Studentlitteratur AB, 2015, 1, s. 37-57Kapitel i bok, del av antologi (Övrigt vetenskapligt)
  • 2.
    Dahlborg Lyckhage, Elisabeth
    et al.
    Högskolan Väst, Institutionen för omvårdnad, hälsa och kultur, Avd för specialistsjuksköterskeutbildning.
    Lyckhage, GunnarTengelin, EllinorHögskolan Väst, Institutionen för hälsovetenskap, Avdelningen för vårdvetenskap på avancerad nivå.
    Jämlik vård: normmedvetna perspektiv2015Samlingsverk (redaktörskap) (Övrigt vetenskapligt)
  • 3.
    Pherson, Tommy
    et al.
    Göteborgs universitet.
    Tengelin, Ellinor
    Högskolan Väst, Institutionen för hälsovetenskap, Avdelningen för vårdvetenskap på avancerad nivå.
    Genusnormer: normer som skapar kvinnor och män2015Ingår i: Jämlik vård: normmedvetna perspektiv / [ed] Dahlborg Lyckhage, Elisabeth, Lyckhage, Gunnar, Tengelin, Ellinor, Lund: Studentlitteratur AB, 2015, 1, s. 107-126Kapitel i bok, del av antologi (Övrigt vetenskapligt)
  • 4.
    Tengelin, Ellinor
    Högskolan Väst, Institutionen för hälsovetenskap, Avdelningen för vårdvetenskap på avancerad nivå.
    Klassnormer och föreställningen om klasslösa patienter2015Ingår i: Jämlik vård: normmedvetna perspektiv / [ed] Dahlborg Lyckhage, Elisabeth, Lyckhage, Gunnar & Tengelin, Ellinor,, Lund: Studentlitteratur AB, 2015, 1, s. 81-99Kapitel i bok, del av antologi (Övrigt vetenskapligt)
  • 5.
    Tengelin, Ellinor
    et al.
    Högskolan Väst, Institutionen för hälsovetenskap, Avdelningen för omvårdnad - avancerad nivå. Jönköping University, School of Health and Welfare, Jönköping, Sweden.
    Bülow, Pia H
    University of the Free State, Department of Social Work, Bloemfontein, South Africa; Jönköping University, School of Health and Welfare, Jönköping, Sweden.
    Berndtsson, Ina
    Högskolan Väst, Institutionen för hälsovetenskap, Avdelningen för omvårdnad - avancerad nivå.
    Dahlborg Lyckhage, Elisabeth
    Högskolan Väst, Institutionen för hälsovetenskap, Avdelningen för omvårdnad - avancerad nivå.
    Norm-Critical Potential in Undergraduate Nursing Education Curricula: A Document Analysis2019Ingår i: Advances in Nursing Science, ISSN 0161-9268, E-ISSN 1550-5014, Vol. 42, nr 2, s. E24-E37Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    The documents and literature that regulate nursing education are based on certain values and knowledge, and the underlying power in the curriculum raises the question of how health care professionals are molded during the course of their education. Norm criticism is a concept with its roots in critical pedagogy and gender and queer studies, emphasizing the origins as well as the consequences of marginalization, power, and knowledge of what is generally accepted as "normal" and "true." Norm criticism is used in this article to analyze the documents and literature underlying a nursing program in Sweden, which are shown to include a sometimes politically correct rhetoric, but one lacking a firm basis in social justice values.

  • 6.
    Tengelin, Ellinor
    et al.
    Högskolan Väst, Institutionen för hälsovetenskap, Avdelningen för omvårdnad - avancerad nivå.
    Cliffordson, Christina
    Högskolan Väst, Institutionen för hälsovetenskap, Avdelningen for hälsopromotion och vårdvetenskap.
    Dahlborg Lyckhage, Elisabeth
    Högskolan Väst, Institutionen för hälsovetenskap, Avdelningen för omvårdnad - avancerad nivå.
    Berndtsson, Ina
    Högskolan Väst, Institutionen för hälsovetenskap, Avdelningen för omvårdnad - avancerad nivå.
    Constructing the Norm-critical awareness scale: A scale for use in educational contexts promoting awareness of prejudice, discrimination, and marginalisation2019Ingår i: Equality, Diversity and Inclusion, ISSN 2040-7149, E-ISSN 2040-7157, Vol. 38, nr 6, s. 652-667Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Purpose: Healthcare professionals' conscious or unconscious norms, values and attitudes have been identified as partial explanations of healthcare inequity. Norm criticism is an approach that questions what is generally accepted as "normal" in society, and it enables professionals to identify norms that might cause prejudice, discrimination and marginalisation. In order to assess norm-critical awareness, a measurement scale is needed. The purpose of this paper is to develop a scale for measuring norm-critical awareness. Design/methodology/approach: The scale-development process comprised a qualitative item-generating phase and a statistical reduction phase. The item pool was generated from key literature on norm criticism and was revised according to an expert panel, pilot studies and one "think aloud" session. To investigate the dimensionality and to reduce the number of items of the scale, confirmatory factor analysis was performed. Findings: The item-generation phase resulted in a 46-item scale comprising five theoretically derived dimensions revolving around function, consequences, identity, resistance and learning related to norms. The item-reduction phase resulted in an instrument consisting of five dimensions and 20 items. The analyses indicated that a summary score on the scale could be used to reflect the broad dimension of norm-critical awareness. Originality/value: The Norm-critical awareness scale comprises five theoretically derived dimensions and can be used as a summary score to indicate the level of norm-critical awareness in educational contexts. This knowledge is valuable for identifying areas in greater need of attention. © 2019, Emerald Publishing Limited.

  • 7.
    Tengelin, Ellinor
    et al.
    Högskolan Väst, Institutionen för hälsovetenskap, Avdelningen för omvårdnad - avancerad nivå.
    Dahlborg Lyckhage, Elisabeth
    Högskolan Väst, Institutionen för hälsovetenskap, Avdelningen för omvårdnad - avancerad nivå.
    Discourses with potential to disrupt traditional nursing education: Nursing teachers’ talk about norm-critical competence2017Ingår i: Nursing Inquiry, ISSN 1320-7881, E-ISSN 1440-1800, Vol. 24, nr 1, artikel-id UNSP e12166Artikel i tidskrift (Refereegranskat)
    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.

  • 8.
    Tengelin, Ellinor
    et al.
    Högskolan Väst, Institutionen för hälsovetenskap.
    Dahlborg Lyckhage, Elisabeth
    Högskolan Väst, Institutionen för omvårdnad, hälsa och kultur, Avd för specialistsjuksköterskeutbildning.
    Nursing teachers’ reflections on their own norm-critical competence2016Konferensbidrag (Övrigt vetenskapligt)
    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.

  • 9.
    Tengelin, Ellinor
    et al.
    Högskolan Väst, Institutionen för hälsovetenskap, Avdelningen för omvårdnad - avancerad nivå.
    Misund Dahl, Berit
    Department of health sciences, Norwegian University of Science and Technology.
    Boman, Åse
    Högskolan Väst, Institutionen för hälsovetenskap, Avdelningen för omvårdnad - avancerad nivå.
    Ottesen, Aase Marie
    Department of communication and psychology, Aalborg University.
    The struggle between ancient welfare thinking and prevailing health care policy in Scandinavian health care legislatived ocuments2019Ingår i: 25th Annual Qualitative Health Research (QHR) Conference: Book of Abstracts, 2019, s. 67-Konferensbidrag (Övrigt vetenskapligt)
    Abstract [en]

    Traditional welfare state systems in Scandinavia are challenged by new governance systems. Demands for efficiency and productivity in healthcare increase, raising questions about patients' positions and agency. This also implies ethical dilemmas for healthcare professionals. Comprehensively analysing the findings of previous discourse studies on how the patient is constructed in central policy texts, this study compares the position of the patient and the accompanying ideological struggles in Norway, Sweden, and Denmark. The purpose was to compare and discuss the findings of discursive constructions of patients in law and policy text from the three countries. We found an ideological struggle across the Scandinavian countries, operating at a political level, a legislative level and a healthcare level, with variation in how the new value-based patient care is constructed. We conclude that national governance systems still exert hegemonic power by strongly influencing patients' degree of choice and autonomy. The Scandinavian countries may all be heading towards a commercial healthcare market, despite their tradition of a welfare model of healthcare. Today, healthcare strategies move in the opposite direction, controlled by politicians' financial goals. The ideological struggle between welfare state governance and other governance systems, may exist also in other western countries in our globalized world.

1 - 9 av 9
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  • html
  • text
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