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  • 1.
    Arveklev Höglund, Susanna
    University West, Department of Health Sciences, Section for health promotion and care sciences. Institute of Health and Care Sciences, Sahlgrenska Academy at University of Gothenburg.
    Drama and Learning in Nursing Education: A study in first and second cycle2017Doctoral thesis, comprehensive summary (Other academic)
    Abstract [en]

    Aim: The overall aim of this thesis was to explore and describe the nature of students learning through drama in nursing education, in first and second cycle. Methods: Study I was conducted as an integrative review of the literature. Study II was performed as a qualitative phenomenographic study were 16 nursing students was interviewed. In study III 43 group assignment by nursing students in first cycle were analyzed using Qualitative content Analysis. Study IV was conducted as a qualitative phenomenographic study where 15 nursing students in second cycle was individually interviewed. Results: The findings in study I showed that drama can be used effectively in nursing education to enhance students' learning. The summarized results of the empirical studies (II–IV) showed that drama enabled the students to learn about themselves and develop a higher self-awareness. Learning through drama also gave the students opportunities to learn about others by exploring the perspectives of colleagues, patients, and patients' next of kin in fictive nursing situations. The findings showed in addition that drama could make the theoretical course content more concrete and easier to grasp. Learning through drama activated the students' learning by offering them the possibility to be active and explore various roles and scenarios, and by promoting reflection in which they could share experiences with their peers. By participating in drama, the students reached an evolving identification with the profession of a nurse (II–III) and of a specialist nurse in paediatric care (IV). Conclusion: Drama in nursing education has the unique potential to prepare nursing students in both first and second cycle for their future nursing role. Through drama, students are given the opportunity to explore and gain knowledge about how to use theoretical knowledge in practice, about their inner selves, and about other person's perspectives.

  • 2.
    Arveklev Höglund, Susanna
    University West, Department of Health Sciences, Section for health promotion and care sciences.
    Drama and Learning in nursing education-A Study in first and second cycle2016In: ViLär 2016, konferens 8-9 december 2016, Vänersborg / [ed] Kristina Johansson, 2016Conference paper (Other academic)
  • 3.
    Arveklev Höglund, Susanna
    et al.
    Sahlgrenska Academy.
    Berg, Linda
    nstitute of Health and Care Sciences, University of Gothenburg, Box 457, 40530 Göteborg, Sweden.
    Wigert, Helena
    nstitute of Health and Care Sciences, University of Gothenburg, Box 457, 40530 Göteborg, Sweden.
    Morrison-Helme, Morag
    Faculty of Education, University of Cambridge, United Kingdom.
    Lepp, Margret
    Østfold University College, Halden, Norway.
    Learning about conflict and conflict management through drama in nursing education.2018In: Journal of Nursing Education, ISSN 0148-4834, E-ISSN 1938-2421, Vol. 57, no 4, p. 209-216Article in journal (Refereed)
  • 4.
    Arveklev Höglund, Susanna
    et al.
    Institute of Health and Care Sciences, Sahlgrenska Academy, University of Gothenburg, Sweden.
    Berg, Linda
    nstitute of Health and Care Sciences, University of Gothenburg, Box 457, 40530 Göteborg, Sweden.
    Wigert, Helena
    nstitute of Health and Care Sciences, University of Gothenburg, Box 457, 40530 Göteborg, Sweden.
    Morrison-Helme, Morag
    Faculty of Education, University of Cambridge, United Kingdom.
    Lepp, Margret
    Østfold University College, Halden, Norway, School of Nursing and Midwifery, Griffith University, Australia.
    Nursing students experiences of learning about nursing through drama2018In: Nurse Education in Practice, ISSN 1471-5953, E-ISSN 1873-5223, Vol. 28, no 1, p. 60-65Article in journal (Refereed)
    Abstract [en]

    The ability to understand, interact and create a caring relationship with the patient is a core component in nursing. A shift in nursing education from traditional classroom teaching towards more experiential approaches should be encouraged as this will support learning that links theory with practice. The aim of this study was to describe nursing students' experiences of learning about nursing through drama. This qualitative study was conducted at a university in Sweden. Four focus group interviews were conducted with a total of 16 nursing students and the data was analyzed using a phenomenographic approach.Three themes with their attendant categories emerged through the analysis: "To explore the future professional self", "To develop an understanding of the patient perspective", and "To reflect on the nature of learning". In conclusion this study shows that the use of drama in nursing education can provide opportunities to explore interactions with others which can increase students' self-awareness and ability to reflect on their future professional identity. Acting in role as a patient can provide an opportunity to experience the patient perspective. Also clear was the importance of commitment and engagement ofthe students as a prerequisite for optimizing this form of learning experience through drama

  • 5.
    Arveklev Höglund, Susanna
    et al.
    University West, Department of Health Sciences, Section for health promotion and care sciences.
    Gunnarsdottir, Hrafnhildur
    University West, Department of Health Sciences, Section for nursing - graduate level.
    Eriksson, Monica
    University West, Department of Health Sciences, Section for health promotion and care sciences.
    Relations and interrelations between Sense of Coherence, socioeconomic status and health behaviour: A systematic review2019Conference paper (Refereed)
    Abstract [en]

    Background/Objectives

    Previous research shows that the stronger the sense of coherence (SOC) the healthier behaviour. A strong SOC seems to be related to lower consumption of drugs and smoking, more frequent physical exercises and healthier food choices. Further it is established by previous research that there is a difference in health behaviour between socioeconomic groups. Individuals with lower socioeconomic status (SES) smoke to greater extent, have more sedentary lifestyle and make unhealthier food choices than individual with higher SES. The evidence regarding the interactive relations of SOC and SES to health behaviour or the potential mediating role of SOC in the relationship between SES and health behaviour is more unclear. In order to explore this, there is a need of systematic reviews of the evidence concerning SOC and health behaviour and interactions with SES.

    Thus, the objective of this study is to explore and synthesize empirical findings on the relationship between SOC and health behaviour among adults. Further the aim is to explore to what extent interactions with SES is considered in the studies of SOC and health behaviour.

     Methods

    The study is descriptive and analytical with a systematic integration of the contemporary knowledge base on the salutogenic research focusing on the relationship between sense of coherence and health behaviour among adults and interrelations with socioeconomic status. The review covers scientific publications as well as doctoral theses published 2008–2018. The review is systematic in the sense that all the included papers will be critically examined and analyzed according to (1) the study objective, (2) the study designs and methods for analysis and, (3) the applicability and practical use of the results.

     Results

    Expected outcomes of this study will be established state of the art regarding the relationship between sense of coherence and health behavior and interrelations with socioeconomic status. Further the results will identify knowledge gaps important to address in future research.

    Discussion

    The potential contribution of the synthesized knowledge to achieve a sustainable and equal development of health will be discussed as well as to what extent health inequalities can be explained or understood by SOC.

     

     

     

  • 6.
    Arveklev Höglund, Susanna
    et al.
    Institute of Health and Care Sciences, University of Gothenburg, Box 457, 40530 Göteborg, Sweden.
    Wigert, Helena
    nstitute of Health and Care Sciences, University of Gothenburg, Box 457, 40530 Göteborg, Sweden.
    Berg, Linda
    nstitute of Health and Care Sciences, University of Gothenburg, Box 457, 40530 Göteborg, Sweden.
    Burton, Bruce
    Griffith University, Mt. Gravatt Campus, Queensland, Australia.
    Lepp, Margret
    Østfold University College, Halden, Norway.
    The use and application of drama in nursing education: An integrative review of the literature2015In: Nurse Education Today, ISSN 0260-6917, E-ISSN 1532-2793, no 7, p. e12-e17Article in journal (Refereed)
    Abstract [en]

    Background Caring is grounded on universal humanistic values such as kindness, empathy, concern and love for self and others. Nurses need to learn how to implement these values in the care for patients. Nursing students find it hard to assimilate theoretical knowledge in practice. Experiential learning in the form of drama has been used in several studies to enhance nursing students' learning. Aim The aim of this study was to review empirical and theoretical articles on the use and application of drama in nursing education. Design An integrative review of the literature.MethodThe databases CINAHL, PubMed, ProQuest and Academic search elite were searched for articles. Result The search generated 64 articles, with 20 articles meeting the inclusive criteria. Three themes with their attendant subthemes emerged through the analysis. The themes are: The Framing, The Objectives and The Embodiment. Conclusion Drama is effective in entry level courses in nursing education to enhance student learning and can be flexible and adjusted to various contexts. Further research using drama to enroll nursing students as fictive patients and relatives and thereby explore different perspectives is suggested, and more research on the application of drama in nursing education at an advanced level is required.

  • 7.
    Arveklev Höglund, Susanna
    et al.
    University West, Department of Health Sciences, Section for health promotion and care sciences. Sahlgrenska Academy.
    Wigert, Helena
    nstitute of Health and Care Sciences, University of Gothenburg, Box 457, 40530 Göteborg, Sweden.
    Berg, Linda
    nstitute of Health and Care Sciences, University of Gothenburg, Box 457, 40530 Göteborg, Sweden.
    Lepp, Margret
    Østfold University College, Halden, Norway.
    Specialist nursing students experiences of learning about paediatric care through dramaManuscript (preprint) (Other academic)
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