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  • 1.
    Arveklev Höglund, Susanna
    Högskolan Väst, Institutionen för hälsovetenskap, Avdelningen for hälsopromotion och vårdvetenskap. Institute of Health and Care Sciences, Sahlgrenska Academy at University of Gothenburg.
    Drama and Learning in Nursing Education: A study in first and second cycle2017Doktorsavhandling, sammanläggning (Övrigt vetenskapligt)
    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
    Högskolan Väst, Institutionen för hälsovetenskap, Avdelningen for hälsopromotion och vårdvetenskap.
    Drama and Learning in nursing education-A Study in first and second cycle2016Ingår i: ViLär 2016, konferens 8-9 december 2016, Vänersborg / [ed] Kristina Johansson, 2016Konferensbidrag (Övrigt vetenskapligt)
  • 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.2018Ingår i: Journal of Nursing Education, ISSN 0148-4834, E-ISSN 1938-2421, Vol. 57, nr 4, s. 209-216Artikel i tidskrift (Refereegranskat)
  • 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 drama2018Ingår i: Nurse Education in Practice, ISSN 1471-5953, E-ISSN 1873-5223, Vol. 28, nr 1, s. 60-65Artikel i tidskrift (Refereegranskat)
    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.
    Högskolan Väst, Institutionen för hälsovetenskap, Avdelningen for hälsopromotion och vårdvetenskap.
    Gunnarsdottir, Hrafnhildur
    Högskolan Väst, Institutionen för hälsovetenskap, Avdelningen för omvårdnad - avancerad nivå.
    Eriksson, Monica
    Högskolan Väst, Institutionen för hälsovetenskap, Avdelningen for hälsopromotion och vårdvetenskap.
    Relations and interrelations between Sense of Coherence, socioeconomic status and health behaviour: A systematic review2019Konferensbidrag (Refereegranskat)
    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.
    Högskolan Väst, Institutionen för hälsovetenskap, Avdelningen for hälsopromotion och vårdvetenskap.
    Jobe, William
    Högskolan Väst, Institutionen för ekonomi och it, Avd för informatik.
    The State of Open Educational Resources (Oer) in Swedish Higher Education: A Case Study2023Ingår i: INTED 2023 Proceedings: 7th International Technology, Education and Development Conference, Valencia, Spain. 6-8 March, 2023, International Association for Technology, Education and Development, 2023, s. 4908-4917Konferensbidrag (Refereegranskat)
    Abstract [en]

    Open Educational Resources are learning, teaching, and research materials in any format and medium that reside in the public domain or are under copyright that have been released under an open license, that permit no-cost access, re-use, re-purpose, adaptation, and redistribution by others (UNESCO). Increasing the use of OER worldwide can be one of many steps toward reaching the United Nations Agenda 2030 sustainability goals (SDG), especially SDG 4 Quality Education, which aims to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all.

    The UNESCO OER recommendations from 2020 provide clear goals and aims for OER, but how are they being implemented in higher education in Sweden? Specifically, how well are teachers and students aware of and how are they using OER, specifically open textbooks? This paper presents the use and needs of OER as well as current OER guidelines at University West in Sweden and investigates teachers’ and students' perceptions and experiences of open educational resources (OER) at University West, focusing on open textbooks. The method of the intervention was student and teacher surveys, both pre- and post-pandemic. The pre-pandemic surveys were sent out in April 2020 and had 79 student respondents and 82 teacher respondents. The post-pandemic surveys were sent out in June 2022 and had 83 student respondents and 76 teacher respondents.

    The aggregated results show that there were no significant differences in the use of OER and open textbooks due to the pandemic both for students and teachers. The current use of OER and open textbooks was limited and the primary motivations for using OER and open textbooks were economy, social justice, and adaptability with varying priorities among students and teachers. Additionally, OER and open textbooks are currently used marginally at University West but there is interest to increase the use of OER and student co-creation due to the three primary motivators. These preliminary results provide valuable insights regarding the key factors for increasing the use of OER and open textbooks in higher education to help achieve the UNESCO OER 2020 goals and the United Nations Agenda 2030 SDG goals, especially SDG 4 Quality Education.

  • 7.
    Arveklev Höglund, Susanna
    et al.
    Högskolan Väst, Institutionen för hälsovetenskap, Avdelningen for hälsopromotion och vårdvetenskap.
    Rehnström, Karin
    Högskolan Väst, Institutionen för hälsovetenskap, Avdelningen för omvårdnad - grundnivå.
    AIL via IPL: Arbetsintegrerat lärande genom införandet av interprofessionellt lärande i sjuksköterskeprogrammet på Högskolan Väst2020Ingår i: VILÄR: 3–4 December 2020 University West,Trollhättan. Abstracts / [ed] Kristina Johansson, Trollhättan: Högskolan Väst , 2020, s. 15-16Konferensbidrag (Övrigt vetenskapligt)
    Abstract [sv]

    Kliniskt Lärande Centrum (KLC) på Högskolan Väst, institutionen för Hälsovetenskap präglas av ett personcentrerat, normmedvetet och hållbart synsätt på vårdande och erbjuder studenterna ett tryggt och säkert lärande. Vid KLC finns ett tydligt AIL-fokus när studenterna övar tekniska färdigheter samt mellanmänskliga förmågor, att omsätta sina teoretiska kunskaper till handling, innan de ställs inför autentiska möten med patienter och olika personalkategorier inom vården.

    Samtida hälso- och sjukvård står inför nya utmaningar, som exempelvis ökad ojämlikhet, ökad andel äldre i samhället och ökad risk för pandemier, vilket för med sig komplexa vårdbehov. För att kunna möta dessa utmaningar krävs att högre utbildning utvecklas så att framtida personal inom hälso- och sjukvård förbereds för att samarbeta över professionsgränserna. Förmågan att kunna samverka i team är ett av högskoleförordningens generella mål för blivande sjuksköterskor. Dessutom är samverkan i team en av sex kärnkompetenser som alla professioner i vården måste besitta för att kunna bedriva en god och säker vård. För att studenterna ska uppnå kompetens att i sin kommande yrkesroll kunna samverka i interprofessionella team, bör det redan under grundutbildningen ingå pedagogiska moment i form av Interprofessionellt lärande (IPL), där studenter från olika professioner inom Hälso och sjukvården får möjlighet att lära om, med och av varandra.

    Föreliggande projekt handlar om att implementera interprofessionella läraktiviteter vid sjuksköterskeprogrammet. Härigenom möjliggörs ett arbetsintegrerat lärande mellan Högskolan Väst, Sahlgrenska Akademin, Yrkeshögskolan och omgivande Hälso- och sjukvårdsenheter. Ett pilotprojekt har genomförts i form av en teamsimulering vid KLC där studenter från sjuksköterskeprogrammet, undersköterskeelever och specialistundersköterskestuderande medverkade. Preliminära resultat från en skriftlig utvärdering av pilotprojektet visar att en majoritet av deltagarna är positiva och önskar fler interprofessionella moment. Under våren planeras därför för fler interprofessionella läraktiviteter där läkarstudenter från Sahlgrenska akademin ska involveras i simuleringsövningar tillsammans med sjuksköterskestudenter. Därefter planeras att succesivt införa fler interprofessionella aktiviteter inom sjuksköterskeprogrammet.

  • 8.
    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 literature2015Ingår i: Nurse Education Today, ISSN 0260-6917, E-ISSN 1532-2793, nr 7, s. e12-e17Artikel i tidskrift (Refereegranskat)
    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.

  • 9.
    Arveklev Höglund, Susanna
    et al.
    Högskolan Väst, Institutionen för hälsovetenskap, Avdelningen for hälsopromotion och vårdvetenskap. University of Gothenburg, Institute of Health and Care Sciences, Sahlgrenska Academy, Gothenburg, Sweden.
    Wigert, Helena
    University of Gothenburg, Institute of Health and Care Sciences, Sahlgrenska Academy, Gothenburg, Sweden; Division of Neonatology, Sahlgrenska University Hospital, Gothenburg, Sweden.
    Berg, Linda
    University of Gothenburg, Institute of Health and Care Sciences, Sahlgrenska Academy, Gothenburg, Sweden.
    Lepp, Margret
    University of Gothenburg, Institute of Health and Care Sciences, Sahlgrenska Academy, Gothenburg, Sweden;Østfold University College, Halden, Norway (NOR); Griffith University, School of Nursing and Midwifery, Australia (AUS).
    Specialist nursing students' experiences of learning through drama in paediatric care2020Ingår i: Nurse Education in Practice, ISSN 1471-5953, E-ISSN 1873-5223, Vol. 43, artikel-id 102737Artikel i tidskrift (Refereegranskat)
  • 10.
    Björck, Ville
    et al.
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    Arveklev Höglund, Susanna
    Högskolan Väst, Institutionen för hälsovetenskap, Avdelningen for hälsopromotion och vårdvetenskap.
    How a norm-critical approach can be applied: Reflections from some university employees2023Ingår i: Abstracts för Decemberkonferensen Institutionen för individ och samhälle 13 december 2023, Trollhättan, Sweden, Trollhättan: Högskolan Väst , 2023, s. 1-1Konferensbidrag (Övrigt vetenskapligt)
    Abstract [en]

    A key contribution of both norm-critical pedagogy and norm-critical research is to show how established norms in the form of unwritten rules and unwritten expectations can encourage people to think and behave in stereotypical ways. However, a criticism of both this pedagogy and this research is that they can be too guided by theories that provide the answer to rather than promotes an open-minded investigation into which norms that need to be problematised. This study explores how 38 university employees in an individual course assignment reflect about the ways in which they can apply a norm-critical approach in their work. The aim is to explore what type of reflections that emerge in the data and whether these reflections represent varied or similar ways of thinking about what a norm-critical approach means and can be used for.

  • 11.
    Castillo, Ivan Andrés
    et al.
    Högskolan Väst, Institutionen för hälsovetenskap, Avdelningen för omvårdnad - avancerad nivå.
    Tengelin, Ellinor
    Högskolan Väst, Institutionen för hälsovetenskap, Avdelningen för omvårdnad - avancerad nivå.
    Arveklev Höglund, Susanna
    Högskolan Väst, Institutionen för hälsovetenskap, Avdelningen for hälsopromotion och vårdvetenskap.
    Dahlborg, Elisabeth
    Högskolan Väst, Institutionen för hälsovetenskap, Avdelningen för omvårdnad - avancerad nivå.
    When nursing education becomes political: Norm-critical perspectives in a campus-based clinical learning environment2023Ingår i: Nursing Inquiry, ISSN 1320-7881, E-ISSN 1440-1800Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Nursing education is in the process of incorporating critical thinking, social justice, and health inequality perspectives into educational structures, aspiring to help nursing students develop into professional nurses prepared to provide equal care. Norm criticism is a pedagogical philosophy that promotes social justice. This qualitative case study aimed to gain an understanding of and elaborate on an educational development initiative in which norm criticism was incorporated into the composition of a new campus‐based clinical learning environment for nursing education. By analyzing documents and interviews with the help of reflexive thematic analysis three themes were generated: “Intention to educate beyondnursing education,” “Educating in alliance with society,” and “The educative ambiguity of the Clinical Learning Centre. ”The case study indicates that the incorporation of norm criticism into a campus‐based clinical learning environment may encourage nursing students to evolve social skills for nursing practice that support health equality within healthcare. By collaborating with society, nursing education can considerably improve its educational frameworks in alignment with societal demands. However, the inclusion of norm criticism in a setting such as a campus‐based clinical learning environment entails a clash with established institutionalized norms and being perceived as too proximate to politics.

    Ladda ner fulltext (pdf)
    fulltext
  • 12.
    Langeland, Eva
    et al.
    Department of Health and Caring Sciences, Faculty of Health and Social SciencesWestern Norway University of Applied Sciences, Bergen (NOR).
    Ausland, Liv Hanson
    Department of Health Promotion, Faculty of Health Sciences University of South-Eastern Norway,Vestfold (NOR).
    Gunnarsdottir, Hrafnhildur
    Högskolan Väst, NU-akademin Väst. Högskolan Väst, Institutionen för hälsovetenskap, Avdelningen för omvårdnad - avancerad nivå.
    Arveklev Höglund, Susanna
    Högskolan Väst, Institutionen för hälsovetenskap, Avdelningen for hälsopromotion och vårdvetenskap.
    Vinje, Hege Forbech
    The Forbech Vinje Academy, Sandefjord (NOR).
    Promoting Salutogenic Capacity in Health Professionals2022Ingår i: The Handbook of Salutogenesis / [ed] Mittelmark, Maurice B.; Bauer, Georg F.; Vaandrager, Lenneke; Pelikan, Jürgen M.; Sagy, Shifra; Eriksson, Monica; Lindström, Bengt; Meier Magistretti, Claudia, Springer International Publishing , 2022, s. 611-624Kapitel i bok, del av antologi (Övrigt vetenskapligt)
    Abstract [en]

    From a salutogenic perspective, relational and reflective competencies are key to the success of competence building. Reflecting on and exploring one’s (life) experience in a continuous learning process can enhance salutogenic competence.

    This chapter, whose authors have many years of experience building health professionals’ salutogenic competence, is nicely illustrated with teaching and coaching examples drawn from (a) a master’s programme for students in various health professions, (b) salutogenic talk-therapy groups, (c) students in health promotion training programmes, and (d) on-the-job training of healthcare professionals working in childcare services.

    The chapter discusses the concept of “self-tuning,” referring to habitual self-sensitivity, reflection, and mobilising of resources, which can play a central role in all types of training. This chapter emphasises that trainers should strive to “live the talk,” developing their personal salutogenic capacity – in other words, do what you teach and be what you teach.

    Ladda ner fulltext (pdf)
    Springer
  • 13.
    Wigert, Helena
    et al.
    University of Gothenburg, (SWE) .
    Berg, Linda
    Institute of Health and Care Sciences, Sahlgrenska Academy, University of Gothenburg, (SWE).
    Arveklev Höglund, Susanna
    Högskolan Väst, Institutionen för hälsovetenskap, Avdelningen for hälsopromotion och vårdvetenskap.
    Morrison-Helme, Morag
    Faculty of Education, University of Cambridge, (GBR).
    Lepp, Margret
    Institute of Health and Care Sciences, Sahlgrenska Academy, University of Gothenburg, Gothenburg, (SWE); Østfold University College, Halden, (NOR); School of Nursing and Midwifery, Griffith University, (AUS).
    Managing conflict situations nursing students encounter during their clinical practice, narrated and performed through Forum Play2021Ingår i: Nurse Education in Practice, ISSN 1471-5953, E-ISSN 1873-5223, Vol. 56, s. -7, artikel-id 103177Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Aim:

    To describe and illuminate conflict situations nursing students encounter during their clinical practice, narrated and performed through Forum Play.

    Background:

    Conflicts are common in healthcare settings and affect patient care and the wellbeing of nurses. To be able to manage complex practice situations, conflict management is an essential competence for nurses and should be highlighted during education. The aim of the study was to describe and illuminate conflict situations nursing students encounter during their clinical practice, narrated and performed through Forum Play.

    Design:

    The study was designed as a summative qualitative analysis of written group assignments related to nursing students participation in a drama workshop. Method: A summative qualitative content analysis of written group assignments related to nursing students participation in a drama workshop, focusing on conflict management. During the workshop the students explored conflict situations they had encountered during clinical practice, through Forum Play. After the workshop, the students handed in a mandatory written group assignment where they described one of the conflict situations. Results: The findings are presented in three categories; Parties; Arenas; Situations, one main theme;  Who knows best and two subthemes; Difficulties to adapt to the new and Difficulties reaching a mutual understanding.

    Conclusion:

    Conflict situations that nursing students encounter during their clinical practice often stem from the health care staff’s difficulties in adapting to the new and difficulty reaching a mutual understanding. Conflict management can be implemented as a powerful learning strategy in nursing education.  

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