Change search
Refine search result
12 51 - 69 of 69
CiteExportLink to result list
Permanent link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Rows per page
  • 5
  • 10
  • 20
  • 50
  • 100
  • 250
Sort
  • Standard (Relevance)
  • Author A-Ö
  • Author Ö-A
  • Title A-Ö
  • Title Ö-A
  • Publication type A-Ö
  • Publication type Ö-A
  • Issued (Oldest first)
  • Issued (Newest first)
  • Created (Oldest first)
  • Created (Newest first)
  • Last updated (Oldest first)
  • Last updated (Newest first)
  • Disputation date (earliest first)
  • Disputation date (latest first)
  • Standard (Relevance)
  • Author A-Ö
  • Author Ö-A
  • Title A-Ö
  • Title Ö-A
  • Publication type A-Ö
  • Publication type Ö-A
  • Issued (Oldest first)
  • Issued (Newest first)
  • Created (Oldest first)
  • Created (Newest first)
  • Last updated (Oldest first)
  • Last updated (Newest first)
  • Disputation date (earliest first)
  • Disputation date (latest first)
Select
The maximal number of hits you can export is 250. When you want to export more records please use the Create feeds function.
  • 51. 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.

  • 52. Gedda, Birgitta
    et al.
    Dahlborg, Elisabeth
    University West, Department of Health Sciences, Section for nursing - graduate level.
    Sjuksköterskans pedagogiska verksamhet: villkor och processer2019In: Pedagogik inom vård och handledning / [ed] Pilhammar Andersson, Ewa, Lund: Studentlitteratur AB, 2019, 3, p. 107-137Chapter in book (Other academic)
  • 53.
    Helberget, Lindis Kathrine
    et al.
    Norwegian University of Science and Technology, Alesund, Norway (NOR).
    Aasen, Elin Margrethe
    Norwegian University of Science and Technology, Alesund, Norway (NOR).
    Dahlborg, Elisabeth
    University West, Department of Health Sciences, Section for nursing - graduate level.
    Learning about user participation among nursing students: A qualitative study.2020In: Nurse Education Today, ISSN 0260-6917, E-ISSN 1532-2793, Vol. 98, article id 104660Article in journal (Refereed)
    Abstract [en]

    BACKGROUND: User participation is an important aspect of nursing, especially within a rehabilitation setting where the emphasis is on the patient's ability to become as independent as possible. It is also decreed by law that students should learn about user participation. Furthermore, to achieve good nursing skills it is important for the students to understand "the what" and to reflect on "the how" regarding user participation.

    OBJECTIVES: The aim of the study was to explore how students learn to apply user participation in a context of rehabilitation.

    DESIGN AND METHOD: The design of the study is qualitative. Content analysis was adopted, and both inductive and deductive approaches were used. The informants were nursing students in the second and third years of the bachelor's degree at a university in Norway. Most of the students were in community health services, but some of them performed their internship at hospitals. Two focus groups with 11 students were conducted. In addition, the data also consist of 28 written reflections and 31 written work requirements in relation to rehabilitation. The students from the focus groups and the written work requirement were in practice in community health services. In the written reflections it was 14 students who had their internship at hospital and 14 students in community health services.

    RESULTS: The main categories of the study are barriers to learning, dialogue as a tool and reflection as essential. The students learn to use check lists and focus on organizational planning, which might be a barrier to learning. Dialogue is important to improve the students' learning. Students need to reflect on user participation together with their supervisor to learn to be confident in encountering users, which indicates that reflection is essential.

    CONCLUSION: The major findings indicate that students lack competence or user participation and that their supervisors seldom talk about it with them. Also, it should be compulsory reflection notes about user participation in the student's internships. Teachers at universities must inform supervisors and develop courses about mentorship and user participation. This may be a step forward to overcome theory-practice gap.

  • 54.
    Isane Torheim, Henny
    et al.
    NTNU Ålesund (NOR).
    Hammer, Rigmor
    NTNU Ålesund (NOR).
    Skagøy, Bente
    NTNU Ålesund (NOR).
    Remen Nesje, Ingunn
    Helse Møre og Romsdal HF (NOR).
    Pettersen, June
    Helse Møre og Romsdal HF (NOR).
    Dahlborg Lyckhage, Elisabeth
    University West, Department of Health Sciences, Section for nursing - graduate level.
    Kan en felles læringsarena gi sykepleiestudenter økt klinisk kompetanse?2021In: Nordisk tidsskrift for helseforskning, ISSN 1504-3614, E-ISSN 1891-2982, Vol. 17, no 2Article in journal (Refereed)
    Abstract [en]

    s a common learning arena a "Room of Possibility” that gives nursing students increased clinical competence?

    The aim of the study was to find out whether collaboration days between students, practice supervisors and nurse teachers can provide learning that facilitates students' development of clinical competence. The place, space and social interaction are important for learning processes, according to Etienne Wenger and Kari Martinsen. "The Third Room" is used as a metaphor about the room where people with competence in theoretical knowledge and practical knowledge collaborate with students. Collaboration days between students, practical nurse supervisors and nurse teachers were conducted for four second-year student groups (N=23). Focus groups were used to collect data. The transcribed interviews have been analyzed through meaning condensation. An essential structure of the students 'experiences from the collaboration days describes The Third Room as a good arena where the students' clinical competence was stimulated and increased. Four themes describe the student’s experiences; preparedness for practice, confidence, reflection and collaborative learning. A strengthened collaboration between universities and hospitals through working communities in The Third Room can facilitate nursing students' learning.

    Download full text (pdf)
    UiT
  • 55.
    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

  • 56.
    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.

  • 57.
    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.

  • 58. Lau, Malena
    et al.
    Dahlborg, Elisabeth
    University West, Department of Health Sciences, Section for nursing - graduate level.
    Etnicitet, vithetsnormer och rasifiering2022In: Jämlik vård: normmedvetna perspektiv / [ed] Dahlborg, E. & Tengelin, E., Lund: Studentlitteratur , 2022, 2, p. 101-132Chapter in book (Other academic)
  • 59.
    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.

  • 60.
    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.

  • 61.
    Sundberg, Fredrika
    et al.
    Research and Development Centre, Skaraborg Hospital Skövde, Region Västra Götaland (SWE); The School of Health Sciences, University of Skövde SWE).
    Dahlborg, Elisabeth
    University West, Department of Health Sciences, Section for nursing - graduate level.
    Lindahl, Berit
    Department of Health Sciences and the Institute for Palliative Care Lund University and Region Skåne, HSC, Lund (SWE); Faculty of Caring Sciences, Work Life & Social Welfare, University of Borås (SWE).
    Spatial isolation and health during the Covid-19 pandemic: A critical discourse analysis2023In: Health and Place, ISSN 1353-8292, E-ISSN 1873-2054, Vol. 83, article id 103080Article in journal (Refereed)
    Abstract [en]

    Introduction

    In late 2019, the virus SARS-CoV-2, often called COVID-19, was detected in Wuhan, China. The World Health Organization (WHO, 2020) declared the spread of the virus a pandemic in March 2020 (Azoulay et al., 2020; Strålin et al., 2020; The Public Health Agency of Sweden, 2020; WHO, 2020), leading to the initiation of national lockdowns and strict restrictions in most countries.

    By May 2022, more than 515 million confirmed cases of COVID-19, including more than six million deaths, had been reported to the WHO (2022). Much research from an epidemiological and medical perspective has been published. Reports in social media, television, radio news, and the daily press, have described the global situation. However, there is a lack of knowledge of how the media described people's everyday lives during this period. What ideologies regarding social identities, people's relations, actions, and economy, in ordinary life, are constructed in the media discourse? Fairclough (2015) defined the term “ideology” as a set of beliefs and attitudes, while hegemony is defined as the social struggle for power and dominance waged for certain ideologies to be influenced. According to Fairclough there is an ideological hegemony when connections among cultural ideas, norms, talk and material practice can be seen.

    Download full text (pdf)
    fulltext
  • 62.
    Tengelin, Ellinor
    et al.
    University West, Department of Health Sciences, Section for nursing - graduate level. 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
    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.
    Norm-Critical Potential in Undergraduate Nursing Education Curricula: A Document Analysis2019In: Advances in Nursing Science, ISSN 0161-9268, E-ISSN 1550-5014, Vol. 42, no 2, p. E24-E37Article in journal (Refereed)
    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.

  • 63.
    Tengelin, Ellinor
    et al.
    University West, Department of Health Sciences, Section for nursing - graduate level.
    Cliffordson, Christina
    University West, Department of Health Sciences, Section for health promotion and care sciences.
    Dahlborg Lyckhage, Elisabeth
    University West, Department of Health Sciences, Section for nursing - graduate level.
    Berndtsson, Ina
    University West, Department of Health Sciences, Section for nursing - graduate level.
    Constructing the Norm-critical awareness scale: A scale for use in educational contexts promoting awareness of prejudice, discrimination, and marginalisation2019In: Equality, Diversity and Inclusion, ISSN 2040-7149, E-ISSN 2040-7157, Vol. 38, no 6, p. 652-667Article in journal (Refereed)
    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.

  • 64.
    Tengelin, Ellinor
    et al.
    University West, Department of Health Sciences, Section for nursing - graduate level.
    Dahlborg, Elisabeth
    University West, Department of Health Sciences, Section for nursing - graduate level.
    Berndtsson, Ina
    University West, Department of Health Sciences, Section for nursing - graduate level.
    Bülow, Pia H
    Jönköping University, Department of Social Work, School of Health and Welfare, Jönköping, Sweden; Department of Social Work, University of the Free State, Bloemfontein, South Africa (ZAF).
    From political correctness to reflexivity: A norm-critical perspective on nursing education.2020In: Nursing Inquiry, ISSN 1320-7881, E-ISSN 1440-1800, Vol. 27, no 3, article id e12344Article in journal (Refereed)
    Abstract [en]

    Education is important in shaping professional identity, including how one approaches norms and normalisation. In the analysis presented in this study, nursing students' own constructions of norms and normality from the outlook of their education are highlighted and problematised. To deepen the understanding of these matters, the aim of this study was to explore constructions of norms and normality among students in nursing education. Students studying in a nursing department at a Swedish university college were approached and asked to consider open survey questions targeting their views on norms and normality; 154 of them replied. After a discourse analytic approach to the data, we could see how the students constructed norms and normality as (a) instrumental instructions, consisting of easy-to-digest statements grounded in the profession's obvious moral and ethical values, (b) limiting and frustrating obstacles for personal freedom that were important to challenge, (c) rules to be obeyed for the stability of society and (d) a matter of reflection, with each individual being responsible for understanding differences in norms, perspectives and opinions. We conclude that nursing education would benefit from norm-critical perspectives, problematising students' own positions to norms, power and privilege.

  • 65.
    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.

  • 66.
    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.

  • 67.
    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.  

  • 68.
    Tengelin, Ellinor
    et al.
    University West, Department of Health Sciences, Section for nursing - graduate level.
    Eriksson, Henrik
    University West, Department of Health Sciences, Section for nursing - graduate level. Röda korsets högskola.
    Dahlborg, Elisabeth
    University West, Department of Health Sciences, Section for nursing - graduate level.
    En manual för normkritik: Handfasta råd för en levande kunskapsbildning i svensk sjuksköterskeutbildning om kvinnors våldsutsatthet2021In: Socialmedicinsk Tidskrift, ISSN 0037-833X, Vol. 98, no 4, p. 604-614Article in journal (Refereed)
    Abstract [sv]

    Det nya lärandemålet i sjuksköterskeutbildningen innebär att studenter ska visa kunskap om mäns våld mot kvinnor och våld i nära relationer. Målet illustrerar behovet av att medvetandegöra och problematisera normer kring kön, makt och relationer. Med utgångspunkt i erfarenheter från Högskolan Väst föreslår vi i denna artikel normkritik som ett arbetssätt i utbildningen och formulerar handfasta råd. Undervisning om normer och makt kan förflyttas från att vara en perifer fråga driven av eldsjälar till gemensamt kollegialt ansvar med en central placering i varje kurs. Råden kan användas av ledare och lärare som vill erbjuda en sjuksköterskeutbildning där studenters förmåga att fråga, agera och ge våldsutsatta kvinnor en röst är ett centralt inslag.

    Download full text (pdf)
    fulltext
  • 69.
    Vestgarden, Lisbeth Alnes
    et al.
    Department of Health Sciences in Aalesund, Faculty of Medicine and Health Sciences, Norwegian University of Science and Technology (NTNU), Box 1517, Aalesund 6025 (NOR).
    Dahlborg, Elisabeth
    University West, Department of Health Sciences, Section for nursing - graduate level.
    Strunck, Jeanne
    Department of Culture and Learning, Faculty of Social Sciences and Humanities, Aalborg University, Kroghstraede 3, Aalborg 9220 (DNK).
    Aasen, Elin Margrethe
    Department of Health Sciences in Aalesund, Faculty of Medicine and Health Sciences, Norwegian University of Science and Technology (NTNU), Box 1517, Aalesund 6025 (NOR).
    Nurses' discursive construction of older adult immigrant patients in hospitals2023In: BMC Health Services Research, E-ISSN 1472-6963, Vol. 23, no 1, article id 586Article in journal (Refereed)
    Abstract [en]

    BACKGROUND: The immigrant population across Europe is ageing rapidly. Nurses will likely encounter an increasing number of patients who are older adult immigrants. Moreover, access to and equal provision of healthcare is a key issue for several European countries. The relationship between nurses and patients is asymmetrical with unequal power relations; however, the way nurses construct the patient through language and discourse can help maintain or change the balance of power. Unequal power relations can affect access and be a hindrance to equal healthcare delivery. Hence, the aim of this study is to explore how older adult immigrants are discursively constructed as patients by nurses.

    METHODS: An exploratory qualitative design was used. Data were collected through in-depth interviews with a purposive sample of eight nurses from two hospitals. The nurses' narratives were analysed using critical discourse analysis (CDA) as described by Fairclough.

    RESULTS: The analysis identified an overarching, stable, and dominant discursive practice; 'The discourse of the other', with three interdiscursive practices: (1) 'The discourse on the immigrant patient versus an ideal patient'; (2) 'The expert discourse'; and (3) 'The discourse of adaption'. Older immigrant adults were constructed as 'othered' patients, they were different, alienated, and 'they' were not like 'us'.

    CONCLUSION: The way nurses construct older adult immigrants as patients can be an obstacle to equitable health care. The discursive practice indicates a social practice in which paternalism overrides the patient's autonomy and generalization is more prevalent than a person-centred approach. Furthermore, the discursive practice points to a social practice wherein the nurses' norms form the basis for normal; normality is presumed and desirable. Older adult immigrants do not conform to these norms; hence, they are constructed as 'othered', have limited agency, and may be considered rather powerless as patients. However, there are some examples of negotiated power relations where more power is transferred to the patient. The discourse of adaptation refers to a social practice in which nurses challenge their own existing norms to best adapt a caring relationship to the patient's wishes.

    Download full text (pdf)
    fulltext
12 51 - 69 of 69
CiteExportLink to result list
Permanent link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf