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Andersson, S., Berglund, M., Vestman, C. & Kjellsdotter, A. (2019). Experiences of specially trained personnel of group education for patients with type 2 diabetes: A lifeworld approach. Nursing Open, 6(2), 635-641
Åpne denne publikasjonen i ny fane eller vindu >>Experiences of specially trained personnel of group education for patients with type 2 diabetes: A lifeworld approach
2019 (engelsk)Inngår i: Nursing Open, E-ISSN 2054-1058, Vol. 6, nr 2, s. 635-641Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

Aim:To describe how the group education process for people with type 2 diabetes is experienced by diabetes nurses and dietitians who support the patients’ learning, in a primary care setting.

Design:The project took place at two primary care settings in the south of Sweden.

Methods:Data collected from focus‐group interviews and reflection notes were subjected to phenomenological analysis.

Results:The specially trained personnel experienced that group education made it possible for the patients to learn through reflection concerning their own and others’ experiences. Furthermore, group education entailed increased knowledge for the trained personnel. When the patients were challenged to make changes in their lives with the illness, the personnel experienced that both patients and personnel supported each other. The study concludes that the trained personnel person‐centred approach, with help of the didactic model, get tools to support patients learning.

sted, utgiver, år, opplag, sider
Wiley-Blackwell Publishing Inc., 2019
Emneord
Type 2 Diabetes, group, learning, phenomenology, nurse, lifeworld
HSV kategori
Forskningsprogram
Välbefinnande vid långvariga hälsoproblem (WeLHP)
Identifikatorer
urn:nbn:se:his:diva-16710 (URN)10.1002/nop2.248 (DOI)000461835600043 ()2-s2.0-85062994277 (Scopus ID)
Tilgjengelig fra: 2019-03-22 Laget: 2019-03-22 Sist oppdatert: 2019-05-09bibliografisk kontrollert
Berglund, M., Gillsjö, C. & Svanström, R. (2019). Keys to person-centred care to persons living with dementia: Experiences from an educational program in Sweden. Dementia, 18(7-8), 2695-2709
Åpne denne publikasjonen i ny fane eller vindu >>Keys to person-centred care to persons living with dementia: Experiences from an educational program in Sweden
2019 (engelsk)Inngår i: Dementia, ISSN 1471-3012, E-ISSN 1741-2684, Vol. 18, nr 7-8, s. 2695-2709Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

Growing old entails an increased risk of disabilities and illnesses such as dementia. The orientation in Sweden on national level is that individuals remain in their own homes if desired and receive person-centred home care. The aim of this study was to describe the experience of an educational program and its influence on daily provision of care to persons with dementia. A lifeworld approach was used. Data were collected through group interviews with care providers in the context of home. The findings are presented in five themes: Increased knowledge about dementia and treatment, Relationship-building in order to provide good care, Open and flexible approach conveys calm, Continuity and flexibility are cornerstones in the care and Perceived improvements. This person-centred educational intervention resulted in a care that was based on each individual’s personality, preferences and priorities in life. Education given with continuity over time is key to improving provision of care to person with dementia.

sted, utgiver, år, opplag, sider
Sage Publications, 2019
Emneord
dementia, education, experience, home health care, person-centred care
HSV kategori
Forskningsprogram
Välbefinnande vid långvariga hälsoproblem (WeLHP)
Identifikatorer
urn:nbn:se:his:diva-14695 (URN)10.1177/1471301218754454 (DOI)000485953300017 ()29368533 (PubMedID)2-s2.0-85071976903 (Scopus ID)
Tilgjengelig fra: 2018-01-30 Laget: 2018-01-30 Sist oppdatert: 2019-11-18bibliografisk kontrollert
Gustavsson, S., Andersén, A. & Berglund, M. (2019). To challenge and to be challenged – teachers collective learning in higher education. Reflective Practice, 20(3), 339-354
Åpne denne publikasjonen i ny fane eller vindu >>To challenge and to be challenged – teachers collective learning in higher education
2019 (engelsk)Inngår i: Reflective Practice, ISSN 1462-3943, E-ISSN 1470-1103, Vol. 20, nr 3, s. 339-354Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

Critical analyzing and reflective competence are essential objectives in all higher education. In academic professional education, it is a challenge for the teacher to support and develop the student´s critical reflection of both academic and placement studies. The aim of this study is to identify the characteristics of the teacher role and the challenges of the reflective seminar within higher education. Data were gathered through group interviews and analyzed with a phenomenological hermeneutic approach. The result shows four themes; the experience of control and uncertainty, building trust and challenging ideas, the alternation between closeness and distance, and the parallel processes of supervising learning and being in a learning state. One conclusion is that the seminar teaching practice stimulates a collegial learning environment. This practice promotes the teachers pedagogical and didactical competence and an open attitude to each other´s teaching practice.

sted, utgiver, år, opplag, sider
Taylor & Francis Group, 2019
Emneord
Critical reflelection, supervising, professional education, higher education, collective learning
HSV kategori
Forskningsprogram
Välbefinnande vid långvariga hälsoproblem (WeLHP)
Identifikatorer
urn:nbn:se:his:diva-16883 (URN)10.1080/14623943.2019.1611552 (DOI)000471422600001 ()2-s2.0-85065660722 (Scopus ID)
Tilgjengelig fra: 2019-05-12 Laget: 2019-05-12 Sist oppdatert: 2019-08-07bibliografisk kontrollert
Johansson, K., Almerud Österberg, S., Leksell, J. & Berglund, M. (2018). Supporting patients learning to live with diabetes: a phenomenological study. British Journal of Nursing, 27(12), 697-704
Åpne denne publikasjonen i ny fane eller vindu >>Supporting patients learning to live with diabetes: a phenomenological study
2018 (engelsk)Inngår i: British Journal of Nursing, ISSN 0966-0461, E-ISSN 2052-2819, Vol. 27, nr 12, s. 697-704Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

This article describes a study of the phenomenon of supporting patients who are learning to live with diabetes, from a diabetes specialist nurse (DSN) perspective. Guided by principles of reflective lifeworld research, data from six interviews (four in groups and two individual) with 16 DSNs were analysed. The results show that, in order to support learning, DSNs use a self-critical approach with the insight that they should not take over responsibility for their patients’ diabetes. The DSNs support, encourage and challenge the patients to self-reflect and take responsibility based on patients’ own goals and needs. To provide support, DSNs need to assume a tactful, critically challenging approach, dare to confront patients’ fears and other emotions and have the insight to know that the responsibility for learning and integration of the condition lies with the patient. To be able to support patients in this way, it is necessary that the DSN is mentored and supported in this role.

sted, utgiver, år, opplag, sider
London: M A Healthcare Ltd., 2018
Emneord
Diabetes, Diabetes specialist nurse, Lifeworld, Phenomenology, Reflection, Patient support, Sweden
HSV kategori
Forskningsprogram
Välbefinnande vid långvariga hälsoproblem (WeLHP)
Identifikatorer
urn:nbn:se:his:diva-15880 (URN)10.12968/bjon.2018.27.12.697 (DOI)29953270 (PubMedID)2-s2.0-85049237778 (Scopus ID)
Tilgjengelig fra: 2018-06-29 Laget: 2018-06-29 Sist oppdatert: 2019-11-21bibliografisk kontrollert
Berglund, M., Andersson, S. & Kjellsdotter, A. (2017). Att drabbas av långvarig sjukdom (1ed.). In: Karin Dahlberg, Inger Ekman (Ed.), Vägen till patientens värld och personcentrerad vård: Att bli lyssnad på och förstådd (pp. 93-116). Stockholm: Liber
Åpne denne publikasjonen i ny fane eller vindu >>Att drabbas av långvarig sjukdom
2017 (svensk)Inngår i: Vägen till patientens värld och personcentrerad vård: Att bli lyssnad på och förstådd / [ed] Karin Dahlberg, Inger Ekman, Stockholm: Liber, 2017, 1, s. 93-116Kapittel i bok, del av antologi (Fagfellevurdert)
sted, utgiver, år, opplag, sider
Stockholm: Liber, 2017 Opplag: 1
HSV kategori
Forskningsprogram
Välbefinnande vid långvariga hälsoproblem (WeLHP)
Identifikatorer
urn:nbn:se:his:diva-14171 (URN)978-91-47-11271-5 (ISBN)
Tilgjengelig fra: 2017-09-27 Laget: 2017-09-27 Sist oppdatert: 2017-11-27bibliografisk kontrollert
Berglund, M. & Gillsjö, C. (2017). Reflekterande KRAFT-givande samtal (1ed.). In: Karin Dahlberg, Inger Ekman (Ed.), Vägen till patientens värld och personcentrerad vård: Att bli lyssnad på och förstådd (pp. 317-334). Stockholm: Liber
Åpne denne publikasjonen i ny fane eller vindu >>Reflekterande KRAFT-givande samtal
2017 (svensk)Inngår i: Vägen till patientens värld och personcentrerad vård: Att bli lyssnad på och förstådd / [ed] Karin Dahlberg, Inger Ekman, Stockholm: Liber, 2017, 1, s. 317-334Kapittel i bok, del av antologi (Fagfellevurdert)
sted, utgiver, år, opplag, sider
Stockholm: Liber, 2017 Opplag: 1
HSV kategori
Forskningsprogram
Välbefinnande vid långvariga hälsoproblem (WeLHP)
Identifikatorer
urn:nbn:se:his:diva-14223 (URN)978-91-47-11271-5 (ISBN)
Tilgjengelig fra: 2017-10-11 Laget: 2017-10-11 Sist oppdatert: 2018-02-16bibliografisk kontrollert
Klaeson, K., Berglund, M. & Gustavsson, S. (2017). The character of nursing students' critical reflection at the end of their education. Journal of Nursing Education and Practice, 7(5), 55-61
Åpne denne publikasjonen i ny fane eller vindu >>The character of nursing students' critical reflection at the end of their education
2017 (engelsk)Inngår i: Journal of Nursing Education and Practice, ISSN 1925-4040, E-ISSN 1925-4059, Vol. 7, nr 5, s. 55-61Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

Background: In nursing education, theoretical and practical knowledge are intertwined and integrated in the prospective nurses’ lifeworld. To enable this, and to develop a critical reflective approach, students should adopt a critical attitude. This study aims to gain a deeper understanding of the character of prospective nurses’ critical reflection.

Methods: This is a descriptive qualitative study. Data were gathered using written narratives, individual and focus group interviews. Qualitative content analysis was employed.

Results: Three themes were identified: being open to changes, distancing oneself, and challenging one’s understanding. In the first theme, students’ critical reflection was expressed through an openness to changes of self-perception and openness to professional development during the education. In the second theme, critical reflection was identified as variations on distancetaking.

Inserting distance from a direct experience makes the experience easier to process, understand and relate to the learner’s concept of nursing. In the third theme, courage to question what was taken for granted is identified as a necessity to challenging self-understanding and willingness to engage in uncertainty.

Conclusions: It would appear that the academic part of training, with the possibility of reflection in small groups, provides students with conceptual tools for reflective learning as well as giving them the opportunity to relate critically to professional practice and to the professional nurse role.

sted, utgiver, år, opplag, sider
Toronto: Sciedu Press, 2017
Emneord
Nursing, Education, Critical reflection, Qualitative, Learning
HSV kategori
Forskningsprogram
Humaniora-samhällsvetenskap; Fysisk aktivitet, idrott, hälsa och digital teknik; Fysisk aktivitet, idrott, hälsa och digital teknik
Identifikatorer
urn:nbn:se:his:diva-13296 (URN)10.5430/jnep.v7n5p55 (DOI)
Tilgjengelig fra: 2017-01-09 Laget: 2017-01-09 Sist oppdatert: 2019-11-12bibliografisk kontrollert
Svanström, R., Andersson, S., Rosén, H. & Berglund, M. (2016). Moving from theory to practice: experience of implementing a learning supporting model designed to increase patient involvement and autonomy in care. BMC Research Notes, 9, Article ID 361.
Åpne denne publikasjonen i ny fane eller vindu >>Moving from theory to practice: experience of implementing a learning supporting model designed to increase patient involvement and autonomy in care
2016 (engelsk)Inngår i: BMC Research Notes, ISSN 1756-0500, E-ISSN 1756-0500, Vol. 9, artikkel-id 361Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

BACKGROUND: In implementing new programs of care, such as person-centered care, there is a risk that the focus will be at an organizational level, instead of a level that describes what happens in the personal development among staff. The aim of this study was to describe experiences of the implementation process of a learning supporting model designed to increase patient involvement and autonomy in care. The project, which lasted 2 years, involved training sessions, supervision and reflective meetings. Over the period, the staff who participated focused on developing their dialogues with patients to make the patients aware of their own capabilities and to encourage them to be fully involved in the treatment. A reflective lifeworld approach was used. Data were collected through interviews, notes and written stories, and analyzed using hermeneutic analysis with a focus on meanings.

RESULTS: At the beginning of the project, the participants perceived the model as abstract and difficult to understand but supervision and reflection sessions enabled understanding and changed the participants' approach to caring. The participants described the model as an approach used in challenging patients to become involved in their care and to take charge of their lives when living with a chronic life-threatening disease. The participants' experience of implementing the model has not been easy but has led to increased self-confidence and feelings of improved competence in dialogue with patients.

CONCLUSIONS: Using the PARISH model when critically examining the results shows that in the implementation process there were some difficulties, e.g. the context was supportive and facilitating but there was no appointed facilitator. By making participation in improvement work voluntary, the impact of such work becomes less efficient, less cost-effective and probably less sustainable. Furthermore, implementation needs encouragement since changing approaches takes time and requires patience. Group supervision sessions seem an appropriate way to translate research into practice; systematic scheduled and mandatory group supervision sessions would, therefore, probably make implementation more robust and sustainable. In addition, a well-trained facilitator would be able to motivate staff to undertake daily reflection and participate in group supervision sessions. Reflection seems to be a key component in the personal learning necessary to change work routines and approaches.

sted, utgiver, år, opplag, sider
BioMed Central, 2016
Emneord
DD-PSF, Nt-proBNP, SRH, Cross-sectional, Diabetes mellitus, Population-based
HSV kategori
Identifikatorer
urn:nbn:se:his:diva-12917 (URN)10.1186/s13104-016-2165-5 (DOI)27448568 (PubMedID)2-s2.0-84982684033 (Scopus ID)
Tilgjengelig fra: 2016-09-12 Laget: 2016-09-12 Sist oppdatert: 2017-11-27bibliografisk kontrollert
Berglund, M., Nässén, K., Hedén, L. & Gillsjö, C. (2016). Older Adults' Experiences of Reflective STRENGTH-Giving Dialogues: An Interview Study. Journal of Gerontology & Geriatric Research, 5(3), Article ID 1000304.
Åpne denne publikasjonen i ny fane eller vindu >>Older Adults' Experiences of Reflective STRENGTH-Giving Dialogues: An Interview Study
2016 (engelsk)Inngår i: Journal of Gerontology & Geriatric Research, ISSN 2167-7182, Vol. 5, nr 3, artikkel-id 1000304Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

Background: A major health problem that frequently accompanies old age is long-term pain, but pain must be acknowledged by older adults and health care providers. Interventions are needed to alleviate pain and suffering’ while holistically providing health care that promotes wellbeing. The intervention project, Reflective STRENGTHGiving Dialogues© (STRENGTH) was implemented to increase health and wellbeing among community dwelling older adults living with long-term musculoskeletal pain at home.

Aim: The aim of this study was to describe the older adults’ experiences of the intervention Reflective STRENGTH-Giving Dialogue.

Method: A life world hermeneutic approach was used in collection and analysis of data. Twenty community dwelling older adults participated were interviewed in their homes after the intervention.

Findings: The findings consisted of five themes and showed that the older adults experienced the Reflective STRENGTH-Giving Dialogues as a continuous and trusting relationship that alleviates the pain and breaks the loneliness. They expressed it as a new way to talk about life with pain. The dialogues supported reflection and memory and resulted in a transition in orientation in life.

Conclusion: The Reflective STRENGTH-Giving Dialogues helped the older adults to increase their intellectual, emotional, and physical engagement in daily living. The dialogues facilitated a transition in orientation from past to present, to the future, and from obstacles to opportunities. The dialogues were oriented towards enjoyments, meaning, courage and strength in life as a whole which promoted the older adults’ sense of well-being and vitality. The dialogues also facilitated carrying out small and large life projects. The Reflective STRENGTH-Giving Dialogues created a deepened caring relationship that contributed to an increased sense of security, strength and courage, all of which enhanced the potential for better health and wellbeing.

sted, utgiver, år, opplag, sider
Omics Publishing Group, 2016
HSV kategori
Identifikatorer
urn:nbn:se:his:diva-13029 (URN)10.4172/2167-7182.1000304 (DOI)
Tilgjengelig fra: 2016-10-13 Laget: 2016-10-13 Sist oppdatert: 2017-11-27bibliografisk kontrollert
Johansson, K., Almerud Österberg, S., Leksell, J. & Berglund, M. (2016). Patients' experiences of support for learning to live with diabetes to promote health and well-being: A lifeworld phenomenological study. International Journal of Qualitative Studies on Health and Well-being, 11, Article ID 31330.
Åpne denne publikasjonen i ny fane eller vindu >>Patients' experiences of support for learning to live with diabetes to promote health and well-being: A lifeworld phenomenological study
2016 (engelsk)Inngår i: International Journal of Qualitative Studies on Health and Well-being, ISSN 1748-2623, E-ISSN 1748-2631, Vol. 11, artikkel-id 31330Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

Learning to live with diabetes in such a way that the new conditions will be a normal and natural part of life imposes requirements on the person living with diabetes. Previous studies have shown that there is no clear picture of what and how the learning that would allow persons to incorporate the illness into their everyday life will be supported. The aim of this study is to describe the phenomenon of support for learning to live with diabetes to promote health and well-being, from the patient’s perspective. Data were collected by interviews with patients living with type 1 or type 2 diabetes. The interviews were analysed using a reflective lifeworld approach. The results show that reflection plays a central role for patients with diabetes in achieving a new understanding of the health process, and awareness of their own responsibility was found to be the key factor for such a reflection. The constituents are responsibility creating curiosity and willpower, openness enabling support, technology verifying bodily feelings, a permissive climate providing for participation and exchanging experiences with others. The study concludes that the challenge for caregivers is to create interactions in an open learning climate that initiates and supports reflection to promote health and well-being.

sted, utgiver, år, opplag, sider
CoAction Publishing, 2016
Emneord
Diabetes, health, lifeworld, phenomenology, reflection, support for learning, well-being
HSV kategori
Forskningsprogram
Medicin
Identifikatorer
urn:nbn:se:his:diva-12812 (URN)10.3402/qhw.v11.31330 (DOI)000386181900001 ()27539956 (PubMedID)2-s2.0-84991267028 (Scopus ID)
Tilgjengelig fra: 2016-08-24 Laget: 2016-08-24 Sist oppdatert: 2018-01-10bibliografisk kontrollert
Organisasjoner
Identifikatorer
ORCID-id: ORCID iD iconorcid.org/0000-0002-2671-1041