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Åberg, C., Gillsjö, C., Hallgren, J. & Berglund, M. (2020). "It is like living in a diminishing world": older persons' experiences of living with long-term health problems - prior to the STRENGTH intervention. International Journal of Qualitative Studies on Health and Well-being, 15(1), 1-12, Article ID 1747251.
Open this publication in new window or tab >>"It is like living in a diminishing world": older persons' experiences of living with long-term health problems - prior to the STRENGTH intervention
2020 (English)In: International Journal of Qualitative Studies on Health and Well-being, ISSN 1748-2623, E-ISSN 1748-2631, Vol. 15, no 1, p. 1-12, article id 1747251Article in journal (Refereed) Published
Abstract [en]

Introduction: Ageing is often associated with multiple long-term health problems influencing older persons' well-being in daily living. It is not unusual that the point of interest in research is often on the management of the actual health problem instead of being holistic and person-centred.Purpose: To describe the phenomenon of living with long-term health problems that influence daily living, from the older persons' perspective.Methods: Qualitative individual interviews were conducted with 34 older persons living with long-term health problems. The data were analysed using a Reflected Lifeworld Research (RLR) approach, grounded in phenomenology. Results: Life with long-term health problems entails living in a diminishing world. It entails living in uncertainty, not being able to trust one's own ability. The freedom to make decisions of your own is deprived by relatives and health-care providers. Living with long-term health problems entails being dependent on support in daily life and a strive to maintain meaningfulness in daily living.Conclusions: The results address a need for extended individual and holistic guidance and support in living with long-term health problems to increase the older person's sense of well-being and meaning in life.

Place, publisher, year, edition, pages
Taylor & Francis, 2020
Keywords
Ageing, health problem, illness, multimorbidity, patient perspective, phenomenology, qualitative research, reflective lifeworld research, strength, well-being
National Category
Nursing
Research subject
Wellbeing in long-term health problems (WeLHP)
Identifiers
urn:nbn:se:his:diva-18421 (URN)10.1080/17482631.2020.1747251 (DOI)000526446300001 ()32275201 (PubMedID)2-s2.0-85083506007 (Scopus ID)
Available from: 2020-04-30 Created: 2020-04-30 Last updated: 2020-05-04Bibliographically approved
Gillsjö, C., Nässén, K. & Berglund, M. (2020). Suffering in silence: a qualitative study of older adults’ experiences of living with long-term musculoskeletal pain at home. European Journal of Ageing
Open this publication in new window or tab >>Suffering in silence: a qualitative study of older adults’ experiences of living with long-term musculoskeletal pain at home
2020 (English)In: European Journal of Ageing, ISSN 1613-9372, E-ISSN 1613-9380Article in journal (Refereed) Epub ahead of print
Abstract [en]

Long-term musculoskeletal pain is a major, disabling, and often undertreated health problem among the increasing number of older adults worldwide. However, there is limited knowledge of community-dwelling older adults’ experiences of living with this type of pain. The aim of the study was to deepen the understanding of the phenomenon: how older adults experience living with long-term musculoskeletal pain at home. The study design was an inductive qualitative Reflective Lifeworld Research approach grounded in phenomenological epistemology. Data were obtained from 20 community-dwelling older adults, aged 72–97 years. Data were collected through open-ended interviews and analyzed to understand the meanings of the phenomenon. The essence of the phenomenon entailed suffering in silence and encompassed the following constituents: loneliness and restrictions in daily living; ways to endure and distract from pain; not being taken seriously; fear of the future; and valuing joy and meaning in life. Living with long-term musculoskeletal pain restricts access to the world and leads to a suffering in silence. Finding ways to endure and distract from pain and to focus on issues that give joy and meaning in life is predominant in efforts to balance restraints from pain in life. Suffering is reinforced by loneliness, a sense of not being taken seriously by health care providers and fear of an uncertain future. It is necessary to foster increased attentiveness and sensitivity in meeting the needs of each older adult and provide a care that alleviates suffering and preserves and promotes health and well-being. © 2020, The Author(s).

Place, publisher, year, edition, pages
Springer, 2020
Keywords
Endurance of pain, Home, Loneliness, Meaning in life, Nursing, Qualitative interviews
National Category
Nursing
Research subject
Wellbeing in long-term health problems (WeLHP)
Identifiers
urn:nbn:se:his:diva-18431 (URN)10.1007/s10433-020-00566-7 (DOI)2-s2.0-85083768928 (Scopus ID)
Available from: 2020-05-07 Created: 2020-05-07 Last updated: 2020-05-08Bibliographically approved
Kjellsdotter, A., Berglund, M., Jebens, E., Kvick, J. & Andersson, S. (2020). To take charge of one's life - group-based education for patients with type 2 diabetes in primary care -a lifeworld approach. International Journal of Qualitative Studies on Health and Well-being, 15(1), Article ID 1726856.
Open this publication in new window or tab >>To take charge of one's life - group-based education for patients with type 2 diabetes in primary care -a lifeworld approach
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2020 (English)In: International Journal of Qualitative Studies on Health and Well-being, ISSN 1748-2623, E-ISSN 1748-2631, Vol. 15, no 1, article id 1726856Article in journal (Refereed) Published
Abstract [en]

Background: The number of people suffering from diabetes worldwide, including Sweden, has increased. To strengthen the patient's empowerment and thus improve their ability to take care of their own health, patient education in self-care management plays a central role in diabetes care. Purpose: The specific aim in this study was to describe patients' experiences of group-based education using the Taking charge of one's life with type 2 diabetes model. Methods: A qualitative approach with a phenomenological lifeworld perspective was used. The study was based on group and individual interviews and reflection books. Results: The group-based education model made it possible for the patients to learn through reflection concerning their own and others' experiences. The learning that occurred with support from the group reflections and the reflection books contributed to the understanding of the complexity of the illness. This increased the motivation and desire to be responsible for the treatment and implementation of habits. The group contributed to a sense of belonging and community that inspired a continued and active learning. Conclusion: The results showed that from the patients' perspective, this didactic model was both suitable and appreciated, supporting and facilitating learning.

Place, publisher, year, edition, pages
Taylor & Francis Group, 2020
Keywords
Diabetes nurse, group-based education, learning, lifeworld, phenomenology, type 2 diabetes
National Category
Nursing
Research subject
Wellbeing in long-term health problems (WeLHP)
Identifiers
urn:nbn:se:his:diva-18230 (URN)10.1080/17482631.2020.1726856 (DOI)000512697100001 ()32046621 (PubMedID)2-s2.0-85079338347 (Scopus ID)
Available from: 2020-02-27 Created: 2020-02-27 Last updated: 2020-04-22
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
Open this publication in new window or tab >>Experiences of specially trained personnel of group education for patients with type 2 diabetes: A lifeworld approach
2019 (English)In: Nursing Open, E-ISSN 2054-1058, Vol. 6, no 2, p. 635-641Article in journal (Refereed) 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.

Place, publisher, year, edition, pages
Wiley-Blackwell Publishing Inc., 2019
Keywords
Type 2 Diabetes, group, learning, phenomenology, nurse, lifeworld
National Category
Nursing
Research subject
Wellbeing in long-term health problems (WeLHP)
Identifiers
urn:nbn:se:his:diva-16710 (URN)10.1002/nop2.248 (DOI)000461835600043 ()2-s2.0-85062994277 (Scopus ID)
Available from: 2019-03-22 Created: 2019-03-22 Last updated: 2019-05-09Bibliographically approved
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
Open this publication in new window or tab >>Keys to person-centred care to persons living with dementia: Experiences from an educational program in Sweden
2019 (English)In: Dementia, ISSN 1471-3012, E-ISSN 1741-2684, Vol. 18, no 7-8, p. 2695-2709Article in journal (Refereed) 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.

Place, publisher, year, edition, pages
Sage Publications, 2019
Keywords
dementia, education, experience, home health care, person-centred care
National Category
Medical and Health Sciences Nursing
Research subject
Wellbeing in long-term health problems (WeLHP)
Identifiers
urn:nbn:se:his:diva-14695 (URN)10.1177/1471301218754454 (DOI)000485953300017 ()29368533 (PubMedID)2-s2.0-85071976903 (Scopus ID)
Available from: 2018-01-30 Created: 2018-01-30 Last updated: 2019-11-18Bibliographically approved
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
Open this publication in new window or tab >>To challenge and to be challenged – teachers collective learning in higher education
2019 (English)In: Reflective Practice, ISSN 1462-3943, E-ISSN 1470-1103, Vol. 20, no 3, p. 339-354Article in journal (Refereed) 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.

Place, publisher, year, edition, pages
Taylor & Francis Group, 2019
Keywords
Critical reflelection, supervising, professional education, higher education, collective learning
National Category
Nursing
Research subject
Wellbeing in long-term health problems (WeLHP)
Identifiers
urn:nbn:se:his:diva-16883 (URN)10.1080/14623943.2019.1611552 (DOI)000471422600001 ()2-s2.0-85065660722 (Scopus ID)
Available from: 2019-05-12 Created: 2019-05-12 Last updated: 2020-06-01Bibliographically approved
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
Open this publication in new window or tab >>Supporting patients learning to live with diabetes: a phenomenological study
2018 (English)In: British Journal of Nursing, ISSN 0966-0461, E-ISSN 2052-2819, Vol. 27, no 12, p. 697-704Article in journal (Refereed) 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.

Place, publisher, year, edition, pages
London: M A Healthcare Ltd., 2018
Keywords
Diabetes, Diabetes specialist nurse, Lifeworld, Phenomenology, Reflection, Patient support, Sweden
National Category
Nursing
Research subject
Wellbeing in long-term health problems (WeLHP)
Identifiers
urn:nbn:se:his:diva-15880 (URN)10.12968/bjon.2018.27.12.697 (DOI)29953270 (PubMedID)2-s2.0-85049237778 (Scopus ID)
Available from: 2018-06-29 Created: 2018-06-29 Last updated: 2019-11-21Bibliographically approved
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
Open this publication in new window or tab >>Att drabbas av långvarig sjukdom
2017 (Swedish)In: Vägen till patientens värld och personcentrerad vård: Att bli lyssnad på och förstådd / [ed] Karin Dahlberg, Inger Ekman, Stockholm: Liber, 2017, 1, p. 93-116Chapter in book (Refereed)
Place, publisher, year, edition, pages
Stockholm: Liber, 2017 Edition: 1
National Category
Nursing
Research subject
Wellbeing in long-term health problems (WeLHP)
Identifiers
urn:nbn:se:his:diva-14171 (URN)978-91-47-11271-5 (ISBN)
Available from: 2017-09-27 Created: 2017-09-27 Last updated: 2017-11-27Bibliographically approved
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
Open this publication in new window or tab >>Reflekterande KRAFT-givande samtal
2017 (Swedish)In: Vägen till patientens värld och personcentrerad vård: Att bli lyssnad på och förstådd / [ed] Karin Dahlberg, Inger Ekman, Stockholm: Liber, 2017, 1, p. 317-334Chapter in book (Refereed)
Place, publisher, year, edition, pages
Stockholm: Liber, 2017 Edition: 1
National Category
Nursing
Research subject
Wellbeing in long-term health problems (WeLHP)
Identifiers
urn:nbn:se:his:diva-14223 (URN)978-91-47-11271-5 (ISBN)
Available from: 2017-10-11 Created: 2017-10-11 Last updated: 2018-02-16Bibliographically approved
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
Open this publication in new window or tab >>The character of nursing students' critical reflection at the end of their education
2017 (English)In: Journal of Nursing Education and Practice, ISSN 1925-4040, E-ISSN 1925-4059, Vol. 7, no 5, p. 55-61Article in journal (Refereed) 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.

Place, publisher, year, edition, pages
Toronto: Sciedu Press, 2017
Keywords
Nursing, Education, Critical reflection, Qualitative, Learning
National Category
Medical and Health Sciences Health Sciences Nursing
Research subject
Humanities and Social sciences; Physical Activity, IT and Health; Physical Activity, IT and Health
Identifiers
urn:nbn:se:his:diva-13296 (URN)10.5430/jnep.v7n5p55 (DOI)
Available from: 2017-01-09 Created: 2017-01-09 Last updated: 2020-05-18Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0002-2671-1041

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