Sundhedsprofessionelle studier https://tidsskrift.dk/Sundhedsprofessionnelle_studier da-DK <p>Når manuskriptet er publiceret i Sundhedsprofessionelle studier anses det for at være ejet af tidsskriftet. Jvf lov om ophavsret.</p> <p>Hvis der på et senere tidspunkt ønskes publicering i et andet tidsskrift kan forfatterne søge om tilladelse hertil.</p> peje@via.dk (Peter Errboe Jensen) peje@via.dk (Peter Errboe Jensen) lør, 23 feb 2019 00:37:46 +0100 OJS 3.1.1.4 http://blogs.law.harvard.edu/tech/rss 60 Nyt e-tidsskrift om sundhedsprofessionel og pædagogisk praksis inden for det sundhedsfaglige område https://tidsskrift.dk/Sundhedsprofessionnelle_studier/article/view/112293 Lars Peter Bech Kjeldsen ##submission.copyrightStatement## https://tidsskrift.dk/Sundhedsprofessionnelle_studier/article/view/112293 fre, 22 feb 2019 00:00:00 +0100 Sundhedsprofessionel (ud)dannelse - men hvordan? https://tidsskrift.dk/Sundhedsprofessionnelle_studier/article/view/112346 Vibeke Røn Noer, Cathrine Sand Nielsen ##submission.copyrightStatement## https://tidsskrift.dk/Sundhedsprofessionnelle_studier/article/view/112346 lør, 23 feb 2019 00:15:24 +0100 Skønhedssaloner https://tidsskrift.dk/Sundhedsprofessionnelle_studier/article/view/112268 <p style="margin: 0px 0px 11px; line-height: 115%;"><span style="margin: 0px; line-height: 115%; font-size: 12pt;">I nærværende artikel beskrives et nyudviklet, dialogisk og fagpersonligt udviklende rum inden for sygeplejeprofessionen kaldet ’skønhedssaloner’. Ideen til- og praksisser omkring skønhedssalonerne er udviklet som en del af et igangværende fænomenologisk aktionsforskningsprojekt forankret i tre hospitalsafdelinger i Danmark. I artiklen beskrives skønhedssalonernes teoretiske samt praktiske forankring, og der gives eksempler på, hvorledes skønhedssaloner er blevet praktiseret inden for sygeplejen. Skønhedssalonerne præsenteres som et muligt supplement til - og samtidig forskellig fra – udvalgt kompetencearbejde og dertilhørende forståelser af kompetencer inden for sygepleje. Skønhedssalonerne beskrives i artiklen som et verdensåbnende og ikke-nytteorienteret dialogisk rum, hvor de deltagende sygeplejersker giver udtryk for at opleve sig ’løftet op’. Afslutningsvist diskuteres kort betydningen af og mulighederne for et sådant dialogisk rum i en sundhedsfaglig kontekst.</span></p> Sine Maria Herholdt-Lomholdt ##submission.copyrightStatement## https://tidsskrift.dk/Sundhedsprofessionnelle_studier/article/view/112268 fre, 22 feb 2019 23:50:02 +0100 Mediering af bioanalytikerstuderendes refleksion i praksis https://tidsskrift.dk/Sundhedsprofessionnelle_studier/article/view/112267 <p style="margin: 0px 0px 11px; line-height: 115%;"><span lang="EN-US" style="margin: 0px; line-height: 115%; font-size: 12pt;">Students at the Study Program for Biomedical Laboratory Science should obtain both knowledge, skills and competencies in order to be well-educated biomedical laboratory scientists. Their study program has both theoretical periods on campus and internship periods in a hospital laboratory. When in internship, the students up until now have not experienced pedagogical design with dialogues of systematic training of reflection over professional skills and competencies. </span></p> <p style="margin: 0px 0px 11px; line-height: 115%;"><span lang="EN-US" style="margin: 0px; line-height: 115%; font-size: 12pt;">This project has used design-based research to develop and evaluate a systematic model for students’ reflection through video-mediated dialogues based on video showing the student in a professional action. Findings show that students’ reflection can be supported using this educational model, and that the reflection can be about both product of the professional actions and reflection regarding process of and premises for the professional actions.<span style="margin: 0px;">&nbsp;&nbsp;&nbsp; </span></span></p> Vibe Jelsbak ##submission.copyrightStatement## https://tidsskrift.dk/Sundhedsprofessionnelle_studier/article/view/112267 lør, 23 feb 2019 00:19:54 +0100 Vejledning af psykisk sårbare studerende i klinisk praksis https://tidsskrift.dk/Sundhedsprofessionnelle_studier/article/view/112277 <p style="margin: 0px 0px 11px; line-height: 115%;"><span lang="EN-US" style="margin: 0px; line-height: 115%; font-size: 12pt;">The article reports the results from a two-year interprofessional action research project. The primary purpose of the project was to uncover the need for counselling in students with Attention Deficit Hyperactivity Disorder (ADHD) and in students diagnosed with depression. </span></p> <p style="margin: 0px 0px 11px; line-height: 115%;"><span lang="EN-US" style="margin: 0px; line-height: 115%; font-size: 12pt;">Five individual qualitative, semi-structured interviews were conducted from the education </span><span lang="EN-GB" style="margin: 0px; line-height: 115%; font-size: 12pt;">programmes</span><span lang="EN-US" style="margin: 0px; line-height: 115%; font-size: 12pt;"> in physiotherapy, occupational therapy and nursing to&nbsp;explore the students’ perceptions of challenges in and needs for counselling during the clinical part of their education </span><span lang="EN-GB" style="margin: 0px; line-height: 115%; font-size: 12pt;">programme.</span></p> <p style="margin: 0px 0px 11px; line-height: 115%;"><span lang="EN-US" style="margin: 0px; line-height: 115%; font-size: 12pt;">Analysis of the interview data showed that students were challenged by long transportation to the clinical training site, requirements to compulsory attendance along with required reading and written assignments. Moreover, the students felt vulnerable to unclear expectations, the examination was seen as an insurmountable obstacle causing stress from an early point in the clinical training period. Stress and the feeling of not performing adequately impaired the students’ memory and their ability to manage their learning disabilities, which were challenged during clinical training with a considerable workload.</span></p> <p style="margin: 0px 0px 11px; line-height: 115%;"><span lang="EN-US" style="margin: 0px; line-height: 115%; font-size: 12pt;">The students positively </span><span lang="EN-GB" style="margin: 0px; line-height: 115%; font-size: 12pt;">emphasised </span><span lang="EN-US" style="margin: 0px; line-height: 115%; font-size: 12pt;">their clinical training to be exciting and it reassured them that they had made the right choice of education.</span></p> <p style="margin: 0px 0px 11px; line-height: 115%;"><span lang="EN-US" style="margin: 0px; line-height: 115%; font-size: 12pt;">The five interviews have created a basis for developing study methods and counselling tools. </span></p> Anette Telling Dennig, Anna Timmermann, Lene Grønkjær ##submission.copyrightStatement## https://tidsskrift.dk/Sundhedsprofessionnelle_studier/article/view/112277 lør, 23 feb 2019 00:25:53 +0100 Vejledning af psykisk sårbare studerende i klinisk praksis https://tidsskrift.dk/Sundhedsprofessionnelle_studier/article/view/112278 <p style="margin: 0px 0px 13px; line-height: 115%;"><span style="margin: 0px; font-family: 'Calibri',sans-serif;"><span style="font-size: medium;">Denne artikels formål har været at bidrage med resultaterne fra et aktionsforskningsprojektet med henblik på at udvikle en anderledes vejledningsdidaktik, der i højere grad kan understøtte studerende med ADHD/depression i klinisk undervisning. Aktionsforskningsprojektet har været et samarbejde mellem Via UC Program for professionsdidaktik og Aarhus Kommune: Sundhed og omsorg. </span></span></p> <p><span style="margin: 0px; font-family: 'Calibri',sans-serif; font-size: 12pt;">Resultaterne fra projektet pegede på, at vejledningen til studerende med ADHD/depression kunne kvalificeres på flere måder. Dels ved at vejlederne fik mere viden om, hvilke kognitive forstyrrelser studerende med ADHD/depression kunne være præget af. Dels ved at vejlederne fik mere indsigt, i hvilke udfordringer og vejledningsbehov studerende med ADHD/depression oplevede at have i den kliniske del af uddannelsen. Dels ved at vejlederne gennem vejledningsdidaktiske overvejelser blev bedre til at vejlede den enkelte studerende ud fra deres specielle læringsforudsætninger, således at vejledningen blev mere studentercentreret. Vejledningen blev mere individuelt tilpasset, når vejlederne lavede en didaktisk analyse med fokus på at undersøge de studerendes læringsforudsætninger. Vejlederne oplevede, at de studerende profeterede af vejlederens forskellig brug af vejledningsmetoder som f.eks. 9H-skemaet og mindmap, der styrker den studerendes struktur og opgaveløsning. </span></p> Lene Grønkjær, Anna Timmermann, Anette Telling Dennig ##submission.copyrightStatement## https://tidsskrift.dk/Sundhedsprofessionnelle_studier/article/view/112278 lør, 23 feb 2019 00:26:33 +0100 Visuelle læringsprocessers betydning for studerendes kompetencer i innovation og kreativitet https://tidsskrift.dk/Sundhedsprofessionnelle_studier/article/view/112290 <p style="margin: 0px; line-height: 115%;"><span style="margin: 0px; line-height: 115%; font-size: 12pt;">Selv om professionsuddannelserne de senere år har haft fokus på at udvikle de studerendes innovative og kreative kompetencer, uddannes de studerende alligevel ofte i en undervisningskultur, der indirekte opfordrer til passivitet, konformitet og fantasiløshed og hvor skabelon- og metodetænkning præmieres.</span></p> <p style="margin: 0px 0px 0px 38px; line-height: 115%;"><span style="margin: 0px; line-height: 115%; font-size: 12pt;">&nbsp;</span></p> <p style="margin: 0px; line-height: 115%;"><span style="margin: 0px; line-height: 115%; font-size: 12pt;">I forsøget på at løse dette dilemma har vi på Ergoterapeutuddannelsen i Holstebro, under overskriften ’Projekt Visuel Læring’, eksperimenteret med at inddrage forskellige visuelle elementer for at skabe en undervisningsform, der fremmer de studerendes aktive læringsprocesser og derved øger deres kompetencer i innovation og kreativitet.</span></p> <p style="margin: 0px 0px 0px 38px; line-height: 115%;"><span style="margin: 0px; line-height: 115%; font-size: 12pt;">&nbsp;</span></p> <p style="margin: 0px; line-height: 115%;"><span style="margin: 0px; line-height: 115%; font-size: 12pt;">I denne artikel vil vi give et indblik i de didaktiske processer, og de bagvedliggende refleksioner der har været gennemgående før, under og efter projektet. Vi vil desuden give et bud på hvordan et projekt, der i første omgang er drevet af få ildsjæle, implementeres og forankres til en læringskultur, hvor kreativitet, innovation og entreprenørskab nu er en naturlig del og bagvedliggende tanke i uddannelsesplanlægningen på alle niveauer.</span></p> Conny Geisler Rosenkilde, Linda Brink, Anne-Mette Kjær, Mette Wibroe Nielsen ##submission.copyrightStatement## https://tidsskrift.dk/Sundhedsprofessionnelle_studier/article/view/112290 lør, 23 feb 2019 00:28:36 +0100 Klinisk forankrede bachelorprojekter motiverer, udfordrer og udvikler de sygeplejestuderende https://tidsskrift.dk/Sundhedsprofessionnelle_studier/article/view/112266 <p style="margin: 0px 0px 11px;"><span lang="EN-US" style="margin: 0px; line-height: 107%; font-size: 12pt;">Today nursing is an academic discipline. Nursing education today has to prepare nursing students to be professional practitioners who can seek and utilize academic knowledge to continuously develop their nursing practice. Also, nurses today must have competencies to participate in research projects. It is known that engaging nursing students in clinical projects, enhances their understanding of the use of research knowledge and the importance of continuously developing their nursing practice. Therefore, we developed a concept, called combined M13+14 course, where nursing students in their bachelors thesis, worked closely with a clinical department on a project identified and described in close collaboration with clinical partners. This paper reports nursing students’ motivation for and experiences of participating in the M13+14 course. 34 nursing students filled out a questionnaire, and five purposely selected students each participated in 2 interviews.<span style="margin: 0px;">&nbsp; </span></span></p> <p style="margin: 0px 0px 11px;"><span lang="EN-US" style="margin: 0px; line-height: 107%; font-size: 12pt;">The findings revealed the primary motivation for engaging in the M13+14 course, to be the possibility to work with a project that had a significant meaning for clinical practice. The students experienced working in a triadic collaboration on the projects and what they learned during this work gave them academics insights they used in their daily clinical work as a nurse after graduation. </span></p> Anita Haahr, Anne-Kathrine Danielsen, Stine Marie Mikkelsen, Peter Errboe Jensen ##submission.copyrightStatement## https://tidsskrift.dk/Sundhedsprofessionnelle_studier/article/view/112266 lør, 23 feb 2019 00:30:07 +0100 Augmented Reality som wearable https://tidsskrift.dk/Sundhedsprofessionnelle_studier/article/view/112622 <p>The article presents a project about design and implementation of Augmented Reality (AR) as a digital wearable in nursing education, more specifically in teaching lung anatomy and respiration focusing on visual learning. The project investigates how an AR application operated via an iPad and a tag worn by a person enhances learning of the relations between the physical lung and the visual representation of a lung. The investigation addressed draws on Design Based Research (DBR) and theoretical knowledge of AR and wearables, Inquiry Based Science Education (IBSE) visual learning, and visual cultures of medicine. The design tests show that AR and wearables promote visual learning in a positive way. Furthermore, the design tests show that even small technical adjustments change students’ focus from learning content to technological improvements.</p> <p>Finally, we conclude that the combination between wearable and IBSE facilitate visual learning and support a holistic approach to learning anatomy which may be transferred to patient care.</p> Mie Buhl, Annette Rahn ##submission.copyrightStatement## https://tidsskrift.dk/Sundhedsprofessionnelle_studier/article/view/112622 fre, 22 feb 2019 23:45:49 +0100 Nursing students’ attitudes towards ICT in education and clinic in Denmark https://tidsskrift.dk/Sundhedsprofessionnelle_studier/article/view/112291 <p style="margin: 0px 0px 11px; line-height: 115%;"><span lang="EN-US" style="margin: 0px; line-height: 115%; font-size: 12pt;">This paper focuses on the construction of ICT-habitus amongst bachelor nursing students displayed by four positions of attitudes that describe the ICT-habitus of the group of nursing students. Quotes from the students are used to support and illustrate the findings. The methodical approach was based on Pierre Bourdieu’s multi-faceted data collection approach and Steiner Kvale’s technical guidelines for interviewing were used for conducting focus group interviews.</span></p> <p style="margin: 0px 0px 11px; line-height: 115%;"><span lang="EN-US" style="margin: 0px; line-height: 115%; font-size: 12pt;">In order to carry out the construction a mapping of ICT implementation in the Danish primary and secondary education and nursing education from 1970–2001 was undertaken. A questionnaire concerning attitudes towards ICT in Healthcare was conducted amongst first year students and focus group interviews were completed. A bibliography and other sources has been included. These datasets made it possible to construct the field of ICT in nursing education and to construct nursing students' ICT habitus and ICT capital, which was were categorized in four descriptive positions, called "The endorser", "The sceptic", "The adversary" and "The critical".</span></p> <p style="margin: 0px 0px 11px; line-height: 115%;"><span lang="EN-US" style="margin: 0px; line-height: 115%; font-size: 12pt;">These positions can be used for developing strategies for implementing ICT and development of e-learning in educational and clinical settings, thereby contributing with new knowledge and understanding of the ICT-based learning context and the processes within.</span></p> Raymond Kolbæk ##submission.copyrightStatement## https://tidsskrift.dk/Sundhedsprofessionnelle_studier/article/view/112291 lør, 23 feb 2019 00:32:26 +0100 Developing and testing transferability and feasibility of a model for educators using simulation-based learning — A European collaboration https://tidsskrift.dk/Sundhedsprofessionnelle_studier/article/view/112283 <p><em>Objectives:</em> The objectives of the study were to develop a model to educate the educators who deliver simulation-based learning and to test to which extent this model could be transferred to education providers in different national settings.</p> <p><em>Methods:</em> This model, its transferability and feasibility, was tested across three European countries. Educators from three Schools of Nursing participated in the study. Design-based Research was used as an overall methodology. Data were collected by the use of pre- and post-programme questionnaires and focus groups.</p> <p><em>Results:</em> The content of the NESTLED model is consistent with the needs of the participants. The testing also demonstrated that the model is transferable across-countries. Additionally, the participants' preferences regarding amount of time and pre-reading for the different sessions vary depending on the background and level of seniority of the individual participant.</p> <p><em>Conclusion</em>: The testing of the NESTLED model demonstrated that participants gained confidence and knowledge from undertaking the programme. Delivering the NESTLED model across-countries was found to be feasible, but flexibility is required in terms of logistical delivery of the programme.</p> Rikke Buus Bøye, Andrew Bland, Andrew Sutton, Tina Hartvigsen, Leena Hannula, Jaana Maija Koivistoc, Eija Raussi-Lehtoc, Stephen Prescott ##submission.copyrightStatement## https://tidsskrift.dk/Sundhedsprofessionnelle_studier/article/view/112283 lør, 23 feb 2019 00:34:14 +0100 Reflection and learning in clinical nursing education mediated by ePortfolio https://tidsskrift.dk/Sundhedsprofessionnelle_studier/article/view/112292 <p style="margin: 0px 0px 11px; text-align: justify; line-height: 115%;"><span lang="EN-GB" style="margin: 0px; line-height: 115%; font-size: 12pt;">This paper reports on an investigation into learning mediated by the elective elements of an electronic portfolio (ePortfolio) designed to facilitate four learning styles. The design takes a phenomenological-hermeneutic approach. The setting was Course 4, a ten-week clinical course in Basic Nursing. The participants were eleven first-year students on Course 4 randomly selected. Data was generated by participant observations, interviews and portfolio documents. The entire material was interpreted according to Ricoeur’s theory of interpretation. The study showed that the elective elements of ePortfolio were mostly used by students with theorist style and used the least by students with pragmatist style. Some students can reflect without a learning tool, other students need supervision. The themes a fellow player and an opponent were deduced. The conclusion was that the elective elements work like fellow players and opponents, as they facilitate reflections on nursing practice and one’s own learning processes, and they mediate learning of important nursing competency elements. The tools can promote differentiation of supervision, and allow more time to supervise students who need more support. There is potential to enable students to select among the learning tools.</span></p> Kirsten Nielsen, Birthe D. Pedersen, Niels H. Helms ##submission.copyrightStatement## https://tidsskrift.dk/Sundhedsprofessionnelle_studier/article/view/112292 lør, 23 feb 2019 00:36:20 +0100