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  • 1.
    Blom, Lisbeth
    et al.
    Kristianstad University, School of Health and Society.
    Olsson, Ann-Christin
    Kristianstad University, School of Health and Society.
    Olsson, Birgitta
    Kristianstad University, School of Health and Society.
    Persson, Irene
    Kristianstad University, School of Health and Society.
    Utveckling av ett tregradigt nivåspecifikt bedömningsunderlag i verksamhetsförlagd utbildning, Sjuksköterskeprogrammet, Högskolan Kristianstad2010Report (Other (popular science, discussion, etc.))
  • 2.
    Blom, Lisbeth
    et al.
    Kristianstad University, School of Health and Society, Avdelningen för Hälsovetenskap. Kristianstad University, Forskningsmiljön PRO-CARE.
    Olsson, Ann-Christin
    Kristianstad University, School of Health and Society, Avdelningen för Hälsovetenskap.
    Olsson, Birgitta
    Kristianstad University, School of Health and Society, Avdelningen för Hälsovetenskap.
    Persson, Irene
    Kristianstad University, School of Health and Society, Avdelningen för Hälsovetenskap.
    Utveckling av ett tregradigt nivåspecifikt bedömningsunderlag i verksamhetsförlagd utbildning: Sjuksköterskeprogrammet, Högskolan Kristianstad2012Report (Other academic)
    Abstract [en]

    Background: Nursing students are, during their work integrated learning (WIL) courses, in a learning situation that needs to be evaluated and graded. How the examination is shaped influence the students planning and carrying out of their studies.

    The aim was to develop and test three-graded, level (year 1, 2 and 3 during education) specific assessment forms with criteria for grading and an adherent manual to be used during nursing students’ WIL courses.

    Methods used were questionnaires for evaluation of the assessment forms for WIL (their meaning and relevance), dialogues, seminars, pedagogical discussions, focus group, and quantitative methodology. The questionnaire for evaluation was answered by supervisors and students. In addition dialogues with teachers in the nursing programme were carried out. The project group also participated in WIL-seminars at Kristianstad University and in pedagogical discussions in a focus group (at LRC, Teachers Resource Centre). In addition, the project group took part of results from regression- and factor-analyses based on the assessment forms.

    Results: Based on the questionnaire answers the assessment forms were revised, resulting in merging of some factors in order to coherent factors and it was secured that the factors were connected to situations in the WIL. The labelling of the WIL-dialogues (between the clinical teacher, the supervisor, and the student) was decided to be: “planning-“, “guiding-“, and “assessment dialogues”, in order to mirror the actual content in the three different dialogues. Something that emerged as important was that teachers gave deepening questions during the dialogues, such as asking students about what, how and why. The results from the regression-, and factor analyses highlighted factors such as independence, carefulness in caring, interpersonal relations, collaboration, and transforming research and laws into practice. These factors could be used as guidance for the assessments and grading of students during their WIL courses.

    Conclusions: The assessment shall be based on the students’ abilities (i.e. not only theoretical knowledge), the context, and different situations during their WIL. The developed assessment forms capture not only the students’ knowledge but also skills, and values.

  • 3.
    Blom, Lisbeth
    et al.
    Kristianstad University, School of Health and Society, Avdelningen för Hälsovetenskap I. Kristianstad University, Research Environment PRO-CARE.
    Olsson, Ann-Christin
    Kristianstad University, School of Health and Society, Avdelningen för Hälsovetenskap I.
    Persson, Irene
    Kristianstad University, School of Health and Society, Avdelningen för Hälsovetenskap I.
    Sjöberg, Marina
    Kristianstad University, School of Health and Society, Avdelningen för Hälsovetenskap I.
    Utveckling av betygskriterier till faktorer i bedömningsunderlag för verksamhetsförlagd utbildning samt att erhålla en samsyn i tolkningen av innehållet i bedömningsfaktorerna2014Report (Other (popular science, discussion, etc.))
  • 4.
    Janlöv, Ann-Christin
    et al.
    Kristianstad University, School of Health and Society, Avdelningen för Hälsovetenskap II. Kristianstad University, Forskningsplattformen Hälsa i samverkan.
    Persson, Irene
    Kristianstad University, School of Health and Society, Avdelningen för Hälsovetenskap I.
    Berg, Agneta
    Kristianstad University, School of Health and Society, Avdelningen för Hälsovetenskap II. Kristianstad University, Forskningsplattformen Hälsa i samverkan.
    The lived experience of a 24-hour support center for persons with psychiatric disabilities: making me feel almost like an ordinary person2014In: Open Journal of Nursing, ISSN 2162-5336, E-ISSN 2162-5344, Vol. 4, no 1, p. 42-50Article in journal (Refereed)
    Abstract [en]

    This study illuminates nine psychiatric disabled persons’ lived experience of a newly established community-based service center open around the clock. This new 24-hour support center (SC) was established in 2011 in a Swedish community to better match and facilitate the disabled persons’ needs. In order to illuminate the disabled person’s experiences individual interview was performed. A phenomenological-hermeneutical method inspired by Paul Ricoeur was used to interpret the texts. After a naive reading, a structural analysis revealed two themes: 1), becoming aware of myself as a person, and 2) having a lifeline and belongingness. The comprehensive understanding was interpreted as meaning “Making me feel almost like an ordinary person”, which incorporated the person’s past with their present together with a direction for the future and hope for a more fulfilling life.

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