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Lundh Hagelin, CarinaORCID iD iconorcid.org/0000-0002-0197-9121
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Publikasjoner (10 av 50) Visa alla publikasjoner
Österlind, J., Östensson, A.-C., Bisholt, B., Pusa, S., Melin-Johansson, C. & Lundh Hagelin, C. (2023). 6 S-modellen för personcentrerad palliativ vård: En undersökning av personalens uppfattningar på vård-och omsorgsboende och i hemtjänst. In: : . Paper presented at 8:e nationella konferensen i palliativ vård, Malmö, 2-4 oktober 2023.
Åpne denne publikasjonen i ny fane eller vindu >>6 S-modellen för personcentrerad palliativ vård: En undersökning av personalens uppfattningar på vård-och omsorgsboende och i hemtjänst
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2023 (svensk)Konferansepaper, Poster (with or without abstract) (Annet vitenskapelig)
Abstract [sv]

Bakgrund: Palliativ vård innebär en holistisk vård av personer i alla åldrar. Syftet är att lindra lidande av fysisk, psykologisk, social eller existentiell/andlig natur. Döendet och döden är ofta omgärdade av tystnad, både i samhället i stort och bland vårdpersonal. Vårdpersonal kan känna sig obekväma vid tanken på döden. Djupare existentiella frågor undviks ofta genom att äldre personer inom hälso- och sjukvården avleds genom att prata om mer lättsamma samtalsämnen. Framtidens palliativa vård äger till stor del rum i hemmen och inom äldreomsorgen. 

Frågeställning: Studien är en del av en större interventionsstudie, EDUC-PC studien, och omfattar baslinjedata från 6S-enkäten med fokus på hur personal inom äldreomsorgen uppfattar att de arbetar enligt ett personcentrerat palliativt förhållningssätt.  

Metod: En kvantitativ ansats antogs. Enkäten som innehåller nio frågor skickades till 266 anställda varav 136 svarade.  Resultaten redovisas som deskriptiv statistik i form av antal, procenttal, med median (md) som centralt mått. 

Resultat: Resultaten visar att den vård som ges uppfattas som bra eller mycket bra av personalen men att uppfattningarna varierar mellan olika yrkesgrupper. Innehållet i självbild, självbestämmande, sociala relationer och symtomlindring får alla höga poäng, medan de två existentiellt inriktade S:en; syntes och strategier, visar en större spridning mot lägre poäng.  

Konklusion: Obalansen mellan de olika innehållen i 6S omvårdnadsmodellen visar att det finns brister i den palliativa omvårdnaden inom äldreomsorgen. Detta är tydligast när   de två S:en symtomlindring och strategier jämförs. Resultaten visar på ett behov av fortsatt fokus på äldre personers existentiella frågor inom äldreomsorgen.

HSV kategori
Identifikatorer
urn:nbn:se:esh:diva-10445 (URN)
Konferanse
8:e nationella konferensen i palliativ vård, Malmö, 2-4 oktober 2023
Tilgjengelig fra: 2023-10-15 Laget: 2023-10-15 Sist oppdatert: 2024-01-17bibliografisk kontrollert
Holmberg, K., Bergkvist, K., Adalsteinsdóttir, S., Wengström, Y. & Lundh Hagelin, C. (2023). Nursing as a balancing act in allogeneic hematopoietic cell transplantation: Nurses' experiences through participation in workshops. European Journal of Oncology Nursing, 63, Article ID 102300.
Åpne denne publikasjonen i ny fane eller vindu >>Nursing as a balancing act in allogeneic hematopoietic cell transplantation: Nurses' experiences through participation in workshops
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2023 (engelsk)Inngår i: European Journal of Oncology Nursing, ISSN 1462-3889, E-ISSN 1532-2122, Vol. 63, artikkel-id 102300Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

Purpose

Registered nurses have a key role in supporting patients during the trajectory of allogeneic hematopoietic cell transplantation (allo-HCT). However, the circumstances for performing nursing are not previously outlined therefore the purpose of this study was to explore the conditions for nursing care in allo-HCT.

Method

An explorative design, inspired by Experienced based co-design was used to gather experiences, thoughts and visions of nursing care in allo-HCT by means of workshops. Thematic analysis was applied to analyse the data.

Result

An overarching theme that was defined from the data was nursing as a balancing act and illustrating conditions for performing nursing in a highly medical-technical environment. The theme included three sub-themes: Fragmented care vs holistic care outlining how the holistic approach to care disappeared when the care became fragmented; Proximity vs distance illuminating the balance between seeing the patient as an independent person despite illness and the need for support; Teamwork vs stand-alone demonstrating the difficulties inherent in adapting to both teamwork and independence in nursing.

Conclusion

This study shows that the conditions for RNs and nursing care in allo-HCT care is to balance tasks and approach towards the patient and themselves. RNs must weigh and balance what is most important in the moment and where something else often has to be put aside. It is difficult for RNs to find the time to plan each patient's care and to support the patient in the way they see as most optimal to prepare for discharge, self-care and rehabilitation.

sted, utgiver, år, opplag, sider
Elsevier, 2023
Emneord
Allogeneic hematopoietic cell transplantation, Holistic nursing, Nursing care, Oncology nursing
HSV kategori
Forskningsprogram
Människan i välfärdssamhället, Palliativ vård
Identifikatorer
urn:nbn:se:esh:diva-10119 (URN)10.1016/j.ejon.2023.102300 (DOI)36893569 (PubMedID)
Forskningsfinansiär
Sjöberg Foundation
Tilgjengelig fra: 2023-03-02 Laget: 2023-03-02 Sist oppdatert: 2023-06-30bibliografisk kontrollert
Skedsmo, K., Bingen, H. M., Hofsø, K., Steindal, S. A., Lundh Hagelin, C., Hilderson, D., . . . Olaussen, C. (2023). Postgraduate nursing students’ experiences with simulation-based learning in palliative care education: A qualitative study. Nurse Education in Practice, 73, Article ID 103832.
Åpne denne publikasjonen i ny fane eller vindu >>Postgraduate nursing students’ experiences with simulation-based learning in palliative care education: A qualitative study
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2023 (engelsk)Inngår i: Nurse Education in Practice, ISSN 1471-5953, E-ISSN 1873-5223, Vol. 73, artikkel-id 103832Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

Aim: The aim of this study was to explore postgraduate palliative care nursing students' experiences with simulation-based learning focusing on communication skills, as a learning method in palliative care education.

Background: Communication is one of several important competencies in palliative care and found to be challenging. Developing appropriate communication skills in palliative care requires education and practice. To provide postgraduate palliative care nursing students with the required knowledge and experience, practical and active learning approaches, such as simulation-based learning, can be applied. Several studies have explored undergraduate nursing students' experiences with simulation-based learning in palliative care. However, to our knowledge no studies have explored postgraduate palliative care nursing students` experiences with simulation-based learning focusing on communication skills in palliative care education.

Design: An exploratory descriptive design.

Methods: A qualitative method was employed. Three focus group interviews were conducted in May 2022 using videoconferencing (Zoom) with 11 postgraduate palliative care nursing students, eight of whom wrote reflective notes. Data were analysed using systematic text condensation.

Results: Three categories were identified in the data analysis: 1) from uncertain expectations to the real experience of simulation-based learning; 2) being a skilled professional in everyday life versus being observed in the scenarios; and 3) the balance between self-confidence and challenges in experiencing professional development and mastery.

Conclusions: Postgraduate palliative care nursing students seemed to experience anxiety towards simulation-based learning in palliative care education, as well as variable expectations for the approach. This could be due to their unfamiliarity with the learning method. The need for repetition was underlined and the students indicated that they would like to be able to participate in several simulation sessions to familiarise themselves with the approach. The contrast between being a skilled professional in everyday life and the pressure of being observed and judged in the scenarios was an important finding. Students outlined the desire to feel safe, but also highlighted the importance of being challenged to experience professional development and enhanced mastery. Generally, the findings indicate that academic and psychological safety should be a focus during simulation-based learning and instructors should understand that students may have varied learning strategies, divergent learning experiences and shifting beliefs in their own competencies.

Emneord
Education, Nursing, Palliative care, Postgraduate studies, Simulation
HSV kategori
Identifikatorer
urn:nbn:se:esh:diva-10597 (URN)10.1016/j.nepr.2023.103832 (DOI)37948917 (PubMedID)
Tilgjengelig fra: 2024-01-11 Laget: 2024-01-11 Sist oppdatert: 2024-01-11bibliografisk kontrollert
Skedsmo, K., Nes, A. A., Stenseth, H. V., Hofsø, K., Larsen, M. H., Hilderson, D., . . . Steindal, S. A. (2023). Simulation-based learning in palliative care in postgraduate nursing education: A scoping review. BMC Palliative Care, 22(1), Article ID 30.
Åpne denne publikasjonen i ny fane eller vindu >>Simulation-based learning in palliative care in postgraduate nursing education: A scoping review
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2023 (engelsk)Inngår i: BMC Palliative Care, E-ISSN 1472-684X, Vol. 22, nr 1, artikkel-id 30Artikkel, forskningsoversikt (Fagfellevurdert) Published
Abstract [en]

Background: Nurses require advanced competence in palliative care, but they face wide variations in education and a shortage in opportunities for clinical placement. Simulation-based learning (SBL) can enable students to develop clinical skills, critical thinking and confidence. No scoping reviews to date have mapped the use of SBL in palliative care within postgraduate nursing education.

Methods: The aim of this scoping review was to systematically map published studies on the use of SBL in palliative care in postgraduate nursing education. A scoping review was conducted using Arksey and O'Malley's (Int J Soc Res Meth 8(1):19-32, 2005) methodological framework. A systematic and comprehensive search of the Cumulative Index to Nursing and Allied Health Literature (CINAHL), the Education Resources Information Center (ERIC), Ovid MEDLINE, Ovid EMBASE, Allied and Complementary Medicine and PsycINFO was performed for studies published between January 2000 and April 2022. Two authors independently assessed papers for inclusion and extracted data. Reporting followed the Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews (PRISMA-ScR) checklist. The protocol was registered on the Open Science Framework.

Results: This review includes 10 studies. Three thematic groupings were identified: enhanced understanding of the importance of teamwork, interdisciplinarity and interpersonal skills; preparedness and confidence in one's ability to communicate during emotionally challenging situations; and impact and relevance to one's own clinical practice.

Conclusions: The use of SBL in palliative care in postgraduate nursing education seems to enhance students' understanding of the importance of teamwork and interdisciplinarity. The review shows contradictory results regarding whether SBL in palliative care increases students' confidence in their communication skills. Postgraduate nursing students experienced personal growth after participating in SBL. Because our findings indicate that limited research has been conducted within this field, future research should (1) explore postgraduate nursing students' experiences with SBL in palliative care with a focus on more practical content such as symptom management, (2) examine the relevance and application of SBL in clinical practice, and (3) be reported in line with recommendations on the reporting of simulation research.

sted, utgiver, år, opplag, sider
Springer, 2023
Emneord
Education, Nursing, Palliative care, Postgraduate studies, Review, Simulation
HSV kategori
Identifikatorer
urn:nbn:se:esh:diva-10596 (URN)10.1186/s12904-023-01149-w (DOI)36991463 (PubMedID)
Tilgjengelig fra: 2024-01-11 Laget: 2024-01-11 Sist oppdatert: 2024-02-09bibliografisk kontrollert
Eriksson, L. V., Holmberg, K., Lundh Hagelin, C., Wengström, Y., Bergkvist, K. & Winterling, J. (2023). Symptom Burden and Recovery in the First Year After Allogeneic Hematopoietic Stem Cell Transplantation. Cancer Nursing, 46(1), 77-85
Åpne denne publikasjonen i ny fane eller vindu >>Symptom Burden and Recovery in the First Year After Allogeneic Hematopoietic Stem Cell Transplantation
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2023 (engelsk)Inngår i: Cancer Nursing, ISSN 0162-220X, E-ISSN 1538-9804, Vol. 46, nr 1, s. 77-85Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

BACKGROUND: Patients are affected by various symptoms after allogeneic hematopoietic stem cell transplantation (allo-HSCT) that can affect recovery. Research has mainly focused on symptom occurrence; thus, little is known about patients' overall symptom burden.

OBJECTIVE: The aim of this study was to examine patient-reported symptom burden in the first year after allo-HSCT and whether a high symptom burden 4 months after allo-HSCT predicts recovery, that is, general health and sick leave, 1 year after transplantation.

METHODS: Allo-HSCT patients aged 18 to 65 years were included (n = 189). Questionnaire data were collected on admission to the allo-HSCT unit, as well as 4 and 7 months and 1 year after allo-HSCT. Logistic regression evaluated relationships between demographic characteristics, chronic graft-versus-host disease, physical activity, and a high symptom burden.

RESULTS: Tiredness, susceptibility to infection, disinterest in sex, and physical weakness remained the most frequent symptoms, while distressing symptoms varied during the first year after allo-HSCT.Poor general health 1 year after allo-HSCT was associated with older age, low physical activity, and a high symptom burden 4 months after allo-HSCT. Full-time sick leave 1 year after allo-HSCT was associated with chronic graft-versus-host disease, low physical activity, and a high symptom burden 4 months after transplantation.

CONCLUSIONS: Experiencing a high symptom burden 4 months after allo-HSCT can affect recovery 1 year after transplantation. Furthermore, low physical activity 4 months after allo-HSCT can predict both general health and sick leave 1 year after transplantation.

IMPLICATIONS FOR PRACTICE: Repeated symptom assessment, including experienced distress, is central for reducing overall symptom burden and supporting recovery after allo-HSCT.

HSV kategori
Identifikatorer
urn:nbn:se:esh:diva-9453 (URN)10.1097/NCC.0000000000001077 (DOI)000892426400015 ()35283470 (PubMedID)
Tilgjengelig fra: 2022-04-19 Laget: 2022-04-19 Sist oppdatert: 2023-01-11bibliografisk kontrollert
Schenell, R., Österlind, J., Browall, M., Melin-Johansson, C., Lundh Hagelin, C. & Hjorth, E. (2023). Teaching to prepare undergraduate nursing students for palliative care: Nurse educators’ perspectives. BMC Nursing, 22, Article ID 338.
Åpne denne publikasjonen i ny fane eller vindu >>Teaching to prepare undergraduate nursing students for palliative care: Nurse educators’ perspectives
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2023 (engelsk)Inngår i: BMC Nursing, ISSN 1472-6955, E-ISSN 1472-6955, ISSN 1472-6955, Vol. 22, artikkel-id 338Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

Background Education in palliative care for undergraduate nursing students is important for the competence of general nurses. Newly graduated nurses have reported challenges in coping with their own emotions when encountering dying persons. They express a wish for more education before they graduate, particularly in psychosocial and existential areas, such as having difficult conversations and supporting grieving persons. Despite awareness of the importance of palliative care education for nurses, there is a lack of knowledge on how to effectively convey this knowledge to students. The aim of the present study was to explore how teaching to prepare undergraduate nursing students for palliative care practice is conducted in Sweden.

Methods Educators from 22 Bachelor of Science nursing programmes in Sweden were interviewed about how they conducted palliative care education, with a focus on teaching situations that have been successful or less successful. The interviews were transcribed and analysed using qualitative inductive content analysis.

Results Educators described that they play a crucial role in preparing undergraduate nursing students to face death and dying and to care for persons at the end of life. In the main theme, “Transforming person-centred palliative care into student-centred education”, educators described how they incorporated the person-centred palliative approach into their teaching. Educators used a dynamic style of teaching where they let the students’ stories form the basis in a co-constructed learning process. The educators trusted the students to be active partners in their own learning but at the same time they were prepared to use their expert knowledge and guide the students when necessary. Discussion and reflection in small groups was described as being essential for the students to achieve a deeper understanding of palliative care and to process personal emotions related to encountering dying and grieving individuals.

Conclusions This study suggests that palliative care education for undergraduate nursing students benefits from teaching in smaller groups with room for discussion and reflection. Furthermore, gains are described relating to educators taking the role of facilitators rather than traditional lecturers, being flexible and ready to address students’ emotions. Educators also draw on their experiences as palliative care nurses in their teaching practices.

sted, utgiver, år, opplag, sider
Springer Nature, 2023
Emneord
Nurse education, Teaching approach, Student-centred education, Pedagogy, Palliative care, End of life care
HSV kategori
Forskningsprogram
Människan i välfärdssamhället, Palliativ vård
Identifikatorer
urn:nbn:se:esh:diva-10443 (URN)10.1186/s12912-023-01493-5 (DOI)37759221 (PubMedID)
Tilgjengelig fra: 2023-10-15 Laget: 2023-10-15 Sist oppdatert: 2023-10-16bibliografisk kontrollert
Craftman, Å. G., Pakpour, A. H., Calderon, H., Meling, A., Browall, M. & Lundh Hagelin, C. (2022). Home care assistants' attitudes and perceptions of caring for people at the end of life in their homes in Sweden. Health & Social Care in the Community, 30(5), e2648-e2656
Åpne denne publikasjonen i ny fane eller vindu >>Home care assistants' attitudes and perceptions of caring for people at the end of life in their homes in Sweden
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2022 (engelsk)Inngår i: Health & Social Care in the Community, ISSN 0966-0410, E-ISSN 1365-2524, Vol. 30, nr 5, s. e2648-e2656Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

The ageing population is increasing worldwide, with older people often having multimorbidity and a need for help with activities and personal care. Home Care Assistants (HCAs) are central to the provision of care in the home. They meet older people approaching the end of life and their relatives. Little is known about HCAs attitudes towards caring for a dying person and how aspects such as education, age, earlier care experiences, care education and experience of caring for dying older people affect their attitudes. The aim was to describe HCAs' attitudes towards the care of dying persons living in their ordinary homes. This cross-sectional study used the Frommelt Attitude Toward Care of the Dying Scale (FATCOD) for data collection during December 2017 and January 2018, and descriptive statistics and regression analysis for data analysis. The participants were HCAs (n = 127, 96% of those eligible) in a municipality in central Sweden. An overall positive attitude was reported. About 32% lacked formal HCA education although 93% had experience of interacting with a dying person. Age, HCA education, internal palliative care education, number of years' experience and previous experience of caring for a dying person were independently associated with HCAs' attitudes. In the multivariate regression analysis, age and years of experience were the only significant predictors of HCAs' attitudes towards caring for dying care recipients. Young employees without HCA education and experience of a dying person might be vulnerable in situations involving caring for a dying person. Communicating about death and dying, forming a relationship with the care recipient and the family, and providing care when a person is dying can be challenging. Implications: Young employees without HCA education and experience of interacting with a dying person needs to be prepared for the situation. This needs to be considered by stakeholders and social and healthcare organisations.

Emneord
Frommelt, Death, End-of-life care, Home care assistants, Questionnaire
HSV kategori
Identifikatorer
urn:nbn:se:esh:diva-9374 (URN)10.1111/hsc.13708 (DOI)000741273800001 ()35018690 (PubMedID)
Tilgjengelig fra: 2022-01-20 Laget: 2022-01-20 Sist oppdatert: 2022-08-29bibliografisk kontrollert
Klasson, C., Helde Frankling, M., Warnqvist, A., Sandberg, C., Nordström, M., Lundh Hagelin, C. & Björkhem-Bergman, L. (2022). Sex Differences in the Effect of Vitamin D on Fatigue in Palliative Cancer Care: A Post Hoc Analysis of the Randomized, Controlled Trial 'Palliative-D'. Cancers, 14(3), Article ID 746.
Åpne denne publikasjonen i ny fane eller vindu >>Sex Differences in the Effect of Vitamin D on Fatigue in Palliative Cancer Care: A Post Hoc Analysis of the Randomized, Controlled Trial 'Palliative-D'
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2022 (engelsk)Inngår i: Cancers, ISSN 2072-6694, Vol. 14, nr 3, artikkel-id 746Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

In the randomized, placebo-controlled, double-blind trial 'Palliative-D', vitamin D treatment of 4000 IE/day for 12 weeks reduced opioid use and fatigue in vitamin-D-deficient cancer patients. In screening data from this trial, lower levels of vitamin D were associated with more fatigue in men but not in women. The aim of the present study was to investigate possible sex differences in the effect of vitamin D in patients with advanced cancer, with a specific focus on fatigue. A post hoc analysis of sex differences in patients completing the Palliative-D study (n = 150) was performed. Fatigue assessed with the Edmonton Symptom Assessment Scale (ESAS) was reduced in vitamin-D-treated men; -1.50 ESAS points (95%CI -2.57 to -0.43; p = 0.007) but not in women; -0.75 (95%CI -1.85 to 0.36; p = 0.18). Fatigue measured with EORTC QLQ-C15-PAL had a borderline significant effect in men (-0.33 (95%CI -0.67 to 0.03; p = 0.05)) but not in women (p = 0.55). The effect on fatigue measured with ESAS in men remained the same after adjustment for opioid doses (p = 0.01). In conclusion, the positive effect of the correction of vitamin D deficiency on fatigue may be more pronounced in men than in women. However, studies focused on analyzing sex differences in this context must be performed before firm conclusions can be drawn.

Emneord
Edmonton Symptom Assessment Scale (ESAS), European Organization for Research and Treatment of Cancer Quality of Life Questionnaire Core 15 for Palliative Care (EORTC QLQ-C15-PAL), cancer, fatigue, palliative, randomized clinical trial, sex differences, vitamin D
HSV kategori
Identifikatorer
urn:nbn:se:esh:diva-9428 (URN)10.3390/cancers14030746 (DOI)000756484000001 ()35159013 (PubMedID)
Forskningsfinansiär
Region StockholmSwedish Cancer Society
Merknad

Forskningsfinansiärer:

CIMED (centrum för innovativ medicin) 

ASIH Stockholm Norr

Tilgjengelig fra: 2022-03-29 Laget: 2022-03-29 Sist oppdatert: 2022-03-29bibliografisk kontrollert
Lundh Hagelin, C., Melin-Johansson, C., Ek, K., Henoch, I., Österlind, J. & Browall, M. (2022). Teaching about death and dying: A national mixed‐methods survey of palliative care education provision in Swedish undergraduate nursing programmes. Scandinavian Journal of Caring Sciences, 36(2), 545-557
Åpne denne publikasjonen i ny fane eller vindu >>Teaching about death and dying: A national mixed‐methods survey of palliative care education provision in Swedish undergraduate nursing programmes
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2022 (engelsk)Inngår i: Scandinavian Journal of Caring Sciences, ISSN 0283-9318, E-ISSN 1471-6712, Vol. 36, nr 2, s. 545-557Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

Background: In coming decades, the number of people affected by illnesses who need palliative care will rise worldwide. Registered Nurses are in a central position in providing this care, and education is one of the necessary components for meeting coming requirements. However, there is a lack of knowledge about palliative care in undergraduate nursing education curricula, including the extent of the education provided and the related pedagogical methods.

Aim: The aim was to investigate the extent, content and pedagogical methods used and to explore lecturers’ experiences of being responsible for teaching and learning about palliative care for undergraduate nursing students on nursing programmes at Swedish universities.

Setting: All 24 universities responsible for providing undergraduate nursing education in Sweden participated.

Participants: One lecturer with in-depth knowledge about palliative care or end-of-life care education participated in the quantitative (n = 24) and qualitative (n = 22) parts of the study.

Method: A mixed-method research study with an explorative design was used. Descriptive statistics were used to analyse quantitative data, and content analysis for qualitative, with both also analysed integratively.

Results: Few undergraduate nursing programmes included a specific course about palliative care in their curricula, however, all universities incorporated education about palliative care in some way. Most of the palliative care education was theoretical, and lecturers used a variety of pedagogical strategies and their own professional and personal experience to support students to understand the palliative care approach. Topics such as life and death were difficult to both learn and teach about.

Conclusions: There is a need for substantial education about palliative care. Lecturers strive on their own to develop students’ understanding and increase the extent of palliative care education with innovative teaching strategies, but must compete with other topics. Palliative care teaching must be prioritised, not only by the universities, but also by the national authority.

Emneord
Death and dying, Palliative care, Qualitative approaches, Quantitative approaches, Undergraduate nurse education
HSV kategori
Identifikatorer
urn:nbn:se:esh:diva-9330 (URN)10.1111/scs.13061 (DOI)000736112500001 ()34962307 (PubMedID)
Tilgjengelig fra: 2021-12-28 Laget: 2021-12-28 Sist oppdatert: 2023-01-03bibliografisk kontrollert
Lundh Hagelin, C., Melin Johansson, C., Ek, K., Henoch, I., Österlind, J. & Browall, M. (2022). Undervisning om döende och död: En nationell kartläggning av palliativ vård i svenskasjuksköterskeprogram (nr 90). In: : . Paper presented at Palliativ vård - det gäller livet, 7:e nationella konferensen i palliativ vård, Göteborg 5-7 september 2022.
Åpne denne publikasjonen i ny fane eller vindu >>Undervisning om döende och död: En nationell kartläggning av palliativ vård i svenskasjuksköterskeprogram (nr 90)
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2022 (svensk)Konferansepaper, Poster (with or without abstract) (Fagfellevurdert)
Abstract [sv]

Bakgrund: Antalet människor som drabbas av sjukdomar och behöver palliativ vård kommer öka världen över. Sjuksköterskor är i position för avgörande insatser riktade för både patient och närstående. Kunskap finns om stora variationer i utbildning om palliativ vård i sjuksköterskeutbildningar i Sverige medan kunskap om hur palliativ vård ingår i utbildningsplaner och hur undervisningen utformas är bristfällig.

Syfte: Att undersöka omfattning och innehåll, samt vilka pedagogiska strategier som används för utbildning om palliativ vård i sjuksköterskeprogram i Sverige. Dessutom att utforska erfarenheterna hos lärare om att undervisa om palliativ vård.

Metod: En studie med mixad design genomföres. Alla 24 universitet som ansvarar för att tillhandahålla sjuksköterskeutbildning i Sverige deltog genom en lärare med kunskap om utbildningens innehåll. Beskrivande statistik användes för att analysera kvantitativa data och innehållsanalys för kvalitativa data.

Resultat: Endast ett fåtal sjuksköterskeprogram i Sverige inkluderade en specifik kurs om palliativ vård i sina utbildningsplaner. Lärare upplevde sig tvungna att konkurrera med andra områden inom utbildningen för att undervisa om palliativ vård. Utbildningen som gavs om palliativ vård var främst teoretisk och lärare använde olika pedagogiska strategier och den egna yrkesmässiga och personliga erfarenheter för att stödja studenterna att förstå palliativ vård. Vissa områden, som döende och död var svåra ämnen att lära ut.

Betydelse: Utbildning om palliativ vård är viktig för att klara kommande behov. Studien visar att lärare ofta strävar på egen hand för att utveckla studenters förståelse genom olika undervisningsstrategier och måste också konkurrera med andra områden inom utbildningen. Kartläggningen kan vara ett stöd för enskilda lärare och lärosäten för att möjliggöra utbildning om palliativ vård. Utbildning om palliativ vård måste prioriteras inte bara av enskilda lärosäten utan också på nationell nivå.

HSV kategori
Identifikatorer
urn:nbn:se:esh:diva-9823 (URN)
Konferanse
Palliativ vård - det gäller livet, 7:e nationella konferensen i palliativ vård, Göteborg 5-7 september 2022
Tilgjengelig fra: 2022-10-10 Laget: 2022-10-10 Sist oppdatert: 2023-01-03bibliografisk kontrollert
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ORCID-id: ORCID iD iconorcid.org/0000-0002-0197-9121