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  • 1. Boman, Ylva
    et al.
    Ljunggren, Carstenvon Wright, Moira
    Erfarenheter av pragmatism2007Conference proceedings (editor) (Other academic)
  • 2.
    Boman, Ylva
    et al.
    Örebro universitet.
    Ljunggren, Carsten
    Örebro universitet.
    von Wright, Moira
    Örebro universitet.
    Variationer av pragmatism2007In: Erfarenheter av pragmatism / [ed] Ylva Boman, Carsten Ljunggren, Moira von Wright, Lund: Studentlitteratur , 2007, p. 13-22Chapter in book (Other academic)
  • 3.
    Bos (Sparén), Elisabeth
    et al.
    Karolinska institutet.
    Löfmark, Anna
    Högskolan i Gävle.
    Törnkvist, Lena
    Karolinska institutet.
    District nurses' experience of supervising nursing students in primary health care: A pre- and post-implementation questionnaire study.2009In: Nurse Education in Practice, ISSN 1471-5953, E-ISSN 1873-5223, Vol. 9, no 6, p. 361-366Article in journal (Refereed)
    Abstract [en]

    Nursing students go through clinical supervision in primary health care settings but district nurses' (DNs) circumstances when supervising them are only briefly described in the literature. The aim of this study was to investigate DNs experience of supervising nursing students before and after the implementation of a new supervision model. Ninety-eight (74%) DNs answered a questionnaire before and 84 (65%) after implementation of the new supervision model. The study showed that DNs in most cases felt that conditions for supervision in the workplace were adequate. But about 70% lacked training for the supervisory role and 20% had no specialist district nurse training. They also experienced difficulty in keeping up-to-date with changes in nurse education programmes, in receiving support from the university and from their clinic managers, and in setting aside time for supervision. Improvements after the implementation of a new model chiefly concerned organisation; more DNs stated that one person had primary responsibility for students' clinical practice, that information packages for supervisors and students were available at the health care centres, and that conditions were in place for increasing the number of students they supervised. DNs also stated that supervisors and students benefited from supervision by more than one supervisor. To conclude, implementation of a new supervision model resulted in some improvements.

  • 4.
    Essen, Johan von
    et al.
    Ersta Sköndal University College, Institute for Civil Society Studies.
    Åberg, Pelle
    Ersta Sköndal University College, Institute for Civil Society Studies.
    Folkrörelseanknytningar och marknadsrelationer: studieförbunden och deras grundarorganisationer, medlemsorganisationer och samverkansorganisationer2009Book (Other academic)
  • 5.
    Fagerberg, Ingegerd
    Karolinska institutet.
    Utbildning för äldrevård?1998In: Tidskriften vård, Vol. 1, p. 50-57Article in journal (Other academic)
  • 6.
    Fagerberg, Ingegerd
    et al.
    Ersta Sköndal University College, Department of Health Care Sciences.
    Norberg, Astrid
    Ersta Sköndal University College, Department of palliative care research. Ersta Sköndal University College, Department of Health Care Sciences.
    “Learning by doing”: Or how to reach an understanding of the research method phenomenological hermeneutics2009In: Nurse Education Today, ISSN 0260-6917, E-ISSN 1532-2793, Vol. 29, no 7, p. 735-739Article in journal (Refereed)
    Abstract [en]

    One problem addressed in teaching graduate students qualitative research methods is practising the cognitive and conative skills that students need to generate both rich data and meaningful analysis.

    The aim of the study was to illuminate development in a group of pre-doctoral and doctoral students as they learnt the phenomenological hermeneutics research method.

    In a course comprising 18 doctoral students we used the “guided path” pedagogical approach and decided to use a subject of which everyone has lived experience, “troubled conscience”, for the phenomenological hermeneutic analysis conducted with the students. As the students progressed in their learning experience of the research method, they analysed their data according to the steps in the method, and we as teachers conducted separate analyses of the same data.

    The results point in the same direction as previous studies in the field. This is discussed in terms of strength of the pedagogical approach and the students’ learning, since despite the fact that their data are limited and not very detailed they were able to come up with results that were in line with previous research.

  • 7.
    Frödén, Sara
    et al.
    Örebro universitet.
    von Wright, Moira
    Örebro universitet.
    The Waldorf Kindergarten2017In: International Handbook of Early Childhood Education / [ed] Marilyn Fleer & Bert van Oers, Springer Berlin/Heidelberg , 2017, 1, p. 1401-1420Chapter in book (Refereed)
  • 8.
    Johansson, Anne-Marie
    et al.
    Örebro universitet.
    von Wright, Moira
    Örebro universitet.
    At the interface between categories and subjectivity2007Conference paper (Other academic)
  • 9.
    Krook, Caroline
    Ersta Sköndal University College, Department of Health Care Sciences. Stockholms universitet.
    Se – än lever jag!: Livsåskådning och lärande i livets slutskede2007Doctoral thesis, monograph (Other academic)
    Abstract [en]

    The purpose of the study has been, by adopting a view of life and a learning perspective, to reach an understanding of the way in which cancer patients in a palliative care context understand and cope with their existential life situation. I asked the following questions: 1) How does their personal view of life influence the patients’ understanding and coping with the illness and existential life situation? 2) What existential questions are central to the patients? 3) What is personal learning all about? 4) What prerequisites are important for fostering the patients’ personal learning? Interviews focusing on narratives were conducted with ten patients who have an incurable cancer disease. The interviews were taped and transcribed into texts. A hermeneutic method was applied to understand the content and import of the patients’ narratives. The results show that the patients achieve closure, which involves them making reassessments, adapting their life to the illness, being reconciled with themselves and with their relation to their surroundings. It is also about them wishing to bequeath a legacy and hand down desirable qualities, values and merits for future generations. Taking this view of life as their basis, the patients interpret their illness, existential questions and life situation, and structure their existence so as to make it comprehensible and meaningful. Life narratives can serve as a tool in enabling caregivers to identify patients’ existential questions, view of life, learning requirements and the way they make sense of things (”meaning-making”). By means of view of life support counselling caregivers can identify the patients’ personal ideas, values and support their needs. The patients can reach an awareness of their personal view of life. Reappraising and developing this can be viewed as a form of perspective shift or learning.

  • 10. Kvernbekk, Tone
    et al.
    von Wright, Moira
    Örebro universitet.
    On theory and meta-theory2007In: Nordisk Pedagogik, ISSN 0901-8050, E-ISSN 1504-2995, Vol. 27, no 3, p. 207-209Article in journal (Other (popular science, discussion, etc.))
  • 11. Lidskog, Marie
    et al.
    Löfmark, Anna
    Ahlström, Gerd
    Interprofessional education on a training ward for older people: students' conceptions of nurses, occupational therapists and social workers.2007In: Journal of Interprofessional Care, ISSN 1356-1820, E-ISSN 1469-9567, Vol. 21, no 4, p. 387-99Article in journal (Refereed)
    Abstract [en]

    Collaboration between professionals in health and social care is essential to meet the needs of the patient. The collaboration is dependent on knowledge and understanding of each other's roles. One means of improving communication and collaboration among professionals is interprofessional education. The aim of this study was to describe the variation in how students in nursing, occupational therapy and social work perceived their own and the other professions. Over a three-week period two interviews were conducted with each of 16 students who were on an interprofessional training ward for older people in a municipal setting in Sweden. A phenomenographical approach was used in the analysis of the interviews. The findings showed great variation in how the students perceived the professions, from simplistic in terms of tasks to a more complex conception in terms of knowledge, responsibility and values. Differences in the ways professions were described concerning their professional stance towards the patients were especially accentuated. The findings indicate that the students need opportunities for reflection on and scrutiny of each other's beliefs and knowledge. The influence of interprofessional education involving reflection on the different health-care professions needs to be explored in future research.

  • 12.
    Lidskog, Marie
    et al.
    Örebro universitet.
    Löfmark, Anna
    Högskolan i Gävle.
    Ahlström, Gerd
    Högskolan i Jönköping, Örebro universitet.
    Learning about each other: Students' conceptions before and after interprofessional education on a training ward2008In: Journal of Interprofessional Care, ISSN 1356-1820, E-ISSN 1469-9567, Vol. 22, no 5, p. 521-533Article in journal (Refereed)
    Abstract [en]

    In interprofessional work the striving of the members of each profession to establish their own positive in-group identity can be a source of conflict and have a negative effect on care. To counteract this, interprofessional training wards (IPTWs) have been developed in Sweden. The aim of the present study was to investigate similarities and differences in how student nurses, student occupational therapists and student social workers perceived their own and the other two professions before and after clinical education on an IPTW. Sixteen students were interviewed before and after the training on an IPTW in municipal care for older people in Sweden. A coding scheme developed in an earlier study was used in the analysis of the interviews. The findings indicate that there are changes in the students' stereotyped views, enhancing understanding of each other's professions after three weeks' clinical education on the IPTW. In some areas, however, there are still discrepancies between the description of own profession and the others' understanding of this profession that need to be confronted. In interprofessional training during education in social and health care there needs to be a balance between on the one hand the particular professional identity, on the other the shared identity implied by membership of the health-care team focusing on a common goal. [ABSTRACT FROM AUTHOR]

  • 13. Lidskog, Marie
    et al.
    Löfmark, Anna
    Ahlström, Gerd
    Learning through participating on an interprofessional training ward.2009In: Journal of Interprofessional Care, ISSN 1356-1820, E-ISSN 1469-9567, Vol. 23, no 5, p. 486-497Article in journal (Refereed)
    Abstract [en]

    Learning in clinical education can be understood as a process of becoming a legitimate participant in the relevant context. Interprofessional training wards (IPTWs) are designed to give students from educational programmes in health and social care a realistic experience of collaboration for the purpose of developing teamwork skills. IPTWs have been found to be appreciated by the students and to influence students' understanding of each other's professions. The aim of this study was to describe and analyse the students' learning on an interprofessional training ward in care for older persons through focusing on the students' ways of participating in the communities of practice on the ward. A case study design was chosen. Multiple data sources were used. The findings show that the students engaged as active participants in the care. At the same time there was sometimes a discrepancy between on the one hand expectations and goals, on the other hand actual participation. There were difficulties in making the training relevant for all the student groups involved. The findings indicate that in the planning of interprofessional education the choice of setting and learning situations is crucial with regard to the learning that will occur.

  • 14.
    Lidskog, Marie
    et al.
    Örebro universitet.
    Löfmark, Anna
    Högskolan i Gävle.
    Ahlström, Gerd
    Högskolan i Gävle, Högskolan i Jönköping.
    Students’ learning experiences from interprofessional collaboration on a training ward in municipal care2008In: Learning in Health and Social Care, ISSN 1473-6853, E-ISSN 1473-6861, Vol. 7, no 3, p. 134-145Article in journal (Refereed)
    Abstract [en]

    One way to offer students pursuing health and social care programmes realistic experiences of teamwork is interprofessional training wards where students from different educational programmes learn teamwork by working together. In the present study, a training ward in municipal care for older people was evaluated. Students from occupational therapy, nursing and social work programmes worked together on the ward for 3 weeks to learn with, from and about each other. The aim of the study was to compare students’ attitudes towards practice on a training ward before and after and to evaluate goal fulfilment after 3 weeks’ interprofessional education on a training ward. An attitude questionnaire was distributed to all students before and after their time on the ward, supplemented with a retrospective goal-fulfilment questionnaire afterwards. The results show that the collaborative, social experience the training ward offers was appreciated by the students and in most respects, met the learning goals set up for the course. The most important learning experience was working together in a real-life setting. However, there are some issues to take into consideration when planning and developing training wards. The setting needs to be realistic and relevant in relation to future roles for all of the student groups involved. The value and purpose of engaging together in basic patient care needs to be the subject of further investigation. When it comes to fostering competent team-workers, training wards seem to be one way forward. But to fully understand the challenges and difficulties involved in planning these wards, the learning achieved must be understood in the context of the setting as a whole, in all its aspects. [ABSTRACT FROM AUTHOR]

  • 15. Löfmark, A
    et al.
    Carlsson, M
    Wikblad, K
    Student nurses' perception of independence of supervision during clinical nursing practice.2001In: Journal of Clinical Nursing, ISSN 0962-1067, E-ISSN 1365-2702, Vol. 10, no 1, p. 86-93Article in journal (Refereed)
    Abstract [en]

    The purposes of this longitudinal study were to examine Swedish student nurses' perceptions of independence and to explore to what extent the students had had opportunities to practise different tasks during clinical practice. Data were collected on weekly self-assessment forms during the first and final clinical courses of a 3-year nursing programme for 60 and the remaining 48 students, respectively. The majority of the students rated themselves as being independent of supervision to a great extent both at the beginning and throughout the clinical courses. Some students reported no or few opportunities to practise certain tasks during both courses. Factors that may have influenced the students' perception of independence are discussed, such as preparation before the clinical courses and the importance students gave to certain tasks. Clinical practice should be carefully planned and individualized to facilitat students' opportunities to practise different tasks.

  • 16. Löfmark, A
    et al.
    Hannersjö, S
    Wikblad, K
    A summative evaluation of clinical competence: students' and nurses' perceptions of inpatients' individual physical and emotional needs.1999In: Journal of Advanced Nursing, ISSN 0309-2402, E-ISSN 1365-2648, Vol. 29, no 4, p. 942-9Article in journal (Refereed)
    Abstract [en]

    The ability to assess individual patients' physical and emotional needs was used as one foundation for evaluation of clinical competence for Swedish student nurses. Each of the randomly sampled 48 student nurses and their corresponding supervisors (48 nurses) assessed the perceived needs of a patient they both knew well by separately answering a questionnaire concerning basic physical and emotional needs. Simultaneously the selected patients (n = 48) were interviewed about their perceived needs. Student nurses' and nurses' assessments were compared with the individual patient's opinion. Both the students' and the nurses' assessments showed close similarities with the patients' own estimations, although certain under- and overestimations for both physical and emotional needs were found, with a predominance of overestimation of emotional needs. Student nurses and nurses also showed uncertainty in some of their assessments, mainly concerning emotional needs. Their assessments were closer than student nurses/patients or nurses/patients, and also closer for physical than for emotional needs. The conformity in student nurses' and their supervisors' assessments might be understood as the supervisors' influence as role models. Attention should be paid both in nursing education and in clinical practice to the need for individualization of patient care.

  • 17. Löfmark, A
    et al.
    Thorell Ekstrand, I
    Bedömning av studenter i klinisk utbildning: en utmaning för handledarna1999In: Omvårdaren, ISSN 0280-4123, no 3, p. 10-13Article in journal (Other (popular science, discussion, etc.))
  • 18. Löfmark, A
    et al.
    Thorell-Ekstrand, I
    Evaluation by nurses and students of a new assessment form for clinical nursing education.2000In: Scandinavian Journal of Caring Sciences, ISSN 0283-9318, E-ISSN 1471-6712, Vol. 14, no 2, p. 89-96Article in journal (Refereed)
    Abstract [en]

    An assessment form was developed, based on Swedish higher education regulations and international guidelines for nursing education, to be used during clinical education regardless of the level of the programme or clinical specialty. Nurses who acted as supervisors for students used the form for continuous and formal assessment, and students used it for self-assessment. Once developed, the assessment form covered 18 professional and academic areas. After one semester nurses (n = 323) and students (n = 154) from two university colleges evaluated their experiences of using the form by answering a questionnaire. In addition, the completed assessment forms filled in by the nurses were reviewed and analysed. The evaluation showed that the nurses and the students considered the assessment form highly valuable. Both groups believed that the form highlighted the requirements for clinical education and was useful in assessing the students' development. Almost all 18 factors were found to be important to assess. Least important and most difficult to assess were 'the use of research and developmental work' and 'the ability to inform and teach co-workers and students'. Some areas that were regarded as difficult to assess were also marked by the nurses in the assessment form as 'not possible or relevant to assess'. The form was found to be useful in assessing students' development towards the goals of nursing education. The study also revealed that essential areas in nursing education have unclear educational demands for those involved.

  • 19. Löfmark, A
    et al.
    Wikblad, K
    Facilitating and obstructing factors for development of learning in clinical practice: a student perspective.2001In: Journal of Advanced Nursing, ISSN 0309-2402, E-ISSN 1365-2648, Vol. 34, no 1, p. 43-50Article in journal (Refereed)
    Abstract [en]

    AIM OF THE STUDY: The aim of this study was to provide information on what the student nurses found facilitating and obstructing for their learning during clinical practice. BACKGROUND: Earlier studies of experiences of learning in clinical practice have shown that factors as the possibilities of variations of experiences, the culture of the workplace, and communication between the educational institution and health care facilities are of importance. Less is known about the opportunities which students are given in order to practise the skills that they will be expected to perform as new graduate nurses. METHODS: The experiences of 47 degree student nurses from two colleges in Sweden were gathered in weekly diaries during their final period of clinical practice. A content analysis technique was used to analyse their diaries. RESULTS: The students emphasized responsibility and independence, opportunities to practise different tasks, and receiving feedback as facilitating factors. Other perceived promoting factors included perceptions of control of the situation and understanding of the 'total picture'. Examples of obstructing factors were the nurses as supervisors not relying on the students, supervision that lacked continuity and lack of opportunities to practise. Perception of their own insufficiency and low self-reliance were drawbacks for some students. CONCLUSIONS: Recommended proposals are presented to lecturers and supervising staff concerning organizational and educational changes, and changes of attitudes for elucidating the students' experiences of different facilitating and obstructing factors. Changes may contribute to making easier the students' transition into the nursing profession.

  • 20. Löfmark, Anna
    et al.
    Gustavsson, Christina
    Wikblad, Karin
    Student nurses' ability to perform pain assessment.2003In: Nurse Education in Practice, ISSN 1471-5953, E-ISSN 1873-5223, Vol. 3, no 3, p. 133-43Article in journal (Refereed)
    Abstract [en]

    The objective of this study was to investigate student nurses' ability to handle a pain assessment situation. A systematic way of working based on knowledge within the area is emphasised in nursing education today. The performance of 32 student nurses at a university college in Sweden took place in an arranged assessment situation that closely simulated clinical practice. The conversation between the student and the patient (a voluntary patient) was videotaped and analysed with content analysis according to predetermined components of pain assessment. The results showed that one-third of the students had performed adequately based on the requirements for pain assessment in the curriculum for nursing education. Two-thirds of the group did not handle the situation systematically and also showed a lack of knowledge of pain assessment, and among these was a group of students whose performance was inadequate. The results indicate that during their education it is very important for student nurses to obtain experience and guidance in how to work systematically and to have their knowledge and skills in pain assessment evaluated.

  • 21.
    Löfmark, Anna
    et al.
    Högskolan i Gävle.
    Morberg, Åsa
    Högskolan i Gävle.
    Öhlund, Lennart
    Ilicki, Julian
    Högskolan i Gävle.
    Supervising mentors’ lived experience on supervision in teaching, nursing and social care education: A participation-oriented phenomenological study2009In: Higher Education, ISSN 0018-1560, E-ISSN 1573-174X, Vol. 57, no 1, p. 107-123Article in journal (Refereed)
    Abstract [en]

    Research concerning the supervisor role in separate educational programmes has been undertaken, but cross-professional studies are few. The aim of this study was to explore the lived experience of supervising mentors in Sweden during the practice-based, off-campus sections of the education in teaching, nursing, and social care. The study used a participatory phenomenological approach in which four researchers and nineteen supervising mentors worked together in the research process which was accomplished in four different phases. The data collecting method used was interview. The results constituted a main essence entitled “Struggle of power and control of professional quality enhancement” built upon four themes: “Constitutes a motivating force”, “Feelings of responsibility”, “Feelings of frustration” and “Wishes for alteration”. Conclusions from the study are that communication, information and contact between the professionals in the fields and university teachers need to be strengthen to keep up supervising mentors’ motivating force and to give them support. [ABSTRACT FROM AUTHOR]

  • 22. Löfmark, Anna
    et al.
    Smide, Bibbi
    Wikblad, Karin
    Competence of newly-graduated nurses--a comparison of the perceptions of qualified nurses and students.2006In: Journal of Advanced Nursing, ISSN 0309-2402, E-ISSN 1365-2648, Vol. 53, no 6, p. 721-8Article in journal (Refereed)
    Abstract [en]

    AIM: This paper reports a study that compares opinions of final year nursing students, rating their own competence, with the opinions of experienced nurses on the competence of newly-graduated nurses. BACKGROUND: The transition of nursing preparation into higher education is regarded as positive, although it has led to differences in opinion about the competence of newly-graduated nurses and their readiness to enter the nursing profession. There are studies showing that newly-graduated nurses perceive themselves as holistically focused, professional practitioners, while other nurses are concerned that newly-graduated nurses do not have necessary skills. METHODS: A convenience sample of 106 nursing students in the final week of their course and 136 nurses who had experience of supervising nursing students completed a questionnaire. The data were collected in 2002. RESULTS: Own competence, in the form of ability to perform nursing care, was rated by nursing students to be good or strongly developed in most of the investigated areas of nursing care. Experienced nurses also estimated newly-graduated nurses' competence to be good or strongly developed, although to a lesser extent. Nurses qualified within the previous 5 years rated newly-graduated nurses' competence to be higher in comparison with those with less recent education. CONCLUSIONS: Further studies are needed to broaden our understanding of why some areas of nursing care, such as ethical awareness, were rated very highly, while others, like informing and teaching of co-workers and planning and prioritizing interventions had the lowest rating.

  • 23. Löfmark, Anna
    et al.
    Thorell-Ekstrand, Ingrid
    An assessment form for clinical nursing education: a Delphi study.2004In: Journal of Advanced Nursing, ISSN 0309-2402, E-ISSN 1365-2648, Vol. 48, no 3, p. 291-8Article in journal (Refereed)
    Abstract [en]

    AIM: This paper reports a study to develop further the existing assessment form and to capture new aspects of assessment for the nursing profession of the future for inclusion in the form. BACKGROUND: Since nursing education became part of the higher education system, the assessment of clinical periods of the programme has become more complicated and requirements are more demanding. Changes in the health care sector, such as demographic changes and shorter hospitalization, create demands upon the independent nursing role of the future. Many educational documents, such as an assessment form, must continuously be up-dated and adapted to changes in society. METHOD: A Delphi study concerning the content of this assessment form was carried out using two rounds. Through this process, an expert panel gave their opinions about the form and possible changes to it. RESULTS: There was general acceptance of the content in the current assessment form. Suggested changes were the addition of two factors concerning collaboration with the family and society, and development of the student's independence. Two new area headings were suggested: one about ability to use the nursing process, and the other about development of a professional stance. CONCLUSIONS: The suggested changes in the assessment form match expected changes in the health care sector and the demands of an academic nursing education.

  • 24. Löfmark, Anna
    et al.
    Thorell-Ekstrand, Ingrid
    Strengthening and updating supervising staff nurses in educational workshops - An international partnership project.2009In: Nurse Education in Practice, ISSN 1471-5953, E-ISSN 1873-5223, Vol. 10, no 5, p. 262-267Article in journal (Refereed)
    Abstract [en]

    As part of a collaborative project involving Tanzania and Sweden, workshops were arranged for staff nurses in order to develop a forum for discussing the raised demands for supervision of nursing students during their clinical education. The aim was to meet nurses in educational workshops to initiate a dialogue on their views and experiences of supporting and supervising nursing students in their clinical studies. Their experiences of the workshops were also requested. Two groups of nurses in Tanzania (n=30), and six groups in Sweden (n=60) participated. The content, which was agreed between the project leaders in Tanzania and Sweden was carried out either on a whole day workshops or divided at three different occasions. Questionnaires were given before and about two months after, and workshops were also evaluated with an open-ended question immediately after. The nurses both in Tanzania and in Sweden appreciated the workshops as a possibility to create a dialogue and to discuss challenges in the supervision of students. Their views and experiences of the supervision role showed awareness of staff nurses as role models and teachers. Accomplishment of this partnership co-operation through arranging workshops has shown to be an easy and simple way of giving support to staff nurses for the supervision task.

  • 25. Mogensen, Ester
    et al.
    Löfmark, Anna
    Thorell Ekstrand, Ingrid
    Klinisk utbildning i högskolan: perspektiv och utveckling2006Book (Other academic)
  • 26. Morberg, Å
    et al.
    Löfmark, A
    Öhlund, L. S
    Ilicki, J
    Handledning i yrkesutövning: ett samverkansprojekt mellan tre akademiska yrkesutbibdningar2006In: Verklighet, verklighet: teori och praktik i lärarutbildning / [ed] Bronäs, Agneta; Selander, Staffan, Stockholm: Norstedts akademiska förlag , 2006Chapter in book (Other academic)
  • 27.
    Olsson, Anna-Lova
    et al.
    Örebro universitet.
    von Wright, Moira
    Örebro universitet.
    Imagination and Reading for Enjoyment: On students’ space for creative action in classroom conversations2009Conference paper (Other academic)
    Abstract [en]

    Reading for enjoyment in school can be an act of subjective pleasure and thrill for the individual reader or listener, yet it also has an intersubjective dimension which is of educational importance.  When students engage in communication with the surrounding, for instance verbalizing the reading experience in discussions or writings, its meaning is altered in ways which may be of fundamental importance for the development of the self/identity of the student (M. von Wright 2000). Classroom discussions and paper writing are the most common ways of dealing with the reading experiences, but they tend to rely on didactic traditions and habits that seldom challenge the students – or teachers- but rather keep the classroom in a safe order (see e.g.  E. Hultin 2006; G. Molloy 2003).

    The paper deals with the educational role of ‘reading for enjoyment’, and it focuses on the possibility for student’s to freely play with their imaginations and to share them through creative action in the classroom. 

    The aim of the paper is to outline a basis for a coming study on the subject. True ‘reading for enjoyment’, so we argue, comprises of several dimensions such as the subjective imaginative play with roles and identities and the intersubjective creative action where these may be verbalized and “tried” and their meaning confronted.  This, in turn, raises several questions about school practice: Can students claim space within the narrow genres of the classrooms in secondary school? Is it reasonable to think that this is a wider question of human flourishing, or is it foremost just a practical question of didactic arrangements?

  • 28. Råholm, Maj-Britt
    et al.
    Thorkildsen, Kari
    Löfmark, Anna
    Ersta Sköndal University College, Department of Health Care Sciences.
    Translation of the Nursing Clinical Facilitators Questionnaire (NCFQ) to Norwegian language.2010In: Nurse Education in Practice, ISSN 1471-5953, E-ISSN 1873-5223, Vol. 10, no 4, p. 196-200Article in journal (Refereed)
    Abstract [en]

    The translation and adaptation of English instruments to be used with populations speaking other languages is an important and complex process which is attracting increased attention in nursing and health-related research. The aim of this article is to describe the translation process of the Nursing Clinical Facilitators Questionnaire (NCFQ) for testing in Norway. The instrument is a 28-item-questionnaire with a Likert-type (1-5) scale ranging from the descriptions "strongly agree (1) to strongly disagree (5)". The aim of the instrument is to measure the efficiency of, and satisfaction with the supervision received from the nurse students' perspective. The NCFQ questionnaire was translated in six phases. The translation process was conducted systematically by applying the three methods described in the literature: the methods of forward-translation, back-translation and comparison followed by an empirical study (pilot test). The methods were chosen to test the quality of translation, establish semantic equivalence of the translated instrument and to estimate the cross-cultural relevance of the instrument. The translation process has given prerequisites to use the NCFQ questionnaire in a larger study and a possibility to compare different models for supervision of nursing students in the clinical part of their education.

  • 29.
    Trygged, Sven
    Ersta Sköndal University College, Department of Social Work.
    Från fristuga till friskola: ett föräldrakooperativ i förändring2000Report (Other academic)
  • 30.
    von Wright, Moira
    Örebro universitet.
    Affiniteten mellan pragmatism och pedagogik2007In: Erfarenheter av pragmatism / [ed] Ylva Boman, Carsten Ljunggren, Moira von Wright, Lund: Studentlitteratur , 2007, p. 23-46Chapter in book (Other academic)
  • 31. von Wright, Moira
    Bildning i brytningen mellan självet och världen2007In: Bildningens förvandlingar / [ed] Bernt Gustavsson, Göteborg: Daidalos, 2007, p. 23-45Chapter in book (Other academic)
  • 32.
    von Wright, Moira
    Örebro universitet.
    Delaktighet och fakta2004In: Skillnad och konsekvens: mötet lärare-studerande och undervisning som meningserbjudande / [ed] Tomas Englund, Lund: Studentlitteratur , 2004, p. 65-77Chapter in book (Other academic)
  • 33.
    von Wright, Moira
    Örebro universitet.
    Det Gode som bevægelse og som retning i pædagogik2008In: Skab dig!: Pædagogisk filosofi / [ed] Lars Emmerik Damgaard Knudsen, Mattias Andersson, Köpenhamn: Unge Pædagoger , 2008, p. 125-144Chapter in book (Other academic)
    Abstract [sv]

    Inom pedagogiken och den (svenska) pedagogiska forskningen talar man sällan om ”det Goda”. Kanske beror det på att ”det Goda” ofta (miss)uppfattas som ett begrepp som uttrycker något universellt, givet och utifrån bestämt, och därigenom som problematiskt för ett vetenskapsområde som både undersöker ett föränderligt fält av utbildningspolitiska frågor och bidrar till utvecklingen av normativa pedagogiska och didaktiska teorier – men som samtidigt ställer krav på ”evidens” och ”objektivitet”. De filosofiska frågorna om godhet och det Goda hänför sig vanligen till etiken och teologin, och åtminstone den svenska pedagogikens huvudådra markerar gärna högljutt sitt oberoende av såväl moraliska, metafysiska som teologiska spekulationer. De mer eller mindre implicita värderingarna i forskningen diskuteras visserligen ofta, men snarare i metodologiska termer av normativitet och objektivitet. Likväl förekommer en påfallande nära relation mellan den pedagogiska forskningens frågor och utbildningsväsendets styrning. Denna närhet handlar emellertid inte om att forskningen skulle skapa ett igenkännande av fenomen som är relevanta för lärare och skolväsen, snarare handlar det om att pedagogisk och samhällsvetenskaplig forskning levererar auktoritativa synpunkter på ”den goda utbildningen”. Jag menar att i den mån som vi ser pedagogiken som ett politiskt-moraliskt forskningsområde så finns det skäl att problematisera frågor om det Goda och godhet.

    Jag berör några av de uppfattningar om ”det goda” som har uppmärksammats av forskningen och samtidigt styr delar av dagens utbildningspolitik och lärarutbildning, såsom strävan efter att ”bejaka mångfald”, ”inkludera alla”, ”skapa samförstånd” och se ”det unika” i var och en. Dessa problematiserar jag som pedagogikens artikuleringar av ”den goda demokratin” – en värdering som riskerar att motverka sitt eget syfte emedan den, i likhet med ett flertal andra värden som förs fram som ”pedagogiskt goda”, baserar sig på en outtalad och problematisk värdemonism. Denna värdemonism omfattar antagandet att alla ”egentligen” vill samma goda, eller åtminstone skulle vilja det om de fått en ”vettig bildning” och ”rätt information”. Jag ifrågasätter därigenom också akademins rädsla för att tala om moraliska frågor kring rätt och fel i pedagogiken och aversionen mot att diskutera strävan efter det (pedagogiskt) goda. Det skapar en grogrund för ensidig ”teknisk och rationell godhet” baserad på en tilltro till en neutral utbildning där i princip alla ”goda” värderingar - exempelvis deliberativ demokrati - kan inlemmas och småningom omfattas av alla förutsatt att de presenteras på rätt sätt. Det goda blir då underordnat det redan givna och rätta, styrt av den monistiska tanken att våra värderingar sist och slutligen bottnar i en för alla gemensam grund och ytterst strävar mot ett för alla gemensamt mål. (jfr Susan Mendus 2006; Isaiah Berlin)

    Att uppfatta något som gott innebär inte att man behöver uppfatta det goda som gott för alla och alltid: Det moraliska är i mitt perspektiv varken universellt eller ontologiskt grundat (jfr Raymond Gaita 2004). Däremot menar jag att det är viktigt att pedagogiken problematiserar frågor om godhet och det goda utan att för den skull komma fram till ett svar. Jag för fram tanken att det goda inte kan förväntas ha en källa, snarare flera: Pedagogisk forskning och undervisning utan etiskt intresse och moraliskt allvar riskerar att reducera utbildning till en instrumentell verksamhet och göra läraren till en perifer figur som endast upprätthåller undervisning präglad av drillning och likriktning.

  • 34. von Wright, Moira
    Det relationella perspektivets utmaning: En personlig betraktelse2002In: Att arbeta med särskilt stöd: några perspektiv, Stockholm: Skolverket , 2002, p. 9-20Chapter in book (Other academic)
  • 35.
    von Wright, Moira
    Örebro universitet.
    Edification between self and the world: Bildung as resistance rather than commodity2007Conference paper (Refereed)
  • 36.
    von Wright, Moira
    Örebro universitet.
    Facts, deliberation and the distribution of power2004Conference paper (Other (popular science, discussion, etc.))
  • 37.
    von Wright, Moira
    Örebro universitet.
    Genus och Fysik: Om jämställdhet i läroböcker1998In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 7, no 3, p. 5-28Article in journal (Other academic)
  • 38. von Wright, Moira
    Genus och text: när kan man tala om jämställdhet i fysikläromedel?1999Book (Other academic)
  • 39.
    von Wright, Moira
    Örebro universitet.
    George Herbert Mead: vi måste vara andra för att vara oss själva2004In: Pedagogikkens mange ansikter: pedagogikkens idéhistorie fra antikken til det postmoderne / [ed] Kjetil Steinsholt, Lars Løvlie, Oslo: Universitetsforlaget , 2004, p. 408-420Chapter in book (Other academic)
  • 40.
    von Wright, Moira
    Örebro universitet.
    Going visiting?: Att handla i andras perspektiv2001Report (Other academic)
  • 41.
    von Wright, Moira
    Örebro universitet.
    Has the affinity between pragmatism and education come to a dead end?2006Conference paper (Other academic)
  • 42. von Wright, Moira
    Hur ansvarar kommunerna för de finskspråkiga elevernas språkliga och kunskapsmässiga utveckling?: En utvärdering1999Report (Other academic)
  • 43.
    von Wright, Moira
    Örebro universitet.
    Initiativ och följsamhet i klassrummet: En studie i de pedagogiska villkoren för elevers inflytande, delaktighet och välbefinnande2009Report (Other academic)
    Abstract [sv]

    Åren 2008-2009 genomfördes ett forskningssamarbete, kallat VIVA-projektet, mellan Örebro universitet och Örebro kommun i syfte att belysa barns möjligheter till delaktighet, inflytande och välbefinnande i grundskolan. De teoretiska utgångspunkterna hämtades i intersubjektivitetsteorin och det relationella perspektivet (von Wright, Vad eller vem, Daidalos 2000), och materialet insamlades genom deltagande observationer, intervjuer, videodokumentationer och dokumentstudier. Denna skrift redogör för projektet i sin helhet och fördjupar därefter de frågor som blivit framträdande i de deltagande observationerna i grundskolans klassrum, åk 2-5. Följande frågor är i fokus: Vad innebär barns rätt till inflytande och delaktighet? När sker inflytande och delaktighet i undervisningen? Hur ter sig den pedagogiska situationen med dess asymmetri och paradoxer? Hur bidrar den yttre styrningen till att stödja inflytande, delaktighet och välbefinnande genom skolans planer, kommunens dokument mm. Resultaten problematiseras med hjälp av konkreta exempel.

    Bland de viktigaste resultaten kan nämnas att det i dagens klassrum är svårt för elever att få komma till tals och få erkännande som personer som kan något, och att lärarnas sätt att bemöta eleverna har avgörande betydelse för att genuint inflytande och delaktighet ska uppstå och för att den pedagogiska situationen ska stödja deras välbefinnande. De kommunala styrdokumenten, den ökade fokuseringen på elevers eget arbete och individuella utvecklingsplaner tenderar att skapa oro och förvirring snarare än ökat lärande: individualiseringen riskerar att motverka barns rätt till inflytande och delaktighet. Eleverna föreslås visserligen ofta komma med initiativ, men varken skolan, lärarna/personalen eller den pedagogiska situationen i sin nuvarande utformning förmår ta vara på dessa initiativ - och i praktiken fostras eleverna till följsamhet. Såväl lärare som elever sjuder av vilja och lust till lärande och delaktighet, men situationens yttre och inre villkor motarbetar detta. Lärarna behöver återfå greppet om pedagogiken och det kan inte ske genom direktiv utan kräver ett inre pedagogiskt arbete.

  • 44.
    von Wright, Moira
    Örebro universitet.
    Kanon – inträdesbiljett eller pedagogisk tvångströja?2006In: Ord och bild, ISSN 0030-4492, E-ISSN 1402-2508, no 3-4, p. 132-135Article in journal (Other (popular science, discussion, etc.))
  • 45.
    von Wright, Moira
    Örebro universitet.
    Konfrontation och problematisering i den verbala kommunikationens gränstrakter: G H Mead om undervisning och lärande2007In: Utbildning som kommunikation: deliberativa samtal som möjlighet / [ed] Tomas Englund, Göteborg: Daidalos , 2007, p. 81-96Chapter in book (Other academic)
  • 46.
    von Wright, Moira
    Örebro universitet.
    Kritisk forskning om ”den goda demokratin”2006Conference paper (Other academic)
  • 47. von Wright, Moira
    Kritisk forskning om ”den goda demokratin”2006Report (Other (popular science, discussion, etc.))
  • 48. von Wright, Moira
    Lärarstudenten – en blivande tusenfoting?: Förberedelser inför undervisningssituationens sociala och kommunikativa aspekter1996In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 5, no 2, p. 77-96Article in journal (Other academic)
  • 49.
    von Wright, Moira
    Örebro universitet.
    Moral agency and the limits of the sociocultural perspective2005Conference paper (Other academic)
  • 50.
    von Wright, Moira
    Stockholms universitet.
    Narrative imagination and taking the perspective of others2002In: Studies in Philosophy and Education, ISSN 0039-3746, E-ISSN 1573-191X, Vol. 21, no 4-5, p. 407-416Article in journal (Refereed)
    Abstract [en]

    Narrative imagination, as MarthaNussbaum (1996) discusses it, is ``the abilityto be an intelligent reader of another person'sstory'', an ability tied to being a democraticand cultivated world citizen, one whounderstands the lives of others. Narrativeimagination does not only need knowledge andlogical reasoning but also love and compassion.This article argues that in order to be agenuine tool for democracy, narrativeimagination and consciously taking theperspective of others has to be based on anunderstanding of humans as basicallypluralistic, as homines aperti. Criticalexamination and reflection should be broughtcloser to the lives we live and confront ourhabits and implicit values in order tocultivate us as humans so that we are genuinelyaffected and touched.

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