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Abrandt Dahlgren, MadeleineORCID iD iconorcid.org/0000-0001-5066-8728
Alternative names
Publications (10 of 155) Show all publications
Törnqvist, T., Ekstedt, M., Wiggins Young, S. & Abrandt Dahlgren, M. (2023). Connecting knowledge: First-year health care students learning in early interprofessional tutorials. Journal of Interprofessional Care, 37(5), 758-766
Open this publication in new window or tab >>Connecting knowledge: First-year health care students learning in early interprofessional tutorials
2023 (English)In: Journal of Interprofessional Care, ISSN 1356-1820, E-ISSN 1469-9567, Vol. 37, no 5, p. 758-766Article in journal (Refereed) Published
Abstract [en]

Collaboration across professional boundaries is an essential aspect of health care, and interprofessional education (IPE) is a common way to help increase students collaborative abilities. Research on how and when IPE should be arranged in a curriculum remains, however, inconclusive. How students actually develop interprofessional competencies have been difficult to demonstrate and is still an under-researched area. Studying IPE in context is therefore important to understand its full complexity. This paper examines how students work with scenarios from professional health care contexts when learning together in interprofessional problem-based learning tutorials during the first year of undergraduate education. The data are video-recorded tutorials of students from medicine, nursing, occupational therapy, speech and language pathology, and physiotherapy programmes. The analysis focuses on students discussing their readings of the literature. Drawing on "Communities of Practice," findings show that students discuss and connect professional knowledge, with "brokers" (the tutors) and "boundary objects" (scenarios) supporting the emergence of students professional knowledge. The scenarios, as boundary objects, also enabled the students to turn into brokers themselves. The paper contributes to research on interprofessional learning and offers support for implementing IPE in the early stages of undergraduate education.

Place, publisher, year, edition, pages
TAYLOR & FRANCIS INC, 2023
Keywords
Boundary objects; brokers; communities of practice; interprofessional education; video-analysis
National Category
Pedagogy
Identifiers
urn:nbn:se:liu:diva-191192 (URN)10.1080/13561820.2022.2162021 (DOI)000906335900001 ()36588170 (PubMedID)
Available from: 2023-01-24 Created: 2023-01-24 Last updated: 2024-02-20Bibliographically approved
Jensen, C. B., Norbye, B., Abrandt Dahlgren, M. & Iversen, A. (2023). Getting real in interprofessional clinical placements: patient-centeredness in student teams collaborative learning. Advances in Health Sciences Education, 28, 687-703
Open this publication in new window or tab >>Getting real in interprofessional clinical placements: patient-centeredness in student teams collaborative learning
2023 (English)In: Advances in Health Sciences Education, ISSN 1382-4996, E-ISSN 1573-1677, Vol. 28, p. 687-703Article in journal (Refereed) Published
Abstract [en]

Collaboration between healthcare providers helps tackle the increasing complexity of healthcare. When learning teamwork, interprofessional students are expected to work patient-centered; recognizing the patients expertise and partnering with them. Research on interprofessional education (IPE) for undergraduates has illuminated learning outcomes, organization of learning activities, change in attitudes, etc. But, we know little about the interaction between patients and interprofessional student teams. This study aimed to explore how interprofessional student teams and patients interact in interprofessional clinical placements. With a focused ethnographic approach, participant observation and qualitative interviews were conducted in two contexts; a physical and an online arrangement. Central ideas in Goffmans dramaturgy constituted a theoretical lens. A reflexive thematic analysis generated three themes: (1) Preparing safe and comfortable encounters with patients, (2) Including and excluding the patient in the encounter, and (3) Adjusting to the patients situation. We identified students intentions of patient-centeredness when preparing encounters, but patients did not always feel included and listened to in encounters. After encountering patients, student teams adjusted their teamwork, by changing the team composition or the planned clinical interventions to better meet the patients needs. Notably, team-based patient encounters led to a different view of the patient, their health issues, and how to collaborate. Our findings can inform educators of the importance of addressing patient-centered care in interprofessional learning arrangements. Today, clinical interprofessional placements may not exploit the potential for learning about patient-centeredness. A thematization of this, e.g., in supervision in future clinical placements can ensure an enhanced focus on this in interprofessional teamwork.

Place, publisher, year, edition, pages
Springer, 2023
Keywords
Clinical placement; Collaboration; Interprofessional education; Patient-centered care; Student team; Thematic analysis
National Category
Nursing
Identifiers
urn:nbn:se:liu:diva-190107 (URN)10.1007/s10459-022-10182-y (DOI)000879678700001 ()36342638 (PubMedID)
Note

Funding Agencies|UiT The Arctic University of Norway (University Hospital of North Norway); UiT The Arctic University of Norway

Available from: 2022-11-24 Created: 2022-11-24 Last updated: 2023-10-26Bibliographically approved
Hopwood, N., Gustavsson, J., Blomberg, M. & Abrandt Dahlgren, M. (2022). Double stimulation in healthcare emergencies: fostering expansive, collective tool use through simulation-based continuing professional education. Pedagogy, Culture & Society, 30(1), 71-87
Open this publication in new window or tab >>Double stimulation in healthcare emergencies: fostering expansive, collective tool use through simulation-based continuing professional education
2022 (English)In: Pedagogy, Culture & Society, ISSN 1468-1366, E-ISSN 1747-5104, Vol. 30, no 1, p. 71-87Article in journal (Refereed) Published
Abstract [en]

This paper explains how simulation-based continuing professional education can enable professionals to overcome significant challenges in healthcare practice. It focuses on pedagogies that address conflicts of motives experienced by teams at work by promoting collective use of protocols and an auxiliary motive to collaborate in agile, relational practices. Data relating to a simulation programme (PROBE) associated with reduced injuries in emergency birth situations are examined. The concept of double stimulation informs analysis of simulated scenarios and linked debriefs. PROBE transforms a commonly used protocol from a memory tool used by individuals to an ‘in-between’ tool used expansively and collectively across the birthing team. Crucial to this are diverse epistemic levels of mediation that enable teams to resolve conflicted, high-stakes situations through fluid, responsive interactions. Indications in the data that PROBE pedagogies foster transformative agency among health professionals are highlighted and discussed. The paper thus adds to understanding of how double stimulation as a principle of volitional action can be put to work in continuing professional education.

Place, publisher, year, edition, pages
Routledge, 2022
Keywords
Emergency care; professional learning; simulation; debriefing; workplace learning; midwifery; birth
National Category
Public Health, Global Health, Social Medicine and Epidemiology
Identifiers
urn:nbn:se:liu:diva-174788 (URN)10.1080/14681366.2020.1805496 (DOI)000923939900004 ()2-s2.0-85089585086 (Scopus ID)
Available from: 2021-04-01 Created: 2021-04-01 Last updated: 2023-03-02Bibliographically approved
Törnqvist, T., Tingström, P., Lindh, A. & Abrandt Dahlgren, M. (2022). Students’ Interprofessional Collaboration in Clinical Practice: Ways of Organizing the Patient Encounter. Professions & Professionalism, 11(3)
Open this publication in new window or tab >>Students’ Interprofessional Collaboration in Clinical Practice: Ways of Organizing the Patient Encounter
2022 (English)In: Professions & Professionalism, ISSN 1893-1049, E-ISSN 1893-1049, Vol. 11, no 3Article in journal (Refereed) Published
Abstract [en]

As health care increases its focus on collaborative practice, universities must provide students with opportunities to learn how to collaborate with different professions and translate this knowledge into practice, known as interprofessional education. Simultaneously, researchers struggle to understand the full complexity of interprofessional education and must therefore conduct multiple-site studies, employ observational work, and apply theory throughout the research process.This paper draws on focused ethnographic fieldwork at two different sites focusing on how students organize collaboration during interprofessional clinical placements. Findings indicate that the way students organize their collaboration is intertwined with how patients were introduced during handovers and involved mobilizing knowledge as “betwixt and between” familiar student practices and unfamiliar clinical practices. Findings also show how authentic situations, artifacts and spatial features supported students to mobilize collaboration.

Place, publisher, year, edition, pages
Oslo, Norway: Oslo Metropolitan University - Storbyuniversitetet, 2022
Keywords
Interprofessional education, focused ethnography, practice-theory, clinical placement
National Category
Health Sciences Pedagogy
Identifiers
urn:nbn:se:liu:diva-183645 (URN)10.7577/pp.4289 (DOI)2-s2.0-85124832896 (Scopus ID)
Note

Funding: The study is funded by the Swedish Research Council, 2017-034699.

Available from: 2022-03-15 Created: 2022-03-15 Last updated: 2023-04-12Bibliographically approved
Abrandt Dahlgren, M., Valeskog, K., Johansson, K. & Edelbring, S. (2022). Understanding clinical reasoning: A phenomenographic study with entry-level physiotherapy students. Physiotherapy Theory and Practice, 38(13), 2817-2826
Open this publication in new window or tab >>Understanding clinical reasoning: A phenomenographic study with entry-level physiotherapy students
2022 (English)In: Physiotherapy Theory and Practice, ISSN 0959-3985, E-ISSN 1532-5040, Vol. 38, no 13, p. 2817-2826Article in journal (Refereed) Published
Abstract [en]

Introduction Entry-level students conceptualizations of clinical reasoning can provide a starting point for program planning related to clinical reasoning development with a focus on patient-centered care Objective The aim of the study is to explore how physiotherapy students understand clinical reasoning midway through their education. Nine physiotherapy students were interviewed at the end of their third semester Methods Semi-structured individual interviews were conducted, recorded and transcribed verbatim. A phenomenographic approach to qualitative data analysis, seeking to explore variations in students conceptions was applied Results The students ways of understanding clinical reasoning could be described as: 1) the cognitive process of the physiotherapist; and 2) the relational process of the collaborative partnership between the physiotherapist and the patient. A contrastive analysis shows how the cognitive and relational perspectives are developed through the relationships among three dimensions of clinical reasoning: 1) problem-solving; 2) context of working; and 3) own learning Conclusion By identifying the critical variation in students conceptions of clinical reasoning, focus can be placed on pedagogical arrangements to facilitate students progression toward a person-centered approach.

Place, publisher, year, edition, pages
Taylor & Francis Inc, 2022
Keywords
Clinical reasoning; students; learning; phenomenography; education
National Category
Learning
Identifiers
urn:nbn:se:liu:diva-179855 (URN)10.1080/09593985.2021.1976332 (DOI)000698223400001 ()34544323 (PubMedID)
Available from: 2021-10-05 Created: 2021-10-05 Last updated: 2023-03-01
Lundvall, L.-L. C., Dahlström, N. & Abrandt Dahlgren, M. (2021). Professional Challenges in Medical Imaging for Providing Safe Medical Service. Professions & Professionalism, 11(2), Article ID e3091.
Open this publication in new window or tab >>Professional Challenges in Medical Imaging for Providing Safe Medical Service
2021 (English)In: Professions & Professionalism, ISSN 1893-1049, E-ISSN 1893-1049, Vol. 11, no 2, article id e3091Article in journal (Refereed) Published
Abstract [en]

This study explores the organization of medical physicists’, radiologists’, and radiographers’ professional work and the challenges they encounter ensuring quality and safe medical service within medical imaging. A practice theory perspective was used for data collection, which consisted of 14 open interviews, and data analysis. The concept of tension was used for the interpretation of findings. Three tensions are presented in the findings: 1) between diverse general and practical understandings about the activities in practice; 2) between material-economic conditions and activity in practice, and 3) between discursive-culture conditions and activity in practice. This study found that new technology, economical rationality, and the organisation of work processes lead to fewer face-to-face meetings between different professions. Therefore, medical imaging as dispersed practices misses opportunities for learning across practices, which can lead to patient safety risks. To ensure patient safety, new forms for learning across practices are needed.

Place, publisher, year, edition, pages
Oslo, Norway: Oslo Metropolitan University - Storbyuniversitetet, 2021
Keywords
Medical imaging, professional work, collaborative work, qualitative method, practice theory, tensions
National Category
Nursing
Identifiers
urn:nbn:se:liu:diva-184187 (URN)10.7577/pp.3091 (DOI)2-s2.0-85113345522 (Scopus ID)
Available from: 2022-04-06 Created: 2022-04-06 Last updated: 2023-12-28Bibliographically approved
Strindlund, L., Abrandt Dahlgren, M. & Ståhl, C. (2021). When cooperation turns ugly: exploring the dark side of social capital. Qualitative research in organization and management, 17(5), 1-18
Open this publication in new window or tab >>When cooperation turns ugly: exploring the dark side of social capital
2021 (English)In: Qualitative research in organization and management, ISSN 1746-5648, E-ISSN 1746-5656, Vol. 17, no 5, p. 1-18Article in journal (Refereed) Published
Abstract [en]

Purpose

This article explores theoretical assumptions regarding negative consequences of social capital in the empirical case of a failed cooperation project, and how these consequences are related to processes involving people, structures and environments.

Design/methodology/approach

The article is based on a case study of a cooperation project within municipal labor market services. The methodology followed a theorizing process, where data were collected through ethnographical methods and analyzed in relation to existing concepts from theories describing negative effects of social capital and shadow organizing.

Findings

The results highlight how the development of negative social capital in the project can be understood through three relational processes, namely the social dynamics of insulation, homogenization and escalating commitment. The authors conclude that the quality of social capital is conditional upon complex interactions within social structures. Moreover, the results highlight the importance of studying organizing practices outside explicit structures, in order to identify the development of non-canonical practices and their consequences.

Practical implications

Organizing cooperation projects that aim to bridge professional competencies or organizational boundaries have to be attentive toward informal organizing practices which if remaining unrecognized may grow and threaten the original intentions.

Originality/value

The study makes a theoretical contribution by combining a shadow organizing approach with literature on social capital. This combination proves especially useful for analyzing how organizational dynamics can influence the development of social capital into producing negative effects.

Place, publisher, year, edition, pages
Emerald Publishing Limited, 2021
Keywords
Social capital, Shadow organizing, Cooperation, Social dynamics, Sweden
National Category
Business Administration
Identifiers
urn:nbn:se:liu:diva-175916 (URN)10.1108/QROM-01-2020-1884 (DOI)000654450500001 ()
Note

Funding agencies: Coordination Association in Central Östergötland

Available from: 2021-05-27 Created: 2021-05-27 Last updated: 2022-03-24Bibliographically approved
Wiggins, S., Abrandt Dahlgren, M., Ekstedt, M., Hammar Chiriac, E. & Törnqvist, T. (2020). Breaking the ice: how students present themselves to the group in an interprofessional problem-based learning context. In: Susan M. Bridges, Rintaro Imafuku (Ed.), Interactional Research in Problem-Based Learning.: (pp. 197-222). West Lafayette: Purdue University Press
Open this publication in new window or tab >>Breaking the ice: how students present themselves to the group in an interprofessional problem-based learning context
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2020 (English)In: Interactional Research in Problem-Based Learning. / [ed] Susan M. Bridges, Rintaro Imafuku, West Lafayette: Purdue University Press, 2020, p. 197-222Chapter in book (Refereed)
Abstract [en]

The first time that students meet for a problem-based learning (PBL) tutorial is important for setting the framework for the rest of the PBL process (Hempel & Jern, 2000). This occasion typically involves introducing themselves, meeting the tutor, writing a group contract, and starting work on the first scenario or case. When students are working in interprofessional groups—with peers from other educational programmes—there is the additional complexity of establishing common ground while maintaining one’s own professional focus. It is within this context of interprofessional health education that the current chapter is based. We provide a discursive analysis of the early moments of the first tutorial in which students introduce themselves to their fellow group members. The research question is: How do students present themselves in the first tutorial of a new PBL group in which they come from different professional programmes? In the remainder of the introduction, we situate this work within a broader theoretical and empirical context of work on interprofessional learning and communication, group formation, and academic identities.

Place, publisher, year, edition, pages
West Lafayette: Purdue University Press, 2020
Keywords
Problembaserat lärande
National Category
Psychology
Identifiers
urn:nbn:se:liu:diva-169126 (URN)9781557538048 (ISBN)
Available from: 2020-09-09 Created: 2020-09-09 Last updated: 2020-11-26Bibliographically approved
Reichenpfader, U., Wickström, A., Abrandt Dahlgren, M. & Carlfjord, S. (2020). 'In the hospital all is taken care of': A practice-theoretical approach to understand patients' medication use. Sociology of Health and Illness, 42(1), 50-64
Open this publication in new window or tab >>'In the hospital all is taken care of': A practice-theoretical approach to understand patients' medication use
2020 (English)In: Sociology of Health and Illness, ISSN 0141-9889, Vol. 42, no 1, p. 50-64Article in journal (Refereed) Published
Abstract [en]

Drawing from case examples of medication review implementation in three hospital settings in Sweden, this article examines patients’ medication use. Based on a practice theory approach and utilising data from interviews with patients and participant observation, we reconstruct three practices of everyday medication use centring on accepting, challenging or appropriating medication orders. This article argues that patients’ medication practices are embedded in wider practice arrangements that afford different modes of agency. Reconceptualising patients’ medication use from a practice‐based perspective revealed the meaning‐making, order‐producing and identity‐forming features of these practices. Also, we illustrated how different modes of agency were achieved in patients’ medication practices, suggesting a fluidity of both the meanings attached to and the identities related to medication use. Our findings have practical implications as these practices of medication use can be transformed when altering the arrangements they are embedded in, thus going beyond the clinical encounter.

Place, publisher, year, edition, pages
Wiley-Blackwell Publishing Inc., 2020
Keywords
practice theory, medication use, qualitative methods, hospital ethnography, agency
National Category
Sociology
Identifiers
urn:nbn:se:liu:diva-161290 (URN)10.1111/1467-9566.12985 (DOI)000506959200004 ()31423622 (PubMedID)2-s2.0-85070810146 (Scopus ID)
Funder
Forte, Swedish Research Council for Health, Working Life and Welfare, 2014-4657Medical Research Council of Southeast Sweden (FORSS), 476971, 568651Region Östergötland, 533151, 626451
Note

Funding agencies: Swedish Research Council for Health, Working Life and WelfareSwedish Research CouncilSwedish Research Council for Health Working Life & Welfare (Forte) [2014-4657]; Medical Research Council of Southeast Sweden [568651, 476971]; County Council of Ostergotl

Available from: 2019-10-29 Created: 2019-10-29 Last updated: 2021-04-28Bibliographically approved
Ahn, S.-e., Abrandt Dahlgren, M. & Holmqvist, D. (2020). Lärandeteorier för vuxna (1ed.). In: Andreas Fejes, Karolina Muhrman, Sofia Nyström (Ed.), Om vuxenutbildning och vuxnas studier: en grundbok (pp. 211-230). Lund: Studentlitteratur AB
Open this publication in new window or tab >>Lärandeteorier för vuxna
2020 (Swedish)In: Om vuxenutbildning och vuxnas studier: en grundbok / [ed] Andreas Fejes, Karolina Muhrman, Sofia Nyström, Lund: Studentlitteratur AB, 2020, 1, , p. 380p. 211-230Chapter in book (Other academic)
Abstract [sv]

Syftet med att delta i utbildning är att lära, men lärande kan inbegripa många olika fenomen och förklaras på olika sätt. Hur kan man förstå vuxnas lärande? Det är frågan vi ställer oss i detta kapitel.  

Place, publisher, year, edition, pages
Lund: Studentlitteratur AB, 2020. p. 380 Edition: 1
Keywords
Vuxenutbildning, Vuxenundervisning, Sverige
National Category
Educational Sciences
Identifiers
urn:nbn:se:liu:diva-168392 (URN)9789144133294 (ISBN)
Available from: 2020-08-21 Created: 2020-08-21 Last updated: 2020-09-22Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0001-5066-8728

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