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Abrandt Dahlgren, MadeleineORCID iD iconorcid.org/0000-0001-5066-8728
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Publications (10 of 143) Show all publications
Reichenpfader, U., Wickström, A., Abrandt Dahlgren, M. & Carlfjord, S. (2019). Embedding hospital-based medication review: The conflictual and developmental potential of a practice. Journal of Health Organisation & Management, 33(3), 339-352
Open this publication in new window or tab >>Embedding hospital-based medication review: The conflictual and developmental potential of a practice
2019 (English)In: Journal of Health Organisation & Management, ISSN 1477-7266, E-ISSN 1758-7247, Vol. 33, no 3, p. 339-352Article in journal (Refereed) Published
Abstract [en]

Purpose: The purpose of this paper is to explore the embedding of hospital-based medication review attending to the conflictual and developmental nature of practice. Specifically, this paper examines manifestations of contradictions and how they play out in professional practices and local embedding processes.

Design/methodology/approach: Using ethnographic methods, this paper employs the activity-theoretic notion of contradictions for analyzing the embedding of medication review. Data from participant observation (in total 290?h over 48 different workdays) and 31 semi-structured interviews with different healthcare professionals in two Swedish hospital-based settings (emergency department, department of surgery) are utilized.

Findings: The conflictual and developmental potential related to three interrelated characteristics (contested, fragmented and distributed) of the activity object is shown. The contested nature is illustrated showing different conceptualizations, interests and positions both within and across different professional groups. The fragmented character of medication review is shown by tensions related to the appraisal of the utility of the newly introduced practice. Finally, the distributed character is exemplified through tensions between individual and collective responsibility when engaging in multi-site work. Overall, the need for ongoing ᅵrepairᅵ work is demonstrated.

Originality/value: By using a practice-theoretical approach and ethnographic methods, this paper presents a novel perspective for studying local embedding processes. Following the day-to-day work of frontline clinicians captures the ongoing processes of embedding medication review and highlights the opportunities to learn from contradictions inherent in routine work practices.

Place, publisher, year, edition, pages
Emerald Group Publishing Limited, 2019
Keywords
Patient safety, Qualitative research, Implementation, Medical professions, Ethnographic methods, Medical practice
National Category
Public Health, Global Health, Social Medicine and Epidemiology Nursing
Identifiers
urn:nbn:se:liu:diva-156644 (URN)10.1108/JHOM-09-2018-0268 (DOI)000471054500005 ()2-s2.0-85064750614 (Scopus ID)
Note

Funding agencies:  Swedish Research Council for Health, Working Life and Welfare (Forte) [2014-4657]; Medical Research Council of Southeast Sweden (FORSS) [FORSS-476971, FORSS-568651]; County Council of ostergotland patient safety research fund (Region ostergotlands Medel f

Available from: 2019-05-02 Created: 2019-05-02 Last updated: 2019-07-15Bibliographically approved
Boud, D., Nyström, S., Abrandt Dahlgren, M., Gustavsson, J., Kelly, M. & O’Keeffe, D. (2019). Learning through observation. In: Madeleine Abrandt Dahlgren, Hans Rystedt, Li Felländer-Tsai & Sofia Nyström (Ed.), Interprofessional Simulation in Health Care: Materiality, Embodiment, Interaction (pp. 115-137). Cham: Springer
Open this publication in new window or tab >>Learning through observation
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2019 (English)In: Interprofessional Simulation in Health Care: Materiality, Embodiment, Interaction / [ed] Madeleine Abrandt Dahlgren, Hans Rystedt, Li Felländer-Tsai & Sofia Nyström, Cham: Springer, 2019, p. 115-137Chapter in book (Refereed)
Abstract [en]

This chapter has a particular focus on the observers’ role in simulation-based learning activities. Simulation-based learning is often organised so that participants rotates between active participation in the scenario and participation as observers. The research examples provided show that the conditions for learning are related to the locations where and the ways the observers are situated, and to how the instructions to the observers are formulated. Arguments are put forward that the observers’ role in simulation has unexploited potential for developing skills of noticing.

Place, publisher, year, edition, pages
Cham: Springer, 2019
Series
Professional and Practice-based Learning, ISSN 2210-5549 ; 26
Keywords
Simulation, health care, education
National Category
Other Medical Sciences
Identifiers
urn:nbn:se:liu:diva-159973 (URN)10.1007/978-3-030-19542-7_6 (DOI)9783030195410 (ISBN)9783030195427 (ISBN)
Funder
Swedish Research Council
Available from: 2019-08-30 Created: 2019-08-30 Last updated: 2019-09-04Bibliographically approved
Eikeland Husebø, S., Abrandt Dahlgren, M., Edelbring, S., Nordenström, E., Nordahl Amorøe, T., Rystedt, H. & Dieckmann, P. (2019). Reflecting on Interprofessional Simulation. In: Madeleine Abrandt Dahlgren, Hans Rystedt, Li Felländer-Tsai and Sofia Nyström (Ed.), Reflecting on Interprofessional Simulation: Materiality, Embodiment, Interaction (pp. 139-171). Cham: Springer Publishing Company
Open this publication in new window or tab >>Reflecting on Interprofessional Simulation
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2019 (English)In: Reflecting on Interprofessional Simulation: Materiality, Embodiment, Interaction / [ed] Madeleine Abrandt Dahlgren, Hans Rystedt, Li Felländer-Tsai and Sofia Nyström, Cham: Springer Publishing Company, 2019, p. 139-171Chapter in book (Refereed)
Abstract [en]

This chapter explores and discusses how models of debriefing can support interprofessional learning in simulation-based education activities. The role of video as a tool for feedback and reflection is described and the ways video can be integrated in the learning environment to optimize opportunities for learning.

Place, publisher, year, edition, pages
Cham: Springer Publishing Company, 2019
Series
Professional and Practice-based Learning, ISSN 2210-5549, E-ISSN 2210-5557 ; 26
National Category
Learning Didactics Media and Communication Technology Pedagogy Pedagogical Work
Identifiers
urn:nbn:se:liu:diva-160005 (URN)10.1007/978-3-030-19542-7_7 (DOI)9783030195410 (ISBN)9783030195427 (ISBN)
Available from: 2019-09-02 Created: 2019-09-02 Last updated: 2019-09-02Bibliographically approved
Abrandt Dahlgren, M., Rystedt, H., Felländer-Tsai, L. & Nyström, S. (Eds.). (2019). Simulation in Health Care: Materiality, Embodiment, Interaction (1ed.). Cham: Hans Rystedt
Open this publication in new window or tab >>Simulation in Health Care: Materiality, Embodiment, Interaction
2019 (English)Collection (editor) (Refereed)
Abstract [en]

Series editors abstract:

A key goal of this book series is to contribute to discussions about and processes for improving the enactment of occupational capacities through professional practice- based experiences. A related goal is associated with understanding and enhancing the contributions that different kinds of experiences can make to the formation and continuity of those occupational practices. The volumes in this series have contrib- uted a range of perspectives, approaches and outcomes to these discussions. This volume continues that tradition through considerations of how simulation-based activities can contribute to enhancing occupational practices in which working and learning progresses inter- and intra-professionally within healthcare settings. The procedural concern here is to enhance patient safety through improving the quality of collaborative working and learning by healthcare workers. The conceptual concern here is to understand how such working and learning can be understood more fully as a process of interdependence amongst practitioners, and how such co- working and learning progresses, in what ways and for what outcomes. Added here are the ways in which technology comes to mediate and support that process. Perhaps only through such considerations, focused empirical work and detailed analysis will our understanding of human capacities, their enactment and evaluation transcend from either wholly individualised or wholly socialised accounts.

The sections comprising this book are drawn from a large collaborative study hosted by three institutions that have longer and solid traditions of making contribu- tions to understanding the development of professional capacities through interpro- fessional practices (i.e. Linkoping), dedicated focuses on improving healthcare practices (Karolinska) and the use of technology in working and learning (Gothenburg). These collaborations have been informed and enriched by contribu- tors from other institutions who bring explanatory concepts. The attempt to utilise, accommodate and optimise these different contributions is exercised within the organisation of the sections of the book and chapters within it, highlighted by a process of dual considerations and separate commentaries. Each of these sections provides an overview, statements about procedural matters (e.g. how to conduct inquiries or how to analyse data), proposing and advancing particular explanatory accounts, and also offering perspectives on how educational or work practice might be enhanced. This structuring is particularly helpful as it provides focused consid- erations of particular phenomena (e.g. team-based approaches to simulation, use of video recordings, doing simulations) through description, analysis and commentary.

In these ways, this volume offers contributions to discussions about the goals for, processes of and outcomes of professional and practice-based learning in a manner that is highly consistent with the ambitions of this book series.

Place, publisher, year, edition, pages
Cham: Hans Rystedt, 2019. p. 211 Edition: 1
Series
Professional and Practice-based Learning, ISSN 2210-5549, E-ISSN 2010-5557 ; 26
National Category
Social Sciences Medical and Health Sciences
Identifiers
urn:nbn:se:liu:diva-159976 (URN)10.1007/978-3-030-19542-7 (DOI)9783030195410 (ISBN)9783030195427 (ISBN)
Funder
Swedish Research Council, 2012-05450
Available from: 2019-08-30 Created: 2019-08-30 Last updated: 2019-09-04Bibliographically approved
Abrandt Dahlgren, M., Nordenström, E., Rooney, D. & Rystedt, H. (2019). Video as a Tool for Researching Simulation Practices. In: Madeleine Abrandt Dahlgren, Hans Rystedt, Li Felländer-Tsai and Sofia Nyström (Ed.), Video as a Tool for Researching Simulation Practices: Materiality, Embodiment, Interaction (pp. 31-55). Cham: Springer Publishing Company
Open this publication in new window or tab >>Video as a Tool for Researching Simulation Practices
2019 (English)In: Video as a Tool for Researching Simulation Practices: Materiality, Embodiment, Interaction / [ed] Madeleine Abrandt Dahlgren, Hans Rystedt, Li Felländer-Tsai and Sofia Nyström, Cham: Springer Publishing Company, 2019, p. 31-55Chapter in book (Refereed)
Abstract [en]

This chapter provides examples of how arrangements for collection and analyses of video data were organized across different sites. The common approach to data collection builds on established methods for recording of audiovisual materials in the social sciences with a focus on interaction and learning. The chapter describes how arrangements for data collection across different sites were organised, and how video analysis can be used as a method for collaborative analysis of practices. One approach is entitled purposeful approach to collaborative data analysis. A second approach draws on video-based studies of situated action, and a third approach of analysis is the use of qualitatively different readings of the same data. One does not replace the other, but rather draws out different features.

Place, publisher, year, edition, pages
Cham: Springer Publishing Company, 2019
Series
Professional and Practice-based Learning, ISSN 2210-5549, E-ISSN 2210-5557 ; 26
National Category
Computer and Information Sciences Pedagogy Media and Communication Technology
Identifiers
urn:nbn:se:liu:diva-160004 (URN)10.1007/978-3-030-19542-7_3 (DOI)9783030195410 (ISBN)9783030195427 (ISBN)
Available from: 2019-09-02 Created: 2019-09-02 Last updated: 2019-09-02Bibliographically approved
Wiggins, S., Abrandt Dahlgren, M., Ekstedt, M., Hammar Chiriac, E., Larsson Torstensdotter, G. & Törnqvist, T. (2018). Being a professional, or just being a student? A discursive analysis of video-recorded interprofessional learning tutorials in a medical faculty. In: : . Paper presented at NU2018, 9-11 oktober 2018, Västerås, Sweden. Västerås
Open this publication in new window or tab >>Being a professional, or just being a student? A discursive analysis of video-recorded interprofessional learning tutorials in a medical faculty
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2018 (English)Conference paper, Oral presentation only (Other academic)
Place, publisher, year, edition, pages
Västerås: , 2018
National Category
Educational Sciences
Identifiers
urn:nbn:se:liu:diva-152174 (URN)
Conference
NU2018, 9-11 oktober 2018, Västerås, Sweden
Available from: 2018-10-19 Created: 2018-10-19 Last updated: 2018-10-31
Reichenpfader, U., Wickström, A., Nilsen, P., Abrandt Dahlgren, M. & Carlfjord, S. (2018). Medi(c)ation work in the emergency department: Making standardized practice work. Professions & Professionalism, 8(2), Article ID e2298.
Open this publication in new window or tab >>Medi(c)ation work in the emergency department: Making standardized practice work
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2018 (English)In: Professions & Professionalism, ISSN 1893-1049, E-ISSN 1893-1049, Vol. 8, no 2, article id e2298Article in journal (Refereed) Published
Abstract [en]

Medication review, the systematic examination of an individual patient’s medicines in order to improve medication therapy, has been advocated as an important patient safety measure. Despite widespread use, little is known about how medication review is conducted when implemented in routine health care. Drawing from an ethnographic case study in a Swedish emergency department and using a practice-based approach, we examine how medication review is practically accomplished and how knowledge is mobilized in everyday practice. We show how physicians construct and negotiate medication safety through situated practices and thereby generate knowledge through mundane activities. We illustrate the centrality of practitioners’ collective reflexive work when co-constructing meaning and argue here that practitioners’ local adaptations can serve as important prerequisites to make “standardized” practice function in everyday work. Organizations need to build a practical capacity to support practitioners’ work-based learning in messy and time-pressured  health care  settings.

Keywords
practice-based study, ethnography, practical knowledge, professional practice, medication review, implementation, patient safety
National Category
Other Health Sciences
Identifiers
urn:nbn:se:liu:diva-151815 (URN)10.7577/pp.2298 (DOI)
Available from: 2018-10-04 Created: 2018-10-04 Last updated: 2019-05-01
Wiggins, S., Abrandt Dahlgren, M., Ekstedt, M., Hammar Chiriac, E., Larsson Torstensdotter, G. & Törnqvist, T. (2018). On doing ‘being a student amongst other kinds of students’: Managing academic identities in an interprofessional tutorial group. In: : . Paper presented at 5th International Conference on Conversation Analysis (ICCA),15 July 2018, Loughborough University, UK.
Open this publication in new window or tab >>On doing ‘being a student amongst other kinds of students’: Managing academic identities in an interprofessional tutorial group
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2018 (English)Conference paper, Oral presentation only (Other academic)
National Category
Psychology Pedagogy
Identifiers
urn:nbn:se:liu:diva-152177 (URN)
Conference
5th International Conference on Conversation Analysis (ICCA),15 July 2018, Loughborough University, UK
Available from: 2018-10-19 Created: 2018-10-19 Last updated: 2018-10-31
Abrandt Dahlgren, M., Gustavsson, M. & Fejes, A. (2018). Professional practice, education and learning: A sociomaterial perspective. Studies in Continuing Education, 40(3), 239-241
Open this publication in new window or tab >>Professional practice, education and learning: A sociomaterial perspective
2018 (English)In: Studies in Continuing Education, ISSN 0158-037X, E-ISSN 1470-126X, Vol. 40, no 3, p. 239-241Article in journal, Editorial material (Other academic) Published
Place, publisher, year, edition, pages
Taylor & Francis, 2018
National Category
Pedagogy
Identifiers
urn:nbn:se:liu:diva-150401 (URN)10.1080/0158037X.2018.1508174 (DOI)000442433800001 ()
Available from: 2018-08-22 Created: 2018-08-22 Last updated: 2019-09-16Bibliographically approved
Abrandt Dahlgren, M., Gustavsson, M. & Fejes, A. (Eds.). (2017). Book of Abstracts: 3rd International ProPEL Conference 2017, 14-16 June 2017, Hosted by Linköping University, Sweden. Paper presented at 3rd International ProPEL Conference 201714-16 June 2017, Linköping University, Sweden. Linköping: Linköping University Electronic Press
Open this publication in new window or tab >>Book of Abstracts: 3rd International ProPEL Conference 2017, 14-16 June 2017, Hosted by Linköping University, Sweden
2017 (English)Conference proceedings (editor) (Other academic)
Place, publisher, year, edition, pages
Linköping: Linköping University Electronic Press, 2017. p. 81
National Category
Pedagogy Learning
Identifiers
urn:nbn:se:liu:diva-148794 (URN)
Conference
3rd International ProPEL Conference 201714-16 June 2017, Linköping University, Sweden
Available from: 2018-06-19 Created: 2018-06-19 Last updated: 2019-09-16Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0001-5066-8728

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