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Gustavsson, Johanna
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Publications (10 of 31) Show all publications
Nyström, S., Dahlberg, J., Edelbring, S., Hult, H. & Abrandt Dahlgren, M. (2017). Continuing professional development: pedagogical practices of interprofessional simulation in health care. Studies in Continuing Education, 39(3), 303-319
Open this publication in new window or tab >>Continuing professional development: pedagogical practices of interprofessional simulation in health care
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2017 (English)In: Studies in Continuing Education, ISSN 0158-037X, E-ISSN 1470-126X, Vol. 39, no 3, p. 303-319Article in journal (Refereed) Published
Abstract [en]

The increasing complexity of health care practice makes continuing professional development (CPD) essential for health care professionals. Simulation-based training is a CPD activity that is often applied to improve interprofessional collaboration and the quality of care. The aim of this study is to explore simulation as a pedagogical practice for the CPD of health care professionals. Specifically, the study focuses on how a professional development activity, the simulation, is enacted to support interprofessional collaboration and learning. A practice theory perspective is used as the theoretical framework. In this, the professional practice is conceptualised as being embodied, relational and situated in sociomaterial arrangements. Ten introduction and reflection sessions following interprofessional full-scale manikin-based simulations with professionals were video-recorded. The recordings were analysed following a stepwise qualitative collaborative approach developed for the purpose. The key findings suggest that the professional competence activity is enacted and interconnected with and governed by historical traditions of institutional teaching practices as well as simulation practices. Despite the intentions of team and interprofessional training, the institutional teaching and simulation practices constrain and hinder the intended outcomes of professional development in interprofessional collaboration.

Place, publisher, year, edition, pages
Routledge, 2017
Keywords
Continuing professional development, healthcare, interprofessional collaboration, simulation, practice theory, qualitative video analysis
National Category
Pedagogy
Identifiers
urn:nbn:se:liu:diva-138028 (URN)10.1080/0158037X.2017.1333981 (DOI)000410888200005 ()
Funder
Swedish Research Council
Note

Funding agencies: Swedish Research Council

Available from: 2017-06-07 Created: 2017-06-07 Last updated: 2018-04-18Bibliographically approved
Escher, C., Rystedt, H., Creutzfeldt, J., Meurling, L., Nyström, S., Dahlberg, J., . . . Abrandt Dahlgren, M. (2017). Method matters: impact of in-scenario instruction on simulation-based teamwork training. Advances in Simulation, 2(25)
Open this publication in new window or tab >>Method matters: impact of in-scenario instruction on simulation-based teamwork training
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2017 (English)In: Advances in Simulation, E-ISSN 2059-0628, Vol. 2, no 25Article in journal (Refereed) Published
Abstract [en]

Background

The rationale for introducing full-scale patient simulators in training to improve patient safety is to recreate clinical situations in a realistic setting. Although high-fidelity simulators mimic a wide range of human features, simulators differ from the body of a sick patient. The gap between the simulator and the human body implies a need for facilitators to provide information to help participants understand scenarios. The authors aimed at describing different methods that facilitators in our dataset used to provide such extra scenario information and how the different methods to convey information affected how scenarios played out.

Methods

A descriptive qualitative study was conducted to examine the variation of methods to deliver extra scenario information to participants. A multistage approach was employed. The authors selected film clips from a shared database of 31 scenarios from three participating simulation centers. A multidisciplinary research team performed a collaborative analysis of representative film clips focusing on the interplay between participants, facilitators, and the physical environment. After that, the entire material was revisited to further examine and elaborate the initial findings.

Results

The material displayed four distinct methods for facilitators to convey information to participants in simulation-based teamwork training. The choice of method had impact on the participating teams regarding flow of work, pace, and team communication. Facilitators’ close access to the teams’ activities when present in the simulation suite, either embodied or disembodied in the simulation, facilitated the timing for providing information, which was critical for maintaining the flow of activities in the scenario. The mediation of information by a loudspeaker or an earpiece from the adjacent operator room could be disturbing for team communication.

Conclusions

In-scenario instruction is an essential component of simulation-based teamwork training that has been largely overlooked in previous research. The ways in which facilitators convey information about the simulated patient have the potential to shape the simulation activities and thereby serve different learning goals. Although immediate timing to maintain an adequate pace is necessary for professionals to engage in training of medical emergencies, novices may gain from a slower tempo to train complex clinical team tasks systematically.

Place, publisher, year, edition, pages
BioMed Central, 2017
Keywords
Crew resource management; Cueing; Facilitator; Fidelity; Healthcare; Instructor; Interprofessional education; Simulation; Teamwork; Video analysis
National Category
Interaction Technologies
Identifiers
urn:nbn:se:liu:diva-146346 (URN)10.1186/s41077-017-0059-9 (DOI)29450026 (PubMedID)
Available from: 2018-04-07 Created: 2018-04-07 Last updated: 2018-05-04Bibliographically approved
Nyström, S., Dahlberg, J., Edelbring, S., Hult, H. & Abrandt Dahlgren, M. (2016). Debriefing practices in interprofessional simulation with students: A sociomaterial perspective. BMC Medical Education, 16(148), 1-8
Open this publication in new window or tab >>Debriefing practices in interprofessional simulation with students: A sociomaterial perspective
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2016 (English)In: BMC Medical Education, ISSN 1472-6920, E-ISSN 1472-6920, Vol. 16, no 148, p. 1-8Article in journal (Refereed) Published
Abstract [en]

Background: The debriefing phase is an important feature of simulation activities for learning. This study applies a sociomaterial perspective on debriefing in interprofessional simulation with medical and nursing students. Sociomaterial perspectives are increasingly being used in order to understand professional practice and learning in new ways, conceptualising professional practice as being embodied, relational and situated in sociomaterial relations. The aim of the study is to explore how debriefing is carried out as a practice supporting students’ interprofessional learning.

Methods: Eighteen debriefing sessions following interprofessional full-scale manikin-based simulation with nursing and medical students from two different universities were video-recorded and analysed collaboratively by a team of researchers, applying a structured scheme for constant comparative analysis.

Results: The findings show how debriefing is intertwined with, and shaped by social and material relationships. Two patterns of enacting debriefing emerged. Debriefing as algorithm was enacted as a protocol-based, closed inquiry approach. Debriefing as laissez-faire was enacted as a loosely structured collegial conversation with an open inquiry approach.

Conclusion: The findings indicate that neither an imposed structure of the debriefing, nor the lack of structure assured interprofessional collaboration to emerge as a salient topic for reflection, even though that was an explicit learning objective for the simulation. 

Place, publisher, year, edition, pages
BioMed Central, 2016
Keywords
Simulation, Undergraduate health professions education, Multiprofessional, Professionalism, Medical education research methodology
National Category
Pedagogy
Identifiers
urn:nbn:se:liu:diva-128252 (URN)10.1186/s12909-016-0666-5 (DOI)000375990000001 ()27189483 (PubMedID)
Note

Funding agencies: Swedish Research Council

Available from: 2016-05-24 Created: 2016-05-24 Last updated: 2017-11-30
Nyström, S., Dahlberg, J., Hult, H. & Abrandt Dahlgren, M. (2016). Enacting simulation: A sociomaterial perspective on students’ interprofessional collaboration. Journal of Interprofessional Care, 30(4), 441-447
Open this publication in new window or tab >>Enacting simulation: A sociomaterial perspective on students’ interprofessional collaboration
2016 (English)In: Journal of Interprofessional Care, ISSN 1356-1820, E-ISSN 1469-9567, Vol. 30, no 4, p. 441-447Article in journal (Refereed) Published
Abstract [en]

Full-scale simulation exercises are becoming more common as an educational feature of the under- graduate training of health professionals. This study explores how interprofessional collaboration is enacted by the participating students. Practice theory is used as the theoretical framework for a field study of two naturalistic educational settings, when medical and nursing students come together to practice in a simulated emergency situation, where a manikin is replacing the patient. Eighteen sessions of simulations were observed, and data were collected through standardised video recordings that were analysed collaboratively. To ensure transparency and scientific rigour, a stepwise constant comparative analysis was conducted, in which individual observations within and across single video recordings were compared, negotiated and eventually merged. The findings show that the student teams relate to the manikin as a technical, medical, and human body, and that interprofessional knowings and enactments emerge as a fluid movement between bodily positioning in synchrony and bodily positioning out of synchrony in relation to the sociomaterial arrangements. The findings are related to contemporary theorisations of practice comprising an integrated view of body and mind, and it is discussed how the findings can be used in simulation exercises to support participants’ learning in new ways. 

Place, publisher, year, edition, pages
Taylor & Francis, 2016
Keywords
Healthcare; interprofessional collaboration; learning; practice theory; qualitative video analysis; simulation education
National Category
Learning Pedagogy
Identifiers
urn:nbn:se:liu:diva-128254 (URN)10.3109/13561820.2016.1152234 (DOI)000379539100006 ()27197005 (PubMedID)
Note

Funding agencies: Swedish Research Council

Available from: 2016-05-24 Created: 2016-05-24 Last updated: 2017-11-30
Nyström, S., Dahlberg, J., Hult, H. & Abrandt Dahlgren, M. (2016). Observing of interprofessional collaboration in simulation: A socio-material approach. Journal of Interprofessional Care, 30(6), 710-716
Open this publication in new window or tab >>Observing of interprofessional collaboration in simulation: A socio-material approach
2016 (English)In: Journal of Interprofessional Care, ISSN 1356-1820, E-ISSN 1469-9567, Vol. 30, no 6, p. 710-716Article in journal (Refereed) Published
Abstract [en]

Simulation exercises are becoming more common as an educational feature of the undergraduate training of health professionals. Not all students participate in these activities, but are assigned as observers of the actual simulation. This article presents a study that explored how social-material arrangements for observation of interprofessional collaboration in a simulated situation are enacted and how these observations are thematised and made relevant for learning. The empirical data consisted of 18 standardised video recordings of medical and nursing students observing their peer students simulate. Practice theory is used to show how observation is embodied, relational, and situated in social-material relations. The findings show two emerging ways of enacting observation—proximate observation and distant observation. The enactments are characterised by different socio-material arrangements concerning the location where the simulation took place and its material set-up as well as embodied “doings” and “relatings” between the observing students and instructors. The observing students are participating in a passive, normative position as an audience and as judges of what is correct professional behaviour.

Place, publisher, year, edition, pages
Taylor & Francis, 2016
Keywords
Healthcare, interprofessional collaboration, observation, practice theory, qualitative video analysis, simulation education
National Category
Pedagogy
Identifiers
urn:nbn:se:liu:diva-130479 (URN)10.1080/13561820.2016.1203297 (DOI)000387546800004 ()27436691 (PubMedID)
Projects
SIMIPL
Funder
Swedish Research Council
Note

Funding agencies: Swedish Research Council

Available from: 2016-08-09 Created: 2016-08-09 Last updated: 2017-11-28
Lindh Falk, A., Dahlberg, J., Ekstedt, M., Heslyk, A., Whiss, P. & Abrandt Dahlgren, M. (2015). Creating spaces for interprofessional learning: Strategic revision of a common IPL curriculum in undergraduate programs. In: Andre Vyt, Majda Pahor, Tiina Tervaskanto-Maentausta (Ed.), Interprofessional Education in Europe: Policy and Practice: (pp. 49-66). Antwerpen: Garant Publishers Limited
Open this publication in new window or tab >>Creating spaces for interprofessional learning: Strategic revision of a common IPL curriculum in undergraduate programs
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2015 (English)In: Interprofessional Education in Europe: Policy and Practice / [ed] Andre Vyt, Majda Pahor, Tiina Tervaskanto-Maentausta, Antwerpen: Garant Publishers Limited , 2015, p. 49-66Chapter in book (Refereed)
Place, publisher, year, edition, pages
Antwerpen: Garant Publishers Limited, 2015
National Category
Sociology (excluding Social Work, Social Psychology and Social Anthropology)
Identifiers
urn:nbn:se:liu:diva-125288 (URN)9789044133349 (ISBN)
Available from: 2016-02-19 Created: 2016-02-19 Last updated: 2016-11-21Bibliographically approved
Gjessing, K., Torgé, C. J., Hammar, M., Dahlberg, J. & Faresjö, T. (2014). Improvement of quality and safety in health care as a new interprofessional learning module – evaluation from students. Journal of Multidisciplinary Healthcare (7), 341-347
Open this publication in new window or tab >>Improvement of quality and safety in health care as a new interprofessional learning module – evaluation from students
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2014 (English)In: Journal of Multidisciplinary Healthcare, ISSN 1178-2390, E-ISSN 1178-2390, no 7, p. 341-347Article in journal (Refereed) Published
Abstract [en]

Background: Interprofessional teamwork is in many ways a norm in modern health care, and needs to be taught during professional education.

Description: This study is an evaluation of a newly introduced and mandatory learning module where students from different health profession programs used Improvement of Quality and Safety as a way to develop interprofessional competence in a real-life setting. The intention of this learning module was to integrate interprofessional teamwork within the students' basic education, and to give students a basic knowledge about Improvement of Quality and Safety. This report focuses on evaluations from the participating students (n=222), mainly medical and nursing students.

Materials and methods: To evaluate this new learning module, a questionnaire was developed and analyzed using a mixed methods design, integrating both qualitative and quantitative methods. The evaluation addressed learning concepts, learning objectives, and interprofessional and professional development.

Results and conclusion: A majority of students responded positively to the learning module as a whole, but many were negative towards specific parts of the learning module and its implementation. Medical students and male students were less positive towards this learning module. Improvements and alterations were suggested. 

Place, publisher, year, edition, pages
Dove Press, 2014
Keywords
interprofessional education, quality improvement, IQS, problem-based learning
National Category
Other Medical Sciences not elsewhere specified
Identifiers
urn:nbn:se:liu:diva-109088 (URN)10.2147/JMDH.S62619 (DOI)25125983 (PubMedID)2-s2.0-84907373088 (Scopus ID)
Available from: 2014-08-07 Created: 2014-08-07 Last updated: 2017-12-05Bibliographically approved
Carlfjord, S., Berglund, E. & Dahlberg, J. (2013). Health care student teams participating in Quality Improvement - A large scale implementation in collaboration between University and County council. Paper presented at Nordic Conference on Implementation of Evidence-Based Practice, February 5-6, 2013, Linköping, Sweden.
Open this publication in new window or tab >>Health care student teams participating in Quality Improvement - A large scale implementation in collaboration between University and County council
2013 (English)Conference paper, Oral presentation only (Other academic)
Abstract [en]

Introduction

In Health care we always need to improve patient quality and safety. Therefore from an employer’s perspective, it is very important that future employees have knowledge about Quality Improvement (QI) work. Together the Faculty of Health Sciences of Linköping University and the County Council of Östergötland have designed a learning experience where undergraduate students participate and learn about QI work in clinical practice.

 

Methods

Our two organizations started this project together in 2006 with an investigation. Then we begun the work with each semester as a testcycle which were evaluated. After decisions and planning we started in full scale in January 2011. Each semester, about 300 undergraduate students, in interprofessional teams, learn about Quality Improvement in 45 clinical settings, supervised by a tutor and a member of the clinical team.

 

Results

Since we started the outcome of the project is measured as improvement in

student, staff and patient value. The results have been used to continuously improve the project itself. The satisfaction in the different groups has improved over time. We will show data of this at the presentation.

 

Discussion

This is an example of large scale implementation in two different organizations. There are also a lot of interests involved, students, tutors, staff, patients and leaders in our two companies.

In the workshop experiences from this large scale implementation performed in cooperation between the university and the health care providers will be described. One of the student projects will also be presented. After that we invite to a discussion with the audience regarding the project and to problematize around large scale implementation. Our suggested time table is 45 min for presentation and 45 minutes for questions and discussion.

We also plan for more presentations of student projects in poster format to be shown in the lecture hall.

National Category
Medical and Health Sciences
Identifiers
urn:nbn:se:liu:diva-89962 (URN)
Conference
Nordic Conference on Implementation of Evidence-Based Practice, February 5-6, 2013, Linköping, Sweden
Available from: 2013-03-12 Created: 2013-03-12 Last updated: 2013-09-30
Forman, D., Fyfe, S. & Dahlberg, J. (2012). Challenges when designing, implementing and revising curricula for interprofessional learning. How, what, and for whom?. Paper presented at Towards Unity for Health, 9-14 of October, 2012, Thunder Bay, Northern Ontario, Canada.
Open this publication in new window or tab >>Challenges when designing, implementing and revising curricula for interprofessional learning. How, what, and for whom?
2012 (English)Conference paper, Oral presentation with published abstract (Other (popular science, discussion, etc.))
Abstract [en]

In the reports by the World Health Organisation (2008) and (2010) the need to provide an interprofessional service is highlighted as imperative if we are to meet the challenges of health service delivery into the future. Providing an undergraduate interprofessional curriculum which focuses on the need of the client is we believe a means to improving the quality and efficacy of patient outcome.

Curtin University, Australia has started their implementation process utilizing a common core curriculum in the first year, interactive case based workshops throughout the year of study of its 18 health professional groups and in clinical practice where it has 20 interprofessional placement opportunities for students. Curtin is now developing an undergraduate medical curriculum and will be ensuring its graduates are equipped to be “doctors for the future” by incorporating interprofessional curricula and practice provision to the programme. Linkoping University, Sweden is in a process of revising their curricula for interprofessional learning, which has been successfully provided for the last 25 years.

This oral paper will address the following questions when considering each of these developments:

What are the challenges, and what are the processes to manage? What should be the interprofessional subjects for students in health care education? How should the education be designed? What are the learning methodologies which are most appropriate? How can interprofessional placements be designed for such a variety of professional groups? What models of health care will result as these new practitioners enter into the workforce? How will we evaluate this provision?

Keywords
interprofessional, curriculum
National Category
Learning
Identifiers
urn:nbn:se:liu:diva-84578 (URN)
Conference
Towards Unity for Health, 9-14 of October, 2012, Thunder Bay, Northern Ontario, Canada
Available from: 2012-10-13 Created: 2012-10-13 Last updated: 2012-10-17
Abrandt Dahlgren, M., Dahlgren, L. O. & Dahlberg, J. (2012). Learning professional practice through education (1ed.). In: Paul Hager, Ann Reich & Alison Lee (Ed.), Practice, Learning and Change: Practice-theory perspectives on professional learning.. Dordrecht: Springer Publishing Company
Open this publication in new window or tab >>Learning professional practice through education
2012 (English)In: Practice, Learning and Change: Practice-theory perspectives on professional learning. / [ed] Paul Hager, Ann Reich & Alison Lee, Dordrecht: Springer Publishing Company, 2012, 1Chapter in book (Other academic)
Abstract [en]

The three concepts central to this volume--practice, learning and change--have received very different treatments in the educational literature, an oversight directly confronted here. While learning and change have been extensively theorised, their various contexts articulated and analysed, practice is notably underrepresented. Where much of the literature on learning and change takes the notion of 'practice' as an unexamined given, its co-location as a term with various classifiers, as in 'legal practice' and 'teaching practice', render it curiously devoid of semantic force. In this book, 'practice' is the super-ordinate organising idea. Drawing on what has been termed the 'practice turn in contemporary theory', the work develops a conceptual framework for researching learning in, and on, practice. It challenges received notions of practice, questioning the assumptions, elisions, conflations and silences on the subject. In so doing, it offers fresh insights into learning and change, and how they relate to practice. In tandem with this conceptual work, the book details site-ontological studies of practice and learning in diverse professional and workplace contexts, examining the work of occupations as various as doctors, chefs and orchestral musicians. It demonstrates the value of theorising practice, learning and change, as well as exploring the connections between them amid our evolving social and institutional structures.

Place, publisher, year, edition, pages
Dordrecht: Springer Publishing Company, 2012 Edition: 1
Keywords
Education, Education, Higher, Adult education, Professional & Vocational Education, Lifelong Learning/Adult Education
National Category
Social Sciences Educational Sciences
Identifiers
urn:nbn:se:liu:diva-78112 (URN)978-9-4007-4773-9 (ISBN)
Note

Boken utges 31 juli 2012

Available from: 2012-06-07 Created: 2012-06-07 Last updated: 2014-11-12Bibliographically approved
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