liu.seSearch for publications in DiVA
Endre søk
Begrens søket
1234567 1 - 50 of 734
RefereraExporteraLink til resultatlisten
Permanent link
Referera
Referensformat
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • oxford
  • Annet format
Fler format
Språk
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Annet språk
Fler språk
Utmatningsformat
  • html
  • text
  • asciidoc
  • rtf
Treff pr side
  • 5
  • 10
  • 20
  • 50
  • 100
  • 250
Sortering
  • Standard (Relevans)
  • Forfatter A-Ø
  • Forfatter Ø-A
  • Tittel A-Ø
  • Tittel Ø-A
  • Type publikasjon A-Ø
  • Type publikasjon Ø-A
  • Eldste først
  • Nyeste først
  • Skapad (Eldste først)
  • Skapad (Nyeste først)
  • Senast uppdaterad (Eldste først)
  • Senast uppdaterad (Nyeste først)
  • Disputationsdatum (tidligste først)
  • Disputationsdatum (siste først)
  • Standard (Relevans)
  • Forfatter A-Ø
  • Forfatter Ø-A
  • Tittel A-Ø
  • Tittel Ø-A
  • Type publikasjon A-Ø
  • Type publikasjon Ø-A
  • Eldste først
  • Nyeste først
  • Skapad (Eldste først)
  • Skapad (Nyeste først)
  • Senast uppdaterad (Eldste først)
  • Senast uppdaterad (Nyeste først)
  • Disputationsdatum (tidligste først)
  • Disputationsdatum (siste først)
Merk
Maxantalet träffar du kan exportera från sökgränssnittet är 250. Vid större uttag använd dig av utsökningar.
  • 1.
    Agren, Susanna
    et al.
    Linköpings universitet, Institutionen för medicin och hälsa, Avdelningen för omvårdnad. Linköpings universitet, Hälsouniversitetet.
    Jaarsma, Tiny
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Hälsa, Aktivitet, Vård (HAV). Linköpings universitet, Hälsouniversitetet.
    Strömberg, Anna
    Linköpings universitet, Institutionen för medicin och hälsa, Avdelningen för omvårdnad. Linköpings universitet, Hälsouniversitetet. Östergötlands Läns Landsting, Hjärt- och Medicincentrum, Kardiologiska kliniken US.
    Luttik, ML
    Caregiving tasks and caregiver burden over time: effects of an intervention for patients with post-operative heart failure and their partners.2014Konferansepaper (Fagfellevurdert)
  • 2.
    Aho, Anna Carin
    et al.
    Linnaeus Univ, Dept Hlth & Caring Sci, Vaxjo, Sweden.
    Hultsjö, Sally
    Cty Hosp, Psychiat Clin, Jonkoping, Sweden.
    Hjelm, Katarina
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Hälsa, Aktivitet, Vård (HAV). Linköpings universitet, Hälsouniversitetet.
    Young adults' experiences of living with recessive limb-girdle muscular dystrophy from a salutogenic orientation: an interview study.2015Inngår i: Disability and Rehabilitation, ISSN 0963-8288, E-ISSN 1464-5165, Vol. 37, nr 22, s. 2083-2091Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    To describe young adults' experiences of living with recessive limb-girdle muscular dystrophy (LGMD2) from a salutogenic orientation. Methods: A qualitative explorative interview study, including 14 participants aged 20-30 years, was performed focusing on comprehensibility, manageability and meaningfulness in daily life. Content analysis was used for data analysis. Result: Living with LGMD2 not only implies learning to live with the disease and the variations between good and bad periods but also means trying to make sense of a progressive disease that brings uncertainty about future health, by striving to make the best of the situation. Disease progression involves practical and mental struggle, trying to maintain control over one's life despite vanished physical functions that require continual adjustments to the body. Restrictions in a double sense were described, not only due to the disease but also due to poor comprehension of the disease in society. Lack of knowledge about LGMD2 among professionals often results in having to fight for the support needed. Conclusion: In order to manage daily life, it is important to be seen and understood as an individual in contacts with professionals and in society in general, to have informal social support and meaningful activities as well as access to personal assistance if necessary. Implications for Rehabilitation Recessive limb-girdle muscular dystrophy (LGMD2) is a group of progressive disorders, which manifest in physical and psychological consequences for the individual. According to the salutogenic orientation, people need to find life comprehensible, manageable and meaningful, i.e. to achieve a sense of coherence (SOC), but living with LGMD2 may recurrently challenge the individual's SOC. Through the holistic view of the individual's situation that the salutogenic orientation provides, professionals may support the individual to strengthen SOC and thereby facilitate the movement towards health.

  • 3.
    Al-Ayoubi, Fawzi
    et al.
    Linköpings universitet, Institutionen för klinisk och experimentell medicin. Linköpings universitet, Hälsouniversitetet.
    Eriksson, Helene
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Hälsa, Aktivitet, Vård (HAV). Linköpings universitet, Hälsouniversitetet.
    Myrelid, Pär
    Linköpings universitet, Institutionen för klinisk och experimentell medicin, Kirurgi. Linköpings universitet, Hälsouniversitetet. Östergötlands Läns Landsting, Centrum för kirurgi, ortopedi och cancervård, Kirurgiska kliniken US.
    Wallon, Conny
    Linköpings universitet, Institutionen för klinisk och experimentell medicin, Kirurgi. Linköpings universitet, Hälsouniversitetet. Östergötlands Läns Landsting, Centrum för kirurgi, ortopedi och cancervård, Kirurgiska kliniken US.
    Andersson, Peter
    Linköpings universitet, Institutionen för klinisk och experimentell medicin, Kirurgi. Linköpings universitet, Hälsouniversitetet. Östergötlands Läns Landsting, Centrum för kirurgi, ortopedi och cancervård, Kirurgiska kliniken US.
    Uneven distribution of emergency operations and lack of trauma: a call for reorganization of acute surgical care?2012Inngår i: Scandinavian Journal of Trauma, Resuscitation and Emergency Medicine, ISSN 1757-7241, E-ISSN 1757-7241, Vol. 20Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    BACKGROUND: Subspecialisation within general surgery has today reached further than ever. However, on-call time, an unchanged need for broad surgical skills are required to meet the demands of acute surgical disease and trauma. The introduction of a new subspecialty in North America that deals solely with acute care surgery and trauma is an attempt to offer properly trained surgeons also during on-call time. To find out whether such a subspecialty could be helpful in Sweden we analyzed our workload for emergency surgery and trauma. METHODS: Linkoping University Hospital serves a population of 257 000. Data from 2010 for all patients, diagnoses, times and types of operations, surgeons involved, duration of stay, types of injury and deaths regarding emergency procedures were extracted from a prospectively-collected database and analyzed. RESULTS: There were 2362 admissions, 1559 emergency interventions; 835 were mainly abdominal operations, and 724 diagnostic or therapeutic endoscopies. Of the 1559 emergency interventions, 641 (41.1%) were made outside office hours, and of 453 minor or intermediate procedures (including appendicectomy, cholecystectomy, or proctological procedures) 276 (60.9%) were done during the evenings or at night. Two hundred and fifty-four patients were admitted with trauma and 29 (11.4%) required operation, of whom general surgeons operated on eight (3.1%). Thirteen consultants and 11 senior registrars were involved in 138 bowel resections and 164 cholecystectomies chosen as index operations for standard emergency surgery. The median (range) number of such operations done by each consultant was 6 (3--17) and 6 (1--22). Corresponding figures for senior registrars were 7 (0--11) and 8 (1--39). CONCLUSION: There was an uneven distribution of exposure to acute surgical problems and trauma among general surgeons. Some were exposed to only a few standard emergency interventions and most surgeons did not operate on a single patient with trauma. Further centralization of trauma care, long-term positions at units for emergency surgery and trauma, and subspecialisation in the fields of emergency surgery and trauma, might be options to solve problems of low volumes.

  • 4.
    Alfredsson Ågren, Kristin
    et al.
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Hälsa, Aktivitet, Vård (HAV). Linköpings universitet, Medicinska fakulteten.
    Holstein, Jane
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Hälsa, Aktivitet, Vård (HAV). Linköpings universitet, Medicinska fakulteten.
    How can an entrepreneurial mind-set be encouraged among occupational therapy students? An example from Linköping University, Sweden.2014Konferansepaper (Annet vitenskapelig)
    Abstract [en]

    Introduction

    The structures of social and health care are changing, and public health related problems in Western Europe are increasing, such as an increased elderly population, obesity and mental health problems in young people. In order to meet the need of the clients in occupational therapy practice we have to look into new ways to approach the changing times. A way to support the students’ preparedness for action in the field is to encourage the use of an entrepreneurial mindset through different learning methods. An entrepreneurial mindset is defined as “a way to see the possibilities and make something out of them”.

    Objectives

    To describe learning methods to raise awareness and promote an entrepreneurialmind-set among OT students and teachers.Description/ReportThe learning methods for the students varies from working with a specific design problem in groups, discussing literature about entrepreneurship in seminars and get supervision from Innovation office. To enhance the teachers awareness about entrepreneurial mind-set workshops about how to find new non-traditional fieldwork placements in a creative way was conducted.

    Results/Discussion

    Our experiences of how the entrepreneurial mind-set can be encouraged are that entrepreneurship can be looked upon in different ways and should be seen close to the reality that one work in. Follow-up from workshops with teachersas well evaluations from the students about the entrepreneurial mind set will be presented. Primary results show that students feel more prepared for a new and creative way of thinking and that teachers have more entrepreneurial mind-set than they think in the beginning.

    Conclusion

    An increased entrepreneurial mindset can be learned/trained and used as a way of dealing with the future challengesin the health care sector for occupational therapists.

  • 5.
    Alfredsson Ågren, Kristin
    et al.
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Hälsa, Aktivitet, Vård (HAV). Linköpings universitet, Medicinska fakulteten.
    Holstein, Jane
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Hälsa, Aktivitet, Vård (HAV). Linköpings universitet, Medicinska fakulteten.
    Hur kan ett entreprenöriellt förhållningssätt främjas hos studenter på arbetsterapeutprogrammet?2015Konferansepaper (Annet vitenskapelig)
    Abstract [sv]

    Bakgrund: Strukturerna för den offentliga sektorn och hälso- och sjukvården förändras ständigt, och folkhälsorelaterade problem ökar. Exempel på detta är en ökad andel äldre i befolkningen, eller fetma och psykisk ohälsa hos unga människor. För att möta dessa förändringar och behoven hos klienter i arbetsterapeutisk verksamhet måste nya förhållningssätt användas. Ett sätt att under utbildningen utveckla studenters handlingsberedskap inför framtida insatser kan vara att medvetandegöra och främja ett entreprenöriellt förhållningssättgenom olika lärmoment. Entreprenöriellt förhållningssätt definieras som"ett sätt att se möjligheterna och göra något av dem".

    Syfte: Syftet är att beskriva och utvärdera lärmoment för att främja entreprenöriellt förhållningssätt hos studenter på Arbetsterapeutprogrammet.

    Metod: Två huvudsakliga lärmoment användes för studenterna, och uppföljande utvärderingar genomfördes via enkät med öppna och slutna frågor. Utöver detta anordnades workshop för lärare, som följdes av utvärdering.

    Resultat/preliminärt resultat: Lärmomenten för studenter innebar att arbeta i projektform i gruppmed ett aktivitetsproblem för en specifik målgrupp utifrån Design för alla under handledning. Uppföljande seminarium utifrån specifik litteratur genomfördes. Studenternas utvärdering visar vikten av att ha lärmoment om design och entreprenörskap i utbildningen. Många studenteruppgav att de kunde använda denna kunskap i arbetsterapeutisk verksamhet. Workshop genomfördes med lärare där begrepp inom entreprenörskap diskuterades och kreativa sätt att utveckla lärmoment för studenter inom detta lyftes. I utvärderingen uppgav merparten av lärarna entreprenöriellt förhållningssätt som viktigt inom utbildningen.

    Slutsats: Vikten av lärares förståelse för entreprenöriellt förhållningssätt identifierades. Entreprenöriellt förhållningssätt kan främjas genom att kombinera fler lärmoment för studenter. Genom detta kan studenter utveckla handlingsberedskap gällande utmaningar i ett föränderligt samhälle.

  • 6.
    Alfredsson Ågren, Kristin
    et al.
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Hälsa, Aktivitet, Vård (HAV). Linköpings universitet, Hälsouniversitetet.
    Kjellberg, Anette
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Hälsa, Aktivitet, Vård (HAV). Linköpings universitet, Hälsouniversitetet.
    Focus on professional development in the occupational therapy programme2010Konferansepaper (Fagfellevurdert)
  • 7.
    Alfredsson Ågren, Kristin
    et al.
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Hälsa, Aktivitet, Vård (HAV). Linköpings universitet, Hälsouniversitetet.
    Kjellberg, Anette
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Hälsa, Aktivitet, Vård (HAV). Linköpings universitet, Hälsouniversitetet.
    Går det att utveckla sitt professionella förhållningssätt gentemot klient?2009Inngår i: / [ed] Förbundet Sveriges Arbetsterapeuter, 2009Konferansepaper (Fagfellevurdert)
    Abstract [sv]

    Bakgrund: Utifrån de nationella målen för Arbetsterapeutexamen skall studenter efter erlagd examen bl.a. visa förmåga till professionellt förhållningssätt gentemot klient, närstående eller andra grupper. Arbetsterapeutprogrammet, HU, LiU, består av totalt 12 kurser. Vid den senaste kursplaneförändringen infördes bl.a. tre kurser med stark fokus på arbetsterapeutens yrkesutövning och professionellt förhållningssätt. The Intentional Relationship Model (IRM) (Taylor, 2008) används som ett sätt att medvetet arbeta för att utveckla förmåga till ett professionellt förhållningssätt.

    Syftet är att undersöka hur studenter under sin studietid vid Arbetsterapeutprogrammet, HU, LiU, utvecklar sitt professionella förhållningssätt i mötet med klienter.

    Metod: Vid tre tillfällen under utbildningen, initialt, i mitten och i slutet, fyller studenter i ett självskattningsformulär (Taylor, 2008) angående förhållningssätt de skulle kunna använda i olika exemplifierade klientkontakter. IRM presenteras samt sex förhållningssätt enligt IRM, och studenterna arbetar vidare med dessa förhållningssätt genom olika lärmoment, som basgrupp och praktiska moment.

    Förväntat resultat: Att studenterna har utvecklat och reflekterat över sitt professionella förhållningssätt under utbildningen och därmed kan visa en förmåga till professionellt förhållningssätt.

    Konklusion: Användandet av IRM kan vara ett sätt att medvetet utveckla professionellt förhållningssätt hos såväl arbetsterapeutstudenter som yrkesverksamma arbetsterapeuter.

  • 8.
    Alfredsson Ågren, Kristin
    et al.
    ISV HAV.
    Kjellberg, Anette
    Linköpings universitet, Hälsouniversitetet. Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Hälsa, Aktivitet, Vård (HAV).
    Går det att utveckla sitt professionella förhållningssätt gentemot klienten?2009Inngår i: AT Forum,2009, Stockholm: FSA , 2009Konferansepaper (Fagfellevurdert)
    Abstract [sv]

      

  • 9.
    Alfredsson Ågren, Kristin
    et al.
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Hälsa, Aktivitet, Vård (HAV). Linköpings universitet, Hälsouniversitetet.
    Kjellberg, Anette
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Hälsa, Aktivitet, Vård (HAV). Linköpings universitet, Hälsouniversitetet.
    Medvetna relationer skapar bra interventioner2012Inngår i: Arbetsterapeuten, ISSN 0345-0988, nr 3, s. 32-33Artikkel i tidsskrift (Annet vitenskapelig)
    Abstract [sv]

    IRM är utvecklad av professor Renée Taylor, som är doktor i klinisk psykologi och professor i arbetsterapi vid University of Illinois i Chicago. Modellen beskrivs i hennes bok från 2008 The Intentional Relationship – Occupational Therapy and Use of Self. Syftet med modellen är att erbjuda en specifik begreppsapparat för ett medvetet användande av sig själv som arbetsterapeut och den behandlar händelser som förekommer i relationer mellan personer i en interventionsprocess. Dessa händelser påverkar såväl aktivitetsengagemang som utfall av intervention.

  • 10.
    Alfredsson Ågren, Kristin
    et al.
    ISV HAV.
    Kjellberg, Anette
    Linköpings universitet, Hälsouniversitetet. Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Hälsa, Aktivitet, Vård (HAV).
    Utilization and content validity of the Swedish version of the Volitional Questionnaire (VQ-S)2008Inngår i: Occupational Therapy in Health Care, ISSN 0738-0577, E-ISSN 1541-3098, Vol. 22, nr 2-3, s. 163-176Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    The aim of this study was to examine the utility and content validity of the Swedish version of the Volitional Questionnaire (VQ-S). The participants in this study were thirteen occupational therapists selected because they worked with clients for whom the VQ-S is appropriate (in this case, adults with intellectual impairments) and because they had knowledge of the Model of Human Occupation. These participants completed a demographic questionnaire at the beginning of the study. Each therapist then used the VQ-S a total of six times and after each time they completed a questionnaire concerning the utility and content validity of the instrument. After having administered the instrument six times they completed a third questionnaire that assessed their perceptions of the VQ-S based on their total experience. Data from these questionnaires and the six assessment forms with the actual client ratings were analyzed using both quantitative and qualitative procedures. The findings indicate that the VQ-S has clinical relevance and potential for implementation with adults with intellectual impairments. They also support the content validity of the VQ-S.

  • 11.
    Almborg, Ann-Helene
    et al.
    Socialstyrelsen.
    Bolic, Vedrana
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Hälsa, Aktivitet, Vård (HAV). Linköpings universitet, Hälsouniversitetet.
    Haglund, Lena
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Hälsa, Aktivitet, Vård (HAV). Linköpings universitet, Hälsouniversitetet.
    ICF/ICF-CY utbildningsmaterial. Del 1- Introduktion av modell, struktur och innehåll.2011Rapport (Annet (populærvitenskap, debatt, mm))
    Abstract [sv]

    Utbildningsmaterialet om de internationella klassifikationerna ICF och ICF-CY ger information om deras struktur och innehåll samt hur koderna kan användas för att beskriva funktionstillstånd, funktionshinder och hälsa. Utbildningsmaterialet är gjort för personal i olika verksamheter inom vård och omsorg och kan användas både enskilt och i grupp. Den första delen av materialet beskriver klassifikationens struktur och innehåll samt modellen den bygger på. Den andra delen handlar om hur man kan använda koderna i sitt arbete.

  • 12.
    Almborg, Ann-Helene
    et al.
    Socialstyrelsen .
    Bolic, Vedrana
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Hälsa, Aktivitet, Vård (HAV). Linköpings universitet, Hälsouniversitetet.
    Haglund, Lena
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Hälsa, Aktivitet, Vård (HAV). Linköpings universitet, Hälsouniversitetet.
    ICF/ICF-CY utbildningsmaterial. Del 2- Kodning.2011Rapport (Annet (populærvitenskap, debatt, mm))
    Abstract [sv]

    Utbildningsmaterialet om de internationella klassifikationerna ICF och ICF-CY ger information om deras struktur och innehåll samt hur koderna kan användas för att beskriva funktionstillstånd, funktionshinder och hälsa. Utbildningsmaterialet är gjort för personal i olika verksamheter inom vård och omsorg och kan användas både enskilt och i grupp. Den första delen av materialet beskriver klassifikationens struktur och innehåll samt modellen den bygger på. Den andra delen handlar om hur man kan använda koderna i sitt arbete.

  • 13.
    Angelhoff, Charlotte
    et al.
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Hälsa, Aktivitet, Vård (HAV). Linköpings universitet, Medicinska fakulteten.
    Edéll-Gustafsson, Ulla
    Linköpings universitet, Institutionen för medicin och hälsa, Avdelningen för omvårdnad. Linköpings universitet, Medicinska fakulteten.
    Mörelius, Evalotte
    Östergötlands Läns Landsting, Barn- och kvinnocentrum, Barn- och ungdomskliniken i Linköping. Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Hälsa, Aktivitet, Vård (HAV). Linköpings universitet, Medicinska fakulteten.
    Parental mood when staying overnight at hospital with their sick child2015Konferansepaper (Fagfellevurdert)
    Abstract [en]

    Parental mood when staying overnight at hospital with their sick child

    Objective

    to describe mood in parents, staying with their sick children overnight at the hospital.

    Methodology

    A descriptive design, including 75 parents staying overnight at hospital with their sick child, was used. The parents filled out Mood-scale the morning after staying overnight at the hospital. The Mood-scale is a validated and reliable self-administered instrument measuring six dimensions of mood; control, calmness, social orientation, pleasantness, activation, and extraversion (Sjöberg L, 1979). The study is a part of a larger project, with focus on mood, stress and sleep in parents staying with their sick children overnight at the hospital.

    Results

    The result will describe how parents report their total mood and how they report the different dimensions when they stay with their sick children overnight at the hospital. A comparison will be made between the parent´s mood and gender and the child´s age. Data is under analysis and will be presented as preliminary data.

     

    Conclusion

    According to UNICEF Convention on the Rights of the Child, children in hospital have the right to have their parents with them at all times and parents should be offered accommodation and be encouraged to stay. However, the hospital environment, in combination with having a sick child, might affect the parent´s mood, which in turn might affect the ability to handle the situation and the child´s care. Therefore it is of importance to study parental mood and find ways to help the families during their hospital stay.

  • 14.
    Angelhoff, Charlotte
    et al.
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Hälsa, Aktivitet, Vård (HAV). Linköpings universitet, Medicinska fakulteten.
    Edéll-Gustafsson, Ulla
    Linköpings universitet, Institutionen för medicin och hälsa, Avdelningen för omvårdnad. Linköpings universitet, Medicinska fakulteten.
    Mörelius, Evalotte
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Hälsa, Aktivitet, Vård (HAV). Linköpings universitet, Medicinska fakulteten.
    Parents' perception of circumstances influencing their own sleep when living with a child enrolled in hospital-based home care services2015Konferansepaper (Annet vitenskapelig)
  • 15. Angelhoff, Charlotte
    et al.
    Edéll-Gustafsson, Ulla
    Linköpings universitet, Institutionen för medicin och hälsa, Avdelningen för omvårdnad. Linköpings universitet, Medicinska fakulteten.
    Mörelius, Evalotte
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Hälsa, Aktivitet, Vård (HAV). Linköpings universitet, Medicinska fakulteten. Östergötlands Läns Landsting, Barn- och kvinnocentrum, Barn- och ungdomskliniken i Linköping. Region Östergötland.
    Perceptions of sleep by parents of children in hospital organized home-care2014Konferansepaper (Fagfellevurdert)
  • 16. Angelhoff, Charlotte
    et al.
    Edéll-Gustafsson, Ulla
    Linköpings universitet, Institutionen för medicin och hälsa, Avdelningen för omvårdnad. Linköpings universitet, Medicinska fakulteten.
    Mörelius, Evalotte
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Hälsa, Aktivitet, Vård (HAV). Linköpings universitet, Medicinska fakulteten. Region Östergötland. Östergötlands Läns Landsting, Barn- och kvinnocentrum, Barn- och ungdomskliniken i Linköping.
    Perceptions of sleep quality and stress by parents of children enrolled in hospital organized home-care2013Konferansepaper (Fagfellevurdert)
  • 17.
    Angelhoff, Charlotte
    et al.
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier. Linköpings universitet, Filosofiska fakulteten.
    Edéll-Gustafsson, Ulla
    Linköpings universitet, Institutionen för medicin och hälsa, Avdelningen för omvårdnad. Linköpings universitet, Hälsouniversitetet.
    Mörelius, Evalotte
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Hälsa, Aktivitet, Vård (HAV). Linköpings universitet, Hälsouniversitetet. Östergötlands Läns Landsting, Barn- och kvinnocentrum, Barn- och ungdomskliniken i Linköping.
    Perceptions of sleep quality and stress by parents of children enrolled in hospital organized home-care2013Inngår i: Nordic Advances in Health Care Sciences Research, Lund, 2013: Abstract book / [ed] Gerd Ahlström, Lena von Koch, 2013, s. 56-56Konferansepaper (Annet vitenskapelig)
    Abstract [en]

    Introduction

    Caring for a sick child creates much greater demands for parents than those associated with raising a healthy child. Parents of chronically ill children reports higher levels of parental stress as a consequence of the substantial social, emotional and personal demands associated with caring. Sleep quality is an important aspect of wellbeing and is strongly related to stress and quality of life. In some Swedish counties families are offered hospital organized home-care for sick children. Caring for a child at home gives the family the opportunity to be together in an environment they know well and where they can feel comfortable and secure. On the other hand it includes several sleep disturbances during the night which affects the ability to handle the situation and support their child. No other study is found about how parents sleep when their child is enrolled in hospital organized home-care.

     

    Aim

    To explore parents’ perceptions of sleep quality and stress when they sleep at home with a child enrolled in hospital organized home-care.

     

    Material

    Fifteen parents (11 mothers and 4 fathers) with children enrolled in hospital organized home-care from one university hospital and one general hospital in South-eastern Sweden were included. The children ranged in age 0-12 years.

     

    Method

    Parents were interviewed with open-ended questions. Data was analysed with a phenomenographic method according to Marton and Both.

     

    Results

    Four descriptive categories in the phenomenon of parents’ perceptions of sleep quality and stress when they sleep at home with a child enrolled in hospital organized home-care were identified; Routines helps to manage the situation, Time for oneself and the partner, Feelings of isolation and Need of support

     

    Conclusion

    Sleep is important for the parents in several aspects. They are in a stressful situation with high demands both from the society and from themselves and there is often a lack of support from relatives and friends. Nurses need to acknowledge and promote parents’ sleep when they care for their sick children at home and support them in the caregiving.

  • 18.
    Angelhoff, Charlotte
    et al.
    Linköpings universitet, Hälsouniversitetet. Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Hälsa, Aktivitet, Vård (HAV).
    Edéll-Gustfsson, Ulla
    Linköpings universitet, Institutionen för medicin och hälsa, Avdelningen för omvårdnad. Linköpings universitet, Medicinska fakulteten.
    Mörelius, Evalotte
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Hälsa, Aktivitet, Vård (HAV). Linköpings universitet, Medicinska fakulteten. Östergötlands Läns Landsting, Barn- och kvinnocentrum, Barn- och ungdomskliniken i Linköping.
    Sleep of Parents Living With a Child Receiving Hospital-Based Home Care: A Phenomenographical Study.2015Inngår i: Nursing Research, ISSN 0029-6562, E-ISSN 1538-9847, Vol. 64, nr 5, s. 372-380Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Background: Caring for an ill child at home gives the family the chance to be together in a familiar environment. However, this involves several nocturnal sleep disturbances, such as frequent awakenings and bad sleep quality, which may affect parents' ability to take care of the child and themselves.

    Objectives: The aim of this study was to describe parents' perceptions of circumstances influencing their own sleep when living with a child enrolled in hospital-based home care (HBHC) services.

    Method: This is a phenomenographical study with an inductive, exploratory design. Fifteen parents (11 mothers and 4 fathers) with children enrolled in HBHC services were interviewed. Data were analyzed to discover content-related categories describing differences in ways parents experienced sleep when caring for their children receiving HBHC.

    Results: Four descriptive categories were detected: sleep influences mood and mood influences sleep; support influences safeness and safeness influences sleep; the child's needs influence routines and routines influence sleep; and "me time" influences sleep.

    Discussion: Sleep does not affect only the parents' well-being but also the child's care. Symptoms of stress may limit the parents' capacity to meet the child's needs. Support, me time, and physical activity were perceived as essential sources for recovery and sleep. It is important for nurses to acknowledge parental sleep in the child's nursing care plan and help the parents perform self-care to promote sleep and maintain life, health, and well-being.

  • 19.
    Arman, M.
    et al.
    Department of Neurobiology, Care Sciences and Society, Division of Nursing, Karolinska Institutet, Huddinge, SE 141 83, Sweden, Department of Neurobiology, Care Sciences and Society, Division of Nursing, Karolinska Institutet, Huddinge.
    Ranheim, Albertine
    Linköpings universitet, Hälsouniversitetet. Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Hälsa, Aktivitet, Vård (HAV).
    Rehnsfeldt, A.
    Department of Neurobiology, Care Sciences and Society, Division of Nursing, Karolinska Institutet, Huddinge, Stord/Haugesund University College, Norway.
    Wode, K.
    Department of Oncology, Södersjukhuset, Stockholm, Sweden.
    Anthroposophic health care - Different and home-like2008Inngår i: Scandinavian Journal of Caring Sciences, ISSN 0283-9318, E-ISSN 1471-6712, Vol. 22, nr 3, s. 357-366Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Anthroposophic health care is rooted in the work of Steiner and Wegman in Switzerland during the 1920s. The Swedish hospital in this study offers integrated conventional and anthroposophic health care therapies which are conceptualized as an extended and integrative variant of health care and not as CAM. In anthroposophic care, health is viewed as a matter of body, soul and spirit in balance. Therapeutic resources include nursing care, therapeutic conduct (art and body therapies) and medicines based on natural remedies. This study aims to deepen the understanding of what constitutes good care from a patient's perspective to alleviate patients' suffering and to identify clinical markers for good care. As anthroposophic care is associated with theory and holistic ideas, this study aims at exploring whether or not anthroposophic care has a beneficial effect. A qualitative method was used, and the analysis was conducted with a phenomenological hermeneutic approach. Sixteen former patients, of whom nine were diagnosed with various kinds of cancer and seven with burnout syndrome, were interviewed regarding their experience of anthroposophic care. Patients especially noted the benefits of the holistic caring environment, the empathetic approach and true caring offered, as well as the peaceful atmosphere and rest. A turning point or shift in perspectives, implying a home coming in relation to inner aspects was discussed as an outcome. Although patients in general were overwhelmingly impressed and positive they were also ambivalent. One interpretation is that there is a gap between the anthroposophic and conventional paradigm that affects patients negatively. As mutual scepticism still prevents any real integration between integrative and conventional care, the onus appears to be on the patient to take the risk and act as bridge-builder. From a caring science perspective, the study shows that appropriation of specific values and theory makes it possible to create a true caring culture. © 2008 Nordic College of Caring Science.

  • 20.
    Arman, Maria
    et al.
    Karolinska Institute, Sweden.
    Ranheim, Albertine
    Malardalens University, Sweden.
    Rydenlund, Kenneth
    Forens Psychiat Regional Clin, Sweden.
    Rytterström, Patrik
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Hälsa, Aktivitet, Vård (HAV). Linköpings universitet, Medicinska fakulteten.
    Rehnsfeldt, Arne
    Stord Haugesund University of Coll, Norway.
    The Nordic Tradition of Caring Science: The Works of Three Theorists2015Inngår i: Nursing Science Quarterly, ISSN 0894-3184, E-ISSN 1552-7409, Vol. 28, nr 4, s. 288-296Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    The Nordic tradition of caring science has had a significant influence on healthcare research, healthcare education and clinical development in the Nordic countries from 1990 to the present. Theoretical contributions from the professors and scientists Katie Eriksson, Kari Martinsen and Karin Dahlberg form the basis for this paper. The tradition has established a paradigm of ethics, ontology and epistemology for the caring science domain. Short introductions present the scientific background of Eriksson, Martinsen, and Dahlberg, and show how interpretive teamwork has led to the formation of an intertwining of the essential qualities of the theories. The synthesis emphasizes caring science as a human science, and views caring as a natural phenomenon where the patients world, vulnerability, health, and suffering are primary. In the art and act of caring, relationships and dialogue are essential; they provide parameters where caring becomes visible in its absence.

  • 21.
    Aslaksen, Maya
    et al.
    Lovisenberg Diakonale Hospital, Oslo, Norway.
    Scott, Patricia
    Indiana University, Indianapolis, USA.
    Haglund, Lena
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Hälsa, Aktivitet, Vård (HAV). Linköpings universitet, Hälsouniversitetet. Swedish Association of Occupational Therapists.
    Ellingham, Brian
    Oslo and Akershus University College, Oslo, Norway.
    Bonsaksen, Tore
    Oslo and Akershus University College, Oslo, Norway.
    [Occupational therapy process in a psychiatric hospital]: Using the role checklist version 2: Quality of performance2014Inngår i: Ergoterapeuten, ISSN 0800-3475, nr 4, s. 38-45Artikkel i tidsskrift (Annet vitenskapelig)
    Abstract [en]

    For several decades, occupational therapy researchers have collected data about clients’ role performance with the Role Checklist, a widely used assessment tool, which collects self-reported information about clients’ roles. The Role Checklist includes two parts; Part 1 gathers data about role incumbency and Part 2 gathers data about role value. In 2008, Part 3 for the Role Checklist was developed to address occupational role performance, specifically prompting clients to rank the quality of their current role performance compared to their highest prior level. This reflects the client perspective of occupational participation corresponding to the performance capacity component of MOHO; thus establishing the Role Checklist Version Two: Quality of Performance (RC V2: QP).

    This paper illustrates by a case example how a therapist used the recently translated RC V2: QP in a psychiatric hospital setting in Norway in order to determine the extent to which the RC V2: QP supports the goal setting process as well as the therapist-client experience to verify subjective feasibility. It was reported that use of this instrument to guide the clinical interview was a positive experience for both the client and the therapist. The client had an opportunity to reflect upon his roles and how he would like to change them. The occupational therapist experienced that the interdisciplinary team working with this patient gradually developed a more comprehensive understanding of the patient’s challenges and resources. The RC V2: QP provided a basic set of information about the patient’s roles that was useful for setting treatment goals.

     

     

  • 22.
    Atwine, Fortunate
    et al.
    School of Health and Caring Sciences, Linnaeus University, Växjö, Sweden; Department of Nursing, Mbarara University of Science and Technology (MUST), Mbarara, Uganda.
    Hultsjö, Sally
    School of Health and Caring Sciences, Linnaeus University, Växjö, Sweden.
    Albin, Björn
    School of Health and Caring Sciences, Linnaeus University, Växjö, Sweden.
    Hjelm, Katarina
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Hälsa, Aktivitet, Vård (HAV). Linköpings universitet, Medicinska fakulteten.
    Health-care seeking behaviour and the use of traditional medicine among persons with type 2 diabetes in south-western Uganda: a study of focus group interviews2015Inngår i: Pan African Medical Journal, ISSN 1937-8688, E-ISSN 1937-8688, Vol. 20, nr 76Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Introduction: health-care seeking behaviour is important as it determines acceptance of health care and outcomes of chronic conditions but it has been investigated to a limited extent among persons with diabetes in developing countries. The purpose of the study was to describe health-care seeking behaviour and understand reasons for using therapies offered by traditional healers.

    Methods: descriptive study using focus-group interviews. Three purposive focus-groups were conducted in 2011 of 10 women and 7 men aged 39–72 years in Uganda. Data were collected through semi-structured interviews and qualitatively analysed according to a method described for focus-groups.

    Results: reasons for seeking help from traditional healers were symptoms related to diabetes such as polydipsia, fatigue and decreased sensitivity in lower limbs. Failure of effect from western medicine was also reported. Treatment was described to be unknown extracts, of locally made products taken as herbs or food, and participants had sought help from different health facilities with the help of relatives and friends.

    Conclusion: the pattern of seeking care was inconsistent, with a switch between different health care providers under the influence of the popular and folk sectors. Despite beliefs in using different healthcare providers seeking complementary and alternative medicine, participants still experienced many physical health problems related to diabetes complications. Health professionals need to be aware of the risk of switches between different health care providers, and develop strategies to initiate health promotion interventions to include in the care actors of significance to the patient from the popular, folk and professional sectors, to maintain continuity of effective diabetes care.

  • 23.
    Barbareschi, Giorgio
    et al.
    University of Groningen.
    Sanderman, Robbert
    University of Groningen.
    Lesman Leegte, Ivonne
    University of Groningen.
    J. Van Veldhuisen, Dirk
    University of Groningen.
    Jaarsma, Tiny
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Hälsa, Aktivitet, Vård (HAV). Linköpings universitet, Hälsouniversitetet.
    Educational Level and the Quality of Life of Heart Failure Patients: A Longitudinal Study2011Inngår i: Journal of Cardiac Failure, ISSN 1071-9164, E-ISSN 1532-8414, Vol. 17, nr 1, s. 47-53Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Background: Lower education in heart failure (HF) patients is associated with high levels of anxiety, limited physical functioning, and an increased risk of hospitalization. We examined whether educational level is related to longitudinal differences in quality of life (QoL) in HF patients. Methods and Results: This research is a substudy of the Coordinating study evaluating Outcomes of Advising and Counselling in Heart failure (COACH). QoL of 553 HF patients (mean age 69, 38% female, mean left ventricular ejection fraction 33%) was assessed during their hospitalization and at 4 follow-up measurements after discharge. In total 32% of the patients had very low, 24% low, 32% medium, and 12% high education. Patients with low educational levels reported the worst QoL. Significant differences between educational groups (P less than .05) were only reported in physical functioning, social functioning, energy/fatigue, pain, and limitations in role functioning related to emotional problems. Longitudinal results show that a significantly higher proportion of high-educated patients improved in functional limitations related to emotional problems over time compared with lower-educated patients (P less than .05). Conclusions: Patients with low educational levels reported the worst physical and functional condition. High-educated patients improved more than the other patients in functional limitations related to emotional problems over time. Low-educated patients may require different levels of intervention to improve their physical and functional condition.

  • 24.
    Ben Gal, Tuvia
    et al.
    Rabin Medical Centre, Israel .
    Jaarsma, Tiny
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Hälsa, Aktivitet, Vård (HAV). Linköpings universitet, Hälsouniversitetet.
    Editorial Material: Patients with a Left Ventricular Assist Device: the new chronic patient in cardiology2012Inngår i: European Journal of Cardiovascular Nursing, ISSN 1474-5151, E-ISSN 1873-1953, Vol. 11, nr 4, s. 378-379Artikkel i tidsskrift (Annet vitenskapelig)
    Abstract [en]

    n/a

  • 25.
    Ben Gal, Tuvia
    et al.
    Rabin Medical Center, Petah Tikva, Tel Aviv University, Israel.
    Jaarsma, Tiny
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Hälsa, Aktivitet, Vård (HAV). Linköpings universitet, Hälsouniversitetet.
    Self-care and communication issues at the end of life of recipients of a left-ventricular assist device as destination therapy2013Inngår i: Current opinion in supportive and palliative care, ISSN 1751-4266, Vol. 7, nr 1, s. 29-35Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    PURPOSE OF REVIEW: The purpose of this review is to provide an overview of self- care and communication issues at the end of life of patients with left-ventricular assist devices (LVADs) for destination therapy, based on recent research on end-of-life communication in other diseases.

    RECENT FINDINGS: For many patients with advanced heart failure, LVADs as destination therapy improve survival and quality of life. However, LVADs can be associated with complications, new comorbidities or worsening of previous conditions, resulting in decreased quality of life and limited prognosis, raising the need for planning palliative and end-of-life care. Open communication addressing the consequences of the LVAD implantation for daily life and the future (including advance directives) is advised in different stages of the treatment, involving a multidisciplinary team taking care of these complex patients and their caregivers.

    SUMMARY: Healthcare professionals treating patients before and after LVAD implantation need to take an active role in end-of-life discussions and be able to communicate information regarding expected complications, quality of life and prognosis to the patients and caregivers. Research is needed addressing optimal ways and timing of communication with LVAD patients and families.

  • 26.
    Ben Gal, Tuvia
    et al.
    Rabin Medical Centre, Israel; Tel Aviv University, Israel.
    Piepoli, Massimo F.
    G da Saliceto Polichirurg Hospital, Italy.
    Corra, Ugo
    IRCCS Science Institute Veruno, Italy.
    Conraads, Viviane
    University of Antwerp Hospital, Belgium.
    Adamopoulos, Stamatis
    Onassis Cardiac Surg Centre, Greece.
    Agostoni, Piergiuseppe
    IRCCS, Italy.
    Piotrowicz, Ewa
    Institute Cardiol, Poland.
    Schmid, Jean-Paul
    Tiefenau Hospital, Switzerland; University of Bern, Switzerland.
    Seferovic, Petar M.
    University of Belgrade, Serbia.
    Ponikowski, Piotr
    Wroclaw Medical University, Poland.
    Filippatos, Gerasimos
    Athens University Hospital Attikon, Greece.
    Jaarsma, Tiny
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Hälsa, Aktivitet, Vård (HAV). Linköpings universitet, Medicinska fakulteten.
    Exercise programs for LVAD supported patients: A snapshot from the ESC affiliated countries2015Inngår i: International Journal of Cardiology, ISSN 0167-5273, E-ISSN 1874-1754, Vol. 201, s. 215-219Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Background: To contribute to the protocol development of exercise training in LVAD supported patients by reviewing the exercise programs for those patients in the ESC affiliated countries. Methods: A subset of data from 77 (26 countries) LVAD implanting centers that participated in the Extra-HF survey (170 centers) was analyzed. Results: Of the 77 LVAD implanting centers, 45 (58%) reported to have a functioning exercise training program (ETP) for LVAD patients. In 21 (47%) of the 45 ETP programs in LVAD implanting centers, patients begin their ETP during their in-hospital post-operative recovery period. Most centers (71%) have an early post-discharge program for their patients, and 24% of the centers offer a long-term maintenance program. The professionals involved in the ETPs are mainly physiotherapists (73%), psychologists, cardiac rehab nurses (22%), or cardiologists specialized in rehabilitation (22%). Not all programs include the treating cardiologist or surgeons. Most of the ETPs (84%) include aerobic endurance training, mostly cycling (73%), or walking (62%) at low intensity intervals. Some programs apply resistance training (47%), respiratory muscle training (55%), or balance training (44%). Reasons for the absence of ETPs are referral of patients to another center (14 centers) and lack of resources (11 centers). Conclusion: There is a great variance in ETPs in LVAD implanting centers. Not all the implanting centers have an ETP, and those that do have adopted a local protocol. Clear guidance on ETP supplied by LVAD implanting centers to LVAD supported patients and more evidence for optimal modalities are needed. (C) 2015 Elsevier Ireland Ltd. All rights reserved.

  • 27.
    Berben, L.
    et al.
    University of Basel, Switzerland .
    Bogert, L
    University of Basel, Switzerland .
    Leventhal, M. E.
    University of Basel, Switzerland .
    Fridlund, Bengt
    Hälsohögskolan i Jönköping.
    Jaarsma, Tiny
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Hälsa, Aktivitet, Vård (HAV). Linköpings universitet, Hälsouniversitetet.
    Norekvål, T. M.
    Haukeland University Hospital, Norway .
    Smith, K.
    Ninewells Hospital, UK .
    Strömberg, Anna
    Linköpings universitet, Institutionen för medicin och hälsa, Omvårdnad. Linköpings universitet, Hälsouniversitetet. Östergötlands Läns Landsting, Hjärt- och Medicincentrum, Kardiologiska kliniken US.
    Thompson, David
    Australian Catholic University, Melbourne.
    De Geest, Sabine
    University of Basel, Switzerland .
    Which interventions are used by health care professionals to enhance medication adherence in cardiovascular patients? A survey of current clinical practice2011Konferansepaper (Fagfellevurdert)
  • 28.
    Berben, Lut
    et al.
    University of Basel, Switzerland.
    Bogert, Laura
    University of Basel, Switzerland.
    Leventhal, Marcia E
    University of Basel, Switzerland.
    Fridlund, Bengt
    Jönköping University, Sweden.
    Jaarsma, Tiny
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Hälsa, Aktivitet, Vård (HAV). Linköpings universitet, Hälsouniversitetet.
    Norekval, Tone M
    Haukeland University Hospital, Norway.
    Smith, Karen
    Ninewells Hospital, UK.
    Strömberg, Anna
    Linköpings universitet, Institutionen för medicin och hälsa, Avdelningen för omvårdnad. Linköpings universitet, Hälsouniversitetet. Östergötlands Läns Landsting, Hjärt- och Medicincentrum, Kardiologiska kliniken US.
    De Geest, Sabina
    University of Basel, Switzerland .
    Which interventions are used by health care professionals to enhance medication adherence in cardiovascular patients? A survey of current clinical practice2011Inngår i: European Journal of Cardiovascular Nursing, ISSN 1474-5151, E-ISSN 1873-1953, Vol. 10, nr 1, s. 14-21Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Background: Complex medication regimens are often required to manage cardiovascular diseases. As non-adherence, which can have severe negative outcomes, is common among cardiovascular patients, various interventions to improve adherence should be implemented in daily practice.

    Aim: To assess which strategies cardiovascular nurses and allied health professionals utilize to (1) assess patients' adherence to medication regimen, and (2) enhance medication adherence via educational/cognitive, counseling/behavioral, and psychological/affective interventions.

    Method: A 45-item questionnaire to assess adherence assessment and interventional strategies utilized by health care professionals in daily clinical practice was distributed to a convenience sample of attendants of the 10th Annual Spring Meeting of the European Society of Cardiology Council on Cardiovascular Nursing and Allied Professions conference in Geneva (Switzerland) in March 2010. Respondents not in direct clinical practice were excluded. Descriptive statistics were used to describe practice patterns regarding adherence management.

    Results: Of 276 distributed questionnaires, 171 (62%) were returned, of which 34 (20%) were excluded as respondents performed no direct patient care. Questioning patients about non-adherence during follow-up was the most frequently reported assessment strategy (56%). Educational/cognitive adherence enhancing interventions were used most frequently, followed by counseling/behavioral interventions. Psychological/affective interventions were less frequently used. The most frequent intervention used was providing reading materials (66%) followed by training patients regarding medication taking during inpatient recovery (48%). Slightly over two-thirds (69%) reported using a combination of interventions to improve patient's adherence.

    Conclusion: Educational interventions are used most in clinical practice, although evidence shows they are less effective than behavioral interventions at enhancing medication adherence.

  • 29.
    Berg, Katarina
    et al.
    Linköpings universitet, Institutionen för medicin och hälsa, Omvårdnad. Linköpings universitet, Hälsouniversitetet.
    Idvall, Ewa
    Linköpings universitet, Institutionen för medicin och hälsa, Omvårdnad. Linköpings universitet, Hälsouniversitetet.
    Nilsson, Ulrica
    Örebro University Hospital.
    Franzén Årestedt, Kristofer
    Linköpings universitet, Institutionen för medicin och hälsa, Avdelningen för omvårdnad. Linköpings universitet, Hälsouniversitetet.
    Unosson, Mitra
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Hälsa, Aktivitet, Vård (HAV). Linköpings universitet, Hälsouniversitetet.
    Psychometric evaluation of the post-discharge surgical recovery scale2010Inngår i: Journal of Evaluation In Clinical Practice, ISSN 1356-1294, E-ISSN 1365-2753, Vol. 16, nr 4, s. 794-801Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Rationale, aim and objectives Day surgery patients are discharged after a short period of postoperative surveillance, and reliable and valid instruments for assessment at home are needed. The aim of this study was to evaluate the psychometric properties of a Swedish version of the post-discharge surgical recovery (PSR) scale, an instrument to monitor the patients recovery after day surgery, in terms of data quality, internal consistency, dimensionality and responsiveness. Methods Data were collected on postoperative days 1 and 14 and included 525 patients. Data quality and internal consistency were evaluated using descriptive statistics, correlation analyses and Cronbachs alpha. The dimensionality of the scale was determined through an exploratory factor analysis. Responsiveness was evaluated using the standardized response mean and the area under the receiver operating characteristics curve (AUC). The correlation between change score in PSR and change score in self-rated health was assessed using Pearsons correlation coefficient. Patients ability to work and their self-rated health on postoperative day 14 were used as external indicators of change. Results Six items showed floor or ceiling effects. Cronbachs coefficient alpha was 0.90 and the average inter-item correlation coefficient was 0.44 after the deletion of two items. The items were closely related to each other, and a one-factor solution was decided on. A robust ability to detect changes in recovery (standardized response mean = 1.14) was shown. The AUC for the entire scale was 0.60. When initial PSR scores were categorized into three intervals, the ability to detect improved and non-improved patients varied (AUC 0.58-0.81). There was a strong correlation between change scores in PSR and health (0.63). Conclusions The Swedish version of the PSR scale demonstrates acceptable psychometric properties of data quality, internal consistency, dimensionality and responsiveness. In addition to previous findings, these results strengthen the PSR scale as a potential instrument of recovery at home.

  • 30.
    Berg, Katarina
    et al.
    Linköpings universitet, Institutionen för medicin och hälsa, Omvårdnad. Linköpings universitet, Hälsouniversitetet.
    Idvall, Ewa
    Faculty of Health and Society, Malmö University.
    Nilsson, Ulrica
    Örebro University Hospital.
    Unosson, Mitra
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Hälsa, Aktivitet, Vård (HAV). Linköpings universitet, Hälsouniversitetet.
    Postoperative recovery after different orthopedic day surgical procedures2011Inngår i: International Journal of Orthopaedic and Trauma Nursing, ISSN 1878-1241, E-ISSN 1878-1292, Vol. 15, nr 4, s. 165-175Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Orthopedic day surgery is common. Postoperative recovery may differ according to surgical procedures and personal factors. We studied postoperative recovery up to 2 weeks after different orthopedic day surgical procedures and tried to identify possible predictors associated with recovery. Three-hundred and fifty eight patients who had undergone knee arthroscopy or surgery to the hand/arm, foot/leg or shoulder were included. Data were collected on postoperative days 1, 7 and 14 using the Swedish Post-discharge Surgery Recovery scale, the emotional state, physical comfort and physical independence dimensions in the Quality of Recovery-23 and a general health question. Multiple linear regression was used to explore predictors of recovery. The shoulder patients experienced significantly lower postoperative recovery and general health 1 and 2 weeks after surgery compared to the other patient groups (p < 0.001). Significant predictors of recovery were age, perceived health and emotional status on the first postoperative day and type of surgery. Postoperative recovery after common orthopedic day surgical procedures varies and factors influencing it need to be further explored. The impact of a patient’s emotional state on recovery after day surgery can be of particular interest in this work. Post-discharge planning needs to be tailored to the surgical procedure.

  • 31.
    Berg, Katarina
    et al.
    Linköpings universitet, Institutionen för medicin och hälsa, Omvårdnad. Linköpings universitet, Hälsouniversitetet.
    Kjellgren, Karin
    Linköpings universitet, Institutionen för medicin och hälsa, Omvårdnad. Linköpings universitet, Hälsouniversitetet.
    Unosson, Mitra
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Hälsa, Aktivitet, Vård (HAV). Linköpings universitet, Hälsouniversitetet.
    Franzén Årestedt, Kristofer
    Linköpings universitet, Institutionen för medicin och hälsa. Linköpings universitet, Hälsouniversitetet.
    Postoperative recovery and its association with health-related quality of life among day surgery patientsManuskript (preprint) (Annet vitenskapelig)
    Abstract [en]

    Background: Day surgery holds advantages for both the patient and the health care organization. However, recovery beyond the first postoperative week and following different types of surgery has not been explored to any greater degree. The current aims were to prospectively describe postoperative recovery and health-related quality of life among different groups of day surgery patients and to explore the association between postoperative recovery and health-related quality of life 30 days after discharge. A consecutive sample of 607 adult day surgery patients undergoing orthopaedic, gynaecological or general surgery was included. Postoperative recovery was assessed on days 1, 7 and 14 using the Swedish Post-discharge Surgery Recovery scale and the Quality of Recovery-23 scale. The EQ-5D was used to assess health-related quality of life preoperatively and 30 days following discharge. A repeated measure ANOVA was conducted to evaluate postoperative recovery from day 1 to day 14 and between different surgical groups. Hierarchical multiple linear regression models were used to explore the association between postoperative recovery and health-related quality of life.

    Results: Postoperative recovery improved from day 1 to 14 in all surgical groups (p<0.001). The orthopaedic patients had lower postoperative recovery on day 14 compared to the general and the gynaecological patients (p<0.001). Health-related quality of life was lower among orthopaedic patients (p<0.001), even if significant improvements over time were seen in all groups. Recovery on day 7 was associated with health-related quality of life 30 days after the day surgery (p<0.05).

    Conclusion: Particularly orthopaedic day surgical patients seem to favour a closer follow-up in order to support recovery and thereby also positively influence health-related quality of life.

  • 32.
    Bielsten, Therése
    et al.
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Hälsa, Aktivitet, Vård (HAV). Linköpings universitet, Medicinska fakulteten.
    Hellström, Ingrid
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Hälsa, Aktivitet, Vård (HAV). Linköpings universitet, Medicinska fakulteten.
    Den bortglömda kroppen2016Inngår i: Att leva med demens / [ed] Ingrid Hellström & Lars-Christer Hydén, Malmö: Gleerups Utbildning AB, 2016, 1, s. 97-103Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 33.
    Bolic Baric, Vedrana
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Hälsa, Aktivitet, Vård (HAV). Linköpings universitet, Medicinska fakulteten.
    Support in school and the occupational transition process: Adolescents and young adults with neuropsychiatric disabilities2016Doktoravhandling, med artikler (Annet vitenskapelig)
    Abstract [en]

    The overall aim of this thesis was to describe and explore the experiences of support in school of adolescents and young adults with neuropsychiatric disabilities. Furthermore, the aim was to explore support that influences the occupational transition to upper secondary school, further education and work. The two first studies investigated computer use in educational activities and during leisure activities by adolescents with attention deficit hyperactivity disorder (ADHD). Study II also aimed to explore how traditional leisure activities and Internet activities interrelate among adolescents with ADHD. In Studies I and II data was collected using a questionnaire focusing on information and communication technology (ICT) use in school and leisure. Adolescents with ADHD (n = 102) aged 12-18 years were compared with adolescents with physical disabilities (Study I) and adolescents from the general population (Studies I and II). In Study III the aim was to describe the experiences of support at school among young adults with AS and ADHD, and to explore what support they, in retrospect, described as influencing learning. Study IV aimed to describe the occupational transition process to upper secondary school, further education and/or work and to explore what support influenced the process from the perspectives of young adults with AS or ADHD. Studies III (n=13) and IV (n=15) used qualitative semi-structured interviews with young adults with AS or ADHD, aged 18-30 years and were analysed using hermeneutics according to Gadamer.

    The findings of Study I showed that students with ADHD reported significantly less frequent use of computers for almost all educational activities compared with students with physical disabilities and students from the general population. They reported low satisfaction with computer use in school and a desire to use computers more often and for more activities in school compared with students with physical disabilities. Study II showed that Internet activities among adolescents with ADHD during leisure, tended to focus on online games. Furthermore, analysis demonstrated that Internet activities were broadening leisure activities among adolescents with ADHD, rather than being a substitute for traditional leisure activities. Study III found that young adults with AS or ADHD experienced difficulties at school that included academic, social, and emotional aspects, all of which influenced learning. Support addressing difficulties with academic performance was described as insufficient and only occasionally provided in school. In conclusion, support for learning among students with AS or ADHD needs to combine academic and psychosicial support. The findings of Study IV identified three different pathways following compulsory school. Support influencing the occupational transition process included: occupational transition preparation in compulsory school, practical work experience in a safe environment, and support beyond the workplace. Support from community-based day centres was described both as an important step towards work in the regular labour market, as well as being too far away from the regular labour market.

    In conclusion, this thesis revealed that support in school among students with AS or ADHD needs to combine academic and psychosocial support. Despite being regarded as facilitating learning, individuals with ADHD or AS reported limited computer and Internet use in school. Based on the results it is suggested that Internet activities may provide adolescents with neuropsychiatric disabilities with new opportunities for social interaction and educational activities. On the basis of the results it is suggested that the occupational transition process should be viewed as a longitudinal one, starting in compulsory school and continuing on until young adults obtain and are able to remain in work or further education. This thesis revealed that extended transition planning, inter-service collaboration and support from communitybased day centres were aspects of the environment that influenced the occupational transition process.

    Delarbeid
    1. Computer use in educational activities by students with ADHD
    Åpne denne publikasjonen i ny fane eller vindu >>Computer use in educational activities by students with ADHD
    Vise andre…
    2013 (engelsk)Inngår i: Scandinavian Journal of Occupational Therapy, ISSN 1103-8128, E-ISSN 1651-2014, Vol. 20, nr 5, s. 357-364Artikkel i tidsskrift (Fagfellevurdert) Published
    Abstract [en]

    Aim: The aim of this study was to investigate computer use in educational activities by students with attention deficit hyperactivity disorder (ADHD) in comparison with that of students with physical disabilities and students from the general population.

    Methods: The design of the study was cross-sectional with group comparison. Students with ADHD (n = 102) were pair-matched in terms of age and sex with students with physical disabilities and students from the general population (n = 940) were used as a reference group.

    Results: The study showed that less than half of the students with ADHD had access to a computer in the classroom. Students with ADHD reported significantly less frequent use of computers for almost all educational activities compared with students with physical disabilities and students from the general population. Students with ADHD reported low satisfaction with computer use in school. In addition, students with ADHD reported a desire to use computers more often and for more activities in school compared with students with physical disabilities.

    Conclusions: These results indicate that occupational therapists should place more emphasize on how to enable students with ADHD to use computers in educational activities in school.

    sted, utgiver, år, opplag, sider
    Informa Healthcare, 2013
    Emneord
    Information and communication technology (ICT), computer access, school-based practice, physical disabilities
    HSV kategori
    Identifikatorer
    urn:nbn:se:liu:diva-86782 (URN)10.3109/11038128.2012.758777 (DOI)000323943600006 ()
    Tilgjengelig fra: 2013-01-04 Laget: 2013-01-04 Sist oppdatert: 2017-12-06bibliografisk kontrollert
    2. Internet Activities During Leisure: A Comparison Between Adolescents With ADHD and Adolescents From the General Population
    Åpne denne publikasjonen i ny fane eller vindu >>Internet Activities During Leisure: A Comparison Between Adolescents With ADHD and Adolescents From the General Population
    2018 (engelsk)Inngår i: Journal of Attention Disorders, ISSN 1087-0547, E-ISSN 1557-1246, Vol. 22, nr 12, s. 1131-1139Artikkel i tidsskrift (Fagfellevurdert) Published
    Abstract [en]

    Objective: Adolescents’ leisure activities are increasingly focusing on Internet activities, and today, these coexist with traditional leisure activities such as sport and meeting friends. The purpose of the present study was to investigate leisure activities, particularly Internet activities, among boys and girls with ADHD, and compare these with boys and girls from the general population. The objective was also to explore how traditional leisure activities and Internet activities interrelate among adolescents with ADHD. 

    Method: Adolescents with ADHD (n = 102) were compared with adolescents from the general population on leisure activities and Internet use. 

    Results: Leisure activities among adolescents with ADHD tended to focus on Internet activities, particularly online games. Internet activities were broadening leisure activities among adolescents with ADHD, rather than being a substitute for traditional leisure activities. 

    Conclusion: Internet activities may provide adolescents with ADHD accessible means of social interaction.

    sted, utgiver, år, opplag, sider
    Sage Publications, 2018
    Emneord
    adolescent ADHD, computer games, principal components analysis, peer relationships
    HSV kategori
    Identifikatorer
    urn:nbn:se:liu:diva-123871 (URN)10.1177/1087054715613436 (DOI)000444488700005 ()26610742 (PubMedID)
    Tilgjengelig fra: 2016-01-12 Laget: 2016-01-12 Sist oppdatert: 2018-09-27bibliografisk kontrollert
    3. Support for learning- goes beyond academic support: voices of students with Asperger’s disorder and ADHD
    Åpne denne publikasjonen i ny fane eller vindu >>Support for learning- goes beyond academic support: voices of students with Asperger’s disorder and ADHD
    2016 (engelsk)Inngår i: Autism, ISSN 1362-3613, E-ISSN 1461-7005, Vol. 20, nr 2, s. 183-195Artikkel i tidsskrift (Fagfellevurdert) Published
    Abstract [en]

    The purpose of this study was to describe and explore the experiences of support at school among young adults with Asperger’s disorder (AS) and attention-deficit/hyperactivity disorder (ADHD), and also to examine what support they, in retrospect, described as influencing learning. Purposive sampling was used to enroll participants. Data were collected through semi-structured interviews with thirteen young adults aged between 20-29 years. A qualitative analysis, based on interpreting people’s experiences was conducted by grouping and searching for patterns in data. The findings indicate that the participants experienced difficulties at school that included academic, social and emotional conditions, all of which could influence learning. Support for learning included small groups, individualized teaching methods, teachers who cared, and practical and emotional support. These clusters together confirm the overall understanding that support for learning aligns academic and psychosocial support. In conclusion, academic support combined with psychosocial support at school seems to be crucial for learning among students with AS and ADHD.

    sted, utgiver, år, opplag, sider
    Sage Publications, 2016
    Emneord
    Autism Spectrum Disorders, ADHD/ADD, psychosocial support, education, educational provision, services, qualitative research, special needs students
    HSV kategori
    Identifikatorer
    urn:nbn:se:liu:diva-115117 (URN)10.1177/1362361315574582 (DOI)000372880100007 ()
    Tilgjengelig fra: 2015-03-10 Laget: 2015-03-09 Sist oppdatert: 2017-04-21bibliografisk kontrollert
    4. The Occupational Transition Process to Upper Secondary School, Further Education and/or Work in Sweden: As Described by Young Adults with Asperger Syndrome and Attention Deficit Hyperactivity Disorder
    Åpne denne publikasjonen i ny fane eller vindu >>The Occupational Transition Process to Upper Secondary School, Further Education and/or Work in Sweden: As Described by Young Adults with Asperger Syndrome and Attention Deficit Hyperactivity Disorder
    2017 (engelsk)Inngår i: Journal of autism and developmental disorders, ISSN 0162-3257, E-ISSN 1573-3432, Vol. 47, nr 3, s. 667-679Artikkel i tidsskrift (Fagfellevurdert) Published
    Abstract [en]

    The aim of the study was to describe the occupational transition process to upper secondary school, further education and/or work, and to discover what support influences the process from the perspectives of young adults with Asperger’s disorder (AS) or attention deficit/hyperactivity disorder (ADHD). This qualitative study comprised semi-structured interviews with 15 young adults with AS or ADHD, eight men and seven women (aged 20 to 29 years). Most of the participants were attending community-based day centres at local businesses. Analysis identified three different occupational transition pathways following compulsory school. Support influencing the occupational transition process included: occupational transition preparation in compulsory school, practical work experience in a safe environment, and support beyond the workplace. The overall understanding shows that the occupational transition process was a longitudinal one starting as early as in middle school, and continuing until the young adults with AS and ADHD obtained and were able to remain in employment or further education. Support from community-based day centres was described both as an important step towards finding employment in the regular labour market in which participants could develop practical work experience, and as being too far away from the regular labour market.

    sted, utgiver, år, opplag, sider
    Springer, 2017
    Emneord
    Attention deficit hyperactivity disorder/attention deficit disorder, autism spectrum disorders, employment, education, qualitative research, services
    HSV kategori
    Identifikatorer
    urn:nbn:se:liu:diva-123872 (URN)10.1007/s10803-016-2986-z (DOI)000396815400014 ()
    Tilgjengelig fra: 2016-01-12 Laget: 2016-01-12 Sist oppdatert: 2018-01-15bibliografisk kontrollert
  • 34.
    Bolic Baric, Vedrana
    et al.
    Linköpings universitet, Hälsouniversitetet. Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Avdelningen för arbetsterapi.
    Lidström, Helene
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Hälsa, Aktivitet, Vård (HAV). Linköpings universitet, Filosofiska fakulteten.
    Thelin, Nils
    Östergötlands Läns Landsting.
    Kjellberg, Anette
    Linköpings universitet, Hälsouniversitetet. Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Avdelningen för arbetsterapi.
    Hemmingsson, Helena
    Linköpings universitet, Hälsouniversitetet. Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Avdelningen för arbetsterapi.
    Computer use in educational activities by students with ADHD2014Inngår i: 16th International Congress of the World Federation of Occupational Therapists: Sharing Traditions, Creating Futures, 2014Konferansepaper (Annet vitenskapelig)
    Abstract [en]

    Introduction: One type of support in school that holds promise for students with attention deficit hyperactivity disorder (ADHD) is the use of information and communication technology (ICT) such as computers and Internet. Computer use in educational activities may be one promising tool to support academic performance of students with ADHD experiencing difficulties in school. However, students with ADHD may be overlooked regarding available support compared with students with physical disabilities.Objectives: The aim of this study was to investigate computer use in educational activities by students with attention deficit hyperactivity disorder (ADHD) in comparison with that of students with physical disabilities and students from the general population.Methods: The design of the study was cross-sectional with group comparison. Students with a primary diagnosis of ADHD and related disorders were recruited from habilitation centres (HCs). Students with ADHD (n=102) were pairmatched in terms of age and sex with students with physical disabilities and students from the general population (n = 940) were used as a reference group.Results: Students with ADHD reported significantly less frequent use of computers for almost all educational activities compared with students with physical disabilities and students from the general population. Students with ADHD reported low satisfaction with computer use in school. In addition, students with ADHD reported a desire to use computers more often and for more activities in school compared with students with physical disabilities. Conclusion: From an equality perspective, it is essential to enable students with ADHD to use computers in educational activities. Contribution to the practice/evidence base of occupational therapy: Focusing on promoting computer use in educational activities in school for students with physical disabilities as well as students with ADHD is an emerging field in occupational therapy.

  • 35.
    Bolic Baric, Vedrana
    et al.
    Linköpings universitet, Medicinska fakulteten. Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Avdelningen för arbetsterapi.
    Tegelström, Valerie
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Hälsa, Aktivitet, Vård (HAV). Linköpings universitet, Medicinska fakulteten.
    Ekblad, Erik
    Region Östergötland, Närsjukvården i östra Östergötland, Rehab öst.
    Hemmingsson, Helena
    Linköpings universitet, Medicinska fakulteten. Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Avdelningen för arbetsterapi.
    Usability of RemindMe – An Interactive Web-Based Mobile Reminder Calendar:: A Professional's Perspective2015Inngår i: Studies in Health Technology and Informatics / [ed] Cecilia Sik-Lányi, Evert-Jan Hoogerwerf, Klaus Miesenberger, Peter Cudd, IOS Press, 2015, 217, Vol. 217, s. 1083s. 247-254Konferansepaper (Fagfellevurdert)
    Abstract [en]

    Aim: The aim of the study was to examine the usability of an interactive web-based mobile reminder calendar (RemindMe) developed for supporting individuals in organizing, planning and executing activities in everyday life, from the perspectives of professionals.

    Methods and material: Eleven professionals working in community services evaluated the usability of RemindMe in their clinical practice. Data were collected using semi-structured interviews and analysed with inductive qualitative analysis.

    Results: The professionals perceived that RemindMe was useful, easy to use, and intuitive. There was a need among professionals for a web-based reminder calendar that requires the active acknowledgement of reminders. RemindMe's feedback system offering self-monitored information based on the user's interaction with the system supported the professionals in discussions, evaluation, and follow-up based on the needs of the persons with cognitive impairments.

    Conclusion: The results indicate that RemindMe may be potentially useful to professionals who provide support to individuals with cognitive impairments. However, further research is needed to evaluate experience of using RemindMe from the perspective of individuals with cognitive impairments.

  • 36.
    Bolic, Vedrana
    et al.
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Hälsa, Aktivitet, Vård (HAV). Linköpings universitet, Hälsouniversitetet.
    Haglund, Lena
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Hälsa, Aktivitet, Vård (HAV). Linköpings universitet, Hälsouniversitetet.
    Kjellberg, Anette
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Hälsa, Aktivitet, Vård (HAV). Linköpings universitet, Hälsouniversitetet.
    Utilization of an ICF-based assessment from occupational therapists' perspectives2012Konferansepaper (Fagfellevurdert)
  • 37.
    Bolic, Vedrana
    et al.
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Hälsa, Aktivitet, Vård (HAV). Linköpings universitet, Hälsouniversitetet.
    Hellberg, Kristina
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och didaktik. Linköpings universitet, Utbildningsvetenskap.
    Kjellberg, Anette
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Hälsa, Aktivitet, Vård (HAV). Linköpings universitet, Hälsouniversitetet.
    Hemmingsson, Helena
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Hälsa, Aktivitet, Vård (HAV). Linköpings universitet, Hälsouniversitetet.
    Stöd för lärande – mer än bara pedagogiskt stöd: Elever med neuropsykiatrisk funktionsnedsättning2013Inngår i: AT-forum 2013: Nationell konferens i arbetsterapi, 2013Konferansepaper (Annet vitenskapelig)
    Abstract [sv]

    Stöd i skolan och övergång till vidare studier och arbetsliv-personer med neuropsykiatriska diagnoser

    Bakgrund

    Att lämna grundskolan innebär för många unga vuxna en övergång till vuxenlivet med antingen vidare studier eller arbetsliv i sikte. Det innebär nya utmaningar som de flesta unga vuxna klarar av medan personer med neuropsykiatriska funktionsnedsättningar riskerar att komma tillkorta i och med de krav som samhället ställer. Hur stödet har sett ut i grundskolan kan påverka ungdomarnas övergång till vidare studier och arbetsliv. Studier har visat att personer med neuropsykiatriska funktionsnedsättningar är en eftersatt grupp då det gäller anpassningar i skolan.

    Syfte

    Syftet med studien är att undersöka unga vuxnas med Asperger diagnos och ADHD erfarenheter av stödåtgärder i skolan samt vad individerna retrospektivt värderar som betydelsefullt för övergången till vidare studier och arbetsliv.

    Tillvägagångssätt och analys

    I studien har ett ändamålsenligt urval användas utifrån följande kriterier; personerna ska ha en neuropsykiatrisk diagnos som Asperger syndrom och Attention-Deficit Hyperactivity Disorder (ADHD) baserad på DSM-IV och/eller ICD-10 (American Psychiatric Association, 2000; World Health Organisation, 1993), vara i åldrarna 18-30 år samt vilja och förmåga att kommunicera sina erfarenheter av tidigare skoltid och övergången till vidare studier. Intervjuer har genomförts med 13 unga vuxna i åldrarna 20 till 29 år. Intervjuerna har analyserats kvalitativt.

    Resultat/förväntat resultat

    Analysen av intervjuerna påbörjades i augusti 2012. Preliminära resultat visar att den sociala och fysiska miljön samt pedagogiskt stöd är betydelsefullt för övergången till vidare studier och arbetsliv. Analysen pågår och vid tidpunkt för konferensen kommer resultat gällande erfarenheter av stödåtgärder i skolan samt vad individerna värderar som betydelsefullt för övergången till vidare studier eller arbetsliv att presenteras.

    Slutsats

    I samband med AT-forum 2013 kommer slutsatser från analysen att presenteras.

  • 38.
    Bolic, Vedrana
    et al.
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Hälsa, Aktivitet, Vård (HAV).
    Hellberg, Kristina
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och didaktik.
    Kjellberg, Anette
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Hälsa, Aktivitet, Vård (HAV).
    Hemmingsson, Helena
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Hälsa, Aktivitet, Vård (HAV).
    Stöd i skolan och övergång till vidare studier och arbetsliv-personer med neuropsykiatriska diagnoser2013Inngår i: Förbundet Sveriges Arbetsterapeuter, At-forum, Stockholm 24-25 April, 2013, 2013Konferansepaper (Fagfellevurdert)
    Abstract [sv]

    Bakgrund

    Att lämna grundskolan innebär för många unga vuxna en övergång till vuxenlivet med antingen vidare studier eller arbetsliv i sikte. Det innebär nya utmaningar som de flesta unga vuxna klarar av medan personer med neuropsykiatriska funktionsnedsättningar riskerar att komma tillkorta i och med de krav som samhället ställer. Hur stödet har sett ut i grundskolan kan påverka ungdomarnas övergång till vidare studier och arbetsliv. Studier har visat att personer med neuropsykiatriska funktionsnedsättningar är en eftersatt grupp då det gäller anpassningar i skolan.

    Syfte

    Syftet med studien är att undersöka unga vuxnas med Asperger diagnos och ADHD erfarenheter av stödåtgärder i skolan samt vad individerna retrospektivt värderar som betydelsefullt för övergången till vidare studier och arbetsliv.

    Tillvägagångssätt och analys

    I studien har ett ändamålsenligt urval användas utifrån följande kriterier; personerna ska ha en neuropsykiatrisk diagnos som Asperger syndrom och Attention-Deficit Hyperactivity Disorder (ADHD) baserad på DSM-IV och/eller ICD-10 (American Psychiatric Association, 2000; World Health Organisation, 1993), vara i åldrarna 18-30 år samt vilja och förmåga att kommunicera sina erfarenheter av tidigare skoltid och övergången till vidare studier. Intervjuer har genomförts med 13 unga vuxna i åldrarna 20 till 29 år. Intervjuerna har analyserats kvalitativt.

    Resultat/förväntat resultat

    Analysen av intervjuerna påbörjades i augusti 2012. Preliminära resultat visar att den sociala och fysiska miljön samt pedagogiskt stöd är betydelsefullt för övergången till vidare studier och arbetsliv. Analysen pågår och vid tidpunkt för konferensen kommer resultat gällande erfarenheter av stödåtgärder i skolan samt vad individerna värderar som betydelsefullt för övergången till vidare studier eller arbetsliv att presenteras.

    Slutsats

    I samband med AT-forum 2013 kommer slutsatser från analysen att presenteras.

  • 39.
    Bolic, Vedrana
    et al.
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Hälsa, Aktivitet, Vård (HAV). Linköpings universitet, Hälsouniversitetet.
    Hellberg, Kristina
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och didaktik. Linköpings universitet, Utbildningsvetenskap.
    Kjellberg, Anette
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Hälsa, Aktivitet, Vård (HAV). Linköpings universitet, Hälsouniversitetet.
    Hemmingsson, Helena
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Hälsa, Aktivitet, Vård (HAV). Linköpings universitet, Hälsouniversitetet.
    Support in school and the transition to further education and work - individuals with neuropsychiatric disorders2013Inngår i: 12th NNDR conference, 2013Konferansepaper (Annet vitenskapelig)
    Abstract [en]

    Support in school and the transition to further education and/or work – young adults with Asperger’s Disorder and ADHD

    Introduction

    Research indicates that students with Asperger’s Disorder and ADHD face a number of barriers to participation in school which may affect learning, social relations and the transition to work and/or further education. Individuals with Asperger’s Disorder and ADHD may need support in order to participate in school and to make progress toward graduating from school, in order to qualify to attend and pursue institutes of further education, work and participation in community life.

    Objectives

    The objective of the study was to describe and explore young adults’ with Asperger syndrome and ADHD experience of support in school and what they, in retrospect describe as influencing learning.

    Methods

    Interviews have been performed with 13 young adults between the age of 20 to 29 years, diagnosed with Asperger syndrome and Attention-Deficit Hyperactivity Disorder (ADHD) based on DSM-IV and / or ICD-10 that have completed compulsory school.  

    Results

    Results show that the students in the present study stated that they did not receive adequate support during their school time in relation to their perceived difficulties with academic performance, social interaction and emotional wellbeing. Three types of support were identified during the analysis: “academic accommodations”, “social support” and “emotional support”.  Despite being evident in the students stories the support was perceived as inappropriate in relation to their individual needs, which in turn together confirmed the theme described as “Support affecting the students’ wellbeing”.  

    Conclusion

    The students’ experience of support in school, based on their current experiences, knowledge and understanding highlights the need for support that target academic performance, social relationships and emotional wellbeing, important for learning in school.

    Contribution to the practice/evidence base of occupational therapy

    Collaboration between educators, health care and occupational therapy services in school are important for developing and implementing support in school that will promote students learning and participation in school.

  • 40.
    Bolic, Vedrana
    et al.
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Hälsa, Aktivitet, Vård (HAV). Linköpings universitet, Hälsouniversitetet.
    Hellberg, Kristina
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och didaktik. Linköpings universitet, Utbildningsvetenskap.
    Kjellberg, Anette
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Hälsa, Aktivitet, Vård (HAV). Linköpings universitet, Hälsouniversitetet.
    Hemmingsson, Helena
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Hälsa, Aktivitet, Vård (HAV). Linköpings universitet, Hälsouniversitetet.
    Support in school and the transition to further education and/or work – young adults with Asperger’s Disorder and ADHD2014Inngår i: 16th International Congress of the World Federation of Occupational: Sharing Traditions, Creating Futures, 2014Konferansepaper (Annet vitenskapelig)
    Abstract [en]

    Support in school and the transition to further education and/or work – young adults with Asperger’s Disorder and ADHD

    Introduction

    Individuals with Asperger’s Disorder and attention deficit hyperactivity disorder (ADHD) may need support in order to participate and progress toward graduating from school; a starting point for pursuing institutes of further education, work and participation in community life.

    Objectives

    The aim of this study was to describe and explore young adults’ with Asperger’s Disorder syndrome and ADHD experience of support in school and what they, in retrospect describe as influencing learning.

    Methods

    Semi-structured interviews were conducted with a purposive sample comprising 13 young adults between the age of 20 to 29 years, diagnosed with Asperger’s Disorder and attention-Deficit Hyperactivity Disorder (ADHD) based on DSM-IV and / or ICD-10 that have completed compulsory school.  A qualitative data analysis was used. 

    Results

    Results show that the students in the present study stated that they did not receive adequate support during their school time in relation to their perceived difficulties with academic performance. Different aspects of support including academic accommodations, social support and emotional support are described as important for learning and participation in school.  Despite being evident in the students’ stories the support was perceived as inappropriate in relation to their individual needs and the students advocate for support affecting the students’ wellbeing.

    Conclusion

    The experience of support in school described by students with presented Asperger’s Disorder and ADHD are complex and require understanding of multiple aspects important for learning and participation.  

    Contribution to the practice/evidence base of occupational therapy

    Based on the students’ perspectives this study showed that different forms of support in school are important for learning and participation.  Therefore, occupational therapy services are essential for developing and implementing interventions in school. In addition, a collaborative approach between educators, parents and students is crucial for supporting students with Asperger’s Disorder and ADHD in school.

     

     

  • 41.
    Bolic, Vedrana
    et al.
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Hälsa, Aktivitet, Vård (HAV). Linköpings universitet, Hälsouniversitetet.
    Lidström, Helene
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Hälsa, Aktivitet, Vård (HAV). Linköpings universitet, Hälsouniversitetet.
    Thelin, Nils
    Linköpings universitet, Institutionen för klinisk och experimentell medicin. Linköpings universitet, Hälsouniversitetet.
    Kjellberg, Anette
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Hälsa, Aktivitet, Vård (HAV). Linköpings universitet, Hälsouniversitetet.
    Hemmingsson, Helena
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Hälsa, Aktivitet, Vård (HAV). Linköpings universitet, Hälsouniversitetet.
    Computer use in educational activities by students with ADHD2013Inngår i: Scandinavian Journal of Occupational Therapy, ISSN 1103-8128, E-ISSN 1651-2014, Vol. 20, nr 5, s. 357-364Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Aim: The aim of this study was to investigate computer use in educational activities by students with attention deficit hyperactivity disorder (ADHD) in comparison with that of students with physical disabilities and students from the general population.

    Methods: The design of the study was cross-sectional with group comparison. Students with ADHD (n = 102) were pair-matched in terms of age and sex with students with physical disabilities and students from the general population (n = 940) were used as a reference group.

    Results: The study showed that less than half of the students with ADHD had access to a computer in the classroom. Students with ADHD reported significantly less frequent use of computers for almost all educational activities compared with students with physical disabilities and students from the general population. Students with ADHD reported low satisfaction with computer use in school. In addition, students with ADHD reported a desire to use computers more often and for more activities in school compared with students with physical disabilities.

    Conclusions: These results indicate that occupational therapists should place more emphasize on how to enable students with ADHD to use computers in educational activities in school.

  • 42.
    Bolic, Vedrana
    et al.
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Hälsa, Aktivitet, Vård (HAV). Linköpings universitet, Hälsouniversitetet.
    Lidström, Helene
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Hälsa, Aktivitet, Vård (HAV). Linköpings universitet, Medicinska fakulteten.
    Thelin, Nils
    Östergötlands Läns Landsting.
    Kjellberg, Anette
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Hälsa, Aktivitet, Vård (HAV).
    Hemmingsson, Helena
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Hälsa, Aktivitet, Vård (HAV). Linköpings universitet, Hälsouniversitetet.
    Computer use in school - a comparison between students with neuropsychiatric disabilities and motor disabilities2012Konferansepaper (Fagfellevurdert)
  • 43.
    Bolic, Vedrana
    et al.
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Hälsa, Aktivitet, Vård (HAV). Linköpings universitet, Hälsouniversitetet.
    Lidström, Helene
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Hälsa, Aktivitet, Vård (HAV). Linköpings universitet, Medicinska fakulteten.
    Thelin, Nils
    Östergötlands Läns Landsting.
    Kjellberg, Anette
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Hälsa, Aktivitet, Vård (HAV).
    Hemmingsson, Helena
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Hälsa, Aktivitet, Vård (HAV). Linköpings universitet, Hälsouniversitetet.
    Datoranvändning i skolan – en jämförelse mellan barn och ungdomar med neuropsykiatriska funktionsnedsättningar och barn och ungdomar med rörelsehinder2012Konferansepaper (Fagfellevurdert)
  • 44.
    Bonsaksen, Tore
    et al.
    Oslo and Akershus University College of Applied Sciences, Norway.
    Meidert, Ursula
    Zurich University of Applied Sciences, Switzerland.
    Schuman, Deana
    Kvarsnes, Hildegunn
    Haglund, Lena
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Hälsa, Aktivitet, Vård (HAV). Linköpings universitet, Medicinska fakulteten.
    Prior, Susan
    Forsyth, Kirsty
    Yamada, Takashi
    Scott, Patricia
    Does the Role Checklist Measure Occupational Participation?2015Inngår i: The Open Journal of Occupational Therapy, ISSN 2168-6408, Vol. 3, nr 3, artikkel-id 7-1-2015Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Background: Among the Model of Human Occupation (MOHO) assessments, the Role Checklist is one of the most established. In spite of its widespread use, no studies have examined role examples and their association with the three embedded levels of doing, as established in the MOHO theory.

    Method: A cross-sectional survey of 293 respondents from the US, the UK, Japan, Switzerland, Sweden, and Norway produced 7,182 role examples. The respondents completed Part I of the Role Checklist and provided examples of each internalized role they performed. Responses were classified as occupational skill, occupational performance, or occupational participation.

    Results: Thirty-three percent of the examples were classified as examples of occupational participation, whereas 65% were classified as examples of occupational performance. Four roles linked mostly with occupational participation, another four roles linked mostly with occupational performance, and the two remaining roles were mixed between occupational participation and occupational performance.

    Discussion: The Role Checklist assesses a person’s involvement in internalized roles at the level of both occupational participation and occupational performance. There are differences among countries with regard to how roles are perceived and exemplified, and different roles relate differently to the occupational performance and occupational participation levels of doing. There are related implications for occupational therapists

  • 45.
    Borell, Lena
    et al.
    Karolinska Institute, Sweden .
    Nygard, Louise
    Karolinska Institute, Sweden .
    Asaba, Eric
    Karolinska Institute, Sweden .
    Gustavsson, Anders
    Stockholm University, Sweden .
    Hemmingsson, Helena
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Hälsa, Aktivitet, Vård (HAV). Linköpings universitet, Hälsouniversitetet.
    Qualitative approaches in occupational therapy research2014Inngår i: Scandinavian Journal of Occupational Therapy, ISSN 1103-8128, E-ISSN 1651-2014, Vol. 21, s. 80-88Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Objective: Development of research in occupational therapy requires a continuous critical discussion concerning methodological approaches. In this paper the authors wish to contribute to such a discussion by introducing the Formal Data-Structure Analysis approach (FDSA) as a method for understanding peoples experiences. Methods and results: A review of selected publications from occupational therapy journals between 2003 and 2005 illustrated that qualitative articles within occupational therapy publications were mainly descriptive in nature. This finding raises questions about how to develop new knowledge that contributes to occupational therapy. Conclusions: In this paper the authors suggest that it is possible to apply the FDSA approach not only when describing and categorizing qualitative phenomena, but also when aiming to reach an in-depth understanding of issues related to human meaning-making; for example, how we understand engagement in occupations or living with a disability. Examples of the application of the FDSA approach are included and discussed.

  • 46.
    Borell, Lena
    et al.
    Karolinska Institutet, Sweden .
    Nygård, Louise
    Karolinska Institutet, Sweden .
    Asaba, Eric
    Karolinska Institutet, Sweden .
    Gustavsson, Anders
    Stockholm University, Sweden .
    Hemmingsson, Helena
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Hälsa, Aktivitet, Vård (HAV). Linköpings universitet, Hälsouniversitetet.
    Qualitative approaches in occupational therapy research.2012Inngår i: Scandinavian Journal of Occupational Therapy, ISSN 1103-8128, E-ISSN 1651-2014, Vol. 19, nr 6, s. 521-529Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Abstract Objective: Development of research in occupational therapy requires a continuous critical discussion concerning methodological approaches. In this paper the authors wish to contribute to such a discussion by introducing the Formal Data-Structure Analysis approach (FDSA) as a method for understanding people's experiences. Methods and results: A review of selected publications from occupational therapy journals between 2003 and 2005 illustrated that qualitative articles within occupational therapy publications were mainly descriptive in nature. This finding raises questions about how to develop new knowledge that contributes to occupational therapy. Conclusions: In this paper the authors suggest that it is possible to apply the FDSA approach not only when describing and categorizing qualitative phenomena, but also when aiming to reach an in-depth understanding of issues related to human meaning-making; for example, how we understand engagement in occupations or living with a disability. Examples of the application of the FDSA approach are included and discussed.

  • 47.
    Borgestig, Maria
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Hälsa, Aktivitet, Vård (HAV). Linköpings universitet, Medicinska fakulteten.
    The impact of gaze-based assistive technology on daily activities in children with severe physical impairments2016Doktoravhandling, med artikler (Annet vitenskapelig)
    Abstract [en]

    Aim: The aim of the thesis was to investigate the impact of gaze-based assistive technology on daily activities in children with severe physical impairments and without speech. The objectives were to develop and pilot a gaze-based assistive technology intervention (GAT intervention) at home and in school for these children and to understand its impact on daily activities as experienced by their parents.

    Methods: Study I was a pilot study in which the basic components that were developed for the intervention were evaluated for students with physical impairments. The study aimed at improving the use of computers as assistive technology (AT) in school. Based on the findings in Study I, the GAT intervention was developed. The GAT intervention aimed at implementing gaze-based AT in daily activities. It consisted of two parts; having access to gaze-based AT and having access to services from a multi professional communication team during nine to ten months. Studies II-IV concerned gazebased AT for children with severe physical impairments without speech who participated in the GAT intervention. The participants were ten children (ages 1-15) (Studies II, III), and their parents (Study IV). Studies II and III had longitudinal designs and children were followed during 15-20 months with repeated measurements before, after and at follow-up. In Study II children’s repertoire of computer activities, extent of use, and goal attainment with gaze-based AT was evaluated, as well as parents’ satisfaction with the AT and with services. In Study III children’s eye gaze performance when using gaze-based AT was examined. In Study IV, parents were interviewed twice with the aim of  exploring their experiences of children’s gaze-based AT use in daily life. In Study IV a hermeneutical approach was used.

    Results: The findings of Study I showed that the basic components of intervention improved the use of computers in school. Study II showed an increased repertoire of computer activities with the gazebased AT, maintained use in daily activities for all at follow up, and that all children attained goals for gaze-based AT use in daily activities. Parents were satisfied with the gaze-based AT, and with the services in the GAT intervention. In study III, nine children improved in eye gaze performance over time when using the gaze-based AT in daily activities. Study IV revealed that children’s gaze-based AT usage in daily activities made a difference to parents since the children demonstrated agency, and showed their personality and competencies by using gaze-based AT, and for the parents this opened up infinite possibilities for the child to do and learn things. Overall, children’s gaze-based AT usage provided parents with hope of a future in which their children could develop and have influence in life.

    Conclusions: This thesis shows that these children with severe physical impairments and without speech acquired sufficient gaze control skills to use gaze-based AT for daily activities in the home and at school. The gaze-based AT had a positive impact on performing activities, for example, play activities and communication- and interaction-related activities. For the parents, children’s gaze-based AT usage made a difference since it shaped a hope of a better future for their children, where they can develop and gain influence in their future life. Furthermore, the children continued to perform daily activities with gaze-based AT over time. This finding suggests that key persons were provided with sufficient knowledge and skills to support children in maintained use of gaze-based AT after withdrawal of the services provided in the GAT intervention.

    Delarbeid
    1. Improving computer usage for students with physical disabilities through a collaborative approach: A pilot study
    Åpne denne publikasjonen i ny fane eller vindu >>Improving computer usage for students with physical disabilities through a collaborative approach: A pilot study
    2013 (engelsk)Inngår i: Scandinavian Journal of Occupational Therapy, ISSN 1103-8128, E-ISSN 1651-2014, Vol. 20, nr 6, s. 463-470Artikkel i tidsskrift (Fagfellevurdert) Published
    Abstract [en]

    Objective: The aim of this study was to evaluate the effect of an assistive technology (AT) intervention to improve the use of available computers as assistive technology in educational tasks for students with physical disabilities during an ongoing school year. Methods: Fifteen students (aged 12-18) with physical disabilities, included in mainstream classrooms in Sweden, and their teachers took part in the intervention. Pre-, post-, and follow-up data were collected with Goal Attainment Scaling (GAS), a computer usage diary, and with the Psychosocial Impact of Assistive Devices Scale (PIADS). Teachers opinions of goal setting were collected at follow-up. Results: The intervention improved the goal-related computer usage in educational tasks and teachers reported they would use goal setting again when appropriate. At baseline, students reported a positive impact from computer usage with no differences over time regarding the PIADS subscales independence, adaptability, or self-esteem. Discussion: The AT intervention showed a positive effect on computer usage as AT in mainstream schools. Some additional support to teachers is recommended as not all students improved in all goal-related computer usage. A clinical implication is that students computer usage can be improved and collaboratively established computer-based strategies can be carried out by teachers in mainstream schools.

    sted, utgiver, år, opplag, sider
    Informa Healthcare, 2013
    Emneord
    Assistive technology, children with disabilities, goal setting, intervention, self-help devices
    HSV kategori
    Identifikatorer
    urn:nbn:se:liu:diva-102984 (URN)10.3109/11038128.2013.837506 (DOI)000328280300008 ()
    Merknad

    Funding Agencies|Swedish Research Council||Swedish Institute of Assistive Technology||Norrbacka-Eugeniastiftelsen||

    Tilgjengelig fra: 2014-01-09 Laget: 2014-01-09 Sist oppdatert: 2017-12-06
    2. Gaze-based assistive technology in daily activities in children with severe physical impairments: an intervention study
    Åpne denne publikasjonen i ny fane eller vindu >>Gaze-based assistive technology in daily activities in children with severe physical impairments: an intervention study
    Vise andre…
    2017 (engelsk)Inngår i: Developmental Neurorehabilitation, ISSN 1751-8423, E-ISSN 1751-8431, Vol. 20, nr 3, s. 129-141Artikkel i tidsskrift (Fagfellevurdert) Published
    Abstract [en]

    Objective: To establish the impact of a gaze-based assistive technology (AT) intervention on activity repertoire, autonomous use, and goal attainment in children with severe physical impairments, and to examine parents’ satisfaction with the gaze-based AT and with services related to the gaze-based AT intervention.

    Methods: Non-experimental multiple case study with before, after, and follow-up design. Ten children with severe physical impairments without speaking ability (aged 1–15 years) participated in gaze-based AT intervention for 9–10 months, during which period the gaze-based AT was implemented in daily activities.

    Results: Repertoire of computer activities increased for seven children. All children had sustained usage of gaze-based AT in daily activities at follow-up, all had attained goals, and parents’ satisfaction with the AT and with services was high.

    Discussion: The gaze-based AT intervention was effective in guiding parents and teachers to continue supporting the children to perform activities with the AT after the intervention program.

    sted, utgiver, år, opplag, sider
    Taylor & Francis, 2017
    Emneord
    Cerebral palsy, computer activities, eye-tracking technology, goal achievement, self-help devices
    HSV kategori
    Identifikatorer
    urn:nbn:se:liu:diva-123300 (URN)10.3109/17518423.2015.1132281 (DOI)000399489800003 ()26930111 (PubMedID)
    Merknad

    Funding agencies|Swedish Research Council; Jimmy Dahlstens Fond; Stiftelsen Sunnerdahls Handikappfond

    At the time for thesis presentation publication was in status: Manuscript.

    Tilgjengelig fra: 2015-12-10 Laget: 2015-12-10 Sist oppdatert: 2018-01-10bibliografisk kontrollert
    3. Eye gaze performance for children with severe physical impairments using gaze-based assistive technology: a longitudinal study
    Åpne denne publikasjonen i ny fane eller vindu >>Eye gaze performance for children with severe physical impairments using gaze-based assistive technology: a longitudinal study
    Vise andre…
    2016 (engelsk)Inngår i: Assistive technology, ISSN 1040-0435, E-ISSN 1949-3614, Vol. 28, nr 2, s. 93-102Artikkel i tidsskrift (Fagfellevurdert) Published
    Abstract [en]

    Gaze-based assistive technology (gaze-based AT) has the potential to provide children affected by severe physical impairments with opportunities for communication and activities. This study aimed to examine changes in eye gaze performance over time (time on task and accuracy) in children with severe physical impairments, without speaking ability, using gaze-based AT. A longitudinal study with an AB design was conducted on ten children (aged 1–15 years) with severe physical impairments, who were beginners to gaze-based AT at baseline. Thereafter, all children used the gaze-based AT in daily activities over the course of the study. Compass computer software was used to measure time on task and accuracy with eye selection of targets on screen, and tests were performed with the children at baseline, after 5 months, 9–11 months, and after 15–20 months. Findings showed that the children improved in time on task after 5 months and became more accurate in selecting targets after 15–20 months. This study indicates that these children with severe physical impairments, who were unable to speak, could improve in eye gaze performance. However, the children needed time to practice on a long-term basis to acquire skills needed to develop fast and accurate eye gaze performance.

    Emneord
    assistive devices, computer access, physical disability
    HSV kategori
    Identifikatorer
    urn:nbn:se:liu:diva-123301 (URN)10.1080/10400435.2015.1092182 (DOI)000376031400004 ()26496529 (PubMedID)
    Merknad

    Funding agencies: Swedish Research Council; Stiftelsen Sunnerdahls Handikappfond; Jimmy Dahlstens Fond

    Tilgjengelig fra: 2015-12-10 Laget: 2015-12-10 Sist oppdatert: 2018-03-17bibliografisk kontrollert
    4. Gaze-based assistive technology used in daily life by children with severe physical impairments: parents’ experiences
    Åpne denne publikasjonen i ny fane eller vindu >>Gaze-based assistive technology used in daily life by children with severe physical impairments: parents’ experiences
    2017 (engelsk)Inngår i: Developmental Neurorehabilitation, ISSN 1751-8423, E-ISSN 1751-8431, Vol. 20, nr 5, s. 301-308Artikkel i tidsskrift (Fagfellevurdert) Published
    Abstract [en]

    This study aims to describe and explore parents’ experiences when their children with severe physical impairments receive gaze-based assistive technology (gaze-based AT) for use in daily life. Semi-structured interviews were conducted twice, with one year in between, with parents of eight children with cerebral palsy that used gaze-based AT in their daily activities. To understand the parents’ experiences, hermeneutical interpretations were used during data analysis. The results demonstrate that for parents, children’s gaze-based AT usage meant that children demonstrated agency, provided them with opportunities to show  personality and competencies, and gave children possibilities to develop. Overall, children’s gaze-based AT provides hope to parents for a better future for their children with severe physical impairments; a future in which the children can develop and gain influence in life. In conclusion, gaze-based AT provides children with new opportunities to perform activities and take initiatives to communicate, giving parents hope about the children’s future.

    sted, utgiver, år, opplag, sider
    Taylor & Francis, 2017
    Emneord
    Activities in daily life, cerebral palsy, eye tracking controlled system, self-help devices, parental hope, qualitative
    HSV kategori
    Identifikatorer
    urn:nbn:se:liu:diva-123302 (URN)10.1080/17518423.2016.1211769 (DOI)000406527400008 ()
    Merknad

    Funding agencies: Swedish Research Council; Jimmy Dahlstens Fond; Stiftelsen Sunnerdahls Handikappfond

    Tilgjengelig fra: 2015-12-10 Laget: 2015-12-10 Sist oppdatert: 2018-04-19bibliografisk kontrollert
  • 48.
    Borgestig, Maria
    et al.
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Hälsa, Aktivitet, Vård (HAV). Linköpings universitet, Hälsouniversitetet.
    Falkmer, Torbjorn
    Linköpings universitet, Institutionen för medicin och hälsa, Avdelningen för samhällsmedicin. Linköpings universitet, Hälsouniversitetet. Curtin University, Australia .
    Hemmingsson, Helena
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Hälsa, Aktivitet, Vård (HAV). Linköpings universitet, Hälsouniversitetet.
    Improving computer usage for students with physical disabilities through a collaborative approach: A pilot study2013Inngår i: Scandinavian Journal of Occupational Therapy, ISSN 1103-8128, E-ISSN 1651-2014, Vol. 20, nr 6, s. 463-470Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Objective: The aim of this study was to evaluate the effect of an assistive technology (AT) intervention to improve the use of available computers as assistive technology in educational tasks for students with physical disabilities during an ongoing school year. Methods: Fifteen students (aged 12-18) with physical disabilities, included in mainstream classrooms in Sweden, and their teachers took part in the intervention. Pre-, post-, and follow-up data were collected with Goal Attainment Scaling (GAS), a computer usage diary, and with the Psychosocial Impact of Assistive Devices Scale (PIADS). Teachers opinions of goal setting were collected at follow-up. Results: The intervention improved the goal-related computer usage in educational tasks and teachers reported they would use goal setting again when appropriate. At baseline, students reported a positive impact from computer usage with no differences over time regarding the PIADS subscales independence, adaptability, or self-esteem. Discussion: The AT intervention showed a positive effect on computer usage as AT in mainstream schools. Some additional support to teachers is recommended as not all students improved in all goal-related computer usage. A clinical implication is that students computer usage can be improved and collaboratively established computer-based strategies can be carried out by teachers in mainstream schools.

  • 49.
    Borgestig, Maria
    et al.
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Hälsa, Aktivitet, Vård (HAV). Linköpings universitet, Hälsouniversitetet.
    Falkmer, Torbjörn
    Linköpings universitet, Institutionen för medicin och hälsa, Rehabiliteringsmedicin. Linköpings universitet, Hälsouniversitetet. Östergötlands Läns Landsting, Sinnescentrum, Smärt och rehabiliteringscentrum. Curtin University, Perth, WA, Australia.
    Hemmingsson, Helena
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Hälsa, Aktivitet, Vård (HAV). Linköpings universitet, Hälsouniversitetet.
    Change in eye controlled performance over time with an eye tracker controlled system, used by children with severe physical disabilities2013Inngår i: Assistive Technology: From Research to Practice, IOS Press, 2013, Vol. 33, s. 473-477Kapittel i bok, del av antologi (Fagfellevurdert)
    Abstract [en]

    The aim of this study was to describe how speed and accuracy in eye controlled computer performance changed over time for children with severe physical disabilities that used eye tracker controlled system (ETCS) in daily activities as an effect of assistive technology (AT) intervention. Data was collected with diaries and with Compass software. The preliminary results from this study from the first four children indicate that two children improved significantly in eye controlled performance up to 19 months since start of ETCS usage in daily activities.

  • 50.
    Borgestig, Maria
    et al.
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Hälsa, Aktivitet, Vård (HAV). Linköpings universitet, Hälsouniversitetet.
    Hemmingsson, Helena
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Hälsa, Aktivitet, Vård (HAV). Linköpings universitet, Hälsouniversitetet.
    Dator i skolarbetet: För elever med funktionsnedsättning2011Rapport (Annet vitenskapelig)
    Abstract [sv]

    Elever med rörelsehinder kan ha stor nytta av dator i skolarbetet, när datorn är integrerad i skolarbetet och får fungera som ett kompensatoriskt hjälpmedel för eleven. En del elever med rörelsehinder anser att de inte får möjlighet att använda dator i skolarbetet i den utsträckning de behöver. Den här skriften handlar om de eleverna.

    Bakgrunden är ett projekt som pågick läsåret 2008 - 2009. Den övergripande målsättningen var att öka möjligheterna för elever med rörelsehinder att använda dator på det sätt de önskar. Projektet utgick från elevernas önskemål och deras behov stod i centrum. Samarbetet mellan elev och lärare var en annan viktig utgångspunkt för projektets genomförande. I projektet deltog en grupp elever med rörelsehinder som huvudsakligen gick på högstadiet och gymnasiet.

    Projektet började med att 15 elever som önskade delta valde en lärare på sin skola som de ville skulle delta tillsammans med dem. Därefter erbjöds lärarna tillsammans med elevernas assistenter en kursdag om datorns möjligheter i skolarbetet. Kursdagen genomfördes i samarbete med Specialpedagogiska skolmyndigheten (SPSM). Efter kursdagen genomfördes planeringsmöten för varje elev. Mål formulerades för hur datorn skulle användas i skolarbetet. Efter två och fyra månader utvärderade eleverna sina mål.

    Innan projektstart ansåg en majoritet av lärarna att de inte fått tillräckligt med kompetensutveckling kring den aktuella eleven. Lärarna behövde stöd för att utnyttja datorn på bästa sätt för eleverna. De ansåg att datorn var ett viktigt pedagogiskt verktyg för eleven.

    Resultatet/utvärderingen visade att en majoritet av de uppsatta målen var uppfyllda vid elevernas utvärderingar och eleverna med uppfyllda mål tyckte att målen hade underlättat skolarbetet. Eleverna upplevde sig mindre beroende av andra när de använde dator. Samtidigt upplevde de sig mindre kompetenta efter projektets insatser jämfört med vid projektstart. Lärarna var överlag positiva till att sätta mål och nästan alla lärare ansåg att målformulering är en bra metod. De ansåg att målen underlättade skolarbetet för eleverna och kunde bidra till att eleven upptäcker nyttan med dator. Samtidigt ansåg lärarna att de saknade kunskap för att sätta mål själva och att de behövde stöd utifrån för att uppnå målen. De flesta lärarna kunde tänka sig att använda arbetssättet igen till andra elever som komplement till andra åtgärder.

    Med den här skriften vill vi försöka ge inspiration till lärare när det gäller datorns möjligheter för elever med funktionsnedsättning. Vi vill också visa på olika samarbetspartner som lärare kan ta hjälp av. Slutligen vill vi visa hur arbetet kan formaliseras och utvärderas genom att sätta mål. Skriften består av två delar, i första delen beskrivs projektets resultat och i andra delen beskrivs arbetssättet, som vi valt att kalla för Inspiration – Samarbete – Mål.

    Vår slutsats är att det beskrivna arbetssättet kan ge elever bättre möjligheter att använda dator i skolarbetet och att både elev och lärare behöver stöd för att lyckas. Det blev tydligt i projektet att eleverna var beroende av lärarnas engagemang i genomförandet av målen. Det blev också tydligt att lärare kan behöva stöd av andra med kunskap om elevens funktionsnedsättning och alternativa verktyg för att sätta mål. Arbetssättet kan behöva utvärderas för fler elever.

1234567 1 - 50 of 734
RefereraExporteraLink til resultatlisten
Permanent link
Referera
Referensformat
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • oxford
  • Annet format
Fler format
Språk
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Annet språk
Fler språk
Utmatningsformat
  • html
  • text
  • asciidoc
  • rtf