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  • 1.
    Abrandt Dahlgren, Madeleine
    et al.
    Linköpings universitet, Institutionen för medicin och hälsa, Avdelningen för samhällsmedicin. Linköpings universitet, Hälsouniversitetet.
    Dyrdal Solbrekke, Tone
    Oslo universitet, Norway.
    Karseth, Berit
    Oslo Universitet, Norway.
    Nyström, Sofia
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och vuxnas lärande. Linköpings universitet, Utbildningsvetenskap.
    From university to professional practice: Students as journeymen between cultures of education and work2014Inngår i: International handbook of research in professional and practice-based learning, Volume 1 / [ed] Stephen Billett, Christian Harteis, Hans Gruber, Dordrecht: Springer Netherlands, 2014, 1, s. 461-484Kapittel i bok, del av antologi (Fagfellevurdert)
    Abstract [en]

    The overarching research problem addressed in this chapter is the relationship between professional/higher education and professional work. The chapter will discuss the relevance of university education for professional practice with a particular focus on professional identity formation and formation of professional responsibility. We deiscuss how different professional programs and their traditions and culturs shape different curricula structures that have an impact on students professional identity formation and transition to work. We will also discuss ecperiences with and learning of professional responsibility in the web of commitments within educational settings and how new multiple expectations emerge and lead to new learning experiencies when entering work life. The argument of the chapter is based on the rationale and findings from an extensive international research program, conducted between 2001-2008.

  • 2.
    Abrandt Dahlgren, Madeleine
    et al.
    Linköpings universitet, Utbildningsvetenskap. Linköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och vuxnas lärande.
    Grosjean, Garnet
    University of British Columbia, Vancouver, Canada.
    Lee, Alison
    University of Technology, Sydney, Australia.
    Nyström, Sofia
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Avdelningen för studier av vuxenutbildning, folkbildning och högre utbildning (VUFo). Linköpings universitet, Utbildningsvetenskap. Linköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och vuxnas lärande.
    The Graduate School in the Sky: Emerging pedagogies for an international network for doctoral education and research2011Inngår i: Reshaping Doctoral Education: international approaches and pedagogies / [ed] Alison Lee & Susan Danby, London: Routledge , 2011, 1, s. 173-186Kapittel i bok, del av antologi (Fagfellevurdert)
    Abstract [en]

    A brief narrative description of the journal article, document, or resource.The number of doctorates being awarded around the world has almost doubled over the last ten years, propelling it from a small elite enterprise into a large and ever growing international market. Within the context of increasing numbers of doctoral students this book examines the new doctorate environment and the challenges it is starting to face. Drawing on research from around the world the individual authors contribute to a previously under-represented focus of theorising the emerging practices of doctoral education and the shape of change in this arena. Key aspects, expertly discussed by contributors from the UK, USA, Australia, New Zealand, China, South Africa, Sweden and Denmark include: (1) the changing nature of doctoral education; (2) the need for systematic and principled accounts of doctoral pedagogies; (3) the importance of disciplinary specificity; (4) the relationship between pedagogy and knowledge generation; and (5) issues of transdisciplinarity. "Reshaping Doctoral Education" provides rich accounts of traditional and more innovative pedagogical practices within a range of doctoral systems in different disciplines, professional fields and geographical locations, providing the reader with a trustworthy and scholarly platform from which to design the doctoral experience. It will prove an essential resource for anyone involved in doctorate studies, whether as students, supervisors, researchers, administrators, teachers or mentors. After an introduction, this book is divided into three parts. Part I, Old Basics/New Basics?, contains the following: (2) Framing Doctoral Pedagogy As Design and Action, Susan Danby and Alison Lee; (3) Writing as Craft and Practice in the Doctoral Curriculum (Claire Aitchison and Anthony Pare); (4) Learning from the Literature: Some Pedagogies (David Boote); (5) "Team" Supervision: New Positionings in Doctoral Education Pedagogies (Catherine Manathunga); (6) The Seminar as Enacted Doctoral Pedagogy (Madeleine Abrandt Dahlgren and Anna Bjuremark); (7) Taking a Break: Doctoral Summer Schools as Transformative Pedagogies (Miriam Zukas and Linda Lundgaard Andersen); and (8) "What's Going on Here?" The Pedagogy of a Data Analysis Session (Harris, J., Theobald, M., Danby, S., Reynolds, E., Rintel, E.S., and Members The Transcript Analysis Group (Tag)). Part II, Disciplinary and Transdisciplinary Pedagogies, contains the following: (9) Designing (In) the PhD in Architecture: Knowledge, Discipline, Pedagogy (Charles Rice and Linda Matthews); (10) Pedagogies for Creativity in Science Doctorates (Liezel Frick); (11) Creative Tensions: Negotiating the Multiple Dimensions of a Transdisciplinary Doctorate (Juliet Willetts, Cynthia Mitchell, Ku mi Absurdity and Dena Fame; (12) Cognitive Apprenticeship: The Making of a Scientist (Barbara J. Gabey's and Alina Bletch); and (13) Pedagogies of Industry Partnership (Barbara Adkins, Jennifer Summer ville, Susan Dan by and Judy Matthews). Part III, Inter-National and Intercultural Pedagogical Spaces, contains the following: (14) The Graduate School in the Sky: Emerging Pedagogies for An International Network for Doctoral Education and Research (Madeleine Brandt-Walgreen, Sofia Nostrum, Garnet Grossman and Alison Lee); (15) Ignorance and Pedagogies of Generative Equality: Internationalizing Australian Doctoral Education Programs and Pedagogies through Engaging Chinese Theoretical Tools (Michael Sing and Fang Chen); and (16) Expanding Pedagogical Boundaries: Indigenous Students Undertaking Doctoral Education (Liz McKinley and Barbara Grant). [Foreword by Erica McWilliam.]

  • 3.
    Abrandt Dahlgren, Madeleine
    et al.
    Linköpings universitet, Institutionen för medicin och hälsa, Avdelningen för samhällsmedicin. Linköpings universitet, Medicinska fakulteten.
    Rystedt, HansDepartment of Education, Communication and Learning, University of Gothenburg, Gothenburg, Sweden.Felländer-Tsai, LiDepartment of Clinical Science, Intervention and Technology (CLINTEC) Division of Orthopedics and Biotechnology, Karolinska Institutet, Stockholm, Sweden.Nyström, SofiaLinköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och vuxnas lärande. Linköpings universitet, Utbildningsvetenskap. Region Östergötland, Diagnostikcentrum, Klinisk immunologi och transfusionsmedicin.
    Simulation in Health Care: Materiality, Embodiment, Interaction2019Collection/Antologi (Fagfellevurdert)
    Abstract [en]

    Series editors abstract:

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

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

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

  • 4.
    Ahn, Song Ee
    et al.
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och vuxnas lärande. Linköpings universitet, Utbildningsvetenskap.
    Nyström, Sofia
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och vuxnas lärande. Linköpings universitet, Utbildningsvetenskap.
    Sociomateriella perspektiv på vuxen pedagogik2013Inngår i: Lärandets mångfald: Om vuxenpedagogik och folkbildning / [ed] Andreas Fejes, Lund: Studentlitteratur , 2013, s. 299-316Kapittel i bok, del av antologi (Annet (populærvitenskap, debatt, mm))
  • 5.
    Ahn, Song-ee
    et al.
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och vuxnas lärande. Linköpings universitet, Utbildningsvetenskap.
    Nyström, Sofia
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och vuxnas lärande. Linköpings universitet, Utbildningsvetenskap.
    Nya former för yrkeslärande: simulatorstödd undervisning2018Inngår i: Yrkesutbildning: Mellan skola och arbetsliv / [ed] Maria Gustavssion & Susanne Köpsén, Lund: Studentlitteratur AB, 2018, s. 85-99Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 6.
    Andersson, Per
    et al.
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och vuxnas lärande. Linköpings universitet, Utbildningsvetenskap.
    Nyström, Sofia
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och vuxnas lärande. Linköpings universitet, Utbildningsvetenskap. Region Östergötland, Diagnostikcentrum, Klinisk immunologi och transfusionsmedicin.
    Editorial: Nordic research on vocational education and training2017Inngår i: Nordic Journal of Vocational Education and Training, ISSN 2242-458X, E-ISSN 2242-458X, s. iii-vArtikkel i tidsskrift (Annet vitenskapelig)
    Abstract [en]

    Welcome to a new issue of the Nordic Journal of Vocational Education and Training. We continue to develop an open forum for research on vocational and professional education and training, with a particular focuson the Nordic con-texts. Our journal is published online, open access, and there are no submission or article processing charges, which means that anyone with access to the Inter-net also has access to the research findings we present.

  • 7.
    Andersson, Per
    et al.
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och vuxnas lärande. Linköpings universitet, Utbildningsvetenskap.
    Nyström, Sofia
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och vuxnas lärande. Linköpings universitet, Utbildningsvetenskap.
    Skonhoft Johannesen, Hedvig
    OsloMet - Oslo Metropolitan University, Norway.
    Editorial: Spring 20182018Inngår i: Nordic Journal of Vocational Education and Training, ISSN 2242-458X, E-ISSN 2242-458X, Vol. 8, nr 1, s. iii-vArtikkel i tidsskrift (Annet vitenskapelig)
    Abstract [en]

    Welcome to a new volume of the Nordic Journal of Vocational Education and Training. In this first issue of 2018 we are proud to present a new associate editor of our journal. Associate professor Hedvig Skonhoft Johannesen from OsloMet - Oslo Metropolitan University in Norway has joined the editorial group, and we look forward to fruitful cooperation with the journal. In this issue of NJVET we have seven contributions ᅵ six peer-reviewed research articles and one magazine article ᅵ from Sweden, Norway, and Denmark. The topics of the articles address assessment in empirical and analytical approaches, VET studentsᅵ as well as teachersᅵ boundary learning, digital storytelling as an approach to vocational didactics, drop out from vocational education, and finally the quality of vocational education.

  • 8.
    Andersson, Per
    et al.
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och vuxnas lärande. Linköpings universitet, Utbildningsvetenskap.
    Skonhoft Johannesen, Hedvig
    OsloMet – Oslo Metropolitan University, Norway.
    Nyström, Sofia
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och vuxnas lärande. Linköpings universitet, Utbildningsvetenskap.
    Editorial: Autumn 20182018Inngår i: Nordic Journal of Vocational Education and Training, ISSN 2242-458X, E-ISSN 2242-458X, Vol. 8, nr 2, s. iii-vArtikkel i tidsskrift (Annet vitenskapelig)
  • 9.
    Andersson, Per
    et al.
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och vuxnas lärande. Linköpings universitet, Utbildningsvetenskap.
    Skonhoft Johannesen, Hedvig
    Fakultet for lærerutdanning og internasjonale studier, OsloMet – Oslo Metropolitan University, Norway.
    Nyström, Sofia
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och vuxnas lärande. Linköpings universitet, Utbildningsvetenskap.
    Editorial: Spring 20192019Inngår i: Nordic Journal of Vocational Education and Training, ISSN 2242-458X, E-ISSN 2242-458X, Vol. 9, nr 2, s. iii-viArtikkel i tidsskrift (Annet vitenskapelig)
  • 10.
    Boud, David
    et al.
    Deakin University, Geelong, Australia / University of Technology, Sydney, Australia / Middlesex University, London, UK.
    Nyström, Sofia
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och vuxnas lärande. Linköpings universitet, Utbildningsvetenskap. Region Östergötland, Diagnostikcentrum, Klinisk immunologi och transfusionsmedicin.
    Abrandt Dahlgren, Madeleine
    Linköpings universitet, Institutionen för medicin och hälsa, Avdelningen för samhällsmedicin. Linköpings universitet, Medicinska fakulteten.
    Gustavsson, Johanna
    Linköpings universitet, Institutionen för klinisk och experimentell medicin, Avdelningen för klinisk kemi. Linköpings universitet, Medicinska fakulteten.
    Kelly, Michelle
    Curtin University, Perth, Australia.
    O’Keeffe, Dara
    Royal College of Surgeons in Ireland, Dublin, Ireland.
    Learning through observation2019Inngår i: Interprofessional Simulation in Health Care: Materiality, Embodiment, Interaction / [ed] Madeleine Abrandt Dahlgren, Hans Rystedt, Li Felländer-Tsai & Sofia Nyström, Cham: Springer, 2019, s. 115-137Kapittel i bok, del av antologi (Fagfellevurdert)
    Abstract [en]

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

  • 11.
    Escher, Cecilia
    et al.
    CLINTEC-Department of Clinical Science Interventions and Technology, Karolinska Institutet, Stockholm, Sweden; CAMST-Center for Advanced Medical Simulation and Training, Karolinska University Hospital, Stockholm, Sweden.
    Rystedt, Hans
    Department of Education, Communication and Learning, University of Gothenburg, Gothenburg, Sweden.
    Creutzfeldt, Johan
    CLINTEC-Department of Clinical Science Interventions and Technology, Karolinska Institutet, Stockholm, Sweden; CAMST-Center for Advanced Medical Simulation and Training, Karolinska University Hospital, Stockholm, Sweden.
    Meurling, Lisbet
    CLINTEC-Department of Clinical Science Interventions and Technology, Karolinska Institutet, Stockholm, Sweden; CAMST-Center for Advanced Medical Simulation and Training, Karolinska University Hospital, Stockholm, Sweden.
    Nyström, Sofia
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och vuxnas lärande. Linköpings universitet, Utbildningsvetenskap.
    Dahlberg, Johanna
    Linköpings universitet, Institutionen för klinisk och experimentell medicin, Avdelningen för mikrobiologi och molekylär medicin. Linköpings universitet, Medicinska fakulteten.
    Edelbring, Samuel
    Linköpings universitet, Institutionen för medicin och hälsa, Avdelningen för samhällsmedicin. Linköpings universitet, Medicinska fakulteten.
    Nordahl Amorøe, Torben
    Simulator Centre West, Sahlgrenska University Hospital, Gothenburg, Sweden.
    Hult, Håkan
    CLINTEC-Department of Clinical Science Interventions and Technology, Karolinska Institutet, Stockholm, Sweden.
    Felländer-Tsai, Li
    CLINTEC-Department of Clinical Science Interventions and Technology, Karolinska Institutet, Stockholm, Sweden; CAMST-Center for Advanced Medical Simulation and Training, Karolinska University Hospital, Stockholm, Sweden.
    Abrandt Dahlgren, Madeleine
    Linköpings universitet, Institutionen för medicin och hälsa, Avdelningen för samhällsmedicin. Linköpings universitet, Medicinska fakulteten.
    Method matters: impact of in-scenario instruction on simulation-based teamwork training2017Inngår i: Advances in Simulation, E-ISSN 2059-0628, Vol. 2, nr 25Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Background

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

    Methods

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

    Results

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

    Conclusions

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

  • 12.
    Evertsson, Sofia
    Linköpings universitet, Institutionen för beteendevetenskap.
    Det medvetna valet av traditionella yrkesområden. En enkätundersökning vid Linköpings universitet angående studenters utbildningsval till högre studier2003Annet (Annet (populærvitenskap, debatt, mm))
  • 13.
    Evertsson, Sofia
    Linköpings universitet, Institutionen för beteendevetenskap.
    Kvinnor i akademin - forskarkarriär eller? En intervjustudie vid Linköpings universitet2002Annet (Annet (populærvitenskap, debatt, mm))
  • 14.
    Evertsson, Sofia
    Linköpings universitet, Institutionen för beteendevetenskap.
    The deliberate choice of traditional educational programs2004Inngår i: NERAs 32:a kongress,2003, 2004Konferansepaper (Annet vitenskapelig)
  • 15.
    Evertsson, Sofia
    Linköpings universitet, Institutionen för beteendevetenskap.
    Utvärdering och inventering av de pedagogiska stegkurserna vid Linköpings universitet2004Rapport (Annet vitenskapelig)
  • 16.
    Fejes, Andreas
    et al.
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och vuxnas lärande. Linköpings universitet, Utbildningsvetenskap.
    Aman, Robert
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och vuxnas lärande. Linköpings universitet, Utbildningsvetenskap.
    Dahlstedt, Magnus
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Socialt arbete. Linköpings universitet, Filosofiska fakulteten.
    Gruber, Sabine
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Socialt arbete. Linköpings universitet, Filosofiska fakulteten.
    Högberg, Ronny
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och vuxnas lärande. Linköpings universitet, Utbildningsvetenskap.
    Nyström, Sofia
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och vuxnas lärande. Linköpings universitet, Utbildningsvetenskap.
    Introduktion på svenska: Om språkintroduktion för nyanlända på gymnasieskola och folkhögskola2018Rapport (Annet vitenskapelig)
    Abstract [sv]

    I kölvattnet av senaste årens migrationsrörelser har en rad olika initiativ tagits för att möjliggöra nyanländas etablering i det svenska samhället. En sådan insats har varit att på prov erbjuda gymnasieskolans språkintroduktionsprogram (SI) även på folkhögskola. Förhoppningen är att just denna utbildningsform är särskilt väl lämpad för nyanlända ungdomar. I denna forskningsrapport jämförs verksamheten inom SI såsom den bedrivs på två gymnasieskolor och två folkhögskolor. Analysen visar att folkhögskolans organisering av SI-verksamheten är mer flexibel och integrerad i övrig verksamhet, vilket också ger potential till en mer inkluderande undervisning.

    Studien är del av forskningsprogrammet Migration, lärande och social inkludering, som genom en longitudinell forskningsdesign söker svar på frågan om hur olika sammanhang för (unga) vuxnas språkliga lärande bidrar till deras sociala inkludering. Programmet är ett samarbete mellan forskningsmiljöerna Vuxenpedagogik och folkbildning och Socialt arbete vid Linköpings universitet.

  • 17.
    Fejes, Andreas
    et al.
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och vuxnas lärande. Linköpings universitet, Utbildningsvetenskap.
    Dahlstedt, Magnus
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Socialt arbete. Linköpings universitet, Filosofiska fakulteten.
    Mešić, Nedžad
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, REMESO - Institutet för forskning om migration, etnicitet och samhälle. Linköpings universitet, Filosofiska fakulteten.
    Nyström, Sofia
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och vuxnas lärande. Linköpings universitet, Utbildningsvetenskap.
    Svenska(r) från dag ett: En studie av ABFs verksamhet med asylsökande2018Rapport (Annet vitenskapelig)
    Abstract [sv]

    Svenska(r) från dag ett är den andra forskningsrapporten i ABFs skriftserie folkbildning och forskning.

    Rapporten beskriver folkbildningen och specifikt ABFs verksamhet för asylsökande i satsningen ”Svenska från dag ett”. Den tar upp hur verksamheten bidrar till migranters sociala inkludering, hur lärandet organiseras och den speciella ovissa situation som deltagaren befinner sig i samt hur det påverkar ledare och lärandet.

    Den har tillkommit i samarbetet mellan ABF och Linköpings universitet och är en del av forskningsprogrammet Migration, lärande och social inkludering.

  • 18.
    Harlin, Eva-Marie
    et al.
    Linköpings universitet, Institutionen för beteendevetenskap, Avdelningen för studier av vuxenutbildning, folkbildning och högre utbildning, VUFo. Linköpings universitet, Utbildningsvetenskap.
    Bjuremark, Anna
    Linköpings universitet, Institutionen för beteendevetenskap, Avdelningen för studier av vuxenutbildning, folkbildning och högre utbildning, VUFo. Linköpings universitet, Utbildningsvetenskap.
    Nyström, Sofia
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Avdelningen för studier av vuxenutbildning, folkbildning och högre utbildning (VUFo). Linköpings universitet, Utbildningsvetenskap.
    Lärande på vuxnas vis.: Lockbeten oh konsumentupplysning i rekrytering av studenter2009Kapittel i bok, del av antologi (Annet vitenskapelig)
    Abstract [sv]

    Denna bok belyser och jämför flera gemensamma brännpunkter i kommunal vuxenutbildning, folkhögskola och högskola: till vilka utbildningarna riktas, hur de utformas didaktiskt, hur de studerande betygssätts och bedöms. Författarna använder konkreta exempel när de diskuterar bland annat utbildares och studerandes perspektiv på dessa områden. Boken riktar sig till blivande och verksamma personalvetare, yrkes- och studievägledare samt pedagoger.

  • 19.
    Hopwood, Nick
    et al.
    University of Technology Sydney, Sydney, Australia / University of StellenboschStellenboschSouth Africa.
    Ahn, Song-ee
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och vuxnas lärande. Linköpings universitet, Utbildningsvetenskap.
    Rimpiläinen, Sanna
    University of StrathclydeGlasgowScotland.
    Dahlberg, Johanna
    Linköpings universitet, Institutionen för klinisk och experimentell medicin, Avdelningen för klinisk kemi. Linköpings universitet, Medicinska fakulteten.
    Nyström, Sofia
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och vuxnas lärande. Linköpings universitet, Utbildningsvetenskap. Region Östergötland, Diagnostikcentrum, Klinisk immunologi och transfusionsmedicin.
    Johnson, Ericka
    Linköpings universitet, Institutionen för tema, Tema Genus. Linköpings universitet, Filosofiska fakulteten.
    Doing interprofessional simulation: Bodily enactments in interprofessional simulation2019Inngår i: Interprofessional simulation in health care: Materiality, embodiment, interaction / [ed] Madeleine Abrandt Dahlgren, Hans Rystedt, Li Felländer-Tsai and Sofia Nyström, Cham, Schweiz: Springer, 2019, 1, s. 91-113Kapittel i bok, del av antologi (Annet vitenskapelig)
    Abstract [en]

    This chapter illustrate how the social and material arrangements for interprofessional simulation produces different conditions for learning. The first section focuses on the emerging medical knowing, affective knowing and communicative knowing in the socio-material arrangements of three locations involved in the simulation, i.e. the simulation room, the observation room and the reflection room, during the course of events in the scenario. The second section focuses on emerging rhythms of collaboration. Different ways of relating to the manikin as a technical, medical and human body, and the relevance of these findings for simulation pedagogy are described.

  • 20.
    Köpsén, Susanne
    et al.
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Avdelningen för studier av vuxenutbildning, folkbildning och högre utbildning (VUFo).
    Nyström, Sofia
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Avdelningen för studier av vuxenutbildning, folkbildning och högre utbildning (VUFo). Linköpings universitet, Utbildningsvetenskap.
    Att bli forensiker: Handlendning för professionalisering2011Rapport (Annet vitenskapelig)
  • 21.
    Köpsén, Susanne
    et al.
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Avdelningen för studier av vuxenutbildning, folkbildning och högre utbildning (VUFo). Linköpings universitet, Utbildningsvetenskap.
    Nyström, Sofia
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Avdelningen för studier av vuxenutbildning, folkbildning och högre utbildning (VUFo). Linköpings universitet, Utbildningsvetenskap.
    Becoming a forensic expert: Supervision for professionalization2011Inngår i: Pushing Forward the Agenda: Emerging Issues in Working Life and Learning Research, 2011Konferansepaper (Fagfellevurdert)
    Abstract [en]

    The professional knowledge of a forensic expert is highly specialized and a narrow professional area with high quality demands from the judicial system. How do you learn such special professional knowledge? How do you become a forensic expert? In this paper we present the findings from an ethnographical study of the only way to become a forensic expert in Sweden – an internal training program at the Swedish National Laboratory of Forensic Science (SKL). In other countries you learn to be a forensic expert through higher education. Previous research concerning learning forensic science or becoming a forensic expert are scarce. The aim of this paper is to explore the development of professional knowledge for future forensic experts. Specifically, the paper investigates how the forensic expert trainees’ learn through the internal training program within SKL focusing the supervision at work. We have conducted observations and informal/formal interviews with five forensic expert trainees’ and their supervisors. By drawing on a socio culturally perspective on learning it is possible to get an understanding of the forensic expert trainee’s learning trajectory and professional identity formation, as well as the activities of supervision. The findings show that processes of supervision, professional language and the interplay between internal training courses and learning integrated in everyday work are central in order to understand the process of becoming a forensic expert. SKL has an extensive internal training program within a quality assurance system. Despite this, the findings show that the socio cultural knowledge and traditions within the different work practices have a significant impact on how the supervision and thus, the learning processes are being shaped. Furthermore, a large part of the professional knowledge is tacit and this impose high and challenging demands on the quality of supervision since the practice of forensic work is a part of the Swedish judicial system.

  • 22.
    Köpsén, Susanne
    et al.
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och vuxnas lärande. Linköpings universitet, Utbildningsvetenskap.
    Nyström, Sofia
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och vuxnas lärande. Linköpings universitet, Filosofiska fakulteten.
    Learning in practice: Arrangements for learning and supervision for becoming a forensic expert2012Rapport (Annet vitenskapelig)
    Abstract [en]

    The profession of a forensic expert is a narrow field in which professional knowledge is highly specialised and must meet the judicial system’s demand for high quality. How does one obtain such knowledge? And furthermore, how does one arrange for the necessary education and training to become a forensic expert? In Europe, professional training to become a forensic scientist is available through Forensic Science degree programs in universities (Welsh & Hannis, 2011). In this report, we present findings from an ethnographical study (Köpsén & Nyström, 2011, 2012) of the only formal way to become a forensic expert in Sweden: an internal training program at the Swedish National Laboratory of Forensic Science (SKL).

    This report is based on a study with the overall aim of investigating future forensic experts’ learning of professional knowledge and professional identity formation. In the Swedish National Laboratory of Forensic Science (SKL), there is a structured internal training system for forensic expert trainees, which combines general forensic introductory courses for forensic experts with supervised learning in practice. The specific aim of the study was to investigate subject-specific supervision and how it interacts with the more general courses. The results of the study demonstrate that supervision and gradual learning in practice are crucial to the development of future professional forensic experts, and its interplay with the courses in the internal training program is poor. Our findings show there are different ways to understand and realise supervision. Therefore, the preconditions for learning professional forensic knowledge differ. We have presented these variations of learning in a model of supervision arrangements and relationships according to the distinctiveness of the learning and the relationship with the assigned supervisor and other forensic experts. Using examples of supervision, we have shown how various supervision activities relate to different aspects of learning and, thus, direct the learning of different aspects of professional knowledge. We have found that having a professional language is crucial to a skilled forensic expert, though the trainees’ development of such language is not comprehensive. From the findings, we can observe a “transitional movement” in how the supervision is staged, depending on the trainees’ experience, i.e., how long they have been trainees and their educational backgrounds. An additional finding is that the economic and material preconditions are significant as the conditions of supervising and learning.

     

  • 23.
    Köpsén, Susanne
    et al.
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Avdelningen för studier av vuxenutbildning, folkbildning och högre utbildning (VUFo). Linköpings universitet, Utbildningsvetenskap.
    Nyström, Sofia
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Avdelningen för studier av vuxenutbildning, folkbildning och högre utbildning (VUFo). Linköpings universitet, Utbildningsvetenskap.
    Learning in practice for becoming a professional forensic expert2012Inngår i: Forensic Science International, ISSN 0379-0738, E-ISSN 1872-6283, Vol. 222, nr 1-3, s. 208-215Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    The study explores the professional development of future forensic experts. Specifically, it investigates how the forensic expert trainees learn through the internal training program at the Swedish National Laboratory of Forensic Science with a focus on the supervision at work. The findings are drawn from an ethnographical study where five trainees and their supervisors have been observed and interviewed. By drawing on a socio cultural perspective on learning, the results show that supervision is crucial for professional development. Two types of activities and relations define how supervision is implemented. There is a “transitional movement” in how supervision is staged depending on the trainees’ gradual changes in participation in the work practice and increased experience. Forensic experts need skills and know-how to make wise and impartial judgments, i.e. a kind tacit professional practical knowledge, as well as the skill to communicate with other professionals. However, the development of a professional language is somewhat unspoken or planned. Becoming a forensic expert is a learning process in practice where supervision plays a decisive role in maintaining the professional knowledge in the judicial system. Therefore, supervision for supervising might be a valuable support for supervisors.

  • 24.
    Köpsén, Susanne
    et al.
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och vuxnas lärande. Linköpings universitet, Utbildningsvetenskap.
    Nyström, Sofia
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och vuxnas lärande. Linköpings universitet, Filosofiska fakulteten.
    The practice of supervision for becoming forensic experts: its “sayings”, “doings” and “relatings”2012Konferansepaper (Fagfellevurdert)
  • 25.
    Köpsén, Susanne
    et al.
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och vuxnas lärande. Linköpings universitet, Utbildningsvetenskap.
    Nyström, Sofia
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och vuxnas lärande. Linköpings universitet, Utbildningsvetenskap.
    The practice of supervision for professional learning: the exampel of future forensic specialists2015Inngår i: Studies in Continuing Education, ISSN 0158-037X, E-ISSN 1470-126X, Vol. 37, nr 1, s. 30-46Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Supervision intended to support learning is of great interest in professional knowledge development. No single definition governs the implementation and enactment of supervision because of different conditions, intentions, and pedagogical approaches. Uncertainty exists at a time when knowledge and methods are undergoing constant development. This situation affects professions with high demands on precision and safety, and thus supervision and learning. The aim of this article is to explore the practice of supervision for learning professional knowledge of forensic specialists. The context is the Swedish National Laboratory of Forensic Science internal training program, which focuses on learning in daily work when the forensic trainee is assigned a supervisor. Ethnographic studies of supervisors and trainees in different forensic specialties were conducted. Practice theory is used to understand how supervision is planned and implemented to support professional development. Findings show that supervision by seasoned professional forensic specialists is significant for trainee learning. However, supervision is arranged, and performed differently, indicating various conditions for learning. Furthermore, the material set-ups of the professional practice prefigure the practice of supervision. Supervision is an area of expertise that needs to be cultivated and learned to maintain highly specialized professional knowledge in current time of change and uncertainty.

  • 26.
    Lindh Falk, Annika
    et al.
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Hälsa, Aktivitet, Vård (HAV). Linköpings universitet, Medicinska fakulteten.
    Hammar, Mats
    Linköpings universitet, Institutionen för klinisk och experimentell medicin, Avdelningen för kliniska vetenskaper. Linköpings universitet, Medicinska fakulteten. Region Östergötland, Barn- och kvinnocentrum, Kvinnokliniken i Linköping.
    Nyström, Sofia
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och vuxnas lärande. Linköpings universitet, Utbildningsvetenskap.
    Does gender matter?: Differences between students at an interprofessional training ward2015Inngår i: Journal of Interprofessional Care, ISSN 1356-1820, E-ISSN 1469-9567, Vol. 29, nr 6, s. 616-621Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Studies on graduates’ transitions from education into clinical work highlight inequalities concerning how women and men experience their professional learning and development. This study explores how female and male students from different programs within the health care education system, i.e. medicine, nursing, occupational therapy and physiotherapy programmes, experience an IPTW as a part of their professional identity formation.

    Students from the medicine, nursing, physiotherapy, and occupational therapy programmes collaborate in teams during two weeks at one of three IPTWs at the medical school, Linköping University. They together take the responsibility for diagnosis, treatment and rehabilitation of the patients, albeit with professional supervisors as support. During 2010 to 2011 454 (93%) of the 488 students who practiced at the IPTWs answered a questionnaire on their experiences of the IPTW. The students stated that the IPTW had positively influenced their professional development. The female and male medical students were significantly less positive than other female and male students, respectively, concerning the value of IPTW. The male students from all programmes were slightly, but significantly, less positive than all the female students. These findings show that students “do gender” as an integral part of the educational practice. It is important to scrutinize the IPTW as an educational practice, influencing students’ preparation for future work. Gender should be discussed during the IPTW rotation but also in general during the curriculum for all healthcare programmes.

     

  • 27.
    Muhrman, Karolina
    et al.
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och vuxnas lärande. Linköpings universitet, Utbildningsvetenskap.
    Nordmark, Sofia
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Socialt arbete. Linköpings universitet, Filosofiska fakulteten.
    Nyström, Sofia
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och vuxnas lärande. Linköpings universitet, Utbildningsvetenskap.
    Från individ till verksamhetsutveckling – för att minska skolavhopp: Slutrapport från utvärderingen av #jagmed2018Rapport (Annet vitenskapelig)
    Abstract [no]

    Följande slutrapport redovisar resultaten från utvärderingen av mål, resultat och effekter i projektet #jagmed. Vi som har haft i uppdrag att göra utvärderingen är universitetslektor Sofia Nordmark, Institutionen för samhälls- och välfärdsstudier, universitetslektor Karolina Muhrman och universitetslektor Sofia Nyström (projektledare), Institutionen för beteendevetenskap och lärande, vid Linköpings universitet. Inom ramen för utvärderingsuppdraget har tidigare en uppstartsrapport och en halvtidsrapport presenterat tillvägagångssätt och processer i #jagmed (Nordmark & Nyström, 2017) och en halvtidsrapport (Muhrman, Nordmark & Nyström, 2017).

    Utvärderingsarbetet inleddes 2016 med inläsning av projektdokument, planer och program. Därefter utvecklades designen för utvärderingen genom urval och precisering av frågeställningar. Kontakter etablerades med läns- och delprojekt och en första datainsamling i form interaktiva workshopar på länsnivå, samt en omgång med intervjuer i de fem projekt som valts ut för fördjupningsstudier genomfördes. Under 2017 genomfördes en enkätundersökning för samtliga projektmedarbetare, en andra omgång av interaktiva workshopar på länsnivå samt två omgångar med intervjuer av projektledare och projektmedarbetare, i de fem fördjupningsprojekten. Under våren 2018 genomfördes en andra enkätundersökning, en tredje omgång med workshopar på länsnivå, ytterligare en intervjuomgång med fördjupningsprojekten samt avslutande intervjuer med de regionala projektledarna. I denna rapport presenteras utvärderingens sammantagna resultat.

    Rapporten inleds med en beskrivning av utvärderingsuppdragets syfte och frågeställningar. Därefter följer en bakgrundsöversikt till #jagmed-projektet, samt tidigare forskning och litteratur kring studieavbrott, skolavhopp, organisering av insatser för att motverka studieavbrott och organisering av utvecklingsprojekt. I rapportens tredje del presenteras de metoder och tillvägagångssätt som har använts för utvärderingen samt en tidsaxel över utvärderingens datainsamling. Vi beskriver också hur återkoppling av resultat har skett under utvärderingen samt vilka avstämningspunkter som har skett med uppdragsgivare och lokala projekt. Därefter följer ett avsnitt där resultat och analys av det insamlade materialet presenteras utifrån syftet med utvärderingen. Avslutningsvis diskuteras resultat och effekter av #jagmed och några avslutande slutsatser kring vad som varit framgångsfaktorer och hinder för projektens arbete.

  • 28.
    Muhrman, Karolina
    et al.
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och vuxnas lärande. Linköpings universitet, Utbildningsvetenskap.
    Nordmark, Sofia
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Socialt arbete. Linköpings universitet, Filosofiska fakulteten.
    Nyström, Sofia
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och vuxnas lärande. Linköpings universitet, Utbildningsvetenskap.
    Halvtidsrapport: - diskussion kring projektens arbete, resultat och effekter vid halvtid2017Rapport (Annet vitenskapelig)
    Abstract [sv]

    Följande halvtidsrapport syftar till att redogöra för hur arbetet går med projekten inom #jagmed, samt att utvärdera och diskutera de mål, resultat och effekter som har uppnåtts i projekten så här långt. Denna rapport bygger till vissa delar på den uppstartsrapport som Nordmark och Nyström levererade i januari 2017. Vi som har i uppdrag att utvärdera projektet #jagmed är universitetslektor Sofia Nordmark, Institutionen för samhälls- och välfärdsstudier, universitetslektor Karolina Muhrman och universitetslektor Sofia Nyström (projektledare), Institutionen för beteendevetenskap och lärande, vid Linköpings universitet.

    Under hösten 2016 har utvärderingsarbetet främst bestått av inläsning av projektdokument, planer och program, att utveckla designen för utvärderingen genom urval och preciserade frågeställningar, att etablera kontakter med läns- och delprojekt samt att genomföra en första datainsamling i form av en runda med interaktiva workshopar på länsnivå, samt en omgång med intervjuer i de utvalda fördjupningsprojekten. Under våren 2017 genomfördes en enkätundersökning för samtliga projektmedarbetare, samt en andra omgång med intervjuer av projektledare och projektmedarbetare, i de fem projekt som valts ut för fördjupningsstudier. Under hösten 2017 har utvärderingsarbetet bestått av en andra omgång av interaktiva workshopar på länsnivå, samt en tredje omgång med intervjuer i de fem fördjupningsprojekten.

    Rapporten inleds med en beskrivning av utvärderingsuppdragets syfte och frågeställningar. Därefter följer en kort beskrivning av utvärderarnas arbete med bakgrundsöversikten till #jagmed-projektet, samt tidigare forskning och litteratur kring studieavbrott, skolavhopp, organisering av insatser för att motverka studieavbrott och organisering av utvecklingsprojekt. I rapportens tredje del presenteras val av metoder, tillvägagångssätt och en tidsplan för utvärderingens datainsamling, plan för återkoppling av resultat och avstämningspunkter med uppdragsgivare och lokala projekt. Därefter följer ett avsnitt där resultat presenteras utifrån syftet med utvärderingen. I den sista delen avslutas rapporten ed en diskussion kring resultat och effekter, samt avslutande rekommendationer.

  • 29.
    Mårtensson, Åsa
    et al.
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och vuxnas lärande. Linköpings universitet, Utbildningsvetenskap.
    Andersson, Per
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och vuxnas lärande. Linköpings universitet, Utbildningsvetenskap.
    Nyström, Sofia
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och vuxnas lärande. Linköpings universitet, Utbildningsvetenskap.
    A recruiter, a matchmaker, a firefighter: Swedish vocational teachers’ relational work2019Inngår i: Nordic Journal of Vocational Education and Training, E-ISSN 2242-458X, Vol. 9, nr 1, s. 89-110Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    A central part of Swedish vocational teachers’ work concerns their students’ work-based learning (WBL). The focus of this article is the character of the relational work carried out by teachers of vocational education and training (VET) concerning WBL. The qualitative study is based on 15 interviews with teachers on the upper-secondary level Child and Recreation, Building and Construction, and Handicraft programmes. The study is based on a situated learning perspective, and uses the concepts of community of practice, broker and boundary crossing. The findings highlight three central aspects of VET teachers’ relational work with WBL: recruiting workplaces for WBL, matchmaking between students and workplaces, and ‘firefighting’ to prevent and deal with problems that occur during WBL periods. The study contributes to the understanding of the work of VET teachers, as they cross the blurred boundaries between school and working life and strive to create a good learning environment for all students during WBL periods.

  • 30.
    Mårtensson, Åsa
    et al.
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och vuxnas lärande. Linköpings universitet, Utbildningsvetenskap.
    Nyström, Sofia
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och vuxnas lärande. Linköpings universitet, Utbildningsvetenskap.
    Andersson, Per
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och vuxnas lärande. Linköpings universitet, Utbildningsvetenskap.
    Handledare på arbetsplatserna2018Inngår i: Yrkesutbildning: Mellan skola och arbetsliv / [ed] Maria Gustavsson, Susanne Köpsén, Lund: Studentlitteratur AB, 2018, 1, s. 155-171Kapittel i bok, del av antologi (Annet vitenskapelig)
    Abstract [sv]

    De handledare som yrkeselever möter under det arbetsplatsförlagda lärandet (apl) är viktiga för lärandets kvalitet på arbetsplatsen, och hur samarbetet mellan skolan och arbetsplatsen utvecklas. Kapitlet fokuserar på handledare på arbetsplatser och hur deras handledning stödjer elevers lärande på arbetsplatsen inom ramen för yrkesutbildning. Vi utgår från aktuell forskning kring handledning för att diskutera de didaktiska och pedagogiska överväganden som handledare kan behöva göra för att stödja elevers lärande under apl.

  • 31.
    Nilsson, Staffan
    et al.
    Linköpings universitet, HELIX Vinn Excellence Centre. Linköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och sociologi. Linköpings universitet, Filosofiska fakulteten.
    Nyström, Sofia
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och vuxnas lärande. Linköpings universitet, Utbildningsvetenskap.
    Adult learning, education, and the labour market in the employability regime2013Inngår i: European Journal for Research on the Education and Learning of Adults, ISSN 2000-7426, E-ISSN 2000-7426, Vol. 4, nr 2, s. 171-187Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    The purpose of this paper is to draw on the research and scholarly literature to explore the changing discourses and perspectives concerning adult learning, education, and the labour market in the employability regime. The focus of the nalysis is a Nordic context. The dominant employability regime maintains a technical-rational perspective on learning and employability. Education is predominantly regarded as an instrumental preparation for the labour market. The future demands of the labour market are largely unknown, however, and vocational and professional training may not provide sufficient preparation for the increasing complexities of work. Theoretical discussions have been dominated by an alleged mismatch between individual competence and the qualifications that are required in the world of work. There is no consensus regarding how the gap should be described, explained, or bridged. New demands on educational design have emerged, and ideas related to liberal education and ‘bildung’ have been reinserted into the political agenda, offering general preparation for a wider array of challenges.

  • 32.
    Nordmark, Sofia
    et al.
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och sociologi. Linköpings universitet, Utbildningsvetenskap.
    Nyström, Sofia
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och vuxnas lärande. Linköpings universitet, Utbildningsvetenskap.
    Kortsiktighet eller varaktighet: En intervjustudie kring deltagares upplevelser av sin medverkan i ”Kompetensväxeln” och deras fortsatta arbete2013Rapport (Annet vitenskapelig)
    Abstract [sv]

    Under de senaste årtionden har det både i forskning och i praktik varit ett ökat fokus på lärande i arbete (e.g. Boud & Garrick, 1999). Det ökade intresset för lärande i arbetslivet kan bland annat förklaras med stora förändringar på arbetsmarknaden där innovationer, utveckling av ny kunskap och ökad konkurrens ställer ökade krav på organisationer att vara flexibla när det gäller vilken kunskap och kompetens som finns hos de anställda i organisationen (Brown, Hesketh &Williams, 2003; Nilsson & Ellström, 2011). Förändringar på samhällsnivå samspelar med och påverkar organisationers behov av kompetens och lärande i relation till sin verksamhet. Ytterligare en utmaning för organisationer inom offentlig sektor är att allt fler verksamheter blivit eller organiseras som om de vore konkurrensutsatta. Denna utveckling innebär att medarbetarnas kompetens på ett tydligare sätt utgör en av organisationens konkurrensfördelar som behövs för att säkerställa att organisationen är effektiv i relation till dess begränsade resurser och kan möta kunders eller brukares förväntningar på ett bättre sätt än konkurrenterna (Almqvist, 2004). Sveriges kommuner och landsting (SKL) poängterar att kompetensförsörjningsfrågorna har fått stor uppmärksamhet och att många kommuner har svårigheter med att förse sina verksamheter med kompetent arbetskraft (Östlund, 2012). Kompetensväxeln kan ses som ett projekt som tillkommit mot bakgrund av dessa utmaningar som ett sätt att genom olika aktiviteter och samarbetsformer bidra till att kommunerna klarar av att möta generationsväxling av personal och fortsätta att erbjuda högkvalitativa välfärdstjänster av kunniga och motiverade  medarbetare och chefer (Jonsson, 2012).

  • 33.
    Nordmark, Sofia
    et al.
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Socialt arbete. Linköpings universitet, Filosofiska fakulteten.
    Nyström, Sofia
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och vuxnas lärande. Linköpings universitet, Utbildningsvetenskap.
    Väntade och oväntade effekter av en kompetensutvecklingssatsning: En intervjustudie kring implementeringen av Kompetensväxeln2015Rapport (Annet vitenskapelig)
  • 34.
    Nyström, Sofia
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Avdelningen för studier av vuxenutbildning, folkbildning och högre utbildning (VUFo). Linköpings universitet, Utbildningsvetenskap.
    Becoming a professional - a meltingpot of experiences?2010Inngår i: The 6th European Reserach Conference. Adult Learning in Europe - understanding diverse meanings and contexts, 2010, s. 1-22Konferansepaper (Annet vitenskapelig)
    Abstract [en]

    This paper compile four studies focusing graduates’ trajectories towards becoming professionals as they enter working life with a master’s degree in Psychology and Political Science. The result builds on a longitudinal design where graduates’ have been interviewed on three occasions; the last semester before graduation to the third year of professional work. The theoretical framework comprises a situated and social learning theory. The results indicate that becoming a professional is a dynamic learning process between a reflective individual, the interaction with a professional practice as well as a relationship between other spheres of life. This is also a process of professional identity formation influenced by the individuals’ belonging to and participation in other practices and closely related to a gender identity. It is through the negotiations between personal and socially derived imperatives that identity formation progresses throughout working life.

  • 35.
    Nyström, Sofia
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Avdelningen för studier av vuxenutbildning, folkbildning och högre utbildning (VUFo). Linköpings universitet, Filosofiska fakulteten.
    Becoming a professional: A longitudinal study of graduates'  professional trajectories from higher education to working life2009Doktoravhandling, med artikler (Annet vitenskapelig)
    Abstract [en]

    Syftet med avhandlingen är att beskriva akademikers bana mot att bli professionella då de kommer ut i arbetslivet med en magisterexamen i psykologi eller statsvetenskap.

    The study has a longitudinal design where Political Science and Psychology graduates’ have been interviewed on three consecutive occasions; the last semester before graduation, the first year and then, in the third year of professional work. The theoretical frame of reference comprises a situated and social learning theory and a gender perspective. These theories were chosen since they elaborate on concepts such as identity, practice, participation and learning.

    The results indicate that becoming a professional is not an isolated phenomenon merely learned and nurtured in higher education and/or in working life. It is emphasised as a dynamic learning process between a reflective individual, the interaction with a professional practice as well as a relationship between other spheres of life, e.g. the personal and the private. The graduates’ professional trajectories can be characterised by a movement from appropriating new knowledge to a need to change direction, e.g. new work tasks or professional fields. This is also a process of professional identity formation. The graduates’ professional identity is emphasised as being both closely related to a gender identity and influenced by the individuals’ belonging to and participation in other practices. The results thus indicate that professional identity formation is an interplay between different spheres of life that changes over time. By using a longitudinal design, it can be claimed that becoming a professional requires balancing one’s whole life situation.

    Delarbeid
    1. A winding road - professional trajectories from higher education to working life: a case study of political science and psychology graduates
    Åpne denne publikasjonen i ny fane eller vindu >>A winding road - professional trajectories from higher education to working life: a case study of political science and psychology graduates
    2008 (engelsk)Inngår i: Studies in Continuing Education, ISSN 0158-037X, E-ISSN 1470-126X, Vol. 30, nr 3, s. 215-229Artikkel i tidsskrift (Fagfellevurdert) Published
    Abstract [en]

    This qualitative and longitudinal study focuses on graduate employment and the development of graduate employment paths. The aim of this article is to explore the present professional trajectory from higher education to working life, with particular reference to graduates from two different study programmes at Linko¨ping University in Sweden: Political Science and Psychology. More specifically, the article focuses on how graduates construe their professional trajectories in terms of their envisaged future work as senior students, and later as novice and early-career professionals with 18 and 34 months of work life experience. The results indicate that graduates’ professional identities and vision of their future work change over time. The set of categories, depicting the graduates’ vision and experiences of their professional trajectories, do not seem to follow a specific temporal and logical progression in their career. Rather, they appear in different order and at different points in time after graduation. The results, instead, endorse the discourse of lifelong learning and the need for flexibility and employability on the labour market.

    sted, utgiver, år, opplag, sider
    Routhledge, Taylor & Francis, 2008
    Emneord
    Longitudinal study, graduate employment, professional trajectory, higher education, work life
    HSV kategori
    Identifikatorer
    urn:nbn:se:liu:diva-16933 (URN)10.1080/01580370802439896 (DOI)
    Tilgjengelig fra: 2009-02-25 Laget: 2009-02-25 Sist oppdatert: 2017-12-13bibliografisk kontrollert
    2. The Dynamics of Professional Identity Formation: Graduates’ Transitions from Higher Education to Working Life
    Åpne denne publikasjonen i ny fane eller vindu >>The Dynamics of Professional Identity Formation: Graduates’ Transitions from Higher Education to Working Life
    2009 (engelsk)Inngår i: Vocations and Learning, ISSN 1874-785X, Vol. 2, nr 1, s. 1-18Artikkel i tidsskrift (Fagfellevurdert) Published
    Abstract [en]

    This paper explores the development of professional identity as arelationship between professional and personal aspects of life. The focus is onstudent and novice professional psychologists’ and political scientists’ processes ofprofessional identity formation in their transition from higher education to workinglife. Drawing on Wenger’s theory of nexus of multimembership (1998), the findingsindicate that professional identity is a dynamic relationship between different lifespheres rather than an isolated phenomenon only taking place at the university or inthe work context. The analysis yielded three different forms of professional identity,non-differentiated identity, compartmentalised identity and integrated identity, whichexemplify different negotiated relationships between professional, personal andprivate life spheres. The findings show that these three forms of professionalidentities are sequential, from an individual focus to more relational and integratedways of reasoning about one’s profession. It is through the negotiations betweenpersonal and socially derived imperatives that identity formation progressesthroughout working lives.

    sted, utgiver, år, opplag, sider
    Springer, 2009
    Emneord
    Professional identity formation, Higher education, Working life, Longitudinal study
    HSV kategori
    Identifikatorer
    urn:nbn:se:liu:diva-16810 (URN)10.1007/s12186-008-9014-1 (DOI)
    Tilgjengelig fra: 2009-02-19 Laget: 2009-02-19 Sist oppdatert: 2009-05-11
    3. Graduates 'Doing Gender' as early Career Professionals
    Åpne denne publikasjonen i ny fane eller vindu >>Graduates 'Doing Gender' as early Career Professionals
    (engelsk)Manuskript (Annet vitenskapelig)
    Abstract [en]

    Purpose: This qualitative study focuses on how early career professionals ‘do gender’ in their new professional context. The article explores how two different groups of graduates, psychologists and political scientists, ‘do gender’ as early career professionals with particular emphasis on how graduates acquire legitimacy in relation to their colleagues and clients.

    Design/methodology/approach: Graduates from two different Master’s programmes in Sweden, Political Science and Psychology, were interviewed after 30-34 months of professional work. The theoretical approach is based on a ‘doing gender’ perspective with special reference to Acker’s theoretical framework viewing employment and organizations as gendered processes influencing both individuals’ actions and activities.

    Findings: The analysis identified two different ways the early career professionals ‘do gender’ in their professional practice in order to acquire legitimacy, one of a kind or the same as others and construction or selfpossession. The results indicate that female and male early career professionals acquire different kinds of legitimacy, which could be derived from the gendered processes in the organization where behaviour and interaction play a decisive role. When they ‘do gender’ they also produce and reproduce a gendered notion of a professional project that influences their professional practice as well as how they position themselves as a professional person with knowledge and competence.

    Originality/value: The perspective of ‘doing gender’ opens up an interesting approach in exploring graduate employment and the encounter with working life. The perspective makes it possible to capture gender as everyday activities of people in organizations; an approach that has been largely ignored.

    Emneord
    Graduate Employment, Doing Gender, Professionalism, Legitimacy, Qualitative analysis
    HSV kategori
    Identifikatorer
    urn:nbn:se:liu:diva-16935 (URN)
    Tilgjengelig fra: 2009-02-25 Laget: 2009-02-25 Sist oppdatert: 2010-01-14bibliografisk kontrollert
    4. Beyond Higher ducation: Critical Transformations in Becoming a Professional
    Åpne denne publikasjonen i ny fane eller vindu >>Beyond Higher ducation: Critical Transformations in Becoming a Professional
    (engelsk)Manuskript (Annet vitenskapelig)
    Abstract [en]

    This article focuses on student and novice professional psychologists’ and political scientists’ critical transformations in their transition from higher education to working life. The empirical evidence is derived from a longitudinal study of students’ understanding of learning and work. The findings indicate that the participants’ critical transformations comprise complex and reflective processes involving both an inner reflection and a more overt reflection on the circumstances in which they find themselves. The first component concerns the transformation the participants experience as a development of themselves and how they see that they have changed. The second are the influences the participants have received from the people and communities of practices in which they participate. However, besides the identification of these two orientations, critical transformation is foremost an interplay between these two as a continuous reflected experience that involves both formal and informal learning opportunities.

    Emneord
    Higher education, working life, critical transformation, professional formation
    HSV kategori
    Identifikatorer
    urn:nbn:se:liu:diva-16936 (URN)
    Tilgjengelig fra: 2009-02-25 Laget: 2009-02-25 Sist oppdatert: 2010-01-14bibliografisk kontrollert
  • 36.
    Nyström, Sofia
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Avdelningen för studier av vuxenutbildning, folkbildning och högre utbildning (VUFo). Linköpings universitet, Utbildningsvetenskap.
    Graduates "doing gender" as early career professionals2010Inngår i: Career development international, ISSN 1362-0436, Vol. 15, nr 4, s. 324-337Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

     

     

     

    Purpose

     

    – The purpose of this paper is to explore how early career professionals “do gender” in their

    new professional context. Specifically, it explores how two groups of graduates, psychologists and

    political scientists, “do gender” as early career professionals with a particular emphasis on how they

    acquire legitimacy in relation to their colleagues and clients.

    Design/methodology/approach

     

    – Drawing on a qualitative research methodology, graduates from

    two Master’s programmes in Sweden were interviewed after 30-34 months of professional work.

    Analysis of the interview data is located within a “doing gender” perspective with special reference to

    Acker’s conception of employment and organizations as gendered processes influencing individual

    action.

    Findings

     

    – The paper identifies two different ways in which participants “do gender” in their

    professional practice in order to acquire legitimacy: “self-presentation” and “strategy”. This finding

    suggests that female and male early career professionals acquire different kinds of legitimacy, which

    could, in turn, be derived from the gendered processes that exist in contemporary organizations. The

    paper will also report that when they “do gender” participants also produce and reproduce a gendered

    notion of a professional project that influences their subsequent professional practice as well as how

    they position themselves as knowledgeable and competent.

    Originality/value

     

    – The perspective of “doing gender” contributes an alternative understanding of

    graduate employment and the encounter with working life. It especially enables us to capture gender

    as an important influence on individual action in the organizational context.

  • 37.
    Nyström, Sofia
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Avdelningen för studier av vuxenutbildning, folkbildning och högre utbildning (VUFo). Linköpings universitet, Filosofiska fakulteten.
    Graduates 'Doing Gender' as early Career ProfessionalsManuskript (Annet vitenskapelig)
    Abstract [en]

    Purpose: This qualitative study focuses on how early career professionals ‘do gender’ in their new professional context. The article explores how two different groups of graduates, psychologists and political scientists, ‘do gender’ as early career professionals with particular emphasis on how graduates acquire legitimacy in relation to their colleagues and clients.

    Design/methodology/approach: Graduates from two different Master’s programmes in Sweden, Political Science and Psychology, were interviewed after 30-34 months of professional work. The theoretical approach is based on a ‘doing gender’ perspective with special reference to Acker’s theoretical framework viewing employment and organizations as gendered processes influencing both individuals’ actions and activities.

    Findings: The analysis identified two different ways the early career professionals ‘do gender’ in their professional practice in order to acquire legitimacy, one of a kind or the same as others and construction or selfpossession. The results indicate that female and male early career professionals acquire different kinds of legitimacy, which could be derived from the gendered processes in the organization where behaviour and interaction play a decisive role. When they ‘do gender’ they also produce and reproduce a gendered notion of a professional project that influences their professional practice as well as how they position themselves as a professional person with knowledge and competence.

    Originality/value: The perspective of ‘doing gender’ opens up an interesting approach in exploring graduate employment and the encounter with working life. The perspective makes it possible to capture gender as everyday activities of people in organizations; an approach that has been largely ignored.

  • 38.
    Nyström, Sofia
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Avdelningen för studier av vuxenutbildning, folkbildning och högre utbildning (VUFo). Linköpings universitet, Utbildningsvetenskap.
    Graduates identity formation in the transition from higher education to working life2007Inngår i: NERA conference,2007, 2007, s. 45-45Konferansepaper (Annet vitenskapelig)
  • 39.
    Nyström, Sofia
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Avdelningen för studier av vuxenutbildning, folkbildning och högre utbildning (VUFo). Linköpings universitet, Utbildningsvetenskap.
    Graduates notions of their future career2006Inngår i: Democrazy, Citizenship and Highre Education: Dialogue between Universities and Community,2006, 2006, s. 23-23Konferansepaper (Annet vitenskapelig)
  • 40.
    Nyström, Sofia
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Avdelningen för studier av vuxenutbildning, folkbildning och högre utbildning (VUFo). Linköpings universitet, Filosofiska fakulteten.
    The Dynamics of Professional Identity Formation: Graduates’ Transitions from Higher Education to Working Life2009Inngår i: Vocations and Learning, ISSN 1874-785X, Vol. 2, nr 1, s. 1-18Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    This paper explores the development of professional identity as arelationship between professional and personal aspects of life. The focus is onstudent and novice professional psychologists’ and political scientists’ processes ofprofessional identity formation in their transition from higher education to workinglife. Drawing on Wenger’s theory of nexus of multimembership (1998), the findingsindicate that professional identity is a dynamic relationship between different lifespheres rather than an isolated phenomenon only taking place at the university or inthe work context. The analysis yielded three different forms of professional identity,non-differentiated identity, compartmentalised identity and integrated identity, whichexemplify different negotiated relationships between professional, personal andprivate life spheres. The findings show that these three forms of professionalidentities are sequential, from an individual focus to more relational and integratedways of reasoning about one’s profession. It is through the negotiations betweenpersonal and socially derived imperatives that identity formation progressesthroughout working lives.

  • 41.
    Nyström, Sofia
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Avdelningen för studier av vuxenutbildning, folkbildning och högre utbildning (VUFo). Linköpings universitet, Utbildningsvetenskap.
    The need for a change and the will to learn: Graduates' vision of their Professional Trajectories.2007Inngår i: MEANING, RELEVANCE AND VARIATION. THE SECOND NORDIC CONFERENCE ON ADULT LEARNING.,2007, 2007Konferansepaper (Annet vitenskapelig)
  • 42.
    Nyström, Sofia
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och vuxnas lärande. Linköpings universitet, Utbildningsvetenskap. Region Östergötland, Diagnostikcentrum, Klinisk immunologi och transfusionsmedicin.
    Yrkeslärande och handledning i arbete2019Inngår i: Lära till yrkeslärare / [ed] Susanne Köpsén, Lund: Studentlitteratur AB, 2019, 2 uppl., s. 193-216Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 43.
    Nyström, Sofia
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och vuxnas lärande. Linköpings universitet, Utbildningsvetenskap.
    Yrkeslärande och handledning i arbete2014Inngår i: Lära till yrkeslärare / [ed] Susanne Köpsén, Lund: Studentlitteratur AB, 2014, 1, s. 173-194Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 44.
    Nyström, Sofia
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och vuxnas lärande. Linköpings universitet, Utbildningsvetenskap. Region Östergötland, Diagnostikcentrum, Klinisk immunologi och transfusionsmedicin.
    Yrkeslärande och handledning i arbete2019Inngår i: Lära till yrkeslärare / [ed] Susanne Köpsén, Lund: Studentlitteratur AB, 2019, 2, Vol. Sidorna 193-216, s. 193-216Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 45.
    Nyström, Sofia
    et al.
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Avdelningen för studier av vuxenutbildning, folkbildning och högre utbildning (VUFo). Linköpings universitet, Utbildningsvetenskap.
    Abrandt Dahlgren, Madeleine
    Linköpings universitet, Institutionen för beteendevetenskap och lärande. Linköpings universitet, Utbildningsvetenskap.
    Dahlgren, Lars Owe
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Avdelningen för studier av vuxenutbildning, folkbildning och högre utbildning (VUFo). Linköpings universitet, Utbildningsvetenskap.
    A winding road - professional trajectories from higher education to working life: a case study of political science and psychology graduates2008Inngår i: Studies in Continuing Education, ISSN 0158-037X, E-ISSN 1470-126X, Vol. 30, nr 3, s. 215-229Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    This qualitative and longitudinal study focuses on graduate employment and the development of graduate employment paths. The aim of this article is to explore the present professional trajectory from higher education to working life, with particular reference to graduates from two different study programmes at Linko¨ping University in Sweden: Political Science and Psychology. More specifically, the article focuses on how graduates construe their professional trajectories in terms of their envisaged future work as senior students, and later as novice and early-career professionals with 18 and 34 months of work life experience. The results indicate that graduates’ professional identities and vision of their future work change over time. The set of categories, depicting the graduates’ vision and experiences of their professional trajectories, do not seem to follow a specific temporal and logical progression in their career. Rather, they appear in different order and at different points in time after graduation. The results, instead, endorse the discourse of lifelong learning and the need for flexibility and employability on the labour market.

  • 46.
    Nyström, Sofia
    et al.
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Avdelningen för studier av vuxenutbildning, folkbildning och högre utbildning (VUFo). Linköpings universitet, Utbildningsvetenskap.
    Abrandt Dahlgren, Madeleine
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Avdelningen för studier av vuxenutbildning, folkbildning och högre utbildning (VUFo). Linköpings universitet, Utbildningsvetenskap.
    Dahlgren, Lars-Ove
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Avdelningen för studier av vuxenutbildning, folkbildning och högre utbildning (VUFo). Linköpings universitet, Utbildningsvetenskap.
    Learning the Cultures of a Coming Profession: Dimensions Critical for Students' Identification Processes in Higher Education and in the Transition to working Life2010Inngår i: The 5th EARLI SIG14 Learning and Professional Development Conference: Diversity in Vocational and Professional Education and Training, 2010Konferansepaper (Annet vitenskapelig)
  • 47.
    Nyström, Sofia
    et al.
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och vuxnas lärande. Linköpings universitet, Utbildningsvetenskap.
    Abrandt Dahlgren, Madeleine
    Linköpings universitet, Institutionen för medicin och hälsa, Avdelningen för samhällsmedicin. Linköpings universitet, Hälsouniversitetet.
    Håkan, Hult
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och vuxnas lärande. Linköpings universitet, Utbildningsvetenskap.
    From 'there' to 'here' to 'elsewhere: Enacting debriefing in interprofessional medical education simulation2014Inngår i: Simulation in Healthcare: The Journal of the Society for Simulation in Healthcare, ISSN 1559-2332, E-ISSN 1559-713X, Vol. 9, nr 6, s. 422-422, artikkel-id Board #144Artikkel i tidsskrift (Annet vitenskapelig)
    Abstract [en]

    Hypothesis:

    Simulation is gaining international interest as a way to arrange a safe environment for practicing clinical, communicative and interprofessional competence in professional education within health care. However, simulation was originally developed to support and train professionals. The application of medical simulation in interprofessional education for students is still underresearched and undertheorised (1). Recent research and theory argue that professional learning in simulation is embodied, relational, and situated in social-material relations (2,3). Research on how instructional design of simulation as an integrated part of professional curricula support student learning is needed (4), as well as research focusing on what the relevant characteristics of debriefing that lead to effective learning are (1). The aim of this study is to explore the enactment of debriefing as a support for learning in interprofessional medical education simulation.

    Methods:

    This paper draw on findings from a large research project conducted by research environments at Linköping University (LiU), Karolinska Institute (KI) and University of Gothenburg (GU), Sweden. The data have been collected by standardised video recordings of all phases in the simulation (briefing, simulation and debriefing phases). Totally 30 simulation sessions were video recorded, 10
 sessions by each research team. Out of these recordings, 13 simulation sessions were professional teams and 17 sessions were nursing and medical students simulating as a compulsory part of their education in the last semester before graduation. The student sessions are around 18 hours of recordings and altogether 106 students, 71 females and 35 males, participated in the simulation either as active participants in the simulation or as observers. 66 were nursing students and 40 were medical students. The research project has been ethically approved by Linköping University, Sweden (Dnr 2012/439-31).

    Results:

    A framework for the analysis of the video recordings was developed on the basis of socio-material theory, with a particular focus on interprofessional collaboration. Sayings, doings and relatings in the debriefing with regard to specific activities or events during the sequence of the scenario were noted through ethnographic field notes and selected segments were transcribed (5). A purposeful constant comparative qualitative analysis (6) was made in three steps comparing sequences of the scenario 1) within a single video recording 2) between different video recordings of the same scenario 3) between video recordings of different scenarios. The findings suggest that interprofessional learning in medical education simulation can become jeopardised in the debriefing. Three interrelated aspects of lacking support for learning were identified, a) debriefing as algorithm or as laisséz-faire, b) neglect of team performance as a topic for reflection, and c) time constraints.

    Conclusion:

    The results raise questions whether debriefing in medical simulation as modelled on training of qualified health professionals provides a useful framework applied in undergraduate education with students learning to become health professionals. The experiences of the simulation ‘there’ are intended to become re-contextualised in the debriefing ‘here’. Our findings indicate that the socio-material arrangements of the debriefing instead risk taking the students ‘elsewhere’.  Structure or lack of structure of the debriefing seem both to jeopardise the support of interprofessional learning or even overlook interprofessional collaboration as a topic for reflection. The time constraints of the complex logistics of arranging interprofessional simulation-based education as a regular curricular activity for large classes can potentially turn debriefing into a superficial exercise with little or no connection to the intended learning outcomes.

    REFERENCES

    1) Issenberg B. Ringsted C. Østergaard D. Dieckmann P. Setting a Research Agenda for Simulation-Based Healthcare Education. A Synthesis of the Outcome From an Utstein Style Meeting. Sim Healthcare 2011; 6:155–167.

    2) Nyström S. Dahlberg J. Hult H. Crossing locations of enacting and observing simulations: Ways of constructing interprofessional learning. Paper to be presented at the Second International ProPEL conference 'Professional Matters: Materialities and Virtualities of Professional Learning', University of Stirling, UK; 2014, 25-27 June.

    3) Schatzki T. The site of the social: A philosophical account of the constitution of social life and change. University Park: Pennsylvania State University Press; 2002.

    4) Motola I, Sullivan J, Issenberg S, Devine L, Chung H. Simulation in healthcare education: A best evidence practical guide. AMEE Guide No. 82. Medical Teacher [serial online]. October 1, 2013;35(10):e1511-e1530.

    5) Heath C. Hindmarsh J. Luff P. Video in qualitative research: analysing social interaction in everyday life. Los Angeles: SAGE; 2010.

    6) Boeije H. A Purposeful Approach to the Constant Comparative Method in the Analysis of Qualitative Interviews. Quality & Quantity 2002; 36:391–409.

  • 48.
    Nyström, Sofia
    et al.
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Avdelningen för studier av vuxenutbildning, folkbildning och högre utbildning (VUFo). Linköpings universitet, Utbildningsvetenskap.
    Campbell, Matthew
    Australian Catholic University.
    Cooperative and Work-Integrated Education in Police Education2011Inngår i: International Handbook for Cooperative and Work-Integrated Education: International Perspectives of Theory, Research and Practice / [ed] Richhard K. Coll and Karsten E. Zegwaard, Hamilton: World Association for Cooperative Education , 2011, 2, s. 237-241Kapittel i bok, del av antologi (Fagfellevurdert)
    Abstract [en]

    This handbook brings together authors from around the world to provide a multidimensional perspective on work-integrated learning. It has documented, perhaps for the first time ever, the state of the art in educational programs that incorporate periods of required work which integrate with classroom study. It will be of value to the beginner in the field as a background resource as much to those who have been long involved in cooperative education. The Handbook is presented in four sections.

  • 49.
    Nyström, Sofia
    et al.
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och vuxnas lärande. Linköpings universitet, Utbildningsvetenskap.
    Dahlberg, Johanna
    Linköpings universitet, Institutionen för klinisk och experimentell medicin, Avdelningen för mikrobiologi och molekylär medicin. Linköpings universitet, Medicinska fakulteten.
    Edelbring, Samuel
    Linköpings universitet, Institutionen för medicin och hälsa, Avdelningen för samhällsmedicin. Linköpings universitet, Medicinska fakulteten. Department of Learning, Informatics, Management and Ethics, Karolinska Institutet, Stockholm, Sweden.
    Hult, Håkan
    Linköpings universitet, Institutionen för medicin och hälsa. Linköpings universitet, Medicinska fakulteten.
    Abrandt Dahlgren, Madeleine
    Linköpings universitet, Institutionen för medicin och hälsa, Avdelningen för samhällsmedicin. Linköpings universitet, Medicinska fakulteten.
    Continuing professional development: pedagogical practices of interprofessional simulation in health care2017Inngår i: Studies in Continuing Education, ISSN 0158-037X, E-ISSN 1470-126X, Vol. 39, nr 3, s. 303-319Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

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

  • 50.
    Nyström, Sofia
    et al.
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och vuxnas lärande. Linköpings universitet, Utbildningsvetenskap.
    Dahlberg, Johanna
    Linköpings universitet, Institutionen för klinisk och experimentell medicin, Avdelningen för mikrobiologi och molekylär medicin. Linköpings universitet, Medicinska fakulteten.
    Edelbring, Samuel
    Linköpings universitet, Institutionen för medicin och hälsa, Avdelningen för samhällsmedicin. Linköpings universitet, Medicinska fakulteten. Department of Learning, Informatics, Management and Ethics, Karolinska Institutet, Stockholm, Sweden.
    Hult, Håkan
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och vuxnas lärande. Linköpings universitet, Utbildningsvetenskap.
    Abrandt Dahlgren, Madeleine
    Linköpings universitet, Institutionen för medicin och hälsa, Avdelningen för samhällsmedicin. Linköpings universitet, Medicinska fakulteten.
    Debriefing practices in interprofessional simulation with students: A sociomaterial perspective2016Inngår i: BMC Medical Education, ISSN 1472-6920, E-ISSN 1472-6920, Vol. 16, nr 148, s. 1-8Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

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

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

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

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

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