liu.seSearch for publications in DiVA
Change search
Refine search result
1 - 17 of 17
CiteExportLink to result list
Permanent link
Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • oxford
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Rows per page
  • 5
  • 10
  • 20
  • 50
  • 100
  • 250
Sort
  • Standard (Relevance)
  • Author A-Ö
  • Author Ö-A
  • Title A-Ö
  • Title Ö-A
  • Publication type A-Ö
  • Publication type Ö-A
  • Issued (Oldest first)
  • Issued (Newest first)
  • Created (Oldest first)
  • Created (Newest first)
  • Last updated (Oldest first)
  • Last updated (Newest first)
  • Disputation date (earliest first)
  • Disputation date (latest first)
  • Standard (Relevance)
  • Author A-Ö
  • Author Ö-A
  • Title A-Ö
  • Title Ö-A
  • Publication type A-Ö
  • Publication type Ö-A
  • Issued (Oldest first)
  • Issued (Newest first)
  • Created (Oldest first)
  • Created (Newest first)
  • Last updated (Oldest first)
  • Last updated (Newest first)
  • Disputation date (earliest first)
  • Disputation date (latest first)
Select
The maximal number of hits you can export is 250. When you want to export more records please use the 'Create feeds' function.
  • 1.
    Haglund, Lena
    et al.
    Linköping University, Faculty of Health Sciences. Linköping University, Department of Social and Welfare Studies, Hälsa - utbildning - välfärdsinstitutioner (HUV) .
    Lindh, Annika
    Linköping University, Faculty of Health Sciences. Linköping University, Department of Social and Welfare Studies, Hälsa - utbildning - välfärdsinstitutioner (HUV) .
    How to apply an occupational paradigm in a problem based learning curriculum2007Report (Other academic)
  • 2.
    Hult, Håkan
    et al.
    Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Educational Sciences.
    Lindblad Fridh, Marianne
    Högskolan Jönköping.
    Lindh Falk, Annika
    Linköping University, Department of Social and Welfare Studies, Health, Activity, Care. Linköping University, Faculty of Health Sciences.
    Thörne, Karin
    The County Council of Jönköping.
    Pedagogical processes in health care: an exploratory study of pedagogic work with patients and next of kin2009In: Education for Health, ISSN 1357-6283, E-ISSN 1469-5804, Vol. 22, no 3, p. 1-11Article in journal (Refereed)
    Abstract [en]

    BACKGROUND: Care and education have much in common, and work in the healthcare sector is closely associated with learning and teaching. It is felt that many in the healthcare and medical services are not aware of their pedagogic skills and how they can be developed. FRAME OF REFERENCE: Belonging to a community of practice means that you share perspectives, methods and language. OBJECTIVE: The aim is to describe the pedagogical discourse by identifying pedagogical processes and studying the staffs awareness of such processes or situations in which a pedagogical approach would be useful in their work with patients and next of kin. METHOD: A qualitative study based on individual and group interviews. The analysis is directed by grounded theory. RESULTS: The pedagogical processes varied in length and quality. Most were unplanned and were usually embedded in treatment. The pedagogical process is linear (planning, goal setting, teaching and evaluating) in an educational setting but we found that the beginning and end can be unclear and the goals can be vague or non-existent. The pedagogical process is best described using the concepts Read, Guide and Provide learning support. DISCUSSION: The pedagogical discourse in healthcare is almost silent. Data indicate that at the collective level there is very little support for professional development of pedagogical ability. Tacit knowledge may therefore remain silent even though it may be possible to formulate and describe it. CONCLUSIONS: There is a strong need to focus on the pedagogical parts of the work and to encourage and support the development of professional pedagogical knowledge.

  • 3.
    Liedberg, Gunilla
    et al.
    Linköping University, Department of Social and Welfare Studies, Health, Activity, Care. Linköping University, Faculty of Health Sciences.
    Lindh Falk, Annika
    Linköping University, Department of Social and Welfare Studies, Health, Activity, Care. Linköping University, Faculty of Health Sciences.
    Arbetsterapi och genus i utbildning och yrkesliv2010In: Genus och kön inom medicin- och vårdutbildningar / [ed] Barbro Wijma; Goldina Smirthwaite; Katarina Swahnberg, Pozkal , 2010, p. 211-222Chapter in book (Other (popular science, discussion, etc.))
  • 4.
    Liedberg, Gunilla
    et al.
    Linköping University, Department of Social and Welfare Studies, Health, Activity, Care. Linköping University, Faculty of Health Sciences.
    Lindh Falk, Annika
    Linköping University, Department of Social and Welfare Studies, Health, Activity, Care. Linköping University, Faculty of Health Sciences.
    Implementering av ett genusperspektiv på ett arbetsterapeutprogram2011Conference paper (Other academic)
    Abstract [sv]

    Bakgrund: Det är viktigt att utbildning också genomsyras av ett genusperspektiv. Kvinnor och män formas genom sin livscykel av kultur, samhälle och interaktioner mellan människor enligt genussystemet. Detta påverkar mäns och kvinnors livsstil och levnadsförhållanden och därmed också hälsa, livskvalitet och dagliga aktiviteter. De gränser som genus sätter för män och kvinnor förhandlas på tre nivåer; individuell, organisatorisk och samhällsnivå. Som en följd av detta förstås att möten inom hälso- och sjukvården också är situationer där genus konstrueras. Begreppet ”konstruera genus” baseras på en förståelse av genusbegreppet som en social konstruktion, inte enbart som biologiskt kön definierat av naturen och förutbestämd till specifika beteenden som en konsekvens av biologin.

    Syfte:  Att implementera ett genusperspektiv på Arbetsterapeutprogrammet.

    Metod: En utsedd person ansvarig för implementeringen har gått igenom bl a referenslitteratur, föreläsningar och examinationer. Förslag till föreläsningar, seminarier och examinationer har framkommit. Diskussionsseminarier bland personalen har också genomförts.

    Resultat: Begreppet genus är tydliggjort i kursplaner med hjälp av specifika lärandemål och examinationer. Frågor om kön och genus är inkluderade i programutvärderingen.

    Diskussion: Trots det klientcentrerade arbetssättet inom arbetsterapi leder inte detta automatiskt till ett genusmedvetet förhållningssätt vid möten med klienter. Ett medvetet förhållningssätt resulterar i att båda könen får behandling utifrån sina specifika behov och att arbetsterapeuten kan bortse från egna värderingar/traditionella könsroller. Forsknings- och utbildningsinsatser behövs för att öka kunskapen om genus inom arbetsterapi.

  • 5.
    Liedberg, Gunilla Margareta
    et al.
    Linköping University, Department of Social and Welfare Studies, Health, Activity, Care. Linköping University, Faculty of Health Sciences.
    Lindh Falk, Annika
    Linköping University, Department of Social and Welfare Studies, Health, Activity, Care. Linköping University, Faculty of Health Sciences.
    Implementation of a gender perspective at an occupational therapy programme2010Conference paper (Refereed)
  • 6.
    Lindh Falk, Annika
    Linköping University, Faculty of Health Sciences. Linköping University, Department of Social and Welfare Studies, Health, Activity, Care.
    A Curriculum design based on an occupational paradigm.2002In: World Federation in Occupational Therapy,2002, 2002Conference paper (Other academic)
  • 7.
    Lindh Falk, Annika
    Linköping University, Faculty of Health Sciences. Linköping University, Department of Social and Welfare Studies, Health, Activity, Care.
    Building Bridges between theory and practice I celebrating the past by expanding the future 1986-20062006Report (Other academic)
  • 8.
    Lindh Falk, Annika
    Linköping University, Department of Social and Welfare Studies, Division of Health, Activity and Care. Linköping University, Faculty of Health Sciences.
    Chains of action - interprofessioinal knowing in practice.2014Conference paper (Other academic)
  • 9.
    Lindh Falk, Annika
    Linköping University, Faculty of Health Sciences. Linköping University, Department of Social and Welfare Studies, Health, Activity, Care.
    Pedagogiska processer inom vården2007In: AT-FORUM,2007, 2007Conference paper (Other academic)
    Abstract [sv]

      

  • 10.
    Lindh Falk, Annika
    Linköping University, Department of Social and Welfare Studies, Division of Health, Activity and Care. Linköping University, Faculty of Health Sciences.
    Socio-material enactments of health care students’ professional responsibilities in an interprofessional training ward2012Conference paper (Other academic)
    Abstract [en]

    The implementation of interprofessional training wards (IPTW) aiming at enhancing interprofessional collaboration has proliferated in medical education over the last decade. The Faculty of Health Sciences, Linköping University has, in collaboration with the local health provider, arranged such wards since 1996. Students from medical, nursing, occupational therapy and physiotherapy programmes take a joint responsibility for the total care of the patients and thereby develop a greater understanding of their professional and interprofessional competences as well as of the competences of the other professions. A questionnaire survey was conducted during autumn term 2010 and spring term 2011 where 93% of the students participating at the IPTW answered. The quantitative analysis showed an overall positive attitude and perception among the students regarding the possibility to collaborate and how they have developed the understanding of their own professional role as well as others. The qualitative analysis of the open answers focusing on socio-material aspects gave a differentiated picture between the student groups of how the arrangements of the training ward produce i) enactments of “expected” professional responsibilities ii) situations dealing with the “unexpected” - conflicting understandings in the enactment of caring work and iii) proximity, which creates opportunities for negotiations and boundary work. Although students were positive the material arrangements of the training ward create a clash between the ‘expected’ and the ‘unexpected’ responsibilities. Practice theory can highlight the importance of the way in which socio-material arrangements are set up in different ways to allow the development of collaborative practice. It can also challenge us as educators to design creative learning environments for interprofessional education. To look upon professional education as a practice instead of an education preparing for practice, can help us view the importance of the arrangement of professional learning and how practice hangs together in terms of practical understanding, rules and professional traditions.

  • 11.
    Lindh Falk, Annika
    et al.
    Linköping University, Department of Social and Welfare Studies, Health, Activity, Care. Linköping University, Faculty of Health Sciences.
    Abrandt Dahlgren, Madeleine
    Linköping University, Department of Medical and Health Sciences, Medical Pedagogics. Linköping University, Faculty of Educational Sciences.
    Professional Responsibility as conflict: Practices that 'matter': Socio-material enactments of health care students’ professional responsibilities in an interprofessional training ward2012In: “Professions and Professional Learning in Troubling Times: Emerging Practices and Transgressive KnowledgesUNIVERSITY OF STIRLING, UK  Wednesday 9thMay – Friday 11th May 2012, 2012, p. 68-70Conference paper (Other academic)
    Abstract [en]

    In this paper, the context for discussing socio-material arrangements for professional practice andresponsibilities is a student-led interprofessional training ward in health care. These realistic hospitaltraining wards have been implemented in response to the ongoing debate about the need of collaborationin order to increase quality and safety for patients in the health care system. In Linköping, medicalstudents, nursing students, physiotherapy and occupational therapy students work together in the trainingwards during a two week period, taking a joint responsibility for the total care of the patient, as well as forcontributing their own professional perspective.A survey evaluation shows an overall positive attitude and perception among the students regarding thepossibility to collaborate and how they have developed the understanding of their own professional roleas well as other professional roles – but medical students rate a number of factors significantly lower thanother students. A qualitative analysis of the open answers, focusing on socio-material aspects give adifferentiated picture of how the arrangements of the training ward produce i) produce enactments ofdifferent kinds of professional responsibilities ii) deal with the ‘unexpected’ -conflicting understandings inthe enactment of caring work iii) proximity opens for negotiations and boundary work. In the paper, wediscuss how the material arrangements create a clash between the ‘expected’ professionalresponsibilities and the ‘unexpected’ responsibilities of caring work and we problematize the implicationsfor professional learning within the framework of health care education.

  • 12.
    Lindh Falk, Annika
    et al.
    Linköping University, Department of Social and Welfare Studies, Division of Health, Activity and Care. Linköping University, Faculty of Medicine and Health Sciences.
    Dahlberg, Johanna
    Linköping University, Department of Clinical and Experimental Medicine, Division of Microbiology and Molecular Medicine. Linköping University, Faculty of Medicine and Health Sciences.
    Ekstedt, Mattias
    Linköping University, Department of Medical and Health Sciences, Division of Cardiovascular Medicine. Linköping University, Faculty of Medicine and Health Sciences. Region Östergötland, Heart and Medicine Center, Department of Gastroentorology.
    Heslyk, Annika
    Linköping University, Department of Medical and Health Sciences, Division of Physiotherapy. Linköping University, Faculty of Medicine and Health Sciences.
    Whiss, Per
    Linköping University, Department of Medical and Health Sciences, Division of Drug Research. Linköping University, Faculty of Medicine and Health Sciences.
    Abrandt Dahlgren, Madeleine
    Linköping University, Department of Medical and Health Sciences, Division of Community Medicine. Linköping University, Faculty of Medicine and Health Sciences.
    Creating spaces for interprofessional learning: Strategic revision of a common IPL curriculum in undergraduate programs2015In: Interprofessional Education in Europe: Policy and Practice / [ed] Andre Vyt, Majda Pahor, Tiina Tervaskanto-Maentausta, Antwerpen: Garant Publishers Limited , 2015, p. 49-66Chapter in book (Refereed)
  • 13.
    Lindh Falk, Annika
    et al.
    Linköping University, Department of Social and Welfare Studies, Division of Health, Activity and Care. Linköping University, Faculty of Medicine and Health Sciences.
    Hammar, Mats
    Linköping University, Department of Clinical and Experimental Medicine, Division of Clinical Sciences. Linköping University, Faculty of Medicine and Health Sciences. Region Östergötland, Center of Paediatrics and Gynaecology and Obstetrics, Department of Gynaecology and Obstetrics in Linköping.
    Nyström, Sofia
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Does gender matter?: Differences between students at an interprofessional training ward2015In: Journal of Interprofessional Care, ISSN 1356-1820, E-ISSN 1469-9567, Vol. 29, no 6, p. 616-621Article in journal (Refereed)
    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.

     

  • 14.
    Lindh Falk, Annika
    et al.
    Linköping University, Department of Social and Welfare Studies, Division of Health, Activity and Care. Linköping University, Faculty of Health Sciences.
    Hult, Håkan
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Hammar, Mats
    Linköping University, Department of Clinical and Experimental Medicine, Division of Clinical Sciences. Linköping University, Faculty of Health Sciences. Östergötlands Läns Landsting, Center of Paediatrics and Gynaecology and Obstetrics, Department of Gynaecology and Obstetrics in Linköping.
    Hopwood, Nick
    University of Technology Sydney, Australia .
    Abrandt Dahlgren, Madeleine
    Linköping University, Department of Medical and Health Sciences, Division of Community Medicine. Linköping University, Faculty of Health Sciences.
    One site fits all? A student ward as a learning practice for interprofessional development2013In: Journal of Interprofessional Care, ISSN 1356-1820, E-ISSN 1469-9567, Vol. 27, no 6, p. 476-481Article in journal (Refereed)
    Abstract [en]

    Interprofessional training wards (IPTWs), aiming to enhance interprofessional collaboration, have been implemented in medical education and evaluated over the last decade. The Faculty of Health Sciences, Linkoping University has, in collaboration with the local health provider, arranged such training wards since 1996, involving students from the medical, nursing, physiotherapy, and occupational therapy programs. Working together across professional boundaries is seen as a necessity in the future to achieve sustainable and safe healthcare. Therefore, educators need to arrange learning contexts which enhance students interprofessional learning. This article shows aspects of how the arrangement of an IPTW can influence the students collaboration and learning. Data from open-ended questions from a questionnaire survey, during autumn term 2010 and spring term 2011 at an IPTW, was analyzed qualitatively using a theoretical framework of practice theory. The theoretical lens gave a picture of how architectures of the IPTW create a clash between the "expected" professional responsibilities and the "unexpected" responsibilities of caring work. Also revealed was how the proximity between students opens up contexts for negotiations and boundary work. The value of using a theoretical framework of professional learning in practice within the frames of healthcare education is discussed.

  • 15.
    Lindh Falk, Annika
    et al.
    Linköping University, Department of Social and Welfare Studies, Division of Health, Activity and Care. Linköping University, Faculty of Health Sciences.
    Liedberg, Gunilla
    Linköping University, Department of Social and Welfare Studies, Division of Health, Activity and Care. Linköping University, Faculty of Arts and Sciences.
    Arbetsterapi och genus i utbildning och yrkesliv2010Conference paper (Other academic)
  • 16.
    Lindh Falk, Annika
    et al.
    Linköping University, Faculty of Health Sciences. Linköping University, Department of Social and Welfare Studies, Health, Activity, Care.
    Pettersson, Kristina
    Landstinget i Östergötland.
    Using literary for professional reflection2006Report (Other academic)
  • 17.
    Lindh Falk, Annika
    et al.
    Linköping University, Department of Social and Welfare Studies, Health, Activity, Care. Linköping University, Faculty of Health Sciences.
    Sandqvist, Jan
    Linköping University, Department of Social and Welfare Studies, Health, Activity, Care. Linköping University, Faculty of Health Sciences.
    Liedberg, Gunilla
    Linköping University, Department of Social and Welfare Studies, Health, Activity, Care. Linköping University, Faculty of Health Sciences.
    Euro-Education: Employability for all (EEE4all) Design and implementation of an international course for future health-care professionals2012In: Work: A journal of Prevention, Assesment and rehabilitation, ISSN 1051-9815, E-ISSN 1875-9270, Vol. 41, no 4, p. 433-438Article in journal (Refereed)
    Abstract [en]

    Background: Employment is a priority in the European Union, and it is essential to address the needs of individuals disadvantaged at the labour market on grounds such as ethnicity, age, gender or disability, to increase the opportunities for these groups to gain employment. The Council of the European Union recognize the important role of national organisations in increasing gender equality and the need to integrate a gender perspective in all policies. Gender equality perspectives should also, according to the EU Plan of Action and Gender Equality be integrated in education. less thanbrgreater than less thanbrgreater thanObjectives: To equip students in higher education with knowledge, about gender, age, disability and ethnicity in relation to employability, a European group initiated a project; Euro-Education: Employability for all (EEE4all). less thanbrgreater than less thanbrgreater thanApproach: The project, funded by the European Lifelong Learning Programme, was aimed to develop and implement four course modules, each relating to employability with different focus: gender, age, disability or ethnicity. In this paper design, implementation, and evaluation of the course focused on gender, provided by the Occupational Therapy Programme at Linkoping University, is described. less thanbrgreater than less thanbrgreater thanConclusions: The students highlighted the importance of awareness and knowledge about gender theory and its application in relation to employability and client-centred approach.

1 - 17 of 17
CiteExportLink to result list
Permanent link
Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • oxford
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf