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  • 1.
    Forslund, Kenneth
    Linköping University, Department of Behavioural Sciences and Learning, Education and Sociology. Linköping University, Faculty of Arts and Sciences.
    Handledning, tankemönster och trygghet2011In: Arbetsterapeuten, ISSN 0345-0988, no 8Article in journal (Other academic)
  • 2.
    Forslund, Kenneth
    Linköping University, Faculty of Arts and Sciences. Linköping University, Department of Behavioural Sciences, Learning in Working Life and Educational Settings.
    Inlärning för professionell kompetens1998In: Professionell kompetens. Fyra essäer om inlärning och utveckling för professionlitet, Linköping: Linköping University , 1998, p. 19-27Chapter in book (Other academic)
    Abstract [sv]

    The essays focuses on essential lesrning processes for development of professional competence and includes a discussion about main teaching strategies for the students professional development.

  • 3.
    Forslund, Kenneth
    Linköping University, Department of Behavioural Sciences and Learning, Education and Sociology. Linköping University, Faculty of Arts and Sciences.
    The General Practitioner - a paradox in specialization2009In: ICERI2009 Proceedings, Valencia: IATED - International Association of Technology, Education and Development , 2009, p. 2774-2781Conference paper (Other academic)
    Abstract [en]

    This paper reports a preparatory study concerning General Practitioners in Medicine aimed as a basis for a research project comparing the work of the profession in seven European countries with rather different health care systems; France, Germany, Hungary, Netherlands, Spain, Sweden and United Kingdom. The final report will give a basis for exchange of experiences and ideas for further development of the GP- profession.

    1. The first question focus on the paradox to become and act as a specialist in a wide ranged field while specialization in common are directed to deeper knowledges within a carfully restricted area.

    2. Secondly the project will concentrate on questions concerning if this kind of specialization require knowledges and cognitive structures with a difference of principle compared with common specialisations and how GP:s, in that case, give form to and use that specific knowledge base in their dayly work.

    3. A third field in the study is directed to illuminate (a) the social status of GP's in participating countries (b) their cooperation with colleagues within different specialized fields of medicine and (c) routines concerning referral and consultation.

    4. Fourtly the organization of primary care and the work of GP's in respective country are focused. Economical resources, management, cooperation with biomedical staff, nurses, physioterapists and occupational therapists are studied related to work load and treatment results. Interprofessional cooperation is central for this part of the research project.

    5. Finally the study will focus on strategies for education and training of GP's including choice of theoretical knowledges and how practical training and supervision are arranged in respective country.

    The oral presentation will concentrate on a simple model for comparative research wich will be illustrated in direct connection to questions above. The model is aimed for use in several fields of comparative studies.

  • 4.
    Forslund, Kenneth
    Linköping University, Department of Behavioural Sciences, Learning in Working Life and Educational Settings. Linköping University, Faculty of Arts and Sciences.
    The point of departure1998In: Professionell kompetens. Fyra essäer om inlärning och utveckling för professionalitet / [ed] 91-7871-161-4, Linköping: Linköping University , 1998, p. 39-52Chapter in book (Other academic)
    Abstract [en]

    The essay stresses the students´developmental process from "the province of meaning in every day life" to "the province of meaning in a certain occupation" and is also discussing the role of the teacher and of the educational organization related to the students development towards professionality.

  • 5.
    Forslund, Kenneth
    Linköping University, Department of Behavioural Sciences, Learning in Working Life and Educational Settings. Linköping University, Faculty of Arts and Sciences.
    Utveckling av professionell kompetens1993In: Professionell kompetens. Fyra essäer om inlärning och utveckling för professionalitet / [ed] Kenneth Forslund, Linköping: Linköping University , 1993Chapter in book (Other academic)
    Abstract [en]

    Essential components in professionality are described and discussed. The components and their internal relationships are illustrated by means of a simple model.

  • 6.
    Forslund, Kenneth
    Linköping University, Faculty of Arts and Sciences. Linköping University, Department of Behavioural Sciences, Learning in Working Life and Educational Settings.
    Vetenskap och praktik - om teorier och teorianvändning i praktiskt professionellt arbete1998In: Professionell kompetens. Fyra essäer om inlärning och utveckling för professionlitet, Linköping: Linköping University , 1998, p. 29-37Chapter in book (Other academic)
    Abstract [sv]

    This essay focuses on one main meta-cognitive process in professional work, mainly concerning capacity to handle the connection between the professional knowledge base ("lege artis")and situations and problems in professional practice.

  • 7.
    Forslund, Kenneth
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Sociology. Linköping University, Faculty of Arts and Sciences.
    Jacobsen, Marianne
    Professionell kompetens för arbete med barn2010Book (Other academic)
    Abstract [sv]

    Det professionella arbetet med barn är komplext. Barngrupper består av barn som har kommit olika långt i sin personliga utveckling, såväl fysiskt som känslomässigt, intellektuellt, socialt och språkligt. Det mångkulturella samhället påverkar också arbetet i barngrupperna. Dessutom har behovet av samverkan inom och mellan olika yrkesgrupper ökat, vilket ställer nya krav på dem som arbetar inom exempelvis barnomsorg och skola.

    Genom hela boken framträder pedagogernas egna röster om hur arbetet med barnen bedrivs. Författarna visar på olika pedagogiska överväganden och arbetssätt som kan tillämpas för att stimulera och stödja barns lärande och utveckling. De visar också hur pedagogerna beskriver och förstår sin egen och andras professionella kompetens.Boken handlar om professionell kompetens i vid mening men med direkta tillämpningar för arbete med barn. De flesta konkreta exemplen är hämtade från en förskoleverksamhet där flera lärargrupper, specialister och barnskötare samarbetar med gruppintegration av funktionshindrade barn.

    Boken vänder sig främst till grundutbildning, vidareutbildning och fortbildning för förskollärare, lärare för de lägre skolåldrarna och fritidspedagoger men är även av stort intresse för socionomer, psykologer, speciallärare, fritidsledare, barnsköterskor, skolledare och andra professioner med ansvar för barns lärande och utveckling. Boken är också avsedd att medverka till fördjupning av interprofessionell samverkan mellan de skilda yrkesgrupper som arbetar med barn.

  • 8.
    Forslund, Kenneth
    et al.
    Linköping University, Faculty of Arts and Sciences. Linköping University, Department of Behavioural Sciences, Learning in Working Life and Educational Settings.
    Marianne, Jacobsen
    Professionell kompetens hos pedagoger inom förskolan: en studie av kompetens i en arbetsgrupp som arbetar med gruppintegration av funktionshindrade barn2000Report (Other academic)
    Abstract [en]

    A research project concerning professional behaviour and development has been conducted with professional staff in kindergarten working with group integration of handicapped children. This report, based on a modified survey-study generated from a model describing professioanal competence (Forslund, 1993). In the results, the personell describes their own concept of their professional competence in terms of goals, ethics, theoretical base, set of methods, decision-making and evaluation and also gives their opinions of factors hindering and facilitating a high quality professional work.

  • 9.
    Forslund, Kenneth
    et al.
    Linköping University, Faculty of Arts and Sciences. Linköping University, Department of Behavioural Sciences, Learning in Working Life and Educational Settings.
    Marie Louise, Törnvall
    En arbetsgång för forskningsinformation1993In: Forskningsinformation för socialtjänsten, Linköping: Linköping University , 1993, p. 11-22Chapter in book (Other academic)
    Abstract [sv]

    This report presents models for work with research information with application in the field of social welfare. In the first two chapters the research team state what can be ment by research information and declare their definition of the concept. They also present two models for working with these topics in an organisation. In the following chapters keynote addresses from a sympoium are presented, concerning theory, practice and organisation of research information and dissemination at different levels in society.

  • 10.
    Forslund, Kenneth
    et al.
    Linköping University, Faculty of Arts and Sciences. Linköping University, Department of Behavioural Sciences, Learning in Working Life and Educational Settings.
    Marie Louise, Törnvall
    Forskningsinformation och professionell utveckling1993In: Forskningsinformation för socialtjänsten, Linköping: Linköping University , 1993, p. 22-37Chapter in book (Other academic)
    Abstract [sv]

    This report presents models for work with research information with application in the field of social welfare. In the first two chapters the research team state what can be mentby research information and declare their definition of the concept. They also present two models for working with these topicsin an organisation. In the following chapters keynote addresses from a symposium are presented, concerning theory, practice and organisation of research information and dissemination at different levels in society.

  • 11.
    Forslund, Kenneth
    et al.
    Linköping University, Department of Behavioural Sciences, Learning in Working Life and Educational Settings. Linköping University, Faculty of Arts and Sciences.
    Marie Louise, Törnvall
    Lärares professionella utveckling1995Book (Other academic)
    Abstract [en]

    The main part of this report, based on interwievs and classroom observations, concentrates on three fundamental issues. The first two deals with descriptions of the theoretical base for teachers´s professional practice and the methodological solutions the teachers choose in their work. The third issue focuses on the techers´ work with their own professional development. In a concluding part, a descrition and an anaysis is made concerning the teachers´professional development in a long term perspective, and further possibilities for professional development is discussed.

  • 12.
    Wilhelmsson, Margareta
    et al.
    Linköping University, Department of Medical and Health Sciences, Nursing Science. Linköping University, Faculty of Health Sciences.
    Pelling, Staffan
    Linköping University, Department of Medical and Health Sciences, Nursing Science. Linköping University, Faculty of Health Sciences.
    Uhlin, Lars
    Linköping University, Department of Medical and Health Sciences, Nursing Science. Linköping University, Faculty of Health Sciences.
    Dahlgren, Lars-Ove
    Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Educational Sciences.
    Faresjö, Tomas
    Linköping University, Department of Medical and Health Sciences, General Practice. Linköping University, Faculty of Health Sciences.
    Forslund, Kenneth
    Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Arts and Sciences.
    How to think about interprofessional competence: A metacognitive model2012In: Journal of Interprofessional Care, ISSN 1356-1820, E-ISSN 1469-9567, Vol. 26, no 2, p. 85-91Article in journal (Refereed)
    Abstract [en]

    Different professions meet and work together in teams every day in health and social care. To identify and deliver the best quality of care for the patient, teamwork should be both professionally and interprofessionally competent. How can enhanced education prepare teamworkers to be both professionally and interprofessionally competent? To achieve interprofessional skills and design effective interprofessional curricula, there is a need for metacognitive frameworks focusing on the relationship between theories and the problem-solving process as well as the structure and content of professional competence. The aim of this article is to discuss the need for shared metacognitive structures/models as a tool for securing successful interprofessional learning and developing personal, professional and interprofessional competence to improve the quality of care. A metacognitive model for interprofessional education and practice is presented in this article. This model has been developed as a tool for analyzing professional competence on three levels: individual, team and organization. The model comprises seven basic components of professional competence and the way they are related and interact. Examples of how this metacognitive model can be used in the early, middle and late stages in interprofessional education are given.

1 - 12 of 12
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