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  • 1.
    Byström, Erica
    Linköping University, Faculty of Arts and Sciences. Linköping University, Department of Behavioural Sciences and Learning, Learning in Working Life and Educational Settings. Linköping University, HELIX Vinn Excellence Centre.
    Effekter av kompetensutveckling2010In: Arbetsplatslärande: Att leda och organisera kompetensutveckling, Lund: Studentlitteratur , 2010Chapter in book (Other academic)
    Abstract [sv]

    Idag finns det påtagliga brister i hur företag och andra organisationer använder och utvecklar medarbetarnas kunskaper och kompetens. Att förbättra lärande och kompetensutveckling är därför en viktig utmaning. Hur kan satsningar på kompetensutveckling lyckas? Hur ska företaget gå till väga för att stärka olika gruppers möjligheter till ett utvecklingsinriktat lärande i arbetet, ökad anställningsbarhet och en i övriga avseenden starkare position på arbetsmarknaden? Boken svarar på frågor som:- Varför satsar företag på kompetensutveckling?- Hur går företag konkret tillväga, vilka metoder och angreppssätt  används?- Vilka resultat och effekter når man?- På vilket sätt stödjer företaget bäst lärande och kompetensutveckling på arbetsplatsen? Boken är lämplig för studenter i pedagogik, vuxnas lärande och arbetslivets pedagogik och den vänder sig till företrädare för arbetsmarknadens parter samt de som arbetar med HR-frågor i företag och andra organisationer

  • 2.
    Byström, Erica
    Linköping University, Department of Behavioural Sciences and Learning, Education and Sociology. Linköping University, Faculty of Arts and Sciences.
    Ett lärorikt arbete?: Möjligheter och hinder för undersköterskor att lära och utvecklas i sjukvårdsarbetet2013Doctoral thesis, monograph (Other academic)
    Abstract [en]

    The dissertation, which is a qualitative study, concerns auxiliary nurses in the health care. The aim of the study has partly been to generate knowledge about the prerequisites for learning and knowledge development in working life and partly to specifically study the work of auxiliary nurses, their working conditions and the prerequisites for learning and development in the workplace.

    The dissertation’s theoretical frame of reference is based on previous research and theories of workplace learning and have been summarised in a model. Four different groups of factors that are significant for learning in and through the work are described. The four groups are: 1) Work and organisation 2) Formal and non-formal learning activities, 3) Social aspects and 4) Individual factors.

    Three different health care units – an emergency care unit, a children’s unit and an operating unit – in a large hospital were included in the study. 17 auxiliary nurses and 5 care unit managers were interviewed.

    The dissertation shows that the work of auxiliary nurses involved in emergency care or the treatment of trauma is varied and unpredictable, which creates good opportunities for learning and development. Further, auxiliary nurses who are involved in core care activities are able to learn on the job. What is crucial here is that these duties are perceived as interesting, meaningful and stimulating. Learning is facilitated for auxiliary nurses who work in a care unit where they are involved in both the work and the work community. Auxiliary nurses who collaborate with other professional groups may find it easier to learn on the job. The delegation of tasks also affects the possibilities to learn. The dissertation also shows that auxiliary nurses can be prevented from learning on the job if the nurse with whom they work (in a nursing pair or team) does not allow them to perform certain tasks. It is also clear that auxiliary nurses who lack interest or stamina are prevented from learning and developing. Auxiliary nurses have limited opportunities to take part in and develop through formal learning activities. Few courses are available for auxiliary nurses, and those offered are seldom dealing with core care work.

  • 3.
    Byström, Erica
    Linköping University, Department of Behavioural Sciences and Learning, Work and Working Life. Linköping University, Department of Behavioural Sciences and Learning, Learning in Working Life and Educational Settings. Linköping University, HELIX Vinn Excellence Centre. Linköping University, Faculty of Arts and Sciences.
    Interaktiv forskning i praktiken2009In: Vägval och dilemman i interaktiv forskning: Kurspaper från Bridging the gaps doktorandkurs i interaktiv forskning 2008, Jönköping: Jönköpings läns landsting , 2009, 1Chapter in book (Other academic)
  • 4.
    Byström, Erica
    Linköping University, Faculty of Arts and Sciences. Linköping University, Department of Behavioural Sciences and Learning, Learning in Working Life and Educational Settings. Linköping University, HELIX Vinn Excellence Centre.
    Uppföljning av Vårdnära service (VNS). En pilotstudie i Landstinget Östergötland.2007Report (Other academic)
  • 5.
    Byström, Erica
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Work and Working Life. Linköping University, Department of Behavioural Sciences and Learning, Learning in Working Life and Educational Settings. Linköping University, HELIX Vinn Excellence Centre. Linköping University, Faculty of Arts and Sciences.
    Ericsson, Mats
    Linköping University, Faculty of Arts and Sciences. Linköping University, Department of Behavioural Sciences and Learning, Work and Working Life. Linköping University, Department of Behavioural Sciences and Learning, Learning in Working Life and Educational Settings. Linköping University, HELIX Vinn Excellence Centre.
    Lärande och förändringsarbete i äldreomsorgen: En uppdragsutbildning inom ramen för Kompetensstegen 2008-20092009Report (Other (popular science, discussion, etc.))
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