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  • 1.
    Berner, Boel
    et al.
    Linköping University, The Tema Institute, Technology and Social Change. Linköping University, Faculty of Arts and Sciences.
    Blondin, Magnus
    Linköping University, The Tema Institute, Technology and Social Change. Linköping University, Faculty of Arts and Sciences.
    Gleisner, Jenny
    Linköping University, The Tema Institute, Technology and Social Change. Linköping University, Faculty of Arts and Sciences.
    Att lära sig "emotionell kompetens".: Yrkespraktik, känslor och identitetsskapande2012Other (Other (popular science, discussion, etc.))
  • 2.
    Gleisner, Jenny
    Linköping University, Department of Thematic Studies, Technology and Social Change. Linköping University, Faculty of Arts and Sciences.
    Att lära sig ”rätt” känslor – en del av barnmorske­utbildningen2016In: Jordemodern, ISSN 0021-7468, no 10, p. 27-29Article in journal (Other (popular science, discussion, etc.))
  • 3.
    Gleisner, Jenny
    Linköping University, Department of Thematic Studies, Technology and Social Change. Linköping University, Faculty of Arts and Sciences.
    Die Prostatauntersuchung und der (un-)empfindliche Mann2019In: Der Mann und die Prostata: Kulturelle, medizinische und gesellschaftliche Perspektiven / [ed] Maria Björkman, Bielefeld: Transcript Verlag, 2019, 1, p. 51-68Chapter in book (Other academic)
  • 4. Order onlineBuy this publication >>
    Gleisner, Jenny
    Linköping University, Department of Thematic Studies, Technology and Social Change. Linköping University, Faculty of Arts and Sciences.
    Negotiating the Normal Birth: Norms and Emotions in Midwifery Education2013Doctoral thesis, monograph (Other academic)
    Abstract [en]

    Pregnancies and childbirths are not just biological or medical events. Childbirths are also emotionally intense situations, not only for the parents-to-be but also for those who work in delivery care. In addition, pregnancies and childbirths are sociocultural situations; there are norms regarding the normal birth.

    The study investigates how future midwives learn about the interactive and emotional work involved in supporting women in delivery care. It focuses on norms about the normal birthing trajectory and on how a midwife should encounter patients’ feelings and handle her own feelings in a “proper” way. Based on observations of collaborative group discussions within Swedish universitybased midwifery education, the study shows how students negotiate the appropriate feeling norms in normal birth, as well as in complicated and even tragic situations. In focus are their discussions on how to support the birthing women, their partners, and the babies, and the categorization work needed to recognize potential deviations from the normal birth. The study is based on a situated learning perspective on education, and combines sociological and anthropological approaches to emotions to elucidate how students within midwifery education negotiate the professional handling of normal and complicated births and the attendant feeling norms.

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    Negotiating the Normal Birth: Norms and Emotions in Midwifery Education
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  • 5.
    Gleisner, Jenny
    Linköping University, Department of Thematic Studies, Technology and Social Change. Linköping University, Faculty of Arts and Sciences.
    Prostataundersökningen och den (o)känslige mannen2018In: Prostatan - det ständiga gisslet?: mannen och prostatan i kultur, medicin och historia / [ed] Maria Björkman, Lund: Nordic Academic Press, 2018, 1, p. 43-58Chapter in book (Other academic)
    Abstract [sv]

    Vissa undersökningssituationer kan upplevas som intima och känsliga, både för läkaren och för patienten. Prostataundersökningen är en sådan situation. Från det medicinska perspektivet lyfts dock inte alltid prostataundersökningen fram som särskilt känslig, utan kan behandlas som vilken rutinkontroll som helst. Denna inställning påverkar hur läkarstudenter får lära sig att utföra prostataundersökningar. I detta kapitel visar jag vad som kan förändras och göras annorlunda genom att kontrastera med den gynekologiska undersökningen – en annan kroppsligt intim situation som har mycket gemensamt med prostataundersökningen men som lärs ut på andra sätt.

  • 6.
    Gleisner, Jenny
    Linköping University, Department of Thematic Studies, Technology and Social Change. Linköping University, Faculty of Arts and Sciences.
    The good and normal pain: midwives' perception of pain in childbirth2012In: Dimensions of Pain: humanities and social science perspectives / [ed] Lisa Folkmarson Käll, New York: Routledge, 2012, p. 107-116Chapter in book (Other academic)
    Abstract [en]

    Research on pain often concerns suffering, focusing on areas like chronic pain and stigmatization (Jackson 2005), the interdependency between pain and drug use (Connors 1994), or distress expressed through physical pain (Trnka 2007). Within research on labor pain, many focus on pain-coping methods from a birthing woman’s perspective (Abushaikha 2007; Leap et al. 2010; McNeil and Jomeen 2010), or how midwives assist or teach birthing women to manage labor pain through alternative as well as pharmacological pain relief (Benfield et al. 2010; Iliadou 2009; Yerby 2001). In this article, I will problematize this perspective by showing that midwives normally perceive women’s experience of pain during childbirth as something good and normal, a perception that has to be learnt through emotion management. My discussion is based on fieldwork at a delivery ward in Sweden, on interviews with three midwifery teachers at a midwifery education program, and on scenes from a Swedish documentary about the everyday life of midwives at a delivery ward. Pain will here be referred to in terms of physical pain. In line with a definition by Jean E. Jackson, pain can be described as “an aversive feeling experienced in the body that cannot be measured directly.” She continues by stating that pain is a “symptom rather than a disease” (Jackson 2005: 333). Sara Ahmed, like Jackson, refers to pain as an aversive feeling, but adds that there is more to pain than a mere physical experience: [Pain] as an unpleasant or negative sensation is not simply reducible to sensation: how we experience pain involves the attribution of meaning through experience, as well as associations between different kinds of negative or aversive feelings. So pain is not simply the feeling that corresponds to bodily damage.

  • 7.
    Gleisner, Jenny
    et al.
    Linköping University, Department of Thematic Studies, Technology and Social Change. Linköping University, Faculty of Arts and Sciences.
    Siwe, Karin
    Linköping University, Department of Biomedical and 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.
    Differences in teaching female and male intimate examinations: A qualitative study2020In: Medical Education, ISSN 0308-0110, E-ISSN 1365-2923, Medical Education, E-ISSN 1365-2923, Vol. 54, no 4, p. 348-355Article in journal (Refereed)
    Abstract [en]

    Context

    Teaching intimate examinations to medical students has been recognised as difficult because of the anxious feelings that the students may experience. For their professional development, previously incorporated understandings need to be relearned: how to transgress boundaries that regulate intimacy and physical closeness, learning to examine and touch other peoples' bodies, and talking about things that are otherwise taboo.

    Objectives

    This paper compares how students learn to perform two intimate examinations: (i) the digital rectal examination (DRE) of the prostate, and (ii) the bimanual pelvic examination (PE) and analyses how norms and expectations affect how students learn to approach them.

    Methods

    This study is based on ethnographic work: in‐depth qualitative interviews with two urologists and nine medical students in semesters four, eight and 11 of a medical education programme in Sweden, observations of three learning sessions where 16 students performed the PE on professional patients, and 2 days of observations at a urology outpatient clinic.

    Results

    The educational approach to the PE and DRE differ. The PE is taught as sensitive and to be handled with care, using a well‐documented learning concept including interpersonal and technical skills. The patient's exposed position in the gynaecological chair, possible previous negative experiences of PE or sexual exploitation are taken into account. In contrast, there is no educational concept for teaching the DRE. The students perform their first DRE on a clinical patient. The DRE is also handled with care, but with less sensitivity. The patients' possible previous negative experiences are not discussed and are thus made invisible.

    Conclusions

    Well‐established routines in performing the PE help doctors and students to be attentive to patients' emotions and previous experiences, and remind them to perceive the examination as sensitive. Aligning the teaching of the DRE with that of the PE will improve how the male prostate patient is approached.

    The full text will be freely available from 2021-02-11 06:00
1 - 7 of 7
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