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  • 1.
    Asp, Margareta
    et al.
    Mälardalens Högskola.
    Wiklund Gustin, Lena
    Mälardalens Högskola.
    Almerud Österberg, Sofia
    Linnéuniversitet.
    Hörberg, Ulrica
    Linnéuniversitet.
    Lindberg, Elisabeth
    University of Borås, Faculty of Caring Science, Work Life and Social Welfare.
    Palmér, Lina
    University of Borås, Faculty of Caring Science, Work Life and Social Welfare.
    Samvetsstress och dåliga villkor bakom sjuksköterskeflykten2017In: Dagens NyheterArticle in journal (Other (popular science, discussion, etc.))
    Abstract [sv]

    Ge sjuksköterskor utrymme att göra kvalificerade bedömningar av patientens omvårdnadsbehov och låt dem också få gehör för de omvårdnadsinterventioner de föreslår. Det skulle inte bara bidra till att minska samvetsstress och arbetsrelaterad ohälsa hos sjuksköterskor utan också bidra till att de stannar i yrket, skriver sex forskare i vårdvetenskap.

  • 2.
    Claesson, Maria
    et al.
    University of Borås, Faculty of Caring Science, Work Life and Social Welfare.
    Josefsson, Karin
    University of Borås, Faculty of Caring Science, Work Life and Social Welfare.
    Jonasson, Lise-Lotte
    University of Borås, Faculty of Caring Science, Work Life and Social Welfare.
    Lindberg, Elisabeth
    University of Borås, Faculty of Caring Science, Work Life and Social Welfare.
    What implies registered nurses leadership close to older adults in the municipality home health care?2019Conference paper (Refereed)
    Abstract [en]

    Title. What implies registered nurses leadership close to older adults in the municipality home health care?

    Objective. The objective was to explore how the literature describes the registered nurses’ leadership near to older adults in municipal home care.

    Background. Home health care in Sweden and world-wide is affected by the increasing number of older adults, 65 years and over. One challenge is that older adults report more health problems compared with health professionals’ needs assessments. The primary task of care is to support and strengthen people’s health processes to as good health as possible by alleviating the effects of disease and suffering. The registered nurse may be the one who contributes or makes a difference to the older adults’ experience of health. According to this; great demands are placed on the registered nurse's leadership close to the patient. There is a common agreement that registered nurses’ leadership is important. However, research is limited of what implies registered nurses’ leadership close to older adults in municipal home care.

    Method. A systematic literature review. The literature search was performed in CINAHL and PubMed during February to April, 2018. A total of 37 articles were identified and nine articles were screened in full text. Quality valuation and analyses of articles were performed doing qualitative research synthesis based of the PRISMA statement.

    Results. The results will be presented for the first time at the 9th IAGG-ER Congress, May 23-25, 2019, Gothenburg, Sweden.

    Contact information of authors.

    Maria Claesson, Lecturer, PhD. maria.claesson@hb.se

    Lise-Lotte Jonasson, Senior lecturer. lise-lotte.jonasson@hb.se 

    Elisabeth Lindberg, Senior lecturer. elisabeth.lindberg@hb.se

    Karin Josefsson, Professor, karin.josefsson@hb.se

    All authors works at the Faculty of Caring Science, Work Life and Social Welfare, University of Borås, Sweden.

  • 3.
    Claesson, Maria
    et al.
    University of Borås, Faculty of Caring Science, Work Life and Social Welfare.
    Josefsson, Karin
    University of Borås, Faculty of Caring Science, Work Life and Social Welfare.
    Jonasson, Lise-Lotte
    University of Borås, Faculty of Caring Science, Work Life and Social Welfare.
    Lindberg, Elisabeth
    University of Borås, Faculty of Caring Science, Work Life and Social Welfare.
    What implies registered nurses’ leadershipclose to older adults in municipal homehealth care? A systematic review2020In: BMC Nursing, E-ISSN 1472-6955, Vol. 19, no 30, p. 1-11, article id 1472-6955Article in journal (Refereed)
    Abstract [en]

    Background: Registered nurses are key figures in municipal home health care for older adults. Thus, registerednurses’ leadership is crucial to a successful and preventive care process as well as a supportive organization in orderto achieve safe care. However, there is limited research on what registered nurses’ leadership implies close to olderadults in municipal home health care. Thus, the aim is to compile and critically evaluate how international researchresults describe registered nurses’ leadership close to older adults in municipal home health care.

    Methods: A systematic literature review was performed in accordance with a qualitative research study. The mainsearch was conducted on 20 April 2018. The review was reported according to the PRISMA guidelines and is registeredin the PROSPERO database (ID# CRD42019109206). Nine articles from PubMed and CINAHL meet the quality criteria. Asynthesis of data was performed in four stages according to qualitative research synthesis.

    Results: Ten themes describe what registered nurses’ leadership close to older adults in municipal home health careentails: trust and control; continuous learning; competence through knowledge and ability; nursing responsibility on anorganizational level; application of skills; awareness of the individual’s needs and wholeness; mutual support; mutualrelationships; collaborating on organizational and interpersonal levels; and exposure to challenges.

    Conclusions: Registered nurses leading close to older adults in municipal home health care implies being multi-artists.Nursing education, including specialist education for registered nurses, should prepare individuals for their unique andcomplex leadership role as a multi-artist. Municipal employers require knowledge about what registered nurses’leadership implies in order to create adequate conditions for their leadership objectives to achieve safe care. Furtherresearch is warranted to explore registered nurses’ leadership close to older adults in municipal home health care fromdifferent perspectives, such as older adults and next of kin.

  • 4.
    Ekebergh, Margaretha
    et al.
    University of Borås, School of Health Science.
    Horberg, Ulrica
    Carlsson, Gunilla
    University of Borås, School of Health Science.
    Lindberg, Elisabeth
    University of Borås, School of Health Science.
    Eskilsson, Camilla
    University of Borås, School of Health Science.
    Holst, Hanna
    Andersson, Niklas
    University of Borås, School of Health Science.
    The Encounter between Caring Sciences and the Lifeworld: The Art of Making Knowledge Alive and Embodied2012Conference paper (Refereed)
    Abstract [en]

    Scientific knowledge is characterized by abstract descriptions and structures, which are not identical to the lived reality. Scientific knowledge cannot directly be applied on the lived existence, without being transformed and adjusted to the individual’s very complex lifeworld. Learning in caring contexts is an encounter between the scientific knowledge of caring and the learner’s lifeworld. This encounter needs a support that has the potential to bring caring science to life and to start an intertwining process with the lifeworld that creates embodied knowledge. Lifeworld didactics are built on an approach about learning as an individual process and that learning takes its point of departure in the learner’s previous experiences, which accompanies the learning process. The challenges within lifeworld didactics are to be open and sensitive to the learner’s lifeworld and with tact support the development of a reflective attitude in the learning process. Lifeworld didactics strategies are of crucial importance in different caring contexts. This symposium presents three lifeworld led phenomenological research projects that have focused on acquiring caring science knowledge in caring contexts, more precisely it is the encounter between caring science and the lifeworld. The research is within the framework of lifeworld didactics, but the three projects each have a special focus.

  • 5.
    Ekebergh, Margaretha
    et al.
    University of Borås, School of Health Science.
    Hörberg, Ulrica
    Carlsson, Gunilla
    University of Borås, School of Health Science.
    Lindberg, Elisabeth
    University of Borås, School of Health Science.
    Eskilsson, Camilla
    University of Borås, School of Health Science.
    Andersson, Niklas
    University of Borås, School of Health Science.
    Holst, Hanna
    The encounter between Caring Science and the Lifeworld2012Conference paper (Other academic)
    Abstract [en]

    Scientific knowledge is characterized by abstract descriptions and structures which are not identical to the lived reality. Scientific knowledge cannot directly be applied on the lived existence, without being transformed and adjusted to the individual’s very complex lifeworld. Learning in caring contexts is an encounter between the scientific knowledge of caring and the learner’s lifeworld. This encounter needs a support that has the potential to bring caring science to life and to start an intertwining process with the lifeworld that creates embodied knowledge. Lifeworld didactics are built on an approach about learning as an individual process and that learning takes its point of departure in the learner’s previous experiences, which accompanies the learning process. The challenges within lifeworld didactics is to be open and sensitive to the learner’s lifeworld and with tact support the development of a reflective attitude in the learning process. Lifeworld didactics strategies are of crucial importance in different caring contexts. This paper presents three lifeworld led phenomenological research projects that have focused on acquiring caring science knowledge in caring contexts, more precisely it is the encounter between caring science and the lifeworld. The research is within the framework of lifeworld didactics, but the three projects each have a special focus. The first illustrates how the learning and caring processes merge and become an intertwined phenomenon in nursing students’ learning. The research is carried out in Dedicated Educational Units (DEU), within psychiatric and orthopedic care. Three perspectives are illustrated in the project; that of the students, the supervisors and the patients. The overall aim is to develop a supervision model that has the potential to support the students’ learning processes as well as the patients’ caring processes. The second illustrates how the concepts ‘patient perspective’ and ‘patient participation’ can be implemented in a clinical setting for elderly patients in order to improve the quality of care. This project is inspired by Participatory Action Research and is built on collaboration between the university and the health care services. The aim is to develop reflective educational material in terms of filmed drama episodes, based on the result of two studies about elderly patients’ participation in team meetings. The third illustrates the perspective of lifeworld didactics in two phenomenological studies that focus on Students` learning in an encounter with patients and Students` learning on the way to becoming professional - supported by supervision in pairs of students. The findings show patterns of essential meanings that have specific significance in the art of supporting students` learning in clinical education. These are; the significance of responsibility, its extent and shape in relation to the supervisor’s ability to adopt a reflective supervising attitude and to be supportive enough but at the same time to not assume the responsibility. The learning process shows to be a challenge for students, where safety in pairs of students has a great significance when coping with the challenge to learn and develop.

  • 6.
    Eskilsson, C.
    et al.
    University of Borås, Faculty of Caring Science, Work Life and Social Welfare.
    Hörberg, U.
    Linnéuniversitetet, Institutionen för hälso- och vårdvetenskap.
    Ekebergh, M.
    University of Borås, Faculty of Caring Science, Work Life and Social Welfare.
    Lindberg, E.
    University of Borås, Faculty of Caring Science, Work Life and Social Welfare.
    Carlsson, G.
    University of Borås, Faculty of Caring Science, Work Life and Social Welfare.
    Caring and learning intertwined in supervision at a dedicated education unit ‒ a phenomenological study2015In: Reflective Practice, ISSN 1462-3943, E-ISSN 1470-1103, Vol. 16, no 6, p. 753-764Article in journal (Refereed)
    Abstract [en]

    Supervising student nurses in clinical praxis entails dealing with both caring and learning aspects. There is a dearth of research focusing on both the caring and learning aspects in supervision. The present study describes how caring and learning is intertwined in supervision. The study was performed with a Reflective Lifeworld Research approach and analyzed phenomenologically for meanings. Eight interviews were conducted with supervisors on an orthopedic-dedicated education unit. The findings reveal how supervisors constantly move in order to be either close to or standing back, adjusting to the students’ and the patients’ needs. This is described in more detail via the constituents: handling responsibility in constant movement, participating in a new and different way, coexisting with students creates meaning and development. The findings show that a reflective attitude in supervision , clear structure for daily activities, and a lifeworld-led didactics can promote a learning and caring environment. Supervisors’ demanding task requires pauses in order to maintain motivation among supervisors. A mutual link between supervisors, students and patients is crucial in order to create an environment where caring and learning are intertwined. © 2015 Taylor & Francis.

  • 7.
    Eskilsson, Camilla
    et al.
    University of Borås, Faculty of Caring Science, Work Life and Social Welfare.
    Lindberg, Elisabeth
    University of Borås, Faculty of Caring Science, Work Life and Social Welfare.
    Carlsson, Gunilla
    University of Borås, Faculty of Caring Science, Work Life and Social Welfare.
    Ekebergh, M.
    University of Borås, Faculty of Caring Science, Work Life and Social Welfare.
    Hörberg, U.
    Linnéuniversitetet, Institutionen för hälso- och vårdvetenskap.
    Managers' responsibility to support caring and learning in clinical education units2017In: Clinical Nursing Studies, ISSN 2324-7940, E-ISSN 2324-7959, Vol. 5, no 3Article in journal (Refereed)
    Abstract [en]

    Background:Managers in clinical education units (CEUs) have the responsibility to facilitate evidence-based environments for both caring and learning. Promoting such environments might be challenging in times of financial constraints and organisation changes.

    Objective:The purpose of this study was to describe how managers experience their responsibility to support the caring and learning environments in CEUs. 

    Methods:The study method followed the principles of Reflective Lifeworld Research (RLR) grounded in a phenomenological approach. The study was conducted at a hospital in Southern Sweden. Ten first- and second-line managers responsible for CEUs were interviewed. The interviews were conducted as reflective dialogues using an open, and bridled approach.

    Results:The results show that clinical education unit managers regard the responsibility to support caring and learning environments as a challenging experience, elucidated in three themes: (1) to have or to take responsibility; (2) cooperation that supports and challenges; and (3) bringing it all together— a daily struggle.

    Conclusions:In conclusion, the managers of CEUs need to be aware of the importance of common theoretical grounds for caring and learning. Caring and learning are more likely to be intertwined when responsibility is taken, when collaboration between actors is characterised by respect and when an awareness of the importance of reflection is present. Awareness of the importance of creating opportunities for reflection and mutual collaboration among the different actors involved could lead to improvements in nursing education and, therefore, improved patient care.

  • 8. Friberg, F
    et al.
    Lindberg, Elisabeth
    [external].
    Lepp, M
    Creating room for learning at work: nurses' experiences of participating in an educational program on the function of patient teaching2008In: International journal for human caring, ISSN 1091-5710, Vol. 12, no 3, p. 38-46Article in journal (Refereed)
    Abstract [en]

    The aim of this study was to describe an educational program concerning nurses´ patient-teaching work and how it was experienced by the nurses. The program consisted of five sessions, each with a main theme, which explored four main teaching/learning strategies. Interviews were conducted with the nurses and analyzed qualitatively. The analysis revealed three themes: intercollegial learning, increased awareness of pedagogical complexity, and increased preparedness. The study showed that participation in an educational program at work is one strategy by which nurses can become more closely linked with their patient-teaching function, which has direct consequences for practice.

  • 9.
    Gustafsson, Tanja
    et al.
    University of Borås, Faculty of Caring Science, Work Life and Social Welfare.
    Lindberg, Elisabeth
    University of Borås, Faculty of Caring Science, Work Life and Social Welfare.
    Hedén, Lena
    University of Borås, Faculty of Caring Science, Work Life and Social Welfare.
    Maurin Söderholm, Hanna
    University of Borås, Faculty of Librarianship, Information, Education and IT. University of Borås, Faculty of Caring Science, Work Life and Social Welfare.
    Sundler, Annelie Johansson
    University of Borås, Faculty of Caring Science, Work Life and Social Welfare.
    Walk a fine line between meaningfulness or discomfort: the complexity of emotional communication2022Conference paper (Refereed)
    Abstract [en]

    Background: 

    The home care of older persons includes inter-personal interactions and communication needed to care for and respond to diverse needs of older people. Previous research has focused on emotional expressions of older persons and responses by nursing staff. Research on the meaning of the interaction in these sequences is sparse. Therefore, the aim of this study was to illuminate the meaning attached to sequences of emotional communication and the interaction during these sequences between older persons and nursing assistants during home care visits.

    Methods: 

    A descriptive observational design was used. The data consisted of 44 audio recordings of real-life conversations between older persons and nursing assistants during home care visits. A hermeneutic phenomenological analysis was conducted.

    Findings: 

    Preliminary results indicate sequences of emotional communication being a window of opportunities. The interaction that followed were linked to dual and sometimes incongruent meanings. Expressions being actively blocked or ignored could cause an increase of unpleasant emotions or distract away from negative feelings. Simultaneously, such conversations could both ease or add to the complexity of the interaction and communication. Conversations elaborating on the older persons’ emotions seemed to instill trust and create meaningfulness, at the same time as these situations contained unpleasant moments with sad or angry feelings. The risk for discomfort in these sequences could threaten the trust in the relationship.

    Discussion: 

    Conversations on older persons worries can be complex: the findings point to a fine line between meaningfulness and distress in these sequences. Unpleasant emotions call for attention and caution, these may need to be noticed at the same time as they cannot be forced out. 

  • 10.
    Gustafsson, Tanja
    et al.
    University of Borås, Faculty of Caring Science, Work Life and Social Welfare.
    Lindberg, Elisabeth
    University of Borås, Faculty of Caring Science, Work Life and Social Welfare.
    Karlsson, Pernilla
    University of Borås, Faculty of Caring Science, Work Life and Social Welfare.
    Sundler, Annelie Johansson
    University of Borås, Faculty of Caring Science, Work Life and Social Welfare.
    Maurin Söderholm, Hanna
    University of Borås, Faculty of Librarianship, Information, Education and IT. University of Borås, Faculty of Caring Science, Work Life and Social Welfare.
    Nurse assistants´ perceptions of developing person-centred communication2021Conference paper (Refereed)
    Abstract [en]

    Background: Communication is important for nurse assistants (NAs) when caring for older persons. There is limited research about how to improve the communication competence of NAs in home care. The aim was to describe NAs perception on learning in relation to an educational intervention on person-centred communication.

    Methods: A qualitative descriptive study was conducted. Data consisted of four group interviews, five individual in-depth interviews and written reflection assignments from participants gathered during the web-based intervention. In total 23 NAs at two home care units participated. The data were analysed using a phenomenographic approach. This is a qualitative method for analysis developed from Nordic traditions of phenomenology. Phenomenography aims to describe individual perceptions of a certain phenomenon.

    Preliminary findings points to the nurse assistants perceiving that the education supported their development of person-centred communication. They pointed out self-reflections as important for their learning as well as to get confirmation on what was already known. The NAs described that the intervention added to their knowledge and skills. Even though, there was more to learn and challenges that remained regarding communication in challenging situations such as caring for persons in end-of-life and supporting their relatives, caring for persons being aggressive or violent.

    Preliminary implications of research: This study can provide knowledge on participants’ perspective on their learning process, which may be important to consider when conducting educational interventions in home care as well as other health care contexts.

  • 11.
    Gustafsson, Tanja
    et al.
    University of Borås, Faculty of Caring Science, Work Life and Social Welfare. Faculty of Caring Science, Work Life and Social Welfare University of Borås Borås Sweden.
    Maurin Söderholm, Hanna
    University of Borås, Faculty of Caring Science, Work Life and Social Welfare. Faculty of Caring Science, Work Life and Social Welfare University of Borås Borås Sweden;PreHospen Centre for Prehospital Research University of Borås Borås Sweden.
    Sundler, Annelie Johansson
    University of Borås, Faculty of Caring Science, Work Life and Social Welfare. Faculty of Caring Science, Work Life and Social Welfare University of Borås Borås Sweden.
    Karlsson, Pernilla
    University of Borås, Faculty of Caring Science, Work Life and Social Welfare. Faculty of Caring Science, Work Life and Social Welfare University of Borås Borås Sweden;Närhälsan Fristad Primary Health Care Center Borås Sweden.
    Lindberg, Elisabeth
    University of Borås, Faculty of Caring Science, Work Life and Social Welfare. Faculty of Caring Science, Work Life and Social Welfare University of Borås Borås Sweden.
    ‘Sometimes you need an eye-opener’: A qualitative study on nursing assistants' experiences of developing communication skills through an educational intervention on person-centred communication2023In: Nursing Open, E-ISSN 2054-1058Article in journal (Refereed)
    Abstract [en]

    Aim

    To explore nursing assistants' (NAs') experiences of developing communication skills while participating in an educational intervention on person-centred communication.

    Design

    A descriptive qualitative study was conducted.

    Methods

    Data were collected from interviews and written assignments before, during and after an educational intervention on person-centred communication targeting NAs in home care services. The data were analysed using a phenomenological approach. A total of 25 NAs participated in the study.

    Results

    The findings describe NAs' experiences concerning the communication skills needed for building relationships with older persons and handling emotionally challenging situations. The educational intervention increased their knowledge and awareness of the importance of communication skills and how such skills are developed and refined.

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  • 12.
    Gustafsson, Tanja
    et al.
    University of Borås, Faculty of Caring Science, Work Life and Social Welfare.
    Sundler, Annelie Johansson
    University of Borås, Faculty of Caring Science, Work Life and Social Welfare.
    Hedén, Lena
    University of Borås, Faculty of Caring Science, Work Life and Social Welfare.
    Lindberg, Elisabeth
    University of Borås, Faculty of Caring Science, Work Life and Social Welfare.
    Maurin Söderholm, Hanna
    University of Borås, Faculty of Librarianship, Information, Education and IT. University of Borås, Faculty of Caring Science, Work Life and Social Welfare.
    An educational intervention to improve communication skills in home care – a feasibility study2022Conference paper (Refereed)
    Abstract [en]

    An educational intervention to improve communication skills in home care – a feasibility study

    Background

    An educational intervention focused on person-centred communication with older persons in home care was developed. Twenty-three nursing assistants (NAs) from two home care units were offered the intervention. This feasibility study was conducted to capture benefits and pit falls with study processes before large scale interventions, such as acceptability and appropriateness of evaluation methods.

    Aim

    To explore the feasibility of proposed methods for evaluating a novel educational intervention on person-centered communication for NAs in home care.

    Method

    Feasibility study with pre- and post-assessments, including evaluation of data collection procedures, completion rates, and missing data for two questionnaires: Self-efficacy Questionnaire measuring communication skills and Measure of Job Satisfaction. Descriptive and statistical analysis was conducted. 

    Results

    The results showed a completion rate of 83% and 61% in pre- and post-assessment respectively, and a low proportion of missing data. The questionnaires were feasible and acceptable for NAs to complete and understand. Stress due to staff shortages and high workload negatively affected NAs’ participation in data collection. Overall, NAs rated their communication skills as high with a tendency towards higher communication self-efficacy after the intervention, however, this difference was not statistically significant. Job satisfaction remained unchanged pre- and post-intervention.

    Conclusion

    Low follow-up rates suggest that the data collection procedures need refinement. Although the outcomes are preliminary at this point, they indicate a ceiling effect in NAs’ self-efficacy ratings. The ceiling effect limits possibilities for improvement and suggests that studies with a larger sample is needed.

    Implications for caring in a changing world

    In a changing world, where a rapid aging population challenges home care services, there is a need for innovative interventions that support and strengthen health care professionals’ communication skills, aiming at improving older persons’ well-being This study contributes with knowledge to the complexity of developing and evaluating complex interventions on communication in home care.

  • 13.
    Gustafsson, Tanja
    et al.
    University of Borås, Faculty of Caring Science, Work Life and Social Welfare.
    Sundler, Annelie Johansson
    University of Borås, Faculty of Caring Science, Work Life and Social Welfare.
    Hedén, Lena
    University of Borås, Faculty of Caring Science, Work Life and Social Welfare.
    Lindberg, Elisabeth
    University of Borås, Faculty of Caring Science, Work Life and Social Welfare.
    Maurin Söderholm, Hanna
    University of Borås, Faculty of Librarianship, Information, Education and IT. University of Borås, Faculty of Caring Science, Work Life and Social Welfare.
    Communication in home care—A feasibility study of an educational intervention in self‐efficacy and job satisfaction2023In: Nursing Open, E-ISSN 2054-1058, Vol. 10, no 3, p. 1375-1382Article in journal (Refereed)
    Abstract [en]

    Aim

    To explore the feasibility of evaluating a novel educational intervention on person-centered communication for nursing assistants (NAs) in home care.

    Design

    A feasibility study with pre- and post-assessments.

    Methods

    Feasibility was assessed pre- and post-intervention, including evaluation of data collection procedures, completion rates and missing data in two questionnaires: Self-efficacy Questionnaire measuring communication skills and Measure of Job Satisfaction, analysed descriptively and statistically.

    Results

    The questionnaires were feasible and acceptable for the NAs to complete and understand. The pre- and post-assessments showed 83% and 61% completion rates, respectively, and a low proportion of missing data. Barriers for not participating in data collection were stress caused by staff shortages and high workload. Preliminary analysis of the questionnaires showed no significant difference pre- and post-intervention, even though an overall tendency of increased communication self-efficacy was observed. The NAs' self-efficacy ratings also revealed a ceiling effect.

     

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  • 14.
    Gustafsson, Tanja
    et al.
    University of Borås, Faculty of Caring Science, Work Life and Social Welfare.
    Sundler, Annelie Johansson
    University of Borås, Faculty of Caring Science, Work Life and Social Welfare.
    Lindberg, Elisabeth
    University of Borås, Faculty of Caring Science, Work Life and Social Welfare.
    Karlsson, Pernilla
    University of Borås, Faculty of Caring Science, Work Life and Social Welfare.
    Maurin Söderholm, Hanna
    University of Borås, Faculty of Caring Science, Work Life and Social Welfare.
    Process evaluation of the ACTION programme: a strategy for implementing person‐centred communication in home care2021In: BMC Nursing, E-ISSN 1472-6955, Vol. 20, no 1, article id 56Article in journal (Refereed)
    Abstract [en]

    Background: There is currently a strong emphasis on person-centred care (PCC) and communication; however, little research has been conducted on how to implement person-centred communication in home care settings. Therefore, the ACTION (A person-centred CommunicaTION) programme, which is a web-based education programme focusing on person-centred communication developed for nurse assistants (NAs) providing home care for older persons, was implemented. This paper reports on the process evaluation conducted with the aim to describe and evaluate the implementation of the ACTION programme. Methods: A descriptive design with a mixed method approach was used. Twenty-seven NAs from two units in Sweden were recruited, and 23 of them were offered the educational intervention. Quantitative and qualitative data were collected from multiple sources before, during and after the implementation. Quantitative data were used to analyse demographics, attendance and participation, while qualitative data were used to evaluate experiences of the implementation and contextual factors influencing the implementation. Results: The evaluation showed a high degree of NA participation in the first five education modules, and a decrease in the three remaining modules. Overall, the NAs perceived the web format to be easy to use and appreciated the flexibility and accessibility. The content was described as important. Challenges included time constraints; the heavy workload; and a lack of interaction, space and equipment to complete the programme. Conclusions: The results suggest that web-based education seems to be an appropriate strategy in home care settings; however, areas for improvement were identified. Our findings show that participants appreciated the web-based learning format in terms of accessibility and flexibility, as well as the face-to-face group discussions. The critical importance of organizational support and available resources are highlighted, such as management involvement and local facilitation. In addition, the findings report on the implementation challenges specific to the dynamic home care context. Trial registration: This intervention was implemented with nursing assistants, and the evaluation only involved nursing staff. Patients were not part of this study. According to the ICMJE, registration was not necessary (). © 2021, The Author(s).

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  • 15.
    Gustafsson, Tanja
    et al.
    University of Borås, Faculty of Caring Science, Work Life and Social Welfare.
    Sundler, Annelie Johansson
    University of Borås, Faculty of Caring Science, Work Life and Social Welfare.
    Lindberg, Elisabeth
    University of Borås, Faculty of Caring Science, Work Life and Social Welfare.
    Maurin Söderholm, Hanna
    University of Borås, Faculty of Librarianship, Information, Education and IT.
    ACTION: A Person-centred Communication Intervention Targeting Nurse Assistants in Home Care for Older Persons2019Conference paper (Refereed)
    Abstract [en]

    Background: The aging population and the number of older persons living at home are increasing. Some have extensive needs for care, which leads to increased demands on professionals in home care settings. Professionals’ need to have sufficient competency to promote health and wellbeing among older persons. For sustainable care, there is a need for efficient educational efforts in the home care context. Person-centred communication may increase the quality of care and improve older persons independence.

    Aim: To develop, test and evaluate a web based educational intervention on person-centred communication targeting nurse assistants (NA) in home care setting.

    Method: A stepwise web based education, consisting of eight modules, was developed and tested. The education was evaluated using both quantitative and qualitative data.

    Results: In all, 23 NAs participated in the education. The majority of the NAs (n=21) participated in five or more modules. Overall, the education was experienced as feasible and accessible. Challenges emerged during the time of the intervention, such as time constrains, technical problems, and participants´ engagement.

    Conclusion: The web-based education was found to be a feasible way to offer education to home care staff, although successful implementation requires adaptations to the current context. Engagement from managers, especially considering the NAs motivation to complete the education is important for accomplishment by participants.

    Implications: This study can contribute to the knowledge regarding how to develop, test and evaluate an educational intervention, and considerations found to be important during the implementation process for success.

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  • 16.
    Gustafsson, Tanja
    et al.
    University of Borås, Faculty of Caring Science, Work Life and Social Welfare.
    Sundler, Annelie Johansson
    University of Borås, Faculty of Caring Science, Work Life and Social Welfare.
    Lindberg, Elisabeth
    University of Borås, Faculty of Caring Science, Work Life and Social Welfare.
    Maurin Söderholm, Hanna
    University of Borås, Faculty of Librarianship, Information, Education and IT.
    Development and process evaluation of an educational intervention on communication targeting nurse assistants in home care2019Conference paper (Refereed)
    Abstract [en]

    Background

    Person-centred communication is important to assure the quality of home care services and to promote older persons´ independence and influence over their lives. Previous research indicates challenges regarding communication between professionals and home care recipients, and how to deliver efficient educational efforts in the home care context.

    Aim

    The aim was to describe the development and process evaluation of a web-based education intervention in person-centred communication for nurse assistants (NA) in home care.

    Method

    The intervention consisted of a step-wise education, with eight modules that included short video based lectures and movies, one group supervision, and reflective assignments. The content was based on previous research on health care communication and person-centred care. Data were collected from multiple sources before, during and after the implementation, and analysed by a combination of quantitative and qualitative approaches.

    Results

    A complex intervention was conducted to improve the communication competency wanted for person-centred care. The intervention was offered to 23 nurse assistants (NA). Of those, 91% (n=21) participated, in total or in parts, in five or more modules. The findings address participants’ experiences of expectations and worries before the intervention, experiences from the implementation process, and their experiences from taking part of the intervention. During the implementation changes were made according to local circumstances. Overall, the education was experienced as feasible. The web-based design was found to be accessible and the content relevant.

    Conclusion

    From this study, it can be concluded that the key features for successful implementation of the intervention was the format, educational content, and technical facilities provided. In addition to this, participant involvement, resources and constructive practical circumstances for NAs to participate in the intervention are crucial.

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  • 17.
    Gustafsson, Tanja
    et al.
    University of Borås, Faculty of Caring Science, Work Life and Social Welfare.
    Sundler, Annelie Johansson
    University of Borås, Faculty of Caring Science, Work Life and Social Welfare.
    Lindberg, Elisabeth
    University of Borås, Faculty of Caring Science, Work Life and Social Welfare.
    Maurin Söderholm, Hanna
    University of Borås, Faculty of Librarianship, Information, Education and IT.
    Development and process evaluation of an educational intervention on person-centred communication targeting nurse assistants in home care2020Conference paper (Refereed)
    Abstract [en]

    BACKGROUND

    Person-centred communication is important to assure the quality of home care services and to promote older persons´ independence and influence over their lives. Previous research indicates challenges regarding communication between professionals and home care recipients, and how to deliver efficient educational efforts in the home care context.

    AIM

    The aim was to describe the development and process evaluation of a web-based education intervention in person-centred communication for nurse assistants (NA) in home care.

    METHODS

    The intervention consisted of a step-wise education, with eight modules that included short video based lectures and movies, one group supervision, and reflective assignments. The content was based on previous research on health care communication and person-centred care. Data were collected from multiple sources before, during and after the implementation, and analysed by a combination of quantitative and qualitative approaches.

    RESULTS

    A complex intervention was conducted to improve the communication competency wanted for person-centred care. The intervention was offered to 23 nurse assistants (NA). Of those, 91% (n=21) participated, in total or in parts, in five or more modules. The findings address participants’ experiences of expectations and worries before the intervention, experiences from the implementation process, and their experiences from taking part of the intervention. During the implementation changes were made according to local circumstances. Overall, the education was experienced as feasible. The web-based design was found to be accessible and the content relevant. 

    CONCLUSION

    Our findings show that the benefits of the web-based educational intervention included the short and focused lectures as well as its accessibility. Challenges with the implementation process included gaining access to the NAs and motivating and involving the NAs. This study emphasizes the environmental support needed to successfully conduct complex interventions, including physical, organizational and cultural aspects.

  • 18.
    Gustafsson, Tanja
    et al.
    University of Borås, Faculty of Caring Science, Work Life and Social Welfare.
    Sundler, Annelie Johansson
    University of Borås, Faculty of Caring Science, Work Life and Social Welfare.
    Lindberg, Elisabeth
    University of Borås, Faculty of Caring Science, Work Life and Social Welfare.
    Maurin Söderholm, Hanna
    University of Borås, Faculty of Librarianship, Information, Education and IT.
    The Development and Process Evaluation of the ACTION Study. A Person-centred Communication Intervention Targeting Nursing Staff in Home Care for Older Persons2019Conference paper (Refereed)
    Abstract [en]

    Background: Person-centred communication is important to assure the quality of home care services and to promote older persons independence and influence over their lives. Previous research indicates challenges regarding communication between professionals and home care recipients, and how to deliver efficient educational efforts in the home care context. Hitherto, research on design and implementation of this type of intervention is scarce.

    Aims and objectives: To describe the development and process evaluation of an education intervention in person-centred communication for nursing staff (NS) in home care.

    Method: The web-based education consisted of eight modules, including short video based lectures and movies, one group supervision, and reflective assignments. The content was based on previous research of health care communication and person-centred care. Data was collected from multiple sources (web analytics, interviews, evaluation forms, and field notes), before, during and after the implementation, and analysed by a combination of quantitative and qualitative approaches.

    Results: In all, 23 NS participated in the education. Initial analysis indicate that a majority of the participants completed six or more modules. Overall, the content was experienced as relevant and interesting. The flexibility and accessibility of the web-based format was appreciated, as well as the mix of lectures, short movies, reflective assignments and group supervision. Challenges included developing content relevant to work teams with diverse competence levels and individual differences (e.g. age, language, motivation). Furthermore, time constrains and structure of work emerged as barriers for implementing the education, in some cases adding stress and fragmentation to NS´ work.

    Conclusions: This type of intervention seems to be a feasible approach for flexible educations in person-centred communication for NS. Engagement and commitment from managers and team leaders may be key factors in succeeding, with impact on participants´ motivation to fulfil the education.

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  • 19.
    Höglander, Jessica
    et al.
    School of Health, Care and Social Welfare, Mälardalen University, Västerås, Sweden.
    Holmström, Inger K.
    School of Health, Care and Social Welfare, Mälardalen University, Västerås, Sweden; Department of Public Health and Caring Sciences, Uppsala University, Uppsala, Sweden.
    Gustafsson, Tanja
    University of Borås, Faculty of Caring Science, Work Life and Social Welfare.
    Lindberg, Elisabeth
    University of Borås, Faculty of Caring Science, Work Life and Social Welfare.
    Maurin Söderholm, Hanna
    University of Borås, Faculty of Librarianship, Information, Education and IT. University of Borås, Faculty of Caring Science, Work Life and Social Welfare.
    Hedén, Lena
    University of Borås, Faculty of Caring Science, Work Life and Social Welfare.
    von Heideken Wågert, Petra
    School of Health, Care and Social Welfare, Mälardalen University, Västerås, Sweden.
    Sundler, Annelie Johansson
    University of Borås, Faculty of Caring Science, Work Life and Social Welfare.
    Implementing A person-centred CommunicaTION (ACTION) educational intervention for in-home nursing assistants – a study protocol2023In: BMC Geriatrics, E-ISSN 1471-2318, Vol. 23, no 1, article id 112Article in journal (Refereed)
    Abstract [en]

    Background: In this study, the focus is on how to support the competence development needed for nursing assistants in home care. Home care services for older persons can be challenging concerning the nature of the interpersonal interaction and communication needed to care for and respond to the diverse needs of older people who seek to live well in our communities. This implies a need to offer more person-centred care (PCC) to older persons. However, there is a lack of knowledge on how to develop such competence. We, therefore, developed A Person-centred CommunicaTION (ACTION) programme, which is a web-based educational intervention aimed at supporting competence development for nursing assistants. The research objective is to evaluate the ACTION programme with respect to participants’ responses to and the effect of the intervention. Methods: A multicentre case–control study with pre- and post-assessments was designed. The ACTION programme will be implemented at home care units, in two different geographic areas in Sweden. A total of 300 nursing assistants will be recruited: 150 for the intervention group and 150 for the control group. We will evaluate the impact measures and the process. Pre- and post-assessments will be performed with data collected via a) audio recordings of communication, b) a questionnaire on self-efficacy communication skills, PCC, empathy and job satisfaction, c) user data, evaluation forms, field notes and observations, and d) interviews. The data will be analysed with descriptive and analytic statistics and/or qualitative methods for meanings. Discussion: This study has the potential to contribute to the evidence supporting competence development required to offer person-centred and quality home care to older persons and to meet upcoming needs for flexible and easily accessible competence development. Trial registration: ISRCTN64890826. Registered 10 January 2022, https://www.isrctn.com/ISRCTN64890826 

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  • 20.
    Israelsson-Skogsberg, Åsa
    et al.
    University of Borås, Faculty of Caring Science, Work Life and Social Welfare. Faculty of Medicine, Department of Health Sciences Lund University Lund Sweden;Faculty of Caring Science, Work Life and Social Welfare University of Borås Borås Sweden.
    Eriksson, Thomas
    University of Borås, Faculty of Caring Science, Work Life and Social Welfare. Faculty of Caring Science, Work Life and Social Welfare University of Borås Borås Sweden.
    Lindberg, Elisabeth
    University of Borås, Faculty of Caring Science, Work Life and Social Welfare. Faculty of Caring Science, Work Life and Social Welfare University of Borås Borås Sweden.
    A scoping review of older patients' health‐related quality of life, recovery and well‐being after intensive care2023In: Nursing Open, E-ISSN 2054-1058Article in journal (Refereed)
    Abstract [en]

    Aims

    In the present study, we aimed to determine how Health-Related Quality of Life (HRQoL), recovery (function and capacity in daily life) and well-being are followed up and characterised in persons ≥65 years of age who were being cared for in an intensive care unit (ICU).

    Design

    A scoping review.

    Methods

    CINAHL, MEDLINE (Ovid) and PsycINFO databases were searched in October 2021. 20 studies met the inclusion criteria. The scoping review followed the principles outlined by Arksey and O'Malley, and the Preferred Reporting Items for Systematic Review and Meta-analyses (PRISMA) checklist and Joanna Briggs Institute (JBI) framework were used.

    Results

    Results are presented under five subheadings: Study characteristics, Type of studies, Methods for follow-up, health-related quality of life, and Recovery. Time seems to be an important factor regarding HRQoL among older patients being cared for in an ICU, with most elderly survivors perceiving their HRQoL as acceptable after 1 year. Nevertheless, several studies showed patients' willingness to be readmitted to the ICU if necessary, indicating that life is worth fighting for.

    Patient or Public Contribution

    Due to the design of the study, this study involves no patient or public contribution.

     

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  • 21. Karlsson, P
    et al.
    Grabowski, A
    Lindberg, Elisabeth
    University of Borås, School of Health Science.
    Den äldre patientens delaktighet2011Conference paper (Refereed)
  • 22.
    Keresi, Zuzana
    et al.
    Södra Älvsborgs Sjukhus.
    Carlsson, Gunilla
    University of Borås, Faculty of Caring Science, Work Life and Social Welfare.
    Lindberg, Elisabeth
    University of Borås, Faculty of Caring Science, Work Life and Social Welfare.
    A caring relationship as a prerequisite for patient participation in a psychiatric care setting: A qualitative study from the nurses’ perspective2019In: Nordic journal of nursing research, ISSN 2057-1585, E-ISSN 2057-1593Article in journal (Refereed)
    Abstract [en]

    The participation of patients in their treatment and care is perceived as desirable; however, patients with mental illnesses experience limited opportunities to participate in their own care. As nurses play a key role in taking care of patients with mental illnesses, this study aimed to investigate how nurses within psychiatric care settings experience patients’ participation and howthey act to increase it. Semi-structured interviews were conducted with eight registered nurses, four of whom worked in apsychiatric institutional care setting and four of whom worked with outpatients. Data were analysed using a qualitative content analysis approach. The analysis identified a theme: a caring relationship is a prerequisite for patient participation. This theme wa sfurther developed through five subthemes. The findings illustrate critical aspects of the caring relationship by which the nurse–patient relationship can either facilitate or impede patient participation. A caring relationship builds trust and increases the patient’s sense of responsibility for their own condition. Because patients with mental illness are cared for in many different contexts, the results of the present study have implications for a broad range of healthcare environments.

  • 23.
    Lindahl, Berit
    et al.
    University of Borås, Faculty of Caring Science, Work Life and Social Welfare.
    Lindberg, Elisabeth
    University of Borås, Faculty of Caring Science, Work Life and Social Welfare.
    Spring 2020, Editorial2020In: Scandinavian Journal of Caring Sciences, ISSN 0283-9318, E-ISSN 1471-6712, Vol. 34, no 2, p. 265-266Article in journal (Refereed)
  • 24.
    Lindberg, Elisabeth
    University of Borås, Faculty of Caring Science, Work Life and Social Welfare.
    Att ge utrymme för människans existentiella dimensioner i vårdande institutionella samtal2020In: Läkande samtal / [ed] Karin Dahlberg, Stockholm: Liber, 2020, p. 77-95Chapter in book (Other (popular science, discussion, etc.))
  • 25.
    Lindberg, Elisabeth
    University of Borås, Faculty of Caring Science, Work Life and Social Welfare.
    Att leda och organisera vården på vårdvetenskaplig grund2015In: Teoretiska grunder för vårdande / [ed] Arman, M. Dahlberg, K. & Ekebergh, M., Stockholm: Liber, 2015, 1, p. 267-277Chapter in book (Other (popular science, discussion, etc.))
  • 26.
    Lindberg, Elisabeth
    University of Borås, Faculty of Caring Science, Work Life and Social Welfare.
    'Finding words in times of worries': How caring science becomes applicable in human encounters2022In: Scandinavian Journal of Caring Sciences, ISSN 0283-9318, E-ISSN 1471-6712, Vol. 36, no 2, p. 295-296Article in journal (Other academic)
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  • 27.
    Lindberg, Elisabeth
    University of Borås, School of Health Science.
    Interpersonal relations in the context of a team meeting: in the light of the work of Heidegger and Merleau -­‐ Pontys philosophy2014Conference paper (Refereed)
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  • 28.
    Lindberg, Elisabeth
    University of Borås, School of Health Science.
    Kommentar till föreläsning av Dan Stiwne2014Conference paper (Other academic)
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  • 29.
    Lindberg, Elisabeth
    University of Borås, Faculty of Caring Science, Work Life and Social Welfare.
    Lecturers’ lived experiences of guiding reflective seminars during nursingeducation2018In: Nurse Education in Practice, ISSN 1471-5953, E-ISSN 1873-5223, Vol. 31, p. 165-170Article in journal (Refereed)
    Abstract [en]

    In the present study, reflective seminars were integrated during a three-year nursing programme in Sweden. The specific characteristics of the reflective seminars are built upon a foundation in lifeworld theory and caringscience. As teaching in higher education demands an academic degree but not necessarily formal pedagogicaleducation, lecturers involved in reflective seminars are often left without guidance concerning what constitutes areflective learning activity in nursing education. The aim of the present study is to describe the lived experienceof guiding reflective seminars during nursing education from the lecturers' perspective. Eight university lecturerswere interviewed. To capture humans’ lived experiences, the present study is imbued with the principles ofreflective lifeworld research. The result indicates that the reflective seminar includes the need for activity,balance and safety, which is further developed through the following constituents: a foundation in caring sciencecontributes to security; guiding the reflection requires continual vigilance; a lack of trust in oneself inhibits theability to guide reflection and closeness to the students. In summary, the result indicates that guiding a reflectiveseminar is an exhausting mission in which the lecturer has to balance the moment according to a multifacetedlevel. Further development of mentoring and introduction to the assignment are needed.

  • 30.
    Lindberg, Elisabeth
    University of Borås, Faculty of Caring Science, Work Life and Social Welfare.
    Reflektionens betydelse för fortsatt utveckling i yrkesrollen: Att fortsätta vara öppen och reflekterande2015In: Reflektion i lärande och vård: en utmaning för sjuksköterskan / [ed] Berglund, M. & Ekebergh, M., Lund: Studentlitteratur AB, 2015, p. 227-239Chapter in book (Other (popular science, discussion, etc.))
  • 31.
    Lindberg, Elisabeth
    University of Borås, Faculty of Caring Science, Work Life and Social Welfare.
    Sustainable learning in nursing education -Lecturers’ lived experiences of guiding reflective seminaries2019Conference paper (Refereed)
    Abstract [en]

    Background: In this study reflective seminars, conducted in congruence with reflective lifeworld theory and caring science, were implemented during a three-year nursing programme. Each reflection group consisted of six to nine students, and the seminars were led by a lecturer from the university. Teaching in higher education demands a variety of competencies, especially in areas where theoretical knowledge are closely connected to practical wisdom.

    Aim: The aim of this presentation is to describe the lived experience of guiding reflective seminaries during nursing education from the lecturers’ perspective.

    Method: Eight university lecturers were interviewed. The data analysis follows the principles of reflective lifeworld research.

    Result: Guiding students towards reflection is a challenging task, which demands absolutely presence in the moment. A reflective seminary can be even more complex when the seminary is part of an examination. To still focus on reflection, while at the same time assure that the students have suitable knowledges, is an act of balance. The intersubjective relation has to be guarded and leave no one invisible. Space has to be created, so that everyone present gets attention. Guiding students through reflective seminaries is an exhausting mission in which the lecturer has to balance the moment according to a multifaceted level.  

    Conclusion: Despite the challenges addressed, the reflective seminary is often experienced as enriching, contributing to further understanding and enables students to increase their knowledge of caring science and develop their reflective skills.  In the situation an approach of curiosity, presence and courage are equally important as theoretical knowledge.

  • 32.
    Lindberg, Elisabeth
    University of Borås, School of Health Science.
    Tid för vårdande möten: att vidmakthålla och utveckla vårdandet med patientperspektivet i fokus2014Doctoral thesis, comprehensive summary (Other academic)
    Abstract [en]

    Aim: The overall aim is to examine how a patient perspective, grounded in caring science, can be preserved and developed in the context of hospital care. Methods: The first study examines attitudes towards caring science in a clinical practice. Data were collected through focus group interviews with seven nurses, three head nurses and four senior preceptors. An interpretive approach guided the study. The results called for collaboration between clinical praxis and the academy, according to how caring science can be preserved and developed. Study II–III functioned in accordance with this goal and were conducted in collaboration with a hospital ward for people over seventyfive years of age. In an attempt to develop care the patients were invited to attend a team meeting. The data in these studies were collected using interviews and observations. Fifteen patients (study II) and nine nurses (study III) who had experienced patient participation in a team meeting participated. In these studies, a reflective lifeworld approach guided the research process. Study IV is presented as a general structure and philosophical examination in the light of Heidegger and Merleau-Ponty’s philosophies. Main Findings: To preserve and develop a patient perspective is strongly connected to existential issues, such as lived time, intersubjectivity and a meaningful existence. For the patients, vulnerability is exposed and increased when the need for hospital care arises. The team meeting is experienced as an emotional situation where existential dimensions need to be recognized. The nurses desire to develop caring is challenged by organizational and economic demands. Time presents both a possibility for an encounter as well as a threat to excellent care. Conclusions: There is a need to challenge narrow processes in modern health care that value the staffs’ work and the patients’ vulnerability in quantifiable measures of efficiency. The challenge is to take into account something that is invaluable - human existence.

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  • 33.
    Lindberg, Elisabeth
    et al.
    University of Borås, Faculty of Caring Science, Work Life and Social Welfare.
    Almerud Österberg, Sofia
    Linnéuniversitetet.
    Hörberg, Ulrica
    Linnéuniversitetet.
    Methodological support for the further abstraction of and philosophical examination of empirical findings in the context of caring science2016In: International Journal of Qualitative Studies on Health and Well-being, ISSN 1748-2623, E-ISSN 1748-2631, Vol. 11Article in journal (Refereed)
    Abstract [en]

    Phenomena in caring science are often complex and laden with meanings. Empirical research with the aim of capturing lived experiences is one way of revealing the complexity. Sometimes, however, results from empirical research need to be further discussed. One way is to further abstract the result and/or philosophically examine it. This has previously been performed and presented in scientific journals and doctoral theses, contributing to a greater understanding of phenomena in caring science. Although the intentions in many of these publications are laudable, the lack of methodological descriptions as well as a theoretical and systematic foundation can contribute to an ambiguity concerning how the results have emerged during the analysis. The aim of this paper is to describe the methodological support for the further abstraction of and/or philosophical examination of empirical findings. When trying to systematize the support procedures, we have used a reflective lifeworld research (RLR) approach. Based on the assumptions in RLR, this article will present methodological support for a theoretical examination that can include two stages. In the first stage, data from several (two or more) empirical results on an essential level are synthesized into a general structure. Sometimes the analysis ends with the general structure, but sometimes there is a need to proceed further. The second stage can then be a philosophical examination, in which the general structure is discussed in relation to a philosophical text, theory, or concept. It is important that the theories are brought in as the final stage after the completion of the analysis. Core dimensions of the described methodological support are, in accordance with RLR, openness, bridling, and reflection. The methodological support cannot be understood as fixed stages, but rather as a guiding light in the search for further meanings.

  • 34.
    Lindberg, Elisabeth
    et al.
    University of Borås, School of Health Science.
    Bondas, Terese
    Persson, Eva
    University of Borås, School of Health Science.
    Någon annans ansvar: en fokusgruppsstudie om integrering av teori och praxis2010Conference paper (Refereed)
  • 35.
    Lindberg, Elisabeth
    et al.
    University of Borås, School of Health Science.
    Bondas, Terese
    Persson, Eva
    University of Borås, School of Health Science.
    NÅGON ANNANS ANSVAR- EN FOKUSGRUPPSSTUDIE OM INTEGRERING AV TEORI OCH PRAXIS2010Conference paper (Refereed)
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  • 36.
    Lindberg, Elisabeth
    et al.
    University of Borås, Faculty of Caring Science, Work Life and Social Welfare.
    Ekebergh, M.
    University of Borås, Faculty of Caring Science, Work Life and Social Welfare.
    Persson, E.
    Lunds Universitet, Medicinska Fakulteten.
    Hörberg, U.
    Linnéuniversitetet, Institutionen för hälso- och vårdvetenskap.
    The importance of existential dimensions in the context of the presence of older patients at team meetings-in the light of Heidegger and Merleau-Ponty's philosophy2015In: International Journal of Qualitative Studies on Health and Well-being, ISSN 1748-2623, E-ISSN 1748-2631, Vol. 10, p. 1-10Article in journal (Refereed)
    Abstract [en]

    The aim of the present study is to explore interpersonal dimensions of the presence of older patients at team meetings. The theoretical foundation of the study is grounded in caring science and lifeworld phenomenology. The results from two empirical studies, that indicated the need for a more in-depth examination of the interpersonal relationships when an older patient is present at a team meeting, were further explicated by philosophical examination in the light of Heidegger and Merleau-Ponty's philosophy. The empirical studies were performed in a hospital ward for older people, where the traditional rounds had been replaced by a team meeting, to which the patients were invited. The analysis of the general structure and philosophical examination followed the principles of reflective lifeworld research. The philosophical examination is presented in four meaning structures: mood as a force in existence; to exist in a world with others; loneliness in the presence of others; and the lived body as extending. In conclusion, professionals must consider patients' existential issues in the way they are expressed by the patients. Existence extends beyond the present situation. Accordingly, the team meeting must be seen in a larger context, including the patients' life as a whole, as well as the ontological and epistemological foundations on which healthcare is based. ©2015 E. Lindberg et al.

  • 37.
    Lindberg, Elisabeth
    et al.
    University of Borås, Faculty of Caring Science, Work Life and Social Welfare.
    Fridh, Isabell
    University of Borås, Faculty of Caring Science, Work Life and Social Welfare.
    Postgraduate nursing students' experiences of simulation training and reflection in end-of-life communication with intensive care patients and their families2021In: Nursing and Health Sciences, ISSN 1441-0745, E-ISSN 1442-2018, Nursing & Health Sciences, E-ISSN 1442-2018Article in journal (Refereed)
    Abstract [en]

    Losing a loved one in the intensive care unit relates to a risk of developing stress and complicated grief. Education in intensive care nursing should cover end-of-life care, and the use of simulation in nursing education is a powerful instrument to develop confidence in end-of-life care. The aim of this study was to explore postgraduate nursing students' experiences with simulation training in end-of-life communication with intensive care patients and their families. Twenty-nine students answered a questionnaire and nine students participated in an interview. Analyses were conducted according to the principles of phenomenography. The result is presented in four categories including the following: the design of the scenario affects learning, uncertainty overshadows learning, intertwining theory and practice contributes to learning, and learning to encounter existential dimensions. The conclusion is that high-fidelity simulation training contributes toward preparing students to be attuned to what it can be like to be a family member in this situation. The scenarios contributed toward preparing the students to engage in end-of-life conversations during clinical placements.

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  • 38.
    Lindberg, Elisabeth
    et al.
    University of Borås, Faculty of Caring Science, Work Life and Social Welfare.
    Hörberg, U.
    Linnéuniversitetet, Institutionen för hälso- och vårdvetenskap.
    Metodprinciper för generell struktur och filosofisk belysning på livsvärldsteoretisk grund2019In: Fenomenologi i praktiken. Fenomenologisk forskning i ett skandinaviskt perspektiv / [ed] Dahlberg, H., Ellingsen, S., Martinsen, B., Rosberg, S., Stockholm: Liber, 2019, 1, p. 269-283Chapter in book (Refereed)
  • 39.
    Lindberg, Elisabeth
    et al.
    University of Borås, Faculty of Caring Science, Work Life and Social Welfare.
    Hörberg, Ulrica
    Linnéuniversitetet, Institutionen för hälso- och vårdvetenskap.
    Possibilities for gaining a greater understanding of complex phenomena through the abstraction of and philosophical examination of empirical findings grounded in caring science and lifeworld phenomenology2018Conference paper (Refereed)
    Abstract [en]

    Phenomena in caring science are often complex and laden with meanings. Empirical research with the aim of capturing lived experiences is one way of revealing the complexity. Sometimes, however, results from empirical research need to be further discussed. The aim of this presentation is thus to describe the methodological support for the further abstraction of and philosophical examination of empirical findings grounded in caring science and lifeworld phenomenology.  In order to systematize the support procedures, we have used a reflective lifeworld research (RLR) approach. In the first stage, data from several (two or more) empirical results on an essential level are synthesized into a general structure. The second stage can then be a philosophical examination, in which the general structure is discussed in relation to a philosophical text, theory, or concept.

    The methodological support will be discussed in relation to an example from empirical research focusing on the phenomenon of older patients’ participation in team meetings. The results from two empirical studies, that indicated the need for a more in-depth examination of the interpersonal relationships when an older patient is present at a team meeting, were further explicated by philosophical examination in the light of Heidegger and Merleau-Ponty’s philosophy.

    Core dimensions of the described methodological support are, in accordance with RLR, openness, bridling, and reflection and can be seen as a guiding light in the search for further meanings.

  • 40.
    Lindberg, Elisabeth
    et al.
    University of Borås, Faculty of Caring Science, Work Life and Social Welfare. Faculty of Caring Sciences, Work Life and Social Welfare University of Borås Borås Sweden.
    Hörberg, Ulrica
    Department of Health and Caring Sciences, Faculty of Health and Life Sciences Linnæus University Växjö Sweden.
    Palmér, Lina
    University of Borås, Faculty of Caring Science, Work Life and Social Welfare. Faculty of Caring Sciences, Work Life and Social Welfare University of Borås Borås Sweden.
    How do we approach the essence of what matters to human beings in vulnerable situations?2023In: Scandinavian Journal of Caring Sciences, ISSN 0283-9318, E-ISSN 1471-6712, Vol. 37, no 4, p. 881-883Article in journal (Other (popular science, discussion, etc.))
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  • 41.
    Lindberg, Elisabeth
    et al.
    University of Borås, School of Health Science.
    Hörberg, Ulrika
    Persson, Eva
    Ekebergh, Margaretha
    University of Borås, School of Health Science.
    It made me feel human. A phenomenological study on older patients´ experiences of participating in a Team meeting.2013In: International Journal of Qualitative Studies on Health and Well-being, ISSN 1748-2623, E-ISSN 1748-2631, Vol. 8, no 1Article in journal (Refereed)
    Abstract [en]

    This study focused on older patients participating in a team meeting (TM) in a hospital ward in Sweden. A process had taken place on the ward, in which the traditional round had developed into a TM and understanding what participating in a TM means for the older patient is necessary for the development of care that facilitates older patient's participation. The aim of this study was to describe the caring, as experienced by the older patients on a ward for older persons, with a specific focus on the team meeting. A reflective lifeworld research (RLR) design was used. Fifteen patients, 12 women and three men (mean age of 82 years) were interviewed while they were hospitalized in a hospital ward for older people. In the essential meaning of the phenomenon, the TM is described as being a part of a wider context of both caring and life. The need for hospitalization is an emotional struggle to overcome vulnerability and regain everyday freedom. The way in which the professionals are able to confirm vulnerability and create a caring relationship affects both the struggle for well-being and the possibilities for maintaining dignity. The essence is further explicated through its constituents; Vulnerability limits life; Life is left in the hands of someone else; Life is a whole and Space for existence. The result raises concern about how the care needs to be adjusted to older people's needs as lived bodies. The encounter between the carer and the patient needs to be developed in order to get away from the view of the patient as object. An expanded vision may open up for existential dimensions of what brings meaning to life. One way, as described by the patients, is via the patient's life stories, through which the patients can be seen as a whole human being.

  • 42.
    Lindberg, Elisabeth
    et al.
    University of Borås, Faculty of Caring Science, Work Life and Social Welfare.
    Karlsson, Katarina
    Palmér, Lina
    University of Borås, Faculty of Caring Science, Work Life and Social Welfare.
    Exploring existential phenomena as dimensions for sustainable caring – Examples from four lifeworld research projects2019Conference paper (Refereed)
  • 43.
    Lindberg, Elisabeth
    et al.
    University of Borås, School of Health Science.
    Karlsson, Pernilla
    Den äldre patientens delaktighet på en utbildningsvårdsavdelning2011Conference paper (Refereed)
  • 44.
    Lindberg, Elisabeth
    et al.
    University of Borås, Faculty of Caring Science, Work Life and Social Welfare.
    Karlsson, Pernilla
    University of Borås, Faculty of Caring Science, Work Life and Social Welfare.
    Knutsson, Susanne
    Avdelningen för Omvårdnad Hälsohögskolan Jönköping.
    Reflective seminaries grounded in caring science and lifeworld theory – A phenomenological study from the perspective of nursing students2018In: Nurse Education Today, ISSN 0260-6917, E-ISSN 1532-2793, Vol. 61, p. 60-65Article in journal (Refereed)
    Abstract [en]

    Background: Creative strategies are needed in nurse education to integrate theory, practice and lived experiences.Towards that end, reflective seminars, conducted in congruence with reflective lifeworld theory andcaring science, were implemented during a three-year nursing programme. The reflection seminars took placeduring the theoretical parts of education and the clinical placements. Each reflection group consisted of six tonine students, and the seminars were led by a lecturer from the university.

    Objectives: This article aims to describe the experiences of learning about caring science by participating inreflective seminars that were integrated into courses during a three-year nursing education programme.

    Design: A phenomenological approach was used, and qualitative group interviews were conducted.

    Setting: The study was conducted at a university in southern Sweden.

    Participants: Twenty three students, 19 women and four men, volunteered to participate. All participants were atthe end of a three-year nurse education programme. Data were collected through four group interviews with fiveto seven participants in each group.

    Methods: This study used a reflective lifeworld research approach based on phenomenological philosophy

    Results: The findings reveal that nursing students experience reflective seminars as being valuable for theirprofessional development. The result is described in more detail via four meaning units: An obtained awarenessof the value of reflection in clinical practice; Reflection contributes to an approach of thoughtfulness; Caringscience has become second nature, and Reflection as a strength and a challenge at the threshold of a profession.

    Conclusions: This study contributes to the understanding of reflective seminars grounded in lifeworld theory as adidactic strategy that enables students to increase their knowledge of caring science and develop their reflectiveskills

  • 45.
    Lindberg, Elisabeth
    et al.
    University of Borås, Faculty of Caring Science, Work Life and Social Welfare.
    Lindahl, Berit
    University of Borås, Faculty of Caring Science, Work Life and Social Welfare.
    Editorial September 20202020In: Scandinavian Journal of Caring Sciences, ISSN 0283-9318, E-ISSN 1471-6712, Vol. 34, no 3, p. 537-538Article in journal (Refereed)
  • 46.
    Lindberg, Elisabeth
    et al.
    University of Borås, Faculty of Caring Science, Work Life and Social Welfare.
    Lundvall, Maria
    University of Borås, Faculty of Caring Science, Work Life and Social Welfare.
    Knutsson, Susanne
    Hälsohögskolan Jönköping.
    Participating in reflection seminars: Progressing towards a deeper understanding of caring science described by nursing students2017In: Nordic journal of nursing research, ISSN 2057-1585, E-ISSN 2057-1593Article in journal (Refereed)
    Abstract [en]

    Few studies focus on how reflection seminars can support the learning of knowledge in caring science when inserted throughout the curriculum. The aim of this study was to describe students’ experiences of participating in reflection seminars, using lifeworld theory and focusing on caring science. A qualitative descriptive study based on interviews was carried out, and ten students between 21 and 33 years of age volunteered to participate. A reflective lifeworld research approach was used. Reflection seminars contribute to developing students’ ability to relate to caring and life. A deeper understanding is obtained when reflection sessions are spread over a longer period and when reflection becomes a process. The process helps caring science to become more natural and useful. Reflective seminaries based on a theoretical foundation contribute to facilitate learning more readily. A good atmosphere pervaded by a lifeworld perspective characterized by openness and thoughtfulness contributes to learning.

  • 47.
    Lindberg, Elisabeth
    et al.
    University of Borås, School of Health Science.
    Persson, Eva
    University of Borås, School of Health Science.
    Bondas, Terese
    'The responsibility of someone else': a focus group study of collaboration between a university and a hospital regarding the integration of caring science in practice.2012In: Scandinavian Journal of Caring Sciences, ISSN 0283-9318, E-ISSN 1471-6712, Vol. 26, no 3, p. 579-86Article in journal (Refereed)
    Abstract [en]

    AIM: The aim of the study was to develop insights into how nurses, senior preceptors and head nurses experience the integration of caring science in practice and how they value the contributions of nursing students to the integration of caring science in practice. BACKGROUND: Research still reveals differences between theory and practice by nursing students. In Sweden, clinical education units have become one way of creating consistency between university and health care practices on values of caring. METHOD: The study is hermeneutic in design comprising data from three focus group interviews. The participants include registered nurses, senior preceptors and head nurses. RESULT: The study shows that roles and mandates are not clearly defined between the different actors. The university and hospital collaboration in caring science integration was regarded as 'someone else's responsibility'. Research and development seemed excluded from the everyday life of the hospital units. The students seemed to fall somewhere between the hospital 'practice and concrete world of production' and the university 'theory world of education and research'. Three themes emerge: 'integration--someone else's responsibility', 'the hospital--a culture of production' and 'the hospital and the university--different realities'. DISCUSSION: The results suggest the need for professionals within health care and university to reflect on their responsibilities in terms of research and development. The ethos of caring science implies the alleviation of suffering and caring for vulnerable patients including research and development.

  • 48.
    Lindberg, Elisabeth
    et al.
    University of Borås, School of Health Science.
    Persson, Eva
    Ekebergh, Margaretha
    Nurses’ Experience of Older Patient Involvement in Care with a Specific Focus on the Round2011Conference paper (Refereed)
    Abstract [en]

    Previous research shows that there are several challenges when the patient perspective is to permeate clinical practice. The present study is part of a larger research project in Sweden where researchers together in cooperation with a geriatric ward are developing forms for care based on the lifeworld perspective with the patient’s story in focus. The hierarchical structure of the health care sector along with the exposure of the patient role means that in many situations, the patient is assigned a passive role in care – especially the older ones. By tradition, the round is the time for crucial decisions that concern the patient’s care. Also in other ways, the round mirrors the hierarchical care structure. Thus, the studied phenomenon is as follows: How nurses experience patient involvement in care with a specific focus on the round. The preliminary results of the study show that through his/her approach, the nurse can either support patient participation or confirm prevailing hierarchical traditions where the patient is subordinated. Patients’ lived experiences of being involved in care will be described in a future study. In extent, the study can contribute to new knowledge about the phenomenon, Patient involvement in care with a specific focus on the round, both from a nurse and patient perspective, as well as give an insight to the use of phenomenological lifeworld research in a cooperation project between clinical caregivers and researchers.

  • 49.
    Lindberg, Elisabeth
    et al.
    University of Borås, School of Health Science.
    Persson, Eva
    Hörberg, Ulrica
    Ekebergh, Margaretha
    University of Borås, School of Health Science.
    Older Patients’ Participation in Team Meetings: A phenomenological study from the nurses’ perspective2013In: International Journal of Qualitative Studies on Health and Well-being, ISSN 1748-2623, E-ISSN 1748-2631, Vol. 8Article in journal (Refereed)
    Abstract [en]

    Although the importance of patient participation is acknowledged in today's healthcare, many challenges remain before patient participation can become an integral part of care provision. The ward round has traditionally been the forum for crucial decisions about patient care, but often with limited possibilities for patient participation. As part of the process of improving patient participation, the round in the present study has been replaced by a team meeting (TM) to which the patient has been invited. The aim of this study is to highlight nurses' experiences of older patients' participation in TMs. The research process was guided by the principles of phenomenological reflective life world research. Data were collected in a Swedish hospital, in a ward specializing in older patients. Nine nurses, who had invited and planned for a patient to participate in TMs and/or had experienced TMs in which patients participated, were interviewed. The essential meaning of patient participation in the TM, as experienced by the nurses, is that patient participation can be supported by a safe relationship in which the patient can make his or her voice heard. Participation is challenged by the patients' vulnerability and by the subordinated role assigned to the patient. The essential meaning is further described by its constituents: "the need for a guide," "patient participation challenged by structures," and "creating space for the whole human being." In conclusion, the nurse plays a core role in guiding the patient in an unfamiliar situation. The meaning of patient participation in the TM needs to be discussed by professionals so that the patient perspective is present.

  • 50.
    Lundvall, Maria
    et al.
    University of Borås, Faculty of Caring Science, Work Life and Social Welfare. University of Borås, Sweden.
    Hörberg, Ulrica
    Linnéuniversitetet, Institutionen för hälso- och vårdvetenskap (HV).
    Palmér, Lina
    University of Borås, Faculty of Caring Science, Work Life and Social Welfare. University of Borås, Sweden.
    Carlsson, Gunilla
    University of Borås, Faculty of Caring Science, Work Life and Social Welfare. University of Borås, Sweden.
    Lindberg, Elisabeth
    University of Borås, Faculty of Caring Science, Work Life and Social Welfare. University of Borås, Sweden.
    Young men’s experiences of living with existential concerns: “living close to a bottomless darkness”2020In: International Journal of Qualitative Studies on Health and Well-being, ISSN 1748-2623, E-ISSN 1748-2631, Vol. 15, no 1, p. 1-10, article id 1810947Article in journal (Refereed)
    Abstract [en]

    Introduction

    Young men may struggle in life with challenges of various concerns about their identity and who they want to be in life. Many health issues arise from social norms and wider societal determinations and for today’s young men, following such norms poses a risk of losing oneself. An essential part of health are connected to the existential dimensions in life and concerns who you are, and how well you know and understand yourself. However; little is known about what it means for young men to live a life with existential concerns.

    Purpose and method

    The purpose of this phenomenological study, based on reflective lifeworld research (RLR), is to describe young men’s experiences of living with existential concerns for which they have sought support. Eight lifeworld interviews were conducted.

    Results

    The results essentially show that young men living with existential concerns describe their situations as living close to a bottomless darkness. This is further described according to four constituents: enduring everyday life, striving for a solution, hearing an inner self-critical voice, and wearing a hard shell.

    Conclusion

    We conclude that strengthening young men’s health processes requires healthcare professionals to create an atmosphere where young men feel safe talking about existential concerns without feeling exposed and vulnerable.

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