The role of nurses in identifying and responding to family violence and violence against women has long been established. However, nurses’ readiness to fully assume this role remains low due to various barriers and the sensitive nature of the subject. As part of capacity building to address this problem, an additional national qualitative learning target, i.e., to “show knowledge about men’s violence against women and violence in close relationships”, was introduced into the Swedish Higher Education Ordinance for nursing and seven other educational programs between 2017 and 2018. The aim of this paper is to describe how the national qualitative learning target is incorporated into the undergraduate nursing curriculum at the Swedish Red Cross University College. An overview of relevant teaching and learning activities and how they are organized is first presented, followed by the presentation of a proposed didactic model: Dare to Ask and Act! The model details a step-by-step progression from facts and figures, including the role of gender norms, to recognizing signs of abuse in complex clinical situations, as well as developing skills that enhance the courage to ask and act. Due to the sensitive nature of violence victimization, the proposed model reflects the importance of making the subject a reoccurring theme in undergraduate nursing education in order to boost nursing students’ interests and confidence to “Dare to Ask and Act!”. The model also shows that making the subject a recurring theme can be achieved with minimal disruptions to and without overcrowding an existing curriculum.

The child perspective, i.e. an adult understanding and viewing of a child, is frequently being discussed. However, it is open to individual interpretation as the concept is only vaguely defined. This paper focuses on factors characterising the child perspective held by adults in an organisation which treats and supports adults and children who endure mental illness as a result of war, torture, and/or life as refugees. A cross-sectional descriptive design involving qualitative data was used. Data were gathered at the Health and care department, Swedish Red Cross, through open-ended questions in a web-based questionnaire answered by 69 employees. Additionally, ten semi-structured interviews were conducted with key individuals who represented a variety of professional functions within the department. The data were combined to form a united data set used for analysis. A thematic analysis was undertaken, based on the descriptions by Braun and Clarke, and three major themes emerged. Two of these described the professionals’ perceptions in terms of a child perspective. The first, Considering the child as an individual, focused on how a child perspective encouraged the employees to create a friendly atmosphere and to seek out children’s perspectives. The second, Acknowledging the child’s rights, highlighted a view of the child perspective as involving the safeguarding of children and the provision of “voice”. The third theme, Ambiguity in implementation, described the operationalisation of the child perspective in daily work, illustrating both favourable and problematic factors. To conclude, the understanding gained by this paper could be used to raise awareness of, concretise and operationalise a child perspective in other organisations in which adults encounter children. Likewise, this understanding could be used for ongoing research, knowledge development and further discussions in terms of child-focused work and rights-related initiatives involving children.

Background and objectives: The academization of the nursing education has emphasized the need for students to acquire academic literacies both for educational and clinical reasons. However, for long being a practical profession, nurse students do not always reflect on the importance of being academic literate. This aim of this article was to describe the teaching of introductory academic writing to first-term students in the Swedish Red Cross University College’s nursing programme, implemented as a transprofessional collaboration project involving the Swedish Red Cross University College and the library as well as the student support unit at Södertörn University.

Methods: A model was used for implementing teaching of academic literacies to first-term nursing students embedded in a discipline-specific course. The model consisted of two seminars, one introductory seminar focusing on academic writing and how to search for, read, appraise, and use research articles and one feedback seminar. Peer feedback was performed by the students. In between the seminars, the students began to work on their course assignment and later finalized the assignment using the feedback provided by teachers and peers.

Results: The transprofessional collaboration in teaching academic literacies was described as successful. Teachers and students found the embedding of academic writing in a subject-specific course as useful, although – from a student perspective – demanding and partly difficult. The provision of feedback was regarded as helpful and encouraged the students to finish their assignments. Although being a team of teachers, the large class sizes resulted in an extensive workload and stressful situations. Yet another challenge, important for the sustainability of the model, was to win support for teaching academic literacies among all teachers in the nursing programme.

Conclusions: The transprofessional collaboration when teaching academic literacies to first-term nursing students have indicated advantages and challenges, of which both are of importance to consider carefully in the further planning and implementation of the project.

Purpose: To develop the storyboard of IACTA further, based on the child’'s perspective, by testing and evaluatingboth re-designed and newly designed scenes.Design andmethod: A participatory designwas used involving preschool children (n=18) aged three to fivewhotested and evaluated evolving prototypes of the IACTA application. Think aloud and Active intervention wereused to elicit verbal responses from the children. Additionally, observational protocols were used to capture, ina structured way, the children's interaction with the app.Results: By testing evolving prototypes, the children confirmed previous developments and challenged the newlyadded scenes of the app. By their interaction, important information regarding the children's ways of navigatingthe storyboard was obtained.Ways of becoming immersed in the storyboard and the eagerness of dealing witheach scene provided information regarding likeability.Conclusions: Overall, this article presents a participatory design process in which preschool aged children wereinvolved in testing and evaluating prototypes of the re-designed IACTA app. In the process, the children providedtheir perspective on the design and content and eventually, based on their feedback, IACTA was proven to be anage-appropriate tool.Practical implications: Children are frequent visitors to healthcare services. Lack of knowledge might trigger fearand anxiety, whereas information provides understanding. Interactive, mobile solutions enable children to receiveinformation within paediatric healthcare contexts. The IACTA application intends to provide children a situatedunderstanding that facilitates their participation in healthcare situations.

År 2017 infördes ett nytt nationellt examensmål ”visa kunskap om mäns våld mot kvinnor och våld i nära relationer” enligt SFS 2017: 857, i högskoleför-ordningen (SFS 1993:100) för vissa utbildningsprogram, där sjuksköterske-programmet är inkluderat. Syftet med denna artikel är att presentera hur det nationella examensmålet har implementerats i sjuksköterskeprogrammet vid Röda Korsets Högskola. Först ges en översikt avseende relevanta undervis-nings- och lärandeaktiviteter och hur de organiseras genom programmets utbildningsplan. I de avslutande reflektionerna presenteras den didaktiska Våga fråga och agera! -modellen. Modellen är en sammanfattning av Röda Korsets Högskolas tillvägagångssätt, det vill säga en stegvis progression i utbildningen från fakta, statistik, normer och värderingar, till att studenterna lär sig hur de kan upptäckta tecken på våld i komplexa kliniska situationer samt vikten av att ha mod att agera. Avslutningsvis är det vår uppfattning att ett tydligt upplägg är viktigt för att uppnå intentionerna med det nationella examensmålet, nämligen: Våga fråga och agera!   

De senaste decennierna har sjuksköterskeutbildningen i Sverige gått från en praktisk utbildning till en professionsutbildning. Professionsperspektivet har inneburit ett ökat fokus på studenternas utveckling av academic literacies (Lea & Street, 2006). I denna presentation redovisas ett högskolepedagogiskt projekt om litteracitetsutveckling på Röda Korsets Högskola (RKH). Det har involverat både studenter och lärare inom sjuksköterskeutbildningen.

Under samma period som utbildningen har professionaliserats har rekryteringen till högskolan breddats vilket lett till en förändrad studentgrupp inom sjuksköterskeutbildningen (Borglin & Fagerström, 2012). Studenter överlag upplever en svårighet med att utveckla en akademisk litteracitet (Ask, 2007). Svårigheterna kan bland annat kopplas till att studenterna har svårt att förstå vad som förväntas av dem i deras akademiska texter. Men inte bara studenterna ser det akademiska skrivandet som svårt. Många lärare som arbetar på RKH uttrycker att det är svårt att veta vad som är bra arbetssätt för att stödja studenternas litteracitetsutveckling.

I samband med RKH:s flytt till Campus Flemingsberg startade RKH 2018 ett samarbete med Södertörns högskolas högskolepedagogiska enhet, studieverkstad och bibliotek om en introduktion till akademiskt skrivande. På Södertörns högskola pågår sedan några år en satsning på ämnesintegrerat akademiskt skrivande som omfattar arbete med att söka, värdera, läsa och skriva akademiska texter.

Syftet med momentet akademiskt skrivande inom RKH har varit att under första terminen och samtidigt med examinationen av ämnesinnehållet, introducera studenterna till det akademiska skrivandet. Olika aktiviteter som formativ respons har använts för att stimulera studenternas lärande och lägga en grund för deras fortsatta utveckling av akademisk och professionell litteracitet. Flertalet studenter säger att det varit givande att tidigt i utbildningen få starta lärprocessen gällande ett vetenskapligt förhållningssätt, även om många studenter uttrycker att det akademiska skrivandet är svårt.

En viktig del av samarbetet mellan högskolorna har varit att skapa förutsättningar för hållbarhet även vad gäller ämneslärarnas kunskaper om litteracitetsutveckling. Bland annat har workshoppar hållits med hela lärarkollegiet, inte bara med de lärare som arbetar på den aktuella kursen. Lärarna, som ofta implicit har lärt sig det akademiska skrivandet, har fått bekanta sig med verktyg och nyckelbegrepp för att diskutera text med studenter, och har funnit arbetssättet stimulerande. För hållbarheten i utbildningen gäller att alla lärare kan fortsätta att ge stöd i utvecklingen av studenternas litteracitet. Precis som studenterna har konstaterat i sina utvärderingar lär sig ingen ett väl utvecklat akademiskt och professionellt skrivande på första terminen.

Referenser

Ask, S. (2007). Vägar till ett akademiskt skriftspråk [Roads to academic written language] In Swedish. Växjö University, Växjö University Press. (No 115/2007)

Borglin, G., & Fagerström, C. (2012). Nursing students' understanding och critical thinking and appraisal and academic writing: A descriptive, qualitative study. Nurse Education in Practice, 12, 356-360. doi:10.1016/j.nepr.2012.04.009

Lea, M. R., & Street, B. V. (2006). The "Academic Literacies Model: Theory and Application. Theory Into Practice, 45, 368-377. doi:10.1207/s15430421tip4504_11

Bakgrund Barnperspektivet visar på vuxenvärldens barnsyn liksom förmåga att förstå och ta in barnets perspektiv. Barnkonventionen omfattar barnets mänskliga rättigheter och skriver fram barnet som rättighetsbärare och som social aktör. Inom svensk hälso- och sjukvårdslagstiftning lyfts barnets rättigheter som anhörig till information, råd och stöd. Syfte Syftet var att skildra barnperspektivet inom avdelning Hälsa och vård, Svenska Röda Korset, samt att ge en bild av hur arbetet inom berörda verksamheter svarar mot barnets rättigheter. Metod Datainsamling skedde genom enkätundersökning riktad till samtliga medarbetare inom avdelningen liksom genom intervjuer med representanter för olika yrkesfunktioner i verksamheterna. Data har analyserats både kvantitativt och kvalitativt. Resultat Medarbetarna skildrade barnperspektivet mångfaktoriellt vilket berörde förståelse för barnets behov och rättigheter, vikten av bemötandet av barnet, att anpassa miljön utifrån barnet liksom att tillvarata barnets perspektiv. Utifrån ett barnrättsperspektiv framkom att mycket arbete genomförs även om brister uppmärksammades. Utbildningsnivån gällande barns rättigheter var låg. Slutsatser Barnperspektivet framkommer i arbetet men genomsyrar inte verksamheterna med anledning av ett dominerande fokus på den vuxna patienten. Arbetet med att ”göra” barnets rättigheter var omfattande men ett genomgripande arbete återstår för att barnrättsarbetet ska bli mer heltäckande.

Purpose: A prerequisite for child-centred care is children’s participation, which in paediatrics can partly be enhanced by using interactive technology solutions, for instance tablet or smartphone-based applications. These applications, however, mainly target older children. In a research project, a tablet-based application, i.e. a communication tool, was developed, meant to facilitate young children’s participation in healthcare situations. This study explored healthprofessionals’ perceptions of what aspects are meaningful when jointly using such an application in healthcare situations.

Design/methods: Using the critical incident technique, 18 qualitative, semi-structured interviews focusing on critical incidents were performed with four health professionals who had used the interactive communication tool together with children in various healthcare situations. The data were analysed according to inductive content analysis.

Results: Results showed that the health professionals described the use of the tool as meaningful because it provided information that helped the children increase their participation, modify their understanding of the situations, and reduce their fear. The tool was also perceived to contribute to a common language between the children and the professionals, which improved their overall communication.

Conclusion: The introduction of an interactivecommunication tool in healthcare situations seemed to be beneficial for both the children and the health professionals.

Practice implications: An interactive communication tool, facilitating both verbal and non-verbal communication, can reinforce children’s participation in healthcare situations and contribute to positive outcomes in the child-professional relationship, as well as in the situation itself.

Introduction

Children’s right to participation is highlighted in laws and convention texts. Likewise, children express the importance of being involved in situations affecting them. Being involved enables them to express the own perspective. In recent years, children’s use of interactive technology in tablets and smartphones has increased. The use of technology is also increasing within healthcare and pediatric contexts. This research project aimed to develop and test an application, as an interactive communication tool [IACTA], meant to facilitate young children’s participation in healthcare situations when guided by professionals.

Methods

Children’s perceptions of healthcare situations were sought through interviews, vignettes and drawings. A participatory design process transformed these perceptions into iteratively evolving prototypes of an application, IACTA. In healthcare situations, video observations captured cues of participation demonstrated by the children when using the application guided by professionals. Further a quantitative approach identified the distribution of the cue usage. In total, 114 children participated in the project, in two clinical settings and a preschool.

Results

The children perceived everyone involved in a healthcare situation as actors by their own. Their perceptions of what was important were transformed into the software of IACTA. The children were co-designers in the development process of the applications and contributed to its age-appropriateness, usability and likeability. When the final version of the application was tested in healthcare situations, the children demonstrated participation cues, meant as curious, thoughtful and affirmative. The distribution revealed that curious cues were mainly demonstrated. Age and earlier experiences of healthcare situations influenced how the cues were demonstrated.

Conclusion

Searching the children’s perspective, when using IACTA, revealed a situated participation based on their inter-inter-action with the application itself and the professionals. This situated participation guided the professionals how to facilitate and best involve the specific child in the situation in an individualized way.

Introduction

Children’s options of participation in healthcare situations depends on their engagement. Professionals can promote or delay the children’s involvement. Thus children’s active participation in a situation is an ambiguous challenge for the professionals to facilitate. Interactive technology has been assimilated into children’s everyday lives, even the younger ones. During the last decade, the access of applications for children has grown exponentially, also within pediatric contexts. A recent project developed an application for children aged three to five years. This application, also addressed as an interactive communication tool [IACTA], is meant to be used in specific health care situations, such as physical examinations and needle procedures, to facilitate young children’s participation. When introduced in situations, the use of IACTA is guided by professionals. The aim of this study was to describe crucial aspects from the health professionals’ experiences of bringing IACTA into play in the specific healthcare situations.

Methods

A critical incident technique was used in interviews with health professionals regarding their retrospective experiences of the situation when guiding the child using the application in specific healthcare situations. The interviews were later analysed using inductive qualitative content analysis.

Results

The preliminary results, from sensitive meaning units, codes and generic categories towards main categories, show that IACTA can contribute to involve the children and making them comfortable by limiting their fear and to learn and understand. IACTA also contributes to create a mutual relation between the child and the professionals and to contribute to health professionals making a situational adaptation of the event.

Conclusion

Interactive technology will support young children’s participation in healthcare situations. However, their participation is also depended on health professionals’ ways of guiding the individual child when using the technology, both regarding decisions on when using the technology as well as their specific technological skills.