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  • 1.
    Aceijas, Carmen
    et al.
    Association of Schools of Public Health in the European Region (ASPHER), Brussels, Belgium; School of Health Sciences, University of Salford, Salford, Greater Manchester, UK..
    Brall, Caroline
    Department of International Health, School CAPHRI, Maastricht University, The Netherlands.
    Schröder-Bäck, Peter
    Association of Schools of Public Health in the European Region (ASPHER), Brussels, Belgium.
    Otok, Robert
    Association of Schools of Public Health in the European Region (ASPHER), Brussels, Belgium.
    Maeckelberghe, Els
    Institute for Medical Education, University Medical Center Groningen, The Netherlands.
    Stjernberg, Louise
    Association of Schools of Public Health in the European Region (ASPHER), Brussels, Belgium; School of Health Science, Blekinge Institute of Technology.
    Strech, Daniel
    School of Health Science, Blekinge Institute of Technology.
    Tulchinsky, Theodore H
    Association of Schools of Public Health in the European Region (ASPHER), Brussels, Belgium; Braun School of Public Health, Hebrew University-Hadassah, Ein Karem, Jerusalem, Israel.
    Teaching Ethics in Schools of Public Health in the European Region: Findings from a Screening Survey2012In: Public Health Reviews, ISSN 0301-0422, E-ISSN 2107-6952, Vol. 34, no 1, p. 1-10Article in journal (Refereed)
    Abstract [en]

    A survey targeting ASPHER members was launched in 2010/11, being a first initiative in improving ethics education in European Schools of Public Health. An 8-items questionnaire collected information on teaching of ethics in public health. A 52% response rate (43/82) revealed that almost all of the schools (95% out of 40 respondents with valid data) included the teaching of ethics in at least one of its programmes. They also expressed the need of support, (e.g.: a model curriculum (n=25), case studies (n=24)), which indicates further work to be met by the ASPHER Working Group on Ethics and Values in Public Health.

  • 2.
    Ekstrand, Per
    Mälardalen University, School of Health, Care and Social Welfare.
    Genus- och mångfaldsperspektiv i hälso- och sjukvården2010In: Vårdpedagogiska utmaningar / [ed] Sonia Bentling & Bosse Jonsson, Stockholm: Liber, 2010, p. 156-185Chapter in book (Other academic)
  • 3.
    Ekstrand, Per
    Uppsala University, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Faculty of Social Sciences, Department of Education.
    "Tarzan och Jane": Hur män som sjuksköterskor formar sin identitet2005Doctoral thesis, monograph (Other academic)
    Abstract [en]

    The study focuses on locally situated interactions between men and women and among men. The main focus is on how men in nursing practice constitute their identities. The aim of the disserta-tion is to understand the meaning of gender, particularly the constitution of masculinities, in the formation of identity for men in nursing.

    Theoretical points of departure were post-structuralist and masculinity theories. Within the theoretical framework, processes of gender should be seen as activities that are relational and integrated in ongoing organisational life, in this case, in the nursing context.

    My methodological approach was qualitative, based on ethnography. Techniques used for data collection were following observations and interviews. I followed seven men in their daily work in two hospital environments, one emergency department and a department in elder care (sheltered housing).

    The gender order was maintained by rewards to medical and technical knowledge and skills. The phenomenon of”gender dizziness” was manifested through interaction and became visible through the men’s practice. Different positions of masculinities co-operated and the physicality of the body was important in performing masculinities. Hegemonic positions of masculinities are maintained and other positions are subordinated. Homosociality creates influence and power in social relations, and it was obvious that the informants in these organisations found ways to keep together, in spite of their different positions in the organisation.

    Some of the informants cross over the border and perform ideals that are not traditional for men in nursing. In the nursing environment these men’s identities show a caring attitude. The stereotype, connected to heteronormative ways of thinking, plays an important role for men in constructing their identities in the nursing context. A central conclusion in this study is that sexuality order put strong pressure on identity formation and the construction of masculinities for men in nursing.

  • 4.
    Eriksson, Henrik
    Institute of Health Care Pedagogics Institutionen för vårdpedagogik, University of Gothenburg.
    Den diplomatiska punkten: maskulinitet som kroppsligt identitetsskapande projekt i svensk sjuksköterskeutbildning2002Doctoral thesis, monograph (Other academic)
  • 5. Eriksson, S
    et al.
    Hedman, Ann-Marie
    Vad är handledning?: en kvalitativ studie av sjuksköterskestuderandes uppfattningar av handledning i praktisk utbildning1992Independent thesis Basic level (degree of Bachelor)Student thesis
  • 6.
    Lachmann, Hanna
    Sophiahemmet Högskola.
    Interprofessionellt lärande i verksamhetsförlagd utbildning2017In: Vårdpedagogik: vårdens kärnkompetenser från ett pedagogiskt perspektiv / [ed] Margret Lepp & Janeth Leksell, Stockholm: Liber, 2017, 1, p. 218-234Chapter in book (Other academic)
  • 7.
    Salzmann-Erikson, Martin
    et al.
    University of Gävle.
    Eriksson, Henrik
    The Swedish Red Cross University College, Department of Health Sciences.
    PhD students' presenting, staging and announcing their educational status: An analysis of shared images in social media2018In: Computers and education, ISSN 0360-1315, E-ISSN 1873-782X, Vol. 116, p. 237-243Article in journal (Refereed)
    Abstract [en]

    Little research has been conducted on the question of academics' use of social media. The effects of social media on the educational environment of postgraduate students need to be further explored. The purpose of this study was to investigate the underlying values and ideas of being in postgraduate education by analysing 176 posted photos on social media. The findings show that PhD students manifest their educational status by presenting themselves as being in a process, staging academic artefacts and announcing important achievements towards the goal of earning their degree. These activities represent a global understanding of being a PhD student, that exists regardless of nation, gender or ethnicity and as such represents a “meta curricula” that exists above and beyond any locally defined PhD syllabus. It should be considered that the constant mirroring of PhD student life that has been made possible via social platforms seems to gain in importance and that the enculturation into the academic culture that exists among postgraduate students' own activities on social media needs to be taken into account when addressing postgraduate education, in practice as well as in research.

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