rkh.sePublications from Swedish Red Cross University
Change search
Refine search result
1 - 14 of 14
CiteExportLink to result list
Permanent link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • harvard-anglia-ruskin-university
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Rows per page
  • 5
  • 10
  • 20
  • 50
  • 100
  • 250
Sort
  • Standard (Relevance)
  • Author A-Ö
  • Author Ö-A
  • Title A-Ö
  • Title Ö-A
  • Publication type A-Ö
  • Publication type Ö-A
  • Issued (Oldest first)
  • Issued (Newest first)
  • Created (Oldest first)
  • Created (Newest first)
  • Last updated (Oldest first)
  • Last updated (Newest first)
  • Disputation date (earliest first)
  • Disputation date (latest first)
  • Standard (Relevance)
  • Author A-Ö
  • Author Ö-A
  • Title A-Ö
  • Title Ö-A
  • Publication type A-Ö
  • Publication type Ö-A
  • Issued (Oldest first)
  • Issued (Newest first)
  • Created (Oldest first)
  • Created (Newest first)
  • Last updated (Oldest first)
  • Last updated (Newest first)
  • Disputation date (earliest first)
  • Disputation date (latest first)
Select
The maximal number of hits you can export is 250. When you want to export more records please use the Create feeds function.
  • 1.
    Ekstrand, Per
    et al.
    Swedish Red Cross University, Department of Health Sciences.
    Tegnestedt, Charlotta
    Swedish Red Cross University, Department of Health Sciences.
    Schuster, Marja
    Swedish Red Cross University, Department of Health Sciences. Department of Health Sciences, The Swedish Red Cross University College, Sweden.
    Eriksson, Henrik
    University West, Sweden.
    Hägg Martinell, Ann
    Swedish Red Cross University, Department of Health Sciences.
    Larsen, Joacim
    Academic Primary Health Care Centre, Stockholm County Council, Sweden.
    The meaning of health among newly arrived immigrants: A qualitative study from stakeholders’ perspectives2023In: Nordic journal of nursing research, ISSN 2057-1585, E-ISSN 2057-1593, Vol. 43, no 1Article in journal (Refereed)
    Abstract [en]

    Good health is a prerequisite for individuals to function in everyday life. The same applies to newly arrived immigrants, where good health is crucial for successful establishment. The aim of this study was to describe stakeholders’ experiences of how newly arrived immigrants’ health affects their opportunities to establish themselves in society. The study had a qualitative design where open-ended questions were analysed following Braun and Clarke’s guidelines for conducting a qualitative thematic analysis. The results consist of three themes: Mental health problems, disabilities, and tormenting concerns about absent family members; A precarious life situation related to housing, education, and income; and Deficiencies in responding to health challenges in organisations and in society. Stakeholders face health problems among newly arrived immigrants that they do not have the right skills to deal with. We argue for the presence of nurses in organisations working with newly arrived immigrants, and that nurses’ competence is necessary to capture their needs.

  • 2.
    Gudmundsson, Kristjan
    et al.
    Karolinska Institutet.
    Lynga, P
    Karolinska Institutet.
    Langius-Eklof, A
    Karolinska Institutet.
    Hagglund, E
    Karolinska Institutet; Karolinska University Hospital.
    Hägg Martinell, Ann
    Karolinska Institutet.
    Persson, H
    Karolinska Institutet.
    Hagerman, I
    Karolinska Institutet; Karolinska University Hospital.
    Braunschweig, F
    Karolinska Institutet.
    Daily body weight in patients with chronic heart failure: improved diagnostic value by analysing prolonged time intervals2019Conference paper (Refereed)
  • 3. Hägg Martinell, Ann
    Medical and nurse students’ perspective on learning in acute care2016Doctoral thesis, comprehensive summary (Other academic)
    Abstract [en]

    Background: Medical and nurse students’ professional training takes place in a complex and rapidly changing health care setting. Workplace learning in this context have a considerable potential to contribute to the development of professional competence. However, the complexity of the acute care context can also hinder such an advancement.

    Aim: To explore medical and nurse students’ perspective on how and what they learn during acute care placements, and how aspects of such a milieu could influence learning.

    Method: A qualitative design was chosen. In study I free text answers and interview data from medical and nurse students were collected and a content analysis was conducted. In study II & III ethnographic observations and informal conversations were collected in an acute medical ward. Medical and nurse students, staff and supervisors were observed and an inductive analysis was performed. In study IV interview data was collected from graduated nurses on their learning experiences as students in acute care. An inductive comparative analysis was performed on these interview data together with data from ethnographic observations of nurse students’ interactions and learning in the acute health care ward.

    Results: In study I we identified three themes that influenced students’ progress towards professional competence: Management, planning and organisation for learning; Workplace culture and Learning a profession. In study II we identified four characteristics that formed how students adapted and interacted in the community of practice: Complex and stressful situations; Variable composition and roles of community members; Transitions through community boundaries and Levels of importance and priority. In study III we identified two themes that influenced medical students’ opportunities to participate and learn in an acute internal medicine ward: Nervousness and curiosity and Invited and involved. Finally, in study IV three themes described long-term outcomes of workplace learning for nurse students: To handle shifting situations; To build relationships and To act independently.

    Conclusion: The workplace culture in an acute care ward formed the conditions in which students learn and interact. Students have at arrival to enter a community of practice, adapt to its culture and to be accepted. If students were given opportunities to participate actively in the real patient care, they successively developed a professional identity.

    Medical and nurse students achieved differing competences and interacted in dissimilar ways during workplace learning. Medical students’ interactions and learning were dominated by queries and responses. However, the potential to develop competence to judge and approach complex patient cases was underutilised. Learning at the ward provided nurse students with understanding of their future profession as nurses, and they learnt how to handle stress and variable situations.

    We found that the stressful, ever-changing, demanding, but also considerably structured and organised acute care ward offered abundant learning opportunities that could be used. Therefore, it is maybe not necessary to create and structure new learning situations. But rather to use real care situations and patient cases, and to form conditions and attitudes that make learning in this real world situation inspiring and valuable. However, the full potential of this is as yet not fully utilized.

  • 4.
    Hägg Martinell, Ann
    et al.
    Swedish Red Cross University, Department of Health Sciences.
    Eriksson, Henrik
    Swedish Red Cross University, Department of Health Sciences.
    Ekstrand, Per
    Swedish Red Cross University, Department of Health Sciences.
    Schuster, Marja
    Swedish Red Cross University, Department of Health Sciences.
    Larsen, Joacim
    Swedish Red Cross University, Department of Health Sciences.
    Social Participation as Reported by Civil Servants and Volunteers Working with Newly Arrived Immigrants in Sweden: Qualitative Data from a Delphi Study2021In: Journal of Identity and Migration Studies, E-ISSN 1843-5610, Vol. 15, no 1, p. 98-114Article in journal (Refereed)
    Abstract [en]

    Primary health prevention regarding social participation for newly arrivedimmigrants is needed to address challenges when responding to the needs of suchimmigrants in their new and vulnerable situation. The aim of this study was to describe socialparticipation as reported by civil servants and volunteers working with newly arrivedimmigrants in Sweden. Open-ended data collected in a Delphi project targeting civil servantsand volunteers working within the policy establishment programme was used. Qualitativecontent analysis was conducted. The findings show that several interacting factors contributeto resources that create perquisites for “going native in the community” and “being part ofeveryday life” as points of perquisites for how civil servants and volunteers elaborate onsocial participation for newly arrived immigrants. A focus on the “here and now” and avoidingmeasures that “put life on hold” are two points of aspects that generate possibilities forpromoting social participation in health services.

  • 5.
    Hägg Martinell, Ann
    et al.
    Karolinska Institutet.
    Hult, H
    Karolinska Institutet.
    Henriksson, P
    Karolinska Institutet.
    Kiessling, A
    Karolinska Institutet.
    Community of practice and student interaction at an acute medical ward: An ethnographic study2016In: Medical teacher, ISSN 0142-159X, E-ISSN 1466-187X, Vol. 38, no 8, p. 793-800Article in journal (Refereed)
    Abstract [en]

    BACKGROUND: A deeper understanding is needed of the acute medical care setting as a learning environment for students.

    AIM: To explore workplace culture of an acute medical ward and students' interactions within this community.

    METHOD: An ethnographic design was applied. Medical and nurse students' interactions were observed and informal questioning performed. Field notes were transcribed and analysed qualitatively, inspired by Wengers' "Community of practice" theory.

    RESULTS: We identified four characteristics that regulated how students adapt and interact in the community of practice. Complex and stressful situations were stabilized by routines and carriers of culture. Variable composition and roles of community members were a part of the daily routine but did not seam obvious to students. Transitions through community boundaries were confusing especially for new students. Levels of importance and priority: Hierarchies and orders of priority were present as regulators of roles, routines and interactions, and of how staff approach different patient groups.

    CONCLUSION: The culture shaped a pattern for, and created prerequisites that challenged students' adaptation and created a space for learning. Students' task on arrival was to enter the semipermeable membrane of the community of practice and to understand and adapt to its culture, and try to become accepted.

  • 6.
    Hägg Martinell, Ann
    et al.
    Karolinska Institutet.
    Hult, H
    Karolinska Institutet.
    Henriksson, P
    Karolinska Institutet.
    Kiessling, A
    Karolinska Institutet.
    Medical students' opportunities to participate and learn from activities at an internal medicine ward: an ethnographic study2017In: BMJ Open, E-ISSN 2044-6055, Vol. 7, no 2, article id e013046Article in journal (Refereed)
    Abstract [en]

    OBJECTIVES: To optimise medical students' early clerkship is a complex task since it is conducted in a context primarily organised to take care of patients. Previous studies have explored medical students' perceptions of facilitation and hindrance of learning. However, the opportunities for medical student to learn within the culture of acute medicine care have not been fully investigated. This study aimed to explore how medical students approach, interact and socialise in an acute internal medicine ward context, and how spaces for learning are created and used in such a culture.

    DESIGN AND SETTING: Ethnographic observations were performed of medical students' interactions and learning during early clerkship at an acute internal medicine care ward. Field notes were taken, transcribed and analysed qualitatively. Data analysis was guided by Wenger's theory of communities of practice.

    PARTICIPANTS: 21 medical students and 30 supervisors participated.

    RESULTS: Two themes were identified: Nervousness and curiosity-students acted nervously and stressed, especially when they could not answer questions. Over time curiosity could evolve. Unexplored opportunities to support students in developing competence to judge and approach more complex patient-related problems were identified. Invited and involved-students were exposed to a huge variation of opportunities to learn, and to interact and to be involved. Short placements seemed to disrupt the learning process. If and how students became involved also depended on supervisors' activities and students' initiatives.

    CONCLUSIONS: This study shed light on how an acute internal medicine ward culture can facilitate medical students' possibilities to participate and learn. Medical students' learning situations were characterised by questions and answers rather than challenging dialogues related to the complexity of presented patient cases. Further, students experienced continuous transfers between learning situations where the potential to be involved differed in a wide variety of ways.

  • 7.
    Hägg Martinell, Ann
    et al.
    Danderyds Hospital, Karolinska Institutet.
    Hult, Håkan
    Karolinska Institutet.
    Henriksson, Peter
    Danderyds Hospital, Karolinska Institutet.
    Kiessling, Anna
    Danderyds Hospital, Karolinska Institutet.
    Nurses' perspective on their undergraduate professional learning in acute careManuscript (preprint) (Other academic)
  • 8.
    Hägg Martinell, Ann
    et al.
    Swedish Red Cross University, Department of Health Sciences. Karolinska Institutet.
    Hult, Håkan
    Karolinska Institutet.
    Henriksson, Peter
    Karolinska Institutet.
    Kiessling, Anna
    Karolinska Institutet.
    Nursing Students Learn to Handle Stress and to Prioritize in a Complex Context During Workplace Learning in Acute Internal Medicine Care – An Ethnographic Study2020In: Advances in Medical Education and Practice, E-ISSN 1179-7258, Vol. 11, p. 21-30Article in journal (Refereed)
    Abstract [en]

    Introduction: A common focus in many studies, in the short-term perspective, is to evaluate students’ workplace learning and its outcome. However, the outcome can be perceived differently depending on when it was evaluated. The aim of this study was to explore student nurses’ learning activities in an acute internal medicine unit and the nurses perceived learning outcome in a long-term perspective.

    Material and Methods: Repetitive ethnographic observations were performed in an internal medicine care unit at a teaching hospital in Sweden between 2011 and 2013. Four student nurses and supervisors were repetitively observed. Two years later retrospective interviews were performed with four nurses who had performed workplace learning, as students, in this unit during the observation period. An inductive comparative analysis involving all interviews and observational data was applied.

    Results: Three themes were identified: To handle shifting situations – illustrating how student nurses learnt to adapt to shifting situations, to manage stress, to create structure and space for learning and to deal with hierarchies; To build relationships – illustrating how student nurses learnt to collaborate and to interact with patients; To act independently – illustrating how student nurses trained to act independently in the unit, took responsibility, and prioritized in this complex context.

    Conclusion: Learning activities in a complex acute medical unit setting were characterized by a high workload and frequent stressful situations, and a demand on students to interact, to take responsibility, and to prioritize. To learn in such a stressful context, have in a long-term perspective, a potential to develop students’ embodied understanding of and in practice, making them more prepared to work and independently apply their nursing expertise in similar contexts as graduated nurses.

    Download full text (pdf)
    fulltext
  • 9.
    Hägg Martinell, Ann
    et al.
    The Swedish Red Cross University College, Department of Health Sciences.
    Hult, Håkan
    Karolinska Institutet.
    Henriksson, Peter
    Karolinska Institutet.
    Kiessling, Anna
    Karolinska Institutet.
    Possibilities for interprofessional learning at a Swedish acute healthcare ward not dedicated to interprofessional education: an ethnographic study2019In: BMJ Open, E-ISSN 2044-6055, Vol. 9, no 7, article id e027590Article in journal (Refereed)
    Abstract [en]

    OBJECTIVES: Almost all healthcare today is team-based in collaboration over professional borders, and numerous students have work-based learning in such contexts. However, interprofessional learning (IPL) in clinical settings has mostly been systematically explored in specially designed contexts dedicated to interprofessional education (IPE). This study aimed to explore the possibilities for IPL activities, and if or how they occur, in an acute ward context not dedicated to IPE.

    DESIGN AND SETTING: Between 2011 and 2013 ethnographic observations were performed of medical and nursing students' interactions and IPL during early clerkship at an acute internal medicine ward in Sweden. Field notes were taken and analysed based on the framework of IPE: learning with, from and about.

    PARTICIPANTS: 21 medical, 4 nursing students and 30 supervisors participated.

    RESULTS: Learning with-there were no organised IPE activities. Instead, medical and nursing students learnt in parallel. However, students interacted with staff members from other professions. Learning from-interprofessional supervision was frequent. Interprofessional supervision of nursing students by doctors focused on theoretical questions and answers, while interprofessional supervision of medical students by nurses focused on the performance of technical skills. Learning about-students were observed to actively observe interactions between staff and learnt how staff conducted different tasks.

    CONCLUSION: This study shows that there were plenty of possibilities for IPL activities, but the potential was not fully utilised or facilitated. Serendipitous IPL activities differed between observed medical and nursing students. Although interprofessional supervision was fairly frequent, students were not learning with, from or about each other over professional borders.

    Download full text (pdf)
    fulltext
  • 10.
    Hägg Martinell, Ann
    et al.
    Danderyd Hospital.
    Hult, Håkan
    Karolinska Institutet.
    Henriksson, Peter
    Danderyd Hospital.
    Kiessling, Anna
    Danderyd Hospital.
    Students perceive healthcare as a valuable learning environment when accepted as a part of the workplace community2014In: Education for Health, ISSN 1357-6283, E-ISSN 1469-5804, Vol. 27, no 1, p. 15-23Article in journal (Refereed)
    Abstract [en]

    BACKGROUND: The healthcare system is complex and the education of medical and nursing students is not always a priority within it. However, education offered at the point of care provides students with opportunities to apply knowledge, and to develop the necessary skills and attitudes needed to practice their future profession. The major objective of this study was to identify students' views of generic aspects of the healthcare environment that influences their progress towards professional competence.

    METHODS: We collected free text answers of 75 medical students and 23 nursing students who had completed an extensive questionnaire concerning their learning in clinical wards. In order to obtain richer data and a deeper understanding, we also interviewed a purposive sample of students. Qualitative content analysis was conducted.

    RESULTS: We identified three themes: (1) How management, planning and organising for learning enabled content and learning activities to relate to the syllabus and workplace, and how this management influenced space and resources for supervision and learning; (2) Workplace culture elucidated how hierarchies and communication affected student learning and influenced their professional development and (3) Learning a profession illustrated the importance of supervisors' approaches to students, their enthusiasm and ability to build relationships, and their feedback to students on performance.

    DISCUSSION: From a student perspective, a valuable learning environment is characterised as one where management, planning and organising are aligned and support learning. Students experience a professional growth when the community of practice accepts them, and competent and enthusiastic supervisors give them opportunities to interact with patients and to develop their own responsibilities.

  • 11.
    Hägg Martinell, Ann
    et al.
    Swedish Red Cross University, Department of Health Sciences. Department of Clinical Sciences Danderyd Hospital, Karolinska Institute.
    Tegnestedt, Charlotta
    Swedish Red Cross University, Department of Health Sciences.
    Larsen, Joacim
    Swedish Red Cross University, Department of Health Sciences.
    Nurse Students’ Thoughts on a Sustainable Professional Life as Nurses: A Qualitative Study2020In: Advances in Medical Education and Practice, E-ISSN 1179-7258, Vol. 11, p. 295-303Article in journal (Refereed)
    Abstract [en]

    Introduction: In a global context of an increasing and aging population, along with environmental changes, nurses play an important role in relieving suffering among vulnerable people and groups in society. Sustainability in nursing contributes to sustainable development through providing an environment that is not detrimental to/protects present and future generations′ opportunities for good health. There is a global shortage of nurses, and it has been shown that, locally, every fifth newly graduated nurse considers leaving their new profession five years after graduation. The aim was to describe how nursing students’ thought about a sustainable professional life as nurses before their graduation.

    Materials and Methods: A qualitative design with a written data set was used, and a thematic analysis was performed. One hundred five students (80 women and 25 men) in semester six out of six of the nursing education program participated.

    Results: The analysis resulted in three themes: 1) to have an ethical foundation that guides the individual nurse in protecting the nursing care and developing the nursing care for their patients; 2) to be in a listening, reflexive and supportive workplace enabling a professional nurse to continuously grow and learn and 3) to be a proud professional nurse with integrity, not risking with their own health or personal professional development.

    Conclusion: The nursing students describe their thoughts on the requirements for having a sustainable professional life as nurses as having a strong inner ethical compass to help guide, protect and develop the nursing care for the patients. In addition, it requires a workplace with a reflexive and supporting culture. However, the nursing students also put their own health and the opportunities for professional growth at the top of their priorities, and if these conditions are lacking, they will switch to another workplace.

  • 12.
    Larsen, Joacim
    et al.
    The Swedish Red Cross University College, Department of Health Sciences.
    Eriksson, Henrik
    The Swedish Red Cross University College, Department of Health Sciences. Department of Health Sciences, University West, Sweden.
    Hägg Martinell, Ann
    The Swedish Red Cross University College, Department of Health Sciences. Department of Clinical Sciences, Danderyd Hospital, Karolinska Institutet, Sweden.
    A Scoping Review of Delphi Studies Concerning Social Participation of Refugees in Health Services2021In: JAMK Journal of Health and Social Studies, ISSN 2490-029X, p. e1-e10Article, review/survey (Refereed)
    Abstract [en]

    The ability to appropriately attend to refugee health needs in the countries that are receiving them is an enormous institutional challenge. The varying practicalities of administering refugee health services can affect a refugee’s mental health outcome during the adjustment period to their new home country. This is a report on a study undertaken to overview Delphi method approaches used to investigate the consensus by experts on the issue of refugees’ social participation in health services. The review was conducted from March to December 2018 by two evaluators utilizing a systematic search strategy in presently available electronic databases. Only Delphi studies concerning forced adult refugee’s social participation in health services were included, while studies that focused on children, minorities, immigrants, migrants, asylum seekers, etc., as well as studies that did not utilize the Delphi technique, were excluded. Ten peer-reviewed articles were included in the final charting of the data. The results show that Delphi approaches regarding refugee social participation have focused on important factors important for providing quality health care, health care priorities, barriers preventing social participation, and research priorities. The experts make clear that bureaucratic procedures, cross-cultural communication and empowerment, be taken into consideration when creating policies, in practice and in research. The conclusion is that by emphasizing the tacit knowledge of experts, the Delphi method can contribute to a deeper understanding of policy priorities and responsive health services.

    Download full text (pdf)
    fulltext
  • 13.
    Lyngå, Patrik
    et al.
    Karolinska Institutet / Södersjukhuset.
    Persson, Hans
    Karolinska Institutet / Danderyds Hospital.
    Hägg Martinell, Ann
    Karolinska Institutet / Danderyds Hospital.
    Hägglund, Ewa
    Karolinska Institutet / Karolinska University Hospital.
    Hagerman, Inger
    Karolinska Institutet / Karolinska University Hospital.
    Langius-Eklöf, Ann
    Karolinska Institutet.
    Rosenqvist, Mårten
    Karolinska Institutet / Södersjukhuset.
    Weight monitoring in patients with severe heart failure (WISH). A randomized controlled trial.2012In: European Journal of Heart Failure, ISSN 1388-9842, E-ISSN 1879-0844, Vol. 14, no 4, p. 438-444Article in journal (Refereed)
    Abstract [en]

    AIMS: This multicentre, randomized controlled trial hypothesized that daily electronic transmission of body weight to a heart failure (HF) clinic will reduce cardiac hospitalization in patients recently hospitalized with HF.

    METHODS AND RESULTS: A total of 344 patients were randomized to either an intervention group (IG) or a control group (CG). Of the 319 patients included in the final analysis, the mean age was 73 years (SD 10.2), 75% were males, and 57% had a left ventricular ejection fraction (LVEF) <30%. Patients in both groups were recommended to weigh themselves daily and, in the case of sudden weight gain >2 kg in 3 days, to contact the HF clinic. Patients in the IG were given an electronic scale and the weight was automatically transmitted to and monitored at the HF clinic. No significant differences were found for the primary endpoint, cardiac re-hospitalization [70/153 CG, 70/166 IG; hazard ratio (HR) 0.90, 95% confidence interval (CI) 0.65-1.26, P = 0.54], or for the secondary endpoints, which included all-cause hospitalization (84/153 CG, 79/166 IG; HR 0.83, 95% CI 0.61-1.13, P = 0.24), death from any cause (8/153 CG, 5/166 IG; HR 0.57, 95% CI 0.19-1.73, P = 0.32), or the composite endpoint of cardiac hospitalization and death from any cause (78/153 CG, 75/166 IG; HR 0.90, 95% CI 0.65-1.26, P = 0.54). Subgroup analyses did not show any benefits for patients in the IG despite their more frequent monitoring; 398 occasions compared with 30 occasions in the CG.

    CONCLUSION: Daily electronic transmission of body weight and monitoring three times a week did not decrease hospitalization or death in HF patients followed up at a HF clinic.

  • 14.
    Schuster, Marja
    et al.
    Swedish Red Cross University, Department of Health Sciences.
    Kraft, Mia
    Swedish Red Cross University, Department of Health Sciences.
    Hägg Martinell, Ann
    Swedish Red Cross University, Department of Health Sciences. Sophiahemmets högskola.
    Eriksson, Henrik
    Swedish Red Cross University, Department of Health Sciences. Högskolan Väst.
    Larsen, Joacim
    Swedish Red Cross University, Department of Health Sciences. Academic Primary Health Care Centre.
    Ekstrand, Per
    Swedish Red Cross University, Department of Health Sciences.
    Challenges and Barriers to the Social Integration of Newly Arrived Immigrants in Sweden2022In: Journal of Identity and Migration Studies, E-ISSN 1843-5610, Vol. 16, no 1, p. 22-39Article in journal (Refereed)
    Abstract [en]

    Sweden, like many other European countries, has received a large number of immigrants in the past few years. To tackle the challenge connected with this, a policy for integration including an establishment programme was adopted by the Swedish Government which speeded up the introduction of newly arrived immigrants into the labour market and social life. The implementation of the programme is performed by various stakeholders in the fields of the labour market, language education and non-governmental organisations.The aim of this study was to investigate challenges and barriers to integration from the perspective of stakeholders’ experiences of encounters with newly arrived immigrants. The study used open-ended data collected in a Delphi project targeting civil servants and volunteers working within the policy establishment programme, and a thematic analysis was conducted. The results indicate that focus on organisational structures, issues concerning resources and competence, and a more holistic approach to new arrivals’ existential situationare key areas to address to move towards successful integration.

    Download full text (pdf)
    fulltext
1 - 14 of 14
CiteExportLink to result list
Permanent link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • harvard-anglia-ruskin-university
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf