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"Active learning Sweden."
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Teachers’ Strategies and Technology Use for Enhancing Students’ Critical Thinking in Nursing Simulation-Based Learning: A Qualitative Pilot Study
In nursing education, simulation-based learning (SBL) is often used to bridge theoretical knowledge and practical application, supporting nursing students in developing their critical thinking (CT) skills. Despite the benefits of using SBL in nursing education, research gaps remain in understanding student learning outcomes. Furthermore, there is a lack of studies describing the specific use of technology in its application. The objective of this study was to explore strategies for learning and the use of technology to enhance nursing students’ CT within the SBL context. This research was conducted as a qualitative pilot study, using a semistructured interview technique to gather insights from teachers at 2 universities in the south of Sweden. The obtained data were analysed in accordance with the phenomenographic analysis introduced by Sjöström and Dahlgren. The results revealed participants’ perceptions of useful strategies for student learning and different ways of using technology. In particular, the results are reflected in 5 descriptions of categories: motivating environment, facilitating preparations, active participation, student-centeredness and reflective observations. While the findings may not be directly applicable to clinical practice, the study’s findings offer examples of effective strategies for student learning and technology use, thus providing valuable guidance for teachers implementing SBL in nursing education. To gain a more comprehensive understanding of using SBL as a teaching method, future research should aim to investigate nursing students’ experiences of how CT is promoted via simulations.
Journal Article
Should the PBL tutor be present? A cross-sectional study of group effectiveness in synchronous and asynchronous settings
Background
The tutorial group and its dynamics are a cornerstone of problem-based learning (PBL). The tutor’s support varies according to the setting, and it is pertinent to explore group effectiveness in relation to different settings, for example online or campus-based. The PBL groups’ effectiveness can partly be assessed in terms of cognitive and motivational aspects, using a self-report tool to measure PBL group effectiveness, the Tutorial Group Effectiveness Instrument (TGEI).
This study’s aim was to explore tutor participation in variations of online and campus-based tutorial groups in relation to group effectiveness. A secondary aim was to validate a tool for assessing tutorial group effectiveness in a Swedish context.
Methods
A cross-sectional study was conducted with advanced-level nursing students studying to become specialised nurses or midwives at a Swedish university. The TGEI was used to measure motivational and cognitive aspects in addition to overall group effectiveness. The instrument’s items were translated into Swedish and refined with an expert group and students. The responses were calculated descriptively and compared between groups using the Mann–Whitney U and Kruskal–Wallis tests. A psychometric evaluation was performed using the Mokken scale analysis. The subscale scores were compared between three different tutor settings: the tutor present face-to-face in the room, the tutor present online and the consultant tutor not present in the room and giving support asynchronously.
Results
All the invited students (
n
= 221) participated in the study. There were no differences in motivational or cognitive aspects between students with or without prior PBL experience, nor between men and women. Higher scores were identified on cognitive aspects (22.6, 24.6 and 21.3;
p
< 0.001), motivational aspects (26.3, 27 and 24.5;
p
= 002) and group effectiveness (4.1, 4.3, 3.8,
p
= 0.02) for the two synchronously tutored groups compared to the asynchronously tutored group. The TGEI subscales showed adequate homogeneity.
Conclusions
The tutor’s presence is productive for PBL group effectiveness. However, the tutor need not be in the actual room but can provide support in online settings as long as the tutoring is synchronous.
Journal Article
Five years’ experience of an annual course on implementation science: an evaluation among course participants
Background
Increasing interest in implementation science has generated a demand for education and training opportunities for researchers and practitioners in the field. However, few implementation science courses have been described or evaluated in the scientific literature. The aim of the present study was to provide a short- and long-term evaluation of the implementation training at Linköping University, Sweden.
Methods
Two data collections were carried out. In connection with the final seminar, a course evaluation form, including six items on satisfaction and suggestions for improvement, was distributed to the course participants, a total of 101 students from 2011 to 2015 (data collection 1), response rate 72%. A questionnaire including six items was distributed by e-mail to the same students in autumn 2016 (data collection 2), response rate 63%. Data from the two data collections were presented descriptively and analysed using the Kirkpatrick model consisting of four levels: reaction, learning, behaviour and results.
Results
The students were very positive immediately after course participation, rating high on overall perception of the course and the contents (reaction). The students also rated high on achievement of the course objectives and considered their knowledge in implementation science to be very good and to a high degree due to course participation (learning). Knowledge gained from the course was viewed to be useful (behaviour) and was applied to a considerable extent in research projects and work apart from research activities (results).
Conclusions
The evaluation of the doctoral-level implementation science course provided by Linköping University showed favourable results, both in the short and long term. The adapted version of the Kirkpatrick model was useful because it provided a structure for evaluation of the short- and long-term learning outcomes.
Journal Article
Creating a reflective space in higher education
This article considers the conditions, possibilities, and challenges of creating what is referred to here as a ‘reflective space’ within a higher education course for principals. It is informed by the findings of a qualitative research inquiry conducted in the interests of enhancing the principals’ learning and professional praxis and the university educators’ pedagogical praxis, within a Swedish course for school and preschool principals. Analysis of the findings highlighted two significant patterns. The first relates to the transformative benefits of creating a ‘reflective space’ for the principals attending the course. The second is more ambiguous and reflects their relation to and engagement with scientifically constructed knowledge. Based on these findings, the article offers considerations relevant for creating ‘reflective spaces’ as a means to enhance the quality of learning in higher education. Additionally, some guiding pedagogical implications are included in the final remarks.
Journal Article
Empowering aspects for healthy food and physical activity habits: adolescents' experiences of a school-based intervention in a disadvantaged urban community
Purpose:This study aimed to describe adolescents' experiences of participating in a health-promoting school-based intervention regarding food and physical activity, with a focus on empowering aspects. Method: The school was located in a urban disadvantaged community in Sweden, characterized by poorer self-reported health and lower life expectancy than the municipality average. Focus group interviews with adolescents (29 girls, 20 boys, 14-15 years) and their teachers (n = 4) were conducted two years after intervention. Data were categorized using qualitative content analysis. Results: A theme was generated, intersecting with all the categories: Gaining control over one's health: deciding, trying, and practicing together, in new ways, using reflective tools. The adolescents appreciated influencing the components of the intervention and collaborating with peers in active learning activities such as practicing sports and preparing meals. They also reported acquiring new health information, that trying new activities was inspiring, and the use of pedometers and photo-food diaries helped them reflect on their health behaviours. The adolescents' experiences were also echoed by their teachers. Conclusions: To facilitate empowerment and stimulate learning, health-promotion interventions targeting adolescents could enable active learning activities in groups, by using visualizing tools to facilitate self-reflection, and allowing adolescents to influence intervention activities.
Journal Article
Social Learning: Methods Matter but Facilitation and Supportive Context Are Key—Insights from Water Governance in Sweden
This paper analyses and discusses how and to what extent social learning (SL), as a means to address complex adaptive problems in water governance, can be enabled in local and regional multi-stakeholder collaborations. Using a multi-method, qualitative, collaborative, and self-reflective case study design, the conditions, challenges, and enablers for SL were studied, comparing three complementary cases of voluntary multi-actor platforms (water councils) to improve water quality in West Sweden. These councils were established to foster the implementation of the Water Frame Directive and—on a voluntary basis without a formal decision mandate or responsibility—to implement measures or act. Using participant observation, evaluation workshops, and a survey, the methods employed by the councils, which were founded on trust-based approaches, were assessed based on how they contributed to trust and social learning. Observed outcomes included an increased number of participants, sub-projects, local water groups, and measures. Respondents mentioned better dialogue, higher commitment, and broader knowledge as positive outcomes. Based on this, we conclude that there is a need for neutral spaces for meetings led by process facilitators, enabling cross-sectorial and cross-level exchanges, a process which is not common in Swedish water management.
Journal Article
The effect of LEGO Training on Pupils' School Performance in Mathematics, Problem Solving Ability and Attitude: Swedish Data
The purpose of this study is to investigate the effect of one year of regular “LEGO” training on pupils' performances in schools. The underlying pedagogical perspective is the constructivist theory, where the main idea is that knowledge is constructed in the mind of the pupil by active learning.
The investigation has been made in two steps. The first step was before the training and the second after training. For both cases we have constructed and included control groups. A logistic model is applied to the data under consideration to investigate whether the LEGO training leads to improving pupil's performance in the schools. To analyse the opinion studies, GLM for matched pair models and the Quasi symmetry methods have been used. Preliminary results show better performances in mathematics for the trained group in grade five, and pupils who are good at mathematics tend to be more engaged and seem to be more successful when working with LEGO.
The study has also shown that pupils have different learning styles in their approach to LEGO training. The role of the teacher, as a mediator of knowledge and skills, was crucial for coping with problems related to this kind of technology. The teacher must be able to support the pupils and to make them understand the LEGO Dacta material on a deeper level.
Journal Article
Does Gibrat’s law hold for Swedish energy firms?
Gibrat’s law predicts that firm growth is purely random and should be independent of firm size. We use a random effects–random coefficient model to test whether Gibrat’s law holds on average in the studied sample as well as at the individual firm level in the Swedish energy market. No study has yet investigated whether Gibrat’s law holds for individual firms, previous studies having instead estimated whether the law holds on average in the samples studied. The present results support the claim that Gibrat’s law is more likely to be rejected ex ante when an entire firm population is considered, but more likely to be confirmed ex post after market selection has “cleaned” the original population of firms or when the analysis treats more disaggregated data. From a theoretical perspective, the results are consistent with models based on passive and active learning, indicating a steady state in the firm expansion process and that Gibrat’s law is violated in the short term but holds in the long term once firms have reached a steady state. These results indicate that approximately 70 % of firms in the Swedish energy sector are in steady state, with only random fluctuations in size around that level over the 15 studied years.
Journal Article
Using forum play to prevent abuse in health care organizations: A qualitative study exploring potentials and limitations for learning
Abuse in health care organizations is a pressing issue for caregivers. Forum play, a participatory theater model, has been used among health care staff to learn about and work against abuse. This small-scale qualitative study aims to explore how forum play participants experience the potentials and limitations of forum play as an educational model for continued professional learning at a hospital clinic.
Fifteen of 41 members of staff of a Swedish nephrology clinic, primarily nurses, voluntarily participated in either one or two forum play workshops, where they shared experiences and together practiced working against abuse in everyday health care situations. Interviews were conducted after the workshops with 14 of the participants, where they were asked to reflect on their own and others' participation or nonparticipation, and changes in their individual and collective understanding of abuse in health care.
Before the workshops, the informants were either hesitant or very enthusiastic toward the drama-oriented form of learning. Afterward, they all agreed that forum play was a very effective way of individual as well as collective learning about abuse in health care. However, they saw little effect on their work at the clinic, primarily understood as a consequence of the fact that many of their colleagues did not take part in the workshops.
This study, based on the analysis of forum play efforts at a single hospital clinic, suggests that forum play can be an innovative educational model that creates a space for reflection and learning in health care practices. It might be especially fruitful when a sensitive topic, such as abuse in health care, is the target of change. However, for the effects to reach beyond individual insights and a shared understanding among a small group of participants, strategies to include all members of staff need to be explored.
Journal Article