The article offers a critical analysis and discussion of cancer rehabilitation based on theories about rehabilitation, governance and narrative. The empirical backgrounds for the article are the authors’ ethnographic studies of cancer rehabilitation in Denmark. The authors argue that rehabilitation entails notions of normality and deviance. Furthermore, rehabilitation is creating a new discourse within the health sectors. This discourse seeks to manifest the dominant story: ,sick – helped – cured‘. This cannot be fully accomplished because rehabilitation works on the negation of disease and death through adjustment, normalisation and integration. The dominant story becomes transformed into a new story: ,sick – helped – „as if“ cured‘. In this sense, rehabilitation is stealing in between helped and cured, establishing the notion of an ,as if‘ return to ‚normal‘ existence.
Fatigue is among the symptoms most commonly reported by cancer patients, and has profound impact on the patient’s quality of life and functioning at all stages of the illness trajectory.
Fatigue is also a common complaint after successful treatment for cancer, with reported prevalence rates of chronic fatigue (defined as high levels > 6 months) of around 30%.
Despite the increasing interest in fatigue as an acute or chronic symptom, there is still no concensus regarding its content, measurement and classification. Furthermore, there are few evidence-based guidelines for treatment.
The objective of this paper is to provide insight into fatique as a condition. Central aspects such as definitions, assessment methods and clinical implications are presented, exemplified by studies into long-term Hodgkin’s disease survivors. These issues are essential to the understanding of fatigue, for the interpretation of clinical studies and for the information, treatment and counselling of cancer patients.
This article is based on a study of the ways in which the religious beliefs, concerns and resources of hospitalized mentally ill persons were addressed by psychiatric nurses. The article also deals with the responses of psychiatric nurses to the issue of integrating religious aspects into mental care. It is argued that it is a nurse’s duty to address the religiousness of a patient because a psychiatric problem is often a problem of outlook and existence.
General evidence exists that health promotion and disease prevention have only lasting effects when target groups participate actively on their own premises and within their own goals. In Copenhagen, an interdisciplinary project in three phases has been established focusing on how health professionals can work on the active participation of elderly people in the community. The first phase has just finished and proves a conceptual confusion in relation to health promotion and disease prevention. Furthermore, it seems that these issues are very often implicit and „just something you do“. It is generally experienced that participation and responsibility for one’s own life are important, but these factors are not used as independent goals. A positive relationship is also proved to be of the utmost importance in successful intervention. This means that knowledge of risk factors is not used if it is considered that an elderly person could perceive it as criticism.
In spite of a discrepancy between the theoretical and practical part of nursing the trend seems to show that the nursing lecturer’s knowledge of, and attachment to, practice are diminishing.
This paper examines the most important aspects of the nursing lecturer’s role in relation to clinical practice in order to form a closer connection between the theoretical and practical part of the education.
The material consisted of 15 research articles, and the methodological procedure was qualitative text analysis.
Clinical credibility proves to be an essential factor for the lecturer’s role which, however, can be seen from two viewpoints: „clinical competence“ and „to be updated“. It is not possible to conclude which of these ought to come first, but the discussion raises several questions about the compatibility between the two views and their characteristics today. Finally, the relations between theory and practice and the lecturer’s role in this connection are discussed.
This project aims to describe and report the experiences of nine non-ethic Danes in their meeting with the Danish health education system.
The informants say that they have to rely on their own resources in order to establish contact to patients in general, and in particular to patients of another ethnicity than Danish.
Language difficulties play a dominant role. The informants struggle to gain acceptance of their intellectual resources. They are often met with prejudice. They all regard nursing as an important profession and look forward to becoming integrated into the Danish labour market. We recommend a mentor solution to bridge the gap between non-ethic Danes and ethnic Danes in the education system.
The purpose of this study is to describe relational encounter and relational competence from the perspective of care, and to clarify the aspects of competence.
Based on phenomenological and social access to the concept of competence, relational competence is discussed with findings within a health professional and educational context.
The conclusion is that health professional relational competence is a personal, profound competence which involves qualitative demands to basic beliefs, will and abilities connected to the moral, relational and practical aspects of care. Relational competence consists of three levels which together describe the potentials in, and the unfolding of, the competence in the encounter: an exterior, visible level which concerns concrete actions, a less visible level which unfolds in the health professional and her/his interaction with the other person and the environment attached to personal knowledge and reflection, and an internal level concerning perception of self and meaning.
Relational competence thus involves special skills and concrete performance, the ability to sense perception, reflection, experience, professional absorption and identity potentials.
This article reflects the researcher’s dilemmas when doing research within her own organization. The findings are based on the author’s experience of being both researcher and educational coordinator at a Danish psychiatric hospital.
Empirical examples from a research project on student nurses’ learning processes during their clinical placement in psychiatry are analysed in relation to the researcher’s position: outsider – hybrid – insider. One condition of doing research within one’s own organization is that the researcher is constantly willing to negotiate her researcher position(s). She has many roles; her function could be compared to that of graphic equalizer in a radio. Depending on which context the researcher finds herself in, her role changes from one moment to the next, similar to the scales of the equalizer.