- Alle tidsskrifter
- Helse- og sosialfag
- Humanistiske fag
- Pedagogikk og utdanning
Tiltrædelsesforelæsning den 10. april 2016 ved udnævnelse af Susan Rydahl-Hansen som professor i klinisk sygepleje, ved Aarhus Universitet, Institut for Folkesundhed, Sektion for Sygepleje & Bispebjerg og Frederiksberg Hospitaler pr. 1. december 2015. Forelæsningen fandt sted kl. 14 i auditoriet på Bispebjerg Hospital.
Background: In qualitative research, the relation between the researcher and the informants requires reflection. This is particularly important where researchers and fields are closely linked, e.g. through professional education or work experience. Aim: To examine how qualitative nursing researchers reflect upon their membership in the groups or areas being studied. Methods: By employing content analysis, the article investigates how articles in the Nordic Journal for Nursing Research reflect upon researcher positioning. The sample includes 57 articles using qualitative research methods.
Result: We find a lack of reflections regarding the researchers' position, but to the extent it is done, we often find variations of an ideal wherein educated nurses are seen as being in a privileged position to conduct qualitative research within the health care sector. We analyse this ideal in light of the emergence of nursing science as discipline, and in light of the “insider / outsider” debate in the social sciences. Conclusion: While this ideal contains valid aspects related to experience-based insights and practice related knowledge, it also contains a normative dimension where justifications of the researchers’ own positions are important.
Insufficient postoperative pain treatment is a well-documented problem, especially for patients with chronic pain. At Silkeborg Regional Hospital, patients with chronic pain, undergoing orthopedic surgery, is referred to a specialized pain team, who collects individual, pre-surgical reports of analgesic consumption by phone.
We compared the clinic registration of analgesics with the patient reported analgesic consumption and found a divergence in 23 of 43 patients (40%). This divergence was specified as three types; divergence in dose (26%), drug divergence (43%) and both dose – and drug divergence (30%). The proportion of patients referred to the pain team because of opioid consumption > 80 mg/day, was significantly higher in the group with divergence compared to the remaining patients referred to the pain team (p < 0.05).
Based on the identified medicine divergence, this study suggests that a preoperative pain team intervention may prevent post-operative insufficient pain management in patients with chronic pain.
Background: Conventional practice in colorectal surgery involves stoma education postoperatively. Due to fast track surgery a preoperative group based stoma education for patient and relatives was established. Aim: To study the colorectal nurse specialists perspective of patients’ stoma management postoperatively and the impact on nursing stoma care. Methods: Within a phenomenological-hermeneutical frame of reference seven colorectal nurse specialists participated in a focus group interview. It was analyzed for meaning inspired by Paul Ricœur's three comprised levels of text interpretation. Findings: ’A modern agenda of stoma care’ emerged enclosing three themes. The patient was identified as ’The empowered patient’ and the relatives were actively involved ’From visitor to participator’. The postoperative stoma nursing practice changes profile ’From ’hands on’ to advisor’. Conclusion: The nurses experienced that the preoperative group educational intervention provides competent and empowered patients and relatives in managing stoma care postoperatively. The clinical nursing shifts towards a diversified guidance.
Introduction: The nursing staff in a medical ward experiences lack of possibilities for professional development. It might have serious consequences for the patients if the staff does not adequately develop their profession. Aim: To investigate the understanding and the meaning of professional development among the nursing staff. Method: A phenomenological-hermeneutic approach with field observations, ethnographic interviews and a focus group interview. The empirical data is analyzed and interpreted with Ricœur’s philosophy of metaphors. Findings: Professional development is described in five metaphors: take to one’s heels, have a foot in both camps, grit, stand on one’s own two feet, find one’s feet. Conclusion: Professional development is experienced through intercollegial learning and together with the patient. However, time pressure, tecnification of care, restructuring of the health system and dismantling of care are obstructions to professional development. The professional judgement is devalued and the direction for the nursing care disappears.
This article is an ethnographic analysis of a daily gathering that care staff at an acute orthopedic department in Denmark facilitates every day 12 o’clock, hereby the name the ’12 o’clock gathering’. The 12 o’clock gathering has been developed as a part of an action research project that was designed to develop the working environment while strengthening professionalism. Based on the care staffs‘ experiences with undefined roles, daily negotiations and vague communication, the 12 o’clock gathering was a way to improve communication, cooperation and solving the core task. This article explores how the 12 o’clock gathering is a mean to change by referring to the concept of ‘relational coordination’. This concept offers an analysis of what makes the 12 o’clock gathering an event that the staff preserve and prioritize. The analysis suggests that the defined form of the gathering, are of great importance to social relationships and solving the core task.