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The introduction of telemedicine will transform the health care sector and bring changes to the role and function of nurses. In this inquiry, we ask, what competences are required in the ‘doing’ of telemedicine? The project is based on interviews with two focus groups involving nurses from the primary and secondary sectors, working with telemedicine in a project entitled, Horsens på forkant med sundhed (Horsens on the Frontiers of Health). The analysis is data-driven and reveals that cultivation of competences is closely associated with structural conditions. Nurses emphasize that telemedicine has to be meaningful and a flexible and technically reliable solution. The possession of technical skills and a personal interest in telemedicine are advantageous. More important, however, are high clinical skills and competences in caring relationships. Nurses from diverse clinical settings report that telemedicine mediates a change in focus and attention. Future education of nurses therefore has to incorporate critical reflection on what is transmitted and omitted in telemedicine.
Nature in a sensory garden may create the possibility of a patient–nurse relationship in caring for dementia patients in nursing homes. The purpose of this study is to explore the relationship, describe it and moreover to make its meaning visible. The study forms part of a larger action research project. Through interventions using an appreciative approach, data was collected from fourteen participants. Using thematic analysis, based on Braun & Clarke, two main themes were developed: (1) The formation of “the room of closeness” and (2) “the room of closeness” – a significant relationship in dementia care. The findings show the development of new knowledge about factors that promote or inhibit the formation of “the room of closeness”, and its potential for changing the care. The theories of health geography, nursing and wellbeing may contribute new perspectives in the development of the “room of closeness” and new research areas.
Education at the University of Southern Denmark is based on principles of activating teaching and active learning, which we have tried to follow in the course “Health Technology “, which has been designed as an innovative process, founded on different learning activities. The aim was to investigate how learning activities have supported the students’ learning. A triangulated approach was used, combining data from a focus group and questionnaire. Data from the questionnaires were analysed using descriptive statistics. The qualitative data were analysed with inspiration from meanings condensation. The analysis showed that active participation stimulated learning, as it created a learning environment that leads to in-depth learning. Three main themes were described (1) “Creativity stimulates learning”; (2) “Sense of coherence – when theory and practice are linked” and (3) “Academia – the desire to learn at an academic level”. However, participation in the innovative process can be an obstacle to learning, as the focus on creating can affect the possibility for dialogue as room for reflection.
Background: It is argued that in the year 2020 depression will be one of the world's greatest health burdens. Object: The purpose of the study is to gain deeper knowledge on the depressive patient's experience of recovery and to understand what effort this process requires. Method: The study is a qualitative interview study including five adult informants with major depressive disorder. All informants have completed a course of psychoeducation and were interviewed through semi-structured interview guides. The empirical material has been analyzed and interpreted using a hermeneutic phenomenological approach. Findings: Four main themes were identified: (1) Experience of change, (2) Loss of integrity, (3) Redefinition of identity and (4) Coping of the future. Conclusion: Depression changes the individual and no simple procedure can lead to recovery. The informants struggle to keep their integrity intact and the most important factor in the recovery process is the relationship to others.
The aim of this contribution is to use an epistemic approach to illuminate questions surrounding the issue of what counts as evidence when the public sector seeks the right model for evaluation of interventions and outcomes.
With a focus on epistemology – knowledge in its various forms – the question takes a point of departure in the Hellenic philosophy represented by the Platonic-Socratic model of knowledge and theory with predictability as an ideal. This Western approach is discussed in the light of the Aristotelian concept phronesis (practical knowledge), with its context-dependent knowledge.
This discussion leads us to a foundational problem of the priority between RCT as the Golden Standard and methods concerning values and actions involving human beings in specific situations.
In the endeavor to qualify evaluation models in the future, it seems obvious that politicians in particular should accept phronesis as equal and important knowledge. In its origin, phronesis belongs to political and moral disciplines.
In this essay, we describe the specific ethical issues that arise when patients with disorders of consciousness, e.g. patients with severe brain injury, are not able to give informed consent themselves. We discuss challenges of doing research involving these patients, based on research literature, existing laws and many years of experience with the patient category in clinical practice.