lnu.sePublikationer
1 - 4 av 4
rss atomLänk till träfflistan
Permanent länk
Referera
Referensformat
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Annat format
Fler format
Språk
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Annat språk
Fler språk
Utmatningsformat
  • html
  • text
  • asciidoc
  • rtf
  • Disputation: 2025-02-14 10:00 Azur, Kalmar
    Danehorn, Emil
    Linnéuniversitetet, Fakulteten för Hälso- och livsvetenskap (FHL), Institutionen för hälso- och vårdvetenskap (HV).
    Far away from home: Exchange students’ experiences before and after a semester abroad2025Doktorsavhandling, sammanläggning (Övrigt vetenskapligt)
    Abstract [en]

     Background: During the school years of 2021/2022, approximately 20,000 Swedish students chose to study abroad. There are indications that Swedish exchange students exhibit sexually risky behaviour, consume alcohol to an extent that can be considered risky, and have been exposed to violence. Aim: The overall aim was to increase the knowledge about alcohol use, drug use, sexually risky behaviour, exposure to violence, and health among Swedish prospective exchange students and exchange students, and to compare these findings with students who remain on campus. Moreover, the thesis aimed to explore Swedish exchange students' experiences from a semester abroad. Methods: Study I and III are comparative cross-sectional studies, and Study II is a comparative follow-up study. Studies I to III are based on web surveys that included the instruments NorAQ, the General Health Questionnaire 12, Self-Rated Health, UngKAB, and Rosenberg's Self-Esteem Scale. Study IV was a qualitative interview study with semi-structured interviews. Results: Over half of all responding female students reported exposure to some kind of sexual violence, of which one-fifth reported severe sexual violence. Approximately one-third reported emotional violence, and one-sixth reported physical violence. Among all responding male students, one-third reported physical violence and emotional violence, and one-sixth reported severe physical violence. The prospective exchange students drank larger quantities of alcohol on the same occasion, had sex with new partners, and had sex under the influence of alcohol more often than campus students. During their semester abroad, they increased their weekly consumption of alcohol, and it became more spontaneous. They did not change their sexual behaviour, but they emphasized the use of protection against STIs. The exchange students rated their mental health as better than campus students, both before and after a semester abroad. Violence during the semester abroad was relatively uncommon, but several exchange students had taken precautions to avoid dangerous situations, mainly by being more observant about their surroundings, avoiding going out alone, and using public transport instead of taxis.Conclusions: This thesis has identified risky behaviours and occurrences of violence among all the responding students that might be associated with future ill-health; therefore, proactive interventions could be needed. Keywords: Health, mental health, exchange students, students, sexually risky behaviour, violence, alcohol use, drug use

    Ladda ner fulltext (pdf)
    fulltext
    Ladda ner (jpg)
    presentationsbild
  • Disputation: 2025-02-21 10:14 Room Azur, Kalmar
    Christodoulakis, Nikolaos
    Linnéuniversitetet, Fakulteten för Hälso- och livsvetenskap (FHL), Institutionen för biologi och miljö (BOM).
    Exploring the development of children’s chemical understanding2025Doktorsavhandling, sammanläggning (Övrigt vetenskapligt)
    Abstract [en]

    This thesis seeks to enhance our comprehension of how children develop an understanding of chemistry i.e., emerging chemistry. More specifically the aim of the study was to explore children’s conceptualization of basic chemical concepts, such as smallness and explore how metacognitive frameworks contribute in this process. Research conducted earlier has highlighted the crucial role of visual experiences in helping children grasp the abstract concept of matter. This project was designed to provide the visual experience of the subatomic nature of matter, to explore how this experience develops and how it is transferred between different contexts. 

    Learning subject-specific content is a process that goes beyond just the academic aspect; it also encompasses emotional and individual elements, which are important for scientific growth. Vygotsky attempted to address individual aspects of development with the use of the concept of perezhivanie, describing a socially constructed filter through which experiences are refracted. The filter is seen as greatly influenced by both positive and negative emotions, which in turn impacts our interpretations of the world, including scientific events. Suggesting that emotionally positive experiences of science could, change the filter itself and therefore also how an individual will come to interprets future scientific experiences. A process that could have an effect not only on school science but also on the lifelong learning process.  

    A study was initiated with the purpose to analyse how contemporary research conceptualizes the notion of perezhivanie with an emphasis on its use in research. Results show that the use of this concept varies and ranges between social, sociocultural and individualistic approaches, not yet having reached a point of general consensus regarding its characteristics and as an analytical tool. The meta-analysis also suggests that preschool teachers could also benefit from training in self-reflecting processes, which would also contribute to young children’s self-awareness.

    Given that chemistry emergence is a young field, more overarching aspects of chemistry emergence, such as matter, smallness and other chemical phenomena have not yet been explored. For this reason, emergence is analysed through a combination of Vygotsky's theories of early development and Vosniadou's framework theory, a theory which expands conceptual understanding by incorporating ontological and epistemological dimensions. Within framework theory development is viewed as a transition between intuitive concepts towards counterintuitive concepts and intermediate synthetic models. This development is closely linked to changes in ontology and epistemology. The potential of framework theory as an analytical tool for studying emergence was initially investigated by conducting a meta-analysis of scientific education research papers. Results show that framework theory can be used as an analytical tool for studying emergence and is a way to move beyond the fragmentation caused by the many different theoretical perspectives used in the field of science education. Especially important is highlighting the significance of epistemic and ontological aspects of reasoning in children’s scientific emergence something that is not only important for evaluating emerging chemistry but also for emerging natural science in general.

    A longitudinal, study following 25 children over one academic year, was implemented, all the sessions were video-recorded using visual- ethnography. Results show that children initially adopt an intuitive understanding regarding smallness, centralized around visibly accessible smallness. This reflects on an early epistemic reasoning, in which causative relationships are limited on visibly accessible data. It also reflects the existence of an early ontological structure of knowledge, in which children use everyday objects as prototypes for understanding matter in general. Results also showed that many children can grasp counter-intuitive concepts regarding smallness, approximating the idea that matter is made of really small sub-microscopic elements. This realization is connected with epistemic changes, such as being able to hold multiple representations of a process, as well as ontological, mainly the ability to construct a new ontological sub-field specifically about microscopic phenomena, based on their own explanatory principles. These results indicate that chemical concepts are not outside the scope of preschoolers range of understanding.

    Ladda ner fulltext (pdf)
    fulltext
    Ladda ner (jpg)
    cover
  • Disputation: 2025-02-28 10:00 Fullriggaren,, Kalmar
    Hedqvist, Ann-Therese
    Linnéuniversitetet, Fakulteten för Hälso- och livsvetenskap (FHL), Institutionen för hälso- och vårdvetenskap (HV).
    Collaboration in organizational borderlands – Achieving seamless care for patients with complex care needs2025Doktorsavhandling, sammanläggning (Övrigt vetenskapligt)
    Abstract [en]

    Aim: The overall aim was to explore inter-organizational collaboration and adaptability in care coordination, focusing on seamless care for patients with complex care needs.

    Methods: This thesis employed diverse qualitative methodologies across four studies. Studies I–III used an ethnographic approach with convergent data collection techniques, including document review, participant observations, and interviews with healthcare and social care professionals. Studies I and II applied the Functional Resonance Analysis Method to explore care transitions and identify vulnerabilities. Study III constructed a grounded theory of inter-organizational collaboration from insights across healthcare and social care domains. Study IV utilized a web-based questionnaire to collect written critical incidents reported by registered nurses in ambulance care. These incidents were analyzed using Critical Incident Technique and Interpretive Description, focusing on adaptation, decision-making, and learning in ambulance care during the COVID-19 pandemic. Lastly, findings from all studies were synthesized.

    Findings: Seamless care for patients with complex needs depends on timing and precision in planning and information exchange across care provider boundaries. Gaps in these processes can increase vulnerabilities (I, II). Effective care coordination relies on bridging professional and organizational divides through established collaboration pathways while stretching across organizational boundaries, rather than dissolving them (III). Continuous learning is central, leveraging lessons learned from adaptations made under pressure to foster resilience and ensure effective care delivery (IV). Coordinating care in organizational borderlands—the spaces where professional roles and organizational boundaries intersect—requires continuous communication, negotiation, and shared decisionmaking. Adaptability enables healthcare professionals to navigate the complexities of real-world care and bridge the gap between protocols and practice by balancing standardized procedures with context-specific, flexible decision-making.

    Conclusion: Well-defined boundaries, established collaboration pathways, and adaptability are necessary to overcome challenges in fragmented healthcare systems. When maintained with flexibility, boundaries facilitate coordination by defining roles and responsibilities while still allowing healthcare professionals to adapt to emerging situations. Rather than needing to be dissolved, boundaries provide a structure that reduces ambiguity and supports effective collaboration. Striking a balance between stability and adaptability is, therefore, essential for achieving seamless care for patients with complex care needs.

    Ladda ner fulltext (pdf)
    fulltext
    Ladda ner (jpg)
    presentationsbild
  • Disputation: 2025-03-07 13:15 Weber, Växjö
    Rylner Kjellgren, Johanna
    Linnéuniversitetet, Fakulteten för konst och humaniora (FKH), Institutionen för svenska språket (SV).
    Skrivande som resurser i samspel: Dialogistiska och socio-materiella perspektiv på transspråkliga skrivpraktiker i svenska som andraspråk2025Doktorsavhandling, monografi (Övrigt vetenskapligt)
    Abstract [en]

    Using a linguistic ethnographic approach, the study aims to develop a deeper understanding of how upper school students write texts in school, by exploring students' use of resources during writing activities in Swedish as a second language. The study draws on dialogical and sociomaterial perspectives, viewing resources as parts of dynamic semiotic repertoires interacting in unique and contingent assemblages of meaning making. In the study, students’ ways of using resources when writing are referred to as their translingual writing practices.

    The study is a multi-method study, comprising a survey and three longitudinal case studies. The material in the case studies include video and screen recordings, field notes, artifacts and photographs, student interviews, and student texts. 

    The results reveal patterns according to preference in each student’s way of using resources, suggesting that translingual writing practices are unique to each student. The study particularly illustrates how the same student’s translingual writing practices vary over time, depending on the availability of resources, previous (school) experiences as well as perceptions of school norms and conventions. When resources are restricted, students create their own writing spaces, sometimes outside the school context. They do this to facilitate their preferred writing practices, such as using translation tools or writing notes in languages other than the target language.

    The theoretical perspectives of the study reveal the significance of material resources and spatiotemporal conditions for students’ writing, as well as emphasizing the importance of resources interacting, such as the use of languages and translation tools. In sum, the results indicate the importance of viewing students’ translingual writing practices as individual, dynamic, and spatiotemporally situated, recognising students in Swedish as a second language primarily as writers, rather than merely multilingual students.

    Ladda ner fulltext (pdf)
    Skrivande som resurser i samspel
    Ladda ner (jpg)
    presentationsbild