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Albinsson, Gunilla, DocentORCID iD iconorcid.org/0000-0002-5161-5801
Publications (10 of 46) Show all publications
Albinsson, G., Elmqvist, C. & Hörberg, U. (2019). Nursing students’ and lecturers’ experiences of learning at a university-based nursing student–run health clinic. Reflective Practice, 20(4), 423-436
Open this publication in new window or tab >>Nursing students’ and lecturers’ experiences of learning at a university-based nursing student–run health clinic
2019 (English)In: Reflective Practice, ISSN 1462-3943, E-ISSN 1470-1103, Vol. 20, no 4, p. 423-436Article in journal (Refereed) Published
Abstract [en]

This article aims to describe the phenomenon of learning at a university-based nursing student–run health clinic, as experienced by student nurses and lecturers. The study is based on a reflective lifeworld research approach founded on continental philosophy. Eight group interviews were conducted with 38 student nurses and 5 lecturers. The data were explored and analysed for meaning. The results show that learning is supported by a permissive learning environment that builds on both individual and common learning as well as equal relationships within the student group, in relation to the visitors at the health clinic and, to a certain extent, in relation to the lecturers. The most significant finding is that reflective, development-oriented learning takes place when the students, supported by each other and their lecturers, reflect on how to relate to problems and situations. A situation-based learning approach is thus shown to create the prerequisites for lecturers being nearby, reflective dialogue partners but also supervisors in situations where the students ask for support and guidance.

Place, publisher, year, edition, pages
Taylor & Francis, 2019
Keywords
Nursing students, Lecturers, Lifeworld-led learning, Health clinic, Health support, Refective talks, Intertwining of theory and practice
National Category
Nursing Educational Sciences
Research subject
Health and Caring Sciences, Caring Science
Identifiers
urn:nbn:se:lnu:diva-86635 (URN)10.1080/14623943.2019.1638242 (DOI)000475073200001 ()
Available from: 2019-07-11 Created: 2019-07-11 Last updated: 2019-09-23Bibliographically approved
Arnesson, K. & Albinsson, G. (2019). Reflecting talks: a pedagogical model in the learning organization. Reflective Practice, 20(2), 234-249
Open this publication in new window or tab >>Reflecting talks: a pedagogical model in the learning organization
2019 (English)In: Reflective Practice, ISSN 1462-3943, E-ISSN 1470-1103, Vol. 20, no 2, p. 234-249Article in journal (Refereed) Published
Abstract [en]

The aim of the article is to deepen the understanding of how a pedagogical model for reflecting talks can be used in order to make sustainable learning part of the daily work in the learning organization. From an interactive research approach, we have together with a project management group in a European Social Fund project worked with sustainable learning and knowledge development. Empirical data has been collected at the implementation of ten reflecting talks about sustainable equality. The results of the study lead to a strategy for how sustainable learning can become part of the daily work at a workplace. The strategy is constituted by a pedagogical model for reflecting talks, which clearly shows how sustainable learning in an organization can be structured. The core of the pedagogical model for the reflecting talks where both practically applied and theoretically anchored knowledge are important components. The learning process is based on observation, reflection, analysis and discussion of concrete situations/events. The models rests on four basic conditions; pedagogical competence, a delimited problem area, the learning group and timeframes. The model can be used in the daily work at short dialogues or at more penetrating discussions.

Place, publisher, year, edition, pages
Taylor & Francis Group, 2019
Keywords
sustainable learning, learning, leraning organization, learning processes, reflecting talks
National Category
Pedagogy
Research subject
Pedagogics and Educational Sciences
Identifiers
urn:nbn:se:lnu:diva-82192 (URN)10.1080/14623943.2019.1575198 (DOI)000467881100007 ()2-s2.0-85062447881 (Scopus ID)
Available from: 2019-04-25 Created: 2019-04-25 Last updated: 2019-08-29Bibliographically approved
Albinsson, G. & Arnesson, K. (2019). The emotion work of nurses in a person-centred care model. International Journal of Work Organisation and Emotion, 10(1), 28-49
Open this publication in new window or tab >>The emotion work of nurses in a person-centred care model
2019 (English)In: International Journal of Work Organisation and Emotion, ISSN 1740-8938, E-ISSN 1740-8946, Vol. 10, no 1, p. 28-49Article in journal (Refereed) Published
Abstract [en]

With the departure in emotion sociology and caring science the aim of this article is to elucidate the emotion work as experienced by a group of nurses who tried out a customised form of a person-centred care model. Ten semi-structured interviews with following go-along were conducted. The most important empirical finding is the identifying of emotional caring as a specific part of the nurses' emotion management, comprising such knowledge that is specific to the competence of nurses. Emotional caring thus forms part of caring science, affected by the organisational structure, with bearing on the nurses' room for caring actions, that is, how, when and in what way emotional caring can be carried out. Moreover, in practice, person-centredness was compatible with the commonly shared values in caring science. The empirical material also shows that emotion management can be tied to profession, positions, status and power. The article contributes with an understanding of how working in a person-centred care model made it possible for the nurses to come closer to the patient's life world. Qualitative descriptions of the emotion management of a group of nurses in a certain caring context constitute another contribution, something that has not been investigated before.

Place, publisher, year, edition, pages
InderScience Publishers, 2019
Keywords
Emotion work, Nurses' emotion narratives, Caring actions, Emotinal labour, Emotional caring, Emotions at work, Person-centredness
National Category
Nursing
Research subject
Health and Caring Sciences, Caring Science
Identifiers
urn:nbn:se:lnu:diva-87925 (URN)10.1504/IJWOE.2019.101751 (DOI)
Available from: 2019-08-13 Created: 2019-08-13 Last updated: 2019-09-05Bibliographically approved
Albinsson, G. & Arnesson, K. (2018). Kommunala chefers kommunikation via digitala verktyg: betydelse för arbetssituation och chefskap. Arbetsmarknad & Arbetsliv, 24(3-4), 26-41
Open this publication in new window or tab >>Kommunala chefers kommunikation via digitala verktyg: betydelse för arbetssituation och chefskap
2018 (Swedish)In: Arbetsmarknad & Arbetsliv, ISSN 1400-9692, Vol. 24, no 3-4, p. 26-41Article in journal (Refereed) Published
Abstract [sv]

Att vara chef inom en kommunal förvaltning innebär att utgöra en del av kommunens multifunktionella organisering, som i stor utsträckning styrs av lagstiftning. Organisationen är skattefinansierad och förväntas beakta delvis motstridiga krav såsom transparens, representation, kontroll, medbestämmande, likabehandling, öppenhet, offentlighet samt insyn i beslutsprocesser. Positionen kan närmast beskrivas som en balansakt där chefen i sin vardagsverklighet måste förhålla sig till de olika krav och förväntningar som ställs av politiker, medborgare och medarbetare. I chefskapet ingår även intern och extern informationsöverföring och ett ständigt flöde av horisontella och vertikala interaktioner. I föreliggande studie har en multimetodisk forskningsansats tillämpats i syfte att ringa in 202 kommunala chefers kommunikation genom användandet av olika digitala verktyg.  Resultatet visar att de digitala verktyg som cheferna använde i sitt arbete förenklade och effektiviserade kommunikationen inom och utanför organisationen. Ett återkommande dilemma var att cheferna hade svårt att leva upp till normen om hur en chef bör vara. Fysisk närvaro i de verksamheter som man hade ansvar för upplevdes som ouppnåeligt, men tycktes heller inte krävas av medarbetarna. Organisationens digitala arbetsmiljö blev då ett sätt för cheferna att vara tillgängliga och skapa en kollaborativ kommunikation, något som stödjer idén om ett ledarskap, präglat av support.

Place, publisher, year, edition, pages
Karlstad: Karlstads universitet, 2018
Keywords
Digitalt arbetsliv, Digital kommunikation, Digital kommunikationskultur, Gränslöst arbete, Chefskap
National Category
Sociology (excluding Social Work, Social Psychology and Social Anthropology)
Research subject
Social Sciences, Sociology
Identifiers
urn:nbn:se:lnu:diva-80966 (URN)
Available from: 2019-03-05 Created: 2019-03-05 Last updated: 2019-07-05Bibliographically approved
Albinsson, G. & Arnesson, K. (2018). The managerial position in a Swedish municipal organization: possibilities and limitations. Economic and Industrial Democracy, 39(3), 500-535
Open this publication in new window or tab >>The managerial position in a Swedish municipal organization: possibilities and limitations
2018 (English)In: Economic and Industrial Democracy, ISSN 0143-831X, E-ISSN 1461-7099, Vol. 39, no 3, p. 500-535Article in journal (Refereed) Published
Abstract [en]

The purpose of this article is to explore how a group of managers construct their reality, more specifically what it means to work as a manager in a municipal organization. The empirical data for the study were obtained from a Swedish medium-sized municipality and the study takes as its research approach grounded theory, as developed by Glaser and Strauss. Consequently, the empirical data formed the basis for the research, which takes a multi-methodical and theory-generating approach. The methods used in the study include the use of a questionnaire study, interviews in focus groups, observations, reflective work diaries, and the creation of feedback sessions. The result shows that the managers work in an organization where conflicting and competing value systems act together. These can be interpreted as environmental factors and external bounds on a structural societal level, which cannot be influenced. A point of analysis is that these factors and external bounds to a high degree permeate the manager’s workday and can therefore be seen as a plausible explanation for the boundless nature of the managerial task. For most of the managers of the study, this was expressed as uncertainty as to how to define and interpret goals and as to what the managerial role includes with regard to areas of responsibility. It is interesting to ask, however, whether these conditions are not characteristic of the role of managers and work life in general. The results also show that the substantive theory of the study was not judged to be valid for the municipal companies. These managers do not express as ambivalent an approach to competing value systems as the managers in other sections of the municipality do. Nor do they appear to question their professional knowledge, the work content or managership. Another empirical important finding is that the managers believe that the organizational conditions limit ability to carry out the manager task, but that, despite this, they indicate, paradoxically, that they like their work and the social work environment.

Place, publisher, year, edition, pages
Sage Publications, 2018
Keywords
Competing value systems, multifunctional organizing, organizational conditions, political steering, professional know-how, work content
National Category
Work Sciences Business Administration
Research subject
Economy, Business administration
Identifiers
urn:nbn:se:lnu:diva-49833 (URN)10.1177/0143831X16639656 (DOI)000438566900008 ()2-s2.0-85049888819 (Scopus ID)
Available from: 2016-02-19 Created: 2016-02-19 Last updated: 2019-08-29Bibliographically approved
Rask, M., Albinsson, G., Safipour, J., Wenneberg, S., Andersson, L., Carlsson Blomster, M., . . . Lindqvist, G. (2018). Validation of the verbal and social interaction questionnaire for nursing students: the focus of nursing students in their relationship with patients. Journal of Nursing Education and Practice, 8(4), 81-88
Open this publication in new window or tab >>Validation of the verbal and social interaction questionnaire for nursing students: the focus of nursing students in their relationship with patients
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2018 (English)In: Journal of Nursing Education and Practice, ISSN 1925-4040, E-ISSN 1925-4059, Vol. 8, no 4, p. 81-88Article in journal (Refereed) Published
Abstract [en]

The Verbal and Social Interaction Nursing Students questionnaire (VSI-NS) has been created to measure the development of verbal, social and interactional skills of nursing students with patients, from their perspective in nursing care. The aim of the present study was to determine the construct validity and internal consistency reliability of the questionnaire. The study had a methodological and developmental design and was carried out in four steps: adjustment of the items, face validity, data collection and data analysis. The number of items was reduced from 48 to 31. The factor analysis of the final 31 items resulted in four quite distinct factors: “Inviting to talk about feelings and thoughts”, “Building a caring relationship”, “Encouraging social and practical aspects in daily life” and “Caring towards health and wellbeing”. The results showed satisfactory psychometric properties in terms of content validity, construct validity and the internal consistency reliability of the questionnaire.  It could be concluded that the original conceptual model could serve as a theoretical foundation to explain and understand nurses’ caring interactions with their patients.

Place, publisher, year, edition, pages
Sciedu Press, 2018
National Category
Nursing
Research subject
Health and Caring Sciences, Caring Science
Identifiers
urn:nbn:se:lnu:diva-69195 (URN)10.5430/jnep.v8n4p81 (DOI)
Available from: 2017-12-12 Created: 2017-12-12 Last updated: 2019-02-22Bibliographically approved
Albinsson, G. & Arnesson, K. (2017). Chefspositionen i en svensk kommunal organisation: Möjligheter och begränsningar.
Open this publication in new window or tab >>Chefspositionen i en svensk kommunal organisation: Möjligheter och begränsningar
2017 (Swedish)Other (Refereed)
National Category
Public Administration Studies
Research subject
Social Sciences
Identifiers
urn:nbn:se:lnu:diva-66853 (URN)
Note

Antagen men ej presenterad vid konferensen: FALF Konferens 2017, 13-15 juni 2017 Alnarp, Arbetslivets utmaningar i staden och på landsbygden

Available from: 2017-07-07 Created: 2017-07-07 Last updated: 2018-02-28Bibliographically approved
Albinsson, G. & Arnesson, K. (2017). Dialogue in a learning process: problematization of gender equality in higher education. Reflective Practice, 18(4), 474-495
Open this publication in new window or tab >>Dialogue in a learning process: problematization of gender equality in higher education
2017 (English)In: Reflective Practice, ISSN 1462-3943, E-ISSN 1470-1103, Vol. 18, no 4, p. 474-495Article in journal (Refereed) Published
Abstract [en]

The overall aim with the study was to describe the knowledge building that was developed in a group of students who were trained nurses enrolled in a Swedish higher education programme. With a point of departure in an interactive research approach, the authors applied the dialogue seminar as method and pedagogical model. When the students in close to practice talks, shared their thoughts about how gender and gender equality could be experienced and understood, the dialogue seminar became useable. At the analysis of the stories which the students shared at the dialogue seminars, it became clear that most of the students had an ambivalent approach to gender equality. When they reflected on gender relations, they brought out the hierarchical and separate gender relations which they experienced as existing within healthcare. Furthermore, their professional lives seemed to be embedded in gender-related practices. An important conclusion is that the students’ reflections oscillated between critical reflection on conditions and critical reflection on processes within their own practice in healthcare. Another finding was that the students’ reflections in dialogue form became important in a learning process, not least in the light of that gender relations and gender equality only to a limited degree had been included in their nurse’s education at the basic level.

Place, publisher, year, edition, pages
Taylor & Francis, 2017
Keywords
Nurse education, dialogue seminar, learning process, reflective learning, common knowledge building, gender relations, gender equality
National Category
Pedagogy Nursing
Research subject
Pedagogics and Educational Sciences
Identifiers
urn:nbn:se:lnu:diva-62817 (URN)10.1080/14623943.2017.1307728 (DOI)000405288000004 ()2-s2.0-85019141525 (Scopus ID)
Available from: 2017-05-04 Created: 2017-05-04 Last updated: 2019-08-29Bibliographically approved
Arnesson, K. & Albinsson, G. (2017). Mentorship – a pedagogical method for integration of theory and practice in higher education. Nordic Journal of Studies in Educational Policy, 3(3), 202-217
Open this publication in new window or tab >>Mentorship – a pedagogical method for integration of theory and practice in higher education
2017 (English)In: Nordic Journal of Studies in Educational Policy, ISSN 2002-0317, Vol. 3, no 3, p. 202-217Article in journal (Refereed) Published
Abstract [en]

Mentorship is a method that is used in both professional education and training and inworking life to introduce new employees. Previous research has shown that there is limitedexperience of mentorship in the parts of higher education that are outside of professionaleducation and training. The purpose of this article is to deepen knowledge of how mentorshipcan be used as a pedagogic tool to integrate theory and practice in a social scienceprogramme at a Swedish university. The empirical material is obtained from a case study thatincludes students/mentees and contact persons/mentors. The results show that mentorship isan important contribution to the learning process for the integration of theory and practice inhigher education to develop both practically applied and theoretically anchored knowledge.Besides cooperation forms and workplace-related studies in the programme, mentorship thusbecomes the third component of the learning process.

Place, publisher, year, edition, pages
Taylor & Francis, 2017
Keywords
Higher education, Mentorship, Mentor and mentee, Learning process for the integration of theory and practice
National Category
Pedagogy
Research subject
Pedagogics and Educational Sciences, Education
Identifiers
urn:nbn:se:lnu:diva-68987 (URN)10.1080/20020317.2017.1379346 (DOI)
Available from: 2017-11-24 Created: 2017-11-24 Last updated: 2018-02-28Bibliographically approved
Albinsson, G. (2015). Development-oriented learning in a project team: applying an interactive research approach. International Journal of Action Research, 11(3), 289-316
Open this publication in new window or tab >>Development-oriented learning in a project team: applying an interactive research approach
2015 (English)In: International Journal of Action Research, ISSN 1861-1303, E-ISSN 1861-9916, Vol. 11, no 3, p. 289-316Article in journal (Refereed) Published
Abstract [en]

The overall purpose of the article is to describe a joint learning process where both practicable and theoretically anchored knowledge are in the foreground. The empirical data derives from an EU project. In focus is a group of course leaders and their experiences of carrying out a training programme targeted for a group of individuals with a weak position on the labour market. The author brings out what happens when individuals try to understand perspectives from one another. The results demonstrate the knowledge that is developed when members of a project team are included in the entire research process, from the definition of problems to the analysis, presentation of results and suggestions of change. Further the outcome illustrates how an interactive research approach can be conducted in close co-operation with those concerned. Active participation, a structured learning process, critical reflections and common understanding then became essential prerequisites. Taken together the study reveals that it is possible to learn how to approach complex problems and situations. By communicating experiences and thoughts that could be attributed to interaction patterns in social relations, communication structures, emotions, influence and power, the course leaders and the researcher jointly created a learning environment where reflection, understanding and development-oriented learning were of vital importance.

Place, publisher, year, edition, pages
Rainer Hampp Verlag, 2015
Keywords
interactive research approach, the joint learning process, development-oriented learning, reflecting seminars
National Category
Pedagogy
Research subject
Pedagogics and Educational Sciences
Identifiers
urn:nbn:se:lnu:diva-45439 (URN)
Available from: 2015-07-13 Created: 2015-07-13 Last updated: 2018-05-16Bibliographically approved
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ORCID iD: ORCID iD iconorcid.org/0000-0002-5161-5801

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