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Stålberg, A., Sandberg, A., Coyne, I., Larsson, T. B. & Söderbäck, M. (2019). Using an interactive communication tool in healthcare situations: Patterns in young children's use of participation cues. Journal of Child Health Care, Article ID UNSP 1367493518814928.
Open this publication in new window or tab >>Using an interactive communication tool in healthcare situations: Patterns in young children's use of participation cues
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2019 (English)In: Journal of Child Health Care, ISSN 1367-4935, E-ISSN 1741-2889, article id UNSP 1367493518814928Article in journal (Refereed) Published
Abstract [en]

This study forms part of a larger project about developing and using interactive technology to facilitate young children's participation in healthcare situations. Children's participation in these situations improves their motivation and situated understanding. Likewise, their participation helps professionals to more fully understand the child's perspective. In the project, an interactive communication tool, that is, an application suitable for tablet use, was developed with children, aged three to five, in two clinical settings. When tested, the children's participation cues, identified from video recordings of healthcare situations, were understood as having curious, thoughtful or affirmative meanings. This study aimed to investigate the similarities and differences in the young children's use of participation cues when using an interactive communication tool in healthcare situations. A secondary analysis of the identified cues was performed focusing on age, setting and examination or procedure. In total, 2167 cues were identified representing either curious, thoughtful or affirmative cues. The curious cues were mainly used (66%), followed by thoughtful (28%) and affirmative (6%) cues. Differences in cue usage were seen in relation to the children's age and setting. Knowing how children may react to common healthcare procedures may help increase healthcare professionals' awareness of the need to support children in an individual and situational way.

Place, publisher, year, edition, pages
SAGE PUBLICATIONS LTD, 2019
Keywords
Children, cues, examinations, healthcare situations, health technology, participation
National Category
Health Sciences
Identifiers
urn:nbn:se:mdh:diva-42988 (URN)10.1177/1367493518814928 (DOI)000454872400001 ()30606038 (PubMedID)
Available from: 2019-03-29 Created: 2019-03-29 Last updated: 2019-03-29Bibliographically approved
Stålberg, A., Sandberg, A. & Söderbäck, M. (2018). Child-centred Care: Health Professionals' Perceptions of What Aspects are Meaningful When Using Interactive Technology as a Facilitator in Healthcare Situations. Journal of Pediatric Nursing: Nursing Care of Children and Families, E10-E17
Open this publication in new window or tab >>Child-centred Care: Health Professionals' Perceptions of What Aspects are Meaningful When Using Interactive Technology as a Facilitator in Healthcare Situations
2018 (English)In: Journal of Pediatric Nursing: Nursing Care of Children and Families, ISSN 0882-5963, E-ISSN 1532-8449, p. E10-E17Article in journal (Refereed) Published
Abstract [en]

Purpose: A prerequisite for child-centred care is children's participation, which in paediatrics can partly be enhanced by using interactive technology solutions, for instance tablet or smartphone-based applications. These applications, however, mainly target older children. In a research project, a tablet-based application, i.e. a communication tool, was developed, meant to facilitate young children's participation in healthcare situations. This study explored health professionals' perceptions of what aspects are meaningful when jointly using such an application in healthcare situations. 

Design/Methods: Using the critical incident technique, 18 qualitative, semi-structured interviews focusing on critical incidents were performed with four health professionals who had used the interactive communication tool together with children in various healthcare situations. The data were analysed according to inductive content analysis. 

Results: Results showed that the health professionals described the use of the tool as meaningful because it provided information that helped the children increase their participation, modify their understanding of the situations, and reduce their fear. The tool was also perceived to contribute to a common language between the children and the professionals, which improved their overall communication. 

Conclusion: The introduction of an interactive communication tool in healthcare situations seemed to be beneficial for both the children and the health professionals.

Practice Implications: An interactive communication tool, facilitating both verbal and non-verbal communication, can reinforce children's participation in healthcare situations and contribute to positive outcomes in the childprofessional relationship, as well as in the situation itself. 

National Category
Health Sciences
Identifiers
urn:nbn:se:mdh:diva-41516 (URN)10.1016/j.pedn.2018.07.006 (DOI)000450921100004 ()30056996 (PubMedID)2-s2.0-85050395270 (Scopus ID)
Available from: 2018-12-06 Created: 2018-12-06 Last updated: 2019-01-04Bibliographically approved
Kupila, P., Karila, K., Sandberg, A. & Ugaste, A. (2018). Constructions of Preschool Teachers’ Professional Spaces in Estonian, Finnish, and Swedish Early Childhood Education. In: Chris Pascal, Tony Bertram, Marika Veisson (Ed.), Early Childhood Education and Change in Diverse Cultural Contexts: . Routledge
Open this publication in new window or tab >>Constructions of Preschool Teachers’ Professional Spaces in Estonian, Finnish, and Swedish Early Childhood Education
2018 (English)In: Early Childhood Education and Change in Diverse Cultural Contexts / [ed] Chris Pascal, Tony Bertram, Marika Veisson, Routledge, 2018Chapter in book (Refereed)
Place, publisher, year, edition, pages
Routledge, 2018
Series
Routledge Research in Early Childhood Education ; 10
National Category
Educational Sciences
Research subject
Didactics
Identifiers
urn:nbn:se:mdh:diva-41071 (URN)1138302031 (ISBN)9781138302037 (ISBN)
Available from: 2018-09-29 Created: 2018-09-29 Last updated: 2018-12-06Bibliographically approved
Lillvist, A. & Sandberg, A. (2018). Early childhood education in Sweden: Policies, curriculum, quality and future challenges. In: Handbook of International Perspectives on Early Childhood Education: (pp. 341-349). Taylor and Francis
Open this publication in new window or tab >>Early childhood education in Sweden: Policies, curriculum, quality and future challenges
2018 (English)In: Handbook of International Perspectives on Early Childhood Education, Taylor and Francis , 2018, p. 341-349Chapter in book (Other academic)
Abstract [en]

The first Swedish preschool for young children was established in 1836 to provide a practical solution to the problem of child supervision during the Industrial Revolution. During this period of intense industrialization, women began working in urban factories and thus required daytime childcare. A century later, in the 1930s, the Swedish idea of family policy was challenged by sociologists Alva and Gunnar Myrdal. They had a political vision of public childcare and championed a scientific approach to child development. A social pedagogical preschool was developed, emphasizing children’s right to an inspiring environment outside of the home. National reforms were implemented, establishing child health centers, child benefits for all children, and municipal grants for preschool teachers’ salaries.

Place, publisher, year, edition, pages
Taylor and Francis, 2018
National Category
Educational Sciences
Identifiers
urn:nbn:se:mdh:diva-39372 (URN)10.4324/9781315562193 (DOI)2-s2.0-85047050321 (Scopus ID)9781317203629 (ISBN)9781138673021 (ISBN)
Available from: 2018-05-31 Created: 2018-05-31 Last updated: 2018-05-31Bibliographically approved
Lillvist, A. & Sandberg, A. (2018). Early Childhood Education in Sweden: Policies, Curriculum,Quality and Future Challanges (1ed.). In: Jaipaul L. Roopnarine, James E. Johnson, Suzanne Flannery Quinn, Michael M. Patte (Ed.), Handbook of International Perspectives on Early Childhood Education: (pp. 341-350). New York, NY: Taylor & Francis Group
Open this publication in new window or tab >>Early Childhood Education in Sweden: Policies, Curriculum,Quality and Future Challanges
2018 (English)In: Handbook of International Perspectives on Early Childhood Education / [ed] Jaipaul L. Roopnarine, James E. Johnson, Suzanne Flannery Quinn, Michael M. Patte, New York, NY: Taylor & Francis Group , 2018, 1, p. 341-350Chapter in book (Refereed)
Place, publisher, year, edition, pages
New York, NY: Taylor & Francis Group, 2018 Edition: 1
National Category
Educational Sciences
Research subject
Didactics
Identifiers
urn:nbn:se:mdh:diva-41069 (URN)10.4324/9781315562193-24 (DOI)1138673021 (ISBN)
Available from: 2018-09-29 Created: 2018-09-29 Last updated: 2018-10-01Bibliographically approved
Sandberg, A., Lillvist, A. & Ärlemalm-Hagser, E. (2018). Undervisning i olika lärmiljöer i förskolan (1ed.). In: Sonja Sheridan & Pia Williams (Ed.), Undervisning i förskolan: En kunskapsöversikt (pp. 1-122). Stockholm: Skolverket
Open this publication in new window or tab >>Undervisning i olika lärmiljöer i förskolan
2018 (Swedish)In: Undervisning i förskolan: En kunskapsöversikt / [ed] Sonja Sheridan & Pia Williams, Stockholm: Skolverket , 2018, 1, p. 1-122Chapter in book (Other academic)
Place, publisher, year, edition, pages
Stockholm: Skolverket, 2018 Edition: 1
National Category
Educational Sciences
Research subject
Didactics
Identifiers
urn:nbn:se:mdh:diva-41072 (URN)978-91-7559-318-0 (ISBN)
Available from: 2018-09-29 Created: 2018-09-29 Last updated: 2018-12-06Bibliographically approved
Garpelin, A. & Sandberg, A. (Eds.). (2017). Barn och Unga i Skola och Samhälle. Västerås: Anders Garpelin och Anette Sandberg
Open this publication in new window or tab >>Barn och Unga i Skola och Samhälle
2017 (Swedish)Collection (editor) (Refereed)
Place, publisher, year, edition, pages
Västerås: Anders Garpelin och Anette Sandberg, 2017
Series
Mälardalen Studies in Educational Sciences ; 31
National Category
Educational Sciences
Research subject
Didactics
Identifiers
urn:nbn:se:mdh:diva-35968 (URN)978-91-7485-326-1 (ISBN)
Available from: 2017-06-28 Created: 2017-06-28 Last updated: 2017-06-30Bibliographically approved
Ärlemalm- Hagser, E. & Sandberg, A. (2017). Chapter 13: Early Childhood Education for Sustainability. The Relationship between Young Children’s Participation and Agency – Children and Nature (1ed.). In: . Waller., E. Ärlemalm-Hagsér., EB. Hansen Sandseter., L. Lee-Hammond., K. Lekies., & S. Wyver (Ed.), The SAGE Handbook of Outdoor Play and Learning: (pp. 213-228). London: Sage Publications
Open this publication in new window or tab >>Chapter 13: Early Childhood Education for Sustainability. The Relationship between Young Children’s Participation and Agency – Children and Nature
2017 (English)In: The SAGE Handbook of Outdoor Play and Learning / [ed] . Waller., E. Ärlemalm-Hagsér., EB. Hansen Sandseter., L. Lee-Hammond., K. Lekies., & S. Wyver, London: Sage Publications, 2017, 1, p. 213-228Chapter in book (Refereed)
Place, publisher, year, edition, pages
London: Sage Publications, 2017 Edition: 1
National Category
Social Sciences Educational Sciences
Research subject
Didactics
Identifiers
urn:nbn:se:mdh:diva-36446 (URN)
Available from: 2017-09-18 Created: 2017-09-18 Last updated: 2017-10-16Bibliographically approved
Sandberg, A., Broström, S., Johansson, I., Frökjaer, T.-l., Kieferle, C., Seifert, A., . . . Laan, M. (2017). Children’s perspectives on learning – An international Study in Denmark, Estonia, Germany and Sweden. Early Childhood Education Journal, 45(1), 71-81
Open this publication in new window or tab >>Children’s perspectives on learning – An international Study in Denmark, Estonia, Germany and Sweden
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2017 (English)In: Early Childhood Education Journal, ISSN 1082-3301, E-ISSN 1573-1707, Vol. 45, no 1, p. 71-81Article in journal (Refereed) Published
Abstract [en]

This article explores how some children in Denmark, Estonia, Germany and Sweden describe their perspective on learning. The aim of theinternational study is to gain knowledge of how preschool children in Sweden, Denmark, Estonia and Germany reflect and perceive their learningin preschool and other surrounding social contexts. The results are based on 51 focus group interviews from 181 children. The results indicate that,in general, children from all four countries seem to be aware of their own learning. One can conclude that encouraging children to think about what they are doing and why they are doing it makes the activities more goal-oriented from the children’s perspective and thus more conscious. Children are able to describe their own perspectives on learning.

National Category
Social Sciences Educational Sciences
Research subject
Didactics
Identifiers
urn:nbn:se:mdh:diva-32317 (URN)10.1007/s10643-015-0759-5 (DOI)000396419400008 ()2-s2.0-84948949999 (Scopus ID)
Available from: 2016-07-04 Created: 2016-07-04 Last updated: 2017-11-28Bibliographically approved
Stålberg, A., Sandberg, A., Larsson, T. B., Imelda, C. & Söderbäck, M. (2017). Curious, Thoughtful and Affirmative – Young Children’s Meanings of Participation in Healthcare Situations when using an Interactive Communication Tool. Journal of Clinical Nursing, 27(1-2), 235-246
Open this publication in new window or tab >>Curious, Thoughtful and Affirmative – Young Children’s Meanings of Participation in Healthcare Situations when using an Interactive Communication Tool
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2017 (English)In: Journal of Clinical Nursing, ISSN 0962-1067, E-ISSN 1365-2702, Vol. 27, no 1-2, p. 235-246Article in journal (Refereed) Published
National Category
Health Sciences
Research subject
Care Sciences
Identifiers
urn:nbn:se:mdh:diva-36447 (URN)10.1111/jocn.13878 (DOI)000418871000048 ()28514530 (PubMedID)2-s2.0-85041927697 (Scopus ID)
Available from: 2017-09-18 Created: 2017-09-18 Last updated: 2018-10-16Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0001-9475-2497

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