mdh.sePublications
Change search
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Telenurses' understanding of work: detective or educator?
Uppsala universitet, Hälso- och sjukvårdsforskning. (Health Services Research)
Uppsala universitet, Hälso- och sjukvårdsforskning. (Health Services Research)
Uppsala universitet, Hälso- och sjukvårdsforskning. (Health Services Research)ORCID iD: 0000-0002-4302-5529
2009 (English)In: Journal of Advanced Nursing, ISSN 0309-2402, E-ISSN 1365-2648, Vol. 65, no 2, p. 382-390Article in journal (Refereed) Published
Abstract [en]

AIM This paper is a report of a study to describe the different ways of understanding work among a group of Swedish telenurses.

BACKGROUND Telenursing is an expanding service in many western countries and telenursing work is likely to be understood in a variety of ways. The way in which a person understands work influences how work is performed. Telenursing demands high levels of competence.

METHOD A qualitative interview study was conducted during 2004-2005. Twelve of the 20 telenurses working at a call centre in Sweden were interviewed, five of them twice because of organizational changes. The 17 interviews were analysed using a phenomenographic approach.

FINDINGS Five different categories were identified in the data: (1) Assess, refer and give advice to the caller (2) Support the caller (3) Strengthen the caller (4) Teach the caller and (5) Facilitate the caller's learning. The first category can be seen as a base for telenursing work and was the only category used by some telenurses. The second category has components of traditional caring and the third is a coaching function. The fourth category contains a teaching component, but the fifth is the only category where the caller's learning is in focus. Telenurses who reported the fifth way also included all other ways of understanding work. Hence, this seems to be the most comprehensive way of understanding work.

CONCLUSION The categories together constitute a telenursing 'workmap'. This 'workmap' can be used for reflection to expand telenurses' current understanding of work, and hence promote competence development. Telenurses need to be aware of their role in public health education.

Place, publisher, year, edition, pages
2009. Vol. 65, no 2, p. 382-390
Keywords [en]
Communication, competence, health education, learning, phenomenography, support, telenursing, workmap
National Category
Medical and Health Sciences
Research subject
Health Care Research
Identifiers
URN: urn:nbn:se:mdh:diva-21523DOI: 10.1111/j.1365-2648.2008.04877.xISI: 000262511300014PubMedID: 19040692Scopus ID: 2-s2.0-58449110550OAI: oai:DiVA.org:mdh-21523DiVA, id: diva2:649161
Available from: 2009-05-06 Created: 2013-09-17 Last updated: 2017-12-06Bibliographically approved

Open Access in DiVA

No full text in DiVA

Other links

Publisher's full textPubMedScopushttp://onlinelibrary.wiley.com/doi/10.1111/j.1365-2648.2008.04877.x/pdf

Authority records BETA

Holmström, Inger

Search in DiVA

By author/editor
Holmström, Inger
In the same journal
Journal of Advanced Nursing
Medical and Health Sciences

Search outside of DiVA

GoogleGoogle Scholar

doi
pubmed
urn-nbn

Altmetric score

doi
pubmed
urn-nbn
Total: 68 hits
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf