Ulrica Hörberg | Linnaeus University (original) (raw)

Papers by Ulrica Hörberg

Journal of Advanced Nursing, Dec 6, 2021

Ambulance service organizations worldwide report about an expanding professional role, responsibi... more Ambulance service organizations worldwide report about an expanding professional role, responsibilities and scope of practice for ambulance clinicians, resulting in discussions concerning educational design and desired professional competencies. To face the contemporary demands in ambulance care, non‐technical skills are advocated and clinical practice considered fundamental for the development of these abilities. However, there is very little research concerning educational strategies for supporting the desired competencies for novice registered nurses in the ambulance service.AimTo describe and explore nurse preceptors' experience‐based strategies for supporting registered nurses learning in the ambulance service.DesignThe study had an inductive and data‐driven approach, guided by phenomenological epistemology.MethodsTwenty‐seven Swedish nurse preceptors were interviewed in three focus groups and four dyadic interviews between October 2019 and April 2020. The data were analysed with reflexive thematic analysis.FindingsThe nurse preceptors use several learning strategies, focusing on a socialization process and a clinical competence process, intertwined during clinical practice to support the development of a situated professional identity and a clinical decision‐making competence. Supportive structures facilitate a progressive learning strategy when addressing desired skills and cognitive abilities in teamwork processes and clinical judgement.ConclusionSupporting novice clinicians, prior to and during clinical practice in the ambulance service, should include medical assessment skills, situation awareness and processes for effective teamwork. Further, novice clinicians need to develop complex cognitive abilities to deal with the dynamic nature of decision‐making in ambulance care.ImpactThe study findings show contextual strategies, previously not described and desired competencies when supporting learning for registered nurses in the ambulance service. A theoretical grounding in episteme, techne, phronesis and situation awareness may guide educators at universities, managers in the ambulance service, preceptors and novice clinicians worldwide in the planning and performance of teaching and learning in the ambulance service.

Psyche, 2016

Vardrelatoner ar bade en mojlighet och en forutsatning for at kunna forsta och mota patenten och ... more Vardrelatoner ar bade en mojlighet och en forutsatning for at kunna forsta och mota patenten och en mojlighet for at uppna delaktghet. Det handlar om at forsoka mota och forsta patenten som mannisk ...

International Journal of Qualitative Studies on Health and Well-being, Jul 7, 2022

International Journal of Qualitative Studies on Health and Well-being, May 9, 2023

Reflective Practice, Apr 22, 2014

ABSTRACT Nursing students need support in order to be able to intertwine caring science theory wi... more ABSTRACT Nursing students need support in order to be able to intertwine caring science theory with practice through reflection. In this theoretical paper a nursing student-run health clinic based on lifeworld led learning and caring is described and propounded as providing such support. The student nurses are offered possibilities for integrating theoretical and practical knowledge by the re-location of parts of the theoretical courses to this innovative learning environment. In applying a phenomenological attitude, both in the learning situation and in the caring situation, the natural (unreflective) attitude is challenged in order for the student nurses to gain a deeper and broader understanding of caring science within their caring practice and vice versa. This means that the nursing students can develop a reflective caring approach that is important in order to become both sensitive and sensible nurses. This paper can be supportive for nurse educators in developing nursing education to meet the needs of the modern society. Our perspective on health, well-being and reflective learning can also inspire persons who work in clinical practice and with health promotion.

Reflective Practice, Jul 4, 2019

This article aims to describe the phenomenon of learning at a university-based nursing student-ru... more 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.

Kommunal psykiatri ae en relativ ny foreteelse i Sverige. Psykiatrireformen tradde i kraft 1995, ... more Kommunal psykiatri ae en relativ ny foreteelse i Sverige. Psykiatrireformen tradde i kraft 1995, vilken innebar en rad atgarder for att forbattra de psykiska funktionshindrades mojlighet till gemen ...

Scandinavian Journal of Occupational Therapy, Feb 15, 2021

Background: Stress-related disorders cause suffering and difficulties in managing occupations and... more Background: Stress-related disorders cause suffering and difficulties in managing occupations and relationships in everyday life. A previous study of women with stress-related disorders, who photographed well-being and talked about the photographs in interviews, showed that moments of well-being still exist but further knowledge is needed about their perceptions of participating in such a study. Aim: To describe how people with stress-related disorders experience taking photographs related to well-being in everyday life and reflecting on and talking about these photographs. Material and methods: Twelve women, 27-54 years with stress-related disorders were recruited from primary healthcare centres. They participated in interviews based on the photographs and qualitative content analysis was used. Results: One theme 'catching a glimpse of and momentarily capturing well-being' and four categories were identified: 'Photographing moments of well-being visualizes well-being', 'Using photographs could either facilitate or complicate the narrative', 'Changing perspective in everyday life' and 'Creating recollections of well-being'. Conclusions and significance: Introducing a focus on well-being in everyday life despite living with a stress-related disorder might contribute a valuable complement to stress rehabilitation for occupational therapists and other health professionals. Using photographs as a basis for reflections about everyday life and health/well-being also seems positive for this group.

Issues in Mental Health Nursing, Feb 7, 2022

The role of patient participation in forensic psychiatric care is unclear, but has been emphasise... more The role of patient participation in forensic psychiatric care is unclear, but has been emphasised as important in recent research. This study aims to describe patients' lived experiences of participation in high-security, forensic psychiatric settings. Sixteen patient interviews were performed in this phenomenological study and analysed with a Reflective Lifeworld Research approach (RLR). Results show that participation must be understood in relation to its opposite construct, non-participation. Participation can thus be explained as situations where non-participation is less visible. Actions to develop the training of patient-staff interactions for forensic psychiatric staff to promote patient participation are called for.

Nordic journal of nursing research, Feb 17, 2020

Patients are vital for student learning. However, research has primarily focused on student nurse... more Patients are vital for student learning. However, research has primarily focused on student nurse learning from a student or supervisor perspective; few studies have investigated patient perspectives. This study examines student care practice for patients in acute psychiatric day care. The aim was to describe patients' experiences of care by student nurses in a psychiatric education unit, a collaboration between the clinic and academia. Data were collected through 17 lifeworld interviews with patients, of which 10 also included observations. Data have been analysed for meanings using reflective, lifeworld research (RLR). The findings reveal that the encounters involve an interactive process of giving and receiving, providing students with both health opportunities and risks. The findings can further be described by the following constituents: exposed and vulnerable; responsibility to support; the importance of accessibility; reciprocity; and engagement that evokes the desire to live a life with dignity. In a patient-student community, there are prerequisites for proper caring. Patient health seems to be positively affected when patients are involved in both their own care and student learning.

International Journal of Qualitative Studies on Health and Well-being, 2020

Gunnarsson (2020) Women's lived experience of well-being in everyday life when living with a stre... more Gunnarsson (2020) Women's lived experience of well-being in everyday life when living with a stress-related illness,

The Indo-Pacific Journal of Phenomenology, Jul 1, 2012

Caring science that has a foundation in 'lived experience' may be viewed as a 'patient science', ... more Caring science that has a foundation in 'lived experience' may be viewed as a 'patient science', in other words nursing has its starting point in the patient's perspective. To support in learning caring science, the learning situation has to embrace the students' lived experience in relation to the substance of caring science. One of the challenges in education involves making theoretical meanings vivid in the absence of actual patients. Written patient narratives and fiction like novels in combination with scientific literature are often used in order to obtain lived experiences as the foundation for teaching. Questions concerning how film can be used in this context to support the learning of caring science have recently emerged. The aim of this study is to describe how film as learning-support may boost reflection when learning caring science. The data was collected through audio-taped seminars, written reflections and group-interviews with students on basic, advanced, and doctoral levels. The analysis is based on the Reflective Lifeworld Research (RLR) approach which is founded in phenomenology. The results show how film as a learning-support enhances the understanding of the caring science theory, and provides a deeper understanding of the subject. Film can be very touching and provides support for the students' embodied reflections. Hence, it is important that the students are encouraged to watch films from a caring science perspective. This requires a structure for learning-support related to the film, such as having a focus and purpose for watching the film, as well as support for follow-ups. The film itself does not create such support and guidance; instead, it must be combined with well-considered pedagogic thoughts on what learning is and how learning can be supported. The results are highlighted with the help of Maurice Merleau-Ponty's philosophy of 'the lived body', and 'the flesh of the world'.

Perspectives in Psychiatric Care, Oct 31, 2014

This study aimed to discuss how caring science can contribute and provide a theoretical foundatio... more This study aimed to discuss how caring science can contribute and provide a theoretical foundation for the development of caring within forensic psychiatric care. CONCLUSIONS: It is not only a challenge but also a great opportunity to use caring science theory within forensic psychiatric care when caring for the patients and supporting their health processes. PRACTICE IMPLICATIONS: There is a need for more knowledge about, understanding of, and willingness to care for patients within forensic psychiatric settings in a "true caring" way. In order to achieve this, a caring culture is required, one that supports carers and provides them with opportunities to further develop a caring attitude. Patient Perspective Gildberg et al. (2010) point out that few studies have been performed focusing on forensic psychiatric care from the per-bs_bs_banner Perspectives in Psychiatric Care

Frontiers in Psychiatry, Mar 16, 2023

Introduction: Previous studies show that both staff and patients describe patient participation a... more Introduction: Previous studies show that both staff and patients describe patient participation as a challenge in forensic psychiatry. One reason may be that the forensic psychiatric process is difficult to understand and is experienced as being slow and complex. The proceedings in an administrative court are a core element in forensic psychiatric care as it constitutes the legal authority that legitimizes the deprivation of liberty. A better understanding about how patients experience these proceedings can contribute with important knowledge about how forensic psychiatric care can be understood from a patient perspective. The aim of the study was to describe patients' lived experiences of participating in oral hearings in an administrative court concerning the continuation of their forensic psychiatric care. Materials and methods: This is a phenomenological study performed in a Swedish context with a total of 20 interviews conducted with a Reflective Lifeworld Research (RLR) approach. Results: The results reveal three themes; A significant, correct but meaningless formality; An imbalance of power within the hearings; and Existential and practical disorientation. Conclusion: The findings show how these court proceedings concerning the continuation of forensic psychiatric care are often experienced as challenging. This is partly due to the care structure in forensic psychiatry and that the purpose of the hearings is difficult to comprehend and is perceived as unjust by patients. Another challenge is of a more existential dimension, where the main character in a hearing is most likely in a situation that would be stressful for anyone. However, the focus on danger can make this experience even more intense. An increased transparency on this legal process along with more discussion and education for both patients and staff is called for based on the results.

Hörberg, Ulrica (2008). Att vårdas eller fostras. Det rättspsykiatriska vårdandet och traditionen... more Hörberg, Ulrica (2008). Att vårdas eller fostras. Det rättspsykiatriska vårdandet och traditionens grepp. (To be the subject of care or the object of correction. Forensic psychiatric care and the power of tradition). Acta Wexionensia No 133/2008.