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  • Disputation: 2019-12-13 13:00 Andersalen, 11D 121, Karlstad
    Terp, Ulrik
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för sociala och psykologiska studier (from 2013).
    Cognitive Behavioral Stress Management Training for Nursing Students2019Doktorsavhandling, sammanläggning (Övrigt vetenskapligt)
    Abstract [en]

    The overall purpose of this thesis is to examine a stress management intervention developed for nursing students.

    The thesis comprises three studies (Study I-III) based on empirical data from a sample of nursing students. The specific aim in the first study (Paper I) was to investigate the feasibility and acceptability of the stress management intervention. The results in the first study suggested that the feasibility of conducting a full-scale evaluation was confirmed for recruitment, acceptability, data collection, and adherence to the intervention. However, difficulties relating to homework were also identified. In the second study (Paper II), the specific aim was to investigate the participants’ experiences of participating in the stress management intervention. Findings indicate that participants developed new adaptive coping strategies, which were attributed to the intervention. The participants expressed that they had increased their ability to reflect which led to increased insight and self-reflection. Findings emphasize the importance of both theoretical and structural aspects when planning a stress management training intervention. A group format delivery in combination with a multi-component cognitive behavioral intervention can be interrelated elements for positive stress-related changes. The third study (Paper III), aimed at investigating preliminary psychological effects regarding self-esteem, self-efficacy and stress management competence. In the third study, the results showed that perceived stress-management competency was improved and had withstanding effects one year later when compared with a control group. Self-esteem and self-efficacy, both psychological resources, increase over time after the intervention. 

    In summary, this dissertation provides an insight into the challenges and the complexities of developing and implementing a stress management intervention in a nurse education context.

  • Disputation: 2019-12-20 10:00 Eva Eriksson, 21A342, Karlstad
    Mogren, Anna
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för miljö- och livsvetenskaper (from 2013).
    Guiding Principles of Transformative Education for Sustainable Development in Local School Organisations: Investigating Whole School Approaches through a School Improvement Lens2019Doktorsavhandling, sammanläggning (Övrigt vetenskapligt)
    Abstract [en]

    The importance of an education that empowers students to engage with real societal problems to promote a sustainable future is widely acknowledged. However, the organisational characteristics of schools that facilitate such education for sustainable development (ESD) have received little attention. This thesis aims to fill this research gap by contributing new knowledge on ways that school organisations can implement transformative ESD, while aligning with a whole school approach.

    Swedish upper secondary schools actively implementing ESD were selected for the study. The research design used a mixed-method approach developed from the field of school improvement research. Methods included semi-structured interviews with school leaders and questionnaire surveys for teachers. School leaders’ and teachers’ understanding of quality in their local school organisation was studied.

    The thesis identifies the guiding principles that school leaders and teachers found important for promoting transformative ESD. These include four principal quality criteria that need structural support through collegial meetings to establish a holistic idea of ESD, namely collaborative interaction and school development, student-centred education, cooperation with local society, and proactive leadership and long-term perspective. With the support of the guiding principles, the whole school organisation contributes to teaching and learning practices in ESD active schools.

    The two main contributions are 1) identification of the school organisation that provide firm ground for local implementation of transformative ESD, and 2) that the internal school organisation is a prerequisite for school collaboration with the surrounding society, which is a main goal of ESD, according to policy and theory. In the case of the latter, a student-centred approach in organising education was found to facilitate such links between education and the community, which is a main goal of ESD, according to policy and theory. The results may provide useful recommendations for schools and ESD implementation programmes.