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  • 1.
    Backåberg, Sofia
    Linnéuniversitetet, Fakulteten för Hälso- och livsvetenskap (FHL), Institutionen för hälso- och vårdvetenskap (HV).
    Video-supported Interactive Learning for Movement Awareness: a learning model for the individual development of movement performance among nursing students2016Doktoravhandling, med artikler (Annet vitenskapelig)
    Abstract [en]

    Aim:  The overall aim of this thesis was to explore the development of a video-supported interactive learning model for movement awareness among nursing students.

    Methods:  Study I was a cross-sectional survey regarding prevalence and impact of musculoskeletal symptoms (MSS) among nursing students. In the remaining three studies a learning model was developed and explored; II - the inter-personal interaction (qualitative content analysis), III - the students’ experiences of using the learning model (phenomenological hermeneutics), IV - the students’ learning processes (hermeneutic approach).

    Results: 143 of the 224 respondents in study I reported MSS during the previous 12 months and of those 91 reported impact on physical daily life activities. The odds ratio for reporting MSS study year 3 was 4.7 (95% CI: 2.1 – 10.7). Study II shows that the students’ movement awareness and self-analysis developed when encountering their own movement through video feedback. Studies III and IV show that the facilitator’s reflective and responsive approach appears to be essential in creating interaction and a permitting learning atmosphere. The students became emotionally and cognitively challenged and personally engaged, were motivated to change by discovering details in their movements and gained a greater understanding of the relationship between their own movements and current or risk for future MSS. They also experienced emotional, cognitive and bodily confusion, which was interpreted as a necessary step in the changing process.

    Conclusion: MSS among nursing students appears to be a problem and education regarding ergonomic movements and principles is suggested to be emphasized in the nursing curriculum. The video-supported learning model enabled encountering and discovering one’s own body and movement in different ways, which facilitated reflection and motivation for change, which was supported by the facilitator’s reflective approach. The learning model, which could contribute to multifactorial ergonomic interventions, could also support movement awareness and learning in practical learning situations within education and rehabilitation. Further research needs to study the model in different contexts and in relation to MSS prevention.

  • 2.
    Backåberg, Sofia
    et al.
    Linnéuniversitetet, Fakulteten för Hälso- och livsvetenskap (FHL), Institutionen för hälso- och vårdvetenskap (HV).
    Brunt, David
    Linnéuniversitetet, Fakulteten för Hälso- och livsvetenskap (FHL), Institutionen för hälso- och vårdvetenskap (HV).
    Rask, Mikael
    Linnéuniversitetet, Fakulteten för Hälso- och livsvetenskap (FHL), Institutionen för hälso- och vårdvetenskap (HV).
    Gummesson, Christina
    Lund University, Sweden.
    Experiences of using a video-based learning model during a long-term process of movement awareness and learning – a hermeneutical study2019Inngår i: European Journal of Physiotherapy, ISSN 2167-9169, E-ISSN 2167-9177, s. 1-7Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Aim: To explore the long-term learning process in movement awareness development supported by a video-based learning model.

    Participants: Eleven undergraduate nursing students.

    Method: The students participated in learning sessions comprising video modelling, video feedback and reflective enquiry with a focus on inter-personal interaction. Each student participated in three individual video sessions during a four-month period. Three individual interviews were carried out, the last one 12–18 months after the final session. Visual, verbal and written material were collected from the video sessions, individual interviews and diaries, and interpreted within a hermeneutical approach.

    Results: The learning process was described in three themes: motivation for change, exploring alternative perspectives and movement changes through challenges.

    Conclusions: The video-based learning model implies a challenging experience on a personal level that supports motivation and a deep approach to learning. It adds a powerful base for reflection, which encourages student-centred active learning. The facilitator’s reflective approach is essential to allow the student to explore her/his own movement, in contrast to delivering instructions. The learning model may be valuable in the physiotherapist’s clinical work in facilitating patients’ movement awareness in the process of movement improvements.

  • 3.
    Backåberg, Sofia
    et al.
    Linnéuniversitetet, Fakulteten för Hälso- och livsvetenskap (FHL), Institutionen för hälso- och vårdvetenskap (HV).
    Brunt, David
    Linnéuniversitetet, Fakulteten för Hälso- och livsvetenskap (FHL), Institutionen för hälso- och vårdvetenskap (HV).
    Rask, Mikael
    Linnéuniversitetet, Fakulteten för Hälso- och livsvetenskap (FHL), Institutionen för hälso- och vårdvetenskap (HV).
    Gummesson, Christina
    Lund University.
    Let me see, reflect and try again: a hermeneutical study on the process of movement learning facilitated by a video-supported interactive learning model (VILMA)Manuskript (preprint) (Annet vitenskapelig)
  • 4.
    Backåberg, Sofia
    et al.
    Linnéuniversitetet, Fakulteten för Hälso- och livsvetenskap (FHL), Institutionen för hälso- och vårdvetenskap (HV).
    Gummesson, Christina
    Lund University.
    Brunt, David
    Linnéuniversitetet, Fakulteten för Hälso- och livsvetenskap (FHL), Institutionen för hälso- och vårdvetenskap (HV).
    Rask, Mikael
    Linnéuniversitetet, Fakulteten för Hälso- och livsvetenskap (FHL), Institutionen för hälso- och vårdvetenskap (HV).
    Is that really my movement?: Students’ experiences of a video-supported interactive learning model for movement awareness2015Inngår i: International Journal of Qualitative Studies on Health and Well-being, ISSN 1748-2623, E-ISSN 1748-2631, Vol. 10, artikkel-id 28474Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Health care staff and students have a great risk of developing musculoskeletal symptoms. One cause of this is heavy load-related work activities such as manual handling, in which the quality of individual work technique may play a major role. Preventive interventions and well-defined educational strategies to support movement awareness and long-lasting movement changes need to be developed. The aim of the present study was to explore nursing students’ experiences of a newly developed interactive learning model for movement awareness. The learning model, which is based on a life-world perspective with focus on inter-personal interaction, has been used with eleven undergraduate students from the second and final year. Each student participated in three individual video-sessions with a facilitator. Two individual interviews were carried out with each student during the learning process and one interview 12-18 months after the last session. The interviews were audio-recorded and transcribed verbatim and a phenomenological hermeneutic method inspired by Paul Ricoeur and described by Lindseth & Norberg was used to interpret the interviews and diary notes. The interpretation resulted in three key themes and nine sub-themes. The key themes were; Obtaining better preconditions for bodily awareness, Experiencing changes in one’s own movement and Experiencing challenges in the learning process. The interactive learning model entails a powerful and challenging experience that develops movement awareness. The experience of meaningfulness and usefulness emerges increasingly and alternates with a feeling of discomfort. The learning model may contribute to the body of knowledge of well-defined educational strategies in movement awareness and learning in for example preventive interventions and ergonomic education. It may also be valuable in other practical learning situations where movement awareness is required.

  • 5.
    Backåberg, Sofia
    et al.
    Linnéuniversitetet, Fakulteten för Hälso- och livsvetenskap (FHL), Institutionen för hälso- och vårdvetenskap (HV).
    Rask, Mikael
    Linnéuniversitetet, Fakulteten för Hälso- och livsvetenskap (FHL), Institutionen för hälso- och vårdvetenskap (HV).
    Brunt, David
    Linnéuniversitetet, Fakulteten för Hälso- och livsvetenskap (FHL), Institutionen för hälso- och vårdvetenskap (HV).
    Gummesson, Christina
    Lund University.
    Impact of musculoskeletal symptoms on general physical activity during nursing education.2014Inngår i: Nurse Education in Practice, ISSN 1471-5953, E-ISSN 1873-5223, Vol. 14, nr 4, s. 385-390Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Nursing education should prepare students for a lifelong professional career including managing clinical physical demands. Musculoskeletal symptoms, such as bodily pain, have been reported among nurses and nursing students but less is known about the impact of symptoms in daily activities. The aim was to explore the prevalence of self-reported musculoskeletal symptoms and their impact on general physical activity among nursing students. This cross-sectional study was based on a questionnaire to all undergraduate nursing students at one university. The prevalence of symptoms and physical impact during past 3 and 12 months was calculated for each study year. Odds ratio was analysed with logistic regression. Of 348 students 224 responded, 84% women, mean age 24.6 years (range 20-46). Of those 143 (64%) reporting symptoms during the past 12 months, 91 (64%) reported impact on physical activities. Most commonly reported were everyday activities such as transportations and prolonged sitting. The odds ratio for reporting symptoms was 1.8 for year 2 (95% CI: 0.9-3.5), and 4.7 for year 3 (95% CI: 2.1-10.7). The prevalence of musculoskeletal symptoms was high among nursing students and higher the final study year and not only resulted in discomfort but had an impact on the students' general physical activities.

  • 6.
    Backåberg, Sofia
    et al.
    Linnéuniversitetet, Fakulteten för Hälso- och livsvetenskap (FHL), Institutionen för hälso- och vårdvetenskap (HV).
    Rask, Mikael
    Linnéuniversitetet, Fakulteten för Hälso- och livsvetenskap (FHL), Institutionen för hälso- och vårdvetenskap (HV).
    Gummesson, Christina
    Lund University, Sweden.
    Brunt, David
    Linnéuniversitetet, Fakulteten för Hälso- och livsvetenskap (FHL), Institutionen för hälso- och vårdvetenskap (HV).
    Video-based feedback combined with reflective enquiry: An interactive model for movement awareness among nursing students2015Inngår i: Nordic Journal of Digital Literacy, ISSN 1891-943X, E-ISSN 1891-943X, Vol. 10, nr 4, s. 246-264Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    The aim of this study is to describe an interactive model developed for movement awareness in a practical learning situation and to explore the use of video-based digital feedback and reflective enquiry in this model among nursing students. Sixteen students participated in individual interactive video sessions with a facilitator, who encouraged the students to reflect upon their own movements. Qualitative analysis showed that movement patterns were visualized, and that movement awareness and self-analysis were gradually developed. Encountering one’s own movement and reflecting on one’s own experiences appear to support motivation for movement changes.

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