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  • 1.
    Fritzell, Kaisa
    et al.
    Department of Neurobiology, Care Sciences and Society, Div. of Nursing, Karolinska Institutet, Stockholm.
    Jervaeus, Anna
    Department of Neurobiology, Care Sciences and Society, Div. of Nursing, Karolinska Institutet, Stockholm.
    Stake Nilsson, Kerstin
    University of Gävle, Faculty of Health and Occupational Studies, Department of Health and Caring Sciences, Caring science.
    Hultcrantz, Rolf
    Karolinska University Hospital, Stockholm.
    Wengström, Yvonne
    Department of Neurobiology, Care Sciences and Society, Div. of Nursing, Karolinska Institutet, Stockholm.
    Translation and cultural adaption of the decisions module for colorectal cancer screening into a Swedish version - the SCREESCO questionnaire2017In: Scandinavian Journal of Gastroenterology, ISSN 0036-5521, E-ISSN 1502-7708, Vol. 52, no 11, p. 1248-1252Article in journal (Refereed)
    Abstract [en]

    OBJECTIVES:

    Colorectal cancer (CRC) is suitable for population screening due to its high incidence and the recognizable and treatable prephase, and the present study is part of the larger study; Screening for Swedish Colons (SCREESCO). In Sweden, there is, to our knowledge, no questionnaire assessing shared decision making (SDM) with regard to CRC screening and, therefore, the aim of the study was to translate and culturally adapt the CRC screening module of the National Survey of Medical Decisions (DECISIONS) into a Swedish context.

    MATERIAL AND METHODS:

    A qualitative design inspired by guidelines based on methods for cross-cultural adaptation of questionnaires was used. In addition, focus group discussions, individual interviews and think-aloud (TA) sessions were performed.

    RESULTS:

    Of the 54 items included in the original DECISION survey, 32 were excluded, 22 were modified, and three were added as a result of the qualitative study. How the health care organization communicated and CRC screening knowledge was communicated were found to be the most important cultural differences between Sweden and the USA. The final questionnaire consists of 24 items.

    CONCLUSION:

    The process of translation and cultural adaptation of the CRC screening module of the DECISIONS survey resulted in the removal and modifying of a considerable number of items. The major rationale for the removal and modifying of items can be explained by the different cultural traditions between Sweden and the USA when communicating with the health care system regarding screening participation and how CRC screening information and knowledge is communicated.

  • 2.
    Fritzell, Kaisa
    et al.
    Department of Neurobiology, Care Sciences and Society, Division of Nursing, Karolinska Institutet, Stockholm, Sweden.
    Stake Nilsson, Kerstin
    University of Gävle, Faculty of Health and Occupational Studies, Department of Health and Caring Sciences, Caring science.
    Jervaeus, Anna
    Department of Neurobiology, Care Sciences and Society, Division of Nursing, Karolinska Institutet, Stockholm, Sweden.
    Hultcrantz, Rolf
    Department of Medicine, Karolinska Institutet, Stockholm, Sweden.
    Wengström, Yvonne
    Department of Neurobiology, Care Sciences and Society, Division of Nursing, Karolinska Institutet, Stockholm, Sweden; Breast and Sarcoma Unit, Radiumhemmet, Karolinska University Hospital, Stockholm, Swede.
    The importance of people's values and preferences for colorectal cancer screening participation2017In: European Journal of Public Health, ISSN 1101-1262, E-ISSN 1464-360X, Vol. 27, no 6, p. 1079-1084Article in journal (Refereed)
    Abstract [en]

    Background: To explore how individuals reason when they make decisions about participating in colorectal cancer(CRC) screening.

    Methods: Individuals randomized colorectal cancer (CRC) screeningto FIT or colonoscopy included in the Screening of Swedish Colons (SCREESCO) program was invited to focus group discussions and individual telephone interviews. The concept of shared decision-making (SDM: information; values/preferences; involvement) was used as a matrixfor the analyses. To validate findings, additional focus group discussions using the nominal group technique were performed.

    Results: Lack of knowledge of CRC and CRC screening was prominent for participants and non-participants, while the results differed between the groups in relation to their values and preferences. The influence of significant others promoted participation while it prevented it among non-participants. Those who participated and those who did not made it clear that there was no need to involve health care professionals when making the decision.

    Conclusions: Based on the results, a display of different ways to spread knowledge and communicate about CRC and CRC-screening could be applied such as, community-based information campaigns, decisions aids, interactive questionnaires, chat-functions and telephone support. The disparity in values and pref-erences between participants and non-participants may be the key to understand why non-participants make theirdecisions not to participate and warrant further exploration.

  • 3.
    Fritzell, Kaisa
    et al.
    Department of Neurobiology, Care Sciences and Society, Division of Nursing, Karolinska Institutet, Stockholm, Sweden.
    Stake-Nilsson, Kerstin
    University of Gävle, Faculty of Health and Occupational Studies, Department of Health and Caring Sciences, Caring science.
    Jervaeus, Anna
    Department of Neurobiology, Care Sciences and Society, Division of Nursing, Karolinska Institutet, Stockholm, Sweden.
    Hultcrantz, Rolf
    Karolinska University Hospital, Stockholm, Sweden.
    Wengström, Yvonne
    Department of Neurobiology, Care Sciences and Society, Division of Nursing, Karolinska Institutet, Stockholm, Sweden.
    The importance of peoples values and preferences in promoting colorectal cancer screening participationIn: European Journal of Public Health, ISSN 1101-1262, E-ISSN 1464-360XArticle in journal (Refereed)
    Abstract [en]

    Background: To explore how individuals reason when they make decisions about colorectal cancer (CRC) screening participation from the perspective of participants and non-participants.

    Methods: Individuals randomized to FIT or colonoscopy included in the Screening of Swedish Colons (SCREESCO) program were invited to focus group discussions and individual telephone interviews. The concept of shared decision-making (SDM: information; values/preferences; involvement) was used as a matrix for the analyses. To validate findings, additional focus group discussions using the nominal group technique were performed.

    Results: The results covered the SDM concept. Lack of knowledge of CRC and CRC screening was prominent in both participants and non-participants, while the results differed between the groups in relation to their values and preferences. The influence of significant others promoted participation among participants while it prevented it among non-participants. Both participants and non-participants made it clear that there was no need to involve health care professionals when making their decision.

    Conclusion: Based on the results, a display of different ways to promote knowledge and communication about CRC and CRC-screening, e.g. community-based information campaigns, decisions aids, interventions, such as interactive questionnaires, chat-functions and telephone support, should be provided. The disparity in values and preferences between participants and non-participants may be the key to understand why non-participants make their decisions not to participate and should be further explored.

  • 4.
    Holmberg, Jörgen
    et al.
    University of Gävle, Faculty of Education and Business Studies, Department of Educational sciences, Educational science, Curriculum studies.
    Masoumi, Davoud
    University of Gävle, Faculty of Education and Business Studies, Department of Educational sciences, Educational science, Curriculum studies.
    Elm, Annika
    University of Gävle, Faculty of Education and Business Studies, Department of Educational sciences, Educational science, Curriculum studies.
    Fransson, Göran
    University of Gävle, Faculty of Education and Business Studies, Department of Educational sciences, Educational science, Curriculum studies.
    Westelius, Claes
    University of Gävle, Faculty of Education and Business Studies, Department of Educational sciences, Educational science, Curriculum studies.
    Björkman, Annica
    University of Gävle, Faculty of Health and Occupational Studies, Department of Health and Caring Sciences, Caring science.
    Stake-Nilsson, Kerstin
    University of Gävle, Faculty of Health and Occupational Studies, Department of Health and Caring Sciences, Caring science.
    Toratti-Lindgren, Monique
    University of Gävle, Faculty of Health and Occupational Studies, Department of Health and Caring Sciences, Caring science.
    Teachers’ and students’ understanding and use of ICT for teaching and learning – Combining different perspectives and methodologies in research on technology-enhanced learning2017Conference paper (Refereed)
    Abstract [en]

    More than half of the 14,000 students currently studying at the University of Gävle (HiG) are enrolled in courses that are totally or partly online based.  In 2015, a university-wide project on technology enhanced learning (TEL) (Steffens et al 2015) was initiated. The project focuses on course and programme development and is divided into four sub-projects, all of which contribute to the overall goals of project.

    AIMS of the project

    The aims of the project are to: (a) restructure teaching facilities and integrate digital technologies, (b) develop technology supported teaching methods, (c) integrate campus and distance education, (d) enhance teachers' and students' digital skills and (f) increase collaboration with relevant external actors.

    These aims are achieved through the work of four project groups.

    The digital environment group's (1) main focus is on digital tools for learning and the physical arrangement of learning spaces. The collaboration group's (2) main focus is on the maintenance and development of collaborative relationships and connections with communities in higher education for e-learning. The education and professional development group (3) focuses on issues such as professional development, learning design and the implementation of ICT in different courses and subjects. The research group (4) focuses on different issues connected to TEL.

    One of the main principles of the project is that the above areas are interlinked and interdependent and that the different experiences and skills of each group and its members contribute to a broader perspective of TEL.

    This poster focuses on the research conducted by the project's research group. Taking a multidisciplinary approach, the research focuses on issues and aspects of teaching and learning in higher education that contribute to multifaceted knowledge. The overall aim of the research is to generate knowledge about how conditions for teaching and learning change when the use of technology increases. The four research studies that are initiated are described below.

    Study 1: Lecturers’ and students’ agency in encounters with digital media in higher education

    This research study focus on issues related to lecturers’ digital teaching practices and students’ digital technological use in their everyday lives and for learning purposes.

    Digital practices are defined as the different contexts in which lecturers teach and students participate in digital media (such as learning management systems, forums, communities etc.). Previous research shows that students’ own digital practices are not always made use of in higher education (Buzzard et al., 2011; Kelm, 2011).

    A controversial issue in the Swedish higher education context is the discourse on students as customers. The perception of students as customers and “buyers” of ready-packaged content from lecturers is problematic. This view of what higher education stands for clashes with traditional academic views emphasizing critical thinking, reflection, self-directed learning, collaborative and individual learning etc.

    In this study, the concept of agency is important in that it reflects “the capacity of actors to critically shape their own responsiveness to problematic situations” (Emirbayer & Mische, 1998, p. 971). In the different perceptions of students’ and lecturers’ tasks and roles in teaching and learning, especially in TEL, all the actors have to display agency in order to manoeuvre in the educational and digital contexts. Notably, agency is not something that people have, but is something that people achieve (Biesta & Tedder, 2006).

    Aim

    The aim of the research project is to study: (a) students’ use of digital technology in their everyday practices and in relation to teaching situations and (b) how lecturers’ agency is played out in teaching and learning when trying to facilitate TEL.

    Methodology

    In spring 2017 an online survey involving up to 200 students will be conducted in order to generate knowledge about (a) students’ everyday experiences of digital practices and how these are utilized in higher education and (b) how higher education challenges and develops students’ digital skills and knowledge. In the same period, interviews with lecturers at the university will be conducted in order to generate knowledge about lecturers’ (c) everyday teaching practices with digital technologies and (d) the perceived challenges and development of teaching in relation to their use.

    Study 2: Teachers’ understanding and enactment of practice in online and blended educational contexts

    The knowledge that teachers need to develop is referred to as a ‘didaktik’ knowledge in the German/European tradition (cf. Kansanen 2009) and as pedagogical content knowledge (PCK) in the Anglo-Saxon literature (Shulman 1986; 1987). However, in what Castells (2011) describes as a network society, teachers are faced with new challenges and opportunities. Koehler et al (2014) argue that teachers’ development and integration of a new knowledge domain is not simply a matter of adding this “technology knowledge” to existing knowledge, but involves a reframing and reconceptualization of their existing professional practices and knowledge. They refer to this amalgam knowledge as technological pedagogical content knowledge (TPACK). The TPACK framework has been widely accepted as a useful theoretical construct. However, there is a need for research on the development and manifestation of TPACK in different disciplinary contexts (Koehler et al 2014).

    Aim

    The aim of this sub-project is to study: a) how teachers reframe and reconceptualize their practices and the kind of knowledge that is needed in online contexts b) how teachers practices are manifested when ICT is used to create (intended) added pedagogical values in educational designs c) the characteristics of educational designs regarded as adding pedagogical value

    Methodology

    Three higher education teachers of different courses and subjects in three different departments participate in the study. A design-based research approach is applied, where one of the participating researchers engages in so-called design conversations with the teachers. As is characteristic of DBR, this researcher does not only observe and interview, but also acts as a “co-designer” on the understanding that the teachers are the context experts and the final decision makers (McKenney & Reeves 2012; Plomp & Nieveen 2013).

    The data consists of recorded design conversations, educational designs and the artefacts used in the educational designs, the researcher’s/co-designer’s field notes and recorded “field-note conversations” between the researcher/co-designer and the other researcher.

    Expected outcomes

    The study is expected to contribute knowledge about how teachers’ knowledge and practices are understood and manifested in online and mixed higher educational contexts.

    Study 3: Researching and developing student nurses’ drug calculation skills in an explorative design comprising digital technologies

    This study is partly experimental in nature. It focuses on the challenges involved in student nurses’ development of accurate drug calculation skills. Challenges like this are not specific to nurse education at the University of Gävle, but appear to be universal (cf. Wright, 2009). However, it has also been claimed that written drug calculation tests do not accurately evaluate the skills involved in drug calculation, in that they are decontextualized from healthcare settings (Wright, 2005; 2012). It has also been claimed that this problem is more imaginary than factual, given that in practice nurses have been shown to handle drug calculation well (Wright, 2009).

    Aim

    The aims of this sub-project are to: (a) deepen the understanding of the challenges and mistakes that student nurses make in drug calculation exams, why they occur and how they might be prevented, (b) explore how the teaching and examination of drug calculation can be made more effective and contextualized and whether digital technologies can help in this.

    Methodology

    A multiple design method is employed using empirical data from written examinations, analyses of the set tasks and interviews with student nurses.

    Expected outcomes

    It is expected that the study will contribute knowledge about why (some) student nurses find it difficult to pass exams and that sufficient knowledge will be developed to facilitate the exploration of an experimental design for teaching and learning that includes digital technologies.

    Study 4: Situating ICT in teacher education programmes at the University of Gävle

    Integrating ICT as an integral part of teacher education programmes has been addressed as the most significant factor in determining the future level of ICT use in teaching and learning practices (Davis, 2010). According to the Swedish Higher Education Act, ICT should be embedded across entire educational practices in teacher education programmes (Government Bill, 2009/10:89). Numerous teacher educationprogrammes have made extensive efforts to prepare and empower teacher education students’ ICT competences so that ICT-based technologies are seamlessly woven into the teaching and learning process. Most schools try to enhance teachers’ digital competences by in-service education and expect newly qualified teachers to be adequately trained to use digital technologies in their educational practices. However, in reality it would seem that many newly qualified teachers do not have the necessary skills for this (see Chigona, 2015; Koehler, Mishra, Akcaoglu, & Rosenberg, 2013). 

    Aims

    This study focuses on understanding why a large number of the newly qualified teachers in teacher education institution remain underprepared to use digital technologies in their educational practices, despite an increased investment in the provision of digital technologies in these institutions.

     Methodology

    In order to explore how digital technologies are integrated into teacher education in higher education institutions, a sequential explanatory multiple sources design consisting of two distinct phases will be implemented (Creswell, 2012). In this design, a number of course syllabi in a programme will be analyzed. Interviews with key actors, including students, teacher educators and gatekeepers, will be conducted in order to contextualize and deepen the analysis of the syllabi.

    Expected outcomes

    The study is expected to deepen the understanding of how student teachers are pedagogically trained in ICT in teacher education institutions.

    Concluding remarks

    The four research studies in the project investigate how students and teachers understand and use educational ICT. This is done by using different methodologies and from different perspectives. It is expected that the research studies will contribute to the broader and more inclusive project perspective by their specific aims and generate knowledge that will contribute to the multifaceted field of TEL.

    References

    1. Biesta, G. & Tedder, M. (2006). How is agency possible? Towards an ecological understanding of agency-as-achievement. Working paper 5, Learning Lives: Learning, Identity and Agency in the Life Course, University of Exeter, England.
    2. Buzzard, C., Crittenden, V.L., Crittenden, W.F. & McCarty, P. (2011). The Use of Digital Technologies in the Classroom: A Teaching and Learning Perspective. Journal of Marketing Education. 33 (2), 131-139.
    3. Buzzard, C., Crittenden, V.L., Crittenden, W.F. & McCarty, P. (2011). The Use of Digital Technologies in the Classroom: A Teaching and Learning Perspective. Journal of Marketing Education. 33 (2), 131-139.
    4. Castells, M. (2011) The Rise of the Network Society: The Information Age: Economy, Society, and Culture, 2nd edn (Vol. 1). Malden, MA: John Wiley & Sons. 
    5. Chigona, A. (2015). Pedagogical shift in the twenty-first century: Preparing teachers to teach with new technologies. Africa Education Review, 12(3), 478-492. doi:10.1080/18146627.2015.1110912
    6. Davis, N. (2010). Technology in Preservice Teacher Education. In P. Editors-in-Chief:  Penelope, B. Eva, E. B. Barry McGawA2 - Editors-in-Chief:  Penelope Peterson, & M. Barry (Eds.), International Encyclopedia of Education (Third Edition) (pp. 217-221). Oxford: Elsevier.
    7. Emirbayer, M., & Mische, A. (1998). What is agency? American Journal of Sociology, 103(4), 962-1023.
    8. Kansanen, P. (2009). The curious affair of pedagogical content knowledge. Orbis Scholae, 3(2), 5-18.
    9. Kelm, R. (2011). Social Media. It’s what students do. Business Communication Quarterly. 74, (4), 505-520.
    10. Koehler, M. J., Mishra, P., Akcaoglu, M., & Rosenberg, J. (2013). The technological pedagogical content knowledge framework for teachers and teacher educators. In R. Thyagarajan (Ed.), ICT integrated teacher education: A resource book. New Delhi, India: CEMCA.
    11. Koehler, M. J., Mishra, P., Kereluik, K., Shin, T. S., & Graham, C. R. (2014). The technological pedagogical content knowledge framework. In J.M. Spector, M.D. Merrill, J. Elen, & M.J. Bishop (Eds.), Handbook of research on educational communications and technology (pp. 101-111). Springer New York.
    12. McKenney, S., & Reeves, T. C. (2012). Conducting educational design research. London: Routledge.  
    13. Plomp, T. & Nieveen, N. (Eds.). (2013) Educational Design Research: Introduction and Illustrative Cases.  Enschede, Netherlands; SLO Netherlands Institute for Curriculum Development.
    14. Regeringens proposition, (2009/10:89) Regeringens proposition 2009/10:89 om lärarutbildning m.m. [Government Bill, 2009/10:89 regarding teacher education etc.]  (Stockholm, Gotab) (in Swedish).
    15. Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15, 4–14.
    16. Shulman, L. S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57, 1–22.  
    17. Steffens, K., Bannan, B., Dalgarno, B., Bartolomé, A. R., Esteve-González, V., & Cela-Ranilla, J. M. (2015). Recent Developments in Technology- Enhanced Learning: A Critical Assessment. RUSC. Universities and Knowledge Society Journal, 12(2). pp. 73-86.
    18. Wright, K. (2005). An exploration into the most effective way to teach drug calculation skills to nursing students. Nurse Education Today, 25, 430–436. 
    19. Wright, K. (2009). The assessment and development of drug calculation skills in nurse education – A critical debate. Nurse Education Today, 29, 544–548. Doi: 10.1016/j.nedt.2008.08.019 
    20. Wright, K. (2012). Editorial. Drug calculation skills – Are we running scared? Nurse Education Today, *. Doi: 10.1016/j.nedt.2011.06.001 
  • 5.
    Stake-Nilsson, Kerstin
    University of Gävle, Faculty of Health and Occupational Studies, Department of Health and Caring Sciences, Medical science.
    Funktionella mag-tarmbesvär, symtomutveckling över tid samt egenvård2012Conference paper (Other academic)
  • 6.
    Stake-Nilsson, Kerstin
    University of Gävle, Faculty of Health and Occupational Studies, Department of Health and Caring Sciences, Medical science.
    Funktionella mag-tarmbesvär, symtomutveckling över tid samt egenvård2011Doctoral thesis, comprehensive summary (Other academic)
  • 7.
    Stake-Nilsson, Kerstin
    et al.
    University of Gävle, Faculty of Health and Occupational Studies, Department of Health and Caring Sciences, Medical science.
    Hultcrantz, Rolf
    Karolinska University Hospital, Stockholm.
    Unge, Peter
    Novartis Pharma AG, Basel Switzerland.
    Wengström, Yvonne
    Department of Neurobiology, Care Sciences and Society, Div. of Nursing, Karolinska Institutet, Stockholm.
    Changes in symptoms and lifestyle factors in patients seeking healthcare for gastrointestinal symptoms: an 18-year follow-up study2013In: European Journal of Gastroenterology and Hepathology, ISSN 0954-691X, E-ISSN 1473-5687, Vol. 25, no 12, p. 1470-1477Article in journal (Refereed)
    Abstract [en]

    Background

    Gastrointestinal symptoms and lifestyle change over time. The data from this 18-year longitudinal study are intended to further elucidate the long-term natural course of functional gastrointestinal (GI) symptoms and possible influencing factors.

    Aim

    The aim of this study was to evaluate the correlation between lifestyle factors over time by reassessing symptom profiles in patients who presented with GI symptoms in 1990.

    Method

    The study population comprises a subset of individuals enrolled in the Swedish Dyspepsia Study, which commenced in 1990. In 1990, each participant in the Swedish Dyspepsia Study underwent physical assessment and completed a computer-based questionnaire on eight GI symptoms and lifestyle factors. An identical questionnaire was completed in 2008.

    Results

    In total, 137 participants, 85 women and 52 men, were included in the follow-up study. None of the symptoms increased in frequency. Four of the symptoms decreased in frequency: abdominal pain [odds ratio (OR) 2.70], flatulence (OR 4.09), nausea (OR 3.05), and acid regurgitation (OR 1.59). Significant lifestyle changes included increased BMI (P < 0.0001), decreased tobacco smoking (P < 0.0001), and milk drinking (P=0.0080). Increased exercise was correlated with a decrease in acid regurgitation (OR 3.05) and vomiting (OR 7.38), but an increase in diarrhea (OR 0.23) and nausea (OR 0.33). Decreased smoking was correlated with a decrease in acid regurgitation (OR 3.45) and heartburn (OR 2.91).

    Conclusion

    The results indicated that the lifestyle changes in the studied population followed the same

    pattern as seen in the general population, and changes in lifestyle factors may have an impact on GI symptoms and may guide symptom management in the patient, all in order to reduce personal suffering and healthcare costs in the form of fewer visits to the doctor and lower numbers of drug prescriptions.

  • 8.
    Stake-Nilsson, Kerstin
    et al.
    University of Gävle, Faculty of Health and Occupational Studies, Department of Health and Caring Sciences, Medical science.
    Hultcrantz, Rolf
    Karolinska University Hospital, Stockholm, Sweden.
    Unge, Peter
    Novartis, Basel, Switzerland.
    Wengström, Yvonne
    Division of Nursing, Karolinska Institutet, Stockholm, Sweden.
    Complementary and alternative medicine used by persons with functional gastrointestinal disorders to alleviate symptom distress2012In: Journal of Clinical Nursing, ISSN 0962-1067, E-ISSN 1365-2702, Vol. 21, no 5-6, p. 800-808Article in journal (Refereed)
    Abstract [en]

    Aim.  The aim of this study was to describe the complementary and alternative medicine methods most commonly used to alleviate symptom distress in persons with functional gastrointestinal disorders. Background.  People with functional gastrointestinal disorders face many challenges in their everyday lives, and each individual has his/her own way of dealing with this illness. The experience of illness often leads persons with functional gastrointestinal disorders to complementary and alternative medicine as a viable healthcare choice. Design.  Quantitative and describing design. Method.  A study-specific complementary and alternative medicine questionnaire was used, including questions about complementary and alternative medicine methods used and the perceived effects of each method. Efficacy assessments for each method were preventive effect, partial symptom relief, total symptom relief or no effect. Results.  A total of 137 persons with functional gastrointestinal disorders answered the questionnaire, 62% (n = 85) women and 38% (n = 52) men. A total of 28 different complementary and alternative medicine methods were identified and grouped into four categories: nutritional, drug/biological, psychological activity and physical activity. All persons had tried at least one method, and most methods provided partial symptom relief. Conclusion.  Persons with functional gastrointestinal disorders commonly use complementary and alternative medicine methods to alleviate symptoms. Nurses have a unique opportunity to expand their roles in this group of patients. Relevance to clinical practice.  Increased knowledge of complementary and alternative medicine practices would enable a more comprehensive patient assessment and a better plan for meaningful interventions that meet the needs of individual patients.

  • 9.
    Stake-Nilsson, Kerstin
    et al.
    University of Gävle, Department of Caring Sciences and Sociology, Ämnesavdelningen för medicinsk vetenskap.
    Söderlund, Maud
    University of Gävle, Department of Education and Psychology, Ämnesavdelningen för pedagogik.
    Hultcrantz, Rolf
    enheten för Gastroenterologi och Hepatologi Karolinska universitetssjukhuset..
    Unge, Peter
    Department of FSCO, Novartis, Basel, Switzerland.
    A qualitative study of complementary and alternative medicine use in persons with uninvestigated dyspepsia2009In: Gastroenterology Nursing, ISSN 1042-895X, E-ISSN 1538-9766, Vol. 32, no 2, p. 107-114Article in journal (Refereed)
    Abstract [en]

    Dyspepsia is a common disorder. A lack of effective therapies for managing dyspepsia may invite use of complementary and alternative medicine (CAM). The aim of this study was to elucidate CAM methods and their perceived effects in a middle-sized community in Sweden. Group interviews were used. Persons with uninvestigated dyspepsia, according to the Rome II criteria, were included. Data were studied systematically using manifest content analysis. A total of 25 persons (13 women and 12 men) were assigned to five different groups. The CAM methods used by participants were categorized as follows: (1) nutritional, (2) drug/biological, (3) spiritual/psychological, and (4) physical activity. In this study, 26 CAM methods associated with various effects were identified and all persons had used at least one method.

  • 10.
    Stake-Nilsson, Kerstin
    et al.
    University of Gävle, Department of Caring Sciences and Sociology, Ämnesavdelningen för medicinsk vetenskap.
    Söderlund, Maud
    University of Gävle, Department of Education and Psychology, Ämnesavdelningen för pedagogik.
    Hultcrantz, Rolf
    Karolinska sjukhuset.
    Unge, Peter
    FSCO, Norvatis, Basel, Switzerland.
    A Quality Study of Self-Care use in patients with dyspepsia2006Conference paper (Refereed)
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