Norwegian physiotherapy teachers’ experience from working in a partnership project in Sudan - A case study approach

Introduction and Aims: Professionals working abroad as part of a partnership program is a central act of internationalization among higher education institutions. Little research has been carried out on this topic. The goal of this study was, therefore, to explore, describe and discuss the workplace learning factors – especially cultural factors – influencing Norwegian physiotherapy teachers, working in an international partnership project at a women’s university in Sudan. Methods: The study had a qualitative case-study design, intended to provide an in-depth understanding of workplace learning processes. We used a multifaceted approach which included individual interviews and document analyses. Results: We identified individual, social and institutional factors that influenced workplace learning. Culture is decisive at all levels, and knowledge, skills and attitudes are culturally situated. The Norwegian teachers’ learning was found to be dependent on both internal and external factors and the pre- and post-project periods. Conclusion: This study shows that a workplace perspective on the experience of Norwegian physiotherapy teachers gives us a better understanding of the important factors, associated with such a project. Working abroad not only requires preparation on the part of the sending and host institution but also from the person working abroad (prior to, during and after the stay abroad) if workplace learning is to occur.publishedVersio

The positive feedback loop between academic self-efficacy, academic initiative, and grade point average: a parallel process latent growth curve model

This study investigates the associations between students’ developmental changes in academic self-efficacy, academic initiative, and grade point average (GPA) during a three-year upper secondary education. The sample consisted of 1453 students aged 16–19 (60.6% girls; baseline mean age = 17.00, SD = .91; 56.1% high perceived family wealth; and 74.9% Norwegian-born). To explore how changes in academic self-efficacy, academic initiative, and GPA were related, we investigated a theoretical parallel process latent growth curve model. The results implied that, during upper secondary school, academic self-efficacy declined, while academic initiative and GPA remained stable. We found possible ceiling effects within and between several of the study’s constructs. The main finding was support for a positive feedback loop between the developmental trajectories of academic self-efficacy, academic initiative, and GPA. The present study adds new insight that should be taken into consideration when promoting positive educational development during late secondary school.publishedVersio

Chronic Social Stress and Depressive Symptoms in Adolescents

The participants in this cross-sectional study were Romanian students in secondary and high schools in Bucharest. The data were collected with the assistance of the Youth to Youth Foundation of Romania. The study was conducted during February/March 2002. The sample frame of the survey was all students in all secondary and high schools in Bucharest. In each of eight randomly selected schools, classes were randomly selected resulting in a study sample of 728 students. The questionnaires were filled out during a regular school hour, giving the students adequate time to answer the questions (n=630). The questionnaire contained the Subjective Health Complaints Scale (SHCS) as a measure of psychological distress, the Bergen Social Relationships Scale (BSRS) and the (adapted) Bergen Worries Scale (BWS-C) as measures of stress, and the General Self-efficacy (GSES) and the Social Self-efficacy (SSES) scales as measures of individual coping resources. In addition, the questionnaire contained a number of single-items designed to measure social support. The results of the study showed that the prevalence of chronic social stress among adolescents in the sample was high; 66% of girls and 57% of boys reported three or more stressors. This is higher than similar figures reported for Norwegian adults, but largely in line with results found for Romanian adults in previous studies. The results supported hypothesis 1; girls reported higher levels of both depressive symptoms and social stress, and the effects from social stress on depressive symptoms were larger for girls than for boys. Hypothesis 2 was also largely supported, there was a significant relationship between chronic social stress and depressive symptoms. This result was particularly clear for girls, for boys the relationship between chronic social stress and depressive symptoms was weaker, and only significant in one of the regression models of the study. Hypothesis 3 found strong support in the study; personal worries were found to be significantly and strongly related to depressive symptoms for both girls and boys. Hypothesis 4 was only partially supported. Most of the social support items did not show a significant relationship to depressive symptoms, with the exception of ‘perceived availability of a confidant’, which was significantly related to depressive symptoms for boys. Social self-efficacy was significantly related to depressive symptoms for girls but not for boys. General self-efficacy was not significantly related to depressive symptoms for either gender

Interprofessional education as a contributor to professional and interprofessional identities

According to the World Health Organization interprofessional education (IPE) is a necessary step in preparing a collaborative practice-ready health work force. However, the processes of developing professional identity within interprofessional education programs have not been fully explored and require a deeper understanding. Participation in interprofessional education groups may influence the development of professional identity including increased awareness of one’s own profession-specific competence as well as socialization into a professional role. Interprofessional education is a dynamic social process related to students’ memberships in IPE-groups. We conducted focus groups with representatives from students in seven different professional education programs involved in interprofessional education during all three years of their educational programs. We used the principles of systematic text condensation as an analytical frame. This article is a contribution toward grasping how IPE can contribute to both professional and interprofessional identity. Group collaboration in interprofessional education enabled students to identify with their profession as well as creating a safe place to gain insight into other professions’ competencies. Moreover, students could obtain knowledge about being a professional participant and could enrich their professional identity, as they were involved with students from other professions. IPE-groups strengthened professional identity rather than threatened it

Interprofessional education as a contributor to professional and interprofessional identities

According to the World Health Organization interprofessional education (IPE) is a necessary step in preparing a collaborative practice-ready health work force. However, the processes of developing professional identity within interprofessional education programs have not been fully explored and require a deeper understanding. Participation in interprofessional education groups may influence the development of professional identity including increased awareness of one’s own profession-specific competence as well as socialization into a professional role. Interprofessional education is a dynamic social process related to students’ memberships in IPE-groups. We conducted focus groups with representatives from students in seven different professional education programs involved in interprofessional education during all three years of their educational programs. We used the principles of systematic text condensation as an analytical frame. This article is a contribution toward grasping how IPE can contribute to both professional and interprofessional identity. Group collaboration in interprofessional education enabled students to identify with their profession as well as creating a safe place to gain insight into other professions’ competencies. Moreover, students could obtain knowledge about being a professional participant and could enrich their professional identity, as they were involved with students from other professions. IPE-groups strengthened professional identity rather than threatened it

Norwegian physiotherapy teachers’ experience from working in a partnership project in Sudan - A case study approach

Introduction and Aims: Professionals working abroad as part of a partnership program is a central act of internationalization among higher education institutions. Little research has been carried out on this topic. The goal of this study was, therefore, to explore, describe and discuss the workplace learning factors – especially cultural factors – influencing Norwegian physiotherapy teachers, working in an international partnership project at a women’s university in Sudan. Methods: The study had a qualitative case-study design, intended to provide an in-depth understanding of workplace learning processes. We used a multifaceted approach which included individual interviews and document analyses. Results: We identified individual, social and institutional factors that influenced workplace learning. Culture is decisive at all levels, and knowledge, skills and attitudes are culturally situated. The Norwegian teachers’ learning was found to be dependent on both internal and external factors and the pre- and post-project periods. Conclusion: This study shows that a workplace perspective on the experience of Norwegian physiotherapy teachers gives us a better understanding of the important factors, associated with such a project. Working abroad not only requires preparation on the part of the sending and host institution but also from the person working abroad (prior to, during and after the stay abroad) if workplace learning is to occur

Norwegian physiotherapy teachers’ experience from working in a partnership project in Sudan - A case study approach

Introduction and Aims: Professionals working abroad as part of a partnership program is a central act of internationalization among higher education institutions. Little research has been carried out on this topic. The goal of this study was, therefore, to explore, describe and discuss the workplace learning factors – especially cultural factors – influencing Norwegian physiotherapy teachers, working in an international partnership project at a women’s university in Sudan. Methods: The study had a qualitative case-study design, intended to provide an in-depth understanding of workplace learning processes. We used a multifaceted approach which included individual interviews and document analyses. Results: We identified individual, social and institutional factors that influenced workplace learning. Culture is decisive at all levels, and knowledge, skills and attitudes are culturally situated. The Norwegian teachers’ learning was found to be dependent on both internal and external factors and the pre- and post-project periods. Conclusion: This study shows that a workplace perspective on the experience of Norwegian physiotherapy teachers gives us a better understanding of the important factors, associated with such a project. Working abroad not only requires preparation on the part of the sending and host institution but also from the person working abroad (prior to, during and after the stay abroad) if workplace learning is to occur