Teaching in compulsory schools for students with learning disabilities from a health perspective. : aspects affecting daily physical activity.

Författarna till denna studie är två blivande speciallärare, inriktning mot utvecklingsstörning. Under studietiden har de båda författarna till studien arbetat som lärare på grundsärskolan senare del, där de har haft som mål att införa mer fysisk aktivitet i form av rörelsepauser och en mer aktiv undervisning under hela skoldagen för eleverna med intellektuell funktionsnedsättning. Idén till studien föddes efter att författarna följt samhällsdebatten kring elevers minskning av fysisk aktivitet. En nyfikenhet och intresse fanns att undersöka hur eller om andra speciallärare arbetar för att öka elevernas fysiska aktivitet och hälsa på grundsärskolan. Utifrån detta intresse formade vi studien som fick titeln: Undervisning i grundsärskolan ur ett hälsoperspektiv, aspekter som påverkar daglig fysisk aktivitet. Syftet studien är att analysera och belysa hur sex speciallärare/blivande speciallärare i grundsärskolans senare del beskriver sin undervisning utifrån ett hälsoperspektiv där det fysiska perspektivet är centraltSyftet med studien är att ge ett kunskapsbidrag genom att öka medvetenheten kring hur speciallärarna ser på möjligheterna till daglig fysisk aktivitet inom ramen för hela skoldagen. Vidare grundar sig studien på litteratur, nationell och internationell forskning samt teoretiska begrepp om KASAM. Den teoretiska utgångspunkten i studien är KASAM, känsla av sammanhang, Antonovsky (2005). Som teoretisk utgångspunkt i analysen av resultatet har författarna till studien valt att använda ett salugent hälsoperspektiv. Studien byggdes upp utifrån litteraturstudier samt halvstrukturerade kvalitativa intervjuer som metod då detta tillvägagångssätt ansågs vara mest2lämpat för att besvara studiens frågeställningar (Bryman, 2018). En av de mest grundläggande dragen i kvalitativ forskning är att uttrycka olika individers handlingar, erfarenheter, vanor och synsätt (Nilholm, 2016) detta var författarnas tanke med studien. Studien är empirisk och den bygger på sex individuella intervjuer med speciallärare/blivande speciallärare som arbetar och undervisar elever på grundsärskolans senare del.Studien visar att det är organisatoriska förutsättningar samt personalens inställning som styr elevernas möjligheter till fysisk aktivitet. Möjligheten till att påverka utifrån elevperspektiv är enligt pedagogerna styrt av lokal- och personaltillgång. Ingen av respondenterna lyfter elevernas önskemål som styrande i frågan om hinder och möjligheter till fysisk aktivitet. När elevperspektivet lyfts av respondenterna är det i beskrivningar kring vad eleverna gör på sina raster.Alla respondenterna upplever fysisk aktivitet som positivt.The authors of this study are two prospective special teachers, in compulsory school for pupils with learning disabilities.During the study period, the two authors of the study worked as a teacher in the later part of the compulsory school. pupils with learning disabilities. The authors have had a goal to introduce more physical activity in the form of break activities and a more active teaching throughout the whole school day for students with intellectual disabilities. The idea for the study arose after the authors followed the social debate about pupils' reduction of physical activity. There was a curiosity and interest in investigating how or if other special education teachers work to increase the students' physical activity and health in compulsory school for pupils with learning disabilities. Based on this interest, we wrote this study entitled: Teaching in compulsory school for pupils with learning disabilities from a health perspective.The purpose of this study is to elucidate how six specialist teachers / prospective special teachers in the latter part of the compulsory school for pupils with learning disabilities describe their teaching from a health perspective where the physical perspective is central. The study highlights the physical activities within the framework of the entire school day.Furthermore, the study also has the purpose to provide a knowledge contribution by raising awareness of how special teachers view the opportunities for daily physical activity within the framework of the entire school day. Furthermore, the study is based on literature, national and international research and theoretical concepts of KASAM. The theoretical starting point of the study is KASAM, sense of Coherence, Antonovsky (2005). As a theoretical starting point in the analysis of the results, the authors of the study have chosen to use a salutogenesis health  perspective. The study was based on literature studies and semi-structured qualitative interviews as a method as this approach was considered most suitable for answering the study's questions (Bryman, 2018). One of the most basic features of qualitative research is to express the actions, experiences, habits and attitudes of different individuals (Nilholm, 2016) this was the authors' idea with the study. The study is empirical, and it is based on six individual interviews with specialist teachers / prospective special teachers who work and teach students in the latter part of the compulsory school for pupils with severe learning disabilities.The study shows that it is organizational conditions and the attitude of the staff that controls the student’s opportunities for physical activity. According to the educators, the opportunity to influence from a student perspective is governed by local and staff access. None of the respondents highlighted the students' wishes as a guide on the issue of obstacles and opportunities for physical activity. When the student perspective is raised by the respondents, it is in descriptions of what the students do on their breaks.All respondents perceive physical activity as positive

Person-centred care transitions for people with stroke : study protocol for a feasibility evaluation of codesigned care transition support.

BACKGROUND: Care transitions following stroke should be bridged with collaboration between hospital staff and home rehabilitation teams since well-coordinated transitions can reduce death and disability following a stroke. However, health services are delivered within organisational structures, rather than being based on patients' needs. The aim of this study protocol is to assess the feasibility, operationalised here as fidelity and acceptability, of a codesigned care transition support for people with stroke. METHODS: This study protocol describes the evaluation of a feasibility study using a non-randomised controlled design. The codesigned care transition support includes patient information using videos, leaflets and teach back; what-matters-to me dialogue; a coordinated rehabilitation plan; bridged e-meeting; and a message system for cross-organisational collaboration. Patients with stroke, first time or recurrent, who are to be discharged home from hospital and referred to a rehabilitation team in primary healthcare for continued rehabilitation in the home will be included. One week after stroke, data will be collected on the primary outcome, namely satisfaction with the care transition support, and on the secondary outcome, namely health literacy and medication adherence. Data on use of healthcare will be obtained from a register of healthcare contacts. The outcomes of patients and significant others will be compared with matched controls from other geriatric stroke and acute stroke units, and with matched historic controls from a previous dataset at the intervention and control units. Data on acceptability and fidelity will be assessed through interviews and observations at the intervention units. ETHICS AND DISSEMINATION: Ethical approvals have been obtained from the Swedish Ethical Review Authority. The results will be published open-access in peer-reviewed journals. Dissemination also includes presentation at national and international conferences. DISCUSSION: The care transition support addresses a poorly functioning part of care trajectories in current healthcare. The development of this codesigned care transition support has involved people with stroke, significant other, and healthcare professionals. Such involvement has the potential to better identify and reconceptualise problems, and incorporate user experiences. TRIAL REGISTRATION NUMBER: http://www.clinicaltrials.gov id: NCT02925871. Date of registration 6 October 2016. PROTOCOL VERSION: 1