Learning in practice for becoming a professional forensic expert

The study explores the professional development of future forensic experts. Specifically, it investigates how the forensic expert trainees learn through the internal training program at the Swedish National Laboratory of Forensic Science with a focus on the supervision at work. The findings are drawn from an ethnographical study where five trainees and their supervisors have been observed and interviewed. By drawing on a socio cultural perspective on learning, the results show that supervision is crucial for professional development. Two types of activities and relations define how supervision is implemented. There is a “transitional movement” in how supervision is staged depending on the trainees’ gradual changes in participation in the work practice and increased experience. Forensic experts need skills and know-how to make wise and impartial judgments, i.e. a kind tacit professional practical knowledge, as well as the skill to communicate with other professionals. However, the development of a professional language is somewhat unspoken or planned. Becoming a forensic expert is a learning process in practice where supervision plays a decisive role in maintaining the professional knowledge in the judicial system. Therefore, supervision for supervising might be a valuable support for supervisors

The practice of supervision for professional learning : the exampel of future forensic specialists

Supervision intended to support learning is of great interest in professional knowledge development. No single definition governs the implementation and enactment of supervision because of different conditions, intentions, and pedagogical approaches. Uncertainty exists at a time when knowledge and methods are undergoing constant development. This situation affects professions with high demands on precision and safety, and thus supervision and learning. The aim of this article is to explore the practice of supervision for learning professional knowledge of forensic specialists. The context is the Swedish National Laboratory of Forensic Science internal training program, which focuses on learning in daily work when the forensic trainee is assigned a supervisor. Ethnographic studies of supervisors and trainees in different forensic specialties were conducted. Practice theory is used to understand how supervision is planned and implemented to support professional development. Findings show that supervision by seasoned professional forensic specialists is significant for trainee learning. However, supervision is arranged, and performed differently, indicating various conditions for learning. Furthermore, the material set-ups of the professional practice prefigure the practice of supervision. Supervision is an area of expertise that needs to be cultivated and learned to maintain highly specialized professional knowledge in current time of change and uncertainty

Patients' Experiences of a Stress-Management Programme in Primary Care

Introduction: Stress and stress-related ill health have a multifactorial impact; both on physical and mental health. To better meet this category of patients a primary care unit started a stress-management programme using cognitive behavioural therapy and basic body awareness therapy. Purpose: To describe participant's experiences of a primary care stress-management programme using cognitive behavioural therapy and basic body awareness therapy. Methods: In a qualitative study, a semi-structured interview guide was used in individual interviews with 9 people, all women aged 41-57, working or on sick leave, who had enrolled in the stress-management programme. The material was analysed through qualitative content analysis. Results: The analysis resulted in the theme "Process of change for a sustainable everyday living". The participants described having gained awareness of the symptoms of their stress, knowledge and tools to manage their stress, ways to relax, awareness of their body, and the means to develop better habits and to change their behaviour. Fundamental in the material was the importance of participants' identification with the others in the group. Conclusion: The participants started a process of change with new knowledge and growth, but they encountered difficulties and obstacles. Behavioural change is a time-consuming process

Midwives’ and Diabetes Nurses’ Experience of Screening and Care of Women with Gestational Diabetes Mellitus: A Qualitative Interview Study

Background. Gestational diabetes mellitus (GDM) is increasing and is associated with adverse outcomes for both mother and child. The metabolic demands of pregnancy can reveal a predisposition for type 2 diabetes mellitus (T2DM), and women with a history of GDM are more likely to develop T2DM than women with normoglycemic pregnancies. Aim. The aim of this study was to explore midwives’ and diabetes nurses’ experience of their role in screening, care, and follow-up of women with gestational diabetes mellitus and, further, to explore their opinions and thoughts about existing routines and guidelines. Method. Individual interviews were performed with ten diabetes nurses and eight midwives working in primary and special care. Qualitative content analysis was done according to Graneheim and Lundman. Results. The analysis of the interviews resulted in the overall theme “An act of balance between normalcy and illness, working for motivation with dilemmas throughout the chain of health care.” Difficulties in carrying out the important task of handling GDM while at the same time keeping the pregnancy in focus were central. Women were described as highly motivated to maintain a healthy lifestyle during pregnancy with the baby in mind, but it seemed difficult to maintain this after delivery, and compliance with long-term follow-up with the aim of reducing the risk of T2DM was low. The women came to the first follow-up but did not continue with later contact. This was at a time when the women felt healthy and were focusing on the baby and not themselves. A lack of cooperation and easy access to a dietician and physiotherapist were pointed out as well as a wish for resources such as group activities and multiprofessional teams

The practice of supervision for professional learning: the example of future forensic specialists

Supervision intended to support learning is of great interest in professional knowledge development. No single definition governs the implementation and enactment of supervision because of different conditions, intentions, and pedagogical approaches. Uncertainty exists at a time when knowledge and methods are undergoing constant development. This situation affects professions with high demands on precision and safety, and thus supervision and learning. The aim of this article is to explore the practice of supervision for learning professional knowledge of forensic specialists. The context is the Swedish National Laboratory of Forensic Science internal training program, which focuses on learning in daily work when the forensic trainee is assigned a supervisor. Ethnographic studies of supervisors and trainees in different forensic specialties were conducted. Practice theory is used to understand how supervision is planned and implemented to support professional development. Findings show that supervision by seasoned professional forensic specialists is significant for trainee learning. However, supervision is arranged, and performed differently, indicating various conditions for learning. Furthermore, the material set-ups of the professional practice prefigure the practice of supervision. Supervision is an area of expertise that needs to be cultivated and learned to maintain highly specialized professional knowledge in current time of change and uncertainty