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Biomedical subjects

S Janhonen

Publications and source records attributed to S Janhonen.

At least 19 recordsLinked to original sources
PubMed2000

Videotaped recording as a method of participant observation in psychiatric nursing research.

This paper describes videotaped recording as a data collection method when conducting participant observation in a psychiatric nursing study. The videotaped episodes were part of the daily life of psychiatric nursing in a hospital environment. The advantages and limitations of using videotaped recording in nursing research will be discussed. This paper is based on two studies. The data consisted of 21 videotaped episodes of nursing report sessions or interdisciplinary team meetings in the psychiatric clinic of a university hospital. The participants consisted of patients, their significant others, nurses, doctors, social workers and physiotherapists. All videotaped material was transcribed verbatim. An essential advantage of videotaping is that most potentially useful interaction and behaviour can be captured. The advantage in terms of the credibility of videotaping was that the investigator was able to review the same videotaped situations again and again. Videotaped material is rich and provides several possibilities for analysing the data. In these studies data and source triangulation enabled the researchers to reduce personal influence on the results. The investigator must also be aware of the limitations concerning this method. The most essential limitations are mechanical problems and the influence of videotaping on behaviour. Careful ethical considerations are important concerning personal privacy, informed consent and respect for the self-determination of psychiatric patients.

Data Collection↗
PubMed2000

Factors associated with students' orientations to nursing.

Factors associated with students' orientations to nursing This paper presents the results of a study focusing on the factors associated with orientations to nursing. Students' orientations to nursing have not as yet been a focus of nursing research. In some other professions, however, professional orientation has been associated with learning motivation and study performance, and has been seen as a predictor of work satisfaction. In this study, students' orientations to nursing were defined in terms of caring, nursing expertise and life orientation. The hypothesis of whether students' pre-educational experiences of nursing, gender, choice of nursing specialty, problems with nursing studies and intention to stay in nursing were associated with different orientations was tested. The extent to which students were orientated to caring, nursing expertise and their own life was also examined. The orientation to nursing measurement tool, which has been developed on the basis of a qualitative study, was used to collect the data. Nurse teachers collected the data from nursing students (n=184) who were studying in three different nursing programmes in Finland. Non-parametric assessments (Mann-Whitney U-test and Kruskal-Wallis test) of the differences between the students' orientations were carried out. A majority of the students were highly life-orientated, and two-thirds had average nursing expertise or caring orientation scores. The results supported the study hypothesis of an association between students' orientations and their gender, choice of nursing speciality, problems with nursing studies and intention to stay in nursing. However, the hypothesis of an association between students' pre-educational nursing experiences and orientation to nursing was not supported. The contradictions between students' orientation to nursing and the philosophy of nursing underlying the study programme may be a source of motivational problems and dissatisfaction with nursing education. Therefore, nurse educators are challenged to discuss curriculum matters and student supervision in order to promote flexibility in planning personal study programmes.

Adolescent↗
PubMed2000

Data analysis method for evaluating dialogic learning.

The purpose of this paper is to introduce a new method of analysing and evaluating dialogic learning. Dialogic learning offers possibilities that have not previously been found in nursing or nursing education, although some nursing researchers have lately become interested in dialogic nursing interaction between nurses and patients. The stages of analysis of dialogic learning have been illustrated by using an example. The data for this illustration were collected by video-taping a planning process where students for a Master's degree (qualifying them to be nursing instructors in Finland) plan, implement and evaluate a course for nursing students, on the care of terminally ill patients. However, it is possible to use this method of analysis for other dialogic learning situations both in nursing practice (for example, collaborative meetings between experts and patients) and in nursing education (for example, collaborative learning situations). The focus of this method of analysis concentrates on various situations where participants in interaction see the object of discussion from various points of view. This method of analysis helps the participants in the interaction to develop their interactional skills both through an awareness of their own views, and through understanding the other participants' various views in a particular nursing situation.

Communication↗
PubMed2000

Changes in students' orientations to nursing during nursing education.

The purpose of this study was to describe the changes that took place in students' orientations to nursing during nursing education. The theoretical background of the research lay in the model of nursing students' orientation to nursing, which defines students' orientations in terms of caring, nursing expertise and life orientation. The orientations differ from each other as regards the student's pre-educational caring and nursing experiences, the meaning of caring and nursing and the expectations for a career in nursing. The research was conducted qualitatively, but quantitative measures were also used. The interviews of 19 voluntary nursing students concerning their orientation to nursing both at the beginning and at the end of education were analyzed by content analysis. The categories were derived deductively from the model of nursing students' orientation to nursing. The categories were quantified, and paired t-test and Wilcoxon test were performed to test the significance of the changes in students' orientations between the beginning and the end of education.

Education, Nursing, Baccalaureate↗
PubMed1999

Patient initiatives during the assessment and planning of psychiatric nursing in a hospital environment.

The qualitative study reported in this paper aims to describe the planning and assessment of psychiatric nursing in a hospital environment. The theoretical framework consists of the three types of psychiatric nursing outlined in a developmental model of nursing: confirmatory, educational and catalytic. Confirmatory psychiatric nursing is based on a hierarchical and authoritarian model. Educational psychiatric nursing is based on a professionally driven and behavioural model. Catalytic psychiatric nursing is systematic, theoretical, and research-based. Catalytic psychiatric nursing may vary, depending on the patient's needs, from confirmatory and educational to situationally determined nursing. However, it always enables patient initiatives. The purpose of this paper is to describe patient initiatives during the assessment and planning of patient care by an interdisciplinary mental health team in a psychiatric hospital environment, and the assessment and planning as described by nurses working in a hospital environment. The data, which were collected in two psychiatric hospitals by videotaping interdisciplinary teamwork situations and recording interviews of nurses afterwards, consisted of 384 pages of written text. A total of 640 sentences were identified in the text as reflecting the assessment of care by the interdisciplinary team and by the nurses working in the hospital environment. Deductive content analysis techniques were used to analyse the written data. The results showed that nursing was described by the nurses to be catalytic in 13% of the cases, while the same nurses assessed psychiatric nursing to be most commonly educational (40%) or confirmatory (47%).

Humans↗
PubMed1998

Helping methods used by nurses in a psychiatric hospital environment.

This qualitative study aims to describe the helping methods used by psychiatric nurses in a hospital environment from as evidenced by video observations and nurses' and patients' descriptions. The data, which were collected by videotaping different nursing situations and by interviewing the nurses and patients afterwards, consisted of 520 pages of written text. A total of 569 utterances were extracted from the text to describe the helping methods used in psychiatric nursing. Each utterance constituted a classification unit. Deductive content analysis techniques were used to analyze the data. The results obtained from the nurses' and patients' descriptions and the videotaped episodes showed that the most commonly used helping methods were of the confirmatory kind (50%), while educational methods came second (37%) and catalytic methods third (13%).

Finland↗
PubMed1998

Ethical dilemmas in a psychiatric nursing study.

This article describes the ethical dilemmas encountered by the authors while conducting qualitative research with psychiatric patients as participants. The ethical conflicts are explored in terms of the principles of personal autonomy, voluntariness and awareness of the purpose of the study, with illustrations from the authors' research experience. This study addresses the everyday life of psychiatric nursing in a psychiatric hospital as described by patients, nurses and nursing students. The data were collected in a university hospital in northern Finland, using videotaped observations and recorded interviews. Although no definitive resolutions are proposed to the conflicts, the article endeavours to enhance awareness of the ethically perplexing situations possibly encountered by researchers during a study process. The institution where the study was conducted has a Research Board entitled to resolve ethical questions. The Ethics Review Committee of the Medical Faculty at the University and the Research Board of the University Hospital's Department of Psychiatry reviewed and accepted this research plan. They also recommended solutions to some specific ethical problems that occurred in the course of the study. Moreover, some ethical dilemmas required further study and debate during the process.

Behavioral Research↗
PubMed1997

Teaching practice as a testbench of learning in master's degree education for nurse teachers in Finland.

This article presents the approach and procedures used in a Finnish developmental study on nurse teacher education. The teaching practice period was organized by dividing student teachers into small study groups and assigning the group an entire course to be planned and carried out in teacher/student collaboration. The work process of the groups was videotaped and analysed qualitatively. Preliminary results and ideas concerning the developmental needs of nurse teacher education are presented.

Curriculum↗
PubMed1997

Patient's capable of managing--basic process of psychiatric nursing in a hospital environment.

The aim is to describe the basic process of psychiatric nursing in a hospital environment and to produce a practical theory of psychiatric nursing by the grounded theory method. The data were collected by means of observation and interviews and analysed simultaneously, so that the preliminary results and experience gained in the field shaped the data collection process. The data were subjected to continuous comparison analysis and classified into categories by open coding. The basic process was identified by means of axial coding and theoretical memos. The selective coding consisted of related categories grouped around a core category. The basic process of psychiatric nursing involves the patient's needs for care, the helping methods available and the objectives of care. The patient needs help because of his/her inability to manage in daily life, and the role of nursing is to help the patient to manage. The basis of psychiatric nursing lies in caring for the needs of the patient by employing various helping methods. Patient management consisted of three categories, each subsuming three subcategories. Examination of the content of these led to the identification of different types of psychiatric nursing, labelled as confirming, educating and catalytic. The results suggest that collaborative methods in psychiatric nursing enable and support the patient's participation in his/her care and show that both nurses and patients consider collaboration a good helping method, although requiring a change in attitudes and activities for both the nurse and the patient. In spite of changes in psychiatric nursing, there has been no essential development, as most of the care provided is still normative and traditional and the patient is a passive recipient.

Adaptation, Psychological↗
PubMed1996

Fire-setting from the viewpoint of an arsonist.

1. Arsonists have more psychiatric symptoms, such as self-destructive behavior and alcohol dependency, than other criminal offenders. 2. Arsonists are found to have poor social competence with low social status and a high unemployment rate. 3. The act of arson could be like an attempted suicide, a cry for help.

Adolescent↗
PubMed1993

Finnish nurse instructors' view of the core of nursing.

The purpose of this article is to describe how nurse instructors understand nursing and the necessary conditions for high quality nursing care. The approach of the study was inductive and based on phenomenology and a sociological field research method, i.e. grounded theory. It emerged that the core of nursing is a process, termed here caring, with three stages. Three types of caring emerged. Understanding the client, the art of nursing, co-operation between the nurse and other health care professionals were found to be necessary conditions for a high quality nursing care and it was also found that it is not possible to separate caring from the society and its history.

Attitude↗
PubMed1992

Swedish nursing instructors' views of nursing.

The views of Swedish nursing instructors of the concept of nursing are examined. The approach is an inductive one based on grounded theory, which is derived from phenomenology and sociological field research methods. The data were collected by selective sampling and by interviewing 14 teachers in two nursing schools (one small and one large) in Sweden. The analysis shows that the core of nursing can be described as helping the patients either to manage their daily living or to die with dignity, and it consists of three stages which continually interact. Three types of nursing emerged inside this process of help. The relationships between (1) the nurse and different kinds of the art of nursing, (2) the nurse and various kinds of assumptions concerning the patient, and (3) the nurse and different kinds of co-operation with other health care personnel groups define the different types of process of help. The theory of nursing practice generated here is one that can be employed to test nurse orientation in many contexts.

Attitude of Health Personnel↗
PubMed1992

[The research process in grounded theory: some examples of nursing education and nursing practice research].

The purpose of this paper is to describe the grounded theory method; especially of the research process in studies using the method. The article is based on the examples of authors' studies of nursing education and nursing practice. The grounded theory method is qualitative and inductive, analyzing data from the empirical world, from which categories and concepts are emerged. Analysis is made by coding and memorizing. The emerging categories will be structured, restructured and developed continually during the research process. In the final theory the concepts, the relationships between them and their internal and external differences are defined in the social process. The meaning of a good description of the research process is emphasized, because the evaluation of the research studies using grounded theory method are based on well documented research process.

Models, Nursing↗
PubMed1991

Andragogy as a didactic perspective in the attitudes of nurse instructors in Finland.

In this article the didactic perspectives of nurse instructors (NIs) is examined with the help of andragogy defined by the concepts of self-directed learning, learning as a process and lifelong learning. The results of a pilot study of ongoing research on the educational perspective of NIs, are used as examples to discuss how far NIs have accepted the features of andragogy as their didactic perspective both in their public stance and in their actions as described by NIs themselves.

Attitude of Health Personnel↗
PubMed1991

Evaluating the nursing and educational perspectives of nurse instructors.

The nursing and educational perspectives of nurse instructors (NIs) were compared. Three nursing perspectives (professional, vocational and technical) and two educational perspectives (inner teaching and outer teaching) were measured by quantitative methods. The evaluation of the perspectives was carried out by a questionnaire (sent to 268 NIs, of whom 72% responded) with both closed-ended and open-ended questions. Factor analysis produced the following factors: 1) a technical nursing perspective and an outer teaching perspective (unqualified NIs and older NIs had a more technical nursing perspective and a more marked outer teaching perspective); 2) a professional nursing perspective; and 3) an inner teaching perspective. It was shown by discriminant analysis that NIs displaying features (2) and (3) were qualified NIs.

Attitude↗
PubMed1990

[Learning the nursing process in nursing education].

This article examines how students under two different kinds of curriculum (old and new) have learned to use the concept of the nursing process in the planning of patient care and assesses their attitudes towards the nursing process. The data were collected from 264 students at three schools of nursing and 63 qualified nurses (as a reference group), who were asked to plan the care of one patient. The plans were evaluated according to criteria aimed at ascertaining how well the students and nurses used the concept of the nursing process. Their attitudes towards this concept were evaluated using 24 statements measured on the Likert scale. The data were analyzed by factor analysis and an analysis of variance. The students at nursing school C following the new curriculum were best at planning patient care, while all those at nursing school A (studying under either the new or the old curriculum) were better at doing so than the students at school B or the nurses. The differences between the groups were statistically significant. The students following the new curriculum had statistically significantly more positive attitudes towards the nursing process those students following the old curriculum or the qualified nurses.

Attitude↗
PubMed1990

[Nursing service and educational perspectives of nurse instructors].

In this study the nursing and educational perspectives of Nurse instructors (NIs) were compared by using a theoretical framework, in which three kinds of nursing perspectives (professional, vocational and technical) and two kinds of educational perspectives (inner teaching and outer teaching) have been measured by quantitative and qualitative methods. The evaluation of perspectives were carried out by a questionnaire (sent to 268 nurse instructors of which 72% responded) with closed and open questions. The nursing or educational perspectives of NIs have no inner consistency. A NI had for example inner teaching values and knowledge, but her teaching methods, however, had features of outer teaching according to her own examples in teaching nursing. Factor analysis produced the following factors: 1) Technical nursing and outer teaching; 2) Professional nursing; and 3) Inner teaching. Unqualified NIs and older NIs revealed more features of technical nursing and outer teaching than other teachers. The qualified NIs revealed more features of professional nursing and inner teaching.

Attitude↗