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Biomedical subjects

S Janhonen

Publications and source records attributed to S Janhonen.

27 records · Page 2Linked to original sources
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↗
PubMed1989

Traditional or systematic nursing? An evaluation of the written curricula of registered and enrolled nurses in Finland.

In order to develop the professional identity of registered nurses (RNs) and enrolled nurses (ENs), it is essential that the core of the written curricula be based on nursing science. In this study, content analysis was used to examine how theoretically-developed elements of nursing education were taken into consideration in the curricula (one local and one nationwide curriculum were analysed). The research questions were: 1. to what extent do the characteristics of either traditional or of systematic nursing appear in the educational objectives of nursing education? 2. to what extent do the characteristics of systematic nursing appear in the curricula, and as distinct elements in the objectives of nursing education? The written nursing curricula which were analysed seem to be characterised by traditional nursing, while features of systematic nursing appear as minor elements only.

Curriculum↗
PubMedDate not supplied

Passive patients: a challenge to psychiatric nurses.

TOPIC: Psychiatric patients' participation in their care. PURPOSE: To describe psychiatric patients' participation in their own care in a hospital environment. METHODS: Data were collected by videotaping different nursing situations (n = 10) and recording interviews of the patients (n = 16), nurses (n = 29), and nursing students (n = 7) afterward. Deductive content analysis techniques were used to analyze the written data, using the following categories of psychiatric patients' participation as a theoretical framework: passive recipient, responsible recipient, and responsible participant. FINDINGS: The results showed that 64% of the patients were passive recipients of care, 22% were responsible recipients, and 14% were responsible participants. CONCLUSIONS: Patients' participation as responsible participants in their care provides a foundation for better collaboration, listening to the patient, participatory dialogue, and resource recognition.

Humans↗