Diss. (sammanfattning) Stockholm : Univ., 2003. / Härtill 3 uppsatser.

Made available in DSpace on 2011-05-04T12:42:05Z (GMT). No. of bitstreams: 0 Previous issue date: 2009 / Neste trabalho analisa-se o papel do preceptor na residência médica e sua visão sobre o processo de ensino-aprendizagem. Apresenta-se uma revisão bibliográfica sobre a evolução histórica da residência, o conceito de preceptor, as questões pedagógicas e os fundamentos da formação moral relacionados. Analisam-se as percepções dos preceptores dos programas de residência em especialidades clínicas de um hospital deensino. Através de uma pesquisa descritiva, utiliza-se a técnica de entrevista não diretiva, com o intuito de estudar o fenômeno a partir da fala de 16 desses preceptores. Utiliza-se a análise de conteúdo, tecendo uma relação com as referências da literatura. O envolvimento nas atividades diárias mostrou-se a base do processo de ensino aprendizagem, desenvolvendo-se atributos técnicos e relacionais. O estudo teórico, as discussões de casos e as reuniões científicas estimulam a capacidade de raciocínio. Apesar da força tradicional da transmissão de conhecimentos, valorizam-se a atitude ativa e a participação do residente. O preceptor assume vários papéis. Encontram-se referências a orientador, tutor, supervisor e mentor. Ele planeja, controla, guia; estimula o raciocínio e a postura ativa; analisa o desempenho; aconselha e cuida do crescimento profissional e pessoal; observa e avalia o residente executando suas atividades; atua na formação moral. Grande é a importância do preceptor como educador, oferecendo, ao aprendiz, ambientes que lhe permitam construir e reconstruir conhecimentos. O preceptor ensina, realizando procedimentos técnicos e moderando a discussão de casos. Assume papel do docente-clínico, um profissional que domina a prática clínica e os aspectos educacionais relacionados a ela, transformando-a em ambiente e momento educacionais propícios. O residente aprende de diversas formas e a residência, além do ensino de um corpo de conhecimentos e de habilidades, compreende também aaquisição de atributos relacionais, posturas e atitudes que definem o profissionalismo médico. A residência deve ser um momento da formação que abarca o desenvolvimento de atributos técnicos e relacionais, no qual preceptor e residente façam, de sua ação diária como médicos, educador e aprendiz, um processo educacional. Nesse sentido,tanto residente como preceptor devem, no relacionamento diário com os pacientes, preocupar-se com a formação técnica e ética para atingirem a qualidade profissional em plenitude. / This study tries to comprehend the preceptor’s view upon medical residence and upon their role in the teaching-learning process. It starts from a panorama covering the historical evolution of medical residence, the building of the concept of a preceptor, the pedagogical issues and the related basis of moral construction. Based on these matters, the preceptor’s perceptions of the residence program on medical specialties in a teaching hospital have been analyzed. A descriptive research was carried out, using the nondirected interviews technique in order to study the phenomenon from the saying of 16 of these preceptors. By using content analysis, a connection between literary references and data has been made. The involvement in daily practical activities proved to be the basis of the learning-teaching process, looking up the development of technical and relational features. The theoretical study, the discussion of cases and scientific meetings are stimuli to the ability of reasoning. Despite the traditional strength of knowledge transmissions, the active attitude and the truly participation of the resident are of great value. The preceptor plays different roles. References to guide, mentor, supervisor and tutor were found. He plans, controls, guides; stimulates active thinking and attitude; analyzes performance; advise and takes care of the professional and personal improvement; observes and assess the resident while doing their duties; takes part in their moral construction.. It is noticeable the importance of the preceptor as an educator who creates the atmosphere where the learner is allowed to build and re-build knowledge. The preceptor teaches by performing technical procedures and moderating discussions of cases. They take the role of a clinical teacher, a professional who dominates the clinical practice and also the educational aspects related to it, transforming this moment into a propitious one of learning. The resident learns from various forms and the residence, beyond the teaching of a body of knowledge and skills must also enhance the acquisition of relational attributes, postures and attitudes which define the medical professionalism. The residence may and must be the medical teaching moment that the development of technical and relational features are covered and in which preceptor and resident make their daily duties as doctors an educational process as teacher and pupil. Accordingly, in their daily relationship with patients, both resident and preceptor have to be concerned about technical and ethics training to achieve professional quality in full.

Dissertação(mestrado) - Universidade Federal do Rio Grande, Programa de Pós-Graduação em Enfermagem, Escola de Enfermagem, 2008. / Submitted by eloisa silva (eloisa1_silva@yahoo.com.br) on 2012-12-05T18:15:37Z No. of bitstreams: 1 flaviapivoto.pdf: 90044 bytes, checksum: ebe7beeb9a0977b177229c2aa6486227 (MD5) / Approved for entry into archive by Bruna Vieira(bruninha_vieira@ibest.com.br) on 2012-12-06T18:30:47Z (GMT) No. of bitstreams: 1 flaviapivoto.pdf: 90044 bytes, checksum: ebe7beeb9a0977b177229c2aa6486227 (MD5) / Made available in DSpace on 2012-12-06T18:30:47Z (GMT). No. of bitstreams: 1 flaviapivoto.pdf: 90044 bytes, checksum: ebe7beeb9a0977b177229c2aa6486227 (MD5) Previous issue date: 2008 / Trata-se de um estudo qualitativo de caráter exploratório e descritivo, com seu trajeto metodológico ancorado na metodologia convergente-assistencial, que objetivou elaborar em conjunto com as enfermeiras da Unidade Pós-Operatória Cardiológica de Tratamento Intensivo, uma proposta de Processo de Enfermagem aos pacientes em pós-operatória de cirurgia cardíaca. A proposta contempla as etapas de: histórico, diagnóstico, prescrição e evolução de enfermagem, e foi validada em cinco encontros que utilizaram a técnica de grupo de convergência, do qual participaram cinco enfermeiras envolvidas na assistência prestada na Unidade. Vale ressaltar que todas as questões éticas foram respeitadas no desenvolvimento do estudo. A primeira fase da proposta, incorporou o instrumento de coleta de dados para o histórico de enfermagem já elaborado na unidade, que foi utilizado como fonte dos dados que embasaram as etapas subseqüentes. Juntamente com as evoluções de enfermagem, contidas nos prontuários dos pacientes, as anotações do livro de ocorrências de enfermagem, nos quais se realizou pesquisa documental para levantamento de dados relevantes, que foram distribuídos em seis grupos conforme o dia de pós-operatório a que correspondiam os registros dos pacientes investigados e organizados em tabelas contendo a freqüência com que cada dado foi evidenciado em relação ao número de pacientes pesquisados. Consultou-se os registros referentes à 20 pacientes submetidos a cirurgias num intervalo de 30 dias. Os dados relevantes evidenciados passaram a constituir ou embasaram o estabelecimento das características definidoras e fatores relacionados dos enunciados diagnósticos. Estabeleceu-se 15 enunciados diagnósticos para o período pós-operatório de cirurgias cardíacas, baseados na taxonomia II da NANDA. Para tanto, foram planejadas prescrições de enfermagem correlatas, apoiadas na experiência profissional das participantes, bem como na literatura da área, visando a satisfazer as necessidades identificadas. Com o intuito de operacionalizar e agilizar a elaboração da prescrição de enfermagem, elaborou-se quatro modelos de prescrições com base nas prescrições correlatas aos diagnósticos e nos grupos de dados relevantes segundo o dia de pós-operatório. O primeiro modelo corresponde ao período pós-operatório imediato; o segundo, ao primeiro dia de internação; o terceiro ao segundo dia, e, o quarto modelo, do terceiro dia em diante. Surgiram, respectivamente, 37, 27, 25 e 19 intervenções de enfermagem adequadas às necessidades de cada período, sendo permitido o acréscimo ou a retirada de intervenções de acordo com a necessidade. A última etapa incorporou a metodologia de desenvolvimento da evolução de enfermagem da unidade de estudo, sendo desenvolvida diariamente, na transferência e/ ou óbito do paciente. A proposta desenvolvida parece retratar as necessidades de assistência de enfermagem ao paciente em pós-operatório de cirurgia cardíaca. Além de, viabilizar a demonstração e o registro de forma sistematizada e organizada das ações de enfermagem. A adoção de um método científico específico de organização, planejamento e execução das atividades de enfermagem com a implementação do Processo de Enfermagem na prática profissional representam estratégias à delimitação dos fazeres e saberes da enfermagem, à visibilidade e reconhecimento do trabalho realizado e à maior valorização profissional. / This is a qualitative, exploratory and descriptive study which is based on the convergent- assistance methodology that aimed to elaborate a Nursery Process proposal to patients who are in the pos-operatory period after they did a heart surgery. This proposal was elaborate with the nursery team of the Pos-operatory Cardiologic of Intensive Treatment Unit. The steps that follow were contemplated by the proposal: diagnoses, prescription and nursery evolution. The proposal was validated in five meetings that used the convergence group technique in which five nurses who attend in the Unit have participated. Every single ethical question was respected in the study developing. The proposal’s first stage used the data collect tool for the nursery historical made in the Unit that was used as the source of data that was in the subsequent steps. Together with the nursery evolutions in the patients’ records, there were the nursery occurrence book notes which were used to do a documental research to collect relevant data. The data was distributed among six groups according to the pos-operatory day that the patients’ registrations corresponded to. The patients were investigated and organized in tables that had the frequency of each data was discovered in relation to the number of interviewed patients. We researched in registrations referred to 20 patients submitted to 30 days interval surgeries. The presented relevant data constitute the definer characteristics establishment and the diagnoses related factors. The study established 15 diagnoses based on taxonomy II of NANDA for the pos-operatory period of heart surgery. For that, correlated nursery prescriptions were planned based on the participants’ professional experience and on the literature as well, aiming to satisfy the identified needs. Aiming to operate and make the nursery prescription elaboration faster, four prescription models were elaborated based on the prescriptions correlated to the diagnoses and in the relevant data groups according to the pos-operatory day. The first model corresponds to the immediately pos-operatory period; the second corresponds to the first day of admission; the third corresponds to the second day and the fourth model corresponds to the third day on. 37, 27, 25 and 19 interventions respectively came out. These were nursery interventions appropriated to the each period needs. The rising or decreases of interventions are allowed according to the need. The last step used the nursery evolution developing methodology of the study Unit. This methodology is daily developed in the patient’s transference or death. The developed proposal seems to show the needs of the nursery assistance to patients who are in the pos-operatory period. Besides, it makes possible the nursery actions’ demonstration and registration in a systematized and organized way. Adopting a specific scientific method to organize, plan and do the nursery activities together with the implementation of the Nursery Process on the professional practice represent strategies to the Nursery responsibilities and knowledge delimitation, to the visibility, the done work recognition and to a higher professional valorization. / Se trata de un estudio cualitativo de cuño exploratorio y descriptivo, con su trayecto metodológico anclado en la metodología convergente-asistencial, que objetiva elaborar en conjunto con las enfermeras de la Unidad Pos operatoria Cardiológica de Tratamiento Intensivo, una propuesta de Proceso de Enfermería a los pacientes en pos operatoria de cirugía cardiaca. La propuesta contempla las etapas de: histórico, diagnóstico, prescripción y evolución de enfermería, y fue validado en cinco encuentros en que se utilizó la técnica de grupo de convergencia, donde participaron cinco enfermeras envueltas en la asistencia prestada en la Unidad. Vale decir que todas las cuestiones éticas fueron respetadas en el desarrollo del estudio. La primera fase de la propuesta, incorporó el instrumento de coleta de datos para el histórico de enfermería ya elaborado en la unidad, que fue utilizado como fuente de los datos que basaran las etapas subsiguientes. Juntamente con las evoluciones de enfermería, contenidas en los prontuarios de los pacientes, las anotaciones del libro de ocurrencias de enfermería, en los cuales se realizó pesquisa documental para levantamiento de datos relevantes, que fueron distribuidos en seis grupos conforme el día de pos operatorio a que correspondían los registros de los pacientes investigados y organizados en tablas conteniendo la frecuencia en la cual cada dato fue evidenciado en relación al número de pacientes pesquisados. Fue hecha una consulta en los registros referentes a los 20 pacientes sometidos a cirugías en un intervalo de 30 días. Los datos relevantes evidenciados pasaron a constituir o basaran el establecimiento de las características definidoras y factores relacionados de los enunciados diagnósticos. Se estableció 15 enunciados diagnósticos para el período pos operatorio de cirugías cardiacas, basados en la taxonomía II de la NANDA. Para eso, fueron planeadas prescripciones de enfermería correlativas, apoyadas en la experiencia profesional de las participantes, bien como en la literatura del área, visando a satisfacer a las necesidades identificadas. Con el intuito de operar y agilizar la elaboración de la prescripción de enfermería, se elaboró cuatro modelos de prescripciones con base en las prescripciones correlativas a los diagnósticos y en los grupos de datos relevantes segundo el día de pos operatorio. El primero modelo, corresponde al periodo pos operatorio inmediato; el segundo, al primero día de internación; el tercero al según día, y, el cuarto modelo, del tercero día enfrente. Surgieron, respectivamente, 37, 27, 25 y 19 intervenciones de enfermería adecuadas a las necesidades de cada periodo, sendo permitido añadir o retirar intervenciones de acuerdo con la necesidad. La última etapa incorporó la metodología de desarrollo de la evolución de enfermería de la Unidad de estudio, sendo desarrollada diariamente, en la trasferencia y/ o óbito del paciente. La propuesta desarrollada parece retratar las necesidades de asistencia de enfermería al paciente en pos operatorio de cirugía cardiaca. Además, promover la demostración y el registro de forma sistematizada y organizada de las acciones de enfermería. El adopción de un método científico específico de organización, planeamiento y ejecución de las actividades de enfermería con la implementación del Proceso de Enfermería en la práctica profesional representan estrategias a la delimitación de los “haceres” y “saberes” de la enfermería, a la visibilidad e reconocimiento del trabajo realizado y a una mayor valoración profesional.

Trata-se de uma pesquisa de caráter quantitativo e qualitativo, composta de um levantamento da pós-graduação brasileira com foco na comparação das áreas Direito, Engenharia Civil e Medicina e por 24 entrevistas semi-estruturadas individuais gravadas com 18 mestrandos e seis orientadores da Faculdade de Direito, da Escola Politécnica e da Faculdade de Medicina da Universidade de São Paulo. O objetivo geral da pesquisa é comparar como se desenvolve o processo de pós-graduação das três profissões mais tradicionais em uma universidade pública de destaque, relacionando o processo de elaboração da dissertação com a concomitante inserção do aluno na atividade profissional. Como resultado destaca-se que os mestrandos seguiriam a carreira acadêmica, mas simultaneamente à carreira profissional. Enquanto os mestrandos de Direito e Engenharia civil acreditavam no mestrado como facilitador para uma melhor inserção no mercado de trabalho, os de Medicina referiam a busca pelo mestrado como conseqüência natural pela sua proximidade com a universidade. Nas três áreas a universidade se defronta com contradições entre a formação de uma elite pensante, a real vocação do curso de pós-graduação stricto sensu na formação de pesquisadores, e sua qualificação profissional segundo um perfil demandado pelo mercado global. / This is a quantitative and qualitative approach research, consisting of a survey of Brazilian postgraduation focused in the comparison of Law, Civil Engineering and Medicine areas and composed by 24 semi-structured recorded individual interviews with 18 Masters students and six advisors of the Faculty of Law, the School of Engineering and the Faculty of Medical Sciences of the University of São Paulo. The general objective of the research was compare the postgraduation developing process of the three most traditional professions in a distinct public university, relating the dissertation elaboration process with the concomitant insertion of the student in the professional activity. As result, was emphasized that Masters students would follow the academic career, but simultaneously to the professional career. While Law and civil Engineering Masters students considered Master Course as facilitative for a better insertion in the job market, Medicine ones related the seek for Master Course as natural consequence by their proximity to the university. In the three areas the university confronts with contradictions between the elite think tank formation, the real vocation of the postgraduation stricto sensu course in the researchers education, and their professional qualification according to a profile demanded by the global market.

Perioder av aktivt identitetsutforskande är särskilt aktuellt för den unga vuxna individen. Flera delar av identiteten konsolideras under denna livsfas, där bl.a. frågan om att hitta en yrkesidentitet är central. För unga vuxna studerande, som avslutar en längre högskoleutbildning och står inför att gå ut i yrkeslivet, blir ett utforskande och prövande kring vem man varit som student samt kring framtida potentiella yrkesroller ofta aktuellt. Övergången i yrkeslivet kan också upplevas som ett ökat vuxenblivande. Syftet med denna studie är att undersöka hur ett urval sistaårsstuderande på högskolan upplever denna livsfas och sig själva utifrån fenomen som transition, identitetsprövande och vuxenblivande. Forskningsmetoden är kvalitativ och datainsamling gjordes genom semistrukturerade individuella intervjuer med sex studenter på olika ingenjörsprogram vid Kungliga tekniska högskolan. Insamlat datamaterial analyserades med Tematisk analys. Resultatet visar att studenterna upplever en påtaglig förändring i denna livsfas vilket för in dem i en period av såväl förhoppningar och tvivel kring framtiden. Livsfasen innebär också ett aktivt identitetsprövande kring potentiella framtida yrkesroller och rollen som vuxen. Dessa upplevelser presenteras i en deskriptiv del. Vid en djupare analys av upplevelserna framkommer att studenternas upplevelser är ambivalenta där sökandet kan beskrivas som dialektiska rörelser mellan motstridiga tankar och känslor. Detta beskrivs som tre ambivalenta teman; 1. Vilsenhet visavi tydlighet. 2.  Begränsad visavi fullkomnad yrkesidentitet samt 3. Ansvarsfullhet visavi kravlöshet. Resultaten diskuteras utifrån teorier om transition och vuxenblivande men tar främst fasta på såväl inre och yttre faktorer som är centrala i perioder av identitetsutforskande. Bland annat används Maricas identitetsstatusmodell som utgångspunkt där det konfliktfyllda i identitetsutveckling också lyfts fram. Studenternas ambivalens föreslås bland annat förstås utifrån fenomenet individuation med prövande mellan autonomi och närhet. Ett tema som ofta är centralt i identitetsutveckling, i synnerhet för unga vuxna. / Periods of more active identity exploration is assumed to be particularly in focus for the young adult individual. Several components of identity is consolidated during this phase of life, where finding a professional identity is central. For Young adult students completing a long higher education and facing the professional life, a process of exploration about potential future professional roles is likely to occur. The step into professional life can also be experienced as a further step into adulthood. The purpose of this study is to investigate how a selection of last year university students experiences this transition on the basis of phenomena like transition, identity exploration and adulthood. The research method is qualitative and data was collected through semi-structured individual interviews with six students in various engineering programs at The Royal Institute of Technology in Stockholm, Sweden. Data was analyzed through thematic analysis. The results show that students experience a significant change in this phase of life which makes them enter into a period of both hopes and doubts about the future. The life-phase also initiates a period of active identity exploration about potential future professional roles and the role as an adult. These experiences are presented in a descriptive part. A deeper analysis shows that students' experiences are ambivalent where their identity exploration can be described as dialectical movement between conflicting thoughts and emotions. These are referred to as three ambivalent themes: 1. Disorientation versus clarity. 2. Limited versus complete professional identity and 3. Responsibility versus permissiveness. The results are discussed based on theories of transition and emerging adulthood, but primarily cover both internal and external factors that are crucial in periods of identity exploration. The result is related to Marcia’s identity status model and also highlights the conflictual dynamics in identity development. Students' ambivalence is suggested to be understood as a phenomenon of individuation with a testing between autonomy and intimacy. A theme that is often central to identity development, especially for young adults.

The essay wants to capture and illustrate the complex role/roles that social workers possess in their work. The purpose of the essay is to find different parts of their work where their different roles are put to the test and challenged. The purpose is to understand how the dualistic role of social workers is created and arises in relation to external and internal expectations. In which situations and contexts do they take on their different roles, i.e. to be someone's "savior" or the person in power and how this in turn affects their work. To understand this, theories of power relations, grassroots bureaucracy and role theories will be applied. The essay is based on a qualitative interview method with four social workers on financial aid in a mediumsized city. The results of the thesis indicate that there are several influencing factors at different levels, which can form the basis for the role conflict. Expectations of the social workers and their assignment, in the form of expected and unexpected assignments in relation to society, the organization and the clients. Where the problem arises from different views on the role of assignments, where they do not correspond to the social workers perception, which in turn creates an internal conflict with the social worker. It can be concluded that the role conflict is created by different expectations of the social workers assignments, from society, the organization, the client and above all themselves. Based on the essay, it can be seen that the different roles that the social secretary holds are only created in relation to someone else.

The aim of this study is to analyze school counselors' experience regarding their work with children living under difficult home conditions. The objective is the counselors' view on their profession, their perceived mandate within their professional role, and the resources allocated to them. The method applied in this study is a qualitative approach. The data collection is characterized by interviews conducted with seven school counselors. Previous research has shown that the professional role as school counselor is unclear, and that the profession lacks precise policies. In research studies, Lipsky's theory of grassroots bureaucrats has been used, where we also have chosen to use the informal and formal scope. Through analysis, the result has shown that several of the school counselors perceive their professional role as undefined. Some of the school counselors said that they appreciate the unclear role because it provides them with an extensive and flexible mandate within their professional role. Furthermore the result shows that the school counselors perceive that some laws, such as the confidentiality law for example, limits their professional mandate. In the realm of available resources, the result has shown that most school counselors experience insufficient resources, often in the form of time and lack of competence development. Overall the school counselors experience limitations within their role and there are thus opportunities for development.

Syftet med denna studie var att undersöka socialsekreterares erfarenheter och upplevelser av klientutövat hot och våld i arbetet med barn och unga. Det har gjorts en kvalitativ studie med en semistrukturerad intervjumetod och det har genomförts sex intervjuer. Empirin har tolkats utifrån en tematisk analys och en hermeneutisk meningstolkning. Materialet har analyserats utifrån tidigare forskning och socialkonstruktionismen som vetenskaplig grund samt coping och rollteorin som teoretiskt perspektiv. Studien visar att socialsekreterarna beskriver klientutövat hot och våld som tvetydigt eftersom de har delade meningar om vad hot och våld är samt att allvarlighetsgraden är en påverkande faktor i det. Tröskeln kopplat till hotet och våldets omfattning inom organisationen och medarbetarna har visat sig vara hög vilket medfört att socialsekreteraren i många fall reducerar händelser av hotfull- och våldsam karaktär. Det kan handla om att tillämpa strategier i sitt vardagliga arbete för att lättare kunna hantera riskfyllda situationer och nyttja organisatoriska säkerhetsåtgärder i ett förbyggande syfte. Vidare framkom det att det egna ansvaret är centralt i hot- och våldssituationer vilket har resulterat i underrapporteringar och mindre anmälningar. Resultatet visar också att tillgängligheten av socialsekreterares personuppgifter är ett orosmoment för socialsekreterare och används som innehåll i hot som framförs. / The purpose of this study was to examine social workers experiences of client-perpetrated threats and violence in their work with children and youths. A qualitative study has been made with a semi-structured interview method and have conducted six interviews. The material has been interpreted through a thematic analysis and hermeneutic interpretation of meaning. The material has been analyzed based on previous research and social constructionism as a scientific basis and coping and role theory as a theoretical perspective. The study shows that the social workers describe client-perpetrated threats and violence as ambiguous, because they have divided opinions about what threat and violence is and that the degree of seriousness is an influencing factor. The bar for the threat and violence extent within the organization and the employees has proven to be high which has resulted in that social workers in many cases reduces incidents of threatening and violent nature. It can be about applying strategies in your everyday work to be able to handle riskful situations more easily and to use organizational security measures in a preventive purpose. Furthermore it appears that your own responsibility is central in threat and violence situations which has resulted in under-reportings and less reports. The results also show that the availability of social workers personal data is a point of concern for social workers and is being used as content in threats that are made.

The Covid-19 pandemic was a transformative period for Sweden's upper secondary schools. During a period in social studies, teachers have not been allowed to talk about or reflect on these experiences. As future social studies teachers, we saw a need to investigate this issue. How a complex and vital subject like social studies, which is supposed to form democratic citizens, was affected by all the social changes that covid-19 contributed to in society. Therefore, we aimed to investigate how social studies teachers experienced the covid-19 pandemic, how their professional role, the relationship with the students, and the social studies subject was affected. We have used a qualitative methodological approach through a narrative interview method to interview social studies teachers at upper secondary schools in southern Sweden. The empirical work was analyzed using Pierre Bourdieu's capital- and field theory and Basil Bernstein's concepts of classification and framing. The study results show that social studies teachers' professional roles and relationships with students changed during the covid-19 pandemic. The teachers lost confidence, control and questioned their professional choice when the interaction between teachers and students deteriorated during distance learning. Consequently, the professional role changed, and the teachers have become more caring actors for the students. Social studies teaching was overcrowded and challenged by the social changes brought about by the covid-19 pandemic. The relevance of the social studies subject was strengthened and gained greater importance in a society in crisis. The school has returned to old habits as before the pandemic, and school organizations have yet to take advantage of the social studies teachers' experiences during the covid-19 pandemic.

The main purpose of this study is to understand the relation between work identity and digitalization. The study contributes to understanding how digitalization affects employees' attitudes towards their work when crucial parts of their duties, that links to their professional identity, are eliminated from their role. The study is based on seven semi structured interviews with employees within the real estate industry, which was chosen based on the fact that it is an industry in Sweden that is facing greater digitalisation. The study shows that social interactions in various forms and the financial gain  are mainly the reasons for why a broker chooses his/her profession, and are also when the professional identity is confirmed. In a more digitized industry, these two factors can be threatened and thus also the desire to practice their profession. / Syftet med denna studie är att förstå relationen mellan yrkesidentitet och digitalisering. Studien bidrar till att förstå hur digitaliseringen påverkar medarbetarnas attityder till sitt arbete när avgörande delar av deras arbetsuppgifter, kopplat till deras yrkesidentitet, tas bort från deras roll. Studien bygger på sju semistrukturerade intervjuer med arbetstagare inom fastighetsbranschen, som valdes utifrån att det är en bransch i Sverige som står inför en större digitalisering. Studien visar att sociala interaktioner i olika former och den ekonomiska vinsten främst är orsaken till varför en mäklare väljer sitt yrke. Det är också utifrån dessa faktorer som yrkesidentiteten bekräftas. I en mer digitaliserad bransch kan dessa två faktorer utmanas och därmed också viljan att utöva sitt yrke.