Made available in DSpace on 2016-07-18T17:54:28Z (GMT). No. of bitstreams: 1 DISSERTACAO.pdf: 130882 bytes, checksum: 6474309186b9887314770f165730f9fc (MD5) Previous issue date: 2005-12-01 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / The present study has as aim analyzing the educational practices developed by the Health Community Agents from two of the Presidente Prudente s Family Health Teams. This programme is considered a new model on basic health attention and contains a more humanized approach with greater influencing power on the family environment, in addition to promoting social-reality-transforming practices. The theoretical reference which gives this study support is the popular health education. It has been chosen the qualitative approach, through a case study, making use of bibliographic living and recorded sources. It consists on documents analysis which verse about the implementation of the programme in the municipality and on semi-structured interviews, whose material was grouped in common topics and interpreted from a theoretical referential viewpoint raised to the analysis of the problem. It highlights, as main results, information that many Community Agents are introduced to their occupations possessing precarious training and the scarce process of continued education; the educational actions described, which range from individual follow-up during home visits to interventions with groups of hypertension patients, diabetics, pregnant women, remaining the focus of these interventions still much too attached to the programmes standardized by health authorities, with prescribing obliquity. It was verified that users of the programme compliment the teams proximity to the community, acknowledge the importance of their job, but request more doctors, more medicines and less disassembling in the groups, since there is a great potion of ill people in Brazil who protest for assistance and quality in the service. It concludes that when it comes to group activities there is concern towards the programmes in the agenda, lacking of integrality in the educational actions, since these latter are reduced to lecturing. These are insufficient actions, when promoting the population s autonomy and understanding is the aim. However it is observed that the Health Community Agent can promote social support to the user, favoring new contacts, helping in the access to health services. The Health Community Agent enlarges the patients Social Network with empathy and solidarity, making possible better living and health conditions to people, contributing, consequently, to the humanization of the Family Health Programme. / A presente pesquisa tem como objetivo analisar as ações educacionais desenvolvidas pelos Agentes Comunitários de Saúde de duas Equipes de Saúde da Família de Presidente Prudente. Esse programa é considerado um novo modelo de atenção básica à saúde e tem uma abordagem mais humanizada e com maior poder de penetração no universo familiar, além de promover práticas transformadoras da realidade social. O referencial teórico que dá sustentação a esse estudo é o da educação popular em saúde. Optou-se pelo enfoque qualitativo, por meio de um estudo de caso, utilizando fontes bibliográficas, documentais e vivas. Consta de análise de documentos que versam sobre a implantação do programa no município e de entrevistas semi-estruturadas, cujo material foi agrupado em temas comuns e interpretado à luz do referencial teórico levantado para análise do problema. Aponta, como principais resultados, a informação de que muitos Agentes Comunitários são lançados a sua jornada de trabalho, com treinamentos precários e escasso processo de educação continuada; as ações educativas descritas, que vão desde o acompanhamento individual nas visitas domiciliares a intervenções com grupos de hipertensos, diabéticos, gestantes, ficando o foco das mesmas ainda muito preso aos programas padronizados pelas instâncias superiores do setor de saúde, com um viés prescritivo. Verificou-se que os usuários elogiam a aproximação da equipe à comunidade, reconhecem a importância do trabalho, mas solicitam mais médicos, mais remédios e menos desmontes nas equipes, já que há uma grande parcela de pessoas doentes no Brasil, que clamam por assistência e qualidade no atendimento. Conclui que, quando se reporta a atividades grupais, há uma preocupação com os programas em pauta, faltando integralidade nas ações educativas, já que essas são reduzidas a palestras. São ações insuficientes, quando se quer promover a autonomia e a conscientização da população. No entanto observa-se que o Agente Comunitário de Saúde pode promover apoio social ao usuário, favorecer-lhe novos contatos, ajudá-lo no acesso a serviços de saúde. Amplia a Rede Social do paciente com empatia e solidariedade, possibilitando melhores condições de vida e saúde às pessoas, colaborando, conseqüentemente, na humanização do Programa Saúde da Família.

Submitted by Ricardo Cedraz Duque Moliterno (ricardo.moliterno@uefs.br) on 2016-07-02T00:12:08Z No. of bitstreams: 1 disserta??o Bianca.pdf: 1399857 bytes, checksum: 78bb18bfd92afdca24ea74936e870bf6 (MD5) / Made available in DSpace on 2016-07-02T00:12:08Z (GMT). No. of bitstreams: 1 disserta??o Bianca.pdf: 1399857 bytes, checksum: 78bb18bfd92afdca24ea74936e870bf6 (MD5) Previous issue date: 2015-03-30 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior - CAPES / The development of educational activities to the health workers of Estrat?giaSa?de da Fam?lia ? ESF(Family Health Strategy program) is important to the achievement of an integral work. However it is necessary that such workers have their educational practices guided by the observance of Educa??o Permanente emSa?de ? EPS (Permanent Education in Health) to a major resolubility of the actions demanded by the population. This study aimed to analyze the practice of EPS developed in the Equipe de Sa?de da Fam?lia ? EqSF (Family THealth team) of the municipality of Cama?ari in the State of Bahia by seeking the resolubility of the production of the health care to the users of the ESF and to discuss the construction of knowledge and practices of the EPS to the EqSF by searching the resolubility of the production of health care. So as to this work could be possible we started a study with the discussion about the historicity of the formation of the health workers in Brazil and the main pedagogical conceptions which are present in the health field: Educa??oemServi?o (Education at Job), Educa??oContinuada (Continuing Education) and EPS practices. In the aftermath we discussed the resolubility and the wellness production. It is a matter of a qualitative study, of critical-analytical approach, in a perspective approximated to the dialectical method, having as background two Unidades de Sa?de da Fam?lia ? USF (Basic Health Care Unit), the Departamento de Aten??oB?sica ? DAB (Departament of Primary Health Care) and the Coordena??o de Educa??o Permanente emSa?de ? CEPS (Coordination of Permanent Education in Health) of the town of Cama?ari. The participants of the study constituted two groups: health workers of ESF (group I), DAB?s and CEPS?s managers (group II) summating 26 participants. We used as data collection techniques the semi-structured interview, the systematic observation and the document analysis, and as method of data analysis of content. From the confrontation of data emerged two categories: 1 ? The process of work of the ESF and the (dis)articulation of the EPS in the production of wellness; 2 ? Resolubility of the production of care in the ESF and the construction of knowledge and practices: the protagonism of the EPS. Concerning to the process of work of the EqSF the results foregrounded, there is the development of the group work of the ESF which were studied, notwithstanding the reference and counter-reference system of the municipality does not work out adequately. The comprehension about the EPS, in the vast majority of health workers is associated to knowledge qualification and updating; to the managers it is understood as a process of reflection of the practices to their transformation which is supposed to happen in a continuous and permanent way. We observed some aspects which damage the development of actions of the EPS such as: Professional turnover; lack of professionals with a suitable profile to work in the Primary Health Care; the need of more workers in the CEPS and with the necessary formation to perform such activities, lack of materials for holding such activities; and the fact related to the EPS not being considered as a priority by the management staff. We evinced also that the EPS influences both in the technical capability and EqSF team work and in the intersectoriality with other health services before the contributions of the educational activities to the empowerment of the work in the ESF what makes possible that the health workers develop actions of production of care with major resolubility. We consider that a comprehensive discussion about the EPS as a State policy is Paramount, giving to the health workers and the health managers a major comprehension. In the sense of giving resolubility to the needs of health of the population amidst a production of care to real health. / O desenvolvimento de atividades educativas para os trabalhadores de sa?de da Estrat?gia Sa?de da Fam?lia (ESF) ? importante para a realiza??o de um trabalho integral. Por?m, ? preciso que tais trabalhadores tenham suas pr?ticas educativas orientadas pela Educa??o Permanente em Sa?de (EPS) para a maior resolubilidade das a??es demandadas pela popula??o. Este estudo teve como objetivos analisar a pr?tica da EPS desenvolvida na EqSF do Munic?pio de Cama?ari-BA em busca da resolubilidade da produ??o do cuidado em sa?de aos usu?rios da ESF e discutir a constru??o de saberes e pr?ticas da EPS para a EqSF em busca da resolubilidade da produ??o do cuidado em sa?de. Para tanto iniciamos o estudo com a discuss?o sobre a historicidade da forma??o dos trabalhadores de sa?de no Brasil e as principais concep??es pedag?gicas presentes na sa?de: Educa??o em Servi?o, Educa??o Continuada e EPS. Posteriormente, discutimos a resolubilidade e a produ??o do cuidado. Trata-se de um estudo qualitativo, de abordagem cr?tico anal?tica, numa perspectiva aproximada do m?todo Dial?tico, tendo como cen?rios duas Unidades de Sa?de da Fam?lia (USF), o Departamento de Aten??o B?sica (DAB) e a Coordena??o de Educa??o Permanente em Sa?de de Cama?ari-BA. Os participantes do estudo foram constitu?dos de dois grupos: trabalhadores de sa?de da ESF (Grupo I), gestores do DAB e da CEPS (Grupo II), totalizando 26 participantes. Utilizamos como t?cnicas de coleta de dados a entrevista semi-estruturada, a observa??o sistem?tica e a an?lise de documentos, e como m?todo de an?lise de dados a an?lise de conte?do. A partir do confronto dos dados emergiram duas categorias: 1- PROCESSO DE TRABALHO DA ESF E A (DES) ARTICULA??O DA EPS NA PRODU??O DO CUIDADO: o pensar e o agir dos protagonistas; 2- RESOLUBILIDADE DA PRODU??O DO CUIDADO NA ESF E A CONSTRU??O DE SABERES E PR?TICAS: o protagonismo da EPS. Quanto ao processo de trabalho das EqSF os resultados evidenciaram que h? o desenvolvimento do trabalho em equipe nas USF estudadas, entretanto, ainda n?o flui adequadamente o sistema de refer?ncia e contrarrefer?ncia do munic?pio. A compreens?o sobre a EPS, na maioria dos trabalhadores de sa?de, est? associada ? capacita??o e atualiza??o dos conhecimentos; para os gestores ela ? entendida como um processo de reflex?o das pr?ticas para a sua transforma??o que deve acontecer de forma cont?nua e permanente. Observamos alguns aspectos que prejudicam o desenvolvimento das a??es de EPS como: rotatividade profissional; falta de profissionais com o perfil adequado para atuarem na Aten??o B?sica; necessidade de mais trabalhadores na CEPS e com a forma??o adequada para tal; falta de materiais para realiza??o das atividades; e a EPS n?o ser vista como prioridade pela gest?o. Evidenciamos tamb?m que a EPS influencia tanto na capacidade t?cnica e trabalho em equipe da EqSF quanto na intersetorialidade com os outros servi?os de sa?de, diante das contribui??es das atividades educativas para o desenvolvimento do trabalho na ESF, o que vem possibilitar a consolida??o da ESF, uma vez que permite que os trabalhadores de sa?de desenvolvam a??es de produ??o do cuidado com maior resolubilidade. Consideramos que ? necess?ria uma ampla discuss?o sobre a EPS enquanto uma pol?tica de Estado, oportunizando os trabalhadores de sa?de e gestores uma maior compreens?o, no sentido de dar resolubilidade ?s necessidades de sa?de da popula??o mediante uma produ??o do cuidado na sa?de efetiva.

Introdução - A integração ensino-serviço-comunidade (IESC) durante o processo formativo em saúde deriva das práticas realizadas por estudantes no interior dos hospitais, voltadas à aquisição de conhecimentos procedimentais. Recentemente, a inclusão dos estudantes na rede de serviços de saúde, em ambientes extra-hospitalares, esteve relacionada à inclusão dos aspectos humanistas e sociais nos currículos e à adoção da integralidade durante a formação superior. A aproximação entre os mundos do ensino e do trabalho abarca uma complexidade decorrente de seus diversos atores, mas também das transformações ocorridas no ensino superior, na concepção sobre o processo saúde-doença, na institucionalização crescente do trabalho em saúde e, consequentemente, na gestão dos serviços enquanto organizações. Aos gestores municipais incumbem o engendramento da integração ensino-serviço-comunidade e o enfrentamento do modelo biomédico vigente nas escolas e nas práticas profissionais, com vistas à qualificação do trabalho, da formação e da atenção à saúde. Objetivo - Conhecer e compreender os dispositivos e arranjos da gestão municipal para a integração ensino-serviço-comunidade e suas conexões com a formação em saúde no SUS. Método - Investigação qualitativa do tipo estudo de caso, que busca descrever, analisar o contexto, as relações e as percepções a respeito da integração ensino-serviço-comunidade sob a perspectiva da gestão municipal. A base empírica foi constituída por 19 entrevistas semiestruturadas com gestores estaduais/regionais, gestores municipais, gestores locais, preceptores e docentes de dois municípios da região do Grande ABC/SP, e por análise documental. Os dados foram submetidos à análise de conteúdo. Resultados e discussão - Cinco categorias analíticas emergiram dos dados produzidos: o lugar da IESC na gestão municipal, os pactos interorganizacionais, os cenários de prática, os preceptores e as atividades nos cenários de prática. Dentre as conquistas nesta área, estão a diversificação dos cenários de ensino-aprendizagem, a ampliação do escopo de ações oferecidas nas unidades de saúde pela presença dos estudantes, e a retomada dos estudos pelos trabalhadores que exercem a preceptoria. As iniciativas de integração ensino-serviço-comunidade ainda revelam relações assimétricas entre instituições de ensino e sistema de saúde, com maior interferência do primeiro sobre o segundo, com pouca participação dos alunos e da população na definição das parcerias e na pactuação das ações. Os responsáveis pela Educação Permanente em Saúde devem também participar da gestão da integração ensino-serviço-comunidade nos municípios, para que se possa pensar em uma proposta mais global que vise realizar simultaneamente convênios que envolvam EPS e IESC. Ainda, mecanismos de gestão colegiada e compartilhada, de múltiplas vias entre a gestão municipal e a atenção à saúde são facilitadores ao sucesso da IESC. No entanto, faltam políticas que assumam que o SUS é escola de forma contundente, com adequada legislação e financiamento que possibilitem as condições para a melhoria da formação, da gestão, da atenção e do controle social. / Introduction- The teaching-service-community integration, during the formative process in health derives from the practices performed by students inside the hospitals, focused on the acquisition of procedural knowledge. More recently, the inclusion of students in the health services network in extrahospital settings was related to the inclusion of humanistic and social aspects in the curricula and to the adoption of integrality during higher education. The approximation between the worlds of teaching and work encompasses a complexity arising from its various actors, but also from the transformations in higher education, conception about the health-disease process, the increasing institutionalization of health work and, consequently, the management of services as organizations. The municipal managers are responsible for engendering the teaching-service-community integration and coping with the biomedical model in force in schools and professional practices, with a view to qualifying work, training and health care. Objective - To know and understand the devices and arrangements of municipal management for the teaching-service-community integration and its connections with health education in SUS. Method - Qualitative research of the case study type, which seeks to describe, analyze the context, relationships and perceptions regarding the teaching-service-community integration from the perspective of municipal management. The empirical basis consisted of 19 semi-structured interviews with state / regional managers, municipal managers, local managers, preceptors and teachers from two municipalities in the region of the Grande ABC/SP, and by documentary analysis. The data were submitted to content analysis. Results and discussion - Five analytical categories emerged from the data produced: the place of the IESC in municipal management, the interorganizational pacts, the practice scenarios, the preceptors and the activities in the practice scenarios. Among the achievements in this area are the diversification of the teaching-learning scenarios, the expansion of the scope of actions offered in the health units by the presence of the students, and the resumption of studies by the workers who perform the preceptory. The initiatives of teaching-service-community integration still reveal asymmetrical relations between educational institutions and health system, with greater interference from the first to the second, with little participation of the students and the population in the definition of partnerships and in the agreement of actions. Those responsible for Permanent Education in Health should also participate in the management of the teaching-service-community integration in the municipalities, so that a more global proposal can be considered that will simultaneously carry out agreements involving EPS and IESC. Also, collegial and shared management mechanisms, with multiple paths between municipal management and health care, are facilitators of IESC\'s success. However, there is a lack of policies that assume that the SUS is a school, with adequate legislation and funding to enable conditions for the improvement of training, management, health care and social control.

Several studies show that physical activity has positive effects for children with autism. Therefore, I chose to investigate the form of adaptions student in autism spectrum in the subject of sports and health and what conditions the physical education teachers have to create a favorable environment for student with autism. Through a qualitative research method with teachers in physical education and health, the material has been collected with semi structured interviews. The results show how teachers adapt teaching to student with autism spectrumdisorders. Physical education and health teachers work in different ways. The adaption can consist of preparation, the student’s special interests, structure, participation/involvement, andclarity in the teaching. Based on the discussion, all students are different and the teachers need to adapt the student’s needs. / Flertal studier visar att fysisk aktivitet har positiva effekter för barn med autism. Därför valde jag att undersöka vilken form av anpassningar elever inom autismspektrumet i ämnet idrott och hälsa och vilka förutsättningar idrottslärarna har för att skapa en gynnsam miljö för elever med autism. Genom en kvalitativ forskningsmetod med lärare inom idrott och hälsa har materialet samlats in via semistrukturerade intervjuer. I resultatet framkommer det hur lärarna anpassar undervisningen till elever med autismspektra. Idrott och hälsa lärarna arbetar på olika sätt för att anpassa undervisningen. Anpassningen kan bestå av förberedelser, elevensspecialintressen, struktur, delaktighet/involvering samt tydlighet i undervisningen. Utifrån diskussionen är alla elever olika och lärarna behöver anpassa elevens behov.

This diploma thesis with the management of health support program in a hospital, because of increesing interest in relevance of health support nowadays. Theoretical section attempts to map out health supportin global context and also outline some health support programs, which are in progress in Czech Republic today. Another goal is to specify the most frequent noncommunicable chronic deseases and their risk factors. The last part of theoretical section deals with quality of health care, implementation of quality management and quality planning and also highlits quality as a result of modification of management process. Practical section analyzes data from questionaire survey, colected from in-patients with ischemic heart disease in The Hospital Pelhřimov. Results show, that patients wanted to change their life style. There is also a big group of patients, who don't think of changes of their habits. But this group is interested in informations about changes of their life style. The informations are provided by physicians. As for this group, group consists of patients with overweight or obesity, and patients who are suffering from their disease less then one year. Level of provided information in The Hospital Pelhřimov is very high. Patients are able to realise recommendations, which personal of the...

Thesis submitted in fulfillment of the requirements for the award of the Degree of Doctor of Philosophy in Library and Information Science at the University of Zululand, 2005. / The impact of HIV/AIDS (human immunodeficiency virus/ acquired immune deficiency syndrome) is devastating worldwide especially among tertiary institutions whose constituencies are within the age bracket between 15-45 years. Unfortunately there is still no cure for the disease, and one way of controlling the rampant nature of the pandemic is through educational and enlightening interventions backed by appropriate information. The aim of the study was to assess the framework, nature and scope of the institutional response as well as the appropriateness of HIV/AIDS information dissemination interventions developed and employed by institutions of higher learning in South Africa for the prevention of the spread of the pandemic. The study was informed by theoretical framework grounded on the Diffusion of Innovations theory. Both qualitative and quantitative research design and methodologies were employed largely through survey, observation and document analysis. The study targeted HIV/AIDS service providers, health centers and institutional libraries within all public universities and technikons in South Africa. The respondents within institutions were identified largely through non-probability sampling techniques such as snowball and purposive sampling. The study mapped out the HIV/AIDS response of the higher education sector in relation to programmes offered and strategies and methods that are used to manage the pandemic and disseminate information. The findings reveal that the response of the higher education sector to HIV/AIDS is not uniform, but there is a positive move towards strong management of HIV/AIDS and information diffusion. Secondly, it is observed that the disease has some impact on institutional mandates such as teaching, learning, research and community service. Unexpectedly, the study confirmed widely held views that are also reported in related studies, that the response of academic institutions to the disease is still characterized by silence, denial, discrimination and stigma as most institutions do not address the disease openly. Thirdly, it was established that in those institutions where there is an AIDS Centre the response seemed to be more systematic and well guided as compared to those that relied on the services of the health centre. Fourthly, there was no distinction made in terms of the nature and strength of the institutional response between service providers that had higher academic qualifications and those that did not have. Most highly qualified respondents though had other academic responsibilities, dealt with HIV/AIDS as additional job. Fifthly, it was easy to distinguish between historically advantaged and disadvantaged institutions, as the tatter had interventions that were underdeveloped and limited in scope and depth. Similarly, universities as compared to technikons demonstrated more intense interventions and better resource provision. Sixth, in most institutions management supports the institutional HIV/AIDS management and response. This involvement was evident through observation on the nature of the response, capacity buildings and resources on the ground. However, it was sadly observed that this executive commitment to HIV/AIDS seemed to be overridden by other priorities such as the reconfiguration and reconstruction of the sector. Further, noted that all institutions have HIV/AIDS policies, but some of them have not implemented these policies. Seven, though the Higher Education HIV/AIDS Programme is coordinating the HIV/AIDS response within the whole sector, it does not seem to have all the answers for the systemic problems that are cropping up. Eight, HiV/AlDS information is disseminated by the institutional libraries, HIV/AIDS service providers and health centers. Mostly, information is disseminated in print form while other modem media seemed to be underutilized and repackaging is not extensively done due, partly, to shortage of resources and capacities. The study found strong link between the theoretical models earlier mentioned and results of the study. Specifically, these theories confirmed the importance of the content of HIV/AIDS messages and the value of horizontal and vertical communication strategies. The study recommends that the institutional response needs to be revamped and redesigned to improve the traditional information dissemination strategies that are used by most academic institutions. Information dissemination strategies should be designed in line with current trends in socio-cultural and political lifestyles of young people. However, though there are still flaws and inefficiencies, the sector is responding positively to the epidemic and efforts are being made to synchronize and coordinate the systemic response. The study recommends further research on feasibility, applicability and effectiveness of the centralized coordination of the higher education HIV/AIDS response. It also recommends that the higher education sector should be more involved in the initiative of the Higher Education HIV/AIDS Programme to make valuable contributions based on experiential encounters. Similarly, strategies should be rapidly implemented to redress past imbalances in relation to strengthening capacities and resources of previously disadvantaged institutions to enable them to deal effectively with the disease. Other issues have been unearthed and a model for effective HIV/AIDS management and information diffusion in the sector suggested.

Research confirms inactivity increases in adolescence and that unfit youth are at risk of acquiring cardiovascular diseases, diabetes, obesity, or other significant physical disorders later in life. Thus, the purpose of this phenomenological study was to describe the experience of chronically inactive children who were exposed to an exercise intervention program. The specific focus of the research was to better understand the essential educational needs of the participants and the effective elements of the program, Moving for Fun (MFF), a 7-week after-school fitness intervention program designed to modify chronic inactivity. Open-ended interviews and 3 observations were conducted with 8 middle school students (4 males and 4 females) identified as scoring low on a standardized assessment protocol of health-related physical fitness. Interview data were transcribed and coded using a combination of open and a priori coding to extract significant statements that were analyzed into clusters of meaning that described key elements of the students' experience. Video-taped observations were analyzed to use behaviors during MFF activities as a means of checking interpretations of the interview data. Interpretation of the final structural analysis suggested that students did not have a good understanding health-related fitness or how it is achieved; however they enjoyed participating in inclusive physical activity, and were planning to add more physical activity to their lives. Recommendations include an examination of physical activity programming and an increase in programs that serve participants with varied needs. Developing more student-centered programs that teach or include fitness education can decrease the number of students lacking physical fitness and increase the population of those who carry fitness activities and better health with them into the future.

Syfte och frågeställningar: Syftet med studien är att undersöka hur undervisning i hjärt-lungräddning kommer till uttryck i ämnet idrott och hälsa. För att uppnå studiens syfte kommer följande frågeställningar att besvaras: Hur tolkar lärare i ämnet idrott och hälsa styrdokumenten vad gäller HLR i årskurs 7-9? Hur undervisar lärare i HLR i årskurs 7-9? Vilka förutsättningar har lärare i idrott och hälsa att bedriva undervisning i HLR i årskurs 7-9?  Metod: Studiens metod är en kvalitativ ansats, varpå datainsamling har genomförts med semistrukturerade intervjuer. De sju lärare som deltar i studien har valts ut genom två olika urval, målstyrt urval och bekvämlighetsurval. Intervjuerna genomfördes digitalt via Zoom, Meet och Teams. Empirin transkriberades digitalt samt genom manuell hantering, och analyserades med hjälp av en tematisk analys. Studiens teoretiska ramverk är läroplansteori och ramfaktorteori. Resultat: Lärarna anser att läroplanen genom centralt innehåll är undervisningens kodex. HLR är ett explicit begrepp i centralt innehåll men saknar definition vilket lämnar utrymme för lärarna att göra sina tolkningar av begreppet. HLR sätts i relation till simning och anses vara ett viktigt moment i undervisningen. Undervisningen i HLR kommer till uttryck i varierande omfattning. Momentet undervisas såväl teoretiskt som praktiskt, där video är en återkommande metod i undervisningen. Eleverna ges möjlighet att öva praktiskt med hjälp av övningsdockor. Praktisk träning av bröstkompressioner ingår i samtliga lärares undervisning av HLR, medan inblåsningar är ett teoretiskt moment. Lärarnas förutsättningar ser olika ut där ramfaktorer som exempelvis kunskap, utrustning och tid påverkar undervisningen i HLR.  Slutsats: Lärarna tolkar HLR i det centrala innehållet sett från eget perspektiv och förmåga. Det är lärarnas kunskaper i och om HLR samt deras förutsättningar som är avgörande för hur HLR kommer till uttryck i undervisningen. Lärarna tolkar och navigerar styrdokumenten med hjälp av erfarenhet och kunskap, vilket innebär att undervisningen i HLR kommer till uttryck på olika sätt. Lärarna utmanas av en mängd olika ramfaktorer vilka har mer eller mindre inverkan på undervisningen. / Aim and research questions: The aim of the study is to investigate how teaching in cardiopulmonary resuscitation is expressed when teaching physical education and health. In order to achieve the aim of the study, the following questions will be answered: How do teachers in physical education and health interpret the curriculum regarding CPR in grades 7-9? How do teachers teach CPR in grades 7-9? What prerequisites do physical education and health teachers have to teach CPR in grades 7-9?  Method: The study's method is a qualitative approach, after which data has been collected with semi-structured interviews. The seven teachers participating in the study have been selected through two different samplings, goal-directed sampling and convenience sampling. The interviews were conducted digitally via Zoom, Meet and Teams. Data was transcribed digitally as well as through manual handling, and analyzed using a thematic analysis. The study's theoretical framework is curriculum theory and frame factor theory. Results: The teachers believe that the curriculum, through central content, is the teaching code. CPR is an explicit expression of the concept in central content but lacks a definition, which leaves room for the teachers to make their own interpretations of the concept. CPR is put in relation to swimming and is considered an important part of teaching. Teaching in CPR is expressed to varying extents. CPR is taught both theoretically and practically, where video is a recurring method in the teaching. The students are given the opportunity to practice practically with the help of a practice dummy. Practical training of chest compressions is included in all teachers' teaching of CPR, while inhalations are a theoretical part. The teachers' conditions look different where frame factors such as knowledge, equipment and time affect the teaching of CPR. Conclusions: The teachers interpret CPR in the central content from their own perspective and ability. It is the teachers' knowledge of and about CPR as well as their prerequisites that are decisive for how CPR is expressed in teaching. The teacher’s interpret and navigate the curriculum with help of experience and knowledge, which means that the teaching of CPR is expressed in different ways. The teachers are challenged by a variety of frame factors which have more or less impact on the teaching. / <p>Uppsatsen tilldelades stipendiemedel ur Överste och Fru Adolf Johnssons fond 2023.</p>

Syftet med studien är att undersöka hur lärare i ämnet idrott och hälsa på högstadiet och gymnasiet upplever arbetet med dokumentation inför bedömning. Vidare vill studien svara på frågor som behandlar lärarnas syn på hur, vad och varför dokumentationen sker samt hur lärarna upplever den egna dokumentationspraktiken och hur denna påverkas av yttre faktorer. Studien har en kvalitativ ansats där mixed methods har använts då både enkäter och intervjuer har genomförts. Urvalet till enkäterna gjordes genom ett kriteriebaserat urval och besvarades av 27 respondenter och urvalet för intervjuerna gjordes genom ett bekvämlighetsurval vilket resulterade i att fem lärare intervjuades. Arbetets teoretiska perpektiv grundas i läroplansteori där bernsteins teori om pedagogic device samt Dahllöfs och Lundgrens ramfaktorteorin har använts för analysen. Studiens resultat visar att lärare i idrott och hälsa upplever sin okumentationspraktik som problematisk, där en av de främsta nackdelarna som framkom var bristen på tid på grund av dubbelarbete på mikronivå samt bristande organisation på makronivå. Slutligen framkom vikten av att effektivisera dokumentationspraktiken för lärare i ämnet idrott och hälsa för att förbättra deras profession som lärare. / The purpose of this study is to explore how teachers in the field of physical education and health at secondary school and upper secondary school perceive their work with documentation for assessment. Further, the study aims to answer questions regarding the teachers' view on how, what, and why documentation takes place, as well as how teachers perceive their own documentation practice and how it is affected by external factors. The study has a qualitative approach where mixed methods have been applied, incorporating both questionnaires and interviews. The selection for the questionnaires was made through a criterion-based selection and were answered by 27 respondents, while the selection for the interviews was made through a convenience sample, resulting in five teachers being interviewed. The theoretical perspective of the work is grounded in curriculum theory, where Bernstein's theory of pedagogic device and Dahllöf's and Lundgren's frame factor theory have been used for the analysis. The study's findings indicate that there is a problem in how physical education and health teachers perceive their documentation practice, with one of the main disadvantages being the lack of time due to duplicative work at the micro level and insufficient organization at the macro level. Finally, the importance of streamlining the documentation practice for teachers in physical education and health was highlighted in order to improve their professional role as teachers.

Bakgrund: Prövningar i idrott och hälsa tycks ha ökat de senaste åren och att utforma en prövning i idrott och hälsa som ger förutsättningar att sätta ett rättvist, likvärdigt och rättssäkert betyg kan upplevas som en utmaning. Inte minst då det finns en avsaknad av såväl forskning på området som vägledande riktlinjer att förhålla sig till. Syfte: Syftet med denna studie var att undersöka om det finns en konsensus om vad en prövning i idrott och hälsa 1 bör innehålla och utformas för att ge förutsättningar för en rättvis och likvärdig bedömning. Metod: Fem lärare i idrott och hälsa som har genomfört minst en prövning i idrott och hälsa 1 deltog i en strukturerad intervju via e-post. Tre av dessa bidrog även med dokument tillhörande respektive prövning. Materialet genomgick därefter en initial kvalitativ tematisk analys och därefter gjordes en induktiv analys för varje tema. Resultat och diskussion: Resultatet påvisade både likheter och markanta skillnader som under hur lång tid en prövning pågick, om den utfördes enskilt eller tillsammans med andra elever samt om läraren får avsatt tid för prövningen eller ej. Även lärarnas bedömningspraxis skiljer sig åt och man kan konstatera att det finns ett behov av vägledande riktlinjer både gällande förutsättningar och i hur prövning i idrott och hälsa bör utformas för att säkerställa en rättvis, likvärdig och rättssäker bedömning och betygsättning. / Background: Examination (Swe. prövning) in physical education and health seem to have increased in recent years and designing an examination in physical education and health that provides the conditions for setting a fair, equal, and legally secure grade can be perceived as a challenge. Not least because there is a lack of both research and guidelines to relate to. Purpose: The purpose of this study was to investigate whether there is a consensus on what a test in Physical Education 1 should contain and be designed to provide conditions for a fair and equal assessment. Method: Five physical education teachers who have completed at least one examination in physical education 1 participated in a structured interview via e-mail, three of them also contributed with documents related to each examination. The material was then subjected to an initial qualitative thematic analysis, followed by an inductive analysis for each theme. Results and discussion: The results revealed both similarities and significant differences, such as the length of time an examination lasted, whether it was carried out individually or together with other pupils, and whether or not the teacher is allocated time for the examination. Teachers' assessment practices also differ, and it can be concluded that there is a need for guidelines regarding both the conditions and how examinations in physical education and health should be designed to ensure fair, equal, and legally secure assessment and grading.