Titel: Våld i nära relationer – Sjuksköterskors erfarenheter av att möta våldsutsatta kvinnor, en systematisk litteraturstudie. Bakgrund: År 2011 anmälde 12 471 kvinnor att de blivit utsatta för våld i en nära relation. Skador som våldsutsatta kvinnor drabbas av är allt från psykiska besvär till svåra fysiska skador. Många av dessa kvinnor behöver komma i kontakt med sjukvården och sjuksköterskor i olika organisationer. Syfte: Syftet med litteraturstudien är att beskriva sjuksköterskans erfarenheter av att möta kvinnor som utsätts för våld i nära relationer. Metod: En systematisk litteraturstudie där inkluderade studier granskades och kvalitetsbedömdes. Resultaten analyserades och tematiserades utifrån likheter och skillnader. Resultat: Huvudresultatet påvisade sjuksköterskornas känslomässiga svårigheter att möta kvinnor som utsätts för våld i nära relationer, då det bland annat påverkade sjuksköterskans privatliv. Det var även svårt för sjuksköterskan att ställa frågan till kvinnan angående våldsförekomst om sjuksköterskan misstänkte det, samt hur sjuksköterskan skulle ställa frågan. Sjuksköterskan fann även svårigheter att finna tid och en bra miljö för dessa kvinnor att känna sig trygga i. Många sjuksköterskor strävade efter att få utbildning inom ämnet våld i nära relationer eller att få ytterligare utbildning inom ämnet. Slutsats: Litteraturstudiens resultat visar att utbildning inom området våld i nära relationer är en nödvändig och central faktor som i dagsläget inte är tillräcklig. Nyckelord: “intimate partner violence”, “domestic violence”, “encounter*”, “experienc*” och “nurse- patient relations”

Domestic violence is the act of violence from a family member or partner. Domestic violence counts as a social issue that one of three women globally and one of four women in Sweden has experienced. Violence can be expressed in different ways and science has revealed that women have a higher risk than men of being victims of domestic violence. Women who endure violence usually do not show any obvious signs and therefore it is of importance to ask the question about domestic violence to all female patients. Nurses need knowledge about symptoms and signs of violence in order be able to detect these women. Even though the nurses carry the responsibility of asking female patients about domestic violence, most of the time nurses do not ask. The aim of this study was to shed light on the nurse's experience of asking female patients about domestic violence. This qualitative based literary study includes eleven articles. The results of this study show that nurses want to help women who live with domestic violence, but the subject is perceived as uncomfortable which makes asking the question more difficult. Nurses experience the heavy workload and the hospital environment as barriers to asking the question during the right conditions. Nurses expressed feelings of ambiguity as to who was responsible for handling the issue and saw that as a barrier to asking the question. For more women to have the opportunity to get adequate help, nurses need to receive further training and knowledge about domestic violence.

Bakgrund: Diabetes är en kronisk som ökar i omfattning i världen. Behandlingsalternativen är insulin och läkemedel samt egenvård. Egenvård är nödvändig för att minska risk för framtida komplikationer till följd av sjukdomen och innebär framförallt förändrade kost-och motionsvanor. Metod: En kvalitativ litteraturöversikt. Vetenskapliga artiklar med kvalitativ ansats har analyserats. Syfte: Belysa patienters upplevelser av egenvård vid diabetes typ-2. Resultat: I analysen framkom fyra teman 1) Att få en sjukdomsdiagnos, 2) utmaningar gällande kost-och motionsvanor och 3) det professionella stödet 4) stöd från anhöriga. Konklusion:Egenvård är en process som kräver mycket stöd från anhöriga och sjuksköterskan. Stödet från sjuksköterskan i form av stöttning och vägledning i sjukdomen och stöd från anhöriga genom uppmuntran och motivation. Bristande stöd från dessa leder till bristande egenvård. / Background: Diabetes is a chronic disease that is increasing in the world. The treatment options are insulin and medication as well as self management. Self management is necessary to reduce the risk of future complications as a result of the disease and primarily involves changes in diet and exercise habits. Method: A qualitative literature review. Scientific articles with a qualitative approach have been analyzed. Aim: To shed light on patients' experiences of self management in type 2 diabetes. Findings: The analysis revealed three themes 1) Being diagnosed with a disease, 2) Struggles regarding food and exercise habits 3) the professional support and 4) support from relatives. Conclusion: : Self management is a process that requires a lot of support from relatives and the nurse. The support from the nurse in the form of guidance within the disease and support from relatives through encouragement and motivation. Lack of support from these leads to lack of self management

Submitted by Silvana Teresinha Dornelles Studzinski (sstudzinski) on 2015-05-08T12:45:33Z No. of bitstreams: 1 MisaelMontana.pdf: 1692625 bytes, checksum: 5d59a1fa2425c4c10bfb398ba38dc44b (MD5) / Made available in DSpace on 2015-05-08T12:45:33Z (GMT). No. of bitstreams: 1 MisaelMontana.pdf: 1692625 bytes, checksum: 5d59a1fa2425c4c10bfb398ba38dc44b (MD5) Previous issue date: 2010-12-10 / Nenhuma / Este estudo realizou, através dos conceitos oriundos da perspectiva do design estratégico e do design de experiências, uma análise sobre o Sistema Produto da instituição de ensino IPA-Metodista através do contraponto entre a percepção e proposição do mesmo expresso por parte dos públicos que a compõem. Parte-se do pressuposto de que entender a experiência da vida acadêmica exige ir além do que a instituição de ensino possa imaginar ou mesmo o que os alunos dizem sobre ela: implica na busca por um caminho construtivo onde ambos possam atuar e projetar suas experiências de forma integrada. Para atingir os objetivos propostos, além dos conceitos expostos acima, foram utilizadas algumas ferramentas de pesquisa do design estratégico tais como moodboards e mapas do sistema produto, juntamente com a lógica do estudo de caso e as entrevistas em profundidade com os diferentes públicos da instituição. Os resultados encontrados podem servir de contextualização da realidade a respeito da relação entre instituições de ensino superior e comunidade acadêmica, uma vez que se observou a riqueza e a complexidade desse processo experiencial ainda a ser explorado, onde tanto se identificou a necessidade de melhor alinhamento por quem propõe o sistema-produto como da possibilidade de geração de novas ideias sobre este mesmo sistema a partir do processo de reflexão com o público consumidor da instituição. / This study developed, through concepts that belong to the strategic design and experience design perspectives, an analysis about the educational institution IPA-Methodist ́s Product-system through the counterpoint between its audiences perceptions and propositions regarding the product-system. It starts from the idea that in order to understand the academic life experiences it is important to go beyond what the education institution can imagine or even what the pupils say on it: it implies in the search for a constructive way where both canact and project its experiences of integrated form. To reach these objectives with the support of the concepts mentioned above, some tools from the strategic design perspective such as moodboards and product-system maps were used, together with the logic of the study of case and the interviews in depth with the different institution ́s publics. The findings can help to improve the contextualization of this reality regarding the relation between institutions of higher education and academic community, since it was observed the richness and complexity of this experiential process that needs further exploration, where it was perceived not only the necessity of better alignment from those who proposes the product-system but also the discussing process with the institution ́s consumers as a possibility of developing new ideas for this product-system.

De nombreux travaux chez l'adulte attestent de l'implication des systèmes sensori-moteurs dans les activités conceptuelles. Ce travail interroge la pertinence d'une approche incarnée de la formation des concepts et vise à fournir des éléments de compréhension quant à l'influence des actions sur la formation de concepts d'objets, en adoptant une approche développementale. Les modèles classiques du développement conceptuel suggèrent des points de départ unitaire aux premières catégories. Le modèle de Nelson souligne l'importance des interactions entre individu et environnement, et celui de Quinn et Eimas au contraire met l'accent sur la similarité perceptive comme point de départ des premières catégories. Ces modèles unitaires sont pourtant remis en cause, notamment par la variabilité des informations prises en compte pour catégoriser les objets. En défendant une approche globale, différentielle et interactionniste, nous envisagerons dans un premier temps une distinction entre domaines d'appartenance des objets (objets naturels et fabriqués) pour lui préférer ensuite une distinction en termes de manipulabilité des objets. Considérant que les caractéristiques de manipulation des objets se reflètent dans l'organisation des catégories taxonomiques, nous proposerons que les activités conceptuelles des enfants puissent être relatives aux interactions sensorielles et motrices avec les objets. Chez l'adulte, certains des résultats attestent de la nature sensori-motrice des connaissances conceptuelles et du rôle de l'action dans leur acquisition, appuyant les théories de la cognition incarnée (i.e., embodied cognition). Une série de travaux chez l'enfant de 5 à 9 ans a été conduite afin d'étudier, d'un point de vue développemental, les hypothèses d'une cognition incarnée. Les premiers testent l'existence de simulations sensori-motrices lors du traitement conceptuel. Les suivants évaluent directement le rôle des actions sur la catégorisation. Sont opposés des gestes de saisie d'objets et des gestes d'utilisation. La saisie d'objets, à pleine main ou à 2-3 doigts, permet très clairement la prise en compte d'informations structurales, utilisées ensuite comme critère de catégorisation d'objets nouveaux. Les actions d'utilisation, faire rouler ou appuyer, ont une influence moindre, plus variable selon l'âge des enfants. L'analyse des mouvements oculaires lors de la recherche de cible parmi des distracteurs similaires quant à la saisie ou à l'utilisation permet finalement de distinguer l'influence des affordances à la saisie de celle des actions elles-mêmes. Du point de vue développemental, les affordances à la saisie seraient détectées automatiquement quelles que soient les actions effectuées, dès l'âge de 5 ans, tandis que les informations issues des actions seraient prises en compte peu à peu, celles issues des actions d'utilisation intervenant plus tardivement que celles issues des actions de saisie. En outre, les performances catégorielles semblent modulées par la concordance ou la discordance entre les informations issues des actions et celles issues des affordances à la saisie. / In adults, a wide range of results argue that sensory-motor systems are involved during conceptualprocessing. Following a developmental approach, the dissertation asks whether the developmentof concepts might be embodied and deals with the influence of action on conceptual knowledge.Classical models of development suggest that conceptual knowledge develops from one mechanism.Nelson’s position argues for a derivation of concepts from the interaction children have in theirenvironment, while Quinn and Eimas rather suggest that first categories are built from visual similaritydetection. However, children variability in taking account different information when categorizingchallenges these models. We adopt a global, differential and interactionist approach to consider thatvariability in categorization might be explained by a distinction across domain (living vs. artifacts) butalso by a distinction across manipulability of objects. We further consider that manipulability of objects isreflected in the organization of taxonomic knowledge to propose that children conceptual processingare grounded in the sensorial and motor interactions they have with objects. In adults, different studiesshow that actions influences conceptual processing; these studies give support to embodiedcognition theories. We conducted seven studies in 5 – to 9- year- old children to assess the hypothesesof an embodied development of conceptual knowledge. Two studies test the hypothesis of sensorimotorsimulations during conceptual processing. The five following studies directly assessed theinfluence of action on concepts was assessed in five other studies. We contrasted the influence of graspand use. Grasp training, either with full hand or pinch, allow children to take into account volumetricinformation that is subsequently used as cue to categorize new objects. Use training, either push and rollor press, results in a weaker influence that differs with ages. Finally analyses of eye movement patternduring target identification among distractors that could be either grasped or pushed allow us todisentangle the influence of perceived grasp affordances from the influence of training by itself. From adevelopmental point of view; grasp affordances seem to be automatically detected by the age offive, and whatever the training condition. Information computed during training seems to be graduallytaken into account from seven to nine, with use information influence occurring later than graspinformation. Moreover, children performances might be modulated by the concordance or the discordance between the perception of grasp affordances and information from action training.