Bakgrund: I Sverige slutar ungefär 12-13 % av alla kända graviditeter med missfall. De flesta sker innan graviditetsvecka 13 och räknas därmed som tidiga. Många kvinnor upplever att vårdpersonalen inte ger dem det stöd de behöver. Detta kan bero på bristfällig kunskap om den känslomässiga processen vid tidiga missfall. Syfte: Syftet med denna litteraturstudie var att beskriva kvinnors upplevelser i samband med tidiga missfall. Metod: I litteraturstudien har 10 kvalitativa empiriska studier sammanställts och analyserats utifrån Fribergs analysmetod, inspirerad av beskrivande syntes. Artikelsökning utfördes i databaserna Cinahl, Pubmed och SweMed+. Resultat: Upplevelserna vid tidiga missfall innefattar psykiska, existentiella och sociala aspekter samt omvårdnadsrelaterade upplevelser. Missfallet upplevs ofta som en oväntad förlust vilket kan medföra reaktioner som sorg, ifrågasättande av den egna identiteten och skuldkänslor. Många kvinnor känner sig missförstådda av sina anhöriga och att vårdpersonalen inte uppmärksammar deras känslor, upplevelser och behov. Slutsats: Litteraturstudiens resultat visar att kvinnor vill bli bemötta med respekt och förståelse vid tidiga missfall. För att förbättra omvårdnaden av dessa kvinnor krävs personcentrerad omvårdnad som uppmärksammar deras individuella behov, utbildning bland vårdpersonalen samt ytterligare forskning inom området. / Background: About 12-13 % of all recognised pregnancies in Sweden end in a miscarriage. The majority of these occur before gestational week 13 and are therefore classified as early. Many women experience inadequate support from the nursing staff. This could be related to a limited knowledge about the emotional process subsequent to early miscarriages. Aim: The aim of this study was to describe women’s experiences associated with early miscarriages. Methods: In this literature study 10 empirical studies were compiled and analysed with Friberg’s method of analysis, inspired by descriptive synthesis. Article search was performed in the Cinahl, PubMed and SweMed+ databases. Results: The experiences of early miscarriages include psychological, existential and social aspects and experiences connected to nursing care. The miscarriage is often perceived as an unexpected bereavement that can bring about reactions such as grief, questioning of one’s identity and guilt. Many women feel misunderstood by their friends and families and that the nursing staff does not recognize their feelings, experiences and needs. Conclusion: The result of the literature study shows that women want to be met with respect and understanding during the time of early miscarriage. Person centred care that recognise the women’s individual needs, education among the staff and further research in this area is needed to improve the nursing care of these women.

Background: Prostate cancer is the most common type of cancer in Sweden. The three primary treatment types for prostate cancer are prostatectomy, radiotherapy and different types of endocrine therapy. With all treatments mentioned above comes adverse effects that may have big effects on the person treated. Aim: The aim of this study was to highlight men´s experiences of the adverse effects that comes with the treatment for prostate cancer. Method: The research method employed was a literature study based on eleven qualitative articles. The method of analysis was done according to Friberg five-step analysis of qualitative articles and through the analysis, six themes emerged. Results: The themes were A feeling of emotional imbalance, Not prepared enough, The experience of loosing control, Feeling of diminished masculinity, The experience of a feminized body and An altered identity. Conclusion: The result showed that men experience adverse effects of the prostate cancer treatment as difficult in many ways. The changes to the body and mental well-being tend to be difficult to deal with, and the men need relevant information prior to treatment to give them time to adjust to their new life.

As community gardens (CGs) become increasingly popular, it is timely to investigate whether they further sustainability goals. Underpinning my research were questions like why people get involved in CGs, what benefits they derive, what they learn from gardening, and how governance facilitates that learning. Through interviews with gardeners, my data show that key benefits of gardening included building community, environmental protection, improved health, and resisting the industrialization of food. CG membership also facilitated learning in all three domains of Transformative Learning: communicative, instrumental, and transformation. Learning outcomes included gardening skills, improved insight into self and others, and increased prevalence of pro-environmental perspectives. The primary source of learning was interaction with other gardeners. CG involvement may contribute to sustainability by providing an environment which allows people to connect with nature, learn from others (if governance, garden organization, and social capital are strong), and choose more pro-environmental behaviours. / May 2016

A aprendizagem para se configurar como tal necessita da atenção e da memória. Pesquisas em Neurociência colocam que, durante a aprendizagem, são formadas memórias que dependem da capacidade que tem o sistema nervoso de modificar-se em decorrência das experiências vivenciadas. O arquivamento de informações é mediado por diferentes módulos do sistema nervoso que funcionam de forma independente, porém cooperativa. (XAVIER, 1993). O que conduz, portanto, à inferência de que quanto mais informações houver sobre o mesmo fato maior será o número de áreas cerebrais envolvidas na retenção do mesmo na memória, conseqüentemente, melhor será a sua aprendizagem. Esse estudo procura analisar os efeitos da aplicação de atividade de ensino que estabeleça abordagem investigativa interdisciplinar, de um mesmo tema, na concentração da atenção, no interesse do aprendiz para o fato estudado, bem como sua eficácia na retenção e conseqüente aprendizagem do conteúdo abordado Foi elaborado um curso de Formação Continuada a professores do ensino médio da rede pública do estado de São Paulo sobre o tema Luz e Visão: Você entende o que olha? Foram abordados os aspectos biológicos, físicos e químicos do tema. Participaram vinte professores que foram divididos em grupos heterogêneos quanto à unidade de origem e área de formação. Foi efetuada avaliação quantitativa com testes pré e pós formação, bem como avaliado qualitativamente quanto a: interações orais, por gravações em vídeo e à produção escrita dos participantes. Ainda, foi explorada a possibilidade de transposição da experiência à realidade da escola de origem de cada um. Ainda, compõe os resultados a transcrição de vídeo sobre a dissecação do olho de boi. Os resultados evidenciaram ganho significativo de conhecimento (signal test em nível de significância de 5%), referendado também na avaliação qualitativa da interação dos docentes UE, participantes. Os projetos de aplicação nas UE foram apresentados ao final das atividades do curso e destes, quatro foram total, ou parcialmente aplicados nas UE, com resultados muito positivos. Essa experiência indica que é possível melhorar a aprendizagem, por abordagem investigativa interdisciplinar, mas principalmente que é preciso investir na formação e valorização do professor. / The learning to configure itself as such needs the attention and the memory. Research in Neuroscience places that, during the learning, memories are formed that depend on the capacity that has the nervous system to modify itself in result of the lived deeply experiences. The filling of information is mediated by different modules of the system nervous that function of independent form, however cooperative. (XAVIER, 1993). What it leads, therefore, to the inference of that the more information it will have on the same bigger fact will be the number of involved cerebral areas in the retention of the same in the memory, consequently, better will be its learning. This study it looks for to analyze the effect of the application of activity of education that establishes investigative boarding to interdisciplinary, of one same subject, in the concentration of the attention, the interest of the apprentice for the studied fact, as well as its effectiveness in the retention and consequence learning of the boarded content a course of Continued Formation was elaborated the teachers of the average education of the public net of the state of São Paulo on the subject Light and Vision: You understand what she looks at? The biological, physical and chemical aspects had been boarded of the subject. Twenty teachers had participated who had been divided in heterogeneous groups how much to the unit of origin and area of formation. Quantitative evaluation with tests daily pay and after formation was effected, as well as evaluated qualitatively how much: verbal interactions, for writings in video and to the written production of the participants. Still, the possibility of transposition of the experience to the reality of the school of origin of each one was explored. Still, it composes the results the video transcription on the dissection of the ox eye. The results had evidenced significant profit of knowledge (signal test in level of significance of 5%), also authenticated in the qualitative evaluation of the interaction of the teachers UE, participants. The projects of application in the UE had been presented to the end of the activities of the course and of that, four they had been total, or partially applied in the UE, with very positive results. This experience indicates that it is possible to improve the learning, for investigative boarding to interdisciplinary, but mainly that she is necessary to invest in the formation and valuation of the teacher.

Abstract Background: 36,9 millions of people are today living with the Human immunodeficiency virus (HIV). Every year 400-500 new cases of HIV occur and today approximately 6,500 people live with the disease in Sweden. Getting a chronic disease can mean a changed life situation for the affected person and the society tends to stigmatize people living with HIV. Purpose: To describe people's experiences of living with HIV. Method: A literature study with descriptive design was produced and 12 scientific qualitative articles from the database CINAHL were included in the content of the study. Findings: Four main themes were identified for the study's findings: Getting the diagnosis of HIV, Relationships, Difficulties and Negative Emotions, and Changed Perspectives and Positive Emotions. Some participants in the study experienced difficulties living with HIV. In connection with newly discovered HIV diagnosis, many feelings and reactions could arise. Lost hopes, guilt and shame were common experiences of people living with HIV. Fear existed over how family, friends and society would look at them differently. Some people experienced a negative response from healthcare professionals, while some found healthcare professionals as an important support. Some people initially felt feelings of hopelessness and looked at their illness as a death sentence, but over time they got a changed perspective with increased understanding and could instead see bright on the future. Conclusion: Different experiences emerged from living with HIV. Getting the diagnosis of HIV could create devastating feelings for the affected person, but through different kinds of support and strategies, people could have a more positive view of life. Experiences of being treated differently in health care and from their environment could be a great strain in their daily life. In the nurse's work it is therefore important to provide people with HIV as well as relatives with adequate information about the disease and work for person-centered care.

Esta dissertação tem como objetivo analisar a relação que arte-educadores fazem entre suas experiências formativas e atuação profissional. Para isso, discutiu-se o conceito de experiência trazido por Dewey (1974), Larrosa (2001) e Josso (2010). Entrevistamos quatro professores de Artes da região de Campinas acerca de sua formação inicial, formação continuada, prática docente, experiências formativas e vivências escolares. Abordando essas narrativas pessoais com o método do Image Watching (OTT, 1997) discorremos sobre as falas de professores, encontrando semelhanças e diferenças. Articulando as narrativas com a bibliografia estudada, propomos uma reflexão acerca das vivências destes professores, sujeitos das experiências relatadas. Além de uma autorreflexão sobre as práticas de cada arteeducador. / The aim of this thesis is to analyze the relations set by the art educators between their formative experiences and their professional performance. In order to reach this goal, it was discussed the notion of experience brought by Dewey (1974), Larrossa (2001) and Josso (2010). We interviewed four Art teachers, who live in the Campinas surroundings, about their initial formation, their continuous formation, their work as teachers, their formative experiences and their school experiences as well. By approaching those personal narratives using the Image Watching methodology (OTT, 1997), we narrated the teachers\' ways of speaking and we were able to find similarities and differences. After we articulated the narratives with the bibliography studied, we would like to propose a reflection about the life experiences of the referred to teachers, who are the main subjects of the experiments narrated hereby, as well as a self reflection on the practices of each art educator.

The aim of the present study was to investigate the role of metacognition as a mediator of the relationship between smoking dependence and depression/anxiety/ negative impact of life experiences. A sample of 202 adult smokers completed the following questionnaires: Beck Depression Inventory (BDI), Beck Anxiety Inventory (BAI), Life Experiences Survey (LES), Meta-Cognitions Questionnaire-30 (MCQ-30), and Fagerstr&ouml / m Test of Nicotine Dependence (FTND). The path analyses were used to test a mediation model in which depression, anxiety, or negative impact of life experiences was the predictor of metacognition, which in turn was a predictor of smoking dependence. Twelve mediation models were tested using total scores of metacognition, and its factors including positive beliefs about worry, negative beliefs about worry, lack of cognitive confidence, beliefs about need to control thoughts, and cognitive self-consciousness as mediator variables. The models included depression, anxiety, or negative impact of life experiences as independent variables / and smoking dependence as dependent variable. The results suggested that neither total metacognition score nor the individual metacognitive dimensions did mediate the relationship between smoking dependence and depression/anxiety/negative impact of life experiences. The results and limitations, as well as the implications of these findings, were discussed by referring to the relevant literature.

This research explored the common experiences, values, and beliefs of three science teacher educators with elementary teaching experience and how these commonalities influenced their thinking about teaching preservice elementary teachers. This qualitative study used a life story approach and included an autobiographical component. Data were collected through interviews, observations, and archival records. The findings were shared in eight chronologically ordered vignettes that portrayed an individual representing a composite of the participants. The participants shared numerous life experiences including: growing up in small towns, having older parents, being part of a two sibling family, having strong female role models, learning science through everyday occurrences, and having successful experiences in school math and science. They also placed a high value on education, responsibility, spiritual development, and contributions of diverse groups. Two beliefs stood out in the data. First, each participant believed that she had been a "good" elementary teacher. Second, each participant believed in the importance of attending to the affective domain within teaching and learning environments.These findings represent an extension of the existing limited literature base regarding qualifications and characteristics of science teacher educators. The findings direct our attention to the need for changes in science teacher education programs with regard to recruitment and design in order to attract more applicants with elementary teaching experience and understandings of the elementary school culture.

Bakgrund: Smärta är en subjektiv upplevelse som är svår att sätta ord på. Det finns många personer i Sverige som lider av långvarig smärta och dessa är frekventa besökare hos sjukvården. Långvarig smärta är ett komplext tillstånd som kan vara svår att behandla. För att patienten ska få god vård bör dennes livsvärld beaktas. Syfte:Syftet var att belysa hur patienter med långvarig, icke-malign smärta upplever tillvaron. Metod: En litteraturstudie som har baserats på 13 vetenskapliga artiklar publicerade mellan åren 2007-2018. Artiklarna har hittats genom sökningar i databaserna CINAHL Complete, PubMed och SveMed+. Några av de sökord som använts var “chronic pain”, “patient” och “experience”. Litteraturstudien utgår från Callista Roy´s Adaptionsmodell. Resultat: Resultatet i denna litteraturstudie består av fyra huvudteman. Under “Mötet med vårdpersonalen” har det visat sig att många patienter kände att de blir misstrodda och inte tagna på allvar av vårdpersonalen. Det andra temat är “Smärtan påverkar livsvärlden” där patienterna uttryckte att hela livet förändrats och att de inte alltid känner igen sig själva .“Ibland räcker orden inte till”, det tredje temat, visade att patienterna upplevde smärta som något svårt att både skatta och förmedla. I “Behandling” som är det sista temat framkom det att många var oroliga för biverkningarna samt den höga beroenderisken som smärtstillande läkemedel kan ha. Diskussion: Resultatet diskuteras utifrån Callista Roys Adaptionsmodell och de fyra adaptiva lägena; fysiologiska funktioner, ömsesidigt beroendeläge självkoncept och rollfunktion. Sjuksköterskans roll och skyldigheter diskuteras även i samband med dessa lägen. / Background: Pain is a subjective feeling that is hard to put in to words. There are many people in Sweden that suffer from chronic pain and these are frequent users of the healthcare. Chronic pain is a complex condition that can be hard to treat. Aim: The aim was to illustrate how patients with chronic, nonmalignant pain experience their existence. Method: A literature review that is based on 13 peer reviewed articles that have been published between 2007-2018. The articles have been found in the following databases; CINAHL Complete, PubMed och SveMed+. Some of the keywords were “chronic pain”, “patient” and “expectations”. This literature review is based on Callista Roys Adaption Model. Results: The result in this literature review contains four main themes. In the first theme “The interaction with the healthcare professionals” showed that many patients felt disbelieved and not taken seriously. The second theme “The pain affected the patients’ quality of life“, the patients expressed that their whole life changed and that they cannot recognise themselves. “Sometimes the words are not enough”, the third theme, showed that patients experienced pain that is difficult to estimate and explain. Under “Treatment”, the last theme, many patients were worried about the side effects and the high risk of addiction that painkillers may have. Discussion: The result is discussed from Callista Roys Adaption Model and the four adaptive modes; physiological functions, interdependence, self-concept and role function. Nursing's roles and obligations are also discussed during these adaptive modes.

xvi, 159 p. : ill. A print copy of this thesis is available through the UO Libraries. Search the library catalog for the location and call number. / This dissertation involves two studies investigating the disclosure of life experiences in the context of real relationships in real time. Study 1 included 126 university students and community members. Pairs of participants who had known each other for at least three months were eligible. After participants completed a set of self- report measures, one member of the pair was randomly selected to disclose an experience he/she had not previously disclosed to the other member of the pair. A final set of self- report measures was then completed by each participant. The interaction was videotaped for coding and analyses. Using the coders' and disclosers' ratings of listeners' behaviors, we examined the impact of both verbal and nonverbal responses to disclosure and identified two modifiable behaviors (interruptions and posture) that contributed to conveying support. Results indicated that leaning backward was associated with more negative responses to disclosure and moderate levels of interruption were associated with more supportive responses to disclosure. Study 2 involved similar recruitment procedures to Study 1 and included 220 university students and community members. Pairs of participants were randomly assigned to an experimental or control condition and researchers were blind to condition. After completing a series of self-report questionnaires, the person randomly assigned to the discloser role was asked to describe an experience of mistreatment not previously disclosed to the other participant. This interaction was videotaped. Following this, participants completed post-disclosure questionnaires Then, psychoeducational materials regarding either healthy lifestyle improvements (control condition) or supportive listening techniques (experimental condition) were distributed, followed by a quiz on these materials. A second experience of mistreatment was disclosed and a final set of post-disclosure questionnaires was completed. Results indicated that the psychoeducational materials were effective in enhancing supportive responses to disclosure such that listeners in the experimental condition demonstrated significantly fewer unsupportive behaviors than listeners in the control condition. Listeners who started with high levels of unsupportive behaviors benefitted the most from the psychoeducational materials. Although there are several limitations of these studies and additional research with more diverse samples is needed, the findings represent an important preliminary step in research. / Committee in charge: Jennifer Freyd, Chairperson, Psychology; Gordon Hall, Member, Psychology; Sara Hodges, Member, Psychology; Jeff Todahl, Outside Member, Counseling Psychology and Human Services