Bakgrund: Den perioperativa vården syftar till en individuellt anpassad vård som tillgodoser patientens unika behov. Kvalitativ forskning om ungdomars upplevelser av detta är begränsad.  Syfte: Syftet var att undersöka ungdomars tankar inför operation och upplevelser av den perioperativa vården.  Metod: Studien genomfördes som en kvalitativ intervjustudie med semistrukturerade frågor. Datan analyserades med hjälp av systematisk textkondensering (STC). Tio ungdomar i åldrarna 12 till 17 år som hade genomgått operation under generell anestesi intervjuades på ett universitetssjukhus i Mellansverige under våren 2018.  Resultat: Analysen resulterade i tre kategorier “tankar kring anestesi, kirurgi och livet”, “erfarenheter av den preoperativa informationen” och “faktorer som påverkar välbefinnandet”. Ungdomarna fokuserade på hur operationen skulle påverka det sociala livet. De hade frågor och tankar som berörde såväl anestesin och kirurgin vilket hanterades på olika sätt. De besked och den information ungdomarna fick under det preoperativa vårdförloppet upplevdes som bristfällig och oanpassad, vilket bidrog till stress och oro. Delaktighet och personcentrerad omvårdnad bidrog till trygghet och en bra relation mellan patient och vårdare.  Slutsats: Resultatet visade på att personalen som är involverad i den perioperativa vården behöver kunskap om ungdomars upplevelser och erfarenheter av den perioperativa vården och operation för att på så sätt kunna förstå vilka omvårdnadshandlingar som är viktiga att ta hänsyn till utifrån ett ungdomsperspektiv. Kunskapen kan användas för att utveckla riktlinjer och den perioperativa vården för att främja patientbemötandet utifrån ungdomars unika förutsättningar. / Introduction: The perioperative care aims at an individually adapted care that meets the patient's unique needs. Qualitative research on adolescents experiences in this subject is limited.  Aim: The purpose was to investigate the thoughts of adolescents on the operation and experiences of perioperative care.  Methodology: The study was conducted as a qualitative interview study with semistructured questions. The data was analyzed using systematic text condensation (STC). Adolescents aged 12 to 17 years who had undergone surgery under general anesthesia were interviewed at a university hospital in central Sweden in the spring of 2018.  Results: The analysis resulted in three categories "thoughts about anesthesia, surgery and life", "experiences of preoperative information" and "factors that affect well-being". The adolescents focused on how the operation would affect the social life. They had questions and thoughts that concerned both anesthesia and surgery, which was handled in different ways. The information the adolescents received during the preoperative stage were perceived to be inadequate and inappropriate, which contributed to stress and concern. Participation and person-centered care contributed to a feeling of safety and a good relationship between patients and caregivers.  Conclusion: The result showed that the personnel involved in the perioperative care need knowledge about the experiences of young people in perioperative care and surgery in order to understand which caring actions are important to take into account from an adolescent perspective. This knowledge can be used to develop guidelines and the perioperative care based on adolescents unique conditions.

A Dissertação analisou o cotidiano de jovens estudantes do Ensino Médio de uma escola pública de Porto Alegre. O conceito de mundo da vida foi utilizado para caracterizar as relações intersubjetivas vivenciadas pelos jovens em seu cotidiano. Na perspectiva de Alfred Schütz, o mundo da vida é o mundo intersubjetivo em que vivemos e que se apresenta à nossa experiência e interpretação. As juventudes são concebidas em uma perspectiva sociológica, para além de um período de transição, são tomadas em sua constituição plural, reconhecendo a especificidade de uma etapa da vida. O gênero é compreendido como uma relação, que materializa as relações de poder entre os sexos e atualiza os particularismos patriarcais presentes no grupo social. O objetivo principal da pesquisa foi compreender como o cotidiano de jovens estudantes do Ensino Médio é estruturado, em relação aos aspectos de gênero e ao tempo de estudo e trabalho. Em relação ao conceito de mundo da vida, a intenção foi depreender os códigos de referência presentes no cotidiano dos jovens, a partir das suas temporalidades. A pesquisa foi realizada através do mapeamento dos usos do tempo de cerca de 400 jovens. Cada jovem preencheu dois diários de usos do tempo, um no dia da semana e outro no domingo. A tabulação dos dados, no SPSS, computou os eventos e suas durações. Através da análise preliminar dos dados, foram construídas quatro rotinas típicas, para a seleção de jovens a serem entrevistados. A entrevista ocorreu com quatorze jovens, conversando sobre a sua rotina e sobre o significado da educação e do trabalho em sua vida. Os dados quantitativos compuseram as categorias “tempos para si”, “tempos de estudo”, “tempos de trabalho – formal e doméstico” e “tempos de lazer”. Em cada um, priorizou-se a análise por sexo e faixa etária, com o objetivo de perceber se o gênero se constitui como um código de referências para o cotidiano dos jovens. Os usos do tempo de estudo e trabalho, principalmente o trabalho doméstico, indicam maior alocação de jovens do sexo feminino do que jovens do sexo masculino. Além do gênero, o princípio de reciprocidade, que indica a responsabilidade de cada membro do grupo doméstico para a sua manutenção, foi percebido como um código de referências para o cotidiano destes jovens. / The present work is intended to evaluate student daily routines from a public high school in Porto Alegre. The life-world concept was used to describe youth’s intersubjective relations in a daily basis. According to Alfred Schütz’s standpoint, the life-world is an intersubjective world which we live in, and it is presented to our own experience and interpretation. Youthfulness usually grows under a sociologic view, beyond a transition timeframe, taking into account their multiple nature, being able to recognize the specific life period which they are submitted to. Gender is understood as a relation, which makes the sex strength relations to become real, and update the patriarchal particularizations which are usually found in the social group. The research’s main goal was set in order to understand how the high school student daily routine is composed, with regard to gender, as well as study and work time. Life-world concept gathers reference codes prompted inside the young people routines, based on their transiently issues. The subject research was made using time-use mapping of 400 young people. Each person filled two time-use diaries, one for a business day and the other for a weekend day (Sunday). All collected data were recorded into SPSS software, computing events and their related timeframes. Based upon a first data review, four typical routines were built to choose people for interviewing process. Actually the interview was performed with fourteen persons, whom were inquired about their routine and “education/job meanings for their life. All discrete data were part of “time for myself”, “study time”, “work time – formal and domestic” and “leisure time”. Each of them has been evaluated, taking the sex and age range analysis as first priority, attempting to detect gender as being a daily reference code for young people. Time-use for study and work (specially domestic work), pointed out more women when in gender comparison. Besides that, the reciprocity, principle which notes the responsability for each group member involved in the environment maintenance, was determined to be a reference code for young people daily routine.

A Dissertação analisou o cotidiano de jovens estudantes do Ensino Médio de uma escola pública de Porto Alegre. O conceito de mundo da vida foi utilizado para caracterizar as relações intersubjetivas vivenciadas pelos jovens em seu cotidiano. Na perspectiva de Alfred Schütz, o mundo da vida é o mundo intersubjetivo em que vivemos e que se apresenta à nossa experiência e interpretação. As juventudes são concebidas em uma perspectiva sociológica, para além de um período de transição, são tomadas em sua constituição plural, reconhecendo a especificidade de uma etapa da vida. O gênero é compreendido como uma relação, que materializa as relações de poder entre os sexos e atualiza os particularismos patriarcais presentes no grupo social. O objetivo principal da pesquisa foi compreender como o cotidiano de jovens estudantes do Ensino Médio é estruturado, em relação aos aspectos de gênero e ao tempo de estudo e trabalho. Em relação ao conceito de mundo da vida, a intenção foi depreender os códigos de referência presentes no cotidiano dos jovens, a partir das suas temporalidades. A pesquisa foi realizada através do mapeamento dos usos do tempo de cerca de 400 jovens. Cada jovem preencheu dois diários de usos do tempo, um no dia da semana e outro no domingo. A tabulação dos dados, no SPSS, computou os eventos e suas durações. Através da análise preliminar dos dados, foram construídas quatro rotinas típicas, para a seleção de jovens a serem entrevistados. A entrevista ocorreu com quatorze jovens, conversando sobre a sua rotina e sobre o significado da educação e do trabalho em sua vida. Os dados quantitativos compuseram as categorias “tempos para si”, “tempos de estudo”, “tempos de trabalho – formal e doméstico” e “tempos de lazer”. Em cada um, priorizou-se a análise por sexo e faixa etária, com o objetivo de perceber se o gênero se constitui como um código de referências para o cotidiano dos jovens. Os usos do tempo de estudo e trabalho, principalmente o trabalho doméstico, indicam maior alocação de jovens do sexo feminino do que jovens do sexo masculino. Além do gênero, o princípio de reciprocidade, que indica a responsabilidade de cada membro do grupo doméstico para a sua manutenção, foi percebido como um código de referências para o cotidiano destes jovens. / The present work is intended to evaluate student daily routines from a public high school in Porto Alegre. The life-world concept was used to describe youth’s intersubjective relations in a daily basis. According to Alfred Schütz’s standpoint, the life-world is an intersubjective world which we live in, and it is presented to our own experience and interpretation. Youthfulness usually grows under a sociologic view, beyond a transition timeframe, taking into account their multiple nature, being able to recognize the specific life period which they are submitted to. Gender is understood as a relation, which makes the sex strength relations to become real, and update the patriarchal particularizations which are usually found in the social group. The research’s main goal was set in order to understand how the high school student daily routine is composed, with regard to gender, as well as study and work time. Life-world concept gathers reference codes prompted inside the young people routines, based on their transiently issues. The subject research was made using time-use mapping of 400 young people. Each person filled two time-use diaries, one for a business day and the other for a weekend day (Sunday). All collected data were recorded into SPSS software, computing events and their related timeframes. Based upon a first data review, four typical routines were built to choose people for interviewing process. Actually the interview was performed with fourteen persons, whom were inquired about their routine and “education/job meanings for their life. All discrete data were part of “time for myself”, “study time”, “work time – formal and domestic” and “leisure time”. Each of them has been evaluated, taking the sex and age range analysis as first priority, attempting to detect gender as being a daily reference code for young people. Time-use for study and work (specially domestic work), pointed out more women when in gender comparison. Besides that, the reciprocity, principle which notes the responsability for each group member involved in the environment maintenance, was determined to be a reference code for young people daily routine.

Denna studie har till syfte att undersöka hur förskollärare upplever undervisningsbegreppet i förskolan. För att undersöka detta har data samlats in med hjälp av semi-/halvstrukturerade intervjuer med sex förskollärare samt analyserats utifrån kvalitativ analys. Fenomenologi, med inriktning på 'livsvärlden' ur Merleau-Ponty har varit den teoretiska utgångspunkten. Resultatet av studien visar att förskollärare inte är vana vid begreppet undervisning, trots kravet på undervisning i förskolan enligt skollag sedan 2010. Studien visar även hur förskollärare upplever att förskollärarutbildningen behöver ta upp undervisning mer i utbildningen för att nyexaminerade förskollärare ska kunna berika verksamheterna. Studiens största slutsats pekar på att förskollärare inte kommer förändra deras arbetssätt med undervisningsbegreppet utan endast hur de uttrycker sig kring sitt undervisningsarbete. De betonar vikten av förskolans tradition med lärandeprocesser, att det är dessa som skapar förutsättningarna för undervisning i förskola, att det är processen till lärande som är viktigast. / This study aims at investigating how preschool-teachers experience the concept of eduction in preschool. To investigate this, data has been collected using semi-/half-structured interviews with six preschool-teachers and analyzed based on qualitative analysis. Phenomenology, focusing on the 'life-world' of Merleau-Ponty has been the theoretical framework. The result of the study shows that preschool-teachers are not used to the concept of education, despite the requirement for education in preschools according to Swedish education-law since 2010. The study also shows how preschool-teachers perceive that preschool education needs to be taught more in education so that newly graduated preschool-teachers can enrich the daily operations. The main conclusion of the study indicates that preschool-teachers will not change their way of working with the concept of education, but only how they express themselves about their teaching work. They emphasize the importance of preschool's tradition of learning processes, that these are the ones that create the prerequisites for education in preschool, that it is the process of learning that is most important. / <p>Examensarbete i förskollärarprogrammet (210 hp)</p><p></p><p>Betyg: A</p>

Syftet med studien är att utforska hur min livsvärld samt mitt musikaliska gestaltande påverkades av en tids mental träning. För att kunna följa processen fördes en ostrukturerad loggbok och videoinspelningar gjordes av min enskilda övning på blockflöjt. Denna kvalitativa studie genomfördes utifrån ett livsvärldsperspektiv som är en gren ur den fenomenologiska filosofin. Loggboken och videoinspelningarna analyserades genom att kategoriseras med olika sinnesstämningar, som: nedstämd, stressad, glad och stolt. Resultatet av analysen visar en progression från ett negativt tänkande till ett mer positivt tänkande. En successiv förändring av den enskilda övningen framkommer också, där kreativitet och experimenterande med olika inlärningsmetoder får allt mer plats. En diskussion av resultatet förs sedan, i förhållande till litteratur och tidigare forskning inom området. Arbetet avslutas med att belysa arbetets betydelse samt möjligheter till framtida forskning. / The purpose of the study is to explore how my life-world and music playing is affected by a period of mental training. An unstructured logbook was kept in order to follow the process. In addition video recordings of my individual practice playing the recorder, were made. This qualitative study was based on a life-world perspective - a branch from the phenomenological philosophy. The logbook and video recordings were analyzed by being categorized as different moods, such as: depressed, stressed, happy and proud. The result of the analysis shows a progression from a negative thinking to a more positive thinking. A successive change of the individual practice is also revealed, where creativity and experimenting with different learning methods appears more frequently. A discussion is thenceforth held, in relation to litterature and previous research, within the field. The work is concluded by illuminating the importance of this study and the opportunities for future research.

A Dissertação analisou o cotidiano de jovens estudantes do Ensino Médio de uma escola pública de Porto Alegre. O conceito de mundo da vida foi utilizado para caracterizar as relações intersubjetivas vivenciadas pelos jovens em seu cotidiano. Na perspectiva de Alfred Schütz, o mundo da vida é o mundo intersubjetivo em que vivemos e que se apresenta à nossa experiência e interpretação. As juventudes são concebidas em uma perspectiva sociológica, para além de um período de transição, são tomadas em sua constituição plural, reconhecendo a especificidade de uma etapa da vida. O gênero é compreendido como uma relação, que materializa as relações de poder entre os sexos e atualiza os particularismos patriarcais presentes no grupo social. O objetivo principal da pesquisa foi compreender como o cotidiano de jovens estudantes do Ensino Médio é estruturado, em relação aos aspectos de gênero e ao tempo de estudo e trabalho. Em relação ao conceito de mundo da vida, a intenção foi depreender os códigos de referência presentes no cotidiano dos jovens, a partir das suas temporalidades. A pesquisa foi realizada através do mapeamento dos usos do tempo de cerca de 400 jovens. Cada jovem preencheu dois diários de usos do tempo, um no dia da semana e outro no domingo. A tabulação dos dados, no SPSS, computou os eventos e suas durações. Através da análise preliminar dos dados, foram construídas quatro rotinas típicas, para a seleção de jovens a serem entrevistados. A entrevista ocorreu com quatorze jovens, conversando sobre a sua rotina e sobre o significado da educação e do trabalho em sua vida. Os dados quantitativos compuseram as categorias “tempos para si”, “tempos de estudo”, “tempos de trabalho – formal e doméstico” e “tempos de lazer”. Em cada um, priorizou-se a análise por sexo e faixa etária, com o objetivo de perceber se o gênero se constitui como um código de referências para o cotidiano dos jovens. Os usos do tempo de estudo e trabalho, principalmente o trabalho doméstico, indicam maior alocação de jovens do sexo feminino do que jovens do sexo masculino. Além do gênero, o princípio de reciprocidade, que indica a responsabilidade de cada membro do grupo doméstico para a sua manutenção, foi percebido como um código de referências para o cotidiano destes jovens. / The present work is intended to evaluate student daily routines from a public high school in Porto Alegre. The life-world concept was used to describe youth’s intersubjective relations in a daily basis. According to Alfred Schütz’s standpoint, the life-world is an intersubjective world which we live in, and it is presented to our own experience and interpretation. Youthfulness usually grows under a sociologic view, beyond a transition timeframe, taking into account their multiple nature, being able to recognize the specific life period which they are submitted to. Gender is understood as a relation, which makes the sex strength relations to become real, and update the patriarchal particularizations which are usually found in the social group. The research’s main goal was set in order to understand how the high school student daily routine is composed, with regard to gender, as well as study and work time. Life-world concept gathers reference codes prompted inside the young people routines, based on their transiently issues. The subject research was made using time-use mapping of 400 young people. Each person filled two time-use diaries, one for a business day and the other for a weekend day (Sunday). All collected data were recorded into SPSS software, computing events and their related timeframes. Based upon a first data review, four typical routines were built to choose people for interviewing process. Actually the interview was performed with fourteen persons, whom were inquired about their routine and “education/job meanings for their life. All discrete data were part of “time for myself”, “study time”, “work time – formal and domestic” and “leisure time”. Each of them has been evaluated, taking the sex and age range analysis as first priority, attempting to detect gender as being a daily reference code for young people. Time-use for study and work (specially domestic work), pointed out more women when in gender comparison. Besides that, the reciprocity, principle which notes the responsability for each group member involved in the environment maintenance, was determined to be a reference code for young people daily routine.

Bakgrund: Att befinna sig i miljöer som kan uppfattas som hotfulla är ingen ovanlighet för ambulanssjuksköterskor. Att utsättas för hot i sitt arbete förekommer och uppfattas som ett problem av många inom ambulansverksamheten och är enligt såväl nationella som internationella studier ett växande problem. Att arbeta inom den prehospitala vården innebär att man ofta verkar inom en utsatt miljö. Då en hotfull situation påverkar vården är en viktig del av ambulanssjuksköterskans kompetensområde att skapa ett säkert vårdrum där patienten kan erhålla ett adekvat omhändertagande. Syfte: Syftet med studien var att beskriva ambulanssjuksköterskors uppfattningar av hot i samband med omhändertagande av sjuk eller skadad person. Metod: Kvalitativ intervjustudie med fenomenografisk ansats. Ett strategiskt urval användes vilket resulterade i tio intervjuer med ambulanssjuksköterskor på en ambulansstation i en mellanstor stad. Intervjuerna spelades in med ljud och transkriberades i efterhand. Resultat: De analyserade intervjuerna mynnade ut i fyra beskrivningskategorier om ambulanssjuksköterskors uppfattningar om hot i samband med omhändertagande av sjuk eller skadad person. De fyra beskrivningskategorierna var: Att det är en del av jobbet, Personliga förutsättningar och yrkeserfarenhet, Att hantera en hotfull situation och Att endast utföra det nödvändiga. Slutsats: Uppfattningarna kring hot varierar mycket, ett antal uppfattningar var extra förekommande. Bland annat att en könsdifferentierad ambulansbesättning uppfattades som positivt, också att en vårdrelation blir lidande och att bara den nödvändigaste vården utförs om situationen uppfattas vara hotfull. / Background: Being in environments that can be perceived as threatening is not unusual for ambulance nurses. Being exposed to threats in their work occurs and is perceived as a problem by many in the ambulance business and according to national as well as international studies, is a growing problem. Working in prehospital care means that you often work within an exposed environment. As a threatening situation affects healthcare, an important part of the ambulance nurse´s field of expertise is to create a safe care space where the patient can receive adequate care. Aim: The aim of the study was to describe ambulance nurse's perceptions of threats associated with the treatment of sick or injured persons. Method: Qualitative interview study with phenomenographic approach. A strategic selection was used which resulted in ten interviews with ambulance nurses at an ambulance station in a medium-sized city. The interviews were sound recorded and transcribed post the interviews. Results: The analyzed interviews appeared in four descriptive categories on the perception of ambulance nurses on threats associated with the treatment of sick or injured persons. The four description categories were: That it is part of the job, Personal circumstances and professional experience, Managing a threatening situation and To only perform the necessary. Conclusion: The perceptions regarding threats varies a lot, a number of different were more extra common. As example that a gender differentiated ambulance crew were perceived as something positive, also that the caring relationship suffers and that the only necessary care is given if a situation is regarded as being threatening.

Denna studie har som syfte att utforska hur jag erfar meningen med artistisk mental träning i samband med musicerande. Syftet bärs upp av följande forskningsfråga: På vilka sätt förändras min upplevelse av prestationsångest under en period av artistisk mental träning? Studien har sin utgångspunkt i ett fenomenologiskt livsvärldsperspektiv och baseras på självobservationer i form av loggboksskrivande. Resultatet presenteras utifrån fyra teman: Uppvaknande, Tvivel, Insikt och acceptans och Förändring. Uppvaknande beskriver hur den artistiska mentala träningsprocessen inleds, vilket får mig att börja reflektera och ifrågasätta mitt beteende och mina tankemönster. Tvivel visar på en period av mer motgång där nyfunna insikter väcker frågor och funderingar som gör att jag ifrågasätter varför jag håller på med musik. Insikt och acceptans beskriver ett mönster av mer positivt tänkande. Det avslutande temat Förändring visar på att arbetet med den artistiska mentala träningen blir en startprocess för mig i att börja ta hand om mig själv och ta ansvar över mina känslor och min vilja. Slutligen förs en diskussion kring min grundspänning, min självbild och min livsvärld där resultatet ställs mot tidigare forskning och övrig litteratur som finns presenterat i bakgrundskapitlet. / The purpose of this study is to explore how I experience the meaning of artistic mental training in relation to practicing music. The purpose is supported by the following research question: In what ways do my experience of performance anxiety change during a period of artistic mental training? The study is made from a phenomenological lifeworld perspective and is based on self-observations consisting of logbook writing. The result is presented in four themes: Awakening, Doubt, Insight and acceptance, and Change. Awakening describes how the artistic mental training process begins, which makes me reflect and question my behaviour and my pattern of thoughts. Doubt shows a period of adversity where newly discovered insights raise questions that makes me question why I even practice music. Insight and acceptance describes a pattern of increased positive thinking. The final theme Change shows how the artistic mental training becomes a personal starting point where I begin to care for myself and take responsibility for my feelings and my own will. Finally, a discussion about my default tension, my self-image and my life-world is being made, comparing the result to previous research and literature presented in the background chapter.

Bakgrund: Mer än 10% av den västerländska befolkningen lever med kronisk njursvikt. Njurtransplantation är det effektivaste behandlingsalternativet vid svår kronisk njursvikt, och fler än 600 personer står på väntelistan för en ny njure i Sverige. Det är som sjuksköterska viktigt att se patienterna bakom sjukdomen och ha förståelse för deras individuella behov. Genom att få en uppfattning av patienternas livsvärld, har sjuksköterskan möjlighet att främja njurmottagarnas liv efter transplantationen. Syfte: Syftet med litteraturstudien var att belysa njurmottagares erfarenheter av livet efter en transplantation. Metod: En litteraturstudie baserad på 10 vetenskapliga studier med kvalitativ ansats. Studiernas kvalitet granskades med hjälp av SBU:s granskningsmall och analyserades med en innehållsanalys. Resultat: Resultatet presenterades i tre tema och nio undertema. De tema som framkom var: Utmaningar i det dagliga livet, Livsförändringar och Självständighet. Slutsats: Njurmottagarna upplevde många olika känslor efter transplantationen. De kände glädje och tacksamhet, för att de hade fått en ny chans i livet, men också för att de inte längre var beroende av dialysbehandling. De upplevde också känslor av rädsla och oro, som var associerade till risken för njuravstötning och fysiska komplikationer. Dessutom hade anhöriga höga förväntningar som mottagarna inte kunde leva upp till, vilket bidrog till känslor av besvikelse. Genom personcentrerad vård och mycket information från sjuksköterskor, var njurmottagarna mer redo för livet efter transplantationen. / Background: More than 10% of the western population are living with kidney failure. The most effective treatment for severe chronic kidney failure is a kidney transplant, and more than 600 people are waiting for a new kidney in Sweden. It is important as a nurse to see the patient behind the disease and have understanding for their individual needs. By gaining insight of the person’s life-world, can the nurse promote kidney recipients life after a transplant. Aim: The purpose was to explore kidney recipient’s experiences of life after a transplantation. Method: A literature review based on 10 scientific articles with qualitative approach. The quality of the articles was reviewed and analyzed by a content analysis. Results: The results were presented in three themes and nine sub-themes. The themes presented were Challenges in the daily life, Life changes and Independence. Conclusion: The kidney recipients experienced different emotions after the transplant. They felt joy and gratitude, because they had been given a new chance in life, but also because they were no longer dependent on dialysis treatment. They also experienced feelings of fear and anxiety, which were associated with the risk of kidney rejection and physical complications. In addition, relatives had high expectations that the recipients could not live up to, which contributed to feelings of disappointment. The obstacles that the recipients experienced in life after the transplant, could the nurse support them in. Through person centered care and a lot of information from the nurses, were the kidney recipients more ready for life after the transplant.

I denna studie undersöks förhållandet mellan dansundervisning och de platser där de äger rum, i huvudsak skolans danssalar. Genom att intervjua danslärare och elever på gymnasiets estetiska program, samt göra observationer i skolmiljöer, ställs frågor om hur dansundervisningen å ena sidan påverkas av den plats där den äger rum å andra sidan kan påverka eller utforska dessa platser. Danskurserna på gymnasiet är, enligt styrdokumenten, konstnärliga ämnen, och i de övergripande syftesbeskrivningarna nämns att kurserna ska ge eleverna ett ”konstnärligt förhållningssätt”. Med utgångspunkt från studiens resultat och från kursernas styrdokument kopplas de kursmoment och kunskapskrav som särskilt berör dansen och rummet till övergripandes frågor om konstnärlig process och om lärandeprocesser. När det gäller dansen och platsen som pedagogiskt rum kan då vara både och: att den fysiska miljön, till exempel danssalen i skolan, är både en påtaglig fysisk ”scen” och ett sätt att rita en karta över en plats i fantasin. / This study examines the relation between dance education and the sites where it takes place, primarily classrooms and dance studios in schools. By interviewing dance teachers and students in the aesthetic program at upper secondary school, as well as making observations in school environments, questions are asked about how dance teaching on the one hand is affected by the site where it takes place, on the other hand can influence or explore these sites. The dance courses at the upper secondary school are, according to the governing documents, artistic subjects, and in the overall purpose descriptions it is mentioned that the courses should give the students an "artistic approach". Based on the results of the study and from the course governing documents, the course elements and knowledge requirements that particularly affect dance and space are linked to overall questions about the artistic process and about overall learning processes. Questions about dance and its relation to place as an educational space can then be both the physical environment, for example the dance studio in school, a tangible physical "scene", and a way to draw a map of a place in the imagination.