Course syllabus - Health and Welfare - Perspectives on Profession, Organization and Innovation
Scope
7.5 credits
Course code
VAE228
Valid from
Autumn semester 2018
Education level
Second cycle
Progressive Specialisation
A1N (Second cycle, has only first-cycle course/s as entry requirements).
Main area(s)
Caring Science with Specialization in Nursing, Work Life Studies, Science of Public Health, Physiotherapy, Social Work
School
School of Health, Care and Social Welfare
Ratified
2018-01-30
Status
This syllabus is not current and will not be given any more
Literature lists
Course literature is preliminary up to 8 weeks before course start. Course literature can be valid over several semesters.
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Articles
Can a poor psychosocial work environment and insufficient organizational resources explain the higher risk of ill-health and sickness absence in human service occupations? Evidence from a Swedish national cohort
Scandinavian Journal of Public Health, 47, 310317, 2019
URL: Link
Blended voices and co-narration in lay-interprofessional talk about return to work
Journal of Applied Linguistics and Professional Practice, 10(3), 289-316, 2017
URL: Link
Understanding the impact of interprofessional collaboration on the quality of care: a case report from a small-scale resource limited health care environment
Journal of Multidisciplinary Healthcare, 10, 227234, 2017
URL: Link
Is combining human service work with family caregiving associated with additional odds of emotional exhaustion and sickness absence? A cross sectional study based on a Swedish cohort
International Archives of Occupational and Environmental Health. 93, 5565, 2020
URL: Link
A scoping review of full-spectrum knowledge translation theories, models, and frameworks
Implementation Science 15, 11, 2020
URL: Link
"Lost in Knowledge Translation: Time for a Map?"
The Journal of Continuing Education in the Health Professions, 26(1), 13-24, 2006
Making research relevant: if it is an evidence-based practice, where's the practice-based evidence?
Family Practice, 25, Suppl 1:i20-i24, 2008
URL: Link
Working with short-term goal-oriented home rehabilitation with older persons: strengthened by a collaborative approach
Nordic Journal of Nursing Research, 39(4) 178185, 2019
URL: Link
Welfare Professions in Transition
Nordic Journal of Working Life Studies, 6(S1), 1-6, 2016
URL: Link
I dont want to tell you how to do your job, but - laypersons challenging the authority of professionals in Swedish child protection
Nordic Social Work Research, 8 (1), 50-63, 2018
URL: Link
Ten recommendations for using implementation frameworks in research and practice
Implementation Science Communications, 1 (42), 1-12, 2020
URL: Link
Making sense of implementation theories, models and frameworks
Implementation Science, 10(53), 1-13, 2015
URL: Link
Status incongruence in human service occupations and implications for mild-to-severe depressive symptoms and register-based sickness absence: A prospective cohort study
Scandinavian Journal of Work, Environment & Health. 46(2):209-217, 2020
URL: Link
A refined compilation of implementation strategies: results from the Expert Recommendations for Implementing Change (ERIC) project
Implementation Science, 10(21), 1-14, 2015
URL: Link
Outcomes for implementation research: conceptual distinctions, measurement challenges, and research agenda
Adm Policy Ment Health. 2011;38(2):65-76,
URL: Link
Impact of Interprofessional Education on Collaboration Attitudes, Skills, and Behavior Among Primary Care Professionals
Journal of Continuing Education in the Health Professions, 32 (3), 196-204, 2012
URL: Link
Web Addresses
Reference Literature
Articles and Webblinks may be added
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Articles
Inequality regimes: Gender, class, and race in organizations
Gender and Society, 20(4), 441464, 2006
User participation in the Norwegian Welfare Context: an Analysis of Policy Discourses
Journal of Soc. Pol, 46(3), 583601,
URL: Link
Blended voices and co-narration in lay-interprofessional talk about return to work
Journal of Applied Linguistics and Professional Practice, 10(3), 289-316, 2013
Understanding the impact of interprofessional collaboration on the quality of care: a case report from a small-scale resource limited health care environment
Journal of Multidisciplinary Healthcare, 10, 227234, 2017
URL: Link
Inequality regimes and mens positions in social work
Gender, Work and Organization, 20 (1), 85-99, 2013
URL: Link
"A systematic review of the use of theory in the design of guideline dissemination and implementation strategies and interpretation of the results of rigorous evaluations."
Implementation Science, 5(14)., 2010
"Lost in Knowledge Translation: Time for a Map?"
The Journal of Continuing Education in the Health Professions, 26(1), 13-24, 2006
Welfare Professions in Transition
Nordic Journal of Working Life Studies, 6(S1), 1-6, 2016
URL: Link
Comparative Configurations of Care Work across Europe
Sociology, 42 (1), 101-118, 2008
Organizational Professionalism: Social Workers Negotiating Tools of NPM
Professions and Professionalism, 8 (2), e2381,
"Making sense of implementation theories, models and frameworks."
Implementation Science, 10(53)., 2015
Insider action research and the microsystem of a Danish surgical ward
Action Research, 14(2), 184200, 2016
New policies for caring family members in European welfare states
Cuadernos de Relaciones Laborales, 32 (1), 33-48, 2014
"A refined compilation of implementation strategies: results from the Expert Recommendations for Implementing Change (ERIC) project."
Implementation Science, 10(21), 2015
"Outcomes for implementation research: conceptual distinctions, measurement challenges, and research agenda."
Administration and Policy in Mental Health, 38(2), 65-76, 2011
Impact of Interprofessional Education on Collaboration Attitudes, Skills, and Behavior Among Primary Care Professionals
Journal of continuing education in the health professions, 32 (3), 196-204, 2012
Health professionals in multi-disciplinary and multi-agency teams: Changing professional practice
Journal of Interprofessional Care, 19 (6), 547-560, 2005
Coordinating co-production in complex network settings
European Journal of Social Work, 18 (3), 370-382, 2015
URL: Link
Teamwork: understanding multi-professional working
Nursing older people, 14(3), 14-19, 2002
Global Care Chains
International Feminist Journal of Politics. 369-391, 2004
Web Addresses
Framework for Action on Interprofessional Education and Collaborative Practice
WHO, 2010
Reference Literature
Managing clinical knowledge for health care improvement
In: Bemmel J, McCray AT, ed. Yearbook of Medical Informatics: Patient-Centered Systems (pp.65-70). Stuttgart, Germany: Schattauer Verlagsgesellschaft mbH, 2000
Introduction: capabilities and agency for worklife balancea multidimensional framework
in B, Hobson ed, Worklife Balance: The Agency and Capabilities Gap, p 1-31, Oxford Scholarship Online, 2014
URL: Link
Objectives
The objective of the course is for students to acquire in-depth knowledge of the connection between organisational health and welfare systems and processes, professional practice, implementation and innovative solutions to meet future challenges in health and welfare, and to be able to apply this knowledge within their own field of research.
Learning outcomes
On completion of the course the students shall be able to:
1. Explain how the health and welfare sector is organised, nationally and internationally
2. Explain how work is organised in relation to the enactment of practices in the health and welfare sector
3. Differentiate theoretical perspectives on profession, organisation and innovation in current research
4. Describe and contrast different professional roles and perspectives within their own research area
5. Reflect on what specific disciplinary knowledge and skills with which the student/doctoral student contributes in a multidisciplinary research team
6. Describe the relationship between research and practice in health and welfare
7. Identify different perspectives on innovation in research and practice
8. Explain how research-based evidence can be disseminated and implemented on the basis of implementation theories and frameworks
9. Relate their own research to current and future challenges in health and welfare
10. Evaluate the implications of their own research for organisations and professions in health and welfare.
Course content
Organisation of the health and welfare sector, nationally and internationally
Health and welfare work in relation to the enactment of practices in the health and welfare sector
The roles of professions and disciplines in health and welfare
Theoretical perspectives on profession, organisation and innovation
Theories and models for implementation
The student's own research project in relation to current and future challenges in health and welfare
Tuition
Teaching methods are based on the student's/doctoral student's independently and actively seeking knowledge, analysing and evaluating this knowledge in relation to their own project. Teaching takes place on campus as well as on a web-based learning platform. Teaching is conducted in the form of seminars, lectures and independent written and oral assignments.
Specific requirements
A Bachelor’s degree in Public Health Sciences, Physiotherapy, Psychology, Social Work, Sociology, Caring Sciences with Specialisation in Nursing, or the equivalent. In addition Swedish B/Swedish 3 and English B/English 6 are required. For courses given entirely in English exemption is made from the requirement for Swedish B/Swedish 3.
Examination
INL1. Individual, written assignment, 3 credits, concerning learning outcomes 1 and 2. Marks Fail (U) or Pass (G).
INL2. Individual written assignment, 3 credits, concerning learning outcomes 6, 7, 8, and 10. Marks Fail (U) or Pass (G).
SEM1. Seminar, Oral examination, 1.5 credits, concerning learning outcomes 3, 4, 5 and 9. Marks Fail (U) or Pass (G).
A student who has a certificate from MDU regarding a disability has the opportunity to submit a request for supportive measures during written examinations or other forms of examination, in accordance with the Rules and Regulations for Examinations at First-cycle and Second-cycle Level at Mälardalen University (2020/1655). It is the examiner who takes decisions on any supportive measures, based on what kind of certificate is issued, and in that case which measures are to be applied.
Suspicions of attempting to deceive in examinations (cheating) are reported to the Vice-Chancellor, in accordance with the Higher Education Ordinance, and are examined by the University’s Disciplinary Board. If the Disciplinary Board considers the student to be guilty of a disciplinary offence, the Board will take a decision on disciplinary action, which will be a warning or suspension.
Grade
Pass, Fail