1
|
Rosander M, Forslund Frykedal K, Barimani M, Berlin A. Experiences from leading parental education groups: Perceived difficulties
and rewards as an indication of skill acquisition. J Child Health Care 2022; 26:68-81. [PMID: 33706563 PMCID: PMC8943476 DOI: 10.1177/13674935211000940] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
Abstract
Developing skills in a professional setting is linked to practical experience. The relationship between experience and acquisition of skills can be seen as a transition from novice to expert. In a nursing setting, this has been studied using the Dreyfus model of skill acquisition. The aim was to investigate how experience influences midwives' and child healthcare nurses' views of difficulties and rewards in working with parental education groups. The study has a cross-sectional design with a mixed methods approach. A total of 437 midwives and child healthcare nurses answered a web-based survey. First, a qualitative analysis was carried out, and then patterns of experience were analysed. The results showed that less experience as a leader corresponds to a greater focus on one's own role and on personal benefits from working with parents, but not on the specific context of the group. With experience, leaders had a greater focus on the group itself and rewards of making it function well. Not being able to take the current group and the specific context into account when working as a leader reduces possibilities of achieving a well-functioning group and the goals of the parental education.
Collapse
Affiliation(s)
- Michael Rosander
- Linköping University, Linkoping, Sweden
- Michael Rosander, Department of Behavioural
Sciences and Learning, Linköping University, Campus Valla, Linköping 58183, Sweden.
| | | | | | | |
Collapse
|
2
|
Forslund Frykedal K, Rosander M, Barimani M, Belin A. Cooperative learning in parental education groups – child healthcare nurses’ views on their work as leaders and on the groups. CHILDRENS HEALTH CARE 2021. [DOI: 10.1080/02739615.2021.1949319] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/20/2022]
Affiliation(s)
- Karin Forslund Frykedal
- Department of Social and Behavioural Studies, University West, Trollhättan, Sweden
- Department of Behavioural Sciences and Learning, Linköping University, Linköping, Sweden
| | - Michael Rosander
- Department of Behavioural Sciences and Learning, Linköping University, Linköping, Sweden
| | - Mia Barimani
- Academic Primary Care Centre, Region Stockholm, Sweden
- Division of Family Medicine and Primary Care, Department of Neurobiology, Care Sciences and Society, Karolinska Institutet, Stockholm, Sweden
| | - Anita Belin
- Department of Neurobiology, Care Sciences and Society, Karolinska Institutet, Huddinge, Sweden
| |
Collapse
|
3
|
Berlin A, Rosander M, Frykedal KF, Törnkvist L, Barimani M. Fatherhood group sessions: A descriptive and summative qualitative study. Nurs Health Sci 2020; 22:1094-1102. [PMID: 32945070 PMCID: PMC7756429 DOI: 10.1111/nhs.12776] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/03/2020] [Revised: 08/27/2020] [Accepted: 09/15/2020] [Indexed: 12/03/2022]
Abstract
The aim of this qualitative study of fatherhood group sessions offered as part of child health care services for new parents was to examine the activities, roles, and topics initiated by the leader and describe fathers' participation. Eight new fathers took part in three audio‐ and video‐recorded sessions led by a male leader. Three qualitative content analysis approaches were used to analyze the data. The analysis showed that the group leader took on four leadership roles, mainly that of discussion leader, but also expert, friend, and organizer. When the group leader acted as discussion leader, fathers participated by discussing challenges and changes in their new situation. Challenges were related to raising the child, partner relationships, everyday life, and gender equality. Fathers also discussed changes in their partner relationships and an increased focus on practicalities in daily life. Fatherhood groups can help new fathers form social networks and can create space for fathers to work through challenging topics, such as gender equality in parenting. The discussion leader's choice of role is crucial to creating the space for such discussions.
Collapse
Affiliation(s)
- Anita Berlin
- The Division of Nursing, Department of Neurobiology, Care Sciences and Society, Karolinska Institutet, Stockholm, Sweden
| | - Michael Rosander
- Psychology, Department of Behavioral Sciences and Learning, Linköping University, Linköping, Sweden
| | - Karin F Frykedal
- Department of Social and Behavioural Studies University West, Trollhättan, Sweden.,Education, Department of Behavioral Sciences and Learning, Linköping University, Linköping, Sweden
| | - Lena Törnkvist
- Department of Neurobiology, Care Sciences and Society, Karolinska Institutet, Stockholm, Sweden.,Academic Primary Care Centre, Stockholm, Sweden
| | - Mia Barimani
- Academic Primary Care Centre, Stockholm, Sweden.,Department of Learning, Informatics, Management and Ethics (LIME), Karolinska Institutet, Stockholm, Sweden
| |
Collapse
|
4
|
Forslund Frykedal K, Rosander M, Barimani M, Berlin A. Child health care nurses' use of teaching practices and forms of knowledge episteme, techne and phronesis when leading parent education groups. Nurs Inq 2020; 27:e12366. [PMID: 32548930 DOI: 10.1111/nin.12366] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/03/2020] [Revised: 05/14/2020] [Accepted: 05/16/2020] [Indexed: 11/29/2022]
Abstract
This study explores child health care nurses' pedagogical knowledge when supporting parents in their parenthood using various teaching practices, that is how to organise and process the content during parent education groups in primary health care. The aim is to identify teaching practices used by child health care nurses and to analyse such practices with regard to Aristotle's three forms of knowledge to comprehensively examine child health care nurses' use of knowledge in practice. A qualitative methodological design alongside the analysis of video-recordings was used. The results showed that child health care nurses used four teaching practices: lecturing, demonstration, conversation and supervision. Their use of episteme was prominent, but they also seemed to master techne in combination with episteme during the first three teaching practices. During the conversation teaching practice, the child health nurses rarely succeeded. Consequently, they missed opportunities to identify mothers' expressed concerns and to act in the best interests of both the mothers and their infants by the use of phronesis. In health care, however, theoretical episteme is superordinate to productive knowledge or phronesis, which also became evident in this study. Nevertheless, more interactive pedagogical practices are needed if more use of phronesis is to become a reality in parent education groups.
Collapse
Affiliation(s)
- Karin Forslund Frykedal
- Department of Behavioural Sciences and Learning, Linköping University, Linköping, Sweden.,Department of Social and Behavioural Studies, University West, Trollhättan, Sweden
| | - Michael Rosander
- Department of Behavioural Sciences and Learning, Linköping University, Linköping, Sweden
| | - Mia Barimani
- Stockholm County Council, Academic Primary Care Centre, Stockholm, Sweden.,Department of Neurobiology, Care Sciences and Society, Karolinska Institute, Huddinge, Sweden
| | - Anita Berlin
- Department of Neurobiology, Care Sciences and Society, Karolinska Institute, Huddinge, Sweden
| |
Collapse
|
5
|
A survey of contemporary antenatal parental education in Sweden: What is offered to expectant parents and midwives’ experiences. SEXUAL & REPRODUCTIVE HEALTHCARE 2019; 20:13-19. [DOI: 10.1016/j.srhc.2019.01.003] [Citation(s) in RCA: 14] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/27/2018] [Revised: 01/10/2019] [Accepted: 01/15/2019] [Indexed: 11/18/2022]
|
6
|
Forslund Frykedal K, Barimani M, Rosander M, Berlin A. Parents' reasons for not attending parental education groups in antenatal and child health care: A qualitative study. J Clin Nurs 2019; 28:3330-3338. [PMID: 31091340 DOI: 10.1111/jocn.14912] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/07/2019] [Revised: 04/18/2019] [Accepted: 05/03/2019] [Indexed: 11/29/2022]
Abstract
AIMS AND OBJECTIVES To explore expectant and new parents' reasons not to participate in parental education (PE) groups in antenatal care or child health care. BACKGROUND In Sweden, expectant and new parents are offered PE groups in antenatal care and in child health care. Although many parents feel unprepared for parenthood, an urgent task is to attract parents to attend the PE groups. DESIGN A total of 915 parents with children aged 0 to 21 months answered a web questionnaire with open questions about (a) reasons not to participate; (b) anything that could change their mind; and (c) parenting support instead of PE groups. This was analysed using content analysis. The study follows the SRQR guidelines. RESULTS Parents expressed private reasons for not attending PE groups. Some parents also asked for more heterogeneity regarding content and methods, as well as accommodation of parents' different interests. Other parents asked for like-minded individuals who were in similar situation to themselves. Lack of information or invitations from antenatal care or child health care, or that PE groups were unavailable, were additional reasons for not participating in groups. CONCLUSIONS Reasons for not attending PE groups were multifaceted from personal, self-interested and norm-critical reasons, to that the groups were not available or that the parents were not aware of their existence. RELEVANCE TO CLINICAL PRACTICE Parents of today are a diverse group with different interests and needs. Nevertheless, all parents need to feel included in a way that makes participation in PE groups relevant for them. Thus, it is important for leaders to be aware of structures and norms, and to be able to create a group climate and a pedagogy of acceptance where group members value each other's differences. However, to attract parents to participate in PE groups, it is necessary for clinical practice to work on individual, group and organisational levels.
Collapse
Affiliation(s)
- Karin Forslund Frykedal
- Department of Behavioural Sciences and Learning, Linköping University, Linköping, Sweden.,Department of Social and Behavioural Studies, University West, Trollhättan, Sweden
| | - Mia Barimani
- Department of Learning, Informatics, Management and Ethics, Karolinska Institutet, Stockholm, Sweden
| | - Michael Rosander
- Department of Behavioural Sciences and Learning, Linköping University, Linköping, Sweden
| | - Anita Berlin
- Department of Neurobiology, Care Sciences and Society, Karolinska Institute, Huddinge, Sweden
| |
Collapse
|
7
|
Kristiansson SO, Wijk S, Alsén P. Participation in parental group support offered by the Child Health Service in Sweden: A qualitative study. ACTA ACUST UNITED AC 2018. [DOI: 10.12968/johv.2018.6.3.142] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/11/2022]
Affiliation(s)
| | - Sofia Wijk
- Central Infant Welfare Unit, Göteborg och Södra Bohuslän, Sweden
| | - Pia Alsén
- Associate professor, senior lecturer, Department of Health Sciences, University West, Trollhättan, Sweden
| |
Collapse
|
8
|
Berlin A, Rosander M, Frykedal KF, Barimani M. Walk the talk: Leader behavior in parental education groups. Nurs Health Sci 2018; 20:173-180. [DOI: 10.1111/nhs.12399] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/07/2017] [Revised: 09/05/2017] [Accepted: 10/08/2017] [Indexed: 11/27/2022]
Affiliation(s)
- Anita Berlin
- Department of Neurobiology, Care Sciences and Society; Karolinska Institute; Huddinge Sweden
| | - Michael Rosander
- Department of Behavioral Sciences and Learning; Linköping University; Linköping Sweden
| | | | - Mia Barimani
- Department of Women and Children's Health; Karolinska Institute; Solna Sweden
| |
Collapse
|
9
|
Lefèvre Å, Lundqvist P, Drevenhorn E, Hallström I. "From resistance to challenge": child health service nurses experiences of how a course in group leadership affected their management of parental groups. BMC Nurs 2017; 16:73. [PMID: 29213213 PMCID: PMC5712133 DOI: 10.1186/s12912-017-0267-6] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/27/2016] [Accepted: 11/17/2017] [Indexed: 11/10/2022] Open
Abstract
Background All parents in Sweden are invited to child health service (CHS) parental groups, however only 49% of the families participate. The way the parental groups are managed has been shown to be of importance for how parents experience the support and CHS nurses describe feeling insecure when running the groups. Lack of facilitation, structure and leadership might jeopardise the potential benefit of such support groups. This study describes CHS nurses' experiences of how a course in group leadership affected the way they ran their parental groups. Methods A course in group leadership given to 56 CHS nurses was evaluated in focus group interviews 5-8 months after the course. Results The nurses felt strengthened in their group leader role and changed their leadership methods. The management of parental groups was after the course perceived as an important work task and the nurses included time for planning, preparation and evaluation, which they felt improved their parental groups. Parental participation in the activities in the group had become a key issue and they used their new exercises and tools to increase this. They expressed feeling more confident and relaxed in their role as group leaders and felt that they could adapt their leadership to the needs of the parents. Conclusions Specific training might strengthen the CHS nurses in their group leader role and give them new motivation to fulfil their work with parental groups. Trial registration Clinical Trials.gov ID: NCT02494128.
Collapse
Affiliation(s)
- Åsa Lefèvre
- Department of Health Sciences, Faculty of Medicine, Lund University, Box 157, SE-221 00 Lund, Sweden
| | - Pia Lundqvist
- Department of Health Sciences, Faculty of Medicine, Lund University, Box 157, SE-221 00 Lund, Sweden
| | - Eva Drevenhorn
- Department of Health Sciences, Faculty of Medicine, Lund University, Box 157, SE-221 00 Lund, Sweden
| | - Inger Hallström
- Department of Health Sciences, Faculty of Medicine, Lund University, Box 157, SE-221 00 Lund, Sweden
| |
Collapse
|
10
|
Childbirth and parenting preparation in antenatal classes. Midwifery 2017; 57:1-7. [PMID: 29128739 DOI: 10.1016/j.midw.2017.10.021] [Citation(s) in RCA: 36] [Impact Index Per Article: 5.1] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/05/2017] [Revised: 10/22/2017] [Accepted: 10/29/2017] [Indexed: 11/22/2022]
Abstract
OBJECTIVES to describe topics (1) presented by midwives' during antenatal classes and the amount of time spent on these topics and (2) raised and discussed by first-time parents and the amount of time spent on these topics. DESIGN qualitative; data were gathered using video or tape recordings and analysed using a three-pronged content analysis approach, i.e., conventional, summative, and directed analyses. SETTING AND PARTICIPANTS 3 antenatal courses in 2 antenatal units in a large Swedish city; 3 midwives; and 34 course participants. FINDINGS class content focused on childbirth preparation (67% of the entire antenatal course) and on parenting preparation (33%). Childbirth preparation facilitated parents' understanding of the childbirth process, birthing milieu, the partner's role, what could go wrong during delivery, and pain relief advantages and disadvantages. Parenting preparation enabled parents to (i) plan for those first moments with the newborn; (ii) care for/physically handle the infant; (iii) manage breastfeeding; (iv) manage the period at home immediately after childbirth; and (v) maintain their relationship. During the classes, parents expressed concerns about what could happened to newborns. Parents' questions to midwives and discussion topics among parents were evenly distributed between childbirth preparation (52%) and parenting preparation (48%). KEY CONCLUSIONS childbirth preparation and pain relief consumed 67% of course time. Parents particularly reflected on child issues, relationship, sex, and anxiety. Female and male participants actively listened to the midwives, appeared receptive to complex issues, and needed more time to ask questions. Parents appreciated the classes yet needed to more information for managing various post-childbirth situations. IMPLICATIONS FOR PRACTICE while midwifery services vary among hospitals, regions, and countries, midwives might equalise content focus, offer classes in the second trimester, provide more time for parents to talk to each other, allow time in the course plan for parents to bring up new topics, and investigate: (i) ways in which antenatal course development and planning can improve; (ii) measures for evaluating courses; (iii) facilitator training; and (iv) parent satisfaction surveys.
Collapse
|
11
|
First-time fathers experiences of their prenatal preparation in relation to challenges met in the early parenthood period: Implications for early parenthood preparation. Midwifery 2017; 50:86-92. [DOI: 10.1016/j.midw.2017.03.021] [Citation(s) in RCA: 42] [Impact Index Per Article: 6.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/17/2016] [Revised: 03/24/2017] [Accepted: 03/29/2017] [Indexed: 11/22/2022]
|
12
|
Lefèvre Å, Lundqvist P, Drevenhorn E, Hallström I. Managing parental groups: personal impact of a group leadership course for child healthcare nurses. J Clin Nurs 2016; 26:466-476. [PMID: 27325290 DOI: 10.1111/jocn.13446] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 06/17/2016] [Indexed: 11/27/2022]
Abstract
AIMS AND OBJECTIVES To investigate the experience and personal impact of a group leadership course for child healthcare nurses. BACKGROUND During their child's first year, all parents in Sweden are invited to participate in parental groups within the child health service; however, only 49% choose to participate. Despite extensive experience, child healthcare nurses find managing parental groups challenging and express a need for training in group dynamics and group leadership. DESIGN The study was designed as a controlled study with a pretest/post-test design where the participants form their own control group. METHODS A group leadership course was given to 56 child healthcare nurses and evaluated in a pre- and postintervention questionnaire, a course evaluation and an interview with the course leaders. RESULTS The child healthcare nurses felt their group leadership skills were strengthened and the majority (96%) felt that the course had changed their way of leading parental groups. They felt that the group leader role had been clarified and that they had obtained several new tools to use in their groups. CONCLUSIONS AND RELEVANCE TO CLINICAL PRACTICE Clarifying the role of group leader and adding knowledge about group leadership and dynamics seems to have increased the self-confidence for child healthcare nurses in group leadership. Improved confidence in group management might motivate the child healthcare nurses to further develop parental groups to attract the parents who currently choose not to participate.
Collapse
Affiliation(s)
- Åsa Lefèvre
- Department of Health Sciences, Faculty of Medicine, Lund University, Lund, Sweden
| | - Pia Lundqvist
- Department of Health Sciences, Faculty of Medicine, Lund University, Lund, Sweden
| | - Eva Drevenhorn
- Department of Health Sciences, Faculty of Medicine, Lund University, Lund, Sweden
| | - Inger Hallström
- Department of Health Sciences, Faculty of Medicine, Lund University, Lund, Sweden
| |
Collapse
|
13
|
Forslund Frykedal K, Rosander M, Berlin A, Barimani M. With or without the group: Swedish midwives' and child healthcare nurses' experiences in leading parent education groups. Health Promot Int 2015; 31:899-907. [PMID: 26276798 DOI: 10.1093/heapro/dav082] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/13/2022] Open
Abstract
The aim of the study was to describe and to understand midwives' and child healthcare nurses' experiences of working with parent education groups through their descriptions of the role and what they find rewarding and challenging in that work. Data were collected through three open-ended questions from a web survey: 'How do you refer to your role when working in parent education?', 'What is the biggest challenge or difficulty for you when working in parent education?' and 'What is most rewarding when working in parent education?' The answers were analysed by using qualitative content analysis and correlation analysis. The results show that the midwives and child healthcare nurses either included or excluded the group when describing their role as leaders and their influence on parents. The same applies to what they found rewarding and what was difficult and challenging for them in working with the groups. Primarily, the leaders who excluded the group expressed a lack of competence on a professional level in managing groups and using the right teaching methods to process the knowledge content. One important question to deal with is how to best support midwives and nurses in child healthcare to be prepared for working with parent education groups. One obvious thing is to provide specialized training in an educational sense. An important aspect could also be providing supervision, individually or in groups.
Collapse
Affiliation(s)
| | - Michael Rosander
- Department of Behavioral Sciences and Learning, Linköping University, Sweden
| | | | | |
Collapse
|