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Antonsson, Helena
Publications (8 of 8) Show all publications
Antonsson, H., Saveman, B.-I. & Lämås, K. (2020). School Nurses' Attitudes toward Family Involvement in School Healthcare. Health Behavior and Policy Review, 7(1), 51-58
Open this publication in new window or tab >>School Nurses' Attitudes toward Family Involvement in School Healthcare
2020 (English)In: Health Behavior and Policy Review, ISSN 2326-4403, Vol. 7, no 1, p. 51-58Article in journal (Refereed) Published
Abstract [en]

Objective: We evaluated school nurses' attitudes towards family involvement in school healthcare when children exhibit signs of mental health problems.

Methods: In a cross-sectional study, the Families' Importance in Nursing Care-Nurses' Attitudes (FINC-NA) instrument was used to measure school nurses' (N = 133) attitudes towards family involvement. Data were analyzed with the Mann-Whitney U-test.

Results: School nurses (95%) encountered students with mental health problems every day or every week. Overall, school nurses were positive towards family involvement in school healthcare. Primary school nurses were more positive compared to secondary school nurses, seeing the family as a resource and a conversation partner. School nurses who felt that they had insufficient tools to work with children with mental health problems saw the family as a burden compared to school nurses who reported they have sufficient tools.

Conclusion: School nurses' attitudes toward involving families as a resource are promising. However, when nurses perceive themselves as lacking sufficient tools to respond to children's mental health problems, they are more likely to experience the family as a burden than a resource. Cooperation between school nurses and families may be crucial. Therefore, we suggest a Family Health Conversations model to improve nurse-family collaboration

Place, publisher, year, edition, pages
Paris Scholar Publishing, 2020
Keywords
Family health, Mental health, parent involvement, school nurses, schoolchildren
National Category
Nursing
Identifiers
urn:nbn:se:umu:diva-168386 (URN)10.14485/HBPR.7.1.6 (DOI)
Available from: 2020-02-21 Created: 2020-02-21 Last updated: 2020-02-21Bibliographically approved
Pusa, S., Dorell, Å., Erlingsson, C., Antonsson, H., Brännström, M. & Sundin, K. (2019). Nurses' perceptions about a web-based learning intervention concerning supportive family conversations in home health care. Journal of Clinical Nursing, 28(7–8), 1314-1326
Open this publication in new window or tab >>Nurses' perceptions about a web-based learning intervention concerning supportive family conversations in home health care
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2019 (English)In: Journal of Clinical Nursing, ISSN 0962-1067, E-ISSN 1365-2702, Vol. 28, no 7–8, p. 1314-1326Article in journal (Refereed) Published
Abstract [en]

AIMS AND OBJECTIVES: To describe the perceptions that municipal primary healthcare nurses and municipal registered nurses had about a web-based learning intervention concerning supportive family health conversations in municipal home health care.

BACKGROUND: Even though family health conversations are well grounded in theory with several reported benefits for patients and families, most working nurses have little or no training in practising family systems nursing including family health conversations. Continued learning is necessary for nurses, where web-based learning may be one answer of updating the professional skills and knowledge of nurses regarding supporting families.

DESIGN: The study used a descriptive design and followed the "Consolidated criteria for reporting qualitative research" (COREQ) checklist.

METHODS: Twenty-one nurses participated in an educational intervention that consisted of web-based learning and two face-to-face seminars about family systems nursing including family health conversations. The nurses were interviewed after completion, and the audio-recorded interviews were transcribed verbatim and analysed using qualitative content analysis.

RESULTS: The findings consist of nurses' perceptions regarding the disposition of instruction, the prerequisites for learning and a changed approach when working with families. The findings are further reflected on through Illeris' theory concerning learning triangle.

CONCLUSIONS: The findings are encouraging for educating nurses in family health conversations at their workplace, with the purpose of supporting patients and families. However, it is important to be aware of the different dimensions of learning, in addition to the appraisal of social aspects and organisational circumstances when educating nurses as they influence the utilisation of the knowledge.

RELEVANCE TO CLINICAL PRACTICE: This web-based learning intervention seems to be suitable for educating nurses in family health conversations and could be an appropriate step towards implementing these conversations in home health care with the purpose of supporting families.

Place, publisher, year, edition, pages
John Wiley & Sons, 2019
Keywords
continuing professional education, education, family conversations, family health conversations, family nursing, home health care, learning, municipal care, online learning, support
National Category
Nursing
Identifiers
urn:nbn:se:umu:diva-155314 (URN)10.1111/jocn.14745 (DOI)000460767400026 ()30554435 (PubMedID)2-s2.0-85062720431 (Scopus ID)
Available from: 2019-01-11 Created: 2019-01-11 Last updated: 2019-05-07Bibliographically approved
Antonsson, H., Hällgren Graneheim, U., Isaksson, U., Åström, S. & Lundström, M. O. (2016). Evaluation of a Web-Based Training Program for Professional Carers Working With People With Learning Disabilities and Challenging Behavior: A Pilot Study with SSED-Design. Issues in Mental Health Nursing, 37(10), 734-743
Open this publication in new window or tab >>Evaluation of a Web-Based Training Program for Professional Carers Working With People With Learning Disabilities and Challenging Behavior: A Pilot Study with SSED-Design
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2016 (English)In: Issues in Mental Health Nursing, ISSN 0161-2840, E-ISSN 1096-4673, Vol. 37, no 10, p. 734-743Article in journal (Refereed) Published
Abstract [en]

The interaction between people with intellectual disabilities and professional carers is often influenced by communicative difficulties contributing challenging behaviours. The aims of this study were to evaluate to a web-based training program aimed at improving carers' abilities to interact with people with learning disabilities who exhibit challenging behaviours and to explore carers' experiences of participating in such a program. A single-subject experimental design and mixed methods were used to integrate qualitative and quantitative data. Triangulation of questionnaires, interviews with carers, and assessments of one woman's behaviour was performed. The participants were professional carers aged 20 to 55 years. The web-based training program increased carers' abilities to handle challenging behaviours and decreased challenging behaviours in daily care. The program improved the opportunities to offer training to carers who work in community-based accommodations with limited time to receive training.

Keywords
learning disabilities, challenging behaviour, web-based training, ssed-design, communication, interaction
National Category
Nursing
Identifiers
urn:nbn:se:umu:diva-126068 (URN)10.1080/01612840.2016.1189636 (DOI)000388646100006 ()27351080 (PubMedID)
Available from: 2016-09-28 Created: 2016-09-28 Last updated: 2018-06-07Bibliographically approved
Antonsson, H. (2013). Interaktion i särskilt boende för personer med utvecklingsstörning och utmanande beteende. (Doctoral dissertation). Umeå: Umeå Universitet
Open this publication in new window or tab >>Interaktion i särskilt boende för personer med utvecklingsstörning och utmanande beteende
2013 (Swedish)Doctoral thesis, comprehensive summary (Other academic)
Abstract [sv]

Bakgrund: Många personer med utvecklingsstörning har kommunikativa svårigheter och har därför behov av att utveckla olika sätt att kommunicera för att kunna förstå andra och göra sig förstådda. Svårigheter i kommunikationen påverkar interaktionen mellan personer med utvecklingsstörning och deras vårdare. Detta ställer höga krav på vårdare att kunna tolka och förstå den enskilda individens sätt att uttrycka önskningar och behov. På samma sätt riskerar vårdares budskap att missförstås. Om vårdaren misslyckas att förstå den boendes kommunikation och vice versa, kan det leda till situationer med utmanande beteende exempelvis i form av vägran, verbal eller fysisk aggressivitet.

Syfte: Det övergripande syftet med avhandlingen är att studera interaktion mellan vuxna personer med utvecklingsstörning och vårdare i gruppbostäder, samt att studera effekter av en utbildningsintervention för vårdare som arbetar i gruppbostäder.

Metod: Avhandlingens samtliga delstudier har genomförts i gruppbostäder för personer med utvecklingsstörning bland boende och vårdare i ett län i norra Sverige. I studie I insamlades data kring 556 personer med utvecklingsstörning. I studie II och III deltog 16 vårdare och 11 personer med utvecklingsstörning. I studie IV deltog 7 vårdare. Studie I bygger på personalens skattningar av funktionsnivåer och förekomst av begränsningsåtgärder. I Studie II och III utgörs data av videoobservationer och narrativa intervjuer. I studie IV användes flera datainsamlingsmetoder i en mixed method design med både vårdarnas skattningar, med hjälp av instrument och semi-strukturerade intervjuer. Analys av materialet i studie II, III och IV har gjorts med kvalitativ innehållsanalys och i studie I och IV har data analyserats statistiskt.

Resultat: I studie I framkom att av 556 boende hade 99 (18%) varit föremål för fysiska begränsningsåtgärder under den senaste veckan. Av dessa 99 hade nästan alla varit föremål för mer än en typ av begränsningsåtgärd. Den vanligaste begränsningsåtgärden var bälte i stol (74%). Användningen av begränsningsåtgärder var relaterade både till fysiska funktionsnedsättningar och till beteende.

I studie II reflekterade vårdare över videoinspelad interaktion där vårdarna medverkat, både framgångsrik och misslyckad interaktion. Exempel på framgångsrik interaktion var att förstå tecken, kunna möta behov och hantera situationer med utmanande beteenden. Vårdarna reflekterade över att framgångsrik interaktion ledde till säkerhet, trygghet och självförtroende hos de boende. Vårdarna reflekterade även över de konsekvenser misslyckad interaktion fick i form av irritation, aggression och våld från de boende.

I studie III studerades videoinspelad interaktion mellan 11 personer med utvecklingsstörning och 16 av deras vårdare. Verbal och icke-verbal interaktion identifierades. Fyra inspelade situationer valdes ut för att belysa framgångsrikt samspel. Resultatet visade att framgångsrikt samspel mellan personer med utvecklingsstörning och deras vårdare bland annat bygger på möjligheten att bekräfta varandra, dela vardagshändelser, ge tid och utrymme och på att använda ett kongruent och tydligt språk.

I studie IV utvärderades effekterna av en web-baserad utbildningsintervention, vars syfte var att förbättra interaktionen mellan personer med utvecklingsstörning och vårdare samt att därmed reducera förekomsten av situationer med utmanande beteende. Resultatet visade att vårdarna hade förbättrat sin förmåga att hantera situationer med utmanande beteende och att förekomsten av utmanande beteende minskat. Vårdarna beskrev att den web-baserade utbildningen upplevts givande och möjlig att ta del av parallellt med arbetet.

Slutsats: Fysiska begränsningsåtgärder förekommer i gruppbostäder för personer med utvecklingsstörning. Användningen av begränsningsåtgärder kan vara relaterade både till fysiska funktionsnedsättningar och till beteenden i samspelet mellan brukare och vårdare. Vårdare upplever användningen av fysiska begränsningsåtgärder svår och tröttande. Brott i kommunikationen mellan personer med utvecklingsstörning och deras vårdare kan leda till försvårad interaktion med risk för situationer med utmanande beteenden. När vårdare är framgångsrika i interaktionen med personer med utvecklingsstörning ger det tillfredsställelse både för de boende och vårdarna. Vårdarna upplever dock ofta hjälplöshet och osäkerhet i relation till hantering av situationer med utmanande beteende och efterfrågar utbildning. Web-baserad utbildning om interaktion med personer med utvecklingsstörning och utmanande beteende har i vår studie visat sig ge lovande effekter och bör vara möjlig att utveckla för både introduktion av nyanställda vårdare och för kompetensutveckling bland mer erfaren personal.

Abstract [en]

Background: People with learning disabilities communicate in various ways depending on their abilities. Communication difficulties affect interactions between people with learning disabilities and their professional carers’ and this places a high demand on the carers to interpret and understand each individual’s wishes and needs. At the same time, there is a risk that the carers will be misunderstood. If carers fail to understand what the residents are trying to communicate, and vice versa, situations with challenging behaviour such as an unwillingness to interact or verbal and physical aggression may occur.

Aim: The overall aim of this thesis was to explore the interactions between adults with learning disabilities and carers in special accommodations as well as to evaluate the effects of an intervention created for carers working with people with learning disabilities at special accommodations.

Method: The setting for the study was at special accommodations in one county in northern Sweden. In study I, information regarding 556 adults with learning disabilities was collected. In both study II & III, 11 people with learning disabilities and 16 of their carers participated. In study IV, 7 carers and one person with learning disabilities participated. Data in study I consist of carers’ estimations of the residents disabilities and frequency of restraint use. Video-recorded observations and individual narrative interviews were used in study II and study III, and in study IV multiple methods of data collection were used in a mixed method design with both carers’ estimations using instruments and with semi-structured interviews. Methods for analyses in study II, III and IV were qualitative content analysis and in study I and IV statistical analyses were used.

Results: Study I revealed that of the 556 residents studied, 99 (18%) had been subjected to physical restraint use over the previous week. Of these participants, almost all were subjected to more than one type of restraint. The most commonly used physical restraint was a belt in chair (74%). Use of physical restraint can be related to both physical disabilities and challenging behaviours in the interaction between people with learning disabilities and their carers’. In interviews for study II, the carers reflected on both successful and unsuccessful interactions after viewing video of situations where they have been participating. Examples of successful interactions included understanding cues, satisfying needs, and managing situations with challenging behaviours. The carers’ reflected on how successful interactions could influence their feeling of security, confidence, and satisfaction among the residents. The carers also reflected on the consequences of unsuccessful interactions, which included causing irritation, aggression and violence. In study III, interactions between 11 residents with learning disabilities and 16 of their caregivers were recorded on video. Verbal and non-verbal interaction skills used among the carers were identified. Four ‘caring situations’ were chosen as examples of skilled interactions. The results showed that skilled interactions between the carers and their clients were based on being confirming, sharing daily life experiences, giving time and space, and using congruent and distinct language. Study IV evaluated the effects of a web-based learning intervention, based on a theoretical model, and the results showed an increased ability among the carers to handle situations with challenging behaviour and a decreased frequency of challenging behaviour.

Conclusion: Physical restraint is commonly used in special accommodations for people with learning disabilities. Use of physical restraint can be related to both physical disabilities and challenging behaviours in the interaction between people with learning disabilities and their carers. Carers find the use of physical restraint difficult and exhausting. A break in communication between people with learning disabilities and their carers could lead to impaired interaction that creates situations of challenging behaviour. When carers are able to interact successfully with people who have limited ability to communicate verbally, it seems to give satisfaction to both the residents and their carers in group homes. Carers often experience helplessness and uncertainty in situations with challenging behaviour and express a need for support. The carers considered the web-based training program to be useful. Further, a decrease of situations of challenging behaviour was observed after the web-based program was implemented. This indicates that the web-based training program may be useful in training for carers, both novices and more experienced carers in special accommodations for people with learning disabilities

Place, publisher, year, edition, pages
Umeå: Umeå Universitet, 2013. p. 64
Series
Umeå University medical dissertations, ISSN 0346-6612 ; 1562
Keywords
Fysiska begränsningsåtgärder, interaktion, intervention, kommunikation, mixed methods, utmanande beteende, utvecklingsstörning, web-baserad utbildning
National Category
Nursing
Research subject
Caring Sciences
Identifiers
urn:nbn:se:umu:diva-68395 (URN)978-91-7459-585-7 (ISBN)
Public defence
2013-05-17, Vårdvetarhuset, aula, Umeå universitet, Umeå, 09:00 (Swedish)
Opponent
Supervisors
Available from: 2013-04-26 Created: 2013-04-18 Last updated: 2018-06-08Bibliographically approved
Antonsson, H., Åström, S., Lundström, M. & Hällgren Graneheim, U. (2013). Skilled interaction among professional carers in special accommodations for adult people with learning disabilities. Journal of Psychiatric and Mental Health Nursing, 20(7), 576-583
Open this publication in new window or tab >>Skilled interaction among professional carers in special accommodations for adult people with learning disabilities
2013 (English)In: Journal of Psychiatric and Mental Health Nursing, ISSN 1351-0126, E-ISSN 1365-2850, Vol. 20, no 7, p. 576-583Article in journal (Refereed) Published
Abstract [en]

ACCESSIBLE SUMMARY: • Communicative difficulties affect interactions between people with learning disabilities and their carers. • Interactions between carers and residents in special accommodations for people with learning disabilities were recorded on video and skilled interactions were illuminated. • Results of the study show that skilled interaction between the carers and the people with learning disabilities is based upon being confirming, sharing daily life experience, giving time and space, and using congruent and distinct language.

ABSTRACT: Communicative difficulties affect interactions between people with learning disabilities and their carers. Despite such difficulties, however, some carers seem to interact successfully with people who have limited ability to communicate verbally and exhibit challenging behaviour. This study aims to illuminate skilled interaction among carers working in special accommodations for people with learning disabilities. Interactions between 16 caregivers and 11 residents with learning disabilities were recorded on video. Verbal and non-verbal interaction skills among the carers were identified. Four caring situations with people with learning disabilities were chosen to illuminate skilled interaction. The transcribed text was subjected to qualitative content analysis and core stories were created. The results show that skilled interaction between the carers and the people with learning disabilities is based upon being confirming, sharing daily life experience, giving time and space, and using congruent and distinct language. In this paper we present examples that offer concrete suggestions of how to promote successful interaction and create meaning in the shared day-to-day life in special accommodations for people with learning disabilities.

Place, publisher, year, edition, pages
John Wiley & Sons, 2013
Keywords
Carers, communicative disabilities, interaction skills, learning disabilities, video recordings
National Category
Nursing
Identifiers
urn:nbn:se:umu:diva-58470 (URN)10.1111/j.1365-2850.2012.01934.x (DOI)000321628300002 ()22676335 (PubMedID)
Available from: 2012-08-30 Created: 2012-08-30 Last updated: 2018-06-08Bibliographically approved
Lundström, M., Antonsson, H., Karlsson, S. & Hällgren Graneheim, U. (2011). Use of physical restraints with people with intellectual disabilities living in Sweden's group homes. Journal of Policy and Practice in Intellectual Disabilities, 8(1), 36-41
Open this publication in new window or tab >>Use of physical restraints with people with intellectual disabilities living in Sweden's group homes
2011 (English)In: Journal of Policy and Practice in Intellectual Disabilities, ISSN 1741-1122, E-ISSN 1741-1130, Vol. 8, no 1, p. 36-41Article in journal (Refereed) Published
Abstract [en]

People with intellectual disabilities (ID) often exhibit physical and communicative difficulties as well as challenging behaviors. Physical restraints are one method used to manage challenging behaviors and promote physical safety for people with ID, their fellow residents, and professional carers. However, there is a lack of data regarding the practice of employing physical restraints in Swedish group homes for people with ID. The aim was to investigate the prevalence of physical restraint use in group homes for people with ID, and to identify the characteristics of individuals subjected to these restraints. The study had a cross-sectional design and included 556 people with ID, aged 16–90 years, living in 118 group homes. Physical restraint use and residents' characteristics were surveyed with a questionnaire. Of the 556 residents studied, 99 (17.8%) had been subjected to physical restraint over the previous week. Of these, 99.2% were subjected to more than one type of restraint. The most commonly used type of physical restraint was a belt (73.7%). Using logistic regression analysis, the independent risk factors strongly associated with being physically restrained were inability to walk independently, impaired speech, screaming and shouting continuously, epileptic seizures, and spasticity. Despite the absence of legal authority for physical restraint use in group homes for people with ID, physical restraints are frequently used in Sweden. Both physical impairments and behavioral symptoms are significantly associated with physical restraint use.

Keywords
Group homes, intellectual disabilities, physical restraints, Sweden
National Category
Nursing
Identifiers
urn:nbn:se:umu:diva-40873 (URN)10.1111/j.1741-1130.2011.00285.x (DOI)
Available from: 2011-03-11 Created: 2011-03-11 Last updated: 2018-06-08Bibliographically approved
Antonsson, H., Hällgren Graneheim, U., Lundström, M. & Åström, S. (2008). Caregivers' reflections on their interactions with adult people with learning disabilities.. Journal of Psychiatric and Mental Health Nursing, 15(6), 484-91
Open this publication in new window or tab >>Caregivers' reflections on their interactions with adult people with learning disabilities.
2008 (English)In: Journal of Psychiatric and Mental Health Nursing, ISSN 1365-2850, Vol. 15, no 6, p. 484-91Article in journal (Refereed) Published
Keywords
Adult, Caregivers, Cues, Education; Nursing, Humans, Interviews as Topic, Learning Disorders/nursing/*psychology, Middle Aged, Professional-Patient Relations, Video Recording
Identifiers
urn:nbn:se:umu:diva-11328 (URN)doi:10.1111/j.1365-2850.2008.01259.x (DOI)18638209 (PubMedID)
Available from: 2008-12-18 Created: 2008-12-18 Last updated: 2018-06-09Bibliographically approved
Antonsson, H., Hällgren Graneheim, U., Isaksson, U., Åström, S. & Lundström, M.Effects and experiences of a web-based training program for professional carers working with people with learning disabilities and challenging behaviour.
Open this publication in new window or tab >>Effects and experiences of a web-based training program for professional carers working with people with learning disabilities and challenging behaviour
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(English)Manuscript (preprint) (Other academic)
National Category
Nursing
Identifiers
urn:nbn:se:umu:diva-68847 (URN)
Available from: 2013-04-26 Created: 2013-04-26 Last updated: 2018-06-08Bibliographically approved
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