Existentiell omv��rdnad till patienter inom palliativ v��rd : En j��mf��rande kvantitativ enk��tstudie

Syftet: Syftet med denna studie var att unders��ka vilka f��ruts��ttningar och erfarenheter som distriktssk��terskor och sjuksk��terskor (n=18) i hemsjukv��rden i norra Dalarna hade f��r att utf��ra existentiell omv��rdnad till patienter inom palliativ v��rd. Syftet var dessutom att unders��ka eventuella skillnader betr��ffande erfarenheter och f��ruts��ttningar mellan medicinskt omfattandehemsjukv��rd (MOH) och v��rdcentralernas hemsjukv��rd (VC).Metod: Studien hade en komparativ tv��rsnittsdesign med kvantitativ ansats. Datainsamlingen skedde via en semistrukturerad enk��t. Kvantitativ data analyserades statistiskt och kvalitativadata genom inneh��llsanalys.Resultat: Ingen skillnad mellan MOH:s och VC:s f��ruts��ttningar att utf��ra existentiell omv��rdnadsamt i upplevelsen av hur n��jd v��rdgivaren var med sin existentiella omv��rdnad kundep��visas. D��remot fanns skillnader i hur ofta existentiell omv��rdnad utf��rdes inom respektivearbetsplats. Skillnad fanns ocks�� mellan deltagare som genomg��tt specifika kurser respektiveej, i upplevelsen att ha kunskap att identifiera och bem��ta existentiella upplevelser hospatienter i palliativ v��rd. Inneh��llsanalysen visade att distriktssk��terskan m��ste vara n��rvarande, kunna bem��ta och bekr��fta patientens behov f��r att utf��ra ett bra arbete. Brist p�� tidoch fokus p��verkade v��rdsituationen negativt. Joyce Travelbees teori om omv��rdnad som en mellanm��nsklig process i vilken en professionell sjuksk��terskas uppgift var att etablera enm��nsklig relation, valdes som omv��rdnadsteoretisk f��rankring.Konklusion: Resultatet ��sk��dliggjorde betydelsen av utbildning f��r att kunna identifiera och bem��ta patienters existentiella upplevelser inom palliativ v��rd.

Language Dominance in Early and Late Bilinguals

The proposed presentation is a progress report from a project which is aimed at establishing some phonetic correlates of language dominance in various kinds of bilingual situations. The current object of study is Swedish students starting in classes which prepare for the International Baccalaureate (IB) programme. The IB classes in Sweden are taught in English, except for classes in Swedish and foreign languages. This means that after they enter the programme the students are exposed to and speak a good deal more English than previously.The assumption made by many students that they will, on the one hand not “damage” their Swedish, and on the other will dramatically improve their English simply by attending an English-medium school will be tested. The linguistic background of the students studied and their reasons for choosing the IB programme will be established. Their English and Swedish proficiency will be tested according to various parameters (native-like syntax, perceived foreign accent, the timing of vowels and consonants in VC sequences, vocabulary mobilisation) on arrival at the school, and again after one and three years at the school. The initial recordings are now underway.In a preliminary study involving just three young people who were bilingual in Swedish and English, the timing of the pronunciation of (C)VC syllables in Swedish and English was studied. The results of this investigation indicate that it may be possible to establish language dominance in bilingual speakers using timing data. It was found that the three subjects differed systematically in their pronunciation of the target words. One subject (15 years old), who was apparently native-like in both languages, had the V-C timing of both Swedish and English words of a native speaker of English. His brother (17 years old), who had a noticeable Swedish accent in English, pronounced both Swedish and English words in this respect like a native speaker of Swedish. The boys’ sister (9 years old) apparently had native-like timing in both languages.

The priority of temporal aspects in L2-Swedish prosody : Studies in perception and production

Foreign accent can be everything from hardly detectable to rendering the second language speech unintelligible. It is assumed that certain aspects of a specific target language contribute more to making the foreign accented speech intelligible and listener friendly, than others. The present thesis examines a teaching strategy for Swedish pronunciation in second language education. The teaching strategy ���Basic prosody��� or BP, gives priority to temporal aspects of Swedish prosody, which means the temporal phonological contrasts word stress and quantity, as well as the durational realizations of these contrasts. BP does not prescribe any specific tonal realizations. This standpoint is based on the great regional variety in realization and distribution of Swedish word accents. The teaching strategy consists virtually of three directives: �� Stress the proper word in the sentence. �� Stress proper syllables in stressed words and make them longer. �� Lengthen the proper segment ��� vowel or subsequent consonant ��� in the stressed syllable. These directives reflect the view that all phonological length is stress-induced, and that vowel length and consonant length are equally important as learning goals. BP is examined in the light of existing findings in the field of second language pronunciation and with respect to the phonetic correlates of Swedish stress and quantity. Five studies examine the relation between segment durations and the categorization made by native Swedish listeners. The results indicate that the postvocalic consonant duration contributes to quantity categorization as well as giving the proper duration to stressed syllables. Furthermore, native Swedish speakers are shown to apply the complementary /V: C/ - /VC:/ pattern also when speaking English and German, by lengthening postvocalic consonants. The correctness of the priority is not directly addressed but important aspects of BP are supported by earlier findings as well as the results from the present studies.