{"id":1313,"date":"2019-06-01T19:20:07","date_gmt":"2019-06-01T17:20:07","guid":{"rendered":"https:\/\/site.uit.no\/psykhel\/?p=1313"},"modified":"2019-12-11T09:32:21","modified_gmt":"2019-12-11T08:32:21","slug":"lararhandledning-5-perception","status":"publish","type":"post","link":"https:\/\/site.uit.no\/psykhel\/2019\/06\/01\/lararhandledning-5-perception\/","title":{"rendered":"L\u00e4rarhandledning 5: Perception"},"content":{"rendered":"<p>[et_pb_section fb_built=&#8221;1&#8243; _builder_version=&#8221;3.22&#8243; background_image=&#8221;https:\/\/site.uit.no\/psykhel\/wp-content\/uploads\/sites\/386\/2019\/06\/banner-modul-4-tema-5-1280&#215;400.jpg&#8221;][et_pb_row _builder_version=&#8221;3.25&#8243; parallax=&#8221;on&#8221;][et_pb_column type=&#8221;4_4&#8243; _builder_version=&#8221;3.25&#8243; custom_padding=&#8221;|||&#8221; custom_padding__hover=&#8221;|||&#8221;][et_pb_text admin_label=&#8221;Tittel tema&#8221; _builder_version=&#8221;4.0.4&#8243; header_font_size=&#8221;42px&#8221; header_2_font_size=&#8221;30px&#8221; hover_enabled=&#8221;0&#8243;]<\/p>\n<h3>L\u00e4rare: Tema 5<\/h3>\n<h1>Perception<\/h1>\n<p>[\/et_pb_text][et_pb_blurb title=&#8221;L\u00e4randem\u00e5l&#8221; use_icon=&#8221;on&#8221; font_icon=&#8221;%%45%%&#8221; icon_color=&#8221;#ffffff&#8221; use_circle=&#8221;on&#8221; circle_color=&#8221;#09e1c0&#8243; icon_placement=&#8221;left&#8221; content_max_width=&#8221;80%&#8221; use_icon_font_size=&#8221;on&#8221; icon_font_size=&#8221;46px&#8221; icon_font_size_tablet=&#8221;40px&#8221; icon_font_size_phone=&#8221;36px&#8221; icon_font_size_last_edited=&#8221;on|phone&#8221; admin_label=&#8221;L\u00e6ringsutbytte for tema&#8221; _builder_version=&#8221;3.0.90&#8243; header_level=&#8221;h3&#8243; background_color=&#8221;rgba(255,255,255,0.7)&#8221; custom_padding=&#8221;30px|15px|30px|15px&#8221; animation_style=&#8221;slide&#8221; box_shadow_style=&#8221;preset1&#8243;]<strong>Steg 1<\/strong><\/p>\n<ul>\n<li>Visa f\u00f6rst\u00e5else f\u00f6r perceptionens betydelse f\u00f6r personens upplevelse av h\u00e4lsa, oh\u00e4lsa och v\u00e5rd<\/li>\n<li>Diskutera organisationsprinciper och vilken betydelse de har f\u00f6r sjuksk\u00f6terskans kliniska blick<\/li>\n<\/ul>\n<p><strong>Steg 2<\/strong><\/p>\n<ul>\n<li>Identifiera fokala, kontextuella och residuala stimuli i en omv\u00e5rdnadssituation samt reflektera \u00f6ver perspektivets betydelse f\u00f6r hur situationen uppfattas av de ber\u00f6rda personerna<\/li>\n<\/ul>\n<p>[\/et_pb_blurb][\/et_pb_column][\/et_pb_row][\/et_pb_section][et_pb_section fb_built=&#8221;1&#8243; _builder_version=&#8221;3.22&#8243; background_color=&#8221;#00c4b7&#8243; custom_padding=&#8221;15px||15px|&#8221;][et_pb_row _builder_version=&#8221;3.25&#8243; custom_padding=&#8221;0px||0px|&#8221;][et_pb_column type=&#8221;4_4&#8243; _builder_version=&#8221;3.25&#8243; custom_padding=&#8221;|||&#8221; custom_padding__hover=&#8221;|||&#8221;][et_pb_post_nav in_same_term=&#8221;on&#8221; prev_text=&#8221;Till f\u00f6reg\u00e5ende tema&#8221; next_text=&#8221;Till n\u00e4sta tema&#8221; admin_label=&#8221;Tema (Post) Navigation&#8221; _builder_version=&#8221;3.0.90&#8243; title_font=&#8221;|600||||on|||&#8221; title_text_color=&#8221;#ffffff&#8221; title_font_size=&#8221;20px&#8221; title_letter_spacing=&#8221;1px&#8221;]&nbsp;<br \/>\n[\/et_pb_post_nav][\/et_pb_column][\/et_pb_row][\/et_pb_section][et_pb_section fb_built=&#8221;1&#8243; _builder_version=&#8221;3.22&#8243;][et_pb_row _builder_version=&#8221;3.25&#8243; background_size=&#8221;initial&#8221; background_position=&#8221;top_left&#8221; background_repeat=&#8221;repeat&#8221; column_structure=&#8221;2_3,1_3&#8243;][et_pb_column type=&#8221;2_3&#8243; _builder_version=&#8221;3.25&#8243; custom_padding=&#8221;|||&#8221; custom_padding__hover=&#8221;|||&#8221;][et_pb_text admin_label=&#8221;Tekst til tema&#8221; _builder_version=&#8221;3.27.4&#8243; text_font_size=&#8221;16px&#8221;]<\/p>\n<h3><span class=\"name\">Uppm\u00e4rksamhets\u00f6vning<\/span><\/h3>\n<p><span class=\"name\">Se detta filmklipp tillsammans och f\u00f6lj instruktionerna som ges i filmen.<\/span><br \/>\n[\/et_pb_text][et_pb_video src=&#8221;https:\/\/youtu.be\/IGQmdoK_ZfY&#8221; _builder_version=&#8221;3.0.90&#8243;]&nbsp;<br \/>\n[\/et_pb_video][et_pb_text admin_label=&#8221;Tekst til tema&#8221; _builder_version=&#8221;3.27.4&#8243; text_font_size=&#8221;16px&#8221;]<\/p>\n<h3><\/h3>\n<p>Klippet bygger p\u00e5 ett experiment som f\u00f6rst gjordes av Simon och Chabris (1999). Det illustrerar inte bara att vi kan fokusera v\u00e5r uppm\u00e4rksamhet i en specifik situation, utan ocks\u00e5 hur denna fokusering kan g\u00f6ra att vi missar v\u00e4sentlig information.<\/p>\n<p><strong>Reflektera \u00f6ver filmklippet<\/strong> i relation till kapitel 5 och egna erfarenheter. Tag speciellt fasta p\u00e5 f\u00f6rdelar och utmaningar som detta kan inneb\u00e4ra i v\u00e5rdsituationer, och vad man kan g\u00f6ra som sjuksk\u00f6terska f\u00f6r att inte missa v\u00e4sentlig information och\/eller fastna i detaljer.<\/p>\n<p><strong>Reflektera \u00f6ver hur omv\u00e5rdnadsteorier<\/strong> (och andra teorier) kan vara till st\u00f6d i samband med kliniska observationer. \u00a0Hur kan teorier hj\u00e4lpa oss att organisera kliniska observationer? P\u00e5 vilket s\u00e4tt kan de skapa hinder?<\/p>\n<p><strong>Skapa ett observationsprotokoll<\/strong> i relation till n\u00e5gon teori som \u00e4r aktuell i utbildningen i \u00f6vrigt och knyta undervisningen till metodstudier om vetenskapliga observationer.<\/p>\n<p><span style=\"color: #333333;font-size: 22px\">Olika perspektiv<\/span><\/p>\n<ul>\n<li><span class=\"name\">Anv\u00e4nd <a href=\"https:\/\/site.uit.no\/psykhel\/wp-content\/uploads\/sites\/386\/2019\/06\/Perception_\u00f6vning.pdf\"><strong>dessa bilder<\/strong><\/a>, eller s\u00f6k egna som b\u00e4ttre passar det kontext du undervisar i.<\/span><\/li>\n<li><span class=\"name\">Be studenterna att beskriva situationen p\u00e5 bilden och lyfta fram hur den kan uppfattas p\u00e5 skilda vis beroende p\u00e5 det perspektiv personen har (patient\/n\u00e4rst\u00e5ende\/v\u00e5rdare) samt relatera detta till sina kunskaper om perception. Vad kan g\u00f6ra att man l\u00e4gger m\u00e4rke till olika saker?<\/span><\/li>\n<li><span class=\"name\">F\u00f6r studenter p\u00e5 avancerad niv\u00e5\/vidareutdanning kan man med f\u00f6rdel addera ytterligare ett moment i \u00f6vningen, n\u00e4mligen att identifiera m\u00f6jliga stimuli i situationen med utg\u00e5ngspunkt i omv\u00e5rdnadsteoretikern Calista Roy&#8217;s beskrivning av stimuli som fokala, kontextuella &amp; residuala (f\u00f6r en kort beskrivning, se <a class=\"contentLink\" href=\"http:\/\/nursingtheories.weebly.com\/sister-callista-roy.html\" target=\"_blank\" rel=\"noopener noreferrer\">http:\/\/nursingtheories.weebly.com\/sister-callista-roy.html<\/a>, i \u00f6vrigt under &#8220;kompletterande material&#8221;).<\/span><\/li>\n<\/ul>\n<p><span style=\"color: #333333;font-size: 22px\">F\u00f6rslag till diskussions \/ ess\u00e4uppgifter<\/span><\/p>\n<ul>\n<li><span class=\"name\">Vilken betydelse har perceptionen f\u00f6r sjuksk\u00f6terskans kliniska blick, dvs f\u00f6rm\u00e5gan att i kliniska situationer observera och k\u00e4nna igen m\u00f6nster?<\/span><\/li>\n<li>Hur p\u00e5verkas patientens perception av t ex sm\u00e4rta och\/eller \u00e5ngest? Vilka konsekvenser f\u00e5r det f\u00f6r omv\u00e5rdnaden?<\/li>\n<\/ul>\n<p>[\/et_pb_text][et_pb_toggle title=&#8221;Kompletterande material&#8221; admin_label=&#8221;Toggle: Fordypning | %22Nice to know%22&#8243; _builder_version=&#8221;3.0.90&#8243;]<span style=\"font-size: 14px\">Chabris, D. &amp; Simons, C. (2010). <\/span><i style=\"font-size: 14px\">The Invisible Gorilla: How our intuitions deceive us.<\/i><span style=\"font-size: 14px\"> New York: Random House<\/span><\/p>\n<p><span class=\"name\">Phillips, K. D. (2010). Roy&#8217;s Adaption Model in nursing practice.\u00a0<i>Nursing Theory, Utlization &amp; Application.<\/i> M. Alligood. Maryland Heights, MO, Mosby Elsevier:\u00a0309-335<\/span><\/p>\n<p><span class=\"name\">Roy, C. (2009).\u00a0<i>The Roy adaption model<\/i> (3rd ed.). Upper Saddle River, NJ, Pearson.<\/span><\/p>\n<p>Villareal, E. (2003) Using Roy&#8217;s Adaptation Model when caring for a group of young women contemplating quitting smoking- Public Health Nursing, 29(5); 337-384.\u00a0<a href=\"http:\/\/onlinelibrary.wiley.com\/doi\/10.1046\/j.1525-1446.2003.20506.x\/abstract\">http:\/\/onlinelibrary.wiley.com\/doi\/10.1046\/j.1525-1446.2003.20506.x\/abstract<\/a><\/p>\n<p>Dawson, S. (1998) Pre-amputation assessment using Roy&#8217;s Adaptation Model, British Journal of Nursing, 7(9);536-542.\u00a0<a href=\"https:\/\/doi.org\/10.12968\/bjon.1998.7.9.5696\">https:\/\/doi.org\/10.12968\/bjon.1998.7.9.5696<\/a><\/p>\n<p><a href=\"http:\/\/currentnursing.com\/nursing_theory\/Roy_adaptation_model.html\">http:\/\/currentnursing.com\/nursing_theory\/Roy_adaptation_model.html<\/a><\/p>\n<p><a href=\"http:\/\/www.nursing-theory.org\/nursing-theorists\/Sister-Callista-Roy.php\">http:\/\/www.nursing-theory.org\/nursing-theorists\/Sister-Callista-Roy.php<\/a><br \/>\n[\/et_pb_toggle][\/et_pb_column][et_pb_column type=&#8221;1_3&#8243; _builder_version=&#8221;3.25&#8243; custom_padding=&#8221;|||&#8221; custom_padding__hover=&#8221;|||&#8221;][et_pb_text admin_label=&#8221;sidemeny: tittel l\u00e6rermodul 1&#8243; _builder_version=&#8221;4.0.4&#8243; text_font=&#8221;|||on|||||&#8221; header_3_font=&#8221;|600||||on|||&#8221; header_3_font_size=&#8221;20px&#8221; header_5_font=&#8221;|600||||on|||&#8221; background_color=&#8221;#00c4b7&#8243; background_size=&#8221;initial&#8221; background_position=&#8221;top_left&#8221; background_repeat=&#8221;repeat&#8221; background_layout=&#8221;dark&#8221; custom_margin=&#8221;||0px|&#8221; custom_padding=&#8221;20px|15px|10px|15px|false|false&#8221; global_module=&#8221;2152&#8243; saved_tabs=&#8221;all&#8221;]<\/p>\n<h5>L\u00e4rarhandledning Modul 1:<\/h5>\n<p>[\/et_pb_text][et_pb_text admin_label=&#8221;Text &#8211; oversikt tema modul 1&#8243; _builder_version=&#8221;4.0.4&#8243; custom_padding=&#8221;10px|15px|10px|15px&#8221; hover_enabled=&#8221;0&#8243; border_width_top=&#8221;5px&#8221; border_color_top=&#8221;#7262d9&#8243; box_shadow_style=&#8221;preset2&#8243; saved_tabs=&#8221;all&#8221;]<\/p>\n<ol>\n<li><a href=\"https:\/\/site.uit.no\/psykhel\/2019\/06\/01\/lararhandledning-1-vardpsykologi\/\">V\u00e5rdpsykologi<\/a><\/li>\n<li><a href=\"https:\/\/site.uit.no\/psykhel\/2019\/06\/01\/lararhandledning-2-psykologiska-inriktningar\/\">Psykologiska inriktningar<\/a><\/li>\n<li><a href=\"https:\/\/site.uit.no\/psykhel\/2019\/06\/01\/lararhandledning-3-kropp-och-sjal\/\">Kropp och sj\u00e4l<\/a><\/li>\n<li><a href=\"https:\/\/site.uit.no\/psykhel\/2019\/06\/01\/lararhandledning-4-kanslolivet\/\">K\u00e4nslolivet<\/a><\/li>\n<li><strong>Perception<\/strong><\/li>\n<li><a href=\"https:\/\/site.uit.no\/psykhel\/2019\/06\/01\/lararhandledning-6-minne-och-informationsbearbetning\/\">Minne och informationsbearbetning<\/a><\/li>\n<li><a href=\"https:\/\/site.uit.no\/psykhel\/2019\/06\/01\/lararhandledning-7-att-bemastra-sin-tillvaro\/\">Att bem\u00e4stra sin tillvaro<\/a><\/li>\n<li><a href=\"https:\/\/site.uit.no\/psykhel\/2019\/06\/01\/lararhandledning-8-anknytning-och-relationsmonster\/\">Anknytning och relationsm\u00f6nster<\/a><\/li>\n<li><a href=\"https:\/\/site.uit.no\/psykhel\/2019\/06\/01\/lararhandledning-9-sjalv-och-andra\/\">Sj\u00e4lv och andra<\/a><\/li>\n<li><a href=\"https:\/\/site.uit.no\/psykhel\/2019\/06\/01\/lararhandledning-10-fran-vaggan-till-graven\/\">Fr\u00e5n vaggan till graven<\/a><\/li>\n<li><a href=\"https:\/\/site.uit.no\/psykhel\/2019\/06\/01\/lararhandledning-11-att-tillgodose-behov\/\">Att tillgodose behov<\/a><\/li>\n<li><a href=\"https:\/\/site.uit.no\/psykhel\/2019\/04\/24\/lararhandledning-12-halsa\/\">H\u00e4lsa<\/a><\/li>\n<li><a href=\"https:\/\/site.uit.no\/psykhel\/2019\/06\/01\/lararhandledning-13-stressrelaterad-ohalsa\/\">Stressrelaterad oh\u00e4lsa<\/a><\/li>\n<li><a href=\"https:\/\/site.uit.no\/psykhel\/2019\/06\/01\/lararhandledning-14-trauma-hot-och-forluster\/\">Trauma, hot och f\u00f6rluster<\/a><\/li>\n<li><a href=\"https:\/\/site.uit.no\/psykhel\/2019\/06\/01\/lararhandledning-15-smarta\/\">Sm\u00e4rta<\/a><\/li>\n<li><a href=\"https:\/\/site.uit.no\/psykhel\/2019\/06\/01\/lararhandledning-16-att-forebygga-ohalsa-och-framja-halsa\/\">Att f\u00f6rebygga oh\u00e4lsa och fr\u00e4mja h\u00e4lsa<\/a><\/li>\n<li><a href=\"https:\/\/site.uit.no\/psykhel\/2019\/06\/01\/lararhandledning-17-motivation-och-forandring\/\">Motivation och f\u00f6r\u00e4ndring<\/a><\/li>\n<li><a href=\"https:\/\/site.uit.no\/psykhel\/2019\/06\/01\/lararhandledning-18-att-leva-sig-in-i-andras-situation\/\">Att leva sig in i andras situation<\/a><\/li>\n<li><a href=\"https:\/\/site.uit.no\/psykhel\/2019\/06\/01\/lararhandledning-19-mellanmanskligt-samspel\/\">Mellanm\u00e4nskligt samspel<\/a><\/li>\n<li><a href=\"https:\/\/site.uit.no\/psykhel\/2019\/06\/01\/lararhandledning-20-att-vara-delaktig-i-en-grupp\/\">Att vara delaktig i en grupp<\/a><\/li>\n<\/ol>\n<p>[\/et_pb_text][et_pb_toggle title=&#8221;L\u00e4rarhandledning modul 2&#8243; closed_toggle_text_color=&#8221;#ffffff&#8221; closed_toggle_background_color=&#8221;#00c4b7&#8243; icon_color=&#8221;#7262d9&#8243; use_icon_font_size=&#8221;on&#8221; icon_font_size=&#8221;20px&#8221; _builder_version=&#8221;4.0.4&#8243; title_font=&#8221;|600||||on|||&#8221; title_font_size=&#8221;20px&#8221; border_width_all=&#8221;0px&#8221; border_width_bottom=&#8221;5px&#8221; border_color_bottom=&#8221;#7262d9&#8243; box_shadow_style=&#8221;preset2&#8243; global_module=&#8221;3495&#8243;]<\/p>\n<ol>\n<li><a href=\"https:\/\/site.uit.no\/psykhel\/2019\/10\/01\/lararhandledning_modul-2tema-01-hva-er-recovery\/\">Hva er recovery<\/a><\/li>\n<li><a href=\"https:\/\/site.uit.no\/psykhel\/2019\/10\/01\/lararhandledning_modul2-tema-02-recoveryorientert-helsearbeid\/\">Helsearbeid<\/a><\/li>\n<li><a href=\"https:\/\/site.uit.no\/psykhel\/2019\/10\/01\/lararhandledning-modul2-tema-03-tidal-model\/\">Om tidevannsmodellen<\/a><\/li>\n<li><a href=\"https:\/\/site.uit.no\/psykhel\/2019\/10\/01\/lararhandledning-modul-2_tema-04-tidal-model-ataganden\/\">Tidevannsmodellens forpliktelser<\/a><\/li>\n<li><a href=\"https:\/\/site.uit.no\/psykhel\/2019\/10\/01\/lararhandledning-modul2_tema-05-tidalmodel-den-holistiska-bedomningen\/\">Den holistiske vurderingen<\/a><\/li>\n<li><a href=\"https:\/\/site.uit.no\/psykhel\/2019\/10\/01\/lararhandledning-modul2-tema-06-tidvattenmodellen-samtalet-pa-tu-man-hand\/\">Samtalen p\u00e5 tommans h\u00e5nd<\/a><\/li>\n<li><a href=\"https:\/\/site.uit.no\/psykhel\/2019\/10\/01\/lararhandledning-tema-07-tidevannsmodellen-a-skape-trygghet\/\">\u00c5 skape trygghet<\/a><\/li>\n<li><a href=\"https:\/\/site.uit.no\/psykhel\/2019\/10\/02\/lararhandledning-modul2_tema-08-tidvattenmodellen-grupper_ny\/\">Grupper<\/a><\/li>\n<\/ol>\n<p>[\/et_pb_toggle][et_pb_toggle title=&#8221;L\u00e4rarhandledning modul 3&#8243; closed_toggle_text_color=&#8221;#ffffff&#8221; closed_toggle_background_color=&#8221;#00c4b7&#8243; icon_color=&#8221;#7262d9&#8243; use_icon_font_size=&#8221;on&#8221; icon_font_size=&#8221;20px&#8221; _builder_version=&#8221;4.0.4&#8243; title_font=&#8221;|600||||on|||&#8221; title_font_size=&#8221;20px&#8221; border_width_all=&#8221;0px&#8221; border_width_bottom=&#8221;5px&#8221; border_color_bottom=&#8221;#7262d9&#8243; box_shadow_style=&#8221;preset2&#8243; global_module=&#8221;3496&#8243;]<\/p>\n<ul>\n<li><a href=\"https:\/\/site.uit.no\/psykhel\/2019\/10\/03\/modul-3-lararhandledning-motiverende-samtal\/\">Motiverende samtal<\/a><\/li>\n<\/ul>\n<p>[\/et_pb_toggle][\/et_pb_column][\/et_pb_row][\/et_pb_section]<\/p>\n","protected":false},"excerpt":{"rendered":"<p>L\u00e4rare: Tema 5 Perception Steg 1 Visa f\u00f6rst\u00e5else f\u00f6r perceptionens betydelse f\u00f6r personens upplevelse av h\u00e4lsa, oh\u00e4lsa och v\u00e5rd Diskutera organisationsprinciper och vilken betydelse de har f\u00f6r sjuksk\u00f6terskans kliniska blick Steg 2 Identifiera fokala, kontextuella och residuala stimuli i en omv\u00e5rdnadssituation samt reflektera \u00f6ver perspektivets betydelse f\u00f6r hur situationen uppfattas av de ber\u00f6rda personerna Uppm\u00e4rksamhets\u00f6vning [&hellip;]<\/p>\n","protected":false},"author":935,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_et_pb_use_builder":"on","_et_pb_old_content":"","_et_gb_content_width":"","footnotes":""},"categories":[19,14],"tags":[],"class_list":["post-1313","post","type-post","status-publish","format-standard","hentry","category-lararhandledning","category-lararhandledning-modul-1"],"_links":{"self":[{"href":"https:\/\/site.uit.no\/psykhel\/wp-json\/wp\/v2\/posts\/1313","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/site.uit.no\/psykhel\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/site.uit.no\/psykhel\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/site.uit.no\/psykhel\/wp-json\/wp\/v2\/users\/935"}],"replies":[{"embeddable":true,"href":"https:\/\/site.uit.no\/psykhel\/wp-json\/wp\/v2\/comments?post=1313"}],"version-history":[{"count":18,"href":"https:\/\/site.uit.no\/psykhel\/wp-json\/wp\/v2\/posts\/1313\/revisions"}],"predecessor-version":[{"id":3507,"href":"https:\/\/site.uit.no\/psykhel\/wp-json\/wp\/v2\/posts\/1313\/revisions\/3507"}],"wp:attachment":[{"href":"https:\/\/site.uit.no\/psykhel\/wp-json\/wp\/v2\/media?parent=1313"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/site.uit.no\/psykhel\/wp-json\/wp\/v2\/categories?post=1313"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/site.uit.no\/psykhel\/wp-json\/wp\/v2\/tags?post=1313"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}