Children’s participation in healthcare is highly dependent on care professionals’ attitudes and contextual, socio-technical norms. This paper addresses the call for educational methods that promote reflexivity and an awareness of norms. It describes a novel tool, grounded in a norm-critical design methodology and workshop-based learning, designed to facilitate reflexive discussions among nursing students and care professionals. Both the development of the tool and insights from a feasibility study with target groups are described. The tool includes a set of provotypes (provocative prototypes) that incorporate and problematise identified barriers to child participation in healthcare. Accompanied by conversation questions, these provotypes are intended to promote discussions on how socio-technical healthcare norms affect children's opportunities to influence their care. The output was tested with nursing students, design researchers, teachers, and care professionals to arrive at an applicable tool for nursing and care education.
Professor Institute of Health and Care Sciences, The Sahlgrenska Ccademy, University of Gothenburg
My research focuses on health care transitions for children, young people, and families living with long term conditions, such as type 1 diabetes and congenital heart defects and other. Grounded in person-centered care, my research highlights the importance of self-management and social support in shaping health outcomes. I have been highly involved in developing, conductig and evaluating transition programs for adolescents with long term conditions, e.g. The STEPSTOES Transition program. My contribution to higher education includes teaching and leadership at graduate and postgraduate levels and more specifally in specialist nursing programmes.
Lecturer, Researcher, Designer Gothenburg University
Britta Teleman, Anna Isaksson, Petra Svedberg, Jens Nygren
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