Curriculum PhD in Person-Centred Healthcare

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1 HBV Faculty of Health Sciences PhD in person-centred healthcare Study year Page 1/33 Curriculum PhD in Person-Centred Healthcare HBV Faculty of Health Sciences Buskerud and Vestfold University College, HBV, Campus Drammen Postboks Drammen tel

2 HBV Faculty of Health Sciences PhD in person-centred healthcare Study year Page 2/33 Introduction... 3 Duration... 3 Target group... 3 Entry requirements... 3 Qualifications... 4 Learning outcomes... 4 Internationalization... 5 Teaching and learning strategies... 5 Overview, organization and course content... 7 The Science and Practice of Person-Centred Research... 9 Quantitative Methods Qualitative Methods Clinical Health Promotion Evidence and Value Based Change Processes in Healthcare Experiential and Expert Knowledge in Mentalhealth care Understandings and Practices Person-Centred Healthcare for Elders and Persons living with a Dementia Dissertation

3 HBV Faculty of Health Sciences PhD in person-centred healthcare Study year Page 3/33 Introduction Healthcare services are faced with a series of challenges due to changes in population demographics, complexity of health issues, medical and technological advances, organizational change processes, and other factors. Person-centredness is central to the healthcare practices as well as healthcare policies and research initiatives. Person-centred healthcare research is aiming at promoting the individual person s health and wellbeing and for developing new models of healthcare services and new ways of working in order to realize health policy aims on national and international levels. The home and primary healthcare environments will play increasingly important roles as arenas for public care and treatment. New outreach and ambulatory models of care that facilitate access to expertise are being developed, both in specialist and primary healthcare services. In addition, the demand for collaboration between specialist and primary healthcare services is increasing. High-quality professional practice in healthcare and research are of vital importance if society is to meet these challenges. The PhD program in person-centred healthcare at the Faculty of Health Sciences, Buskerud and Vestfold University College (Høgskolen i Buskerud og Vestfold HBV) will provide the candidates with knowledge in the forefront of theories, methods and research designs, and give opportunity to develop advanced methodological skills in a stimulating cross-disciplinary research environment with specialists within a broad spectre of person-centred healthcare research. Duration The course is 3 years full-time or 4 years part-time, with 75% consisting of the PhD candidate s research work. To extend the project period to four years, the Faculty of Health Sciences wants to offer PhD students a 25% temporary teaching position, linked to the BA and MA study programs. Target group The primary focus of the PhD program is person-centred health care. Candidates wanting to do research with this focus may apply, and in particular, those with projects in the fields of long term health care and/or complex health conditions, particularly elders and persons with mental health needs, problems with substance abuse, dementia, vision, stroke, diabetes and chronic pain. However, candidates who have an interest in other aspects of healthcare and who want to undertake personcentred projects in these areas may also apply. The candidates will normally be healthcare professionals, with a relevant 5-year master s degree (3+2 years) or an equivalent qualification. However, the programme is interdisciplinary and candidates with other academic backgrounds may apply. The final admission criteria are the PhD project s focus (on person-centred healthcare), the quality of the project, and the qualifications of the candidate. Entry requirements To be accepted onto the PhD programme, the applicant must have a 5-year master s degree or equivalent qualification that is approved by Faculty for entry in the PhD programme. The entry requirements are in accordance with the Regulations for the philosophiae doctor (PhD) at HBV, Section 2. HBV processes applications and determines admission based on a comprehensive assessment of the following factors: The academic courses of the PhD candidate s previous studies at bachelor s and master s levels. 3

4 HBV Faculty of Health Sciences PhD in person-centred healthcare Study year Page 4/33 The candidate s grades (preferably with an average of B or better). An academically acceptable description of the project. A plan for undertaking the PhD programme. The application for admission will contain the following information: Description of the research project. Time line for completion of the project. Budget for the project. Description of the required infrastructure. Description of supervision needs and identification of potential supervisors. Plan for periods at other (including overseas) research institutions or organizations. Plan for dissemination of the research. Documentation of the education undertaken that forms the basis for the application. Details of any intellectual property restrictions in order to protect the rights of others. A project plan that includes a description of the research proposal will be prepared in collaboration with the primary supervisor. The plan must specify the topic, research questions, proposed theoretical perspective and methods, as well as suggested publication form (articles or monograph). The applicant may submit a preliminary proposal, but a complete project description must be prepared within 6 months of admission, 2-2 Regulations for the Degree philosophiae doctor (PhD) at HBV. The interdisciplinary perspectives in this programme will be promoted by recruiting students from different academic fields. Qualifications Successful completion of the PhD programme leads to the award philosophiae doctor (PhD) in personcentred healthcare. Learning outcomes The aim of the PhD programme is to produce graduates who can carry out high-level research, professional development and evaluation of person-centred healthcare service provision within the area of health sciences. The National Qualification Framework for Higher Education (2009) has adapted the overarching European qualification framework for higher education mapped out in the Bologna Process and the European Qualification Framework for lifelong learning (EQF). The prescribed categories contained in the qualifications framework are knowledge, skills and general competence. The learning outcome descriptors for the PhD in person-centred healthcare have been developed in accordance with these categories. After completing the programme the candidate will have achieved the following competences: Knowledge knowledge in the forefront of theories, methods and research designs, and of the current debates, positions and arguments concerning different approaches to person-centred healthcare research knowledge in the forefront of the on-going person-centred research in one s own area of specialization, including theory developments in the field 4

5 HBV Faculty of Health Sciences PhD in person-centred healthcare Study year Page 5/33 knowledge in the forefront of philosophy of science, research ethics and special ethical issues relating to cross-disciplinary, person-centred healthcare research Skills ability to contribute to new scientific knowledge and critical discussions of theories and methods within the field of person-centred healthcare research ability to develop research questions and designs aiming at producing new knowledge to support person-centredness in healthcare practice, and to carry out such research at a high academic level ability to critically evaluate the applicability of various research designs, and the quality of others research in the field of person-centredness ability to handle cross-disciplinary challenges in person-centred healthcare research, and to contribute the development, performance and evaluation of cross-disciplinary research projects General competence ability to contribute to innovation and healthcare improvements through person-centred research and dissemination of research results ability to communicate research findings in the field of person-centred health-care through recognized national and international academic channels and to participate in crossdisciplinary academic discussions ability to identify and handle relevant research ethical issues, and to carry out research projects with moral consideration and professional integrity ability to transfer skills and manage complex, cross-disciplinary projects designed for assignments both in research and the practice field of person-centred healthcare Internationalization The Department will encourage and facilitate PhD candidates to have a period of study abroad as a part of their educational plan. A period in which research is undertaken abroad will contribute to establishing new international research collaborations and also provide further impetus for work on the dissertation. It is therefore important that both the institution to be visited and the actual research environment are chosen carefully in consultation with the supervisor. To increase the likelihood that the period abroad will be professionally relevant and worthwhile, preference will be given to this taking place at an institution where the student, supervisor and research activities at the Faculty already have established collaborative contacts. Teaching and learning strategies The teaching and learning strategies are characterized by a fundamental view of student-centred education. The teaching and learning in the coursework undertaken by the students will be undertaken via the learning platform of HBV. The PhD programme consists mostly of active research. This includes the completion of an independent research project in active collaboration with supervisors, peers, partners from the clinical area and other researchers. Therefore, participation in active research settings nationally and internationally as well as professional dissemination of the candidate s continuing research work will be central to the learning environment. Participation in seminars and use of peer feedback provides the foundation for establishing a good learning environment among the candidates. The coursework content will be provided through (but not limited to) lectures, workshops, seminars, group work, plenary sessions, supervision and presentation of the student s own work. The courses will have 5

6 HBV Faculty of Health Sciences PhD in person-centred healthcare Study year Page 6/33 one or two course leaders as responsible for the actual course, but several of the faculty members will participate in the different courses with their expert knowledge in relevant topics. 6

7 HBV Faculty of Health Sciences PhD in person-centred healthcare Study year Page 7/33 Overview, organization and course content The PhD programme consists of two parts: (1) coursework and (2) dissertation (Table 1). 1. Coursework The coursework component consists of a total of 30 ECTS. The mandatory coursework comprises 20 credits and consists of a theoretical component that leads to extended competence in philosophy of science, theoretical perspectives and central concepts of person-centred healthcare including methodological implications and research ethics (15 ECTS). In addition, the candidates will be required to choose an in-depth course either in qualitative or quantitative methods (5 ECTS each). The other elective parts of the coursework provide the candidate with the opportunity to immerse him/herself in a topic that is relevant to his/her own research project and the dissertation s primary focus. The candidates will choose two of the elective courses listed in the table on page 6. It will also be possible to take courses from other institutions, both national and international; this will be decided by discussion between the candidate and supervisors during the first semester and included in the contract for the PhD programme of the individual candidate. The coursework must be completed and passed before the dissertation can be submitted. The assessment described in the individual education plan can include the candidate s participation in and presentations at conferences and any study period abroad. 2. Dissertation The dissertation is described on page 29 of this curriculum. Table 1. Overview of content of mandatory and elective subjects Subject code Name Credits Mandatory/ Elective PHDPCR500 The Science and Practice of Personcentred Research 15 Mandatory PHDQUAN500 Quantitative Methods 5 Mandatory Or PHDQUAL500 Qualitative Methods 5 Mandatory PHDPROM500 PHDEVVA500 PHDEXKNO500 PHDPCP500 Clinical Health Promotion Evidence- and Valuebased Change Processes in Healthcare Experiential and Expert Knowledge in Mental-healthcare Understanding and Practices Person-centred Healthcare for Elders and Persons living with a Dementia 5 Elective 5 Elective 5 Elective 5 Elective PHDDISS500 Dissertation 150 Mandatory 7

8 HBV Faculty of Health Sciences PhD in person-centred healthcare Study year Page 8/33 The implementation of the seven subject areas of the coursework and the dissertation are organized such that all courses are offered on the following 3-year cycle: Year 1 Year 2 Year 3 Year 4 Sem. 1 Sem. 2 Sem. 3 Sem. 4 Sem. 5 Sem. 6 Sem. 7 Sem. 8 PHDPCR 500 PHDPCR 500 PHDPRM 500 PHDEVVA 500 PHDQUAL 500 PHDQUA N500 PHDPCP 500 PHDEXKO 500 PHDDISS500 Dissertation (150 ECTS) The specific subjects are specified in the following sections. The course content and reading lists will be updated prior to the start of each course. 8

9 HBV Faculty of Health Sciences PhD in person-centred healthcare Study year Page 9/33 PHDPCR500 Mandatory Course leaders: The Science and Practice of Person-Centred Research Professor Brendan McCormack Professor Hilde Eide 15 credits Norwegian and English PhD programme in person-centred healthcare Autumn 1. LEARNING OUTCOMES The candidate will have acquired the following competences upon completing this course unit: Knowledge: knowledge in the forefront of theories of person-centeredness knowledge in the forefront of strategies for undertaking person-centred research knowledge in the forefront of how theories of person-centeredness and undertaking personcentred research is related to the philosophy of science knowledge in the forefront of research ethics, its core principles, guidelines and procedures, including an understanding of the most prevalent moral challenges arising when undertaking cross-disciplinary person-centred research Skills: ability to situate and ground the PhD project in theories of person-centeredness ability to choose the most appropriate research methods for person-centred practice research in the candidate s own field ability to apply theories of person- centeredness in discussing research results and implications ability to identify the moral challenges in the research project and find ethically sound solutions to these challenges, including the mindful identification and discussion of moral challenges in other person-centred research projects. General competences: can critically and constructively evaluate and discuss health care research and research projects can apply the principles of person- centeredness in the design of research projects can explore ethical issues in the design of research projects and implications for undertaking research in person-centred healthcare can identify and discuss theoretical, methodological and ethical problems relevant to the research process has a broad overview of the field of the philosophy of science, insight into key philosophical, methodological and ethical issues, including an understanding of their relevance to healthcare research in general and person-centred research in particular 2. CONTENT Person-centred practice has been defined as an approach to practice that is established through the formation and fostering of therapeutic relationships between all care providers, patients /clients / families and significant others. It is underpinned by values of respect for persons, individual right to self-determination and mutual respect and understanding. Person-centred practice is about developing, coordinating and providing healthcare services that respect the uniqueness of individuals by focusing on their beliefs, values, desires and wishes, independent of age, gender, social status, economy, faith, ethnicity and cultural background and in a context that includes collaborative and inclusive practices. In addition, personcentred practice aims to plan and deliver care that takes account of the person s context including their social context, community networks, cultural norms and material supports. 9

10 HBV Faculty of Health Sciences PhD in person-centred healthcare Study year Page 10/33 The course will cover different approaches to and aspects of person-centred practice in the context of undertaking research with persons living with long-term health needs, with a particular focus on research aimed at supporting and developing high-quality care to elders and persons with mentalhealth needs. The course will explore approaches to person-centred healthcare in the context of the philosophy of science, including the philosophy of personhood from different traditions and analyses of ontological and epistemological perspectives that guide the conduct of person-centred ethical research. Central topics covered will be the exploration and critique of different theories and different qualitative and quantitative approaches to person-centred healthcare research, including process and outcome evaluation. Other central topics will be research ethics, including consideration of the conduct of research, the researcher role and the moral responsibilities involved in person-centred research and collaborative practices. The theoretical foundation for three different, partly overlapping approaches to person-centred healthcare research will be explored in-depth: a) a phenomenological-hermeneutical approach (Lindseth & Nordberg 2004), as applied in qualitative nursing science research, including collaborative, participative and inclusive methodologies b) a communication theory approach, as applied in quantitative and mixed method studies of user-provider communication (Eide et al 2011), including e-health and web-based, selfmanagement stimulating methodologies c) an organization theory approach, as applied in quantitative and quantitative social science research (Weick 2009), including interventions to stimulate person-centred change processes, ethical leadership and implementation of new technologies to support user-participation. The different, partly overlapping, partly competing traditions of philosophy of personhood and person in context which lay the foundation for the three above mentioned approaches to person-centred healthcare research, will also be explored in-depth, briefly sketched as: a) the tradition of patient-centeredness, running from Hippocrates to Kierkegaard and Ricoeur to recent theories of person-centred nursing, as represented by McCormack & McCance (2011) b) the tradition of person-centred therapy, running from Carl Rogers humanistic psychology to today s acceptance and commitment therapy, as represented by Hayes et al (2011) c) the tradition of human motivation theory, running from Aristotle s teleology to recent theories of mindfulness (Langer 1989) and self determination (Deci & Ryan 2008) The primary philosophy-of-science focus will be on questions of rationalism, empiricism, hermeneutics and contextualism as well as postmodern and actual contributions to and criticisms of these perspectives using the lenses of personhood and person-in-context. The course will further explore feminist perspectives and the role of language in science. The primary ethical focus will be on questions of the ethics of science, medical ethics and research ethics in the social sciences. The course will also provide thorough knowledge of the national and international systems of ethical guidelines, committees and procedures and how to deal with ethical issues in practice. The course will combine historical and systematic approaches, with the historical perspective providing the background to concepts, conflicts and models for understanding current debates and actual challenges. The primary methodological focus will be on person-centred research designs, including qualitative and quantitative methods, process and outcome evaluations, as well as participatory methodologies that enable active participation of all persons in research activities. A significant focus will be placed on ethical and practical challenges of being a person-centred researcher. 10

11 HBV Faculty of Health Sciences PhD in person-centred healthcare Study year Page 11/33 3. TEACHING AND LEARNING STRATEGIES The course will be taught over two semesters. The teaching and learning methods will consist of a combination of lectures, tutorials, group work, discussions and student presentations of course topics in relation to the students own on-going PhD work. The course essay During the course, the PhD students will present a full draft for the essay upon which the final assessment of participation in this course is based. The topic of the essay is self-selected within the framework of the course, focussing on one question related to the scientific and theoretical grounding for, or the ethical challenges of the student s PhD thesis work. The student will present a draft of the essay to the group, will receive prepared comments from fellow students and teachers and will rewrite the essay before submitting it for final evaluation. The final essay will comprise 3000 words (±10%). It must conform with the requirements of an academic essay in the field and be submitted within two weeks after the course. 4. ATTENDANCE Attendance is mandatory and the PhD candidate is required to present and discuss a) his/her own PhD project, (b) one topic from the course literature, (c) a complete draft for her/his essay (8-10 p.) and (d) commentary on the essay draft of fellow students. 5. ASSESSMENT When all requirements are met, the final version of the essay will be graded according to the following scale: failed / passed. Learning support All available support is allowed. 6. LITERATURE The required reading for this subject area consists of 1200 pages, of which 800 pages are compulsory and 400 pages are self-chosen. Compulsory reading Beauchamp, T. L Ethical issues in social science research. Baltimore: Johns Hopkins University Press, pp (58 p.). Bodenheimer, T., Wagner EH, Grumbach K. Improving primary care for patients with chronic illness: the chronic care model, Part 2. JAMA. 2002;288(15): (5 p.) Boomer C and McCormack B (2008) Where are we now? A process for evaluating the context of care in practice development. Practice Development in Healthcare, 7(3), Rosemond CA, 10pp Borg, M. & Kristiansen, K. (2004). Recovery-oriented professionals: Helping relations in mental health services. Journal of Mental Health, 13 (5), (12 p.) Borg, M., Karlsson, B., Kim, H.S. & McCormack, B. (2012). Opening Up For Many Voices in Knowledge Construction. Forum: Qualitative Social Research. FQS, 13(1) (15p.) Bourdieu, P Distinction : a social critique of the judgement of taste. London: Routledge & Kegan Paul, pp (18 p.). Brown, D. and McCormack, B. (2011) Developing the practice context to enable more effective pain management with older people: An action research approach. Implementation Science, 6(9): 1-14, (14p.) Craig P, Dieppe P, Macintyre S, Michie S, Nazareth I, Petticrew M; Medical Research Council Guidance. Developing and evaluating complex interventions: the new Medical Research Council guidance. BMJ Sep 29;337:a1655. doi: /bmj.a1655. (15 p.) Dewing J (2008) Personhood and dementia: revisiting Tom Kitwood s ideas, International Journal of Older People Nursing, 3: 3-13 (9 p.) Davidson, L., Kirk,T., Rockholz, P., Tondora J., O Connell M J., & Evans AC. (2007). Creating a recoveryoriented system of behavioral Healthcare: Moving from concept to reality. Psychiatr Rehabil J 31, (8 p.) 11

12 HBV Faculty of Health Sciences PhD in person-centred healthcare Study year Page 12/33 Deegan, P.E. (2005). The importance of personal medicine: A qualitative study of resilience in people with psychiatric disabilities. Scandinavian Journal of Public Health, 33, (6p.) Drake, R.E., Deegan, P.E., & Rapp, C. (2010). The promise of shared decision making in mental health. Psychiatric Rehabilitation Journal, 34(1):7 13. (6 p.) EC The European Charter for Researchers. The Code of Conduct for the Recruitment of Researchers. Practical Assessment, Research & Evaluation. Brussels: European Commission: Directorate-General for Research (30 p.). Edvardsson D, Innes A. Measuring Person-centered Care: A Critical Comparative Review of Published Tools (2000). Gerontologist, 50: (12 p.) Eide, H., Eide, T., Rustøen, T., Finset, A. Patient s validation of Cues and Concerns identified according to Verona-CoDES. A Video and Interview Based Approach. Patient education and counselling, 2011, 82, (6 p.) Eilertsen, G., Kirkevold, M., Bjørk, I. T. (2010): Recovering from a stroke: a longitudinal, qualitative study of older Norwegian women. J Clin Nurs. 19 (13-14): (10 p.) Ekman, I., Ehnfors, M., et al. (2000). "The meaning of living with severe chronic heart failure as narrated by elderly people." Scand J Caring Sci 14(2): (7 p.) Entwistle, V. A. & Watt, I. S 'Treating patients as persons: a capabilites approach to support delivery of person-centred care.' Amercian Journal of Bioethics, 13:8, Fagerström, L., Eriksson, K. & Bergbom Engberg, I The patient s perceived caring needs: Measuring the unmeasurable. International Journal of Nursing Practice, 5, (9 p.) Foucault, M The archaeology of knowledge. New York: Pantheon Books, pp (36 p.). Hanson, L. C., Ennett, S.T., Schenck, A.P., Weiner, B.J. Implementing person-centered care in nursing homes. Healthcare Manage Rev 2012; 37: (9 p.) Frankfurt, H.G. (1989), Freedom Of The Will And The Concept Of A Person in J. Christman (ed.), The Inner Citadel: Essays on Individual Autonomy, Oxford University Press, Oxford. (13 p.) Giere, R. N The feminism question in the philosophy of science. In Science without laws. Chicago: University of Chicago Press, pp (16 p.). Haraway, D Situated knowledges: The science question in feminism and the priviliege of partial perspective. In The gender and science reader, ed. by M. Lederman and I. Bartsch. New York: Routledge, pp (exerpt) (9 p.). Harding, S After the neutrality ideal: Science, politics and strong objectivity. In Perspectives on philosophy of science in nursing : an historical and contemporary anthology, ed. by E. C. Polifroni and M. Welch. Philadelphia: Lippincott, pp (10 p.). Hoge, M.A., Tondora, J., Marrelli, A. (2005). The fundamentals of workforce competency: Implications for behavioral health. Administration and Policy in Mental Health, 32, (5), (22 p.) Howell D, Liu G. Can routine collection of patient reported outcome data actually improve person-centered health? Healthc Pap 2011; 11: (5 p.) ICMJE Uniform Requirements for Manuscripts Submitted to Biomedical Journals (The Vancouver Protocol). (17 p.) Kitson, A. L., Rycroft-Malone, J., Harvey, G., McCormack, B., Seers, K. and Titchen, A. (2008) Evaluating the successful implementation of evidence into practice using the PARIHS framework: theoretical and practical challenges, Implementation Science, 3:1 (07 Jan 2008) (12 p.) Lindseth, A. & Norberg, A. (2004). A phenomenological hermeneutical method for researching lived experience. Scandinavian Journal of Caring Sciences. 18: Matthias, M. S., Salyers, M. P., Rollins, A.L., Frankel, R.M. Decision making in recovery-oriented mental Healthcare. Psychiatr Rehabil J Spring; 35 (4): (9 p.) Mead, N., & Bower, P. (2000). Patient-centredness: a conceptual framework and review of the empirical literature. Social Science and Medicine, 5 1(7), (23 p.) McCormack, B., Karlsson, B., Dewing, J. and Lerdal, A. (2010) Exploring person-centredness: a qualitative meta-synthesis of four studies and their contribution to advancing our understanding of person-centred nursing, Scandinavian Journal of Caring Sciences, 24; (14.) McCormack, B. & McCance, T. (2010). Person-centred nursing : theory and practice. Chichester, West Sussex: Blackwell. (200 p.) Morgan, D. L. (2007). Paradigms Lost and Pragmatism Regained. Journal of Mixed Methods Research, 1 (1), pp (36 p.). Morgan, S., Yoder, L. H. A concept analysis of person-centered care. J Holist Nurs 2012; 30: pp O Connell, M.J., Tondora, J., Evans, A.C., Croog, G. & Davidson, L. (2005). From rhetoric to routine: Assessing recovery-oriented practices in a state mental health and addiction system. Psychiatric Rehabilitation Journal, 28 (4), (8 p.) 12

13 HBV Faculty of Health Sciences PhD in person-centred healthcare Study year Page 13/33 Merton, R. K The normative structure of science. In: The sociology of science : theoretical and empirical investigations. Chicago: University of Chicago Press, pp (11 p.). NESH Forskningsetiske retningslinjer for samfunnsvitenskap, humaniora, jus og teologi (Guidelines for research ethics in the social sciences, law and the humanities). Oslo: De nasjonale forskningsetiske komiteer (35 p.). Ricoeur, P The model of the text: Meaningful action considered as a text. In Hermeneutics and the human sciences, ed. P. Ricoeur and J. B. Thompson. Cambridge: Cambridge University Press, pp (24 p.). Rolland, J. S. (1994): Families, illness & disability. An integrative Treatment Model. Part I, Kapittel 2, s Basic Books. ISBN: (24 p.) Sjögren, K., Lindkvist, M., Sandman, P. O., Zingmark, K., Edvardsson, D. Psychometric evaluation of the Swedish version of the Person-Centered Care Assessment Tool (P-CAT). Int Psychogeriatr 2012; 24: (9 p.) Strong, T. (2000). Six orientering ideas for collaborative counsellors. European Journal of Psychotherapy & Counselling, 3: 1, (17 p.) Strong, T., Sutherland, O., & Ness, O (2011). Considerations for a discourse of collaboration in counseling. Asia Pacific Journal of Counselling and Psychotherapy, 2(1), (15 p.) Öresland, S. Määttä, S. Norberg, A. Lutzen, K. (2011) Home-based Nursing Care as an Endless Journey: An exploration of metaphors used by nurses working in home-based nursing care. Nursing Ethics, May, 18(3): (10 p.) van Dulmen, S., Sluijs, E., van Dijk, L., de Ridder, D., Heerdink, R., Bensing, J. Patient adherence to medical treatment: a review of reviews. BMC Health Serv Res Apr 17;7:55. Review. (13 p.) van Dulmen, S. The value of tailored communication for person-centred outcomes. J Eval Clin Pract Apr;17(2): doi: /j x. Epub 2010 Nov 18. (3 p.) van Dulmen, S., Humphris, G., Eide, H. Towards a guideline for person-centred research in clinical communication; lessons learned from three countries. International Journal of Person Centered Medicine, 2012, 1, (5 p.) Wagner, E. H. The role of patient care teams in chronic disease management. BMJ 2000;320: (4 p.) Supplementary reading Alvesson, M., & Sköldberg, K. (2009). Reflexive methodology: new vistas for qualitative research. London: Sage Pubications (293 p) Bechtel, Christine, and Debra L. Ness (2011). If You Build It, Will They Come? Designing Truly Patient- Centered Health Care. Health Affairs, 29(5): Bensing, Jozien (2000). Bridging the gap: The separate worlds of evidence-based medicine and patient-centered medicine. Patient Education and Counseling, 39(1): Buber, Martin (1923/1984) I and Thou. Edinburgh: T&T Clark, (112 p.). Deci, E. L., Ryan, L. M. (2008). Self-determination theory: A macrotheory of human motivation, development and health. Canadian Psychology 49 (3): (4 p.) Eide, H., Quera, V., Graugaard, P., Finset, A. (2004): Sequential patterns of physician-patient dialogue surrounding cancer patient s expression of concern and worry. Applying sequence analysis to RIAS. Social Science & Medicine, 59 (1): (10 p.) Entwistle, V. A. & Cribb, A Enabling people to live well: fresh thinking about collaborative approaches to care for people with long term conditions. London: The Health Foundation. Entwistle, V. A. & Watt, I. S 'A capabilities approach to person-centered care: response to open peer commentaries.' American Journal of Bioethics, 13:8, W1-W4 Finlay, L. (2011). Phenomenology for Therapists. Researching the Lived World. Sussex: Wiley-Blackwell (273 p). Hayes,, S. C., Strosahl, K. D., Wilson, K. G. (2011). Acceptance and Commitment Therapy: The Process and Practice of Mindful Change (2nd ed). Guilford Press. ICPCM (2012). 'Geneva Declaration on Person-centered Care for Chronic Diseases.' (Emerging from the Fifth Geneva Conference on Person-centered Medicine and finalized by the Board of the International College of Person-centered Medicine on 19 May 2012). Langer, Ellen J. (1989). Mindfulness. Reading, Mass.: Addison-Wesley Pub. Co. McMillan, Michael (2004). The person-centred approach to therapeutic change London ; Thousand Oaks: SAGE Publications. Pelzang, R. (2010). Time to learn: understanding patient-centred care. British Journal of Nursing, 19:14, Popper, K. (1989). Science: Conjectures and refutations. I Conjectures and refutations : the growth of scientific 13

14 HBV Faculty of Health Sciences PhD in person-centred healthcare Study year Page 14/33 knowledge. 5th ed. London ; New York: Routledge. Prelli, L. J The rhetorical construction of scientific ethos. In Rhetoric in the human sciences (Inquiries in social construction series), edited by H. W. Simons. London: Sage, pp (20 p.) Rogers, C. R. (1961). On becoming a person: A therapist's view of psychotherapy. Boston: Houghton Mifflin. Sanderson, Helen & Jaimee Lewis (2011). A practical guide to delivering personalisation : person-centred practice in health and social care. London & Philadelphia: J. Kingsley Publishers. Schön, D. A. (1983). The reflective practitioner: how professionals think in action. New York: Basic Books (374 p.) Slater, L. (2006). Person-centredness: a concept analysis. Contemp Nurse., 23:1, Steiger, N. J. & Balog, A. (2010). Realizing patient-centered care: putting patients in the center, not the middle. Frontiers of Health Services Management, 26:4, Thorsen, K. (1998). Kjønn, livsløp og alderdom. En studie av livshistorier, selvbilder og modernitet (Gender, life course and old age. A study of life histories, self images and modernity). Bergen: Fagbokforlaget. Weick, Karl E. (2009). Making sense of the organization Volume Two: The impermanent organization. Hoboken, N.J.: Wiley. 14

15 HBV Faculty of Health Sciences PhD in person-centred healthcare Study year Page 15/33 PHDQUAN500 Mandatory Course leaders: Norwegian and English Quantitative Methods Professor Jan Richard Bruenech Professor Rigmor C. Baraas PhD programme in person-centred healthcare 5 credits Autumn 1. LEARNING OUTCOMES The candidate will have acquired the following competences upon completing this course unit: Knowledge: knowledge at high international level about statistical analysis of problems that can be examined by quantitative data, which are organized around the general linear model knowledge in the forefront about multiple regression analysis advanced knowledge about factor analysis advanced knowledge about analysis of variance including repeated measures Skills: demonstrate a systematic understanding of the analysis of absolute, contingent and mediated effects using linear models analyse moderated effects (interactions) and non-linear relationships between variables using linear models analyse the results of designs that involve repeated measurements and exploratory factor analysis General competences: understand and explain variations in the observed variables apply analytical tools and critically evaluate research of self and others using similar analyses justify the selection of appropriate methods on an individual basis develop the skills required to perform further studies on related topics 2. CONTENT This course unit covers (1) multiple linear regressions, (2) binomial probability model and multiple logistic regression, (3) proportional hazards analysis, (4) factor analysis and (5) repeated measures analysis. 3. TEACHING AND LEARNING STRATEGIES This course unit consists of topic-oriented lectures and exercise sessions including the use of software such as Excel and SPSS, as well as written assessments. The student is responsible for completing the given assessments in the unit and will have to exercise self-allocation of activities within the framework of the unit. 4. PREREQUISITES The recommended prerequisites for this course are essential skills and knowledge in methods such as common descriptive analysis of the distributions, central tendency and variation estimation, bivariate regression and correlation, hypothesis testing and confidence intervals, sampling, statistical inference, parametric statistics including ANOVA and non-parametric statistics. 5. ATTENDANCE The group work and seminars are obligatory. Attendance at the scheduled classes is expected. 15

16 HBV Faculty of Health Sciences PhD in person-centred healthcare Study year Page 16/33 6. ASSESSMENT Final assessment Take-home final exam, due three weeks after the end of organised activities. The student will only be able to take this examination if he/she has completed compulsory laboratory work involving the use of various statistical methods during the term. Evaluations All examinations are graded as failed / passed. Learning support All available support is allowed. 7. LITERATURE The required reading for this subject consists of 500 pages. Compulsory reading Plichta, S. B, Kelvin, E. (2012). Munro's Statistical Methods for Health Care Research. 6 th revised reprint. Lippincott Willians & Wilkins. Philadelphia. ISBN Chapter 2-6, (220 pp.) Pett, M., Lackey, NR. & Sullivan, J.J. (2003). Making Sense of Factor Analysis, Sage Publications, ISBN Chapter 1-4. (130 p..) Katz, M. H. (2006). Multivariable analysis: a practical guide for clinicians. Cambridge University Press. ISBN: Chapter (150 p.) Supplementary reading Altman, D. G. (1999). Practical Statistics for medical research. London: Chapman & Hall/CRC. ISBN Armitage, P., Berry, G. & Matthews, J.N.S. (2005). Statistical Methods in Medical Research 4 th ed., Blackwell Science. ISBN: Pallant, J. (2010) SPSS Survival Manual: A step by step guide to data analysis using SPSS 4 th ed. Open University Press. ISBN Anthony, D. (1999). Understanding advanced statistics: a guide for nurses and Healthcare researchers. Churchill Livingstone. ISBN: Bloom, H. (2005). Learning More from Social Experiments. Evolving Analytic Approaches. Russel Sage Foundation: New York. Dawson-Saunders, B. & Trapp, R. G. (2004). Basic & Clinical Biostatistics. Appleton and Lange. ISBN: Laake, P., Hjartåker, A., Thelle, D. (2007). Epidemiologiske og kliniske forskningsmetoder. Gyldendal Akademisk. Skog, O. J. (2004). Å forklare sosiale fenomener. En regresjonsbasert tilnærming. Oslo: Gyldendal Akademisk. 16

17 HBV Faculty of Health Sciences PhD in person-centred healthcare Study year Page 17/33 PHDQUAL500 Mandatory Course leaders: Qualitative Methods Professor Stian Biong Associate Professor Grethe Eilertsen 5 credits Norwegian and English PhD programme in person-centred healthcare Autumn/spring 1. LEARNING OUTCOMES The candidate will have acquired the following competences upon completing this course unit: 1. LEARNING OUTCOMES The candidate will have acquired the following competences upon completing this course unit: Knowledge: knowledge in the forefront to critically evaluate the expediency of different research designs of qualitative methods in general and in relation to their own area of specialization knowledge in the forefront to understand the epistemological assumptions associated with qualitative methods knowledge in the forefront to understand the traditions of qualitative methods and their theoretical basis Skills: ability to formulate relevant and topical research questions and justify the selection of appropriate research methods that can be investigated / solved by using qualitative methods ability to individually design and undertake research projects within person-centred healthcare and can evaluate different analytical approaches ability to critically evaluate the quality of qualitative research and address specific methodological challenges in qualitative research studies in the field of person-centred healthcare ability to assess the appropriateness of different qualitative methods related to his/her problem and research questions ability to contribute with new knowledge in the form of developed descriptions/interpretations, concepts or theory using appropriate qualitative methods General competences: ability to identify, critically discuss and handle relevant ethical issues in qualitative research studies in the context of healthcare in general and specifically related to persons with long term health needs ability to identify, critically discuss and handle issues related to the validity, credibility and transferability of qualitative research 2. CONTENT Participation in this course will contribute to the development of skills in the use of qualitative methodological approaches to a PhD thesis. The course unit will provide insight into fundamental epistemological and methodological assumptions and selected traditions in qualitative research. There will be special emphasis on the phenomenological and hermeneutic phenomenological approach. Content analyses and methodological challenges in studies of vulnerable populations will be given special attention. The unit will give students practice in evaluating qualitative research from a methodological perspective. Methods for evaluating qualitative research will be explained. 3. TEACHING AND LEARNING STRATEGIES The learning activities will consist of lectures and group work. Group work should be related to the PhD student s project and oral presentation on a given topic. Students are offered 1 hour of individual counselling related to the particular theme of the oral presentation. 17

18 HBV Faculty of Health Sciences PhD in person-centred healthcare Study year Page 18/33 4. ATTENDANCE The group work and seminars are obligatory. Attendance at the scheduled classes is expected. 5. ASSESSMENT Each candidate of the group will give an oral presentation and two other candidates shall act as opponents to the presenter. At the end of the presentation, the opponents will lead a discussion of methodological issues related to a given topic in qualitative research. To obtain approval for the subject the student must have attended the lectures and participated in the group and the presentation must receive a pass grade. A participant may receive 1 credit if he/she has participated in the lectures and in the group work, but has not given an oral presentation. Learning support All available support is allowed. 6. LITERATURE The required reading for this subject area consists of 500 pages, of which 250 pages are compulsory reading and 250 pages are supplementary Compulsory reading Corbin, J. & Morse, J.M. (2003). The Unstructured Interview: Issues of Reciprocity and Risks When Dealing with Sensitive Topics. Qualitative Inquiry, 9(3), (19 p.) Creswell, J.W. (2007). Qualitative Inquiry and Research Design. Choosing Among Five Traditions.London: Sage publications. Chap. 1, 2, 3, 4 (s.57-62), 6, 7, 8 (pp , pp ), 10 (pp , ) (116 p.) Dickson-Swift, V., James, E.L., Kippen, S. & Liamputtong, P. (2007). Doing sensitive research: what challenges do face Qualitative Research? Qualitative Research, 7(3), (26 p.) Elo, S. & Kyngäs H. (2008). The qualitative analyses process. Journal of Advanced Nursing, 62(1), Guillemin, M. & Heggen, K. (2008). Report and respect: Negotiating Ethical Relations Between researcher and participant. Medicine, Health & Philosophy, 12(3), (8 p.) Harris, R. & Dyson, E. (2001). Recruitment of Frail Older People to research: lessons learnt through experience. Journal of Advanced Nursing, 36(5), ). (8 p.) Karnieli-Miller, O., Copiously, R. & Pessach, L. (2009). Power Relations in Qualitative Research. Qualitative Health Research. 19 (2), (10 p.) Krippendorff, K. (2004). Content analysis. An introduction to its methodology. 2 nd Ed. Thousand Oaks: Sage Publications. Chap. 9 (21 p.) Kvale, S. (1995). The Social Construction of Validity. Qualitative Inquiry, 1, (21 p.) Kvale, S. (2006). Dominance through interviews and Dialogue. Qualitative Inquiry, 12(3), (21 p.) Sandelowski, M. (1993). Rigor or rigor mortis: The problem of rigor in Qualitative research revisited. Advances in Nursing Science, 16(2), 1-8. (7 p.) Smith, J. L. (2008). How Ethical is Ethical research? Recruiting marginalized, vulnerable groups into health services research. Journal of Advanced Nursing. 62, (10 p.) Supplementary reading Alvesson, M. & Skjöldberg, K. (2009). Reflexive methodology. New vistas for Qualitative Research. (2 nd edition). London: Sage Publications. Barbosa da Silva, A. (2002). An Analysis of the Unique Wellness and Theoretical Foundations of Qualitative Methods. In: LR-M.Hallberg (ed.). Qualitative Methods in Public Health Research Theoretical Foundations and Practical Examples, Lund: Studentlitteratur, Corbin, J. & Strauss, A. (2008). Basics of Qualitative Research - Techniques and Procedures for Developing Grounded Theory. Los Angeles: Sage Publications. Denzin, N.K. & Lincoln, Y.S. (Ed.) (2003). Collecting and Interpreting Qualitative Materials. London: Sage Publications. Denzin, N. K. & Lincoln, Y. S. (2011). Handbook of Qualitative Research. (4th Ed). London: Sage publications. Horowitz, J. A., Ladder, M.D. & Moriarty.H.J. (2002). Methodological Challenges in Research with Vulnerable Families. Journal of Family Nursing, 8 (4), pp

19 HBV Faculty of Health Sciences PhD in person-centred healthcare Study year Page 19/33 Kvale, Steinar & Svend Brinkmann (2009). InterViews: learning the craft of qualitative research interviewing (2 nd ed.). Los Angeles: Sage Publications (Norw. transl. Det kvalitative forskningsintervju, Oslo: Gyldendal, 2009). Merrick, E. (1999). An exploration of quality in Qualitative Research: Are "Reliability" and "Validity" relevant? In: M. Koppola & LA Suzuki (Eds.) Qualitative methods in psychology. Thousand Oaks / London / New Dehli: Sage. Ruyter, K. W. (ed.) (2003). Forskningsetikk (Research ethics). Oslo: Gyldendal aakademisk, s , , , Silverman, David (ed.) (2004). Qualitative Research. Theory, Method and Practice. London: Sage. Silverman, D. (2005). Doing Qualitative Research. London: Sage. Svenaeus, F. (2003). Sjukdomens mening: det medicinska mötets fenomenologi och hermeneutik (The meaning of illness: phenomenology, hermeneutics and the medical meeting; Norw. transl. Sykdommens mening - og møtet med det syke mennesket. Oslo: Gyldendal Akademisk, 2005). Stockholm: Natur och Kultur.. 19

20 HBV Faculty of Health Sciences PhD in person-centred healthcare Study year Page 20/33 PHDPROM500 Elective Course leader: Clinical Health Promotion Professor Stian Biong 5 credits Norwegian and English PhD programme in person-centred healthcare Spring 1. LEARNING OUTCOMES The candidate will have acquired the following competences upon completing this course unit: Knowledge: knowledge in the forefront of own area in person-centred healthcare related to promoting health and preventing ill health knowledge in the forefront of understanding of fundamental theoretical, scientific assumptions in the field of clinical health promotion, especially in relation to persons with long term health needs knowledge in the forefront of understanding of the ideological principles for different perspectives (promotive, preventive, protective and curative) knowledge in the forefront of understanding of important concepts, theories and models in the field knowledge in the forefront of understanding of evaluation of the effect of promoting health Skills: ability to formulate problems and plan and carry out research on promoting health or preventing ill health ability to assess and give the reasons for relevant perspectives, theories and models in his/her research project ability to assess and deal with challenges related to research ethics in the field ability to assess the factors of importance for implementation of high-quality research within his/her field of research ability to handle complex scientific issues in the research area and initiate critical inquiry within his/her own area of research General competences: ability to assess political and structural factors important to the health of persons with long term and complex health needs ability to critically reflect on his/her own position and practice as a participant in the interaction between individuals, groups and society ability to identify relevant ethical research issues within the field ability to transfer skills to manage complex, cross-disciplinary projects designed for assignments both in research and the practice fields of person-centred healthcare 2. CONTENT In particular, the topic covers promoting health and preventing ill health in clinical health care, both as historical and contemporary phenomena, using the strategies and measures of the World Health Organization to illustrate these. The connection to ethics, policy and person-centredness will be illustrated as prerequisites for meeting people with long-term conditions in health care. The importance of promoting health, including secondary and tertiary prevention will be analysed, especially on the basis of research on mental health crisis management and home-based treatment, preventive home visits and web-based counselling for long term conditions as methods in the field. In addition, promotive and preventive actions in ophthalmic public health will be addressed. An understanding of the health resources and practice of people is a topic that will be dealt with. The interaction between ideological foundation, development of theory and practice will also be in focus. Rootman s (2001) seven basic principles (Empowerment, Participatory, Holistic, Intersectorial, 20

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