Publications by authors named "Mildrid Haugland"

4 Publications

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Norwegian physiotherapy teachers' experience from working in a partnership project in Sudan - A case study approach.

Physiother Theory Pract 2021 Apr 19:1-11. Epub 2021 Apr 19.

Faculty of Health Sciences, Ahfad University for Women, Omdurman, Sudan.

Professionals working abroad as part of a partnership program is a central act of internationalization among higher education institutions. Little research has been carried out on this topic. The goal of this study was, therefore, to explore, describe and discuss the workplace learning factors - especially cultural factors - influencing Norwegian physiotherapy teachers, working in an international partnership project at a women's university in Sudan. The study had a qualitative case-study design, intended to provide an in-depth understanding of workplace learning processes. We used a multifaceted approach which included individual interviews and document analyses. We identified individual, social and institutional factors that influenced workplace learning. Culture is decisive at all levels, and knowledge, skills and attitudes are culturally situated. The Norwegian teachers' learning was found to be dependent on both internal and external factors and the pre- and post-project periods.  This study shows that a workplace perspective on the experience of Norwegian physiotherapy teachers gives us a better understanding of the important factors, associated with such a project. Working abroad not only requires preparation on the part of the sending and host institution but also from the person working abroad (prior to, during and after the stay abroad) if workplace learning is to occur.
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http://dx.doi.org/10.1080/09593985.2021.1901325DOI Listing
April 2021

Interprofessional education as a contributor to professional and interprofessional identities.

J Interprof Care 2019 Dec 9:1-7. Epub 2019 Dec 9.

Department of health and functioning, Faculty of Health and Social Sciences, Western Norway University of Applied Sciences, Bergen, Norway.

According to the World Health Organization interprofessional education (IPE) is a necessary step in preparing a collaborative practice-ready health work force. However, the processes of developing professional identity within interprofessional education programs have not been fully explored and require a deeper understanding. Participation in interprofessional education groups may influence the development of professional identity including increased awareness of one's own profession-specific competence as well as socialization into a professional role. Interprofessional education is a dynamic social process related to students' memberships in IPE-groups. We conducted focus groups with representatives from students in seven different professional education programs involved in interprofessional education during all three years of their educational programs. We used the principles of systematic text condensation as an analytical frame. This article is a contribution toward grasping how IPE can contribute to both professional and interprofessional identity. Group collaboration in interprofessional education enabled students to identify with their profession as well as creating a safe place to gain insight into other professions' competencies. Moreover, students could obtain knowledge about being a professional participant and could enrich their professional identity, as they were involved with students from other professions. IPE-groups strengthened professional identity rather than threatened it.
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http://dx.doi.org/10.1080/13561820.2019.1693354DOI Listing
December 2019

The Relative Effect of Team-Based Learning on Motivation and Learning: A Self-Determination Theory Perspective.

CBE Life Sci Educ 2017 ;16(4)

Faculty of Health and Social Sciences, Western Norway University of Applied Sciences, 5036 Bergen, Norway.

We investigate the effects of team-based learning (TBL) on motivation and learning in a quasi-experimental study. The study employs a self-determination theory perspective to investigate the motivational effects of implementing TBL in a physiotherapy course in higher education. We adopted a one-group pretest-posttest design. The results show that the students' intrinsic motivation, identified regulation, perceived competence, and perceived autonomy support significantly increased going from lectures to TBL. The results further show that students' engagement and perceived learning significantly increased. Finally, students' amotivation decreased from pretest to posttest; however, students reported higher external regulation as a function of TBL. Path analysis shows that increases in intrinsic motivation, perceived competence, and external regulation positively predict increases in engagement, which in turn predict increases in perceived learning. We argue that the characteristics of TBL, as opposed to lectures, are likely to engage students and facilitate feelings of competence. TBL is an active-learning approach, as opposed to more passive learning in lectures, which might explain the increase in students' perception of teachers as autonomy supportive. In contrast, the greater demands TBL puts on students might account for the increase in external regulation. Limitations and practical implications of the results are discussed.
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http://dx.doi.org/10.1187/cbe.17-03-0055DOI Listing
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC5749961PMC
August 2018

Factors for success in collaboration between high- and low-income countries: Developing a physiotherapy education programme in Sudan.

Eur J Physiother 2014 Sep 23;16(3):130-138. Epub 2014 May 23.

Ahfad University for Women , Omdurman , Sudan.

Background: THIS STUDY PRESENTS AN EXAMPLE OF COLLABORATION BETWEEN TWO HIGHER EDUCATION INSTITUTIONS: one in Norway, a high-income country, and one in Sudan, a low-income country, in developing an entry-level physiotherapy education programme in Sudan. The institution in Sudan had minimal theoretical and practical knowledge in physiotherapy. The study examined the factors important for the success of the bilateral collaboration.

Material And Methods: We analysed written documents produced in the project from 2007 to 2012 in a qualitative study by using systematic text condensation. We identified vital factors for partner institutions and participants in ensuring a physiotherapy education programme of high quality.

Results: THESE FACTORS WERE WITHIN SEVEN TOPICS: project arrangements, collaboration relationship, curriculum development, administration of the bachelor programme, capacity building, academic community and infrastructure.

Conclusion: We identified several factors that we hope can be valuable for similar projects. Some factors are similar to those shown by other studies. These are probably general factors that are important for such collaboration.
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http://dx.doi.org/10.3109/21679169.2014.913316DOI Listing
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC4196551PMC
September 2014
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