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Care pedagogics and leadership

Research group

Short description

The research group Care pedagogics and Leadership at the Institute of health and care sciences at University of Gothenburg is closely related to the field of health and care pedagogy. The research group was established in 2013 aiming to develop and strengthen the research, expertise and knowledge in learning, mentoring and management.
Knowledge of learning, supervision and leadership is accentuated in relation to humans, society and culture within healthcare institutions and education.



Research group leader
Margret Lepp

Eric Carlström
Ingegerd Bergbom (emerita)
Karin Ringsberg (emerita)

Associate professors
Linda Berg
Kristina Rosengren
Kerstin Ulin
Helena Wigert

Senior lecturers
Christopher Holmberg
Inger Jansson
Linda Åhlström

Stina Larsson

Doctoral student
Anna Gyberg


Research projects

Drama and student learning

The research concerns development of interpersonal skills such as empathy, communication, ethics and conflict management. In order to integrate theory and practice, a different approach than traditional teaching is required. This research field focuses on the learning process of students by drama pedagogy in the nursing and paediatric nursing programmes.
Contact: Linda Berg


The supervisors of the clinical education have a central role in the student's education by creating conditions for powerful learning. This research concerns the learning and professional development as well as the theoretical perspectives on supervision and the supervisor’s role in training a health professional. The research field also includes process-oriented supervising in nursing, which is compulsory in the nursing programme. The students’ learning process is also studied in order to further develop their self-awareness, empathy and readiness to act from an ethical approach. The various dimensions of knowledge are also examined from a holistic perspective, with an integration of theoretical and practical skills.
Contact: Kerstin Ulin

Organisation, leadership and team management

Leadership in healthcare concerns the management of administrative processes such as planning and organizing, as well as leading the development and improvement of health and well-being. We promote a relationship-oriented leadership characterized by clarity, humility, respect and courage. The model aims to develop a fruitful teamwork and collaboration between health professionals in different care units. To lead, prioritize and coordinate towards the unit’s goals can also be defined as a long-term change-oriented work of improvement.

Efficient collaboration of teams has become one of the key building blocks when it comes to health care management. It has contributed to research of theoretical perspectives on how different skills complement each other, how the patient's role is changing and how organisations are shaped when the teams are integrated into chains of health care. Team management requires a new kind of leadership skills that contrast to the traditional, hierarchical models. In this area we are monitoring the development and we contribute to new knowledge that can be applied to both health care and teaching.
Contact: Kristina Rosengren 

Health and learning 

These research projects take on a health promoting perspective. Health is viewed as a resource and focus is directed towards health factors that surround us. If health factors are strengthened, health can be maintained and improved. The activities of the project are pedagogically rooted in a social constructivist, interactional and problem-based perspective. In the project named PEK, a training model for how to improve health literacy has been developed, both at an individual and a societal level. The project Nordic Lifestyle Workshop has presented a model for inter-sectoral collaboration between parents, staff in preschools and healthcare professionals.
Contact: Karin C Ringsberg
Forum for Nordic Health Promotion Research 
Nordic Lifestyle Workhshop 

DIAC - Drama in Acute Care 

This project is a cooperation between Griffith University in Australia and Gothenburg University. The desired outcome is for the teaching teams to further enhance innovative and effective teaching approaches and curriculum development on all levels of tertiary education. Although the project is carried out in educational institutions, it is also closely connected with clinical environments. Nursing education at post graduate level at both institutions is deeply involved with clinical environments and all graduates will eventually apply what they learn in clinical settings. The project will therefore not only benefit the postgraduate training and education of nursing students at the Institutions, the desired impact is also for the project to improve clinical practice and patient outcomes in acute and critical care settings.
The aim of the DIAC project is to improve nursing education on post graduate level, using drama as an important learning medium. The focus is on teamwork, communication and conflict management in acute and critical care in Australia and in Sweden.
The project comprises drama workshops, filming of scenarios for teaching material, questionnaires and interviews. 

Nursing students' competency 

The title of the project is: nursing students' skills at the end of training - a comparative study between self-reported and examined skills. The aim of the project is to study the correlation between nursing students' self-assessment of their skills and self-efficacy, and results on the skills test at the end of the final semester of th nursing programme. Furthermore, the purpose is to study how nursing students, the registered nurses responsible for assessment and the lecturer describe the meaning of the different areas of expertise for the registered nurse.
Contact: Inger Jansson  
Margret Lepp  

Internationalization from a global perspective 

At the department, internationalization is conducted with student and teacher exchanges to all over the world. In Europe, we work within the Erasmus project, and outside Europe, the Erasmus plus project. We also have student and teacher exchanges within Linnaeus-Palme projects with developing countries. Experiences of this internationalization are expressed in smaller projects related to, among other things, the University of Gothenburg's "vision 2020" where the importance of internationalization is highlighted, which is also supported by SOU 2018: 3, where increased internationalization is emphasized. Various projects are in progress related to themes such as: cultural competency, clinical leadership, curriculum development and person-centered care (GPCC). In addition, there are research networks nationally and internationally which collaborate on various research issues in close collaboration with the healthcare business. Internationalization at the department can be seen in the form of scientific articles on internationalization.
Contact persons: Kristina Rosengren and Margret Lepp

Active Learning and E-Learning in higher education 

Our project aims to evaluate how students’ experience and value digital component within an active learning environment. We also intend to explore if the students are better prepared before the examinations when we implement compulsory online quizzes that they will have to pass, in order to attend. We will also investigate if this make them experience a higher sense of engagement, performance and participation. We will use the established model of Active Learning Classroom (ALC) combined with digital components on the student platform Canvas, as well as Individual response technology, Mentimeter, during the lectures. In the lecture hall environment, it is important to support students' learning and enable possibilities for students to make progress through collaboration with others; as a consequence, knowledge could emerge. For contacts: or

Another, similar project, concerns facilitating learning and engagement among students that attend the mandatory nutrition course in their first semester in the Bachelor in Nursing program. In addition to regular lectures, we evaluate how the students experience to conduct a food registration, nutritional calculations, and discussions of their results and the method used (i.e. the food diary method). A pedagogical evaluation is still ongoing. For contact: