Eit abstrakt er eit samandrag av eit stykke vitskapleg arbeid. Det kan til d\u00f8mes vere av ein artikkel, ein rapport, eit forskingsprosjekt eller ei bachelor-\/mastergradsoppg\u00e5ve.<\/p>\n
Abstrakt vert nytta b\u00e5de som innleiing til ein lenger tekst og som «inngangsportal» til vitskaplege foredrag og publiseringar. N\u00e5r det er tale om konferansar og skriveprosjekt, er det ikkje uvanleg at ein f\u00f8rst m\u00e5 sende inn eit abstrakt. Dette vert vurdert av redakt\u00f8r(ane), og ein f\u00e5r s\u00e5 vite om bidraget passar inn i det dei har tenkt seg eller ei. Ein f\u00e5r deretter lov til \u00e5 sende inn heile teksten. Nokre konferansar krev berre abstrakt.<\/p>\n
Abstraktet skal skildre innhaldet i prosjektet i l\u00f8pet av nokre f\u00e5 ord. Om abstraktet skal sendast inn, f\u00e5r ein i regelen vite kor mange ord ein kan nytte. Oftast ligg ramma p\u00e5 mellom 200 og 400 ord. Nokre gongar er det ogs\u00e5 krav til struktur.<\/p>\n
Abstraktet har i utgangspunktet fem delar:<\/p>\n
Abstrakt er korte, og dei m\u00e5 dermed vere konsise og kommunisere tydeleg. Det gjer at ein ofte m\u00e5 fr\u00e5vike denne malen – men d\u00e5 skal ein i utgangspunktet ha gode grunnar for \u00e5 gjere det.<\/p>\n
Uansett struktur, det viktige med abstrakt er at dei b\u00e5de er innhaldsrike og er lette \u00e5 lese.<\/p>\n
I den f\u00f8lgjande teksten har eg lagt inn to d\u00f8me. Begge d\u00f8ma er mine eigne. Dei er langt fr\u00e5 perfekte, og det illustrerer at ein heile tida m\u00e5 gjere vurderingar av kva som er lett \u00e5 skrive p\u00e5 ein enkel m\u00e5te. Det som er vanskeleg skal ikkje i abstraktet. Det m\u00e5 f\u00e5 vere i presentasjonen\/teksten.<\/p>\n
D\u00f8me 1: Stokken, R. (2011). (Un)Organizing Equal Collaboration Between Users and Professionals:on Management of Patient Education in Norway. Health expectations, Forthcoming<\/em>.<\/p>\n D\u00f8me 2: Stokken, R., Barstad, J., & Thokle, G. (2012). Impeding or Promoting a Grassroots Phenomenon?\u2014On Self-Help Projects as Public Sector Means in Norway. International Journal of Self Help and Self Care, 6<\/em>(1), 89-113.<\/p>\n Denne delen skal forklare for lesaren kvifor arbeidet er viktig. Ein god m\u00e5te \u00e5 gjere dette p\u00e5, er \u00e5 1) introdusere temaet ein jobbar innanfor. 2) Sl\u00e5 fast noko ein ikkje veit, og 3) forklare kvifor dette er viktig. Ein kan gjerne ha med kvar ein plasserer seg i eit vitskapleg felt, gjerne i form av viktige teoretikarar.<\/p>\n Dette avsnittet avsluttar med noko i n\u00e6rleiken av problemstillinga. Ofte kan det vere lurt \u00e5 skrive den litt om, og ikkje berre kopiere den p\u00e5 plass. Det kan ogs\u00e5 vere relevant \u00e5 seie noko om teoriar\/perspektiv ein nyttar.<\/p>\n Uansett: Det viktige er \u00e5 f\u00e5 lesaren til \u00e5 ha lyst til \u00e5 fortsetje.<\/p>\n D\u00f8me 1:<\/p>\n This is an article about how patient education is managed in Norway, but it also addresses a matter of broader relevance that of how an organization imbued with a request for rational choices is able to take on board a contradictory ideology. In Norway, patient education under the auspice of hospitals is to be conducted as an equal collaboration between users and professionals, posing challenges to the ethos of rationally justified choices within the hospital sector. This calls for an exploration of how the organization copes with the contradictory demands.<\/em><\/p>\n D\u00f8me 2:<\/p>\n Healthcare systems provide a context that shape and respond to the contours of self-help\/mutual aid, making the country context highly relevant. A heterogeneous country like Norway allows for the relations between self-help and the healthcare system to develop in multiple ways.<\/em><\/p>\n Denne delen skal forklare korleis du har g\u00e5tt fram for \u00e5 finne svar p\u00e5 problemstillinga. Det er rett og slett metodekapitlet p\u00e5 to-tre linjer.<\/p>\n D\u00f8me1:<\/p>\n A theoretical approach on the basis of theories from Scandinavian institutional theory and science and technology studies, informed by documents, interviews and experiences from national, regional and local levels in Norway.<\/em><\/p>\n D\u00f8me 2:<\/p>\n To investigate whether, and in that case how, self-help responds to and becomes shaped by the health care system at municipal level, we used one telephone survey (2008 \u2013 2009) and two Internet based surveys (2010).<\/em><\/p>\n Her er eit samandrag av det du har funne ut. Ikkje i detalj, men berre det aller aller viktigaste. Det kan vere heilt greitt \u00e5 ta med litt tolking her.<\/p>\n D\u00f8me 1:<\/p>\n The field of patient education is divided into three decoupled domains: one at management level, one at the practical level, and in the middle a domain that acts as an interface between management and practice. This interface mediates the relationship between ideas and practice, without making overt the fact that ideas might not be possible to put into practice and that practice might not reflect ideas.<\/em><\/p>\n D\u00f8me 2:<\/p>\n Self-help groups were not only found to be more available, but also more viable in urban than in rural areas. Self-help groups in rural areas generally were more intertwined with public sector, thus becoming more dependent upon professionals. Rural respondents were more inclined to see self-help groups as a tool to become more autonomous and achieve personal gain, while respondents from urban municipalities were more inclined that self-help groups mainly pursue mutuality issues.<\/em><\/p>\n Dette er det aller viktigaste funnet ditt…<\/p>\n D\u00f8me 1:<\/p>\n The decoupling of practice and management allows patient education as equal collaboration between users and professionals to thrive as an idea, not subjugated by practical challenges. Thus, it can exist as a guiding star that both management and practitioners can attune to, but this situation might now be threatened by the demand for quality assurance in the field<\/p>\n <\/em><\/p>\n <\/p>\n D\u00f8me 2:<\/p>\n To increase the availability and viability of self-help in rural areas, one might need to reframe the conceptualisation of self-help into a framework were professionals not are excluded but understood and respected as viable participants of the local community and the self-help groups.<\/p>\n <\/em><\/p>\n","protected":false},"excerpt":{"rendered":" Eit abstrakt er eit samandrag av eit stykke vitskapleg arbeid. Det kan til d\u00f8mes vere av ein artikkel, ein rapport, eit forskingsprosjekt eller ei bachelor-\/mastergradsoppg\u00e5ve. Abstrakt vert nytta b\u00e5de som innleiing til ein lenger tekst og som «inngangsportal» til vitskaplege foredrag og publiseringar. N\u00e5r det er tale om konferansar og skriveprosjekt, er det ikkje uvanleg … Fortsett \u00e5 lese \u00abAbstrakt\/Samandrag\u00bb<\/span><\/a><\/p>\n","protected":false},"author":86,"featured_media":0,"parent":311,"menu_order":1,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"post_mailing_queue_ids":[],"_links":{"self":[{"href":"https:\/\/blogg.hivolda.no\/roars\/wp-json\/wp\/v2\/pages\/91"}],"collection":[{"href":"https:\/\/blogg.hivolda.no\/roars\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/blogg.hivolda.no\/roars\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/blogg.hivolda.no\/roars\/wp-json\/wp\/v2\/users\/86"}],"replies":[{"embeddable":true,"href":"https:\/\/blogg.hivolda.no\/roars\/wp-json\/wp\/v2\/comments?post=91"}],"version-history":[{"count":5,"href":"https:\/\/blogg.hivolda.no\/roars\/wp-json\/wp\/v2\/pages\/91\/revisions"}],"predecessor-version":[{"id":309,"href":"https:\/\/blogg.hivolda.no\/roars\/wp-json\/wp\/v2\/pages\/91\/revisions\/309"}],"up":[{"embeddable":true,"href":"https:\/\/blogg.hivolda.no\/roars\/wp-json\/wp\/v2\/pages\/311"}],"wp:attachment":[{"href":"https:\/\/blogg.hivolda.no\/roars\/wp-json\/wp\/v2\/media?parent=91"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}BakgrunnIintroduksjon<\/h6>\n
Tiln\u00e6rming\/metode<\/h6>\n
Funn\/diskusjon<\/h6>\n
Konklusjon<\/h6>\n