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Temaet for denne oppgåva er 22. juli-litteratur, med fokus på vitnesbyrd som vart publisert ti år etter terroren. Det empiriske materialet som dannar grunnlaget for oppgåva er 22. juli – og alle dagene etterpå (2021) skriven av Utøya-overlevande Tonje Brenna. Boka er ein litterær sjølvbiografisk refleksjon med ein tosidig distinksjon, mellom tida under terrortimane og konsekvensrefleksjonar om ettermælet i eit perspektiv på ti år. Først skal eg gjere ein sjangerdiskusjon, i lys av relevant sjangerteori. Det teoretiske utgangspunktet eg legg til grunn for analysen er eit traumeteoretisk fundament og teori om å formidle vidare personleg vitnesbyrd. Deretter ser eg på litterære framstillingar av traumeerfaringar i møte med ein politisk og samfunnsaktuell kontekst. Analysekapittelet er delt inn i tre delar, som kvar for seg speglar eit analysespørsmål. Gjennom dei to første analysespørsmåla undersøker eg korleis augevitneforteljinga gir form til traumeerfaringar på det individuelle nivået og i den kollektive dimensjonen. Brenna presenterer det individuelle nivået, som inneheld både augevitneforteljinga frå terrordøgnet og refleksjonar kring etterverknadane av terroren. Bruk av historisk presens og tempusendringar i teksta er med på å skape eit markant skilje mellom opplevingane under og etter terroren. På grunn av eigenarten i ei terrorerfaring er det interessant å undersøke kryssingspunktet mellom den personlege erfaringa og den sosiale dimensjonen. Analysen viser deretter at vitnesbyrd peikar både innovergåande, med fokus på å dele eigne erfaringar, og utovergåande, formidle vidare innsikt om andre sine erfaringar. Det siste analysespørsmålet utforskar kvifor Brenna gir ut eit vitnesbyrd no, ti år etter terroren. Oppgåva syner at Brenna peiker på kollektive og individuelle hensikter ved utgivinga, gjennom bruk av relevant teori og tidlegare forsking. Vidare undersøker oppgåva Brenna sitt syn på etterreaksjonar i samfunnet, og til slutt korleis boka er med på arbeid til minne om dei omkomne. Samla gir oppgåva eit overblikk over det valde materialet og 22. juli-vitnesbyrd, med fokus på konsekvensrefleksjonar i eit langtidsperspektiv.

The EDUVAC project aims to develop and implement a web-based course on educating vaccination competence among health sciences students. In the current study students' feedback and evaluation is assessed which guided the partners' efforts to improve the final course content and learning material that will be available for open access. After completing the web-based course, most of the students (N=103, 75.1%) perceived their vaccination knowledge was up to date and their overall participating experience was "above average or excellent (N=119, 86.9%). While, almost all of the students (N=127, 92.7%) found that the web-based course has benefitted them and their future career. Our findings support that the web-based courses can provide satisfactory learning experience to University students and offer flexibility when needed especially in times that remote education is the only option.

Summary Aim The purpose of this study was to assess the vaccination competence of graduating public health nurse students (PHN students) compared with public health nurses (PHNs). Methods Structured instruments were developed for this study: a self-assessment (Visual Analogue Scale, VAS) of vaccination competence and a knowledge test. The data were collected through purposive sampling of graduating PHN students (n=129) from Finnish polytechnics representing the main geographical areas of Finland and PHNs (n=405), drawn from health centers in the same areas. Results PHNs assessed themselves to have higher vaccination competence than the PHN students, and also did better on the knowledge test. In multivariate analysis, when all common background variables were taken into account, there was no significant difference between the students and PHNs in the self-assessment, though the PHNs outperformed students on the knowledge test. Conclusions Both basic and continuing education could be improved. The knowledge test developed for this study could be used at polytechnics and workplaces to test vaccination knowledge, and self-assessment could be discussed as part of employee development discussions. Future research might focus on developing the existing instruments, observing vaccination situations, and on interviewing clients.

Objective: The purpose of this study was to assess the vaccination competence of Finnish public health nurses. Design and Sample: A survey design was used. Participants (n=405) were public health nurses working in health centers in Finland. Measures: The data were collected using a structured instrument and were analyzed by SAS. Results: The mean of self-assessment was 8.3 and the proportion percentage of correct answers in the knowledge test was 83 %. According to the self-assessment, public health nurses felt they were most competent in achieving the desired outcomes of vaccination implementation and poorest in their qualities as vaccinators. In the knowledge test, the public health nurses were familiar with vaccination recommendations and common contraindications, but showed room for improvement in managing an anaphylactic reaction, aseptic practices, and knowing the names of vaccines. There was a statistically significant link between the results on the self-assessment and the knowledge test. Conclusions: Further training should be organized in the areas where knowledge was lacking. It would be useful to further investigate differences in competence between public health nurses working different sectors. These results could be utilized in education, clinical nursing practice, administration and research. This study demons2 trated that vaccination competence can be measured by means of the structured instrument.

Summary Background Vaccination is a globally significant health prevention method implemented by health care professionals around the world. To date, however, there has been little research measuring vaccinators' vaccination competence. Aim This paper evaluates the vaccination competence of graduating Finnish public health nurse students in order to develop teaching in vaccinators' basic and continuing education. Methods Data were collected using a structured instrument developed for this study. The participants were graduating public health nurse students (n = 129). The measurement focused on the students' self-assessment of their vaccination competence using a Visual Analog Scale (VAS), whereas their vaccination knowledge was tested with a knowledge test. Results Students assessed their level of vaccination competence as high. According to the self-assessment, their best competence area was achieved in the outcome of the implementation of vaccination. The students' poorest competence area was displayed in their qualities as vaccinators. In the knowledge test, the students distinguished vaccination recommendations and common contraindications well, but managing an anaphylactic reaction as well as knowing the names of vaccines showed room for improvement. Conclusions Vaccination competence can be measured by means of the structured instrument we developed. In Finland, more vaccination education in basic and continuing education is needed to maintain and develop vaccination competence.

The purpose of this study was to describe factors strengthening and weakening vaccination competence. The data were collected by focus group and individual interviews with 40 participants, consisting of health-care professionals, students and clients, and were then analysed by content analysis. The results could be classified into four categories: vaccinator professional conduct, education, client conduct and the vaccination environment. Successful client encounters, comprehensive knowledge of vaccinating, adequate education, clients' positive attitude, suitable physical environment and centralization of vaccinations were considered strengthening factors, whereas their opposites weakened vaccination competence. The two most important factors were vaccinator professional conduct and education, and therefore these factors should be considered the most in education, clinical practice and administration. Further research is necessary to determine how well current education, clinical practice and administration support factors strengthening, and help alleviate factors weakening vaccination competence.

The purpose of this study was to assess the vaccination competence of Finnish public health nurses.A survey design was used. Participants (n=405) were public health nurses working in health centers in Finland.The data were collected using a structured instrument and were analyzed by SAS.The mean of self-assessment was 8.3 and the proportion percentage of correct answers in the knowledge test was 83 %. According to the self-assessment, public health nurses felt they were most competent in achieving the desired outcomes of vaccination implementation and poorest in their qualities as vaccinators. In the knowledge test, the public health nurses were familiar with vaccination recommendations and common contraindications, but showed room for improvement in managing an anaphylactic reaction, aseptic practices, and knowing the names of vaccines. There was a statistically significant link between the results on the self-assessment and the knowledge test.Further training should be organized in the areas where knowledge was lacking. It would be useful to further investigate differences in competence between public health nurses working different sectors. These results could be utilized in education, clinical nursing practice, administration and research. This study demonstrated that vaccination competence can be measured by means of the structured instrument.

Vaccinating is one of the most significant methods of health promotion in the world. The purpose of this study was to describe vaccination competence from the perspective of professionals, clients, and students.A cross-sectional interview study.Participants (n=40) were public health nurses, physicians, nursing teachers and graduating public health nursing students, and vaccinated clients of various ages or vaccinated children's parents in Finland.Interview data were collected using semistructured interviews in focus groups and individual interviews, and were analyzed by content analysis.The participants pointed out that the competent vaccinator (CV) displays distinctive personal qualities, possesses the necessary attributes required in the vaccinator-client relationship, and is authorized to administer vaccinations. The competent vaccinator is a health care professional who is committed to vaccinating and who fosters social awareness of vaccinations. The competent implementation of the vaccination procedure consists of the vaccinator's actions before, during, and after the vaccination. The outcomes of a competent implementation are divided into immediate and long-term outcomes.Vaccination competence is a broad entity. These results may be utilized for improving the practical implementation of vaccinations, administration, education, and research of vaccination procedures.