Kristin Magrete Heggen

• Vandeskog, Hilde Ousland; Buts, Jan; Heggen, Kristin & Engebretsen, Eivind (2025). The (un)targeted gendered vulnerabilities in Norwegian development aid—a corpus-assisted discourse analysis. Development Policy Review. ISSN 0950-6764. 43(1). doi: 10.1111/dpr.12816. Fulltekst i vitenarkiv Vis sammendrag

  Motivation Gender is a central concept and a buzzword in the development aid discourse. Like many buzzwords, its meaning is malleable. If aid efforts really are to “leave no one behind,” as the Sustainable Development Goals proclaim, we must critically interrogate how the discursive articulation of buzzwords such as gender can both make visible and hide from view vulnerabilities that should be salient for aid programming. In this article, we focus on the extent to which the mobilization of “gender” by Norwegian development aid non-governmental organizations' is able to bring vulnerabilities related to sexual orientation, gender identity, and expression (SOGIE) to the fore. Purpose The purpose of this study is to examine a corpus of Norwegian NGO development aid policy and planning documents to analyse whether and how gender is articulated differently across different types of documents, and what this means in terms of which gendered vulnerabilities become visible. Approach and methods We draw on methods from corpus-assisted discourse studies (CADS) to examine a purpose-built corpus of 88 files pulled from framework funding applications submitted by four Norwegian aid NGOs to the Norwegian Agency for Development Cooperation (NORAD). We analyse the results drawing on Laclau and Mouffe's discourse theory to examine how conceptual translation between policy and programme-level documents opens up space for the concept to be assigned changing meanings. Findings While the NGOs at policy level articulate a broad notion of gendered vulnerabilities that include recognition of SOGIE vulnerabilities, this is not translated into practical programme plans. At the programme plan level, gender is articulated as a subject field overwhelmingly concerned with women and firmly attached to a traditional binary sex-gender construct. Policy implications Although SOGIE gendered vulnerabilities are increasingly acknowledged in NGO articulations of their priorities and values, this is not reflected in actual programme plans. We argue that this can lead to a misplaced expectation that these concerns are being addressed in the NGOs' activities, obscuring the neglect of SOGIE vulnerabilities in many development aid gender programmes.

• Berg, Henrik; Askheim, Clemet; Heggen, Kristin; Sandset, Tony Joakim Ananiassen & Engebretsen, Eivind (2022). From evidence-based to sustainable healthcare: Cochrane revisited. Journal of Evaluation In Clinical Practice. ISSN 1356-1294. 28(5), s. 741–744. doi: 10.1111/jep.13698. Fulltekst i vitenarkiv Vis sammendrag

  Evidence-based healthcare is the prevailing model for healthcare services. In Cochrane's seminal thinking, political context was included with the purpose of promoting healthcare equity. However, the subsequent evidence-based healthcare models marginalized political context. In this paper, we argue that current models of evidence-based healthcare fail to respond to emerging healthcare challenges. We claim that reintegration of political context is crucial to make healthcare sustainable. Global communities are anticipating ecological crises with immense repercussions for healthcare. This prospect illustrates that healthcare models failing to integrate political context also risk neglecting some of the most relevant healthcare issues of our time.

• Heggen, Kristin Margrethe & Berg, Henrik (2021). Epistemic injustice in the age of evidence-based practice: The case of fibromyalgia. Humanities and Social Sciences Communications. 8(1), s. 1–6. doi: 10.1057/s41599-021-00918-3. Fulltekst i vitenarkiv Vis sammendrag

  The aim of this paper is to analyze epistemic interactions in healthcare practices. In clinical encounters, participants exchange and interpret knowledge. Patients suffering from fibromyalgia often report that healthcare professionals do not take their testimonies and interpretations seriously. Such experiences will be explored using the concept of epistemic injustice. Epistemic injustice is wrong done to someone in their capacity as a knower. In healthcare settings, epistemic injustice occurs when patients experience an unjustified discrediting as unreliable informants of their own illness experiences. First, we will argue that patients’ epistemic marginalization can be reframed as an epistemological problem. There is a gap between patients’ lived experience of illness and professionals’ conceptualization of illness as disease. This gap leads to two distinct conceptualizations, possibly causing harm to patients’ capacity as first-hand knowers. Second, we will analyze epistemic injustice in light of the dominant model of knowledge translation in medicine and healthcare, namely evidence-based practice (EBP). EBP intends to diminish the gap between scientific knowledge and clinical practice. EBP prioritizes knowledge obtained through clinical research over other forms of clinical knowledge and has the potential for harmful epistemic devaluation of patients’ stories.

• Sandset, Tony Joakim Ananiassen; Villadsen, Kaspar; Heggen, Kristin & Engebretsen, Eivind (2021). Discipline for pleasure: a new governmentality of HIV prevention. BioSocieties. ISSN 1745-8552. doi: 10.1057/s41292-021-00257-1. Fulltekst i vitenarkiv Vis sammendrag

  This article explores recent HIV prevention campaigns for pre-exposure prophylaxis (PrEP), focusing on how they integrate pleasure and desire in their calls for self-discipline through a continual use of pharmaceuticals. This emerging type of health promotion, here represented by ads promoting the preventive use of pharmaceuticals, no longer simply approaches target groups with demands to abstain from harmful substances or practices and thus control risks, but also includes messages that recognize individuals’ habits, values, and their desires for pleasure. Drawing on Foucault’s work concerning discipline and security, we suggest that a novel, permissive discipline is emerging in contemporary HIV prevention. Further guided by Barthes’s theory of images, we analyse posters used in prevention campaigns, scrutinizing their culture-specific imagery and linguistic messages, i.e. how the words and images interact. We conclude that these campaigns introduce a new temporality of prevention, one centred on pleasure through the pre-emption and planning that PrEP enables.

• Wieringa, Sietse; Engebretsen, Eivind; Heggen, Kristin & Greenhalgh, Trisha (2021). Clinical guidelines and the pursuit of reducing epistemic uncertainty. An ethnographic study of guideline development panels in three countries. Social Science and Medicine. ISSN 0277-9536. doi: 10.1016/j.socscimed.2021.113702. Fulltekst i vitenarkiv
• Vandeskog, Hilde Ousland; Heggen, Kristin & Engebretsen, Eivind (2021). Gendered vulnerabilities and the blind spots of the 2030 Agenda’s ‘leave no one behind’ pledge. Critical Policy Studies. ISSN 1946-0171. 16(4), s. 424–440. doi: 10.1080/19460171.2021.2014342. Fulltekst i vitenarkiv Vis sammendrag

  Agenda 2030 with the Sustainable Development Goals makes the transformative pledge to ‘leave no one behind.’ This paper asks how Agenda 2030 bring certain gendered vulnerabilities to light and make others invisible, and how this affects that transformative pledge. Through a close reading supported by Chantal Mouffe and Ernesto Laclau’s discourse theory we explore the concept of gender in Agenda 2030 and how it captures gendered vulnerabilities. For contrast, we analyzed a statement by Sexual Orientation and Gender Identity and Expression (SOGIE) activists.

• Lillehagen, Ida; Heggen, Kristin; Tomson, Göran & Engebretsen, Eivind (2020). Implementing the UN Sustainable Development Goals: How Is Health Framed in the Norwegian and Swedish Voluntary National Review Reports? International Journal of Health Policy and Management. doi: 10.34172/ijhpm.2020.221. Fulltekst i vitenarkiv Vis sammendrag

  Background The United Nations (UN) Sustainable Development Goals (SDGs) are parts of an ambitious framework for global development, the 2030 Agenda. Voluntary national reviews (VNRs) are described as “cornerstones” in the follow-up system, which is premised on international sharing of knowledge and experience. Norway and Sweden are among the world’s most sustainable countries, aiming to be leaders in the implementation of the SDGs. The objective of this article is to investigate and compare how health is framed in the VNRs of these two high-income countries, and to discuss the implications of these framings for potential actions. Methods Discourse analysis inspired by the concept of ‘framing,’ which refers to the discursive presentation of an issue where certain problem definitions and solutions are privileged over others. Frames are structures that organise and direct attention to particular aspects of reality, and define what is seen. Results Our analysis demonstrates that in the Norwegian VNR (NVNR), the issue of health is simplistically framed, focusing on the favourable situation of the majority, thus providing weak grounds for transformative action. In the Swedish VNR (SVNR), health is framed to highlight health as inextricably tied to societal inequalities. This underscores the need for integrated political action and leadership to counteract structural differences with negative consequences for health. Conclusion Analysis of the two VNRs studied found a difference in how health is framed in these documents and these frames point to differences in approach and capacity to address health inequities and realise the holistic and integrative concept of health promoted in the 2030 Agenda. To realize the Agenda’s vision of “leaving no one behind” discourses of implementation that support the Agenda’s inclusive and holistic ambition must be developed. Further development of the follow-up and review system should acknowledge and address how frames can limit or enable integrative actions and are therefore important drivers of change.

• Stokke, Sunneva; Solberg, Ingeborg Lodden; Grøttum, Per; Lundin, Knut Erik Aslaksen; Heggen, Kristin & Breivik, Jarle (2019). Et system for studentevaluering av forelesninger ved medisinstudiet i Oslo. Tidsskrift for Den norske legeforening (Tidsskriftet). ISSN 0029-2001. 139(11). doi: 10.4045/tidsskr.19.0027. Fulltekst i vitenarkiv
• Wieringa, Sietse; Engebretsen, Eivind; Heggen, Kristin & Greenhalgh, Trisha (2018). How knowledge is constructed and exchanged in virtual communities of physicians: Qualitative study of Mindlines Online. Journal of Medical Internet Research (JMIR). ISSN 1439-4456. 20(2), s. 1–14. doi: 10.2196/jmir.8325. Fulltekst i vitenarkiv Vis sammendrag

  Background: As a response to the criticisms evidence-based practice currently faces, groups of health care researchers and guideline makers have started to call for the appraisal and inclusion of different kinds of knowledge in guideline production (other than randomized controlled trials [RCTs]) to better link with the informal knowledge used in clinical practice. In an ethnographic study, Gabbay and Le May showed that clinicians in everyday practice situations do not explicitly or consciously use guidelines. Instead, they use mindlines: collectively shared, mostly tacit knowledge that is shaped by many sources, including accumulated personal experiences, education (formal and informal), guidance, and the narratives about patients that are shared among colleagues. In this study on informal knowledge, we consider virtual networks of clinicians as representative of the mindlines in the wider medical community, as holders of knowledge, as well as catalysts of knowing. Objective: The aim of this study was to explore how informal knowledge and its creation in communities of clinicians can be characterized as opposed to the more structured knowledge produced in guideline development. Methods: This study included a qualitative study of postings on three large virtual networks for physicians in the United Kingdom, the Netherlands, and Norway, taking the topic of statins as a case study and covering more than 1400 posts. Data were analyzed thematically with reference to theories of collaborative knowledge construction and communities of practice. Results: The dataset showed very few postings referring to, or seeking to adhere to, explicit guidance and recommendations. Participants presented many instances of individual case narratives that highlighted quantitative test results and clinical examination findings. There was an emphasis on outliers and the material, regulatory, and practical constraints on knowledge use by clinicians. Participants conveyed not-so-explicit knowledge as tacit and practical knowledge and used a prevailing style of pragmatic reasoning focusing on what was likely to work in a particular case. Throughout the discussions, a collective conceptualization of statins was generated and reinforced in many contexts through stories, jokes, and imagery. Conclusions: Informal knowledge and knowing in clinical communities entail an inherently collective dynamic practice that includes explicit and nonexplicit components. It can be characterized as knowledge-in-context in practice, with a strong focus on casuistry. Validity of knowledge appears not to be based on criteria of consensus, coherence, or correspondence but on a more polyphonic understanding of truth. We contend that our findings give enough ground for further research on how exploring mindlines of clinicians online could help improve guideline development processes.

• Wieringa, Sietse; Engebretsen, Eivind; Heggen, Kristin & Greenhalgh, Trisha (2018). Rethinking Bias and Truth in Evidence-based Healthcare. Journal of Evaluation In Clinical Practice. ISSN 1356-1294. 24(5), s. 930–938. doi: 10.1111/jep.13010. Fulltekst i vitenarkiv Vis sammendrag

  In modern philosophy, the concept of truth has been problematized from different angles, yet in evidence‐based health care (EBHC), it continues to operate hidden and almost undisputed through the linked concept of “bias.” To prevent unwarranted relativism and make better inferences in clinical practice, clinicians may benefit from a closer analysis of existing assumptions about truth, validity, and reality. In this paper, we give a brief overview of several important theories of truth, notably the ideal limit theorem (which assumes an ultimate and absolute truth towards which scientific inquiry progresses), the dominant way truth is conceptualized in the discourse and practice of EBHC. We draw on Belgian philosopher Isabelle Stengers' work to demonstrate that bias means one thing if one assumes a world of hard facts “out there,” waiting to be collected. It means something different if one takes a critical view of the knowledge‐power complex in research trials. Bias appears to have both an unproductive aspect and a productive aspect as argued by Stengers and others: Facts are not absolute but result from an interest, or interesse: a bias towards a certain line of questioning that cannot be eliminated. The duality that Stengers' view invokes draws attention to and challenges the assumptions underlying the ideal limit theory of truth in several ways. Most importantly, it casts doubt on the ideal limit theory as it applies to the single case scenario of the clinical encounter, the cornerstone of EBHC. To the extent that the goal of EBHC is to support inferencing in the clinical encounter, then the ideal limit as the sole concept of truth appears to be conceptually insufficient. We contend that EBHC could usefully incorporate a more pluralist understanding of truth and bias and provide an example how this would work out in a clinical scenario.

• Groven, Karen Synne & Heggen, Kristin (2018). Physiotherapists' encounters with "obese" patients - Exploring how embodied approaches gain significance. Physiotherapy Theory and Practice. ISSN 0959-3985. 34(5), s. 346–358. doi: 10.1080/09593985.2017.1400140. Fulltekst i vitenarkiv
• Breievne, Grete; Heggen, Kristin & Bondevik, Hilde (2018). Slik håndterer sykepleiere og brukere vond lukt i hjemmet. Sykepleien Forskning. ISSN 1890-2936. 13. doi: 10.4220/Sykepleienf.2018.65987. Fulltekst i vitenarkiv Vis sammendrag

  Ubehagelig lukt i hjemmet eller fra en person er sosialt uakseptabelt og skambelagt. Hvordan hjemmesykepleiere erfarer og håndterer ubehagelig lukt i samhandling med brukere, og hvordan brukerne opplever sykepleierens handlingsvalg, er per i dag et lite utforsket område. Hensikten med studien er å undersøke hvordan sykepleiere erfarer og håndterer luktproblematikk i hjemmet, og hvordan brukere opplever og vurderer sykepleiernes handlingsvalg. Vi foretok en kvalitativ studie med observasjon og intervju av 30 sykepleiere og 11 pasienter i 3 hjemmesykepleiedistrikter i en større norsk by. Ubehagelig lukt i hjemmene var oftest forårsaket av sykdom og sviktende hygiene hos brukerne. Sykepleierne oppfattet lukt i hjemmet som skambelagt. De oppfattet brukerne som dobbelt sårbare fordi både person og hjem var utsatt for andres avsky. De ønsket å beskytte brukerne mot skammen. De vanligste handlingsstrategiene var å fjerne lukt gjennom praktisk handling, unngå å vise kroppslige reaksjoner på lukt og forholde seg tause om luktproblematikk. Brukerne opplevde at luktfjerning gjennom praktisk handling var viktig for sosial trygghet. Taushet forsterket skammen og ensomheten og bidro i noen tilfeller til et svekket behandlingstilbud. Brukerne ønsket større åpenhet. Det er behov for større åpenhet og fagkunnskap om luktproblematikk i hjemmet. Det er viktig å etterspørre brukernes erfaringer og ønsker for å utvikle et adekvat pleie- og behandlingstilbud.

• Wieringa, Sietse; Engebretsen, Eivind; Heggen, Kristin & Greenhalgh, Trisha (2017). Has evidence-based medicine ever been modern? A Latour-inspired understanding of a changing EBM. Journal of Evaluation In Clinical Practice. ISSN 1356-1294. 23(5), s. 964–970. doi: 10.1111/jep.12752. Fulltekst i vitenarkiv Vis sammendrag

  Evidence-based health care (EBHC), previously evidence-based medicine (EBM), is considered by many to have modernized health care and brought it from an authority-based past to a more rationalist, scientific grounding. But recent concerns and criticisms pose serious challenges and urge us to look at the fundamentals of a changing EBHC. In this paper, we present French philosopher Bruno Latour's vision on modernity as a framework to discuss current changes in the discourse on EBHC/EBM. Drawing on Latour's work, we argue that the early EBM movement had a strong modernist agenda with an aim to “purify” clinical reality into a dichotomy of objective “evidence” from nature and subjective “preferences” from human society and culture. However, we argue that this shift has proved impossible to achieve in reality. Several recent developments appear to point to a demise of purified evidence in the EBHC discourse and a growing recognition—albeit implicit and undertheorized—that evidence in clinical decision making is relentlessly situated and contextual. The unique, individual patient, not abstracted truths from distant research studies, must be the starting point for clinical practice. It follows that the EBHC community needs to reconsider the assumption that science should be abstracted from culture and acknowledge that knowledge from human culture and nature both need translation and interpretation. The implications for clinical reasoning are far reaching. We offer some preliminary principles for conceptualizing EBHC as a “situated practice” rather than as a sequence of research-driven abstract decisions.

• Thomassen, Ole Jacob; Strand, Roger & Heggen, Kristin (2017). Exploring the concept of integrity - Toward a craft-inspired interpretation. Nordic Journal of Working Life Studies. 7(S2), s. 39–50. doi: 10.18291/njwls.v7iS2.96694. Fulltekst i vitenarkiv Vis sammendrag

  The concept of integrity is used as a psychosocial concept to describe tensions and dilemmas experienced by professional and semi-professional workers in a neoliberal working life. In Norway, the concept has even been included in the Working Environment Act. In general terms, the concept refers to the degree to which professionals experience that their internalized professional standards can be realized. While supporting the general relevance of integrity as an important concept for assessing an important psychosocial challenge in Nordic working life, we propose that integrity should not be addressed as a psychological phenomenon. We suggest that it in line with a more sociological orientation is addressed as a craft issue. This interpretation is inspired by Richard Sennett’s concept of craftwork. Understanding integrity as a craft phenomenon inspires workplace critique within neoliberal work organizations.

• Thomassen, Ole Jacob; Heggen, Kristin & Strand, Roger (2017). Applying principles of sociotechnical systems onto working environment research. Nordic Journal of Working Life Studies. 7(S2), s. 51–65. doi: 10.18291/njwls.v7iS2.96690. Fulltekst i vitenarkiv Vis sammendrag

  The sociotechnical system approach induced a consistent system thinking into the Scandinavian working life research. Workers’ social and psychological needs and technical/systemic conditions were seen as deeply interdependent. However, a distinct field of working environment research, dominated by individual and psychological perspectives, has developed. Indeed, working life itself has undergone substantial transformations. In the shift from first to second modernity (sensu Ulrich Beck), new phenomena (risks) have emerged that challenge workers’ health. This paper discusses the potential of the sociotechnical approach to inspire the specific field of working environment research. Sociotechnical ideas are concerned about the organizational aspects of the working environment and this can challenge the dominance of individual and psychology-centred research. However, it is also necessary to renew the sociotechniocal tradition from within. We suggest a general process of a reflexive modernization of sociotechnical ideas and a stronger connection to the ‘double-hermeneutic’ as an epistemological outset.

• Engebretsen, Eivind; Heggen, Kristin & Ottersen, Ole Petter (2017). The Sustainable Development Goals: ambiguities of accountability. The Lancet. ISSN 0140-6736. 389(10067), s. 365–365. doi: 10.1016/S0140-6736(17)30152-6. Fulltekst i vitenarkiv Vis sammendrag

  In 2015, the UN General Assembly committed to 17 ambitious Sustainable Development Goals (SDGs) as part of the 2030 Agenda.1 The Agenda is a plan of action for people, the planet, and for prosperity. The implementation of the Agenda requires strong commitment and accountability. However, as stated in The Lancet by the University of Oslo Commission on Global Governance for Health,2 mechanisms to hold states accountable for their obligations under international conventions are generally weak.

• Engebretsen, Eivind & Heggen, Kristin (2017). Measuring the Pure Patient Experience—Exploring the Theoretical Underpinnings of Edmonton Symptom Assessment Scale (ESAS). I McClimans, Leah (Red.), Measurement in Medicine. Philosophical Essays on Assessment and Evaluation. Rowman & Littlefield Publishers. ISSN 9781783488476. Fulltekst i vitenarkiv
• Lillehagen, Ida; Heggen, Kristin & Engebretsen, Eivind (2016). Unpacking knowledge translation in participatory research: a micro-level study. Journal of Health Services Research and Policy. ISSN 1355-8196. 21(4), s. 217–222. doi: 10.1177/1355819616635683. Fulltekst i vitenarkiv Vis sammendrag

  OBJECTIVES: Funding bodies, policy makers, researchers and clinicians are seeking strategies to increase the translation of knowledge between research and practice. Participatory research encompasses a range of approaches for clinicians' involvement in research in the hope of increasing the relevance and usability of research. Our aim was to explore how knowledge is translated and integrated in participants' presentations and negotiations about knowledge. METHODS: Twelve collaboration meetings were observed, and discussions between researchers and clinicians were recorded. The material was examined using the following analytical terms: knowledge object, knowledge form, knowledge position and knowledge tasks. RESULTS: We identified a recurring rhetorical pattern in translational processes that we call 'relevance testing': a strategy by which the participants attempt to create coherence and identify relevance across different contexts. The limitation of this translational strategy was a tendency to reinforce a 'two-communities' logic: re-establishing the separated worlds and rationales between clinicians and researchers. The 'translational work' that unfolds during discussions remains implicit. It may be that participants are unable to explicitly address and identify the knowledge translation processes because they lack necessary conceptual tools. CONCLUSIONS: Our results contribute to increased awareness about translational processes and provide a language through which barriers to translation can be addressed.

• Engebretsen, Eivind; Heggen, Kristin; Das, Sarthak; Farmer, Paul & Ottersen, Ole Petter (2016). Paradoxes of sustainability with consequences for health. The Lancet Global Health. ISSN 2572-116X. 4(4), s. e225–e226. doi: 10.1016/S2214-109X(16)00038-3. Fulltekst i vitenarkiv
• Engebretsen, Eivind; Heggen, Kristin; Wieringa, Sietse & Greenhalgh, Trish (2016). Uncertainty and objectivity in clinical decision making: a clinical case in emergency medicine. Medicine, Health care and Philosophy. ISSN 1386-7423. 19(4), s. 595–603. doi: 10.1007/s11019-016-9714-5. Fulltekst i vitenarkiv
• Groven, Karen Synne & Heggen, Kristin (2016). Evidence and/or experience-based knowledge in lifestyle treatment of patients diagnosed as obese. Indo-Pacific Journal of Phenomenology. ISSN 2079-7222. 16(2). doi: 10.1080/20797222.2016.1240164. Fulltekst i vitenarkiv
• Jordal, Kristin & Heggen, Kristin (2015). When life experience matters: A narrative exploration of students' learning in nursing education. Nordic Psychology. ISSN 1901-2276. 67(2), s. 104–116. doi: 10.1080/19012276.2015.1031552. Fulltekst i vitenarkiv Vis sammendrag

  The gap between “theory” and “practice” is a much-debated issue in nursing education, and one of the challenges is to strengthen the coherence between the theoretical content of the education programme and the student's practical experiences. The students' life experience, understood as experiences from their non-professional sphere of life, has not been assigned sufficient attention in the discussions on the theory–practice relationship. This article presents a qualitative study with a narrative approach and a socio-cultural perspective on the students' learning process. The question focused on how first-year students perceive and reflect on the relationship between their life experience and the content of the nursing education. The results prove how students use stories in a meaning-making process to bridge the gap between their own life experience and the nursing curriculum. The students' storytelling creates a narrative coherence, but at the same time their ability to make these connections appears to be an unexplored resource in teaching. Hence, the paper concludes that the students' life experience represents an unexplored potential in nursing education.

• Kleppe, Lise Cecilie; Heggen, Kristin & Engebretsen, Eivind (2015). Nursing textbooks’ conceptualization of nurses’ responsibilities related to the ideal of a holistic view of the patient: A critical analysis. Journal of Nursing Education and Practice (JNEP). ISSN 1925-4040. doi: 10.5430/jnep.v6n3p106. Fulltekst i vitenarkiv Vis sammendrag

  Objective: In nursing education, nurses are trained to perceive their patients as whole persons with mind, body, and spirit. This relates to the professional ideal of holism. This article focuses on how basic nursing textbooks conceptualize the ideal, when instructing students to understand their patients in particular ways. Methods: We analyzed several basic nursing textbooks with regard to their characterization of a nurse’s clinical and caring gaze. Further we looked for how they train nurses to take responsibility for the whole person. We scrutinized the included texts using narratological text analysis tools that particularly emphasize how texts present a specific perspective regarding described events. Results: Our analysis showed that nurses are expected to assume only a limited and technical responsibility for the sick body, while simultaneously assuming almost unlimited responsibility for the patient as a human being. We identified a lack of integration between the focus on the patient’s medical condition and the nurse’s responsibility to view the patient as a human being. Conclusions: The identified lack of integration between taking responsibility for the patient as a human being and simultaneously focusing on the patient’s medical condition highlights the failure of the analyzed textbooks to conceptualize how a nurse can provide holistic care.

• Engebretsen, Eivind & Heggen, Kristin (2015). Powerful Concepts in Global Health. International Journal of Health Policy and Management. 4(2), s. 115–117. doi: 10.15171/ijhpm.2015.19. Fulltekst i vitenarkiv
• Askheim, Clemet; Heggen, Kristin & Engebretsen, Eivind (2015). Politics and power in global health: The constituting role of conflicts. International Journal of Health Policy and Management. 5(2). doi: 10.15171/ijhpm.2015.188. Fulltekst i vitenarkiv
• Jordal, Kristin & Heggen, Kristin (2015). Masculinity and nursing care: A narrative analysis of male students′ stories about care. Nurse Education in Practice. ISSN 1471-5953. 15(6), s. 409–414. doi: 10.1016/j.nepr.2015.05.002. Fulltekst i vitenarkiv Vis sammendrag

  Nursing education programmes and the nursing curriculum have been criticised for presenting an outdated and feminised description of care, which has had the effect of marginalising men, as well as hindering a more modern outlook for the profession. This article uses interview-based data from a qualitative study on Norwegian students' experiences in the first year of training. Using a narrative analysis method, the paper explores how male nursing students use stories to describe care and shows how their storytelling illustrates a way for men to negotiate their role in a feminised profession. The paper aims to deepen our understanding of the ways in which male students can challenge this historically female profession to broaden itself by including male-based caregiving as part of nursing care. In addition, the paper highlights the potential of stories and storytelling as a teaching and learning strategy in nursing education.

• Engebretsen, Eivind; Vøllestad, Nina Køpke; Wahl, Astrid Klopstad; Robinson, Hilde Stendal & Heggen, Kristin (2015). Unpacking the Process of Interpretation in Evidence-Based Decision-Making. Journal of Evaluation In Clinical Practice. ISSN 1356-1294. 21, s. 529–531. doi: 10.1111/jep.12362. Fulltekst i vitenarkiv
• Bruun-Olsen, Vigdis; Wahl, Astrid Klopstad; Heggen, Kristin; Heiberg, Kristi E. & Mengshoel, Anne Marit (2015). On the inside of a walking skill programme for patients who have undergone total hip or knee arthroplasty: A qualitative study. European Journal of Physiotherapy. ISSN 2167-9169. 17(4), s. 159–165. doi: 10.3109/21679169.2015.1061052. Fulltekst i vitenarkiv
• Sutphen, Molly & Heggen, Kristin (2015). Using dialogical pedagogies to cope with fragmentation in nursing education. I Smeby, Jens-Christian & Sutphen, Molly (Red.), From vocational to Professional Education. Educating for social welfare. Routledge. ISSN 9781138797444. s. 137–146. doi: 10.4324/9781315757131-9. Fulltekst i vitenarkiv
• Engebretsen, Eivind & Heggen, Kristin (2014). Global Governance for Health: What about liberal power? The Lancet. ISSN 0140-6736. 384, s. 664–664. doi: 10.1016/S0140-6736(14)61390-8. Fulltekst i vitenarkiv
• Solbrekke, Tone Dyrdal; Heggen, Kristin & Engebretsen, Eivind (2014). Ambitions and Responsibilities: A Textual Analysis of the Norwegian National Curriculum Regulations for Nursing Education. Scandinavian Journal of Educational Research. ISSN 0031-3831. 58(4), s. 479–494. doi: 10.1080/00313831.2013.773557. Fulltekst i vitenarkiv
• Kleppe, Lise Cecilie; Heggen, Kristin & Engebretsen, Eivind (2014). Dual ideals and single responsibilities – a critical analysis of social workers’ responsibility for the ideal of promoting justice at the individual and the societal level. Nordic Social Work Research. ISSN 2156-857X. doi: 10.1080/2156857X.2014.891534. Fulltekst i vitenarkiv
• Jordal, Kristin; Heggen, Kristin & Solbrække, Kari Nyheim (2014). Exploring the relationship between technology and care: A qualitative study of clinical practice for nursing students. Journal of Nursing Education and Practice (JNEP). ISSN 1925-4040. 5(2). doi: 10.5430/jnep.v5n2p58. Fulltekst i vitenarkiv Vis sammendrag

  Background/Objective: The aim of this study is to explore the interaction between technology and care in the student-patient relationship during clinical practice training. In the traditional discourse on nursing, technology is seen as insignificant or secondary to the actual work of caring. Using new insights from the social sciences field on how to understand technology, this paper focuses on the important, but somehow underrated, relationship between technology and the human element in clinical practice. Methods: This article reports findings from a field study of Norwegian nursing students in hospital practice during second year training. Six women and three men participated in the study. The case-oriented analysis follows a cultural-analytical tradition in which the main objective is to investigate routines and ingrained conceptions in order to see familiar phenomenon and patterns in new ways. The main question was: How do Norwegian nursing students learn to handle technology and care in their education programme? Results: With a socio-cultural perspective on student learning and data from participant observation, the findings of this paper show various ways in which the presence of technology influences the interaction between students and patients. The study demonstrates how technology creates challenges for students in their interactional bedside work. However, technology is also revealed as offering new opportunities for contact and care. Conclusion: Technology and the human element are linked in complex ways in students’ bedside work. This aspect of bedside care has not yet been given sufficient attention in the nursing education programme. In our view, this is a matter of concern; we conclude that nursing education needs to include updated and more nuanced perspectives that will better address this complexity.

• Juritzen, Truls I; Engebretsen, Eivind & Heggen, Kristin (2013). Subject to empowerment: The constitution of power in an educational programme for health professionals. Medicine, Health care and Philosophy. ISSN 1386-7423. 16(3), s. 443–455. doi: 10.1007/s11019-012-9412-x. Fulltekst i vitenarkiv
• Lillehagen, Ida; Vøllestad, Nina Køpke; Heggen, Kristin & Engebretsen, Eivind (2013). Protocol for a qualitative study of knowledge translation in a participatory research project. BMJ Open. 3(8). doi: 10.1136/bmjopen-2013-003328. Fulltekst i vitenarkiv Vis sammendrag

  Introduction: In this article, we present a methodological design for qualitative investigation of knowledge translation (KT) between participants in a participatory research project. In spite of a vast expansion of conceptual models and frameworks for conducting KT between research and practice, few models emphasise how KTs come about. Better understanding of the actions and activities involved in a KT process is important for promoting diffusion of knowledge and improving patient care. The purpose of this article is to describe a methodological design for investigating how KTs come about in participatory research. Methods and analysis: The article presents an ethnographic study which investigates meetings between participants in a participatory research project. The participants are researchers and primary healthcare clinicians. Data are collected through observation, interviews and document studies. The material is analysed using the analytical concepts of knowledge objects, knowledge forms and knowledge positions. These concepts represent an analytical framework enabling us to observe knowledge and how it is translated between participants. The main expected outcome of our study is to develop a typology of KT practices relevant to participatory research. Ethics and dissemination: The project has been evaluated and approved by the Norwegian Social Science Data Services. Informed consent was obtained for all participants. The findings from this study will be disseminated through peer-reviewed publications and national and international conference presentations.

• Solbrække, Kari Nyheim; Solvoll, Betty-Ann & Heggen, Kristin (2013). Reframing the field of gender and nursing education. Gender and Education. ISSN 0954-0253. 25(5), s. 640–653. doi: 10.1080/09540253.2013.819969. Fulltekst i vitenarkiv
• Lunde, Åshild; Heggen, Kristin & Strand, Roger (2013). Knowledge and power: exploring unproductive interplay between quantitative and qualitative researchers. Journal of Mixed Methods Research. ISSN 1558-6898. 7(2), s. 197–210. doi: 10.1177/1558689812471087. Fulltekst i vitenarkiv
• Guillemin, Marilys & Heggen, Kristin (2012). The Narrative Approach as a Learning Strategy in the Formation of Novice Researchers. Qualitative Health Research. ISSN 1049-7323. 22(5), s. 700–707. doi: 10.1177/1049732311431443. Fulltekst i vitenarkiv
• Engebretsen, Eivind & Heggen, Kristin (2012). Epilog. I Engebretsen, Eivind & Heggen, Kristin (Red.), Makt på nye måter. Universitetsforlaget. ISSN 9788215021256. Fulltekst i vitenarkiv
• Tonning, Otterlei Marte; Engebretsen, Eivind & Heggen, Kristin (2012). Forskjønning av fengselsstraff. I Engebretsen, Eivind & Heggen, Kristin (Red.), Makt på nye måter. Universitetsforlaget. ISSN 9788215021256. Fulltekst i vitenarkiv
• Kleppe, Lise Cecilie; Engebretsen, Eivind & Heggen, Kristin (2012). Asylmottak og innsnevring av ansvar. I Engebretsen, Eivind & Heggen, Kristin (Red.), Makt på nye måter. Universitetsforlaget. ISSN 9788215021256. Fulltekst i vitenarkiv
• Solvang, Ida; Engebretsen, Eivind & Heggen, Kristin (2012). Å forme brukers arbeidsvilje. I Engebretsen, Eivind & Heggen, Kristin (Red.), Makt på nye måter. Universitetsforlaget. ISSN 9788215021256. Fulltekst i vitenarkiv
• Ilstad, Janne Thu; Engebretsen, Eivind & Heggen, Kristin (2012). Sann alder? I Engebretsen, Eivind & Heggen, Kristin (Red.), Makt på nye måter. Universitetsforlaget. ISSN 9788215021256. Fulltekst i vitenarkiv
• Vesterkjær, Merete; Engebretsen, Eivind & Heggen, Kristin (2012). Papiromsorg. I Engebretsen, Eivind & Heggen, Kristin (Red.), Makt på nye måter. Universitetsforlaget. ISSN 9788215021256. Fulltekst i vitenarkiv
• Juritzen, Truls Ingvar; Engebretsen, Eivind & Heggen, Kristin (2012). Myndiggjøringens forførende makt. I Engebretsen, Eivind & Heggen, Kristin (Red.), Makt på nye måter. Universitetsforlaget. ISSN 9788215021256. Fulltekst i vitenarkiv
• Gjersøe, Heidi Moen; Engebretsen, Eivind & Heggen, Kristin (2012). Kontraktsfestet velferd. I Engebretsen, Eivind & Heggen, Kristin (Red.), Makt på nye måter. Universitetsforlaget. ISSN 9788215021256. Fulltekst i vitenarkiv
• Eilertsen, Heidi; Engebretsen, Eivind & Heggen, Kristin (2012). Akkrediteringsmakt. I Engebretsen, Eivind & Heggen, Kristin (Red.), Makt på nye måter. Universitetsforlaget. ISSN 9788215021256. Fulltekst i vitenarkiv
• Engebretsen, Eivind & Heggen, Kristin (2012). Tilsynskunnskap. I Engebretsen, Eivind & Heggen, Kristin (Red.), Makt på nye måter. Universitetsforlaget. ISSN 9788215021256. Fulltekst i vitenarkiv
• Christoffersen, Hanne; Engebretsen, Eivind & Heggen, Kristin (2012). En begrepsanalyse av det politiske målet om mangfold. I Engebretsen, Eivind & Heggen, Kristin (Red.), Makt på nye måter. Universitetsforlaget. ISSN 9788215021256. Fulltekst i vitenarkiv
• Engebretsen, Eivind & Heggen, Kristin (2012). Å lese makt i tekst. I Engebretsen, Eivind & Heggen, Kristin (Red.), Makt på nye måter. Universitetsforlaget. ISSN 9788215021256. Fulltekst i vitenarkiv
• Engebretsen, Eivind & Heggen, Kristin (2012). Makt på nye måter. I Engebretsen, Eivind & Heggen, Kristin (Red.), Makt på nye måter. Universitetsforlaget. ISSN 9788215021256. Fulltekst i vitenarkiv
• Lundgren, Vilhelm Georg; Juritzen, Truls Ingvar; Engebretsen, Eivind & Heggen, Kristin (2012). Makt. I Engebretsen, Eivind & Heggen, Kristin (Red.), Makt på nye måter. Universitetsforlaget. ISSN 9788215021256. Fulltekst i vitenarkiv
• Heggen, Kristin & Guillemin, Marillys (2012). Protecting Participants' Confidentiality Using a Situated Research Ethics Approach. I Gubrium, Jaber F.; Holstein, James A.; Marvasti, Amir B. & McKinney, Karyn D. (Red.), The SAGE Handbook of Interview Research: The Complexity of the Craft Second. Sage Publications. ISSN 9781412981644. s. 465–476. doi: 10.4135/9781452218403.n33. Fulltekst i vitenarkiv
• Solbrække, Kari Nyheim; Fransson, Elisabeth & Heggen, Kristin (2012). Mannen og kallet. En kulturanalytisk studie av mannlige italienske sykepleiere og deres yrkesidentitet. Sykepleien Forskning. ISSN 1890-2936. 7(4), s. 316–322. doi: 10.4220/sykepleienf.2012.0157. Fulltekst i vitenarkiv
• Juritzen, Truls I; Grimen, Harald & Heggen, Kristin (2011). Protecting vulnerable research participants: A Foucault-inspired analysis of ethics committees. Nursing Ethics. ISSN 0969-7330. 18(5), s. 640–650. doi: 10.1177/0969733011403807. Fulltekst i vitenarkiv
• Engebretsen, Eivind; Heggen, Kristin & Eilertsen, Heidi (2011). Accreditation and Power - A discourse analysis of a new regime of governance in higher education. Scandinavian Journal of Educational Research. ISSN 0031-3831. doi: 10.1080/00313831.2011.599419. Fulltekst i vitenarkiv Vis sammendrag

  This article studies discourses within the accreditation of Norwegian higher education conducted by the Norwegian Agency for Quality Assurance in Education (NOKUT), using one concrete case (the accreditation of bachelor programs in nursing). Analysis of policy documents and accreditation reports are influenced by two of Foucault’s concepts of power; governmentality and panopticon. The analysis provides insights into firstly, how the two forms of power are woven into the schemes used for quality control by redefining quality to be a quantifiable concept; secondly, how the supervision of quality gives privilege to specific types of knowledge; thirdly, how supervisory power is reformulated to require self-control mechanisms within higher education in terms of constant quality development and realization of unexploited potentials; and fourthly, how this power legitimates itself by making all parties guardians of quality control, deconstructing the difference between evaluator and evaluated.

• Guillemin, Marilys & Heggen, Kristin (2011). Narrative approach as a learning strategy in the formation of novice researchers. Qualitative Health Research. ISSN 1049-7323. 22(5), s. 700–707. doi: 10.1177/1049732311431443. Fulltekst i vitenarkiv
• Heggen, Kristin & Wellard, Sally J. (2011). Evidence-based practice, risk and recostructions of responsibility in nursing. I Sugrue, Ciaran & Solbrekke, Tone Dyrdal (Red.), Professional Responsibility New Horizons of Praxis. Routledge. ISSN 9780415614627. s. 144–158. Fulltekst i vitenarkiv
• Thoresen, Lisbeth; Wyller, Trygve E & Heggen, Kristin (2011). The significance of lifeworld and the case of hospice. Medicine, Health care and Philosophy. ISSN 1386-7423. 14(3), s. 257–263. doi: 10.1007/s11019-010-9296-6. Fulltekst i vitenarkiv Vis sammendrag

  Questions on what it means to live and die well are raised and discussed in the hospice movement. A phenomenological lifeworld perspective may help professionals to be aware of meaningful and important dimensions in the lives of persons close to death. Lifeworld is not an abstract philosophical term, but rather the opposite. Lifeworld is about everyday, common life in all its aspects. In the writings of Cicely Saunders, known as the founder of the modern hospice movement, facets of lifeworld are presented as important elements in caring for dying patients. Palliative care and palliative medicine today are, in many ways, replacing hospices. This represents not only a change in name, but also in the main focus. Hospice care was originally very much about providing support and comfort for, and interactions with the patients. Improved medical knowledge today means improved symptomatic palliation, but also time and resources spent in other ways than before. Observations from a Nordic hospice ward indicate that seriously ill and dying persons spend much time on their own. Different aspects of lifeworld and intersubjectivity in the dying persons’ room is presented and discussed.

• Heggen, Kristin; Karseth, Berit & Kyvik, Svein (2010). The Relevance of Research for the Improvement of Education and Professional Practice. I Kyvik, Svein; Lepori, Benedetto & Lepori, Benedetto (Red.), The Research Mission of Higher Education Institutions outside the University Sector Striving for Differentiation. Springer. ISSN 9781402092435. s. 45–60. Fulltekst i vitenarkiv
• Heggen, Kristin (2010). Annerledeshet og omsorg - erfaringsnære refleksjoner. I Engebretsen, Eivind; Engebretsen, Eivind; Kristeva, Julia & Kristeva, Julia (Red.), Annerledeshet: Sårbarhetens språk og politikk. Gyldendal Akademisk. ISSN 9788205400788. s. 148–163. Fulltekst i vitenarkiv
• Wellard, Sally J. & Heggen, Kristin (2010). Are laboratories useful fiction? A comparison of Norwegian and Australian undergraduate nursing skills laboratories. Nursing and Health Sciences. ISSN 1441-0745. 12(1), s. 39–44. doi: 10.1111/j.1442-2018.2009.00481.x. Fulltekst i vitenarkiv
• Solvoll, Betty-Ann & Heggen, Kristin (2010). Teaching and learning care - Exploring nursing students' clinical practice. Nurse Education Today. ISSN 0260-6917. 30(1), s. 73–77. doi: 10.1016/j.nedt.2009.06.003. Fulltekst i vitenarkiv
• Solbrekke, Tone Dyrdal & Heggen, Kristin (2009). Sykepleieansvar - fra profesjonelt moralsk ansvar til teknisk regnskapsplikt? Tidsskrift for Arbejdsliv. ISSN 1399-1442. 11(3), s. 49–61. Fulltekst i vitenarkiv
• Juritzen, Truls Ingvar & Heggen, Kristin (2009). Produktive maktpraksiser i sykehjem - en Foucaultinspirert analyse av pleiefaglig handlekraft. Tidsskrift for velferdsforskning. ISSN 0809-2052. 12(2), s. 94–104. Fulltekst i vitenarkiv
• Solvoll, Betty-Ann & Heggen, Kristin (2009). Teaching and learning care - exploring nursing students' clinical practice. Nurse Education Today. ISSN 0260-6917. Article in press. doi: 10.1016/j.nedt.2009.06.003. Fulltekst i vitenarkiv
• Guillemin, Marilys & Heggen, Kristin (2009). Rapport and respect: negotiating ethical relations between researcher and participant. Medicine, Health care and Philosophy. ISSN 1386-7423. 12(3), s. 291–299. doi: 10.1007/s11019-008-9165-8. Fulltekst i vitenarkiv
• Hem, Marit Helene; Heggen, Kristin & Ruyter, Knut W. (2009). Questionable requirement for consent in observational research in psychiatry. I Solbakk, Jan Helge; Nortvedt, Per & Nome, Astrid (Red.), Contemporary Issues in Medical Ethics Volume 1. Solbakk, Nortvedt, Nome (eds.). ISSN 9788299495714. Fulltekst i vitenarkiv
• Heggen, Kristin & Engebretsen, Eivind (2009). En dekonstruktiv nærlesning av arbeidsbok for sykepleiere. Sykepleien Forskning. ISSN 1890-2936. 4(1), s. 28–33. doi: 10.4220/sykepleienf.2009.0039. Fulltekst i vitenarkiv
• Heggen, Kristin & Engebretsen, Eivind (2009). Tvetydig om kunnskapsbasert praksis. En dekonstruktiv nærlesning av arbeidsbok for sykepleiere. Sykepleien Forskning. ISSN 1890-2936. 4(1), s. 28–33. Fulltekst i vitenarkiv
• Hem, Marit Helene; Nortvedt, Per & Heggen, Kristin (2008). "Only a Manic Depressive": The Zone of the Untouchable and Exceeding Limits in Acute Psychiatric Care. Research and Theory for Nursing Practice. ISSN 1541-6577. 22(1), s. 56–77. Fulltekst i vitenarkiv
• Wellard, Sally J; Solvoll, Betty-Ann & Heggen, Kristin (2008). Picture of Norwegian clinical learning laboratories for undergraduate nursing students. Nurse Education in Practice. ISSN 1471-5953. Fulltekst i vitenarkiv
• Wellard, Sally J.; Solvoll, Betty-Ann & Heggen, Kristin (2008). Picture of Norwegian clinical learning laboratories for undergraduate nursing students. Nurse Education in Practice. ISSN 1471-5953. doi: 10.1016/j.nepr.2008.06.005. Fulltekst i vitenarkiv
• Hauge, Solveig & Heggen, Kristin (2008). The nursing home as a home: a field study of residents' daily life in the common living rooms. Journal of Clinical Nursing (JCN). ISSN 0962-1067. 17, s. 460–467. doi: 10.1111/j.1365-2702.2007.02031.x. Fulltekst i vitenarkiv
• Hem, Marit Helene; Heggen, Kristin & Ruyter, Knut W (2008). Creating trust in an acute psychiatric ward. Nursing Ethics. ISSN 0969-7330. 15(6), s. 777–788. doi: 10.1177/0969733008090525. Fulltekst i vitenarkiv
• Hem, Marit Helene; Heggen, Kristin & Ruyter, Knut W (2007). Questionable Requirement for Consent in Observational Research in Psychiatry. Nursing Ethics. ISSN 0969-7330. 14(1), s. 41–53. doi: 10.1177/0969733007071357. Fulltekst i vitenarkiv

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• Heggen, Kristin & Kirkevold, Marit (2024). Sykepleiefaglige arbeids- og tenkemåter En caseorientert bok. Gyldendal Akademisk. ISBN 9788205594715. 186 s. Fulltekst i vitenarkiv
• Sandset, Tony Joakim; Engebretsen, Eivind & Heggen, Kristin (2020). Sustainable Sexual Health Analysing the Implementation of the SDGs. Routledge. ISBN 9780367179076. 134 s. Fulltekst i vitenarkiv
• Engebretsen, Eivind & Heggen, Kristin (2012). Makt på nye måter. Universitetsforlaget. ISBN 9788215021256. 223 s. Fulltekst i vitenarkiv

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• Eliassen, Knut Eirik Ringheim; Heggen, Kristin; Kvernenes, Monika; Al-Azzawi, Resha & Grimstad, Hilde (2025). Medisinstudenter må lære å håndtere usikkerhet. Tidsskrift for Den norske legeforening (Tidsskriftet). ISSN 0029-2001. 145(9). doi: 10.4045/tidsskr.25.0256. Fulltekst i vitenarkiv Vis sammendrag

  Biomedisinsk kunnskap og praktiske ferdigheter er ikke nok for å mestre legeyrket. Utdanningen må styrke usikkerhetstoleransen og kompetansen til å håndtere den komplekse legerollen.

• Skonnord, Trygve; Vøllestad, Nina Køpke; Heggen, Kristin Margrete & Brekke, Mette (2024). GPs of the future as agents of sustainability. Fulltekst i vitenarkiv
• Maric, Filip; Engebretsen, Eivind; Heggen, Kristin; Øilo, Marit & Bonnevie, Tora (2024). Samarbeid om bærekraft i helseutdanningene. 144(9). doi: 10.4045/tidsskr.24.0124. Fulltekst i vitenarkiv
• Engebretsen, Eivind; Sharma, Ritika; Sandset, Tony Joakim Ananiassen; Heggen, Kristin; Ottersen, Ole Petter & Clarke, Helen [Vis alle 7 forfattere av denne artikkelen] (2023). Teaching sustainable health care through the critical medical humanities. The Lancet. ISSN 0140-6736. doi: 10.1016/S0140-6736(23)00809-7. Fulltekst i vitenarkiv
• Sandset, Tony Joakim; Heggen, Kristin; Engebretsen, Eivind & Engebretsen, Eivind (2020). What we need is a sustainable politics of life. The Lancet. ISSN 0140-6736. doi: 10.1016/S0140-6736(20)31378-7. Fulltekst i vitenarkiv
• Heggen, Kristin; Sandset, Tony Joakim & Engebretsen, Eivind (2020). COVID-19 and sustainable development goals. Bulletin of the World Health Organization. ISSN 0042-9686. 98(10). doi: 10.2471/BLT.20.263533. Fulltekst i vitenarkiv
• Kirkevold, Marit; Heggen, Kristin & Hellesø, Ragnhild (2020). Nødvendig med en frontlinjekommisjon. Fulltekst i vitenarkiv
• Hem, Marit Helene; Heggen, Kristin & Brinkmann, Svend (2017). Researcher vulnerability and reflexivity in qualitative research. Fulltekst i vitenarkiv
• Heggen, Kristin & Kirkevold, Marit (2017). Mastergrad i avansert klinisk sykepleie - "mastersyke" eller mestringskompetanse? I Mausethagen, Sølvi & Smeby, Jens-Christian (Red.), Kvalifisering til profesjonell yrkesutøvelse. Universitetsforlaget. ISSN 9788215026459. s. 59–69. Fulltekst i vitenarkiv
• Hem, Marit Helene; Heggen, Kristin & Brinkmann, Svend (2017). Researcher vulnerability and reflexivity in qualitative research. Fulltekst i vitenarkiv
• Groven, Karen Synne & Heggen, Kristin (2016). Developing ones own way of communication. Fulltekst i vitenarkiv
• Engebretsen, Eivind; Vøllestad, Nina Køpke; Wahl, Astrid Klopstad; Robinson, Hilde Stendal & Heggen, Kristin (2015). Opening the black box of clinical decision making: Interpretation is a central feature in evidence-based medicine. LSE Impact Blog. Fulltekst i vitenarkiv
• Svarverud, Rune; Simonsen, Hanne Gram; Eriksen, Erik Oddvar & Heggen, Kristin (2015). Bør ansette rektor, ikke velge. Dagens næringsliv. ISSN 0803-9372. Fulltekst i vitenarkiv
• Time, Jon Kåre; Støre, Jonas Gahr; Engebretsen, Eivind & Heggen, Kristin (2012). Ikke snakk om New Public Management. [Journal]. Morgenbladet. Fulltekst i vitenarkiv
• Engebretsen, Eivind & Heggen, Kristin (2012). Kjære Jonas Gahr Støre. Fulltekst i vitenarkiv
• Heggen, Kristin (2012). Sykepleie og utdanning i et fremtidsperspektiv. 10, s. 85–87. Fulltekst i vitenarkiv
• Solbrekke, Tone Dyrdal & Heggen, Kristin (2010). Ikke bare regnskapsplikt. 98(3), s. 82–84. Fulltekst i vitenarkiv
• Solbrække, Kari Nyheim & Heggen, Kristin (2009). Menn som minoritet. s. 4–4. Fulltekst i vitenarkiv
• Solbrække, Kari Nyheim & Heggen, Kristin (2009). Menn som minoritet. Fulltekst i vitenarkiv Vis sammendrag

  Menn i omsorgsarbeid. Hva hemmer menns deltakelse i faflært profesjonelt omsorgsarbeid? Er det behov for mer kunnskap og politisk handlekraft

• Jansen, Trine-Lise & Heggen, Kristin (2007). Den rene kroppen. s. 30–31. Fulltekst i vitenarkiv
• Carlsten, Tone Cecilie; Karseth, Berit; Heggen, Kristin & Larsen, Ingvild Marheim (2007). Praksisrettet FoU? En undersøkelse av høgskolesektorens forsknings- og utviklingsarbeid innen helse- og sosialfag. NIFU Nordisk institutt for studier av innovasjon, forskning og utdanning. ISSN 9788272185403. Fulltekst i vitenarkiv Vis sammendrag

  På oppdrag fra Helse- og omsorgsdepartementet har NIFU STEP utarbeidet denne rapporten om praksisrettet FoU i helse- og sosialfagene i høgskolesektoren. Rapporten belyser utvalgte relasjoner ved forsknings- og utviklingsarbeid sett i forhold til forskningsbasert undervisning og samhandling med ulike kliniske felt. Formålet er å dekke tematiske områder som har vokst fram med et felles lovverk for universiteter og høgskoler der det hittil har vært betydelig kunnskapsmangel. Ved å benytte både kvantitativ og kvalitativ metode har vi belyst sektorovergripende FoU-arbeid med et empirisk materiale.

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