Elin Opheim

• Bjørge, Heidi; Baklien, Børge; Opheim, Elin; Kvaal, Kari & Skulberg, Knut Ragnvald (2024). Loneliness, social provision and health among older men and women with chronic physical diseases – a mixed methods study. Cogent Public Health. VOL. 11( 2322828). Show summary

  Purpose The purpose of this study was to explore loneliness, social provision and perceived health from a gender perspective among older persons with chronic diseases. Methods A mixed-methods approach was chosen to enable a deeper insight into the participants’ experience of loneliness. Perceived social support was assessed by the Social Provisions Scale and self-rated health was reported by 42 older participants with chronic diseases. An interview was conducted with 27 participants who reported feeling lonely. Findings Analysis revealed no gender differences in the survey of social provision, but the correlation between social provision and self-rated health was much stronger in women than compared to men. In their statements, the female participants expressed missing emotional support, someone to talk to and relationships with their family. The male participants longed for contact and wanted help to get out of the house. Conclusions The participants need for relief strategies against loneliness seems to be closely linked to their previous traditional gender roles. The results indicate that society could improve the health of older women and men by promoting safe social contacts, preferably in smaller interest groups, as well as facilitating social contact in society, e.g. social meeting places.

• Steffenak, Anne Kjersti Myhrene; Anderzén-Carlsson, Agneta; Opheim, Elin & Sandsdalen, Tuva (2021). Community-based support for children who are next-of-kin for a parent experiencing illness or disability – a scoping review. BMC Health Services Research. ISSN 1472-6963. 21(1). doi: 10.1186/s12913-021-07270-x. Full text in Research Archive Show summary

  Introduction Children who are next-of-kin, for a parent who experience illness or disability, need support. In Norway, guidelines, routines and structured approaches in the community health services are lacking regarding involving children in the care of a parent and for services when supporting children as next-of-kin. Additionally, no existing international review has focused on support from community health and social services for children who are next-of-kin to a parent regardless of the specific illness or disability. Aims This scoping review examined the current knowledge regarding the types of community health and social services support to children 0 to 17 years old living with a parent experiencing illness or disability. The review also identified children’s support preferences and needs. Methods The scoping review involved five stages; identifying research question; identifying relevant articles; selecting articles; charting the data and finally, collating, summarizing and reporting the results. Results Articles which included community health and social services interventions and children’s preferences or needs for support were included. The foci of interventions included preventive education, peer support, psychosocial support, and interventions focusing on family communication and recovery planning. Articles focusing on children’s preferences or need for support described their wish to be recognized as a next-of-kin, having someone to talk to and professional and peer support. Conclusion The review highlighted the importance of children receiving support according to their preferences. It is important to elicit children’s voices, to ensure community health and social services are developed for and tailored to this population.

• Opheim, Elin; Andersen, Per Normann; Jakobsen, Marianne; Aasen, Bjørn & Kvaal, Kari (2019). Poor quality in systematic reviews on PTSD and EMDR – an examination of search methodology and reporting. Frontiers in Psychology. ISSN 1664-1078. 10(JULY). doi: 10.3389/fpsyg.2019.01558. Full text in Research Archive Show summary

  Background: Different user groups regard systematic reviews as reliable and valuable sources for answering research questions. For systematic reviews to fulfill their purpose, methodological quality in all stages are of importance. The studies identified in a systematic search form the basis of the review, thus the search process methodology is important for both performing and reporting the search. The purpose of the present study was to evaluate the quality of non-Cochrane systematic reviews by analyzing how they perform and report the search. The focus of this article is eye movement desensitization and reprocessing (EMDR), a trauma-focused therapy commonly used for post-traumatic stress disorder (PTSD). Methods and results: We examined the method chapters of 20 systematic reviews on the subject, and rated their searches and reporting using relevant elements from the Cochrane Handbook and PRISMA. We found inadequacies in the methods employed for searching and reporting the search strategy, which could have been avoided by greater adherence to guiding documents for performing systematic reviews. Conclusions: Our findings raise important questions for future debate on the risk of omitting studies, thus impairing the conclusions in a systematic review. For clinical purposes, researchers should investigate if, and how, the search strategy in a systematic review affects the body of knowledge and the results.

• Moen, Øyfrid Larsen; Opheim, Elin & Trollvik, Anne (2019). Parents experiences raising a child with food allergy; A qualitative review. Journal of Pediatric Nursing : Nursing Care of Children and Families. ISSN 0882-5963. 46, p. e52–e63. doi: 10.1016/j.pedn.2019.02.036. Full text in Research Archive Show summary

  Problem:Food allergies are one of the fastest growing public health concerns without a cure, affecting approxi-mately 8% of the world's child population. Being the parent of a child with allergies may lead to concerns, and af-fect everyday life in the family. The aim was to synthesize and describe parents' experiences of living with foodallergies in families when one of the children has a food allergy.Eligibility criteria:A systematic search using subject terms and text words was performed in Cinahl (Ebsco),Swemed+, Medline (OVID) and Scopus in October 2017. The search was limited to parents with children and ad-olescents, for the years from 2006 to October 2017.Sample:One hundred and forty articles were screened and 24 were included.Results:A meta-summery of the results from the included studies were conducted. The parents lived in fear, aftertheir child had theirfirst reaction and had become allergic, a life threatening experience. They tried to live an or-dinary family life and parents had to learn how to be one-step ahead and understand early signs. The family's so-cial life was also influenced. Parents asked for support and information from health professionals and moreknowledge and skills increased parents' manageability.Conclusion:Parents need support and a seamless encounter with health professionals, with multidisciplinary col-laboration and knowledge sharing to develop the parents' self-efficacy.Implications:Health professionals must provide information and support parents on their path through thehealth-care system in having a child with a food allergy.

• Austvoll-Dahlgren, Astrid; Danielsen, Stein Ove; Opheim, Elin; Bjørndal, Arild; Reinar, Liv Merete & Flottorp, Signe [Show all 8 contributors for this article] (2013). Development of a complex intervention to improve health literacy skills. Health Information and Libraries Journal. ISSN 1471-1834. 30(4), p. 278–293. doi: 10.1111/hir.12037. Full text in Research Archive

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• Opheim, Elin (2024). Didactic relationship model: Framework for planning.
• Opheim, Elin & Khosrowjerdi, Mahmood (2023). DigComp framework in practice: Global North meets Global South​ . Show summary

  The ability to use digital technologies confidently, responsibly, and critically for work, learning, and participation in society is known as digital competences. This skill set combines knowledge, attitudes, and skills that enable individuals to effectively use digital tools in various aspects of life. Our project, NIAGARA (co-funded by EU), aims to utilize the partnership between universities in Zambia, Tanzania, Poland, and Norway to enhance information services support in higher education institutions by developing libraries’ ICT infrastructure and librarians’ digital competencies. The European Digital Competence Framework for Citizens, DigComp, lays out five digital competencies needed for individuals to effectively use technology. DigComp is a widely acknowledged tool used to evaluate and certify digital competence and has been adopted for teacher training and professional development initiatives both within Europe and outside. As part of a two-week workshop of NIAGARA, the applicability of DigComp framework to map the digital competencies of library and information science professionals and library services was examined. On the application level, DigComp seems to be less applicable for those societies facing higher socio-economic issues. The DigComp presupposes that all people have similar access to personal computers, internet connection, and basic ICT skills, and that they could benefit from this framework to further develop their digital competencies. However, the conceptions of competencies, digital, access, and ICT skills are very contextual. To have a more inclusive framework, DigComp must step back and look at the digital competencies via a sociocultural perspective.

• Opheim, Elin; Kanyengo, Christine W. & Khosrowjerdi, Mahmood (2023). Navigating the digital landscape: Preliminary results. Show summary

  The oral presentation will provide a brief overview of the project NIAGARA, and present some preliminary results from the project. Background In order to produce quality graduates, increase the level of research outputs, and contribute to social-economic development in higher education systems, the students, faculty and staff need to have access to an adequate digital infrastructure and to acquire the digital competencies needed to advance their learning, teaching and research objectives. This is where academic libraries and librarians come to play. Digital technologies positively impact library users’ information discovery and retrieval, and it is librarians who facilitate access to these technologies as well as provide the instruction and guidance required for using them effectively. However, in order to facilitate the use of digital technologies for their users, the librarians must first be equipped with the digital competencies needed for enhancing the discovery of library content and supporting online learning. Despite the importance of new technologies for providing library services, most academic libraries in African countries, and particularly in Tanzania and Zambia, have very low investments in digital infrastructure. Consequently, library employees are unable to develop their digital competencies. This lack of infrastructure limits the libraries’ ability to support core functions of teaching, learning and research, and the lack of skills amongst library staff prevents them from being able to navigate and utilize online spaces effectively. Librarians must have the competencies to effectively manage and use learning management systems, academic databases, digital teaching platforms, institutional repositories and communication technologies. This has become more apparent during the COVID-19 pandemic, where most teaching and learning activities have moved to online spaces. Of particular concern, library professionals in Tanzania and Zambia have especially fallen behind in terms of digital competencies. This has resulted in poor library and information service provision that affects their ability to support education and research in the digital environment. To target the noted issues mentioned above, the project NIAGARA with partners from university libraries in Zambia, Tanzania, Poland and Norway, received Erasmus+ funding in 2022. The specific objectives of the project are as follows: -To strengthen the digital infrastructure in partner university libraries in Tanzania and Zambia that will benefit all students and staff and ensure inclusive and equal access to library and information services -To examine current digital competencies needed for efficient provision of library and information services -To develop and implement short-term courses based on gap analyses Work package 2 on digital competency assessment will, among other things, conduct a survey on digital competence and data management skills to measure librarians and LIS students’ ability to use digital technologies to find, create, use, share, and evaluate information and data in the form of text, images and other formats. Summary The preliminary results from the NIAGARA project (specially the Work Package 2 which is focused on surveying digital competencies of librarians, LIS students, etc.) will provide fruitful insights on the status of digital competency skills in target groups and provide a better understanding of the required actions.

• Opheim, Elin (2023). NIAGARA-prosjektet: Digital bibliotekkompetanse i Tanzania, Zambia, Polen og Norge. Bok og bibliotek. p. 78–80.
• Johnston, Jamie; Khosrowjerdi, Mahmood; Bøyum, Idunn; Opheim, Elin; Cisek, Sabina & Deja, Marek [Show all 19 contributors for this article] (2023). Navigating the digital landscape: Universities partnering for change (NIAGARA).
• Opheim, Elin (2021). Hva er et litteratursøk?: Når bør det være systematisk? Hva gjør bibliotekaren og hva gjør brukeren vår?
• Opheim, Elin; Fylking, Asta Cecilia Black; Kvaal, Kari & Pedersen, Monica Stolt (2021). «Ansatte i kommuner og sykehus står i fare for å mangle tilgang til sentrale kunnskapsressurser». Hamar arbeiderblad.
• Gundersen, Malene Wøhlk; Opheim, Elin & Ødegaard, Marte (2021). BISON – et sted å høre til. Show summary

  BISON – et sted å høre til For bibliotekarer som på varierende vis er involvert i systematiske oversikter er BISON stedet å være med over 130 medlemmer på tvers av fag, geografi, institusjoner og erfaring. Og bedre skal det bli! Gjennom deltakelse i vår interaktive BISON-bingo bidrar du i vårt felles, faglige nettverk og kan påvirke hvilke kurs og seminarer som arrangeres, utveksle erfaringer og få med deg gullkorn fra «The Best of BISON».

• Opheim, Elin; Fylking, Asta Cecilia Black & Kvaal, Kari (2020). Likeverdig behandling krever likeverdig tilgang. Dagens medisin. ISSN 1501-4290.
• Opheim, Elin; Andersen, Per Normann; Jakobsen, Marianne; Aasen, Bjørn & Kvaal, Kari (2019). Poor quality in systematic reviews on PTSD and EMDR: Examination of search methodology and reporting.
• Gundersen, Malene Wøhlk & Opheim, Elin (2018). Engasjerte bibliotekarer søker likesinnede til faglig deling av godt og vondt.
• Opheim, Elin & Gundersen, Malene Wøhlk (2018). Deling av litteratursøk og andre ressurser knyttet til bibliotekarens arbeid med systematiske oversikter.
• Opheim, Elin; Jakobsen, Marianne; Aasen, Bjørn Aksel & Kvaal, Kari (2017). EMDR (Eye Movement Desensitization and Reprocessing)- systematisering av forskningsbaserte resultater.
• Opheim, Elin & Flottorp, Signe (2017). Another way of thinking: a qualitative evaluation of the usefulness of 4-hour training in evidence-based practice and critical appraisal for user representatives.
• Opheim, Elin & Hagen, Karianne (2017). Basiskurs i akademisk skriving: nytt kurstilbud for studentene. In Calogiuri, Giovanna; Skille, Eivind & Knudsen, Per Egil (Ed.), Institutt for Tannpleie og Folkehelse - Årbok 2016-2017. Høgskolen i Hedmark.
• Opheim, Elin; Hunskår, Irene & Søvik, Margrethe Bakstad (2017). Bibliotek, kunnskapsbasert praksis og informasjonsressurser i kommunehelsetjenesten: «Vi må finne rollen vår». Bob : Bok og bibliotek. ISSN 0006-5811. 83(2), p. 68–70. Full text in Research Archive
• Opheim, Elin & Søvik, Margrethe Bakstad (2016). Samhandlingsreformen – er bibliotekene en missing link? Bob : Bok og bibliotek. ISSN 0006-5811. p. 66–67.
• Opheim, Elin (2013). Helseinfo via folkebibliotek: utfordringer med å veilede i digitale ressurser.
• Opheim, Elin & Flottorp, Signe (2013). User involvement in health care at an organisational Level: how useful is training in evidence-based practice for user representatives?
• Opheim, Elin (2013). Mange anekdoter skaper ikke data: et kritisk blikk på helsejournalistikken. Bibliotekforum. ISSN 0806-4725. 38(7), p. 10–11.
• Opheim, Elin & Aam, Karianne Albrigtsen (2013). Biblioteket: en arena for helseinformasjon. Skriftserien Bibliotheca Nova. ISSN 1894-1427. p. 16–23.
• Opheim, Elin (2012). Folkebibliotek og helseinformasjon - en selvfølge? Bibliotekforum. ISSN 0806-4725. 37(5), p. 16–17.
• Opheim, Elin (2012). Helseinformasjon via folkebibliotek: et norsk forprosjekt. Bibliotekforum. ISSN 0806-4725. 37(5), p. 10–10.
• Johnston, Jamie; Opheim, Elin & Cisek, Sabina (2024). Report NIAGARA-Project Librarian Exchange 30.05.2024 – 08.06.2024. Navigating the digital landscape: universities partnering for change Norwegian-Polish-Tanzanian-Zambian consortium - Erasmus+ grant 2023-2025.
• Johnston, Jamie; Opheim, Elin & Cisek, Sabina (2024). Report NIAGARA-Project Seminar 27.05.2024 – 05.29.2024. Navigating the digital landscape: universities partnering for change Norwegian-Polish-Tanzanian-Zambian consortium - Erasmus+ grant 2023-2025.
• Johnston, Jamie; Opheim, Elin; Cisek, Sabina; Kanyengo, Christine W.; Kwalombota Mubita, Greg & Malekani, Andrew W. [Show all 8 contributors for this article] (2023). Workshop Report NIAGARA-Project 07.03.2023 – 17.03.2023. Navigating the digital landscape: universities partnering for change Norwegian-Polish-Tanzanian-Zambian consortium - Erasmus+ grant 2023-2025.
• Opheim, Elin (2012). Helseinformasjon via folkebibliotek: rapport fra forprosjekt. Stange bibliotek.
• Opheim, Elin & Flottorp, Signe (2011). User involvement in health care at an organisational level: a qualitative study of the usefulness of training in evidence-based practice for user representatives. Høgskulen på Vestlandet. Show summary

  Health care services should be based on the best available evidence, and emphasise the active role of users. There is little research on user involvement at the population level. Norwegian health authorities have highlighted the need for better knowledge related to how users are involved in health care decisions, the degree to which they are involved, the outcomes of user involvement, and how user input can be heard more clearly. This paper gives a theoretical introduction to user involvement, the role as a user representative, and different frameworks for user involvement. Evidence-based practice is a standard approach for the development and delivery of health care services. Courses targeting health personnel have been widely available, but few courses target user representatives. The aim of this study was to explore how user representatives evaluate the usefulness of a 4-hour course in evidence-based practice and critical appraisal. Two courses were held. The course was evaluated using focus group interviews and data was analysed according to the framework interpretive description. The 4-hour course consisted of three parts: 1. introduction to evidence-based practice 2. how to access reliable health information 3. how to critically appraise health information using the DISCERN-instrument Parts two and three developed from the web-portal ‘Sunn skepsis’ (Healthy scepticism). Evidence-based practice was considered a tool that provided user representatives with useful attitudes and skills. Participants gave rich descriptions of settings and tasks related to their role, where these outcomes were important. The study sheds light on the need for and importance of user representative competence. There is a need for further studies evaluating different course concepts, including courses for both health personnel and user representatives together. Frameworks and evaluation tools from evidencebased practice, public involvement, and health literacy might be usefully combined.

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