Nanna Lang

Competences

Research and development areas

I am an associate professor and PhD-qualified researcher with a background in psychology, working at the intersection of clinical health research and professional education. My research centres on dialogical communication in clinical practice, cancer and nutrition, and professional identity in health education. With more than 20 years of experience in the university college sector, I am grounded in qualitative, practice-based methodologies — including participatory and action research approaches.

Dialogical Communication in Clinical Practice

A defining thread across my research is person-centred, dialogical communication in encounters between citizens and health professionals. My PhD examined the communicative qualities of dietary counselling with cancer patients. This approach has since been further developed and is now embedded in the curriculum of the Nutrition and Health programme. It is also being tested in a clinical context through dietitian consultations with kidney patients (the EFFECT Diet study).

Cancer and Appetite

A substantial part of my current research focuses on cancer and appetite, in particular the psychological dimensions of appetite experiences, processes, and strategies. I am a member of the research group behind the externally funded CANAPES project (Cancer and Appetite Supporting Strategies), which explores this in collaboration with cancer patients and clinical practice.

Health, Quality of Life, and Everyday Life

I am also a researcher in NAMU (National Centre for Applied Research among Older Citizens Living with Multimorbidity), contributing to a research project on dignity and well-being among community-dwelling older adults with multimorbidity, a project that reflects my broader interest in quality of life and meaningfulness in the everyday lives of patients and citizens.

Professional Identity and Transition Pedagogy

I also conduct research on professional identity and transitions in professional education, and have contributed to developing the concept of transition pedagogy.

My research is primarily qualitative and practice-orientated, employing participatory and dialogic designs. Action research is a central methodological framework, and I recently co-edited and contributed to an anthology on ethics and action research in health professional contexts. I am part of several national and international action research networks.

Teaching

My teaching in health education and health psychology is closely aligned with my research interests, and I have contributed chapters to several introductory textbooks.