The aim was to explore the major concerns of specialist nurses pertaining to academic learning during their education and initial professional career. Specialist nursing education changed in tandem with the European educational reform in 2007. At the same time, greater demands were made on the healthcare services to provide evidence-based and safe patient-care. These changes have influenced specialist nursing programmes and consequently the profession. Grounded Theory guided the study. Data were collected by means of a questionnaire with open-ended questions distributed at the end of specialist nursing programmes in 2009 and 2010. Five universities were included. Further, individual, pair and group interviews were used to collect data from 12 specialist nurses, 5-14 months after graduation. A major concern for specialist nurses was that academic learning should be "meaningful" for their professional future. The specialist nurses' "meaningful academic learning process" was characterised by an ambivalence of partly believing in and partly being hesitant about the significance of academic learning and partly receiving but also lacking support. Specialist nurses were influenced by factors in two areas: curriculum and healthcare context. They felt that the outcome of contribution to professional confidence was critical in making academic learning meaningful.
The study aimed to assess the effects of diabetes-related risk factors, especially severe hypoglycaemia,on the academic skills of children with early-onset type 1 diabetes mellitus (T1DM).
The study comprised 63 children with T1DM (31 females, 32 males; mean age 9 y 11 mo,SD 4 mo) and 92 comparison children without diabetes (40 females, 52 males;mean age 9 y 9 mo,SD 3 mo). Children were included if T1DM had been diagnosed before the age of 5 years and if they were aged between 9 and 10 years at the time of study. Children were not included if their native language was not Finnish and if they had a diagnosed neurological disorder that affected their cognitive development. Among the T1DM group, 37 had and 26 had not experienced severe hypoglycaemia and 26 had avoided severe hypoglycaemia. Severe hypoglycaemia, diabetic ketoacidosis(DKA), and glycaemic control were used as T1DM-related factors. Task performance in reading, spelling, and mathematics was compared among the three groups, and the effects of the T1DM-related factors were analysed with general linear models.
The groups with (p
Comment In: Dev Med Child Neurol. 2012 May;54(5):393-422590722
The effects of return migration on emotional well-being were studied in those school-aged children and adolescents who had returned to northern Finland from Sweden during 1984 and 1985. Each of the 320 returning children and adolescents was assigned a control from the same class at school, matched for age and sex, who had not emigrated. According to a parent questionnaire, the returning boys were irritable more often than the control boys, and they also scored higher on the self-report scale "Children's Depression Inventory." In the teachers' evaluations (Rutter B2 Scale), the returning boys had psychiatric disorders more often than their controls. For both returning boys and girls, overall scholastic achievement was poorer than in the controls, but performance in foreign languages (mainly English) was better. If the father was absent from the family, this was reflected in the scholastic achievement and emotional well-being of both the returnees and the control subjects. How well the children coped with their return to Finland was also affected by what the language of instruction had been in Sweden, whether there had been a language change upon returning to Finland and how much mental preparation there had been for moving.
This is an intervention-study discussing the long-term effects of a 3-day "Train the trainers course" (TTC). In the intervention (I) group 98.4% of doctors participated in a TTC, both specialists and trainees. Knowledge about teaching skills increased in the I group by 25% after the TTC; a result which was sustained at six months. Teaching behaviour was significantly changed as the use of feedback and supervision had increased from a score of 4 to 6 (max. score = 9).
A 3-day residential TTC has a significant impact on knowledge gain concerning teaching skills, teaching behaviour and clinical learning culture after six months.
Icelandic and Norwegian past tense morphology contain strong patterns of inflection and two weak patterns of inflection. We report the results of an elicitation task that tests Icelandic and Norwegian children's knowledge of the past tense forms of a representative sample of verbs. This cross-sectional study of four-, six- and eight-year-old Icelandic (n = 92) and Norwegian (n = 96) children systematically manipulates verb characteristics such as type frequency, token frequency and phonological coherence--factors that are generally considered to have an important impact on the acquisition of inflectional morphology in other languages. Our findings confirm that these factors play an important role in the acquisition of Icelandic and Norwegian. In addition, the results indicate that the predominant source of errors in children shifts during the later stages of development from one weak verb class to the other. We conclude that these findings are consistent with the view that exemplar-based learning, whereby patterns of categorization and generalization are driven by similarity to known forms, appropriately characterizes the acquisition of inflectional systems by Icelandic and Norwegian children.
This paper presents a longitudinal study on the acquisition of first, second, and third person pronouns in twelve French-speaking and twelve English-speaking children. Comprehension and production data were collected every two months, beginning when the subjects were aged 1;6 and ending once pronouns were fully acquired. Three hypotheses concerning the rules children develop in learning pronouns were tested: (1) the person-role hypothesis (Charney, 1980), (2) the speech-role hypothesis (Clark, 1978), and (3) the name hypothesis (Clark, 1978). An analysis of children's pronominal confusion when they were addressed listeners as well as when they were non-addressed listeners was performed. The results indicated that the mastery of pronouns did not follow the developmental sequence predicted by the speech-role hypothesis; they provided evidence for the person-role hypothesis only when children were speakers, and partially supported the name hypothesis. The data also suggested that pronominal confusion is not a rare phenomenon among children tested in a non-addressee context. Finally, effects of child gender and native language were observed. Possible interpretations of the data discussed.
Clinical learning takes place in complex socio-cultural environments that are workplaces for the staff and learning places for the students. In the clinical context, the students learn by active participation and in interaction with the rest of the community at the workplace. Clinical learning occurs outside the university, therefore is it important for both the university and the student that the student is given opportunities to evaluate the clinical placements with an instrument that allows evaluation from many perspectives. The instrument Clinical Learning Environment and Supervision (CLES) was originally developed for evaluation of nursing students' clinical learning environment. The aim of this study was to adapt and validate the CLES instrument to measure medical students' perceptions of their learning environment in primary health care.
In the adaptation process the face validity was tested by an expert panel of primary care physicians, who were also active clinical supervisors. The adapted CLES instrument with 25 items and six background questions was sent electronically to 1,256 medical students from one university. Answers from 394 students were eligible for inclusion. Exploratory factor analysis based on principal component methods followed by oblique rotation was used to confirm the adequate number of factors in the data. Construct validity was assessed by factor analysis. Confirmatory factor analysis was used to confirm the dimensions of CLES instrument.
The construct validity showed a clearly indicated four-factor model. The cumulative variance explanation was 0.65, and the overall Cronbach's alpha was 0.95. All items loaded similarly with the dimensions in the non-adapted CLES except for one item that loaded to another dimension. The CLES instrument in its adapted form had high construct validity and high reliability and internal consistency.
CLES, in its adapted form, appears to be a valid instrument to evaluate medical students' perceptions of their clinical learning environment in primary health care.
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Although often used in health care settings as a method for continuous quality improvement, experience with the breakthrough collaborative in nonclinical health care settings is limited. In this article, we report pilot data from a social services collaborative conducted in 2007 to 2009 in Sweden, with special attention given to features of the implementation context that appeared to facilitate or hinder its success.
We used a case study approach to describe the processes used in the pilot project as well as to characterize the context. Our analysis was guided by a framework consisting of earlier identified factors for success including "motivate and empower the teams" and "ensure teams have measurable and achievable targets."
We observed several context-specific factors. These included measuring challenges connected to large cooperating teams. Specifically, teams representing different organizations needed more time to carry out a breakthrough collaborative than those in clinical health care settings. As in breakthrough collaboratives conducted in health care settings, early measurement efforts enabled a clearer sense of direction, which may have served to reinforce motivation among team members. This study highlights features that may have universal importance in influencing the success of breakthrough collaboratives to improve the quality of social services.