Fabrication and characterization of vacuum deposited fluorescein thin films

Simple vacuum evaporation technique for deposition of dyes on various solid surfaces has been developed. The method is compatible with conventional solvent-free nanofabrication processing enabling fabrication of nanoscale optoelectronic devices. Thin films of fluorescein were deposited on glass, fluorine-tin-oxide (FTO) coated glass with and without atomically layer deposited (ALD) nanocrystalline 20 nm thick anatase TiO2 coating. Surface topology, absorption and emission spectra of the films depends on their thickness and the material of supporting substrate. On a smooth glass surface the dye initially formes islands before merging into a uniform layer after 5 to 10 monolayers. On FTO covered glass the absorption spectra are similar to fluorescein solution in ethanol. Absorption spectra on ALD-TiO2 is red shifted compared to the film deposited on bare FTO. The corresponding emission spectra at {\lambda} = 458 nm excitation show various thickness and substrate dependent features, while the emission of films deposited on TiO2 is quenched due to the effective electron transfer to the semiconductor conduction band.Comment: 24 pages including 5 figure

Health and social care educators' ethical competence

Background and purpose: Educators' ethical competence is of crucial importance for developing students' ethical thinking. Previous studies describe educators' ethical codes and principles. This article aims to widen the understanding of health- and social care educators' ethical competence in relation to core values and ethos. Methods: Data material was collected from nine educational units for healthcare and social service in Finland. In total 16 semi-structured focus group interviews with 48 participants were conducted. The interviews were analysed with a thematic analysis according to Braun and Clarke. Ethical considerations: The study is approved by the Declaration of Helsinki, the legislation regarding personal data and the General Data Protection Regulation. The study received ethical permission from the University of Jyvaskyla. Informed consent was obtained from all the educational units and participants in the study. Findings: The findings are presented based on three general patterns, an ethical basic motive, an ethical bearing and ethical actions. Subthemes are Humane view of students as unique individuals with individual learning, Bearing of tactfulness and firmness, Bearing of perceptiveness and accessibility, Bearing of satisfaction and joy over student learning, Valuing bearing towards each oneself and colleagues, Ability to interact and flexibility, Collegiality and a supportive work community and Educators as role models and inspirators. Conclusion: Educators' personal and professional ethos is crucial to student learning, personal growth and ethical reasoning. Therefore, it is important to further develop educators' training regarding ethical competence.</p

Sosiaali-, terveys- ja kuntoutusalan opettajien digitaalinen osaaminen

Tutkimuksen tarkoituksena oli kuvata sosiaali-, terveys- ja kuntoutusalan (soteku) opettajien (n=388) digitaalista osaamista osana TerOpe-hanketta. Aineisto kerättiin DigCompEdu CheckIn Self-reflection Tool -itsearviointityökaluun perustuvalla mittarilla, joka sisälsi 21 (strukturoitua) väittämää ja yhden avoimen kysymyksen. DigCompEdu-viitekehyksen kuutta osa-aluetta (ammatillinen sitoutuminen, digitaaliset resurssit, opettaminen ja oppiminen, arviointi, oppijoiden voimaannuttaminen ja oppijoiden digitaalisen osaamisen tukeminen) käytettiin sekä määrällisen aineiston keskiarvomuuttujien muodostamisessa että laadullisen aineiston deduktiivis-induktiivisen analyysin runkona. Opettajat olivat motivoituneita kehittämään digitaalista osaamistaan ja kokivat sen kehittämisen tarpeelliseksi. He laativat ja hallinnoivat digitaalista opetusmateriaalia ja käyttivät digitaalista teknologiaa säännöllisesti opetuksessa. Vähäiset resurssit, kuten riittämätön aika, tuki ja koulutus, vähensivät opettajien mahdollisuuksia kehittää digitaalista osaamistaan ja digitaalisen teknologian hyödyntämistä opetuksessa ja oppimisessa. Tuloksia voidaan hyödyntää soteku-alan opettajien jatko- ja täydennyskoulutuksen sekä terveystieteiden opettajakoulutuksen kehittämisessä. Opettajat tarvitsevat aikaa, tukea, koulutusta ja käyttäjäystävällisiä järjestelmiä digitaalisen teknologian hyödyntämiseen opetuksessa ja oppimisessa.</p

Surface Modification of Acetaminophen Particles by Atomic Layer Deposition

Organic solid pharmaceutical powders are used for the preparation of various drug dosage forms. Primary particles in powder form undergo several processing steps first in pharmaceutical formulations followed by pharmaceutical manufacturing to final dosage form of a drug. These unit operations involve both handling of powders in aqueous or solvent solutions and drying. There will be a probable rise for a demand for the different unit operations in the requirements of protecting the active pharmaceutical ingredient or challenges in powder handling. Besides pharmaceutical manufacturing, there are many biological interfaces where control of surface characteristics of pharmaceutical powders can improve the therapeutic response and bioavailability. In this work, we have modified acetaminophen particles with atomic layer deposition (ALD) by conformal nanometer scale coatings in a one-step coating process. According to the results, ALD comprising common chemistries for Al2O3, TiO2 and ZnO is shown to be a promising coating method for solid pharmaceutical powders. Acetaminophen does not undergo degradation during the ALD coating and maintains its stable polymorphic structure. The nanometer scale ALD coating can sustain the drug release. ALD oxide coated acetaminophen particles show different cytocompatibility assessed in in vitro intestinal Caco-2 cells.Peer reviewe

A Systematic Review and Metasyntesis of Qualitative Studies on the Competence of Health and rehabilitation Science Educators

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Competence areas of health science teachers – A systematic review of quantitative studies

BackgroundIn the face of rapid digitalisation and ever-higher educational requirements for healthcare professionals, it is important that health science teachers possess the relevant core competences. The education of health science teachers varies internationally and there is no consensus about the minimum qualifications and experience they require.ObjectiveThe aim of this systematic review was to describe the health science teachers' competences and the factors related to it.DesignSystematic review of original quantitative studies.Data sourcesFour databases were selected from which to retrieve original studies: Cinahl (Ebsco), PubMed, Medic, Eri (ProQuest).Review MethodsThe systematic review used PICOS inclusion criteria. Original peer-reviewed quantitative studies published between 1/2007 and 1/2018 were identified. Screening was conducted by two researchers separately reading the 1885 titles, 600 abstracts, and 63 full-texts that were identified, and then agreed between them. Critical appraisal was performed using the JBI MAStARI evaluation tool. The data was extracted and then analysed narratively.ResultsThe core competences of health science teachers include areas of knowledge, skills and attitudes. Health science teachers evaluate their own competence as high. Only in relation to entrepreneurship and leadership knowledge was evaluated to be average. The most common factors influencing competence were teachers' title/position, healthcare experience, research activities, age, academic degree and for which type of organisation they work.ConclusionIt is important to identify the core competencies required by health science teachers in order to train highly competent healthcare professionals. Based on the findings of this systematic review we suggest that teachers should be encouraged to gain university education and actively participate in research, and that younger teachers should have opportunities to practice the relevant teaching skills to build competence.<br /

Social, health care and rehabilitation educators' competence in professional education-Empirical testing of a model

The social and health care educator's role in educating future professionals need to be stronger emphasised and deserves international recognition. The purpose of this study was to develop and test an empirical model of social and health care educators' competence in higher and professional education. The presented research employed a cross-sectional study design. Data were collected using HeSoEduCo-instrument from 28 educational institutions in Finland. The model was empirically tested with confirmatory factor analysis through Structural Equation Modelling that applied the Full Imputation Maximum Likelihood estimator. A total of 422 social and health care educators participated in the study. The empirical model of social and health care educators including eight competence areas: leadership and management, collaboration and societal, evidence-based practice, subject and curriculum, mentoring students in professional competence development, student-centred pedagogy, digital collaborative learning, and cultural and linguistic diversity. All of the connections between concepts of the empirical model were found to be statistically significant. There were strong connections between most of the identified competence concepts; however, two weak connections were found, namely, the link between competence in evidence-based practice and competence in subject and curriculum, along with the link between competence in digital collaborative learning and competence in student-centred pedagogy. The presented empirical model can help stakeholders identify which areas of social and health care educators' curricula should be further developed. The model is also relevant for improving continuous education, allowing educators to assess their competence levels and evaluating educators' performance at the organisational level

Sosiaali-, terveys- ja kuntoutusalan opettajien osaaminen ja sen kehittäminen

Johdanto: Sosiaali-, terveys- ja kuntoutusalan (soteku) toimintaympäristö on jatkuvasti muuttuva ja kehittyvä. Jotta pätevien opettajien saatavuus turvataan myös tulevaisuudessa, tarvitaan jatkuvaa terveystieteiden opettajakoulutuksen uudistamista ja systemaattista sosiaali-, terveys- ja kuntoutusalan opettajien osaamisen kehittämistä.Tarkoitus: TerOpe-hankkeen tarkoituksena oli kehittää valtakunnalliset ja kansainvälisesti vertailukelpoiset soteku-opettajien osaamisvaatimukset, ja luoda osaamisen kehittämisen malli opettajien suunnitelmalliselle, uran aikaiselle osaamisen kehittymiselle. Lisäksi hankkeessa kehitettiin digipedagogiikan verkko-opintojakso ja digitaalinen osaamisverkosto alan opettajille, opettajankouluttajille ja opiskelijoille.Menetelmät: TerOpe-hanke oli kuuden yliopiston ja yhden ammatillisen opettajakorkeakoulun valtakunnallinen kärkihanke, jota rahoitti Opetus- ja kulttuuriministeriö vuosina 2017–2019. Hanke toteutettiin neljässä vaiheessa: 1) Opettajien osaamismallin ja osaamisvaatimusten kehittäminen; 2) Opettajien osaamisen kehittämismallin rakentaminen; 3) ”Digipedagogiikan perusteet sosiaali-, terveys- ja kuntoutusalan koulutuksessa 2 op” -verkko-opintojakson kehittäminen ja pilotointi; 4) Digitaalisen osaamisverkoston kehittäminen ja pilotointi.Tulokset: Hankkeessa kehitettiin näyttöön perustuvasti soteku-opettajien osaamismalli, osaamisvaatimukset, opettajien osaamisen kehittämisen malli, digipedagogiikan verkko-opintojakso sekä digitaalinen osaamisverkosto alan opettajille, opettajankouluttajille ja opiskelijoille. Lisäksi hankkeessa kehitettiin kolme itsearviointimittaria: Sosiaali-, terveys- ja sekä kuntoutusalan opettajan osaaminen (HeSoEduCo), Opettajan jatkuva ammatillinen kehittyminen (EduProDe) ja Opettajan digitaalinen osaaminen (DigCompEduF).Johtopäätökset: Soteku-opettajan osaamismallia ja osaamisvaatimuksia voidaan hyödyntää terveystieteiden opettajankoulutuksen opetussuunnitelmien uudistamisessa valtakunnallisesti, ja yhteisopetuksen ja ristiinopiskelun kehittämisessä terveystieteiden opettajankoulutuksessa. Opettajien osaamisen kehittämismallissa kuvataan monitasoinen lähestymistapa, jonka pohjalta opettajien osaamisen kehittäminen tapahtuu opettajankoulutuksessa, koulutuspoliittisessa päätöksenteossa, koulutusorganisaatioiden strategisella tasolla, opettajien osaamisen lähijohtamisessa sekä yksittäisten opettajien ja opettajatiimien osaamista kehittävässä toiminnassa.</p

Recommended reading list of early publications on atomic layer deposition-Outcome of the "Virtual Project on the History of ALD"

Atomic layer deposition (ALD), a gas-phase thin film deposition technique based on repeated, self-terminating gas-solid reactions, has become the method of choice in semiconductor manufacturing and many other technological areas for depositing thin conformal inorganic material layers for various applications. ALD has been discovered and developed independently, at least twice, under different names: atomic layer epitaxy (ALE) and molecular layering. ALE, dating back to 1974 in Finland, has been commonly known as the origin of ALD, while work done since the 1960s in the Soviet Union under the name "molecular layering" (and sometimes other names) has remained much less known. The virtual project on the history of ALD (VPHA) is a volunteer-based effort with open participation, set up to make the early days of ALD more transparent. In VPHA, started in July 2013, the target is to list, read and comment on all early ALD academic and patent literature up to 1986. VPHA has resulted in two essays and several presentations at international conferences. This paper, based on a poster presentation at the 16th International Conference on Atomic Layer Deposition in Dublin, Ireland, 2016, presents a recommended reading list of early ALD publications, created collectively by the VPHA participants through voting. The list contains 22 publications from Finland, Japan, Soviet Union, United Kingdom, and United States. Up to now, a balanced overview regarding the early history of ALD has been missing; the current list is an attempt to remedy this deficiency. (C) 2016 Author(s).Peer reviewe

An empirical model of social and healthcare educators' continuing professional development in Finland

The objective of this work was to develop and test an empirical model of social and healthcare educators' continuing professional development. A cross-sectional survey study design was adopted, and a total of 422 part-time and full-time social and healthcare educators from 28 universities of applied sciences and vocational schools in different regions of Finland participated. Data were collected from October to December in 2018. The participants taught in the fields of healthcare, social services, and rehabilitation. The questionnaire included the EduProDe scale and background questions. Confirmatory factor analysis and structural equation modelling were used to develop the model, and its quality was assessed by computing goodness of fit indexes. The main finding was that when educators understand the benefits of continuing professional development, they will recognise their developmental needs and proactively seek support from their superiors. The results obtained provide insight into the preconditions for professional development and offer guidance for the design of future shared development programmes or activities for social and healthcare educators.publishedVersionPeer reviewe