Has “the ceiling” rendered the Readiness for Interprofessional Learning Scale (RIPLS) outdated?

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HiNT som flerkulturell arena

Denne forskingsrapporten har kulturelt mangfald i lærar - og helsefagutdanning som hovudtema. At studentane vi utdanner til arbeid i vårt moderne samfunn har tilstrekkeleg fleirkulturell kompetanse, er viktig både nasjonalt og internasjonalt. Kva slags kompetanse studentar og tilsette etterlyser, varierer mellom dei ulike utdanningar og fag. Når det gjeld tiltak som skal styrke arbeidet på dette området, er det difor behov for skreddarsaum – det vil seie at tiltak blir tilpassa ulike utdanningar og fag. HiNT har eit stort ansvar for å tilgodesjå studentane sitt behov for ein fleirkulturell kompetanse

Studentveiledning med refleksjon. Gruppebasert veiledning i sykepleiestudenters spesialisthelsetjenestepraksis. Evalueringsrapport

Tradisjonelt har sykepleierutdanningen i HiNT, Levanger benyttet individuell praksisveiledning for bachelorstudentene. Denne prosjektrapporten omhandler utprøving av et opplegg for gruppeveiledning med refleksjon som er utviklet og prøvd ut for sykepleiestudenter i spesialisthelsetjenestepraksis. Felles opplæring for praksisveiledere og lærere skaper grunnlag for likeverdig samarbeid om veiledningen. Strukturert veiledning for studentgrupper krever kunnskap om veiledningsmetoden og ferdigheter i veiledning. To veiledere synes hensiktsmessig, dette fordi veiledningen krever oppmerksomhet og konsentrasjon mot alle deltakere i gruppen, kommunikasjonsprosessen og veiledningens innhold og faser

HiNT som flerkulturell arena

Denne forskingsrapporten har kulturelt mangfald i lærar - og helsefagutdanning som hovudtema. At studentane vi utdanner til arbeid i vårt moderne samfunn har tilstrekkeleg fleirkulturell kompetanse, er viktig både nasjonalt og internasjonalt. Kva slags kompetanse studentar og tilsette etterlyser, varierer mellom dei ulike utdanningar og fag. Når det gjeld tiltak som skal styrke arbeidet på dette området, er det difor behov for skreddarsaum – det vil seie at tiltak blir tilpassa ulike utdanningar og fag. HiNT har eit stort ansvar for å tilgodesjå studentane sitt behov for ein fleirkulturell kompetanse

Studentveiledning med refleksjon. Gruppebasert veiledning i sykepleiestudenters spesialisthelsetjenestepraksis. Evalueringsrapport

Tradisjonelt har sykepleierutdanningen i HiNT, Levanger benyttet individuell praksisveiledning for bachelorstudentene. Denne prosjektrapporten omhandler utprøving av et opplegg for gruppeveiledning med refleksjon som er utviklet og prøvd ut for sykepleiestudenter i spesialisthelsetjenestepraksis. Felles opplæring for praksisveiledere og lærere skaper grunnlag for likeverdig samarbeid om veiledningen. Strukturert veiledning for studentgrupper krever kunnskap om veiledningsmetoden og ferdigheter i veiledning. To veiledere synes hensiktsmessig, dette fordi veiledningen krever oppmerksomhet og konsentrasjon mot alle deltakere i gruppen, kommunikasjonsprosessen og veiledningens innhold og faser

Cardiovascular autonomic function tests in an African population

Abstract Background Diabetes mellitus is becoming increasingly common in sub-Saharan Africa. Autonomic dysfunction contributes to morbidity and mortality in diabetic patients. Data on autonomic dysfunction in the African population is scarce, and no reference values for standardized autonomic function tests are available. The aim of this study was to establish cut off values for five easy-to-use cardiovascular autonomic function tests that may be suitable for resource-poor settings. Methods We recruited 276 healthy African individuals, 156 men and 120 women, aged > 20 years. Participants were tested for (1) resting heart rate (HR), (2) HR variation in response to deep breathing, (3) HR response to standing, and (4) postural changes in systolic and diastolic blood pressure (SBP and DBP). Respective cut-off values were calculated according to the 95th or 5th percentile. Results Taking an association of the autonomic test results with gender and age into consideration, we defined the following cut-off values: resting HR (bpm) ≥ 89 for men and ≥ 97 for women; HR (bpm) in response to deep breathing ≤ 13, ≤ 11, ≤ 9, ≤ 8, and ≤ 7 for age groups 20–29, 30–39, 40–49, 50–59, and 60+ years, respectively; HR (bpm) in response to standing ≤ 14 for 20–29 years, and ≤ 11 for 30+ years; postural decreases in SBP ≥ 17 mmHg for all age groups; and postural decreases in DBP (mmHg) ≥ 2 for men and ≥ 5 for women. Conclusion The test battery revealed cut-off values different from those measured in Caucasians. Further studies are recommended a) to assess whether these cut off values are generally applicable, and b) to establish population specific reference values for Africans.</p

Has “The Ceiling” Rendered the Readiness for Interprofessional Learning Scale (RIPLS) Outdated?

Purpose: The present study aimed to investigate the preliminary effects of collaborative learning and simulation on readiness to engage in and attitudes toward future interprofessional learning activities. We translated into Norwegian and validated the original Readiness for Interprofessional Learning Scale (RIPLS) (part 1) to measure the efficacy and feasibility of a structured collaborative learning activity (part 2). Materials and Methods: Undergraduate social and health care professional students from five Norwegian universities (n = 307) participated in the validation stage of this study (part 1). A Norwegian version of the RIPLS was developed using forward and backward translation. An expert panel discussed discrepancies between the translations and professional concepts. We planned to conduct a principal component analysis to evaluate the structure, reliability, and internal consistency of the Norwegian version of the RIPLS, after investigating the skewness, kurtosis, and range of items included. One hundred fifty students participated in collaborative learning activities; 72 (48%) of these individuals answered the translated RIPLS questionnaire. Results: We found a substantial ceiling effect in the majority of items in the RIPLS, making it difficult to use the instrument as a measure of change. We evaluated the efficacy and feasibility of the collaborative activities based on the changes in the single items that had sufficient univariate normality and ultimately confirmed positive changes in two of these items. Conclusion: Norwegian students appear ready for interprofessional learning; however, due to significant ceiling effects, the majority of items in the RIPLS no longer seem suitable for measuring and evaluating the effects of interprofessional learning (part 1). Single-item analysis revealed a potential effect of collaborative learning (part 2). A new questionnaire is needed where readiness is instead understood as self-efficacy in areas such as role awareness and interprofessional communication. Researchers should be aware that even previously validated questionnaires may lose their applicability over time and require revision. Demands for interprofessional learning and practice are continuously evolving, and evaluation methods should be adjusted accordingly

Rhynchospora malasica C. B. Clarke

原著和名: ミクリガヤ科名: カヤツリグサ科 = Cyperaceae採集地: 愛知県 豊橋市 葦毛湿原 (三河 豊橋市 芦毛湿原)採集日: 1986/8/3採集者: 萩庭丈壽整理番号: JH019814国立科学博物館整理番号: TNS-VS-96981

Additional file 4: of Early identification of sepsis in hospital inpatients by ward nurses increases 30-day survival

Baseline characteristics of patients admitted with the first incident of bloodstream infection. (DOCX 13 kb