The eXpectations of Parents regarding Anesthesiology Study (XPAS) from a parental perspective:a two-phase observational cross-sectional cohort study

Background: Uncertainty concerning anesthetic procedures and risks in children requiring anesthesia may cause concerns in parents and caregivers. Aims: To explore parental expectations and experiences regarding their child's anesthesia using questionnaires designed with parental input. Methods: This observational cross-sectional cohort study included parents (including caregivers) of children undergoing anesthesia in a tertiary pediatric referral university hospital. The study consisted of two phases. In Phase 1, we developed three questionnaires with parental involvement through a focus group discussion and individual interviews. The questionnaires focused on parental satisfaction, knowledge, concerns, and need for preparation regarding their child's anesthesia. In Phase 2, independent samples of parents completed the questionnaires at three time points: before the preanesthesia assessment (T1), 2 days after the preanesthesia assessment (T2), and 4 days after the anesthetic procedure (T3). Results: In Phase 1, 22 parents were involved in the development of the questionnaires. The three questionnaires contained 43 questions in total, of which 10 had been proposed by parents. In Phase 2, 78% (474 out of 934) parents participated at T1, 36% (610 out of 1705), at T2 and 34% (546 out of 1622) at T3. Parental satisfaction scores were rated on a visual analogue scale for the preanesthesia assessment with a median of 87/100, and with a median of 90/100 for the anesthetic procedure (0: not satisfied and 100: satisfied). Parental concerns were rated with a median of 50/100 (0: no concerns and 100: extremely concerned). Parental answers from the questionnaire at T2 revealed significant knowledge deficits, with only 73% reporting that the anesthesiologist was a physician. Parents preferred to receive more information about the procedure, especially regarding the intended effects and side effects of anesthesia. Conclusions: Overall, parental satisfaction scores regarding the pediatric anesthesiology procedure were high, with a minority expressing concerns. Parents indicated a preference for their child's anesthesiologist to visit them both before and after the anesthetic procedure. Parental expectations regarding anesthesia did not completely correspond with the information provided; more information from the clinician about the intended effects and side effects of anesthesia was desired.</p

Krachtige leeromgevingen in het beroepsonderwijs: Variaties en effecten

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Does competence-based education work?: the relationship between different competence-based learning environments, students' learning conceptions, and learning outcomes [poster]

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Leren door grensinteractie tussen verpleegkundigen en technici

Leden van verschillende beroepsgroepen ervaren vaak grenzen: verschillen die worden opgevat als problematisch. Aan de hand van een praktijkvoorbeeld wordt getoond dat dergelijke grenzen ook leerpotentieel bieden. Er wordt beschreven hoe verpleegkundigen en technici samenwerken aan innovaties in de zorg en hoe zij de verschillen tussen de twee beroepsgroepen ervaren. Er wordt gekeken vanuit het perspectief van boundary crossing en de vier leermechanismen identificatie, coördinatie, reflectie en transformatie naar de communicatie en samenwerking tussen leden van deze twee beroepsgroepen

Integrating knowledge, skills and attitudes: conceptualizing learning processes towards vocational competence

Learning processes towards the integration of knowledge, skills and attitudes are currently still a mystery. In this article, three integration processes are developed: low-road integration, high-road integration and transformative integration. It also lays a basis for further empirical research by offering hypotheses regarding these different processes

Know Your Onions : An Exploration of How Students Develop Vocational Knowledge During Professional Performance

How students develop vocational knowledge is a rather under-researched topic in the context of vocational education and training. Vocational knowledge is perceived as the kind of knowledge required to perform in occupational practice. From an activity-theoretical approach to learning, supplemented with ideas borrowed from inferentialism, this article explores how students develop vocational knowledge in terms of a cognitive activity of contextualising. A qualitative in-depth study is presented, which explores students’ cognitive processes during professional performance. Hospitality students and culinary students were interviewed and asked to articulate the process of contextualising during their work in a sandwich bar. A detailed description of the characteristics of contextualising is presented, and the process is illustrated with examples from the data

Know Your Onions : An Exploration of How Students Develop Vocational Knowledge During Professional Performance

How students develop vocational knowledge is a rather under-researched topic in the context of vocational education and training. Vocational knowledge is perceived as the kind of knowledge required to perform in occupational practice. From an activity-theoretical approach to learning, supplemented with ideas borrowed from inferentialism, this article explores how students develop vocational knowledge in terms of a cognitive activity of contextualising. A qualitative in-depth study is presented, which explores students’ cognitive processes during professional performance. Hospitality students and culinary students were interviewed and asked to articulate the process of contextualising during their work in a sandwich bar. A detailed description of the characteristics of contextualising is presented, and the process is illustrated with examples from the data