Reducing the environmental impact of surgery on a global scale: systematic review and co-prioritization with healthcare workers in 132 countries

Abstract Background Healthcare cannot achieve net-zero carbon without addressing operating theatres. The aim of this study was to prioritize feasible interventions to reduce the environmental impact of operating theatres. Methods This study adopted a four-phase Delphi consensus co-prioritization methodology. In phase 1, a systematic review of published interventions and global consultation of perioperative healthcare professionals were used to longlist interventions. In phase 2, iterative thematic analysis consolidated comparable interventions into a shortlist. In phase 3, the shortlist was co-prioritized based on patient and clinician views on acceptability, feasibility, and safety. In phase 4, ranked lists of interventions were presented by their relevance to high-income countries and low–middle-income countries. Results In phase 1, 43 interventions were identified, which had low uptake in practice according to 3042 professionals globally. In phase 2, a shortlist of 15 intervention domains was generated. In phase 3, interventions were deemed acceptable for more than 90 per cent of patients except for reducing general anaesthesia (84 per cent) and re-sterilization of ‘single-use’ consumables (86 per cent). In phase 4, the top three shortlisted interventions for high-income countries were: introducing recycling; reducing use of anaesthetic gases; and appropriate clinical waste processing. In phase 4, the top three shortlisted interventions for low–middle-income countries were: introducing reusable surgical devices; reducing use of consumables; and reducing the use of general anaesthesia. Conclusion This is a step toward environmentally sustainable operating environments with actionable interventions applicable to both high– and low–middle–income countries

Ironie in de filosofie van opvoeding en onderwijs

Many philosophers of education emphasise the impossibility to really 'solve' philosophical - and with that, educational - problems these days. Philosophers have been trying to give philosophy a new, constructive turn in the face of this insolvability. This article focuses on efforts that are referred to as 'ironic'. Two different interpretations of irony, formulated by Bransen and Rorty, are taken as a starting point. After discussing some problematic aspects of these interpretations an alternative approach is developed, in which irony refers to the continuous oscillation between an assertion and its presuppositional context. The benefits of all three ironic approaches are illustrated with examples that are extracted from educational policy development. Though ironic approaches do not offer any final solutions, they do have the potential to generate new problems, and make taken-for-granted principles accessible for discussion

De kracht van sport in de wijk voor: Kwetsbare jongeren

Volg

Postmodernisme en pedagogiek

Postmodernisme en pedagogie

Grey Wisdom? : Philosophical Reflections on Conformity and Opposition between Generations

Should 'new' generations act in conformity with, or in opposition to 'older' generations? This can be regarded as a central question in the philosophical study of education. This question has practical implications. Should it be our main concern to initiate children into our traditions, or should we foster what is new and unique in every child? But it also has a meta-theoretical side to it. Obviously, scholars stand on the shoulders of their predecessors. But should they aim at carrying on an academic school of thought, or should they try to initiate a new one? This book, which includes contributions by authors from several countries, covers a range of topics that extends across different aspects of the central question. Because most contributions are accompanied by a critical response from a scholar belonging to a 'different academic generation', the problem of the relation between generations is also reflected in the design of the book

Wijkteams jeugd en gezin: hoe teams werken, leren en ontwikkelen integreren in de dagelijkse praktijk

Wat is de staat (positie en stand van zaken) van de pedagogiek in relatie tot de ontwikkelingen in de samenleving? Is de pedagogiek meer en meer van de staat (wet- en regelgeving) of kan de pedagoog de staat juist ontwikkelen door de bijdragen aan de opvoeding van de burgers van nu en de toekomst? Hoofdstuk in het boek 'De staat van de pedagogiek. Analytisch, opbrengstgericht en visionair' (redactie: Loes Houweling, Willemieke de Jong, Hans de Deckere en Hester Viëtor)

Bejegening jongeren 16-23 jaar door professionals - Handboek uitvoerders leermodule

Het handboek is bedoeld voor de uitvoerder(s) van de leermodule Bejegening jongeren 16-23 jaar door jeugdprofessionals. Deze module heeft als doel de kwaliteit van het aangaan en onderhouden van contact te verbeteren en/of onderhouden met jongeren en jongvolwassenen die gebruik maken van professionele hulp en ondersteuning. De leermodule is ontworpen voor zelfstandig gebruik in professionele organisaties. Dit document bevat uitgebreide instructies en handvatten voor het uitvoeren van de leermodule

Bejegening jongeren 16-23 jaar door jeugdprofessionals - Leerbijeenkomst: Onderdeel van leermodule Bejegening jongeren 16-23 jaar door professionals

De Leerbijeenkomst is onderdeel van de leermodule Bejegening jongeren 16-23 jaar door professionals. De leermodule bevat informatie over de achtergrond, de onderbouwing en de inhoud van de leermodule. De leermodule is onder meer gebaseerd op het kennisdocument Bejegening jongeren 16-23 jaar door jeugdprofessionals. Uitgebreide instructies voor de uitvoering van de leermodule zijn te vinden in een apart handboek