Vaccination Competence - The Concept and Evaluation

The purpose of this two-phase study was to define the concept of vaccination competence and assess the vaccination competence of graduating public health nurse students (PHN students) and public health nurses (PHNs) in Finland, with the goal of promoting and maintaining vaccination competence and developing vaccination education. The first phase of the study included semi-structured interviews with vaccination professionals, graduating PHN students and clients (a total of n=40), asking them to describe vaccination competence as well as the factors strengthening and weakening it. The data were analyzed through content analysis. In the second phase of the study, structured instruments were developed, and vaccination competence of PHN students (n=129) in Finland and PHNs (n=405) was assessed using a self-assessment scale (VAS) and taking a knowledge test. PHNs were used as a reference group, enabling us to determine whether a satisfactory level of vaccination competence was achieved by the end of studies, or whether it was gained through work experience vaccinating clients. The data were collected from five polytechnic institutions and seven health centers located in various parts of the country. The data were collected using instruments developed for this study, and were analyzed statistically. In the first phase, based on the results of the interviews, vaccination competence was defined as a large multi-faceted entity, including the concepts of competent vaccinator, competent implementation of the vaccination, and the outcome of the implementation. Semi-structured interviews revealed that factors strengthening and weakening vaccination competence were connected to the vaccinator, the client being vaccinated, the vaccination environment and vaccinator education. On the whole, factors strengthening and weakening vaccination were the opposite of each other. In the second phase, on the self-assessment of vaccination competence, students rated themselves as significantly lower than working professionals. On the knowledge test, the percentage of correct answers was lower for students than PHNs. When all background variables were taken into account in multivariate analysis, there was no longer a significant difference between the students and PHNs on the self-assessment. However, in multivariate analysis, the PHNs still performed better than students on the knowledge test. For this study, a satisfactory level of vaccination competence was defined as a mean of 8.0 on the self-assessment and 80% correct answers on the knowledge test. Based on these criteria, students almost reached the level of satisfactory in their overall self-assessment, and PHNs did. Both groups, however, did rank themselves as satisfactory in some sum variables. On the knowledge test the students did not achieve a level of satisfactory (80%) in their total score, though PHNs did. As before, both groups did achieve a level of satisfactory in several sum variables. Further research and development should focus on vaccination education, the testing of vaccination competence and vaccination practices in clinical practice, as well as on developing the measurement tools.Rokotusosaaminen – Käsite ja osaamisen arviointi Tämän kaksivaiheisen tutkimuksen tarkoituksena oli kuvata, mitä rokotusosaaminen on, ja mitkä tekijät heikentävät ja vahvistavat sitä. Tarkoituksena oli myös arvioida suomalaisten, valmistuvien terveydenhoitajaopiskelijoiden ja terveydenhoitajien rokotusosaaminen. Tavoitteena oli rokotusosaamisen ylläpitäminen ja vahvistaminen rokotusosaamisen koulutusta kehittämällä. Tutkimuksen ensimmäisessä vaiheessa rokottamisen ammattilaiset, valmistuvat terveydenhoitajaopiskelijat ja asiakkaat (yhteensä n=40) kuvasivat teemahaastatteluissa, mitä rokotusosaaminen on, ja mitkä ovat sitä vahvistavia ja heikentäviä tekijöitä. Aineisto analysoitiin sisällönanalyysillä. Toisessa vaiheessa kehitettiin kyselylomakkeet ja valmistuvien terveydenhoitajaopiskelijoiden (n=129) ja terveydenhoitajien (n=405) rokotusosaaminen arvioitiin itsearvioinnilla (VAS) ja tietotestillä. Terveydenhoitajat toimivat viiteryhmänä, jotta saataisiin selville, saavutetaanko hyväksytyksi määritelty rokotusosaamisen taso jo koulutuksen lopussa vai saavutetaanko se vasta rokottamalla työkokemuksen kautta. Aineistot kerättiin valtakunnallisesti viidestä ammattikorkeakoulusta ja seitsemästä terveyskeskuksesta. Aineistot analysoitiin tilastollisesti. Tutkimuksen ensimmäisen vaiheen, eli teemahaastattelujen tulosten perusteella rokotusosaaminen muodostui laajaksi kokonaisuudeksi, joka koostui osaavasta rokottajasta, rokottamisen osaavasta toteutuksesta ja sen lopputuloksista. Rokotusosaamista vahvistavat ja heikentävät tekijät muodostuivat rokottajasta, rokotettavasta asiakkaasta, rokotusympäristöstä ja rokottajan rokotuskoulutuksesta. Vahvistavat ja heikentävät tekijät olivat pääosin toistensa vastakohtia. Tutkimuksen toisen vaiheen, eli kyselytutkimuksen tulosten mukaan, opiskelijoiden rokotusosaamisen itsearvio oli merkitsevästi matalampi kuin terveydenhoitajien, ja tietotestissä opiskelijoiden oikeiden vastausten osuus oli pienempi kuin terveydenhoitajien. Kun monimuuttuja-analyysissä otettiin huomioon kaikki yhteiset merkitsevät taustamuuttujat, rokotusosaamisen itsearvioissa opiskelijoiden ja terveydenhoitajien välillä ei enää ollut eroa. Sen sijaan tietotestissä terveydenhoitajien tiedot pysyivät parempina myös monimuuttujamallissa. Yhteenvetona voidaan todeta, että terveydenhoitajaopiskelijat lähes saavuttivat tässä tutkimuksessa hyväksytyksi määritellyn rokotusosaamisen tason itsearvion (keskiarvo 8.0), mutta eivät tietotestin (80%) kokonaistuloksessa. Terveydenhoitajat saavuttivat hyväksytyksi määritellyn rokotusosaamisen tason sekä itsearviossa että tietotestissä. Molemmat ryhmät saavuttivat kuitenkin hyväksyttävän rokotusosaamisen tason useissa yksittäisissä summamuuttujissa. Kehittämisehdotuksia ja jatkotutkimuksia esitetään kohdennettavaksi rokotusosaamisen koulutukseen, osaamisen testaamiseen, rokotustoimintaan hoitotyön käytännössä ja mittarin kehittämiseen.Siirretty Doriast

Ti år etter terroren. Ei lesing av 22. juli - og alle dagene etterpå av Tonje Brenna (2021)

Temaet for denne oppgåva er 22. juli-litteratur, med fokus på vitnesbyrd som vart publisert ti år etter terroren. Det empiriske materialet som dannar grunnlaget for oppgåva er 22. juli – og alle dagene etterpå (2021) skriven av Utøya-overlevande Tonje Brenna. Boka er ein litterær sjølvbiografisk refleksjon med ein tosidig distinksjon, mellom tida under terrortimane og konsekvensrefleksjonar om ettermælet i eit perspektiv på ti år. Først skal eg gjere ein sjangerdiskusjon, i lys av relevant sjangerteori. Det teoretiske utgangspunktet eg legg til grunn for analysen er eit traumeteoretisk fundament og teori om å formidle vidare personleg vitnesbyrd. Deretter ser eg på litterære framstillingar av traumeerfaringar i møte med ein politisk og samfunnsaktuell kontekst. Analysekapittelet er delt inn i tre delar, som kvar for seg speglar eit analysespørsmål. Gjennom dei to første analysespørsmåla undersøker eg korleis augevitneforteljinga gir form til traumeerfaringar på det individuelle nivået og i den kollektive dimensjonen. Brenna presenterer det individuelle nivået, som inneheld både augevitneforteljinga frå terrordøgnet og refleksjonar kring etterverknadane av terroren. Bruk av historisk presens og tempusendringar i teksta er med på å skape eit markant skilje mellom opplevingane under og etter terroren. På grunn av eigenarten i ei terrorerfaring er det interessant å undersøke kryssingspunktet mellom den personlege erfaringa og den sosiale dimensjonen. Analysen viser deretter at vitnesbyrd peikar både innovergåande, med fokus på å dele eigne erfaringar, og utovergåande, formidle vidare innsikt om andre sine erfaringar. Det siste analysespørsmålet utforskar kvifor Brenna gir ut eit vitnesbyrd no, ti år etter terroren. Oppgåva syner at Brenna peiker på kollektive og individuelle hensikter ved utgivinga, gjennom bruk av relevant teori og tidlegare forsking. Vidare undersøker oppgåva Brenna sitt syn på etterreaksjonar i samfunnet, og til slutt korleis boka er med på arbeid til minne om dei omkomne. Samla gir oppgåva eit overblikk over det valde materialet og 22. juli-vitnesbyrd, med fokus på konsekvensrefleksjonar i eit langtidsperspektiv

The Contradictory Role of Technology in Finnish Young People’s Images of Future Schools

The aim of this study is to analyse the views of young people belonging to Generation Z about the role of technology in future schools in 2030. Without listening to young people’s voices, it has been stated that there is a strong need to increase the use of technology and digitalization in teaching and learning. Based on the essays collected from 89 Finnish young people aged 15–18 years from four different regions, this article presents four qualitatively different future images of technology in future schools. Our results show that the representatives of the same generation are divided into different units with different responses to the rapid technological change and hence one of the key formative experiences of their generation.</p

Rokotusosaamisen koulutuksella voidaan tukea rokotusmyönteisyyttä

Teemanumero : rokotus ennen ja ny

Vaaka punnitsee, arvottaa, tasapainottaa -toimintamalli Vaara-Kainuun matkailualueiden suunnitteluun

Sosioekologisia työkaluja Vaara-Kainuun matkailualueiden suunnitteluun.

Online Education for Vaccination Competence Among Health Sciences Students

The EDUVAC project aims to develop and implement a web-based course on educating vaccination competence among health sciences students. In the current study students' feedback and evaluation is assessed which guided the partners' efforts to improve the final course content and learning material that will be available for open access. After completing the web-based course, most of the students (N=103, 75.1%) perceived their vaccination knowledge was up to date and their overall participating experience was "above average or excellent (N=119, 86.9%). While, almost all of the students (N=127, 92.7%) found that the web-based course has benefitted them and their future career. Our findings support that the web-based courses can provide satisfactory learning experience to University students and offer flexibility when needed especially in times that remote education is the only option

Airway Epithelial Cell Migration Dynamics: Mmp-9 Role in Cell–Extracellular Matrix Remodeling

Cell spreading and migration associated with the expression of the 92-kD gelatinase (matrix metalloproteinase 9 or MMP-9) are important mechanisms involved in the repair of the respiratory epithelium. We investigated the location of MMP-9 and its potential role in migrating human bronchial epithelial cells (HBEC). In vivo and in vitro, MMP-9 accumulated in migrating HBEC located at the leading edge of a wound and MMP-9 expression paralleled cell migration speed. MMP-9 accumulated through an actin-dependent pathway in the advancing lamellipodia of migrating cells and was subsequently found active in the extracellular matrix (ECM). Lamellipodia became anchored through primordial contacts established with type IV collagen. MMP-9 became amassed behind collagen IV where there were fewer cell–ECM contacts. Both collagen IV and MMP-9 were involved in cell migration because when cell–collagen IV interaction was blocked, cells spread slightly but did not migrate; and when MMP-9 activation was prevented, cells remained fixed on primordial contacts and did not advance at all. These observations suggest that MMP-9 controls the migration of repairing HBEC by remodeling the provisional ECM implicated in primordial contacts

Forest biodiversity, ecosystem functioning and the provision of ecosystem services

Forests are critical habitats for biodiversity and they are also essential for the provision of a wide range of ecosystem services that are important to human well-being. There is increasing evidence that biodiversity contributes to forest ecosystem functioning and the provision of ecosystem services. Here we provide a review of forest ecosystem services including biomass production, habitat provisioning services, pollination, seed dispersal, resistance to wind storms, fire regulation and mitigation, pest regulation of native and invading insects, carbon sequestration, and cultural ecosystem services, in relation to forest type, structure and diversity. We also consider relationships between forest biodiversity and multifunctionality, and trade-offs among ecosystem services. We compare the concepts of ecosystem processes, functions and services to clarify their definitions. Our review of published studies indicates a lack of empirical studies that establish quantitative and causal relationships between forest biodiversity and many important ecosystem services. The literature is highly skewed; studies on provisioning of nutrition and energy, and on cultural services, delivered by mixed-species forests are under-represented. Planted forests offer ample opportunity for optimising their composition and diversity because replanting after harvesting is a recurring process. Planting mixed-species forests should be given more consideration as they are likely to provide a wider range of ecosystem services within the forest and for adjacent land uses. This review also serves as the introduction to this special issue of Biodiversity and Conservation on various aspects of forest biodiversity and ecosystem services