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Copyright of Education Policy Analysis Archives / Archivos Analíticos de Políticas Educativas / Arquivos Analíticos de Políticas Educativas is the property of Educational Policy Analysis Archives & Education Review and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Discourse: Journal of Childhood & Adolescense Research / Diskurs Kindheits- und Jugendforschung is the property of Verlag Barbara Budrich GmbH and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Environmental education is a important global issue to be worked at all levels of schooling. In this respect the teachers are faced with a great responsibility: to rethink their practices, theories and methodologies and update them adapting them to current reality experienced by the student. Several trends have contributed to it, as continuing education courses for teachers through workshops, study groups collective, seminars and interactive actions. The aim of this study was to investigate the extent to which activities of a collective group of studies influenced by motivating teachers to re-evaluate and modify their teaching practices in educational spaces both formal and non-formal. Data were obtained through records in a field book from direct observation at meetings of the study and activities in the schools, interviews recorded on audio and video, photography and analysis of structured questionnaires applied to teachers. The results showed a great interest of teachers by focusing on environmental issues and development of collective space and innovative opportunity to invest in the professionalization, and improving practices experienced on a daily basis with their students. [ABSTRACT FROM AUTHOR]

Summary: Up to 33% of all health care-associated infections are preventable [Alexander, M., 2006. Nursing Practice. Hospital and Home. Elsevier, Churchill Livingstone]. Nurses must consider how they can address infection prevention, control and management within health care settings. An outbreak of any infectious disease can occasionally occur, even when protocols have been followed. A well-coordinated, multidiscipline response will minimize the impact of the outbreak by controlling and managing the impact and ongoing risks. In this study nursing students were challenged to manage cross-infections based on two hypothetical cases, MRSA and Norovirus. The purpose of the study was to determine the most efficient teaching strategies for managing cross-infections and determining the teachers’ role by comparing three different teaching methods; scenario-based study groups with and without teacher and simulation training. A class of 141 2nd year nursing students participated as part of their learning programme on infection control. Out of these 21 students were randomly selected to take part in three focus groups assigned to evaluate the program. Overall, the findings indicated that scenario-based simulation training made the students more aware of how complex each scenario was. Events occurred that they had not expected, and this lead to a better recollection of details. By asking appropriate questions, giving feedback and hypothetical examples, the teacher’s role was crucial in both teaching strategies. [Copyright &y& Elsevier]