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Spesialisthelsetjenesten opplever en flukt av nyutdannede sykepleiere. Arbeidsmiljøet påvirker sykepleieres arbeidshelse og ønske om å bli værende i jobben. Det er lite oppdatert kunnskap om arbeidsmiljø ved norske sykehus. Hensikten med denne studien var å få kunnskap om nyutdannede sykepleieres opplevelse av organisatorisk og psykososialt arbeidsmiljø på somatiske sengeposter, i et arbeidshelseteoretisk perspektiv. Studien hadde et kvalitativt design, med datainnsamling fra semistrukturerte individuelle intervjuer med ni nyutdannede sykepleiere. Datamaterialet ble analysert ut fra Malteruds systematiske tekstkondensering. Sykepleierne opplevde at arbeidsmiljøet var preget av høyt arbeidspress, rolleutfordringer, samt misforhold mellom innsats og belønning. Videre beskrev de overgangen som nyutdannet sykepleier som faglig utfordrende. De opplevde stor grad av sosial støtte fra kollegaer, men hadde delte erfaringer med forholdet til ledelsen. Funnene antyder et misforhold mellom jobbkrav og jobbressurser, som kan medføre fysiske og psykiske påkjenninger. Å styrke sykepleieres ressurser i møte med jobbkravene vil være viktig for å dempe jobbkravenes konsekvenser, fremme arbeidshelse og forhåpentligvis bidra til å beholde flere sykepleiere i jobb.

Børn og unges hverdagsliv påvirkes i stigende grad af globale udfordringer og kriser, såsom klimaforandringer, racisme, krig og indvandring. Samtidig er lærere og pædagoger ofte usikre i forhold til og uforberedte på at håndtere disse følsomme emner og forsøger derfor at undgå dem. Denne artikel er baseret på kvalitative undersøgelser af børns hverdagsliv i et efterkrigssamfund – i politisk og etnisk splittede Bosnien-Hercegovina. På baggrund af elevernes fortællinger om krigen 1992–1995 sætter artiklen fokus på lærernes og pædagogernes rolle i håndtering af kontroversielle emner og bidrager med empirisk viden og indsigt, der er relevant for børns hverdagsliv i en nordisk kontekst. Formålet er at øge opmærksomheden på, hvilke konsekvenser for børn og unge der er forbundet med læringsog pædagogiske miljøer, hvor muligheden for at indgå i dialog om kontroversielle emner begrænses. Konkret viser artiklen, at når lærere og pædagoger undgår kontroversielle emner, er der risiko for, at børn overlades alene med deres bekymringer og med unuancerede forståelser af kontroversielle emner, hvilket kan forværre konflikter og fremme splittelse og polarisering. Artiklen peger på et behov for yderligere fokus på håndtering af kontroversielle emner i skole og dagtilbud og bedre forberedelse af lærere og pædagoger til denne vigtige, men udfordrende opgave. English abstract Dealing With Controversial Issues in Education. Experiences From a Post-War Society Climate change, racism, war, migration, and other global challenges and crises increasingly affect children’s everyday lives. However, many teachers often feel challenged by and unprepared for dealing with these topics and therefore tend to avoid them. This article is based on qualitative studies of children’s everyday lives in a post-war society – politically and ethnically divided Bosnia-Herzegovina. Based on pupils’ narratives about the war from 1992–1995, the article focuses on the role of teachers and educators in dealing with controversial topics and contributes with empirical knowledge and insights that are also relevant to children’s everyday lives in a Nordic context. The purpose is to increase awareness of the consequences for children and youth associated with learning and pedagogical environments where the opportunity to engage in dialogue about controversial topics is limited. The article shows that when teachers and educators avoid controversial topics there is a risk that children are left alone with their concerns and with unnuanced understandings of these topics that can deepen conflicts, and promote division and polarization. The article points to a need for further focus on dealing with controversial topics in schools and kindergartens, and better preparation of teachers and educators for this important but challenging task.

Background: MODY (Maturity-Onset Diabetes of the Young) is an inherited form of non-insulin dependent diabetes mellitus, caused by a pathogenic gene variant in one of many MODY genes. The purpose of this article is to highlight the importance of functional studies for the evaluation of consequence of such gene variants, for precise diagnosis and personalized treatment of MODY. Material and methods: The article is based on a review of the literature, and the authors’ own research within this field and experience with the patient group. Results: Based on the American College of Medical Genetics and Genomics (ACMG) recommendations concerning the evaluation and classification of gene variants, including functional studies of gene variants, tailored functional assays for MODY gene variants have been developed over the years. Such functional assays include evaluating the effect of gene variants on the ability of MODY proteins to effectively dimerize, bind DNA, transactivate target genes, and localize to the cell nucleus, as well as effect on the MODY protein level. Conclusion: Data gathered from the genetic classification of a MODY gene variant, with data from the functional assays, clinical patient data/family history, and previous reports on gene variant from the literature, have shown to collectively be important in the evaluation of the severity of gene variants, as well as relevant for treatment recommendations. Further research and optimalization of assays will be important for the evaluation of gene variants associated with more subtypes of MODY.

Det er behov for at flere sykepleiere vil jobbe i kommunehelsetjenesten. En spørreundersøkelse blant tredjeårsstudenter fra et årskull i bachelorprogram sykepleie (n=101) synliggjorde arbeidsmiljø som den viktigste faktoren for valg av arbeidsgiver som nyutdannede sykepleiere. Denne artikkelen omhandler en oppfølgingsstudie, hvor hensikten var å få økt innsikt i hva sykepleierstudenter forbinder med et godt arbeidsmiljø. Studien hadde et kvalitativt design, med semistrukturerte individuelle intervjuer av 15 studenter rekruttert fra samme kull som spørreundersøkelsen. Datamaterialet ble analysert tematisk, og vi fant at studentene beskrev et godt arbeidsmiljø som spennende, støttende og levelig. Funnene indikerer at tilrettelegging for et godt arbeidsmiljø for sykepleierstudenter i praksis og nyutdannede sykepleiere kan ha betydning for rekrutteringen til kommunale helse- og omsorgstjenester.

Introduction: Norway has one of the highest prevalence of neck pain in the world. Two thirds of Norway's working population have sedentary office work, and office workers are the occupational group with the highest incidence of work-related neck pain. The importance of preventive measures is often emphasized, but knowledge of risk factors paints a complex picture. This article discusses one of the interventions that is often believed to be preventive; exercise at the workplace, and its effectiveness and benefit in a wider context. Main section: The majority of research in this area has focused on the effect of exercise for neck symptoms, while few studies investigate primary preventive measures. Furthermore, there are large variations within the research regarding type of intervention, work environment and symptoms. Though evidence of effectiveness is scarce, ergonomic or activity-based measures at the workplace have long been considered a key in reducing new episodes / prevalence of neck pain. However, psychosocial and organizational factors have significant implications for work-related neck pain. These questions the effectiveness of measures that solely focus on physical factors and don’t consider a broader view of the working health and environment. End section: There are several challenges and gaps in our knowledge of what might be the most effective measures in preventing work-related neck pain in sedentary occupational groups. Activity-based interventions in the workplace can have an effect for some, but should not be a stand-alone measure. Careful mapping of the specific work environment may be necessary to meet a complex challenge and to optimize the interventions.

Artikkelen presenterer studenters refleksjoner fra deltakelse på tverrprofesjonelle seminardager i studieåret 2018–2019. Universitetet i Agder arrangerer årlige seminardager for første-, andre- og tredjeårsstudenter fra pedagogiske og helse- og sosialfaglige profesjonsutdanninger, med samarbeid rundt barn og unge som gjennomgående tema. Formålet med studien var å få kunnskap om studenters refleksjoner fra seminardeltakelse basert på spørsmål om emosjonell påvirkning, opplevd relevans og behov for mer kunnskap. Studien hadde et kvalitativt design, med innsamling av data fra tre tverrprofesjonelle studentgrupper (en fra hvert studieår). Datamaterialet på totalt 887 utsagn ble analysert tematisk, inspirert av den refleksive tilnærmingen til Braun og Clarke. Funnene viste at førsteårsstudentene fikk bekreftelse og inspirasjon knyttet til eget studievalg, og en økt oppmerksomhet mot profesjonssamarbeid. Andreårsstudentene uttrykte en økt forståelse for kompleksiteten i tverrprofesjonell oppfølging av barn og unge med sammensatte behov. Tredjeårsstudentene formidlet en økt bevissthet rundt ansvaret knyttet til yrkesutøvelse og økt motivasjon for profesjonssamarbeid. Samlet sett indikerer funnene at en gjentakende deltakelse på seminardager med samhandling gjennom gruppeaktivitet kan gi betydningsfulle bidrag til studentenes læringsprosesser for å utvikle kompetanse i tverrprofesjonelt samarbeid. Dette understøtter viktigheten av å videreutvikle tverrprofesjonell samarbeidslæring i utdanningssammenheng.

Debatt

In this article, I have tried to discuss the Fimbulwinter theory in a research historical perspective, in order to disentangle the premises presented by both advocates and critics alike. By and large, the current debate follows the contours of previous discourses on the 6th century transition, at the risk of entrenching the arguments within two defined and established perspectives: material change as a reflection of crisis, and, secondly, material change as an expression of cultural innovation. Neither of these perspectives is satisfactory, as they both run the risk of downplaying either, in the first case, long-term socio-cultural dynamics or, in the second case, environmental factors. In other words, an environmental perspective is inadequate as an analytical framework, since it is liable to provide simplified and deterministic interpretations of past societal change. The roots of environmental disasters must be studied from a social perspective, in which societal preconditions for vulnerability to hazards are analysed. Consequently, an integrated human- environmental approach must be developed, which takes into consideration the importance of both human and natural systems, and the interaction between them. There is, indeed, no contradiction between the two interpretative frameworks of crisis and a change of practice, as both perspectives are required for an in-depth understanding of the spatial and temporal complexity associated with the transition from the Early to the Late Iron Age. Considerable scientific potential might be obtained by employing a human-environmental approach, in which the 6th century transition is analysed at the interface of human and environmental systems, rather than within an explicit social or climatic interpretative framework.

In the last decades, outskirt areas in Denmark have suffered from depopulation and economic decline, a development that has led to a centralised education system where higher education institutions are vested in a central body in urban areas rather than in rural communities. University College Zealand has initiated a research project in collaboration with three municipalities in the region of Zealand and partners from the Nordic countries, which investigates the potential of municipal learning centres as a means to solve educational challenges in outskirt areas. A municipal learning centre is a physical location owned by a municipality, which offers (a)synchronous courses through digital couplings to higher education institutions. The paper presents research findings showing that the development of an ecosystem based on collaboration between municipalities, higher education institutions and private and public businesses is pivotal for achieving a sustainable model for online education in rural areas. Furthermore, the paper presents a series of thinking technologies in the form of models and categories, which can be used as tools for establishing learning centres and designing learning activities for learning centres. --- Kommuner placeret i yderområder i Danmark har i de seneste årtier oplevet affolkning og økonomisk nedgang, og denne udvikling har medvirket til et centraliseret uddannelsessystem, hvor videregående uddannelsesinstitutioner flyttes fra yderområder til større byer. University College Sjælland har igangsat et forskningsprojekt i samarbejde med tre kommuner i Region Sjælland og partnere fra de nordiske lande, som har til formål at undersøge hvorvidt uddannelseskonceptet kommunale læringscentre kan medvirke til at løse uddannelsesudfordringer i landets yderområder. Et kommunalt læringscenter er en fysisk lokation som ejes af en kommune, som gennem læringscenteret kan give borgere mulighed for at tage et kursus eller en uddannelse via synkrone og asynkrone koblinger til en uddannnelsesinstitution. Artiklen præsenterer forskningsresultater, som viser at udviklingen af et økosystem, som fordrer samarbejde mellem kommuner, videregående uddannelsesinstitutioner og private såvel som offentlige virksomheder, er en forudsætning for at opnå en bæredygtig model for online uddannelse i yderområder. Artiklen præsenterer desuden en række tænketeknologier i form af modeller og kategorier, som kan anvendes i arbejdet med at etablere læringscentre og udvikle læringsdesign til konceptet.

I en 3-årig studie finansiert av Norges forskningsråds program Miljø 2015 (prosjektperiode 2012–2015) har vi i bred forstand undersøkt hvordan barn erfarer natur i dag. I denne artikkelen vil vi rette fokuset mot barns lek i natur, basert på erfaringer fra ulike delstudier. Delstudiene representerer ulik grad av og innhold i den voksne tilstedeværelsen. Det gjør at vi kan sette fokus både på barns mer frie og egeninitierte lek i natur og aktiviteter som i større grad er planlagt og styrt av voksne. Vi finner at barn gjennom selvstyrt lek stimuleres til en mer sanselig, emosjonell og kroppslig naturkontakt der naturomgivelsene utforskes på lekens premisser, enn når voksne mer aktivt er til stede. English abstract A 3-year project funded by The Research Council of Norway, Program Miljø 2015 (project period 2012–2015) has examined how children experience nature today in different situations. In this paper we call attention to children’s free play in nature, based on various case-studies. They represent situations where adults have varying degrees of presence and also different roles for the children. This allows us to observe both situations where children are in free and self-initiated play and situations where adults guide and tightly look after the children. We find that children in free play are stimulated to a more sensuous, emotional and bodily interaction with nature, than situations when adults have more dominant presence and role.

This article presents three studies of religious beliefs and practices among young Norwegian Muslims, Buddhists and Hindus related to the presentation of these religions in religious education textbooks. Drawing on analyses of textbook presentations and group interviews with young informants from the three religions, the studies show that there are similarities as well as divergences between the textbook presentations and the descriptions given by the informants. By showing how textbooks may emphasize aspects of religions that the informants find marginal or exotic, this article adds to the understanding of the complex challenges posed to religious education by an increasingly multicultural context.

This paper discusses a report on the effect of Aggression Replacement Training (ART) in Swedish prisons (Danielsson, Fors, & Freji, 2011). The report compared two samples: An »ART group« that received ART in the period 2003-2006, and a »control group« that was" selected to match the ART group at a later time from the general Swedish prison population. A close examination of the report reveals that it failed to specify the nature and quality of the treatment given to the ART group. Attrition from the ART group was very high, indicating that the quality of the intervention was low. The report reveals that the two groups were very different, with significantly higher level of violence and aggression history in the ART group compared to the control group. We conclude that this difference is a likely cause of the higher rate of violent recidivism in the ART group, and that the ART intervention most probably had nothing to do with the observed differences between the groups. This case illustrates the risks of making important policy decisions based on findings from reports published outside the peer review system of established journals. [ABSTRACT FROM AUTHOR]