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Background: The study was carried out as part of the European Network for Patient Safety (EUNetPas) project in 2008-2010. Objective: To investigate facilitators and barriers in implementation process of selected medication safety practices across hospitals within European Union countries. Methods: This was an implementation study of seven selected medication safety practices in 55 volunteering hospitals of 11 European Union (EU) member states. The selected practices were: two different versions of medicine bed dispensation; safety vest; discharge medication list for patients; medication reconciliation at patient discharge; medication reconciliation at patient admission and patient discharge, and sleep card. The participating hospitals submitted an evaluation report describing the implementation process of a chosen practice in their organisation. The reports were analysed with inductive content analysis to identify general and practice-specific facilitators and barriers to the practice implementation. Results: Altogether 75 evaluation reports were submitted from 55 hospitals in 11 EU member states. Implementation of the medication safety practices was challenging and more time consuming than expected. The major reported challenge was to change the work process because of the new practice. General facilitators for successful implementation were: existence of safety culture, national guidelines and projects, expert support, sufficient resources, electronic patient records, interdisciplinary cooperation and clinical pharmacy services supporting the practice implementation. Conclusions: The key for the successful implementation of a medication safety practice is to select the right practice for the right problem, in the right setting and with sufficient resources in an organization with a safety culture.

The discipline of archaeology is uniquely positioned to allow for inclusion of culturally appropriate curricula to be incorporated into student learning objectives as mentioned in the 94 Calls to Action by the Truth and Reconciliation Commission of Canada (2015). In this paper the authors discuss the creation, implementation, and qualitative feedback of a community-directed and curriculum-based education program developed by graduate students that uses archaeology to mediate student learning and meet curriculum goals in both classroom and land-based environments. This experiential learning initiative involves graduate and undergraduate students, and students from a local Indigenous community and the surrounding area. Feedback from educators and student participants, both Indigenous and non-Indigenous found that the experience fostered a deeper understanding of longstanding histories of the land and increased cultural appreciation. The paper outlines program development, curriculum connections, community engagement, as well as educator and student feedback. This programming can be used as a framework, and the creation of local and place-based education initiatives is encouraged within other disciplines to facilitate pedagogy for reconciliation. [Articles in this journal were presented at the University of Calgary Conference on Postsecondary Learning and Teaching.]

This article examines the nature of neoliberal influences upon educational policy making in the Finnish education system in recent times. The article draws upon key policy documents, government reports, journal articles and media articles about reforms in the early childhood, basic/compulsory school and vocational education and training sectors to evidence these processes. Analytically, these reforms are understood as instances of what has been referred to as 'fast policy'. Methodologically, we draw upon principles of zeitgeist analysis to reveal the features and effects of these fast policy influences as they relate to educational provision in Finland. These features and effects include intensification and fragmentation of educational reform processes, increased individualisation and decontextualization of the educational reform agenda, and a trend towards increased instability, privatisation and reduction in funding for educational provision. The article foregrounds the features and effects as reflective of the 'spirit of the times' in which such reforms are undertaken, and cautions against these fast policy effects for the problematic consequences they appear to be having upon policy making processes, educational outcomes in Finland and the 'spirits' of Finnish educators.

This article discusses the potential of multidisciplinary peer-mentoring groups to facilitate individual and institutional change. To do this, we view peer mentoring as a form of "critical education praxis" (Mahon et al. 2019), the purpose of which is to create a space for reflexive thinking and asking critical questions. The data were collected by interviewing all thirteen participants -- doctoral students and more established scholars -- of a multidisciplinary peer-mentoring pilot project. The results show a variety of both individual changes and desired changes within the university, which were brought into view as a result of the sharing of experiences, views and ideas in an open, confidential, multidisciplinary space. Based on these results, we argue that multidisciplinary peer mentoring has a high potential to offer an excellent space for collaborative, critical dialogue, which could ultimately facilitate change among individual academics, but also potentially more widely within higher education institutions.

This study investigated participants' conceptions of the ideal mentor and mentee in the Finnish model of peer-group mentoring (PGM). Existing mentoring research emphasises dyadic practices, yet there is a lack of investigation of participants' roles in group mentoring. The main concepts of this inquiry were "dispositions" ("habitus") and virtues drawing on the theory of practice architectures and Aristotelian virtue philosophy. Methodologically, the study can be identified as philosophical-empirical inquiry that utilises a narrative and hermeneutical approach to analyse qualitative data from 30 respondents. As its central finding, the study identified a set of core characteristics that describe the virtues and vices of a mentor and mentee based on the participants' views. Overall, these characteristics reflected ideas of relatings (peerness, equality), proactive and reactive participation, and presence in the group. Characteristics focused on the social aspect of dispositions in peer-group mentoring.

Mentoring is a practice widely utilised to support new teachers. However, in locally formed systems, the practice of mentoring is conditioned by traditions and arrangements specific to the site. To understand "good" mentoring, these local arrangements cannot be ignored. In this article, the theory of practice architectures is employed to make explicit the prefiguring arrangements of mentoring practices in Finland and NSW Australia. The findings suggest that mentoring practices are shaped by their ontological specificity and this makes reproducing mentoring practices in different sites problematic. Explicating the prefiguring architectures of practices is critical to understanding the contested nature of mentoring.

Peer-group mentoring (PGM) is a new model designed to support the professional development of teachers in Finland. This study examines the experiences of mentees participating in PGM and potential differences in the experiences of teachers in general education and vocational education. It also addresses the mentees' perceptions of the results of PGM with regard to the professional, personal and social dimensions of professional development. Quantitative research methods were used. An online survey was completed by 69 teachers in general education and 47 teachers in vocational education (n = 116). The results showed that the participants saw PGM as an important tool for professional development throughout the entire teaching career. In general, there were few significant differences between vocational teachers and their colleagues in general education in their perceptions of PGM. The study further suggests an alternative conceptualisation of professional development based on the following components: development of skills and knowledge, strengthening professional identity and self-confidence, and development of a work community.

This study examines whether parental smoking and single parenting were related to adolescents' school achievement and anti-smoking parental practices as well as how these factors predicted later smoking. The sample comprised 1163 Finnish students in Grades 7 through 9. Results show that at the beginning of the seventh grade, parental smoking and single parenting were related to adolescents' lower levels of school achievement. Moreover, parental smoking had moderate association with lack of house smoking rules. At the beginning of the ninth grade, these associations were strengthened and lack of house smoking rules as well as loosened perceived parental punishment for smoking was related to both parental smoking and single parenting. The likelihood of ninth grade regular smoking was greater among adolescents whose parents smoked, who had no smoking rules in their homes and had substandard school achievement. These results suggest that smoking parents and single parents had similar anti-smoking regulations for their children at the baseline but once children became older smoking parents were not able to maintain these rules as successfully as non-smoking parents and families with two parents. Motivating parents to uphold these anti-smoking regulations offers a prospective intervention opportunity.

Analyzes how students' growing understanding of the topic and search experience were related to their choice of search tactics and terms while preparing a research proposal for a small empirical study. In addition, findings are used to test Vakkari's (2001) theory of task-based information retrieval. (Author/AEF)

Focuses on analyzing undergraduate students' information needs in terms of conceptual understanding of the topic they propose to study and its consequences for the search process and outcome. Highlights include the ASK (anomalous states of knowledge) hypothesis; subject knowledge and searching; Kuhlthau's model; conceptual structure; knowledge level; and query facets and terms. (Author/LRW)

To evaluate the association between the exposure of particulate matter with an aerodynamic diameter of ≤ 2.5 μ m (PM 2.5) and with an aerodynamic diameter of ≤ 10 μ m (PM 10) over the first trimester and the risk of gestational diabetes mellitus (GDM), and to assess whether maternal pre-pregnancy body mass index (BMI) modified the GDM risk. All Finnish primiparous women without previously diagnosed diabetes who delivered between 2009 and 2015 in the city of Vantaa, Finland, composed the study cohort (N = 6189). Diagnosis of GDM was based on a standard 75 g 2-hour oral glucose tolerance test. The average daily concentration of PM 2.5 and PM 10 over the first trimester was calculated individually for each woman. The relationship between exposure of PM 2.5 and PM 10 and GDM was analyzed with logistic models. No association was observed between the average daily concentrations of PM 2.5 and PM 10 over the first trimester and the GDM risk. When simultaneously taking BMI and PM 10 into account both mean daily PM 10 concentration (p = 0.047) and pre-pregnancy BMI (p = 0.016) increased GDM risk independently and an interaction (p = 0.013) was observed between PM 10 concentration and pre-pregnancy BMI. Even globally low PM 10 exposure level together with elevated maternal pre-pregnancy BMI seems to increase the GDM risk. • In a high-income European area mean daily concentrations of PM are low. • Early pregnancy exposure of PM and risk for GDM showed no association. • Increasing pre-pregnancy BMI and increasing exposure of PM 10 increase GDM risk. [ABSTRACT FROM AUTHOR]