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Background The second victim (SV) experience limits the performance of health and care workers and places patients at risk. Peer support is recognised as the most effective, feasible and acceptable intervention to mitigate its impact.Objective To define a set of success factors when designing interventions to support SVs in health and care facilities based on expertise in different European countries.Setting International collaboration involving countries with diverse cultures, structures and legal frameworks.Design Qualitative research.Method Focus groups involving a total of 43 participants were conducted in five countries. Prominent professionals in European peer support interventions were engaged. Analysis of common elements considered key to the success of these programmes was underscored.Results Critical success factors for designing effective SV support interventions included the need for an occupational health approach, the establishment of a strong organisational safety culture, immediate psychological first aid, long-term resilience building, the engagement and training of peer supporters, the provision of adequate resources and ongoing support, the importance of leadership commitment and the necessity of tailoring interventions to the specific context and needs of each institution and country considering their diverse sociocultural and legal framework. The expected benefits included ensuring optimal patient care and reducing associated costs such as staff turnover and litigation.Conclusion Effective SV support interventions are essential for enhancing the resilience and performance of health and care workers, ultimately improving patient safety. By implementing tailored and well-resourced interventions, healthcare institutions can mitigate the negative impact of the SV phenomenon, promoting optimal care.

This paper explores the use of unplugged activities as a pedagogical approach for teaching computational thinking (CT) to student teachers at a Danish university college in the subject technology comprehension. Through an analysis of three cases—a toothbrushing routine, a political profiling quiz, and an interactive story creation—the study examines students’ learning experiences and engagement with CT concepts and practices. The paper employs a methodological approach rooted in participatory observation and visual ethnography. Data collection includes video recordings, audio recordings, post-class interviews, and artefacts created by the students. The analysis reveals possibilities as well as challenges experienced by students in their involvement in computational thinking activities, including algorithms, decomposition, and abstraction. These findings contest the oversimplified classification of activities as either 'plugged' or 'unplugged', suggesting that alternative factors hold more substantial importance. Subsequently, the paper explores the roles of self-efficacy and ‘be-greifbarkeit’ in students' learning processes, thereby elucidating how students' motivation and learning expectations, in conjunction with their tangible experiences and conceptual understandings, influence the development of their computational thinking competencies. In conclusion, the study provides valuable insights for teacher educators, emphasising the need to consider the perceived complexity of the activity, including the students’ prerequisites for engaging with plugged and unplugged elements. It highlights the multifaceted nature of plugged and unplugged approaches, offering a nuanced perspective on their impact on students' learning experiences in the field of computational thinking.

ABSTRACT Klebsiella pneumoniae species complex (KpSC) members, including the most important species K. pneumoniae (phylogroup Kp1 of the KpSC), are important opportunistic pathogens that display increasing rates of antimicrobial resistance worldwide. As they are widespread in food and the environment, there is a need for fast, sensitive, and reliable methods to detect KpSC members in complex matrices. Previously, the ZKIR real-time PCR assay was developed to detect all KpSC members without distinction. Given that Kp1 is the clinically most significant phylogroup of the KpSC, here, we aimed to simultaneously identify Kp1 while detecting all KpSC members. Three TaqMan probes were developed and used: the Kp1 probe to specifically identify this phylogroup; the zkir P1 probe to detect phylogroups Kp1–Kp5 and Kp7; and the zkir P2 probe to detect phylogroup Kp6. The new triplex assay was tested on a total of 95 KpSC and 19 non-KpSC strains from various sources, representing the different phylogroups as defined by whole genome sequencing. The results showed almost complete specificity, as the expected PCR results were obtained for 112 (98%) strains. The new triplex real-time PCR assay, called ZKIR-T, enables the detection of all KpSC taxa while discriminating Kp1, which will be useful for rapid screening and to focus downstream analyses on chosen phylogroups of the KpSC.IMPORTANCEThe pathogens of the Klebsiella pneumoniae species complex are widespread in food and animals and are among the main pathogens responsible for multidrug resistant infections in humans. In this study, we developed a highly sensitive detection assay that enables detection of this group of bacteria, with the simultaneous identification of the most common and clinically important species. This triplex one-reaction assay was shown to be highly sensitive and precise, enabling fast screening of varied samples for the presence of KpSC and K. pneumoniae sensu stricto.

Der er etableret playlabs på lærer- og pædagoguddannelser i Danmark som følge af en bestræbelse på at forestille sig nye og bedre rammer for børn og unge, der fungerer som alternativer til traditionelle undervisningsrum. Hvis legende læreprocesser skal finde sted i playlabs og bidrage som et relevant alternativt til den eksisterende uddannelsespraksis på videregående uddannelser, kalder det på teoretisk funderede forståelser af, hvordan rummet og materialerne bidrager til legende læreprocesser, og hvordan det pædagogiske arbejde med legende tilgange på videregående uddannelser kan understøtte sociale, sanselige og faglige dimensioner på meningsfulde måder. I artiklen undersøger vi, hvordan forbindelserne mellem det faglige og det legende udfoldes og forbindes i legende læreprocesser i playlabs. Vi tager afsæt i en designbaseret forskningstilgang og har gennemført to designeksperimenter i playlab på læreruddannelsen, hvor fagene dansk og teknologiforståelse indgår. Vi arbejder teoretisk med begreber om entangled pedagogy og legekvaliteter for at finde ud af, hvordan de studerende oplever, at det faglige og det legende forbinder sig og bidrager til at skabe mening og sammenhæng i en fagkombination, de ellers har oplevet som ’løst forbundet’. English abstract Subject-Related Entanglements in Playful Learning in Playlab In Denmark playlabs have been established on teacher education and social education to create alternatives to traditional classrooms. If playful learning has to be a relevant alternative in relation to existing educational practices in higher education, it calls for theoretical understandings of how space and materials contribute to processes of playful learning. Further the pedagogical contribution of social, sense-based and subject-specific dimensions in playful learning should be investigated. In this article we investigate how the entanglements between the subject-specific learning and playfulness are exercised and connected in playful practices in playlab. Through design-based research we have implemented two design experiments in playlab in teacher education combining Danish as a mother tongue and the (new Danish) subject technology comprehension. Theoretically we work with entangled pedagogy and play qualities to figure out how the students experience connections between the subject-specific and the playful and contribute to substantiate a subject combination they experienced as loosely connected beforehand.

I de senere år er der sket en opblomstring af interesse for, hvordan leg og det legende kan bidrage positivt til børn og unges liv, både i forhold til deres hverdagsliv og deres møde med skole og uddannelse. Dette særnummer af Nordisk tidsskrift for pedagogikk og kritikk om nordiske perspektiver på leg og legende tilgange til pædagogik, undervisning og læring vil insistere på de mangefacetterede perspektiver på leg og det legende. At leg og det legende kan se ud og udtrykkes på mange måder, og at det er interessen for de mange måder, vi må insistere på. Det mangefacetterede får os til at interessere os for detaljerne, for de empiriske udtryk, for diversiteten i teoretiske greb om leg, og frem for alt kan vi herigennem vise vigtigheden af den levende samtale om leg og det legende – nu og i fremtiden. Note: This editorial article is available in English here.

There has been a flourishing of interest in recent years in the positive contribution of play and playfulness to the everyday lives of children and young people, as well as to their life at school and as students. This special issue of the Nordic Journal of Pedagogy & Critique on Nordic perspectives on play and playful approaches to pedagogy, teaching and learning will insist on looking at the multifaceted nature of play and playfulness, at the fact that play and playfulness come in a variety of shapes and forms and insist that we take an interest in all this variety. The multifacetedness of play and playfulness draws our attention to the details, to the empirical evidence, to the diversity of theoretical approaches to play and, above all, it allows us to demonstrate the importance of never stopping talking about play and playfulness – now or in the future.

As computational thinking (CT) enters school curricula, and research on teaching of CT emerges, the time has come to spotlight CT in teacher education (TE). To this end, we conducted a literature review on CT in TE for STEM subjects with particular focus on research into pre-service teachers’ (PSTs) learning of pedagogical practices. We found 31 articles addressing CT in TE for STEM subjects between 2012 and 2023, applying qualitative, quantitative, and mixed methods, mainly with smaller sample sizes. Almost all describe teaching interventions with research on PSTs’ CT skills or attitudes. Only five articles include research questions explicitly addressing pedagogical practices for learning to teach CT. However, 13 articles explicitly describe such pedagogical practices and another seven implicitly do so. The review shows that the practices for teaching CT is an under-researched area, and the field lacks a common language and systematic research approaches. However, we do find that TE has clear ambitions for teaching PSTs about pedagogical practices as well as CT skills and attitudes.

This paper discusses the significance of school curricula in reflecting societal priorities and needs, focusing on the incorporation of computational thinking (CT) in Nordic national curricula. Our point of departure is that the preparedness of future generations for a digitally driven society can be determined by analysing how CT is either explicitly or implicitly framed in school curricula. Accordingly, this study examined the school curricula of Denmark, Finland, and Norway in terms of their similarities and differences in how they framed CT, as these countries have different approaches to the inclusion of CT. A framework for analysis that was grounded in influential works on CT in education was developed, focusing on problem-solving, algorithmic and transversal practices. National-level curricula were examined using a content analysis. Despite the differences in the approaches used in these countries, our findings indicate similarities across all three curricula, with an emphasis on how CT was framed.

Resumé I læreruddannelsen er der behov for at udvide forståelsen af kvalitet, så den udover de fremtidige læreres viden, kompetencer og færdigheder omfatter uddannelsens situerede kvaliteter undervejs for de studerende. Artiklen undersøger, hvordan begrebet om legekvaliteter og designs for legende læring kan bidrage til denne situerede kvalitetsforståelse. Det empiriske materiale stammer fra designbaserede undersøgelser af legende læreprocesser i læreruddannelsens undervisning. Gennem kollaborative kartografiske analyser skabes fire designprincipper om legekvalitet i læreruddannelsen, der peger på det lokale og regionale, på æstetisk suspension, på det sociale og det materielle samt på det sammenfiltrede. Vi konkluderer, at legekvaliteter kan være til stede i den designede undervisningspraksis gennem læringsforståelser, der indeholder både en kognitiv, kropslig/sanselig, socio-materiel og rumlig dimension, og at legekvaliteter kan muliggøre, at det fagliges indhold, form og kompleksitet kan udspille sig som en mangfoldighed af læreprocesser. Dette i en uddannelseskontekst, hvor en standardiseret, målstyret og dekontekstualiseret kvalitetsforståelse også er i spil. Abstract In Danish teacher education there is a need for widening the understanding of quality beyond future teachers’ knowledge, skills and competencies to include the processual and situated qualities during teacher education. This article explores how the concept of play qualities can contribute to this situated understanding of quality. The empirical material stems from design-based explorations of playful learning processes in the teaching practices. Through collaborative cartographic analysis we create four design principles pointing to the local and regional, aesthetic suspension, the socio-material and finally entanglement. We conclude that play qualities can be present in the designed teaching practices, through understandings of learning encompassing cognitive, bodily/sense-based, socio-material and spatial dimension and that they may widen the space for the subject oriented content and take shape as a complex diversity of learning processes. This, in an educational context where a standardized, goal-directed and decontextualized understanding of quality also is at stake.

Abstract Objective The objective of this study is to characterize bladder mucosal trauma associated with intermittent catheterization with conventional eyelet catheters (CECs) and to assess if a microhole zone catheter (MHZC) design concept reduces this adverse effect. Materials and Methods A porcine model was developed to reflect human catheterization and bladder drainage. Nine pigs were randomized for catheterization with CEC (n = 6) or MHZC (n = 3). The bladder was drained repeatedly 20 times through the catheter. Cystoscopy was performed before and after the procedure, and bladders were analysed by histopathology. Two additional pigs were used for cystoscopy visualization of suction events in vivo. Cystoscopy, gross pathology, histopathological score, leucocyte infiltration, and intracatheter pressure at flow stops during voiding were compared for each group. Results A significant higher pressure gradient was measured inside the CECs compared with MHZCs during flow stop. Consequently, CECs resulted in suction events inflicting bladder trauma characterized by loss of epithelium, oedema, haemorrhage, and neutrophil tissue infiltration. No significant trauma was identified when using MHZC. Conclusions Considerable mucosal bladder trauma is inflicted by CECs which may be an overlooked risk factor for urinary tract infection. Catheters can be designed to minimize mucosal suction and reduce associated trauma. This may be a solution to reduce infection frequency and increase user comfort. Furthermore, the study demonstrates the potential of pigs as an attractive animal model for investigating urinary catheter performances.

Data repositories such as Eurostat and OECD provide important socioeconomic datasets useful to guide decision support towards reaching sustainable development goals. However, socioeconomic data are typically available at a limited spatiotemporal scale. In the Horizon Europe-funded AquaINFRA project, a specific scope is to make EU data more analysis ready. As part of this, transformations of data into common spatial entities are needed to facilitate cross-analysis in, for example, social-ecological modelling. This paper uses CORINE land cover as ancillary data and EUROSTAT population data to investigate binary and weighted dasymetric refinement strategies to arrive at areal interpolation algorithms to estimate population data at smaller spatial scales. Six different algorithms are presented, and their accuracies are tested with quality measures. Their limitations and further development potentials on how to make them more precise and expand their usefulness in the future to other types of socioeconomic data are discussed.

Teacher education and social education are increasingly challenged to adopt student-centred approaches by focusing on learning spaces and materiality. This study reports on an integrative literature review to determine how space and materiality are approached in the research literature on playful learning in higher education. A thematic analysis of the selected studies was carried out and we identified three themes encompassing playful learning, space and materiality, one with studies explicitly approaching playful learning in higher education, another approaching "materiality as a catalyst for playful learning" and a third with an approach concerning "established educational methods including play, playfulness and materiality". We conclude that materials are invisible parts of playful learning, space is vaguely explored and no studies on play, learning, space and materiality address teacher education and social education.

Mitral regurgitation (MR) resulting from myxomatous mitral valve disease (MMVD) is a prevalent condition in dogs, particularly smaller breeds like Cavalier King Charles Spaniels (CKCSs) and Chihuahuas (CHHs). An accurate assessment of MR severity is essential for effective treatment and disease monitoring, yet a standardized method has yet to be established. In this retrospective study, we evaluated 124 client-owned dogs diagnosed with MMVD, including 64 CKCSs and 60 CHHs. Dogs were categorized into three stages: asymptomatic (B1), remodeled (B2), and congestive heart failure (CHF, C). The MR severity was quantified using the proximal isovelocity surface area (PISA) method, specifically focusing on the PISA radius (PISA-r). The PISA-r measurements exhibited significant increases across disease stages and demonstrated strong correlations with echocardiographic parameters (ranging from 0.83 to 0.94), including the left atrial size and left ventricular internal diameter. The receiver operating characteristic (ROC) curve analysis revealed the high sensitivity and specificity of PISA-r in classifying disease stages, establishing optimal cut-off values. The method displayed excellent repeatability (interobserver variability: 0.95) and reproducibility (intraobserver variability: 0.97). In conclusion, the PISA method, specifically PISA-r, was reliable for assessing MR severity in dogs with MMVD. By simplifying the diagnosis and management of MR, this research can potentially improve the life and management of MMVD-affected dogs.