Search

The overall aim of this study was to examine the different self-reported students' socioeconomic status (SES) measures in the Trends in Mathematics and Science Study (TIMSS) in comparison to national SES measures obtained from Swedish official registers. A further aim was to determine if the same conclusions could be drawn if different student measures were used to define SES when modelling the students' TIMSS mathematics achievement. The overall results showed that the choice of SES measures matters. The home educational resource index and books at home from the TIMSS data base were good indicators of SES. We conclude that when one has access to SES information from official registers it is recommended to use it because these measures have less missing information compared with the TIMSS variables.

Purpose: The purpose of the paper is to contribute to an understanding of the relational work carried out in mentoring programmes and the implications for learning capabilities in future practices. Design/methodology/approach: This study is based on field research of a mentoring programme bringing together senior and newly graduated workers in a large Swedish health care organisation. In total, 54 qualitative interviews with mentors, mentees, HR, managers and union representatives are included. Findings: The findings point to the role of trust and a psychological sense of community in the socialisation work that goes on in relationships between the mentor and the mentee. This in turn leads to increased social capital in the form of learning and retaining workers. The conditions for being vulnerable and asking questions, as well as daring to be independent, are an essential and decisive part of constructing bonding within the professional group and bridging out to other professions and parts of the organisation. Practical implications: The practical contribution from this study is the workplace conditions that are central to organising mentoring programmes, with implications for learning capabilities in future practices. Originality/value: With its theoretical focus on social capital, the study shows the importance of relationships for learning and retaining both newly graduated and experienced employees in a context of high employee turnover. It is central to achieving strong and mutually beneficial relationships through continual and trustful interaction between actors. By using the concepts of social capital, socialisation agents and psychological sense of community, this study contributes to an understanding of mentoring and workplace learning.

Background: In Sweden, the introduction of new national curricula for primary and secondary schools has implied, for example, that programming has become a compulsory part of mathematics education since August 2018. We study Swedish fifth and sixth graders and the distributions of their motivational values related to studying mathematics with paper and pencil vs. with ICT. Materials and methods: We examine, in the framework of Expectancy--value theory, data collected from 93 pupils using Student's t-test, correlation analysis and binary logistic regression analysis. Results: Choosing between traditional and ICT-based approaches significantly affects the distribution of pupils' motivational values; pupils express higher attainment, utility, and cost values when studying mathematics with paper and pencil is concerned. In general, girls express higher motivation in mathematics than boys do. The utility value is the only significant predictor for the view that studying with ICT makes their learning of mathematics qualitatively better. Conclusions: The Swedish fifth and sixth graders also motivated to study mathematics with ICT, yet the distributions of values differ across the genders; boys may benefit more from studying with ICT. Girls seem to need more and a different kind of encouragement than boys to find using ICT in mathematics education meaningful.

This paper examines the affordances of physical objects (e.g. apparatus, models, manipulatives) as they were used by teachers and students to make meaning in coordination with their speech and gestures. Despite the pervasive use of physical objects as material and tactile resources in hands-on investigations or demonstrations, there have been few attempts to analyze their role and function in meaning-making, in the same way, that researchers have previously done for other modes of representation such as speech, written text, diagram and gesture. Using social semiotics as a theoretical framework, we conceptualise physical objects as a semiotic mode with a particular affordance for making meaning that involves embodied actions and manipulation of tools. Based on a multimodal discourse analysis of numerous classroom situations, we illustrate how physical objects as a mode have four unique affordances for meaning-making in science classrooms. These affordances are: (a) enacting material interaction, (b) providing evidential meaning, (c) orientating three-dimensional spatial meaning and (d) sensitising experiential meaning. The implication of why we should use physical objects to support or value-add science meaning-making is then discussed.

A growing body of research has acknowledged the heterogeneity of subclinical social anxiety, identifying a subgroup of individuals who exhibit high levels of impulsivity. In a sample of Swedish early adolescents (N=2,509, M[subscript age]=13.64; 52.8% girls), we conducted latent transition analyses (LTA) to identify four classes of subclinical social anxiety-impulsivity across three time points. We identified a "Low Social Anxiety"-"Low Impulsivity" class, as well as a "High Anxiety"-"High Impulsivity" class for girls and boys, which had high levels of Time-4 internalizing problems. The latter class was less stable but larger for boys. There was also a more typical "High Anxiety"-"Low Impulsivity" class for both genders. Nevertheless, "Low Anxiety"-"High Impulsivity" girls and boys fared the worst in terms of both internalizing and externalizing problems later on. To our knowledge, this is the first study to adopt an LTA framework to investigate trajectories of early adolescent social anxiety-impulsivity over time.

Approximately 36,000 Swedish children seek medical care annually because of injuries during school time. The purpose of this field study is to investigate risky outdoor play at the school yard and to describe teachers' perceptions of risk and safety in relation to learning and development. The study includes observations of children (6-12 years old) during outdoor activities as part of the school's activities and includes focus-group interviews with teachers and children. Children were seen climbing high in play facilities, speeding down slides, or competing with sticks in the woods. Different views of risk and safety among the participants influence outdoor play activities. Teachers' knowledge of risk seems to be derived from common sense and personal experiences rather than from a professional perspective. A joint approach of educational and medicine disciplines is desirable when it comes to children's health and development.

The paper explores factors of importance for young people's choice of upper secondary education and for their future life, from a student perspective. The paper builds on data from a questionnaire study, answered by 1,414 students in grade 9 (age 15-16) in Sweden, prior to their choice of upper secondary school. In addition, data from earlier studies, have been included. Results show that the majority plan to transit to further levels of education. There is, however, a group of students who opt to move directly into work. In relation to making an educational choice, the factors that dominate the decision-making processes of students are related to; interest and ability, wellbeing and fun, but also plans after upper secondary school. Views and choices among friends and adults outside the family, is of less importance. With regard to perceptions of a future life, what dominates students' thinking relates to their views of a secure and comfortable life. Comparisons between boys and girls and between students with parents born outside Sweden and students with native-born parents, show similarities as well as differences. Drawing on our results, we argue that career learning needs to be flexible and adapted to the students' different situations and needs.

Decreasing performance in several core subjects among students in Sweden and the increasing segregation of schools are urgent issues in relation to equity in education, which has been a long-term goal in Sweden. The aim of this study is to identify factors in the school environment associated with student performance in PISA in mathematics at different performance levels in the Nordic countries. In order to separate the effects of school-level variables from the effects of student background factors, and to deal with the multistage sampling design used in PISA, multilevel analysis was used in this exploratory study. Based on data from PISA 2003 and 2012, which are the most recent assessments with a focus on mathematics, results have shown that a few school-level factors seemed to be associated with student success, and then mainly among low and medium-performing schools. Overall, school-level factors associated with success (or lack of it) partially differ between countries and over the years. These results have implications for educational professionals since some of the school-level factors identified inhibit potential for change.

The aim of this study was to examine the association between students' TIMSS (Trends in Mathematics and Science Study) science achievement, and students' school achievements, in terms of national tests and grades from school years 6 and 9. Further to examine the association with TIMSS science achievement and different subgroups of students based on their home background. The study is based on a unique possibility to analyse TIMSS 2015 data together with register data of the Swedish students' national test results from school years 6 and 9 and their science subject grades from school years 6 and 9. The overall results show that there were moderate associations between TIMSS science achievement and school achievement measures. The association between grades and the high-stakes national tests were stronger than between grades and TIMSS. The students' home background had a clear impact on the results as students with highly educated mothers, who comes from homes with many books and are nonimmigrants had on average higher TIMSS science achievements.

Motivational methods of teaching are topical subjects and much discussed issues regarding schools and education. The first question of our study covers student motivation and students' perception of their own schools' teaching methods. The second question reflects on how upper secondary school teachers perceive their roles as teachers, their thoughts on acquirement of knowledge and how learning takes place. The third question treats the subject of how school and education is organized. The upper secondary school the authors chose for the case study is a school that recruits students on a national basis and is directed towards the education of fire and rescue service personnel. The programme follows the national science curriculum and gives qualification for further studies at most universities. The school started in the autumn of 1998 and is known for being successful at working with student involvement, responsibility and subject integration. The study which was conducted during the autumn of 2007 included 32 students from two of the learning groups from the same year and started on the day of introduction of a new theme and finished with their presentation of results. The authors made observations, interviewed and through questionnaires studied how students comprehended the schools' working methods. We also interviewed their teachers and headmaster. The theoretic standpoint is Activity Theory (Chaiklin, S. & Lave, J. 1996; Knutagard, H., 2002; Vygotsky, L. S., 1986). The conclusions are that the students are encultured into a school's activities that are similar to what students perceive as that of real life. It gives meaning and motivation to learning and makes it meaningful. They identify their own responsibility and cooperative learning as the most important parts. The teachers' own learning process and planning work is parallel to the work forms applicable to the students. They are all interdependent of each other since all the work areas are thematic. The school can be seen as an activity system where members interplay and communication develops a common culture. (Contains 1 figure and 1 footnote.)

More than 15 years after the introduction of a standards-based curriculum reform, the mathematics teachers are positive towards the reform message but have not changed their classroom practice accordingly. To improve the impact of future reforms, it is important to learn from this situation and to better understand the role of the national policy documents. The purpose of this study is therefore to examine how the standards-based reform in mathematics in Sweden was conveyed in the formal written curriculum. The research questions focus on to what extent and how clearly the national policy documents convey the message. The results show that the message is present to a large extent in the policy documents, but that it is vague and formulated with complex wording. The study gives concrete examples and shows in detail in what ways the documents are vague and complex.

This empirical study investigates what activities emerge when six-year olds are instructed to create narratives with an interactive whiteboard (IWB). A detailed analysis is provided of what the participants are oriented towards in the activity, and further what aesthetic judgements are used and their role in the evolving activity. Theoretically, the study builds on a sociocultural perspective on learning and Dewey's (1934-80. "Art as Experience." New York, NY: Perigee Books) philosophy on aesthetic experience. The empirical data consist of video recordings of six technology-mediated story-making activities in a preschool class. The findings show that even when the teacher attempts to scaffold narrative learning, the children direct their attention foremost to the visual arts, which occasionally lead to the participants' insufficient intersubjectivity. This finding is explained with reference to the inherent design of the IWB. Furthermore, the participants frequently use aesthetic judgements on both actions and the created visual objects. The judgements turn out to constitute directives in terms of leading the activities forward and, importantly, being indicators of the children's learning.

Purpose: This paper aims to illuminate and analyse the participants' experiences of the influences of a dialogue intervention. Cooperation and coordination in health care require planning of dialogically oriented communication to prevent stress and ill health and to promote health, well-being, learning, and efficiency in the organisation. Design/methodology/approach: An intervention method based on dialogue theory, with Socratic provocations and concrete workplace examples enhanced authenticity of conversations. A qualitative study, using qualitative content analysis, entailed interviews with 24 nurses, assistant nurses and paramedics, strategically selected from 156 intervention participants. Findings: Two themes emerged, dialogue-learning processes and dialogue-promoting communicative actions. The first includes risk-taking to overcome resistance and fear of dialogue, expressing openly thoughts and feelings on concrete issues and taboo subjects, listening to and reflecting on one's own and others' perspectives and problematising norms and values. The second comprises voicing opinions, and regarding one's own limits; requesting support and room for manoeuvre; and restraining negative emotions and comments in the interest of well-being. Findings depict strengthened awareness and readiness regarding dialogue and multiple balancing of dialogue at work. Research limitations/implications: This study implies further observing and examining of communicative patterns during workplace dialogue. Practical implications: A useful approach to communication development for occupational health and personnel in health care and other workplace contexts. Originality/value: Previously, arenas have been created for dialogue, but close-process studies of dialogue in health-care work are scarce. This study provides insights into how workplace communication can develop towards dialogue.

With the current expansion of digital tools, the media used for narration is changing, challenging traditional literacies in educational settings. The present study explores what kind of activities emerge when six-year-old children in a preschool class write a digital story, using a word processor and speech-synthesised feedback computer software. Empirical material was collected in a primary school that participates in a larger community project on writing with digital technology. The focus of the study is on how the storytelling activity is mediated by the technologies and the participants (teacher and children). The results show that the digital tools used, in part, directed the children away from narrating, instead turning their attention to negotiations of division of labour and literate conventions. The latter were also at the forefront of the teacher's contributions to the children's activity. Despite these circumstances, the children succeed in accomplishing the instructed task of collaboratively composing a story.

Empirical research shows that students often use reasoning founded on copying algorithms or recalling facts (imitative reasoning) when solving mathematical tasks. Research also indicate that a focus on this type of reasoning might weaken the students' understanding of the underlying mathematical concepts. It is therefore important to study the types of reasoning students have to perform in order to solve exam tasks and pass exams. The purpose of this study is to examine what types of reasoning students taking introductory calculus courses are required to perform. Tasks from 16 exams produced at four different Swedish universities were analyzed and sorted into task classes. The analysis resulted in several examples of tasks demanding different types of mathematical reasoning. The results also show that about 70% of the tasks were solvable by imitative reasoning and that 15 of the exams could be passed using only imitative reasoning.

Swedish nurses (n=497) indicated that continuing education enhanced their work satisfaction, extended their competence, and enhanced their self-confidence. Continuing education does not seem to have resulted in increased salaries, more power or authority, or greater influence over the work situation. (SK)

The success of the change from vocational training to academic education for nurses in Sweden depends on faculty competence. Observations at three Swedish nursing schools and interviews with 59 nurse educators identified strategies educators used to maintain teaching competence: being "real" nurses, being prepared in different subjects, and having academic degrees. (SK)

Background: Studies show that adolescents with congenital heart disease (CHD) lack knowledge about reproductive health in relation to their CHD. Objective: The aims were to investigate (i) the proportion of adolescents with CHD receiving information about reproductive health, (ii) the level of reproductive health knowledge in adolescents with CHD, and (iii) potential correlates for receiving information about reproductive health. Methods: A total of 202 adolescents aged 14 to 18 years (mean age 15.7 ± 1.1 years) with CHD completed the Knowledge Scale for Adults with Congenitally Malformed Hearts and were asked if they had received information about contraception and pregnancies or if this would be of interest. Results: Few adolescents could recall receiving information about contraceptives (5%) and pregnancies (15%). Furthermore, only 24% adolescents wanted information about contraceptives, and 42% of the female adolescents wanted information about pregnancies. There was a higher probability of male adolescents wanting information about contraceptives. Knowledge about reproductive health varied regarding knowledge about why they had been born with CHD (68%), knowledge about the hereditary nature of the CHD (48%), and if sexual activity could worsen their CHD (70%). However, few (11%) had knowledge about the elevated risk of having a child with CHD. Age was associated with a higher probability of having knowledge about the risks of having a child with CHD. Conclusions: The low number of adolescents receiving information about contraceptives and pregnancies may have implications for future health and family planning. Future research is needed to identify and evaluate successful communication strategies that help to identify adolescents' preferences on how to approach this sensitive topic. [ABSTRACT FROM AUTHOR]

Introduction: Driving is a complex activity involving a high level of cognitive abilities and thus might be affected after a brain injury/disease. The aim of this research was to evaluate the feasibility and construct validity of a driving simulator tool as a complement to existing driving assessments of patients with cognitive dysfunctions after a brain injury/disease. Method: A descriptive and prospective research design was achieved. For construct validation, decisions were based on results from the Useful Field of View, Nordic Stroke Driver Screening Assessment, Trail Making Test and, when necessary for the decision, an on-road observation. Results from the simulator tool were not included in the clinical decision process. Results: A total of 129 patients from four different rehabilitation services were included. The results showed a significant difference in test results between those who were considered medically fit versus unfit to drive. A factor analysis revealed four components, all including attention in combination with processing speed, visuospatial function, simultaneous capacity and executive function; these are all represented in the simulator tool. A correlation analysis showed that simulator subtest 3 (response/divergent response to stimuli) had the strongest correlation with most of the other tests included. Conclusions: The simulator was found to be feasible and valid and found to include components other than those measured in the other tests. [ABSTRACT FROM AUTHOR]

Background: There is an increasing interest in mobile health (mHealth), the use of mobile devices for supporting self-care in persons with heart failure. However, an established theoretical framework to explain, predict, and understand the phenomena of mHealth to support self-care is lacking. Objective: The aim of this study was to deductively test if the situation-specific theory of heart failure self-care could be applied in the context of persons with heart failure using an mHealth system with a tablet computer connected to a weighing scale to support their self-care. We wanted to test whether the 3 phases of the self-care process (ie, self-care maintenance, symptom perception, and self-care management) could be validated in the experiences of persons with heart failure using an mHealth tool. Methods: A qualitative study design was used with semistructured interviews. Data were analyzed deductively using content analysis and coded according to a structured matrix into 1 of the 3 predefined categories: self-care maintenance, symptom perception, or self-care management Results: Seventeen persons with heart failure, with mean age of 75 years, participated. The mHealth system was found to be feasible, influencing adherence and providing support for maintaining self-care as well as influencing both physical and psychological symptom perception. In persons with heart failure, the mHealth tool experience influenced the development and use of skills and fostered independence in self-care management. An interaction with healthcare professionals was sometimes needed in combination with the mHealth tool. Conclusions: The findings confirmed that "the situation-specific theory of heart failure self-care" could be applied in this context. [ABSTRACT FROM AUTHOR]

Introduction: Beyond relevant cognitive tests, a simulated driving activity could be useful to observe performance and behaviour in a standardized 'driving-like' situation and provide information on attention, reaction time and information processing speed when evaluating the ability to continue driving after a brain injury or disease. The aim was to develop and evaluate concurrent validity and internal consistency of a computerized simulated driving task tool. Methods: Results from a new tool (CyberSiM, including three subtests and four result variables) were compared with results from the Trail Making Test, Useful Field of View test and Nordic Stroke Driver Screening Assessment. There were 126 healthy adults included in the study. Results: The correlation analysis showed significant correlations (p <0.001) for CyberSiM reaction time and all cognitive tests except for Useful Field of View 1. The CyberSiM showed good internal consistency, with Cronbach's alpha=0.85. Conclusion: The analysis of concurrent validity showed conformity to most cognitive tests. CyberSiM might be a useful complement to cognitive testing with the opportunity to observe some behaviours 'in a driving-like activity'. Further studies on clinical groups are needed to confirm its usefulness. [ABSTRACT FROM AUTHOR]

The complexity of end-of-life communications has previously been described and found to be given late in the patient's palliative care. There is a need for earlier and more continuous end-of-life-communications throughout the patient's care to reduce anxiety, confusion, and promote participation. Registered nurses (RNs) have a unique closeness to the patient and the ability to identify early the need for end-of-life communication. The aim of this study was to describe crucial aspects of nursing in end-of-life communication in an oncology context. The study was designed as a qualitative content analysis of in-depth interviews with RNs working in oncology in-patient care units. Two domains were identified: before, and after end-of-life communications, with the categories importance of being well prepared to identify both the patient's and their family's needs. Cooperation and interaction between physicians and RNs were crucial to be able to support patients and their relatives around the clock. The presence of RNs encouraged further conversations about the patients' conditions to gain insight into the new situation. End-of-life communication should not only be medicine oriented and performed by physicians. Involvement of RNs' expertise enables increased patient/relative participation as well as reduced anxiety and suffering, creating clarity and safety for all involved in care. [ABSTRACT FROM AUTHOR]

Introduction: The 'oldest-old' is the most rapidly growing age group in Sweden and in the western world. This group is known to be at great risk of increased functional dependency and the need for help in their daily lives. The aim of this research was to examine how the oldest-old change over time regarding health-related quality of life, cognition, depression and ability to perform activities of daily living and investigate what factors explain health-related quality of life at age 85 and 93 years. Methods: In this study, 60 individuals from the Swedish Elderly in Linköping Screening Assessment study were followed from age 85 to 93 years. Measurements used were EQ-5D, Geriatric Depression Scale, Mini Mental State Examination and ability to perform activities of daily living. Nonparametric statistics and regression analyses were used. Results: Although the individuals had increased mobility problems, decreased ability to manage activities of daily living, and thus had increased need of assistance, they scored their health-related quality of life at age 93 years at almost the same level as at age 85 years. No depression and low dependence in activities of daily living speaks in favour of higher health-related quality of life. Conclusions: Health-related quality of life can be maintained during ageing despite decreased functional ability and increased need of assistance in daily life. [ABSTRACT FROM AUTHOR]

Background: Thirst can be aggravated in patients with heart failure (HF), and optimization of HF medication can have positive impact on thirst. Objectives: The aims of this study were to describe changes in thirst intensity and to determine factors associated with high thirst intensity during optimization of HF medication. Methods and Results: Patients with HF (N = 66) who were referred to an HF clinic for up-titration of HF medication were included. Data were collected during the first visit to the clinic and at the end of the treatment program. Data were dichotomized by the median visual analog scale score for thirst, dividing patients into 2 groups: low thirst intensity (0-20 mm) and high thirst intensity (>20 mm on a visual analog scale of 0-100 mm). In total, 67% of the patients reported a higher thirst intensity after the HF up-titration program. There was no difference in thirst intensity between the patients who reached target doses and those who did not. Plasma urea level (odds ratio, 1.33; 95% confidence interval, 1.07-1.65) and fluid restriction (odds ratio, 6.25; 95% confidence interval, 1.90-20.5) were independently associated with high thirst intensity in patients with HF. Conclusions: Thirst intensity increased in two-thirds of the patients during a time period of optimization of HF medication. Fluid restriction and plasma urea levels were associated with high thirst intensity. [ABSTRACT FROM AUTHOR]

Background: Patients with congenital heart disease (CHD) are in need of lifelong healthcare. For adolescents with CHD, this transfer to adult-care clinic can be difficult. Objective: The aim was to identify and describe the needs of adolescents with CHD and their parents during the transition before transfer to adult cardiologic healthcare. Methods: This study has an exploratory design with a qualitative approach, where 13 adolescents with CHD and their parents (n = 12) were individually interviewed. The interviews were analyzed with content analysis. Results: The analysis of the adolescents' interviews resulted in 3 categories: change of relationships, knowledge and information, and daily living. The theme that emerged depicting the meaning of the categories found was Safety and control, indicating needs of continuity, knowledge, and taking responsibility. Analysis of the parents' answers gave 2 categories: change of relationship and daily living. The theme that emerged was safety and trust, indicating needs of continuity and shifting responsibility. Conclusions: The transition must be carefully planned to ensure that adolescents can master new skills to manage the transfer to adult cardiologic healthcare. A structured program may facilitate and fulfill the needs of the adolescents and their parents, taking into consideration the aspects of trust, safety, and control. However, the content and performance of such a program must also be examined. We plan to undertake an extensive research project in the area, and this study will be a baseline for further research. [ABSTRACT FROM AUTHOR]

Mental illness is a growing problem in numerous industrialized countries. Young women in particular report problems such as anxiety, worry and depression. The aim of this study was to evaluate a cognitive educational program offered to young women with mental illness by listening to how they discussed their own social skills and capability to obtain work or education. Five women in the age range of 18-26 years, who had been unemployed for at least four months, diagnosed as suffering from mental illness, and who also participated in a cognitive educational program were interviewed. The text from the interviews was analyzed using content analysis. The analysis resulted in the construction of the following theme: 'Being together in an inspiring educational program supports the women's own ability to devise a holistic life puzzle'. The participants' answers were grouped into the following categories: 'Perceptions of the educational program' and 'Social network' with four subcategories. Being together with others in the same situation would appear to support the women's own abilities, especially in an environment characterized by strict routines and nearness. These findings indicate the need to develop interventions for young women with mental illness which encourage spaces for collective support. [ABSTRACT FROM AUTHOR]

Introduction: Older people should have opportunities to be active participants in society because aspects such as lifestyle, physical and social environment and physical and mental status have influence on active ageing. The purpose of this study was to explore the interests pursued by 85-year-old people living in ordinary housing in relation to gender, cognition, depression and health-related quality of life (HRQoL). Method: A sample of 240 participants completed a postal questionnaire, including the EuroQoL HRQoL measurement. Additional instruments used during a subsequent home visit were the Canadian Occupational Performance Measure, Mini Mental State Examination and Geriatric Depression Scale. Results:Women experienced poorer health than men, lived alone to a greater extent and used more mobility devices. Compared with men, women had a larger number of interests within household management, but there were no gender differences in the leisure area. A lower number of interests in active recreation was associated with lower cognitive function, poorer HRQoL and a higher risk of depressive symptoms. Conclusion: The main finding is that engaging in active recreation interests is associated with better cognition, less depression and higher HRQoL in these 85-year-old people and is, therefore, a concern of occupational therapists. [ABSTRACT FROM AUTHOR]

Slaking quick lime directly with sand produces 'hot lime' and 'hot lime mortars'. The repair and consewation of the façades of Läckö Castle in western Sweden is a rare example of this method being used in conservation practice. The objective of the Läckö project has been to develop a repair mortar that is technically compatible with those used in the original structure. The hypothesis is that hot lime could provide the key to replicating the qualities of the original lime-rich, historic mortars and would thus be suitable for making compatible mortars. This paper is an account of the experience and describes the processes of burning lime and slaking and the production and application of 'hot-lime' mortar. It also considers the properties and advantages and disadvantages of hot lime mortar compared with those of traditionally 'wet-slaked mortar'. The experience so far has been encouraging. [ABSTRACT FROM AUTHOR]

Interprofessional education (IPE) is an educational strategy attracting increased interest as a method to train future health care professionals. One example of IPE is the clinical training ward, where students from different health care professions practice together. At these wards the students work in teams with the support of facilitators. The professional composition of the team of facilitators usually corresponds to that of the students. However, previous studies have revealed that nurse facilitators are often in the majority, responsible for student nurses' profession specific facilitation as well as interprofessional team orientated facilitation. The objective of this study was to describe how nurses act when facilitating interprofessional student teams at a clinical training ward. The research design was ethnography and data were collected through participant observations and interviews. The analysis revealed the four strategies used when facilitating teams of interprofessional students to enhance collaborative work and professional understanding. The nurse facilitator as a team builder is a new and exciting role for nurses taking on the responsibility of facilitating interprofessional student teams. Future research needs to explore how facilitating nurses balance profession specific and team oriented facilitating within the environment of an interprofessional learning context., (Copyright © 2011 Elsevier Ltd. All rights reserved.)

The preceptor is a nurse who teaches and supports the student and is seen as pivotal to student learning within the clinical setting. Earlier studies have shown that preceptors' pedagogical competence is significant for facilitating learning during clinical practice. However, studies describing pedagogical competence, especially in terms of teaching strategies, seem to be scarce. The aim of this study was to describe which strategies and techniques preceptors use to teach undergraduate nursing students during clinical practice. The study had an ethnographic approach; methods used were participant observations and focus group interviews with nurses who were experienced in precepting undergraduate nursing students. Findings illustrated how preceptors used different strategies and techniques in a continuous process of adjusting, performing and evaluating precepting. Increased knowledge on how the preceptors actually teach student nurses during clinical practice will help facilitate educational programmes for preceptors, which will enhance their pedagogical skills and competences.