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The publisher regrets that the Appendix 1. SCOPE: Scale on COmmunity care Perceptions was not completely included in the published article. [Figure presented] The publisher would like to apologise for any inconvenience caused.

BackgroundDespite the increasing labour market shortage of well-educated community nurses, few baccalaureate nursing students choose for a career in community care. Obtaining knowledge of how students perceive healthcare areas early in their education is important to take meaningful steps in counteracting any existing misconceptions with targeted curriculum redesign.ObjectiveDetermination of factors underlying perceptions of healthcare areas in first-year baccalaureate nursing students.DesignA descriptive qualitative study using focus group inquiry.MethodsThis study follows up on a large-sample quantitative multicentre survey study. Fourteen first-year nursing students at a university of applied sciences in the Netherlands participated in focus group discussions in October 2014. Transcripts of the discussions were coded by two independent researchers at three levels – open, axial and selective coding – on the basis of two templates. The codes were sorted into categories and assigned to suitable main codes in the templates. The number of sub-codes per category and code were added together.ResultsEight main themes were formulated, to wit (1) variety and diversity, (2) challenges, (3) improving people's health, (4) collaboration, (5) role models, (6) patient- or environment-based perceptions, (7) self-efficacy and (8) immediate vicinity. Data suggest that first-year students have clear ideas about the characteristics which they consider important in professional practice. Their perceptions do not necessarily reflect the actual situation, as they expect the hospital to possess all desired characteristics while community nursing seems to be undervalued.ConclusionTo remedy students' misperceptions, four recommendations are formulated for curriculum redesign strategies deriving from the eight themes. These recommendations are based on collaboration between school and care organisations as well as on themes related to in-depth knowledge within the educational programme. The interventions will potentially help to strengthen the focus on community care, which will foster a more optimistic and realistic career outlook on this field.

De verpleegkundige zorgverlening verschuift steeds meer naar zorg in de gemeenschap aan oudere patiënten met complexe gezondheidsproblemen, die tot op hoge leeftijd thuis blijven wonen. Door kwalitatief goede zorg te bieden, moeten huidige en toekomstige wijkverpleegkundigen bevorderen dat patiënten zich langduriger in hun eigen omgeving kunnen handhaven [1]. Hbo-opgeleide wijkverpleegkundigen vervullen een spilfunctie door de autonome positie die hen door de overheid wordt toegekend, onder meer met de bevoegdheid tot het zelfstandig indiceren van zorg [2]. De Vereniging Verpleegkundigen & Verzorgenden Nederland (V&VN), en met haar de overheid, stelt echter dat er een landelijk tekort is aan goed opgeleide wijkverpleegkundigen. Hoewel de Tweede Kamer eind 2008 in de motie Hamer al verzocht geld beschikbaar te stellen voor uitbreiding van het aantal hbo-wijkverpleegkundigen, is de verwachting dat het tekort al in 2019 zal oplopen tot minimaal 2.200 wijkverpleegkundigen [3]....

Current discussions about educational policy and practice are often embedded in a mind-set that considers students who were born in an age of omnipresent digital media to be fundamentally different from previous generations of students. These students have been labelled digital natives and have been ascribed the ability to cognitively process multiple sources of information simultaneously (i.e., they can multitask ). As a result of this thinking, they are seen by teachers, educational administrators, politicians/policy makers, and the media to require an educational approach radically different from that of previous generations. This article presents scientific evidence showing that there is no such thing as a digital native who is information-skilled simply because (s)he has never known a world that was not digital. It then proceeds to present evidence that one of the alleged abilities of students in this generation, the ability to multitask, does not exist and that designing education that assumes the presence of this ability hinders rather than helps learning. The article concludes by elaborating on possible implications of this for education/educational policy.

In complex cognitive domains such as air traffic control, professionals must be able to adapt to and act upon continuing changes in a highly advanced technological work environment. To function optimally in such an environment, the controllers must be able to regulate their learning. Although these regulation skills should be part of their training, this is not usually the case. This study evaluates a training program that integrates air traffic control skills with regulation skills. The participants were 29 air traffic control students who followed either the original training program (n = 12) or a new program (n = 17) in which the development of regulation skills was embedded in the training of domain specific skills. Compared to students in the original program, the students in the new program showed increased self-efficacy in the use of self-regulated learning skills with improved performance in domain specific competences. The implications of these findings are discussed with regard to the daily training practice of complex cognitive skills.

The goal of this study was to investigate whether single executive function (EF) tests were predictive for learning performance in mainly young and middle-aged adults. The tests measured shifting and updating. Processing speed was also measured. In an observational study, cognitive performance and learning performance were measured objectively in 851 adult students and analyzed using multiple linear regression. EFs and processing speed were measured via cognitive tests. Learning performance was evaluated after 14 months. The results show that updating performance is predictive for learning performance, with a small effect size, while shifting performance was not. This means that a single updating test has predictive value for learning performance acquired over a longer period of time. However, as the effect size is rather small, the test on its own does not serve as a proper selection tool for determining whether a student will be successful or not.

Research on instructional and learning design is ‘booming’ in Europe, although there has been a move from a focus on content and the way to present it in a formal educational context (i.e., instruction), to a focus on complex learning, learning environments including the workplace, and access to learner data available in these environments. We even see the term ‘learning experience design’ (Neelen and Kirschner 2020) to describe the field. Furthermore, there is an effort to empower teachers (and even students) as designers of learning (including environments and new pedagogies), and to support their reflection on their own practice as part of their professional development (Hansen and Wasson 2016; Luckin et al. 2016; Wasson et al. 2016). While instructional design is an often heard term in the United States and refers to “translating principles of learning and instruction into plans for instructional materials, activities, information resources, and evaluation” (Smith and Ragan 1999), Europe tends to lean more towards learning design as the key for providing efficient, effective, and enjoyable learning experiences. This is not a switch from an instructivist to a constructivist view nor from a teacher-centred to a student-centred paradigm. It is, rather, a different mind-set where the emphasis is on the goal (i.e., learning) rather than the approach (i.e., instruction). Designing learning opportunities in a technology enhanced world builds on theories of human learning and cognition, opportunities provided by technology, and principles of instructional design. New technology both expands and challenges some instructional design principles by opening up new opportunities for distance collaboration, intelligent tutoring and support, seamless and ubiquitous learning and assessment technologies, and tools for thinking and thought. In this article, the authors give an account of their own and other research related to instructional and learning design, highlight related European research, and point to future research directions.

Objectives‐based instructional design approaches break down tasks into specific learning objectives and prescribe that instructors should choose the optimal instructional method for teaching each respective objective until all objectives have been taught. This approach is appropriate for many tasks where there is little relation between the objectives, but less effective for teaching complex professional tasks that require the integration of knowledge, skills, and attitudes and the coordination of different skills. For the latter, a task‐centred approach that starts designing instruction from whole, real‐life tasks, is more appropriate. This article describes one task‐centred instructional design model, namely the Four‐Component Instructional Design (4C/ID) model and illustrates its application by reflecting on three educational programs in higher education designed with 4C/ID. The first case presents a design for a course that focuses on the development of mobile apps at the Amsterdam University of Applied Sciences in the Netherlands. The second case illustrates the integration of information problem‐solving skills at Iselinge University of Professional Teacher Education, a teacher training institute in the Netherlands. The third case is an example from general practice education at the KU Leuven, Belgium. Future developments and issues concerning the implementation of task‐centred educational programmes are discussed.

It has been said that “[W]ithout an understanding of human cognitive architecture, instruction is blind”. In this respect, collaborative learning as an instructional approach is at best sight-impaired and at worst stone-blind. While collaborative learning is increasingly used in school and lifelong learning for acquiring work-life skills, there is little evidence-informed theory based on human cognitive architecture to guide its implementation. Cognitive load theory has traditionally been associated with individual learning. Based on evolutionary educational psychology and our knowledge of human cognition, in this chapter we indicate that the theory can be used directly to explain collaborative learning. Additions are needed to account for the particulars of collaboration, but those additions also require the basic concepts used by the theory. The major additions are the concept of a collective working memory and generalised domain group knowledge. We suggest that cognitive load theory, with these additions, can clarify collaborative learning and generate novel hypotheses.

A characteristic of becoming a professional is the internalisation of the Collective Professional Theory (CPT), the shared insights of experienced practitioners. A problem arises when different opinions stemming from practitioners’ Personal Professional Theories (PPTs), obscure a CPT’s content. This study argues that groups of cooperating practitioners have well-defined CPTs, which together constitute a field. The relations between CPTs, PPTs and fields are studied in case studies under accountants and teachers. In each domain a representation of a CPT was constructed and compared with PPTs. The results indicate that CPTs are more complex than PPTs and the structure of the two fields differs locally. Compared to the CPTs of teachers, differences between the CPTs of accountants are smaller. Such insights in CPTs are important for education because socialisation in a domain may be fostered if one is aware of CPTs and the surrounding field in relation to one’s PPT.