Search

Abstract Background Pregnant patients were a significant population to consider during the pandemic, given the impact of SARS-CoV-2 infection on obstetric outcomes. While COVID testing was a central pillar of infection control, it became apparent that a subset of the population declined to test. At the same time, data emerged about pregnant persons also declining testing. Yet, it was unknown why pregnant patients declined tests and if those reasons were similar or different from those of the general population. We conducted this study to explore pregnant patients’ attitudes, access, and utilization of COVID-19 testing to support healthcare for infection prevention management for this unique and medically complex population. Methods We conducted a qualitative study of patients who were currently or recently pregnant during the early stages of the pandemic and received outpatient prenatal care at one of the participating study sites. An interview guide was used to conduct in-depth telephone interviews. Coding was performed using NVivo, and analysis was conducted using Grounded Theory. Results The average age of the participants (N = 37) was 32 (SD 4.21) years. Most were

Abstract Background This study evaluated an attempt to implement video consultations through a novel education intervention in telehealth training and implementation in two middle-sized hospitals in Denmark. Three units tested the education intervention along with a regional decision to strengthen multidisciplinary and cross-sectoral collaboration through technology to improve service delivery by making the process more coherent and saving time and resources. This study aims to identify what contextual factors enable workplace learning, skills acquisition, and utilization of new digital skills to use and routinize video consultations in workplace practice. Methods This qualitative case study draws on the principles of the realist evaluation framework using cross-case comparisons to test and refine program theories by exploring the complex and dynamic interaction among context, mechanism, and outcome. The methods in this study include participant observations, document analysis, semi-structured individual interviews, and focus groups. We performed an interpretive cross-case analysis, which explored the context-mechanism-outcome relationship using the guiding question, “What works, for whom, under what circumstances, and why?”. Results Two broad mechanisms appeared to enable skills acquisition and routinization of video consultations: informal workplace learning and adjusting video consultations to professional judgment. The three units had different approaches to the implementation and training and, as such, had different outcomes. First, the skills acquired in the units differed; therefore, how and with whom they used video consultations varied. Second, video consultation use was more likely to be adjusted to workflows if unit managers were responsive to staff’s professional judgments regarding patients, as was evident in all three units. Conclusion Our study shows that a formal training course alone is insufficient to provide healthcare professionals with the skills needed to use video consultations in workplace practice. Informal workplace learning with support on the spot and continuous follow-up seems to equip healthcare professionals with the skills to use video consultations. Video consultations are more likely to be used confidently if novel workflows are adjusted to health care professionals' knowledge, skills, and judgment and their concerns regarding patient soundness.

This article contributes to the debate on the growing number of interdisciplinary study programs in learning and technology, and aims to understand the diversity of programs as well as curricula structure in an international landscape. Scientific fields share their knowledge and recruit young researchers by offering discipline-specific study programs. Thus, study programs are a reflection of the fields they represent. As technology-enhanced learning is considered to be particularly interdisciplinary and heterogenous, it is important to better understand the landscape of study programs that represents the field. This article presents an analysis of master programs in technology-enhanced learning. A systematic review and analysis of master programs offered in English has been conducted and further used as input for hierarchical cluster analysis. The study identified general characteristics, curricula structure, and organization of topics of these programs. Hierarchical cluster analysis and qualitative content analysis helped us to identify the major types of curricular structures and typical topics covered by the courses. Results show that most study programs rely on interdisciplinary subjects in technology-enhanced learning with a considerable number of subjects from education, learning and psychology. Subjects related to technology, information and computer science appear in such programs less frequently.

Sårbarhetsbegrepet har fått en større plass i norsk offentlig debatt i forbindelse med koronapandemien, og de sårbare elevene har blitt løftet frem i diskusjoner om skolenes håndtering av pandemien. Artikkelen setter søkelyset på hvordan begrepet ble fortolket av ulike aktører i og rundt skolen, og hvilke mulige konsekvenser dette hadde for inkludering i perioden med skolestengning. Vi spør hvilke konsekvenser ulike forståelser av begrepet sårbare elever har for inkluderende praksis. Det empiriske materialet omfatter 27 intervjuer med skoleeiere, skoleledere, lærere og støttesystem i seks ulike kommuner og er supplert med dokumenter fra sentrale myndigheter. Resultatene viser at begrepet sårbare barn og unge ble innsnevret av myndighetene i denne perioden. Samtidig åpnet begrepet i nasjonale veiledere for ulike forståelser hos aktørene og dermed et mulighetsrom for tilpasning til lokale praksiser på skolene og en prioritering av enkeltgrupper. Studien bidrar med ny innsikt i fortolkninger av sårbarhetsbegrepet under koronapandemien og mulige konsekvenser for inkludering når rammebetingelsene endres.

The contribution of this article is to highlight how exploring various writing genres in the beginning of higher education can contribute to academic literacy. While many studies have addressed the transition into academia by focusing on academic writing, the use of various writing genres has scarcely been researched. Based on the thematic analysis of focus-group interviews that explore first-year students' experience of writing in academia, we present and discuss three emerging themes: 1) academic writing as a dull and constricted world, 2) playing with and playing out identities through writing in various genres, and 3) learning academic writing from contrasts. Our research indicates that starting with other writing genres than the academic genre might foster an experience of mastery that could enhance self-efficacy when it comes to academic writing. Moreover, discovering contrasts to academic writing can help students to understand the boundaries and characteristics of academic writing.

Theory-based evaluation has undergone changes over time, adapting to challenges and aligning with trends that emphasise increased participation and complexity. However, integrating both high participation and complexity in programme theory does not consistently lead to productive outcomes in intricate systems. This article introduces contingency-oriented questions to assess the appropriate balance of complexity and participation in theory-based evaluation. Using a case study focused on the Accelerating Achievement for Adolescents Hub, a Global Challenges Research Fund initiative, we demonstrate the practical application of these questions. Our analysis highlights why efforts to elaborate a more complex programme theory were unsuccessful and explains the rationale behind concluding the project with a theory characterised by more moderate complexity and participation. [ABSTRACT FROM AUTHOR]

Abstract This article contributes to the debate on the growing number of interdisciplinary study programs in learning and technology, and aims to understand the diversity of programs as well as curricula structure in an international landscape. Scientific fields share their knowledge and recruit young researchers by offering discipline-specific study programs. Thus, study programs are a reflection of the fields they represent. As technology-enhanced learning is considered to be particularly interdisciplinary and heterogenous, it is important to better understand the landscape of study programs that represents the field. This article presents an analysis of master programs in technology-enhanced learning. A systematic review and analysis of master programs offered in English has been conducted and further used as input for hierarchical cluster analysis. The study identified general characteristics, curricula structure, and organization of topics of these programs. Hierarchical cluster analysis and qualitative content analysis helped us to identify the major types of curricular structures and typical topics covered by the courses. Results show that most study programs rely on interdisciplinary subjects in technology-enhanced learning with a considerable number of subjects from education, learning and psychology. Subjects related to technology, information and computer science appear in such programs less frequently.

Internasjonalisering har en sentral plass i høyere utdanning, både i politiske og institusjonelle dokumenter. Internasjonaliseringskonseptet er derimot knyttet til en del uklarheter, særlig med tanke på den pedagogiske dimensjonen. Artikkelen presenterer internasjonaliseringsagendaen i norsk utdanningspolitikk og utfordringer for gjennomføringen av internasjonaliseringsagendaen på studieprogramnivå. Studiens bidrag er å beskrive utviklingen av internasjonalisering slik det er fremstilt i policydokumenter, og drøfte hvordan den politiske agendaen imøtekommer den pedagogiske dimensjonen. Artikkelen er basert på en dokumentanalyse som viser at oppmerksomheten rettes mot hva internasjonalisering er, samt generelle argumenter for hvorfor internasjonalisering er viktig i høyere utdanning. Mindre omtalt er hvordan internasjonaliseringsagendaen kan utvikles og gjennomføres i praksis ved studiestedene, her omtalt som den pedagogiske dimensjonen.

Begrebet ”konstitutive virkninger” beskriver, uden at forudsætte optimistiske antagelser om vedvarende læring og optimering, hvordan evaluering former virkeligheden. Artiklen udlægger begrebets udvikling frem til i dag. Påstanden er, at det nu er påkrævet at reflektere over, hvordan vi alle er involveret i evaluering. Ingen kan sige sig fri for at medvirke til konstitutive virkninger. Nøgleord: evaluering, brug af evaluering, konsekvenser, konstitutive virkninger

As theory-based evaluation (TBE) engages in situations where multiple stakeholders help develop complex program theory about dynamic phenomena in politically contested settings, it becomes difficult to develop and use program theory without ambiguity. The purpose of this article is to explore ambiguity as a fruitful perspective that helps TBE face current challenges. Literatures in organization theory and political theory are consulted in order to cultivate the concept of ambiguity. Janus variables (which work in two ways) and other ambiguous aspects of program theories are classified and exemplified. Stances towards ambiguity are considered, as are concrete steps that TBE evaluators can take to identify and deal with ambiguity in TBE.

The purpose of this study is to study how a specific assistive technology, namely wash toilet systems, are used and which values they enact for their users. The study is primarily based on ten semi-structured interviews conducted with older adults who were offered a wash toilet as an element in the welfare service of a large Danish municipality. The study shows how, in various ways, specific aspects of wash toilet systems are associated with specific aspects of human physiology. Essential challenges to older adults that implicate the use of wash toilet systems either relate to 'arms that cannot reach behind', or the leakage of urine and eventually faeces. Furthermore the study shows that values enacted by wash toilet systems differ in the various arrangements, e.g., enabling social relations, being a part of something, being self-reliant or independent, preserving intimacy limits, or just 'be pleased with'. The wash toilet systems are woven into several different arrangements of the ageing body, wheelchairs, walkers, care personnel, spouses, diapers, etc. being situated in differently spaced bathrooms in different homes and different municipalities. We propose that the abandonment of focus on abstract policy values in favour of an emphasis on the actual arrangements of technology and the human body in old age will, in fact, be beneficial to our understanding of how welfare technology can contribute to enhanced citizenship. An implication of this study for rehabilitation is not to take for granted how a wash toilet system will interact in arrangements with older adults, but attend to the potentially various/many ways the system can create value for the user in the actual arrangement it is part of. Another implication of the study is that it is always an empirical question whether self-reliance – which is often an aim of implementing assistive technologies - is an effect of a specific arrangement of a wash toilet system and the human body in old age. [ABSTRACT FROM AUTHOR]