Introduction: Nursing students will come across stressful situations during their internships and will continue to do so in future practice. Because of the impact stress can have on performance, nursing students need to be equipped to work and collaborate in such situations. Careful consideration of the needs and desires of nursing students should be taken in account, in order to create a training environment that fosters students' ability to learn to collaborate under stress. Aim: The aim of this study is to identify viewpoints of undergraduate nursing students towards the learning of collaboration in stressful situations, to understand their needs and desires, and to improve educational designs for training to collaborate in stressful situations. Methods: We conducted a Q-methodology study, a mixed methods approach that studies and charts subjectivity, and uses a by-person factor analytical procedure to create profiles of shared viewpoints. The process of our Q-study is based on the following five steps: Q-set development (54 statements), participant selection (n = 29), Q-sorting procedure, data analysis, and factor interpretation. Results: Q-factor analysis resulted in two prevailing factors that answer our research question. Twenty-five students loaded on these two factors, and factor interpretation resulted in Profile 1 “Practice makes perfect, so let's do it” and Profile 2 “Practice is needed, but it scares me”. Whereas Profile 1 regarded learning to collaborate in stress mainly as a challenge, Profile 2 appeared anxious despite feeling the necessity to learn this. An overarching consensus factor revealed the importance of a learning environment in which mistakes can be made. Discussion: The two described profiles align with the biopsychosocial model of challenge and threat, and could help to recognize and address the individual needs of nursing students when learning to collaborate in stressful situations. Incorporating these profiles in training may guide students towards a more challenge-like appraisal of stressful situations.
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Since 2016, the European Honors Council stimulates talent development programs at European Higher Education Institutions, which help talented young people to reach their full potential, so they can positively contribute to the solving of societal problems. This is a challenging process, but we are convinced that international collaboration and exchange is essential for talent development in a globalized society. The EHC has grown to a membership of over 200.We present two examples of international activities in which the EHC is involved: 1. Publishing the Journal of the European Honors Council. This journal (in open access) publishes notes on good practices and papers on research, all meant to exchange experiences and insights internationally. Working with an editorial board involving five countries, at the time of writing the Journal is in the process of publishing its third issue.2. Taking part in the CoTalent project, in which nine institutions from six European countries work together to develop tools that help teachers to stimulate talented students in higher education. Based on experiences from these two examples, we open the floor for a discussion with participants aiming to find innovative ways to foster international collaboration and exchange. All EHC Board members and Journal of the EHC Editorial Board members present at the conference will participate in this session.
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Background: Collaboration between Speech and Language Therapists (SLTs) and parents is considered best practice for children with developmental disorders. However, such collaborative approach is not yet implemented in therapy for children with developmental language disorders (DLD) in the Netherlands. Improving Dutch SLTs’ collaboration with parents requires insight in factors that influence the way SLTs work with parents. Aims: To explore the specific beliefs of Dutch SLTs that influence how they collaborate with parents of children with DLD. Methods and procedures: We conducted three online focus groups with 17 SLTs using a reflection tool and fictional examples of parents to prompt their thoughts, feelings and actions on specific scenarios. Data were organised using the Theoretical Domains Framework (TDF). Outcomes and results: We identified 34 specific beliefs across nine TDF domains on how SLTs collaborate with parents of children with DLD. The results indicate that SLTs hold beliefs on how to support SLTs in collaborating with parents but also conflicting specific beliefs regarding collaborative work with parents. The latter relate to SLTs’ perspectives on their professional role and identity, their approach towards parents, and their confidence and competence in working collaboratively with parents.
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Background: School bullying has detrimental impact on the health of those involved. Previously, bullying was perceived as an issue of ‘victims’ and ‘bullies’, while later, interventions targeted whole groups and schools. Nowadays, it is considered a societal issue: bullying is enabled by norms and context. These new understandings underline the need for collaboration across institutions, such as home and school. However, in practice, collaboration can be challenging. Parents and teachers have their personal strengths and weaknesses, and their interactions, characteristics of the school, and several societal factors impact their opportunities for productive family-school partnerships. Guidance regarding what works in anti-bullying collaboration is therefore urgently needed.Aim: The applied research project ‘together against bullying’ addressed the need for practical insights regarding cross-institutional collaboration. Together with stakeholders, we aimed to discover the barriers and facilitators to anti-bullying collaboration. Our main research question was: What factors aid family-school partnership to tackle bullying?Methods: We were interested in people’s experiences of collaboration against bullying. Narrative interviewing, self-report surveys, and semi structured interviewing were the methods employed throughout our participatory action research project. Findings: Parents and teachers collaborate during discovering, interpreting, planning, acting, and evaluating of bullying situations. Our preliminary findings suggest they face multiple obstacles along the way. However, there are facilitators as well. When parents and teachers for example communicate frequently and openly, construct a shared understanding, trust, and respect each other, and acknowledge their shared responsibility, they can indeed successfully collaborate to effectively tackle bullying. Conclusions: Our project shows that parents and teachers can overcome obstacles inherent to collaboration to tackle bullying. Through participatory action, teachers and parents became aware of the context in which they collaborate, discovered factors that impact collaboration, and were able to utilize these insights to advance their understanding and practice of family-school partnership to tackle bullying.
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Businesses today are facing ever greater competition. Products and services need to be delivered faster, more efficiently and at lower price. Companies are forced to supply customised products: demand-oriented production. In order to meet this changing demand, companies have to subcontract and collaborate. An efficient web service system that defines tasks and roles is indispensable for achieving this. The spiders in the web are people. People have a number of tools to hand that enable them to design or adapt the process-oriented organisation. In this regard, people have access to an ever increasing number of standardised process objects (web services) that are available via the Internet.
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Collaboration is key in higher education, but it’s important to choose the right partners and the right kind of partnership. As the European Universities Initiative continues into the second pilot phase, questions around its fit for various types of institutions remain. In the meantime, The Hague Network – comprising three universities of applied sciences and four research universities – is demonstrating how institutions like theirs can collaborate at a smaller scale in ways better tailored to their strengths and needs.
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This books describes the content, goals and methods used in the course Research & Development/New Media Art Practices. ‘It opened up research terrains, and confronted me with art practices I had never even thought of’ said a university student when asked what she had gained from the course Research & Development/New Media Art Practices. In this master course, art students and university students collaborate on the formulation of research proposals containing artistic and scholarly components. Working together in the field of Art and New Media, on subjects such as wearables, mixed reality or mobile media, students become acquainted with each other’s practices, concepts and research methods. In this introduction, we will describe the content, goals and methods used in the course.
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Intensive collaboration between different disciplines is often not without obstacles—healthcare and creative professionals come from different worlds that are not automatically aligned. This study investigates the research question: how do project partners in Create-Health innovation collaborate across boundaries, and how does it add value to interdisciplinary collaboration? It addresses the close collaborations between researchers and practice partners from creative industry and healthcare sector within ten research projects on eHealth innovation. It describes the way that Create-Health collaboration took shape across disciplinary boundaries and provides examples of boundary crossing from the ten projects, with the objective of stimulating learning in the creative and health sectors on creative ways of working on interdisciplinary projects. Findings focus on the way partners from various backgrounds work together across disciplinary boundaries and on the benefits that such collaborations bring for a project.
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Truly shared warehousing implies converting inactive, idle, and excess capacity of existing assets, warehousing space, into active revenue and profit by offering them to other parties. Although, truly shared warehousing is believed to be an innovative approach to tackle existing warehousing inefficiencies, it is not common practice yet. This contribution discusses truly shared warehousing in relation to the existing business models of warehouse-providers and shows the causes of reluctancy between parties to collaborate. Next, we examine the risks, challenges, conditions, and motivations for warehouse-space providers or facilitators and their customers to further use the concept of collaboration in relation to truly shared warehousing in particular. The results show that not all conditions and motivations are in place to really work together for logistics providers and platform providers
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Little research exists on what works in the supervision of offenders with debt problems. This qualitative study aims to provide insight into the barriers probation officers and clients experience during supervision regarding debt and the support that clients need. Interviews were conducted with 33 Dutch probation officers and 16 clients. The results show that debt often negatively influences clients’ lives and hinders their resocialization. Probation officers lack effective methods to support clients with debt problems. To adequately help clients with debt problems, probation officers should obtain more knowledge about effective interventions and collaborate more closely with debt specialists from the probation supervision outset.
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