De theorie-praktijk kloof is al menige jaren onderwerp van discussie zowel in de literatuur als op de werkvloer, in Nederland en in het buitenland. Sinds het beëindigen van de in-service opleiding voor verpleegkundigen in de jaren '90 lijkt de discussie alleen maar toegenomen te zijn. Met het herontwerpen van haar curriculum heeft Fontys Hogeschool Verpleegkunde getracht expliciet aandacht te besteden aan de zogenoemde theorie-praktijk kloof. De noodzaak hiervoor werd bevestigd gedurende studiedagen in 2004 waarbij Fontys Hogeschool Verpleegkunde contact had met partners vanuit de praktijkinstellingen. Naast een grondige herziening van het 'bachelor' curriculum werd besloten om, onder leiding van het lectoraat 'Implementeren en Evalueren van Evidence Based Practice', een (nieuwe) rol te ontwikkelen middels actieonderzoek, die de interactie tussen theorie en praktijk zal moeten gaan bevorderen: de rol van Lecturer-Practitioner (LP). Als leden van de experimentgroep, werkzaam zowel in onderwijs -als praktijk instelling, beschrijven de auteurs van dit artikel de LP rol op basis van buitenlandse literatuur en vanuit eigen ervaringen. Zodoende hopen zij een constructieve discussie te openen over deze (voor Nederland) nieuwe rol.
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Binnen twee zorginnovatiecentra in de ouderenzorg wordt op bijzondere wijze theoretische en praktische kennis geïntegreerd. Lecturer practitioners ondersteunen deze integratie van meerdere kennisbronnen. In dit artikel wordt ingegaan op de context en inhoud van de rol van de Lecturer Practitioner en wordt aan de hand van enkele praktijkvoorbeelden geïllustreerd hoe kennisbronnen geïntegreerd worden.
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Background: On two Care Innovation Units in the Netherlands, staff, students and Lecturer Practitioners work intensively together to provide care, create a rich learning environment, and to foster innovation and research. In striving to advance the quality of care and to develop person centred cultures a preference is given to participative forms of research in which diverse experiences and different types of knowledge are valued. Aims and Objectives: The research described here had two overarching aims: the improvement of practice situations and the encouragement of the integration of work and learning. This article focuses on our actions and learning with respect to fostering participation during this project. Design and methods: Within the action research methodology used, participative work-forms and research methods were chosen. For example, a responsive approach to evaluation of practice, use of narratives and the stimulation and use of creativity to help in exploring and sharing feelings, values and different forms of knowledge. In this article we use Arnstein's ladder of citizen participation to frame our reflection on enabling participation within this project. Results Participation took various forms and vacillated throughout the project. In addition to particular facilitation strategies, four factors emerged as influential in enabling or inhibiting aspects of participation among stakeholders: individual motivations and interests, the make-up of and atmosphere within the group, and the time made available to engage in research activities. Conclusions Participation in research is both more complex and dynamic than Arnstein's typology suggests. Moving 'up' the ladder may not be appropriate as a goal in and of itself. Instead, meeting and responding to each other's situations, as stakeholders, seems a more appropriate focus. Taking responsibility, as facilitator, for certain research activities, can free other participants to focus on elements which interest them and from which they derive satisfaction.
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In 2030 zullen naar verwachting een half miljoen mensen lijden aan dementie. Het lectoraat Psychogeriatrie doet onder leiding van dr. Frans Hoogeveen onderzoek naar deze sluipende ziekte en haar behandelwijzen. Aan de wieg van het lectoraat stond onder andere WoonZorgcentra Haaglanden. Monique Cremers is directeur Wonen en Zorg bij WZH. Zij geeft als partner haar visie op de praktijk en potentie van de samenwerking met het lectoraat. Zij doet dit in het licht van de ontwikkelingen binnen de sector.
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Nomination Best Research & Practice Project Award at the EAPRIL conference, Jyväskylä, Finland. Hybrid forms of learning environments in vocational education are central to the two projects of this application: a design-oriented, applied research project from the Centre for Expertise in Vocational Education (ecbo-project) and an educational innovation/practitioner-research project (hpboproject). A PhD-research project is closely related.
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The aim of this research was to gain evidence based arguments for the use of the scoring rubric for performance assessment of information literacy [1] in Dutch Universities of Applied Sciences. Faculty members from four different departments of The Hague University were interviewed on the ways in which they use the scoring rubric and their arguments for it. A fifth lecturer answered the main question by email. The topic list, which has been used as a guide for the interviews, was based on subject analysis of scholar literature on rubric use. Four of the five respondents used (parts of) the rubric for the measurement of students’ performances in information use but none of them used the rubric as it is. What the faculty staff told the researcher is that the rubric helped them to improve the grading criteria for existing assignments. Only one respondent used the rubric itself, but this lecturer extended it with some new criteria on writing skills. It was also discovered that the rubric is not only used for grading but also for the development of new learning content on research skills. [De hier gepubliceerde versie is het 'accepted paper' van het origineel dat is gepubliceerd op www.springerlink.com . De officiële publicatie kan worden gedownload op http://link.springer.com/chapter/10.1007/978-3-319-03919-0_58]
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Docenten bewegen zich in toenemende mate tussen werkveld en school in zogenoemde hybride leeromgevingen. Echter, deze verandering in de rol van ‘klassieke’ docent naar hybride docent gaat niet vanzelf. Het vraagt aanpassingen in samenwerkingsen didactische vaardigheden en in rollen. In dit artikel worden ervaringen gedeeld, opgedaan in twee en een half jaar implementatie van hybride leeromgevingen, en worden aanbevelingen gedaan aan docenten en organisaties over de begeleiding van docenten. De kernboodschap is: werken in een hybride omgeving is anders werken. School en werkveld: twee aparte werelden ‘Het gaat heel anders in de praktijk’ is een regelmatig terugkerende uitspraak van studenten in zorgopleidingen. Studenten lijken school en werkveld als twee aparte werelden te beleven. Onderwijs- en zorginstellingen erkennen deze ervaringen en zijn op zoek naar een betere afstemming tussen de beroepspraktijk en het werkveld. De laatste tien jaar is een toenemende aandacht voor hybride leeromgevingen te zien.
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Abstract Aims: To lower the threshold for applying ultrasound (US) guidance during peripheral intravenous cannulation, nurses need to be trained and gain experience in using this technique. The primary outcome was to quantify the number of procedures novices require to perform before competency in US-guided peripheral intravenous cannulation was achieved. Materials and methods: A multicenter prospective observational study, divided into two phases after a theoretical training session: a handson training session and a supervised life-case training session. The number of US-guided peripheral intravenous cannulations a participant needed to perform in the life-case setting to become competent was the outcome of interest. Cusum analysis was used to determine the learning curve of each individual participant. Results: Forty-nine practitioners participated and performed 1855 procedures. First attempt cannulation success was 73% during the first procedure, but increased to 98% on the fortieth attempt (p<0.001). The overall first attempt success rate during this study was 93%. The cusum learning curve for each practitioner showed that a mean number of 34 procedures was required to achieve competency. Time needed to perform a procedure successfully decreased when more experience was achieved by the practitioner, from 14±3 minutes on first procedure to 3±1 minutes during the fortieth procedure (p<0.001). Conclusions: Competency in US-guided peripheral intravenous cannulation can be gained after following a fixed educational curriculum, resulting in an increased first attempt cannulation success as the number of performed procedures increased.
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Background: Rising healthcare costs, an increasing general practitioner shortage and an aging population have made healthcare organization transformation a priority. To meet these challenges, traditional roles of non-medical members have been reconsidered. Within the domain of physiotherapy, there has been significant interest in Extended Scope Physiotherapy (ESP). Although studies have focused on the perceptions of different stakeholders in relation to ESP, there is a large variety in the interpretation of ESP. Aim: To identify a paradigm of ESP incorporating goals, roles and tasks, to provide a consistent approach for the implementation of ESP in primary care. Methods: An exploratory, qualitative multi-step design was used containing a scoping review, focus groups and semi-structured interviews. The study population consisted of patients, physiotherapists, general practitioners and indirect stakeholders such as lecturers, health insurers and policymakers related to primary care physiotherapy. The main topics discussed in the focus groups and semi-structured interviews were the goals, skills and roles affiliated with ESP. The ‘framework’ method, developed by Ritchie & Spencer, was used as analytical approach to refine the framework. Results: Two focus groups and twelve semi-structured interviews were conducted to explore stakeholder perspectives on ESP in Dutch primary care. A total of 11 physiotherapists, six general practitioners, five patients and four indirect stakeholders participated in the study. There was a lot of support for ‘decreasing healthcare costs’, ‘tackling increased health demand’ and ‘improving healthcare effectiveness’ as main goals of ESP. The most agreement was reached on ‘triaging’, ‘referring to specialists’ and ‘ordering diagnostic imaging’ as tasks fitting for ESP. Most stakeholders also supported ‘working in a multidisciplinary team’, ‘working as a consultant’ and ‘an ESP role separated from a physiotherapist role’ as roles of ESP. Conclusions: Based on the scoping review, focus groups and interviews with direct and indirect stakeholders, it appears that there is sufficient support for ESP in the Netherlands. This study provides a clear presentation of how ESP can be conceptualized in primary care. A pilot focused on determining the feasibility of ESP in Dutch primary care will be the next step.
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Veel medewerkers geven de voorkeur aan informele vormen van leren en ontwikkelen op de werkplek, terwijl formele leeractiviteiten gangbaarder zijn in organisaties. Deze activiteiten lijken vaak geïnitieerd door managers en HR-functionarissen en vinden veelal buiten de werkplek plaats. Dit terwijl arbeidsmarkttekorten noodzaken om leren en ontwikkelen in het dagelijkse werk vorm te geven. Dit artikel gaat in op het potentieel van participatief actieonderzoek om te leren en te ontwikkelen op de werkplek. Er wordt verslag gedaan van een actieonderzoeksproject binnen de verpleeghuiscontext. Onderzocht is hoe leren en ontwikkelen plaatsvonden en welke werkzame elementen binnen het actieonderzoeksproject hieraan bijdroegen. Resultaten laten zien dat leren en ontwikkelen in en van werk plaatsvinden op het moment dat authentieke situaties, direct beleefd worden. Ook helpt het als de authentieke situaties verkend worden vanuit verschillende perspectieven en als er mogelijkheden gezien worden voor nieuw of anders handelen. Regels en routines kunnen de integratie van leren en ontwikkelen in het werk beperken. Op basis van opgedane ervaringen en geleerde lessen worden aanbevelingen gegeven.
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