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Verpleegkundigen (i.o.) ervaren emotionele belasting door de werkzaamheden tijdens de eerste golf van de COVID-19 uitbraak. Verpleegkundigen (i.o.) ervaren peer support binnen hun eigen team of vanuit de opleiding als positief tijdens hun werkzaamheden in de COVID-19 uitbraak. Het toepassen van de drie- vragen-methode kan bijdragen aan het effectief omgaan met de emotionele belasting tijdens en na de COVID-19-uitbraak. De drie-vragen-methode kan informeel en structureel worden toegepast binnen het onderwijs door docenten en verpleegkundigen i.o., bijvoorbeeld tijdens bijeenkomsten voor intervisie, werkbegeleiding of studieloopbaanbegeleiding. De drie-vragen-methode kan informeel en structureel worden toegepast in de zorgpraktijk door leidinggevenden en collega's, bijvoorbeeld tijdens de koffie- of lunch- pauze, overdrachtsmomenten of dag- evaluaties.
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Background The Six-Minute Walk Test (6MWT) is increasingly being used as a functional outcome measure for chronic pediatric conditions. Knowledge about its measurement properties is needed to determine whether it is an appropriate test to use. Purpose The purpose of this study was to systematically review all published clinimetric studies on the 6MWT in chronic pediatric conditions. Data Sources The databases MEDLINE, EMBASE, CINAHL, PEDro, and SPORTDiscus were searched up to February 2012. Study Selection Studies designed to evaluate measurement properties of the 6MWT in a chronic pediatric condition were included in the systematic review. Data Extraction The methodological quality of the included studies and the measurement properties of the 6MWT were examined. Data Synthesis A best evidence synthesis was performed on 15 studies, including 9 different chronic pediatric conditions. Limited evidence to strong evidence was found for reliability in various chronic conditions. Strong evidence was found for positive criterion validity of the 6MWT with peak oxygen uptake in some populations, but negative criterion validity was found in other populations. Construct validity remained unclear in most patient groups because of methodological flaws. Little evidence was available for responsiveness and measurement error. Studies showed large variability in test procedures despite existing guidelines for the performance of the 6MWT. Limitations Unavailability of a specific checklist to evaluate the methodological quality of clinimetric studies on performance measures was a limitation of the study. Conclusions Evidence for measurement properties of the 6MWT varies largely among chronic pediatric conditions. Further research is needed in all patient groups to explore the ability of the 6MWT to measure significant and clinically important changes. Until then, changes measured with the 6MWT should be interpreted with caution. Future studies or consensus regarding modified test procedures in the pediatric population is recommended.
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Van docenten wordt verwacht dat zij steeds meer hun onderwijs aanpassen aan de behoefte van studenten. Dit kan door het implementeren van gedifferentieerde instructie (DI) of assessment for learning (AfL). Deze concepten worden beschouwd als twee verschillende benaderingen van het identificeren van de behoeften van studenten en het aanpassen van de instructie. In de huidige studie, streven we ernaar empirische overeenkomsten en verschillen te identificeren in de kennis en vaardigheden die leraren nodig zijn voor gedifferentieerde instructie en assessment for learning. Het blijkt dat – in lijn met veel andere aspecten van effectief onderwijs – vier fasen nauw verwant zijn voor de taak (DI of AfL) als geheel: het voorbereiden van een lessenserie, het voorbereiden van een les, het geven van een les en, daarna het evalueren van een les. Omdat leraren dezelfde onderliggende vaardigheden nodig hebben om DI of AfL uit te kunnen voeren, kunnen we veronderstellen dat leraren die bekwaam zijn in DI of AfL, ook in staat zullen zijn om zich te ontwikkelen om AfL of DI in de praktijk te kunnen brengen.
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from the repository of Utrecht University: "PURPOSE: Previously, a high prevalence of certain psychiatric disorders was shown among non-Western immigrants. This study explores whether this results in more prescriptions for psychotropic medication. METHODS: Data on dispensing of medication among adults living in the four largest Dutch cities in 2013 were linked to demographic data from Statistics Netherlands. Incident (i.e., following no dispensing in 2010-2012) and prevalent dispensing among immigrants was compared to that among native Dutch (N = 1,043,732) and analyzed using multivariable Poisson and logistic regression. RESULTS: High adjusted Odds Ratios (ORadj) of prevalent and high Incidence Rate Ratios (IRRadj) of incident dispensing of antipsychotics were found among Moroccan (N = 115,455) and Turkish individuals (N = 105,460), especially among young Moroccan males (ORadj = 3.22 [2.99-3.47]). Among Surinamese (N = 147,123) and Antillean individuals (N = 41,430), slightly higher rates of dispensed antipsychotics were found and the estimates decreased after adjustment. The estimates for antipsychotic dispensing among the Moroccan and Turkish increased, following adjustment for household composition. Rates for antidepressant dispensing among Turkish and Moroccan subjects were high (Moroccans: ORadj = 1.74 [1.70-1.78]). Among Surinamese and Antillean subjects, the rates for antidepressant dispensing were low and the ORadjlagged behind the IRRadj(Surinamese: 0.69 [0.67-0.71] vs. 1.06 [1.00-1.13]). Similar results were found for anxiolytics. For ADHD medication, lower dispensing rates were found among all migrant groups. CONCLUSIONS: The findings agree with earlier reports of more mental health problems among Moroccan and Turkish individuals. Surinamese/Antillean individuals did not use psychotropic drugs at excess and discontinued antidepressants and anxiolytics earlier. The data strongly suggest under-treatment for ADHD in all ethnic minority groups."
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This study aimed to evaluate outcomes and support use in 12- to 25-year-old visitors of the @ease mental health walk-in centres, a Dutch initiative offering free counselling by trained and supervised peers.
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