In the fall of 1999, we started, the Integrated Product Development- Collaborative Engineering ( IPD-CE) project as a first pilot. We experimented with modern communication technology in order to find useful tools for facilitating the cooperative work and the contacts of all the participants. Teams have been formed with engineering students from Lehigh University in the US, the Fontys University in Eindhoven, The Netherlands and from the Otto-von-Guericke University in Magdeburg, Germany. In the fall of 2000 we continued and also cooperated with the Finnish Oulu Polytechnic. It turned out that group cohesion stayed low (students did not meet in real life), and that Internet is not mature enough yet for desktop video conferencing. Chatting and email were in these projects by far the most important communication media. We also found out that the use of a Computer Support for Cooperative Work (CSCW) server is a possibility for information interchange. The server can also be used as an electronic project archive. Points to optimise are: 1. We didn't fully match the complete assignments of the groups; 2. We allowed the groups to divide the work in such parts that those were developed and prototyped almost locally; 3. We haven't guided the fall 2000 teams strong enough along our learning curve and experiences from previous groups. 4. We didn't stick strong enough to the, by the groups developed, protocols for email and chat sessions. 5. We should facilitate video conferencing via V-span during the project to enhance the group performance and commitment.
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This paper will discuss the process of the MA program ePedagogy / Visual Knowledge Building during the first semester of the academic year 2005 – 2006. This MA program is a joint venture between the Universities of Helsinki, Hamburg and INHOLLAND. This publication will discuss and evaluate the concrete steps (in terms of learning process) during this first semester. In particular the role of the eTutor will get special attention. This publication is based on the principle of action research. Hart & Bond defines action research as “it is a form of reflective inquiry which enables practitioners to better realise such qualities in their practice. The tests for good action research are very pragmatic ones. Does it improve the professional quality of the transactions between practitioners and clients/colleagues? This action research approach is being realised upon three main sources. As an eTutor and member of the staff of this program I weekly filled in an “Evaluation Log” in which the following questions are centralized: 1. What happened (this week) 2. Significant experience 3. Reflection 4. Actions Secondly I used a little survey which was being used by the staff to evaluate the first semester. All the three Universities filled in a form with the following questions concerning the education and organisation: Education 1. What do you consider most hindering in your teaching? 2. What do you consider most beneficial in your teaching? 3. What kind of teaching methods do you prefer in this program? 4. Do you think the course offers are attractive for the target group? 5. How do you evaluate student’s engagements and motivation in your courses? 6. What can / should be improved in terms of collaborative learning activities and processes? Organisation 1. In what specific context do you spot organisational constraints? 2. Does your organisation recognise and support the MA program? 3. What is your short-, mid- and long term vision on this program? Thirdly an important source for this action research approach was the International Seminar which was hold in the middle of February 2006. In this seminar the changes based on the questions of the questionnaire were discussed and implemented. The theoretical framework in this publication is based on the dissertation of Karel Kreijns (Sociable CSCL Environments). In this dissertation he discussed the collaborative cognitiveand epistemic performance in a CSCLE. The social presence theory takes a central position in this dissertation. In this paper the pitfalls and barriers concerning a sociable CSCLE are being discussed and evaluated. This paper describes, the interventions the staff took, in order to improve the educational context of the program. From this perspective we looked very carefully to the barriers and pitfalls in our Virtual Learning Environment (VLE). We found evidence for the fact that a good CSCLE consists at least a good balance between Content, Community and Pedagogy. In the program we emphasised our focus (too much) on content and (too) little on community and pedagogy. The community was poor because of the fact that we used three content learning systems, which didn’t stimulate the group processes. Pedagogy was too much based on individual eTutor behaviour. In January 2006, after the courses were ended, the Universities organised a little survey. In this survey was shown that we have to some interventions to improve the learning process. At the International Seminar in February 2006 eTutors and students discussed the problems. The following interventions are being considered and implemented: 1. The use of three Virtual Learning Environments should be decreased. Especially the INHOLLAND / Blackboard system doesn’t reflect the open source philosophy. Besides this the accessibility of this system is not very easy for foreign students 2. The collaborative aspect should be increased, by emphasising the interdisciplinaryand international co-operation. The formation of international subgroups is implemented.
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The benefits of collaborative purchasing are many, yet in the healthcare sector, in particular at hospitals, it is still uncommon. In this paper we identify major impediments for collaborative purchasing, resulting in a first component of our proposed collaborative e-purchasing model for hospitals; as a second component it contains a collaborative purchasing typology. After analysis of a first validation round with hospital purchasing professionals, the results show four applicable purchasing types and fourteen collaborative purchasing impediments that are perceived as important for hospitals. The model is further extended by possible IT solutions, identified by experts, addressing the specific fourteen impediments. We conclude that the collaborative e-purchasing model can be used by healthcare consortia, branche organizations, partnering healthcare institutes and multi-site healthcare institutes as a means to help identifying strategies to initiate, manage and evaluate collaborative purchasing practices.
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Several bachelor courses of Inholland University of Applied Sciences experimented with the possibilities of the online synchronous classroom. Two platforms were used; Zoom video conferencing and Barco Virtual Classroom. As research group, we conducted exploratory observations as this experimentation unfolded during several of these sessions. Interviews were held with some teaching and technical staff. Organisational, technical and pedagogical factors regarding the delivering of flexible education were examined. During the observations of this emergent practice, some patterns became visible. This report contains a first description of the seven phases when initiating the online classroom.
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In the fall of 1999, an international integrated product development pilot project based on collaborative engineering was started with team members in two international teams from the United States, The Netherlands and Germany. Team members interacted using various Internet capabilities, including, but not limited to, ICQ (means: I SEEK YOU, an internet feature which immediately detects when somebody comes "on line"), web phones, file servers, chat rooms and Email along with video conferencing. For this study a control group with all members located in the USA only also worked on the same project.
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BACKGROUND: Acute admission to an intensive care unit (ICU) can negatively affect quality of life for patients and their relatives. Relatives play an important caregiving role after the patient's admission. More knowledge and understanding of their needs are necessary as the patient transitions home.AIM: This study aims to explore relatives' experiences of acutely admitted ICU patients' transition from the ICU to a general ward and then home.STUDY DESIGN: A qualitative study with a phenomenological approach was conducted. Interviews were in-depth and featured open-ended questions. The interviews took place after the patients transitioned from ICU to home and were conducted online by videoconference. Data were analysed using Colaizzi's seven-step method.RESULTS: Twelve relatives of acutely admitted ICU patients were interviewed. Five main themes emerged: (1) mixed feelings, (2) sense of not being involved, (3) limited information provision, (4) lack of acknowledgement as a caregiver, and (5) an uncertain future perspective. Relatives experience major uncertainties during transitions and prefer to be actively involved in care and care decisions.CONCLUSIONS: This study indicates that relatives of ICU patients experience a lack of guidance during the transitions from the ICU to a general ward and to home, or a follow-up facility. More focus is needed on the themes of mixed feelings, the sense of not being involved, limited information provision, lack of acknowledgement as a caregiver, and an uncertain future perspective. This increased focus might improve the guidance during these transitions.RELEVANCE TO CLINICAL PRACTICE: The insights from this study may help to improve the care of patients and their relatives during the transitions.
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Horizontal collaborative purchasing (HCP) has often been cited as a way for hospitals to address the challenges of the rising healthcare costs. However, hospitals do not seem to utilize horizontal collaborative purchasing on any large scale, and recent initiatives have had mixed results. Focusing on Dutch hospitals, in this paper we present major impediments for collaborative purchasing, resulting in a first component of our proposed electronic horizontal collaborative purchasing model for hospitals; as a second component it contains a collaborative purchasing typology. A first validation round with hospital purchasing professionals, described separately in Kusters and Versendaal (2011), confirmed four applicable purchasing types and fourteen salient collaborative purchasing impediments. The model is operationalized by including possible information technology (IT) solutions that address the specific fourteen impediments. This model is validated through methodological triangulation of four different validation techniques. We conclude that IT has the potential to support, or overcome, the impediments of HCP. The validation also reveals the need to distinguish between more processrelated, as opposed to social-related, obstacles; the immediate potential for IT solutions is greater for the process-related impediments. Ultimately, we conclude that the collaborative epurchasing model (e-HCP) and implementation roadmap can be used by healthcare consortia, branche organizations, partnering healthcare institutes and multi-site healthcare institutes as a means to help identifying strategies to initiate, manage and evaluate collaborative purchasing practices
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Objectives Most complex healthcare interventions target a network of healthcare professionals. Social network analysis (SNA) is a powerful technique to study how social relationships within a network are established and evolve. We identified in which phases of complex healthcare intervention research SNA is used and the value of SNA for developing and evaluating complex healthcare interventions. Methods A scoping review was conducted using the Arksey and O’Malley methodological framework. We included complex healthcare intervention studies using SNA to identify the study characteristics,level of complexity of the healthcare interventions, reported strengths and limitations, and reported implications of SNA. The Preferred Reporting Items for Systematic Reviews and Meta-Analyses Extension for Scoping Reviews 2018 was used to guide the reporting. Results Among 2466 identified studies, 40 studies were selected for analysis. At first, the results showed that SNA seems underused in evaluating complex intervention research. Second, SNA was not used in the development phase of the included studies. Third, the reported implications in the evaluation and implementation phase reflect the value of SNA in addressing the implementation and population complexity. Fourth, pathway complexity and contextual complexity of the included interventions were unclear or unable to access. Fifth, the use of a mixed methods approach was reported as a strength, as the combination and integration of a quantitative and qualitative method clearly establishes the results. Conclusion SNA is a widely applicable method that can be used in different phases of complex intervention research. SNA can be of value to disentangle and address the level of complexity of complex healthcare interventions. Furthermore, the routine use of SNA within a mixed method approach could yield actionable insights that would be useful in the transactional context of complex interventions.
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In het onderwijs hoeven we niet terug naar het oude ‘normaal’. Een mix van digitaal en offline onderwijs (blended leren) heeft juist veel te bieden. Het blended onderwijs is sinds de Covid-19-pandemie in een stroomversnelling gekomen. Tijdens de tweede lockdown hebben docenten meer ideeën en geven ze hun onderwijs vorm op basis van de kennis uit de eerste lockdown. De lockdown heeft in die zin veel goeds gebracht: de kracht van blended leren kwam onder de aandacht. We hebben gezien dat online en offline samen meer kunnen opleveren. Meer en beter leren voor docent en student.
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Een gecombineerde leefstijlinterventie (GLI) richt zich op het aanleren van een gezonde leefstijl bij mensen met gewichtsgerelateerde gezondheidsrisico’s. Een GLI is een persoonlijk begeleidingstraject uitgevoerd door (post-)hbo-opgeleide leefstijlcoaches (kortheidshalve hierna steeds ‘leefstijlcoaches’ genoemd), en duurt gemiddeld twee jaar, met aandacht voor bewegen, gezonde voeding, slaap en ontspanning. Het inzetten van de juiste gedragsveranderingstechnieken is belangrijk bij het starten met en het volhouden van gezond gedrag. Het doel van dit onderzoek was om meer inzicht te krijgen in het type gedragsveranderingstechnieken dat wordt gebruikt bij GLI’s, en de mate waarin deze worden ingezet in erkende GLI’s. Onderzoeksvraag. Welke gedragsveranderingstechnieken zijn opgenomen in erkende GLI’s, en wanneer en waarom passen leefstijlcoaches deze toe bij cliënten met een gewichtsgerelateerd gezondheidsrisico? Onderzoeksmethode. Via documentanalyse is bestudeerd welke gedragsveranderingstechnieken zijn beschreven in de protocollen van de in 2019 erkende GLI’s (de BeweegKuur, CooL en SLIMMER). Deze analyse op gedragsveranderingstechnieken is aangevuld met ervaringsverhalen van veertien leefstijlcoaches die een erkende GLI uitvoeren. Deze ervaringsverhalen zijn verkregen met behulp van semigestructureerde interviews. Resultaten. Protocollen en de interviewresultaten tonen aan dat het formuleren van persoonlijke doelen en subdoelen met bijbehorende actieplannen terugkerende technieken zijn binnen de erkende GLI’s. Kennis en vaardigheidstraining worden in de eerste fase van een GLI-traject in groepsverband aangeboden om cliënten te leren omgaan met barrières en het proces van gedragsverandering te omarmen. Het tweede deel van de erkende GLI’s bestaat uit individuele begeleiding tijdens het veranderproces, met daarbij oefeningen om te voorkomen dat cliënten terugvallen in ongezond gedrag. De training in deze periode is meer gericht op de eigen regie, en deze fase bevat minder contactmomenten.
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