Dietetic confidence working with clients with depression/anxiety is associated with client-focused practic and advocacy skills

Confidence in a professional role is a key element in the successful transition to competent practice. New graduate dietitians report that whilst they are confident about their general dietetic ability, they are not as confident when working with clients experiencing depression and anxiety. This study aimed to develop and validate a scale which measured confidence about working with clients with depression/anxiety. The 21-item Dietetics Collaborative Practice Scale was developed using research about dietetic practice in mental health, coping self-efficacy literature and collaboration with industry experts. A convenience sample of 189 Australian dietitians completed the questionnaire. Exploratory factor analysis suggests that dietetic confidence is best represented by a two dimensional solution consisting of (a) Client –focused practice (CFP, 50.8% variance) and (b) Advocacy for self and client care (ASC, 9.7% variance). The alpha coefficient of both dimensions (CFP ɑ=0.95, ASC ɑ=0.84) demonstrated the internal consistency of components. Combined, these two components account for 60.5% of variance. The scale components were not related to years of practice or working with mental health clients but were significantly related to overall dietetic confidence (ODC). Correlation coefficients between ODC and CFP were 0.501 (p<0.01), ODC and ASC were correlated at 0.465 (p<0.01) and CFP and number of years as a dietitian were weakly correlated at 0.24 (p<0.05). Results have implications for dietetic training and professional development. Client focus and advocacy for self and client appear to be important factors in overall confidence as a dietitian.

The roles of Australian chairs in clinical nursing

Australian chairs in clinical nursing have been established in order to achieve more effective partnerships between academia and the health care sector in education, research and quality of nursing care. The aim of this study was to describe the goals, obstacles, supports and outcomes of such appointments. The study explored the perceptions of a purposive sample of Australian professors holding clinical chairs, stratified to ensure representation of both the geographical and clinical specialty diversity of the population. Eight professors were interviewed using semi-structured telephone interviews. The interviews covered three phases: role establishment, current foci and future developments. Qualitative analysis for common themes and areas of divergence was conducted with concurrent analysis providing the opportunity to seek confirmation for emerging themes. The participants highlighted the diversity of arrangements between university and health sector partners in establishing their respective roles. Clear communication was crucial to successful partnership arrangements. All roles included components of education, research and politics but the relative contribution of each of these areas depended to a large extent on the priorities of the employing partners. The participants felt the need to secure sustainable income sources and consolidate outcomes to ensure the continued viability of their positions. Clinical professorial nursing appointments provide one means of addressing perceived gaps in the links between the university and health care sectors, academia and clinicians, thus enhancing nursing education, research and politics. Through emphasizing common purpose and mutual respect, these positions can illuminate the crucial role nursing plays in Australian health care delivery.

Developing agency in the creative career : a design-based framework for work integrated learning

Research shows that approximately half of creative practitioners operate as embedded creatives by securing gainful employment within organisations located in the field beyond their core discipline. This foregrounds the significance of having the skills necessary to successfully cross the disciplinary boundaries in order to negotiate a professional role. The multiple implications of such reframing for emerging creative practitioners who navigate uncertain professional boundaries include developing a skill of identifying and successfully targeting the shifting professional and industry coordinates while remaining responsive to changes. A further implication involves creative practitioners engaging in a continuous cycle of re-negotiation of their professional identity making the management of multiple professional selves - along with creating and recreating a meaningful frame of references such as the language around their emerging practice - a necessary skill. This chapter presents a case study of a set of Work Integrated Learning subjects designed to develop in creative industries practitioners the skills to manage their emerging professional identities in response to the shifts in the professional world.

Ethical values in emergency medical services: A pilot study

Background Ambulance professionals often address conflicts between ethical values. As individuals’ values represent basic convictions of what is right or good and motivate behaviour, research is needed to understand their value profiles. Objectives To translate and adapt the Managerial Values Profile to Spanish and Swedish, and measure the presence of utilitarianism, moral rights and/or social justice in ambulance professionals’ value profiles in Spain and Sweden. Methods The instrument was translated and culturally adapted. A content validity index was calculated. Pilot tests were carried out with 46 participants. Ethical considerations This study conforms to the ethical principles for research involving human subjects and adheres to national laws and regulations concerning informed consent and confidentiality. Findings Spanish professionals favoured justice and Swedish professionals’ rights in their ambulance organizations. Both countries favoured utilitarianism least. Gender differences across countries showed that males favoured rights. Spanish female professionals favoured justice most strongly of all. Discussion Swedes favour rights while Spaniards favour justice. Both contexts scored low on utilitarianism focusing on total population effect, preferring the opposite, individualized approach of the rights and justice perspectives. Organizational investment in a utilitarian perspective might jeopardize ambulance professionals’ moral right to make individual assessments based on the needs of the patient at hand. Utilitarianism and a caring ethos appear as stark opposites. However, a caring ethos in its turn might well involve unreasonable demands on the individual carer’s professional role. Since both the justice and rights perspectives portrayed in the survey mainly concern relationship to the organization and peers within the organization, this relationship might at worst be given priority over the equal treatment and moral rights of the patient. Conclusion A balanced view on ethical perspectives is needed to make professionals observant and ready to act optimally – especially if these perspectives are used in patient care. Research is needed to clarify how justice and rights are prioritized by ambulance services and whether or not these organization-related values are also implemented in patient care.

Nursing care of children in general practice settings: roles and responsibilities

Aims. To examine roles and responsibilities of Practice Nurses in the area of child health and development and in advising parents about child health issues. Background. As the focus of Australia’s health care system shifts further towards the primary health care sector, governmental initiatives require that Practice Nurses are knowledgeable, confident and competent in providing care in the area of child health and development. Little is known about roles and responsibilities of Practice Nurses in this area. Design. Cross-sectional survey design. Methods. Practice Nurses completed a national online survey examining the roles and responsibilities in child health and development, professional development needs and role satisfaction. Data were collected from June 2010–April 2011. Results. Respondents (N = 159) reported having a significant role in well and sick child care and were interested in extending their role. Frequent activities included immunization, phone triage/advice, child health/development advice, wound care and Healthy Kids Checks. However, few had paediatric/child nursing backgrounds or postgraduate qualifications in paediatric nursing and they reported limited preparation for the role. Practice Nurses reported difficulties with keeping up-to-date with child health information and advising parents confidently. Satisfaction was relatively low regarding opportunities and encouragement to undertake professional development and expand scope of practice. Conclusion. Practice Nurses are largely unprepared to meet the demands of their child health role and need support to develop and maintain the skills and knowledge base necessary for high-quality, evidence-based practice. Both financial and time support is needed to enable Practice Nurses to access child health professional development.

Luottamus koulussa : Tutkimus yhdeksännen luokan oppilaiden luottamus- ja epäluottamuskertomuksista ja niiden merkityksestä oppilaiden kouluarjessa

The aim of this study is to explore trust at school and its meaning for 9th grade students. The intent is to investigate students views about trust and mistrust in school relationships. Three research questions are posed: 1) what meanings do students give to their experiences of trust and mistrust at school and how do they evaluate connection of these experiences to their well-being and enjoyment in the classroom? 2) what and how important, is the teacher s role according to the students writings, and 3) what might the different pedagogical and administrative structures of schools reveal about trust and mistrust in a particular school culture? The data consists of 134 writings of 9th grade students (secondary school) from three schools in one of the biggest cities in Finland. The schools differ from others in terms of their pedagogical or structural backgrounds. The study is restricted to the micro-level of, disposition of Educational Sociology, focusing on trust in schools relationships. The theoretical framework of the study is trust, as a part of social capital; however trust is also approached from the sociological, the psychological and philosophical perspective. The methodological approach is narrative research concerning school practice . Analysis of narrative consist mostly content analysis, but also some elements of holistic-content reading, thematic reading and categorical content. The analysis found three main themes: 1) individual stories of trust, 2) the teachers role in making trust possible in the classroom, and 3) school as a community of trust. According to the study trust at school (1) is a complex phenomenon consisting of people s ability to work together and to recognize the demands that different situations present. Trust at school is often taken for granted. In the students experiences trust is strongly connected to friendship, and the teacher s ability to connect with students. Students experiences of mistrust stem from bulling, school violence, lack of respect as well as teachers lacking basic professional behavior. School relationships are important for some students as source of enjoyment, but some feel that it is difficult to evaluate the connection between trust and enjoyment. The study found that students trust of teachers (2) is linked to the teacher s professional role as a teacher, a caring human being open to dialogue. In other words, the students describe teachers abilities to create a sense of trust in terms of three expectations: the teacher was better, the same or worse than expected. Better than expected, means the teacher engender a high degree of trust and has excellent communication skills. Same as expected means the teacher comes across as familiar and secure, while lower than expected means the teacher creates no trust and has poor communication skills. Finally, it was shown that trust at school (3) should not only exist between some individuals, but between (all) members of the school community. In other words, according to the study there is some evidence that trust is strongly committed to school culture. Further, trust seems to depend on (school-) cultural background, values, beliefs, expectations, norms as well as staff behaviour. The basic elements of an optimum level of trust at school are favourable school structure and pedagogical background; however, good relationships between teachers and students as well as high professional skills are also needed. Trust at school is built by good communication, working together and getting to know each other.

Vain hätapua? : Taloudellinen avustaminen diakoniatyön professionaalisen itseymmärryksen ilmentäjänä

Financial Help Alone? Financial help as an exponent of professional diaconal work One essential form of helping people in the Evangelical Lutheran Church s diaconal work is providing economic aid. It can be seen as work which is in accordance with the spirit of the Church Order (4:3). One of the tasks of diaconal work, determined by the Church Order, is to help those whose distress is the greatest and who have no other source of help. This financial support has become a permanent and essential working method, which has also created tension of various kinds. Financial support has been criticized, especially when the support has been used to fill a gap in the social services provided by the government. It has been argued that diaconal work has been forced to take on responsibility for tasks that belong to the welfare state. The tensions involved in the financial support of diaconal work do not only concern the patching up and supplementing of the deficiencies in the welfare state s services but also the question of diaconal workers self-understanding of financial support and how it relates to their professionalism. In this thesis, I examine the experiences and visions diaconal workers have concerning financial support in their work with clients. The viewpoint of my work is the diaconal workers own experiences and interpretations of the meaning of financial support in customer service. In the articles of my thesis, I examined the meanings that diaconal workers gave to financial support in the aspects of work motivation, empowerment, expertise and tensions. The research material of my articles consists of three different data, which are theme interviews from diaconal workers, a survey from diaconal workers of Espoo and a diaconal barometer of 2009. I have analysed the theme interviews and the survey using qualitative content analysis. The results of my articles showed that diaconal workers motivation in tasks concerning economic aid was sustained by the nature and spiritual aspects of support activities. Work that supported empowerment through financial assistance meant influencing the client s personal life, community and local ties and structural circumstances of the surrounding society. Diaconal workers expertise in financial support work can be characterised as horizontal, which means that the expertise was built on acknowledging the client s dignity, the uniqueness of the client s life situation and listening to the client s own voice. Diaconal workers were also experts in community and area-based work. The tensions in financial support work are linked to its unofficial and undefined role in the field of social welfare and the inability of other aiding parties to respond to their duties. The results of my thesis on the experiences and visions of financial support reveal that it is multilateral and multidimensional. Diaconal workers used financial support to help the clients, taking into account their individual, communal, social and spiritual context. The professionalism of this financial support is reflectively related to the client s need of help and the spontaneity and unexpectedness of the situation. Support work was deeply bound to diaconal workers experiences of spirituality as the basic value in their work, the foundation of their idea of humanity and their method of helping others. In different tasks of financial support diaconal workers balanced between traditional, individual client work based on caritas and working methods which are based on supporting the individual s empowerment and active citizenship, as in postmodern social work. Diaconal workers experiences of financial support illustrated the transition or turning point in the professionalism of diaconal work, which involves finding one s own, stronger and clearer professional identity than earlier with respect to other helpers in society. Creating a unique identity is part of the empowerment process of diaconal work, in which it must define its professional role by itself. In postmodern pluralism and the fragmented context of diaconal activities, the question arose as to whether the spiritual traditions and traditional values of diaconal work support the modifications and adaptations needed in new, unpredictable situations. Diaconal work is said to be fast to react, able to predict changes and adapt to those changes. To preserve its sensitive reactive ability, also in the complex postmodern world, it must retain its own views and orientations. Otherwise, the distinctive values and traditions of diaconal work might sustain static diaconal work, employee-centeredness and a smug attitude when defining beneficiaries and needs, which highlights the paternalism of diaconal work. Such paternalism may complicate the progress of working methods which are based on empowerment and citizenship.

The adoption of sustainable remediation behaviour in the US and UK: a cross country comparison and determinant analysis.

The sustainable remediation concept, aimed at maximizing the net environmental, social, and economic benefits in contaminated site remediation, is being increasingly recognized by industry, governments, and academia. However, there is limited understanding of actual sustainable behaviour being adopted and the determinants of such sustainable behaviour. The present study identified 27 sustainable practices in remediation. An online questionnaire survey was used to rank and compare them in the US (n=112) and the UK (n=54). The study also rated ten promoting factors, nine barriers, and 17 types of stakeholders' influences. Subsequently, factor analysis and general linear models were used to determine the effects of internal characteristics (i.e. country, organizational characteristics, professional role, personal experience and belief) and external forces (i.e. promoting factors, barriers, and stakeholder influences). It was found that US and UK practitioners adopted many sustainable practices to similar extents. Both US and UK practitioners perceived the most effectively adopted sustainable practices to be reducing the risk to site workers, protecting groundwater and surface water, and reducing the risk to the local community. Comparing the two countries, we found that the US adopted innovative in-situ remediation more effectively; while the UK adopted reuse, recycling, and minimizing material usage more effectively. As for the overall determinants of sustainable remediation, the country of origin was found not to be a significant determinant. Instead, organizational policy was found to be the most important internal characteristic. It had a significant positive effect on reducing distant environmental impact, sustainable resource usage, and reducing remediation cost and time (p<0.01). Customer competitive pressure was found to be the most extensively significant external force. In comparison, perceived stakeholder influence, especially that of primary stakeholders (site owner, regulator, and primary consultant), did not appear to have as extensive a correlation with the adoption of sustainability as one would expect.

次生植被下土壤活性有机碳组分季节动态研究

为了揭示不同类型植被下土壤有机碳及其活性组分季节动态变化及其特点，探讨不同的植被恢复模式对土壤有机碳组分的影响，分析影响土壤有机碳组分变化的因素，评估土壤有机活性有机碳组分参数在植被恢复过程中土壤质量监测的可靠性，为植被恢复及低效林改造技术提供理论依据。本研究选择岷江上游大沟流域的几种人工林（云杉林、油松林、华山松林、日本落叶松林）以及次生落叶阔叶灌丛下土壤，通过剖面机械分层取样，测定土壤总有机碳（TOC）和三种活性碳组分微生物碳（SMBC）、水溶性碳（WSOC）、易氧化碳（EOC）等来反映土壤变化特点。主要结果是： 1. 土壤有机碳含量平均在15.48~25.46 g kg-1之间在5月份时含量最低，随生长季的开始，有机碳含量逐渐增加，到9月份时含量达到最大值；由于新形成的凋落物不能被迅速分解利用补充土壤碳库，而原有碳库经历一个生长季的分解利用，因此，生长季末期即11月份的含量较小；土壤微生物碳含量平均在132.78~476.73mg kg-1之间，9月份和11月份含量都比较高；水溶性碳在生长季中逐步增大，含量在51.95~77.18 mg kg-1之间，到11月份时达到最大值；土壤易氧化碳平均含量在3.74~5.79g kg-1之间，含量最低值出现在5月份，但和其他碳组分不同的是其在7月份时含量较高。 2. 土壤有机碳及其活性碳组分大小关系为：TOC>EOC >SMBC>WSOC；比值约为300：70：5：1。 3. 土壤不同层次间比较，土壤碳指标都表现为随土壤深度增加而逐渐减小, 表层积聚作用明显。 4. 对土壤总有机碳量与活性碳组分以及活性碳之间进行了相关分析表明，土壤总有机碳含量与土壤微生物量碳、水溶性碳、易氧化碳之间的相关性均达到显著水平（P<0.05），有机碳总贮量很大程度上制约着土壤活性碳组分。土壤微生物量碳、水溶性碳、易氧化碳两两之间也都存在着显著相关关系（P<0.05），并随着不同植被类型或立地条件因子发生变化而变化。 5. 土壤有机碳及其活性组分与土壤养分状况之间的相关性分析发现，随着海拔、坡向或者植被类型的改变，其林下土壤有机碳及其活性组分与土壤养分的相关性也发生较大的变化。总体而言，岷江上游地区海拔、坡向、土壤自然含水量、植被盖度、凋落物厚度、土壤全N对次生林下土壤有机碳及其组分有重要影响。而AP、AK、C/N对土壤碳变化变化影响较小。 6. 通过不同海拔、坡向以及植被类型之间的综合比较分析发现，土壤微生物碳SMBC和水溶性碳WSOC比TOC和EOC更能敏感地反映出比较敏感的指示林下土壤质量的变化。 In order to reveal seasonal dynamics of soil labile organic carbon under different secondary vegetation, to analyze effect of different vegetation restoration pattern on soil organic carbon and its fractions, and to find the factors influencing changes in soil organic carbon and its fractions, further to estimate those parameters reliability for soil quality monitoring in the process of vegetation restoration. Soils were selected from several plantations, including Picea asperata Pinus tabulaeformis, Pinus armandii and Larix kaempferi and secondary shrub in Dagou Watershed of the upper reach of Minjiang River. The measurement of TOC, SMBC，WSOC and EOC were made, because these parameters can reflect change of soil characteristics. The major results are: 1. There were the lowest soil organic carbon and its labile fractions contents in May. At the time of growth initiation, they increased gradually and reached maximum in September. After that the soil organic carbon content decreased. Because current litter couldn’t be rapidly decomposed, and supplemented into carbon pool, while intrinsic carbon pool experienced decomposition and utilization of growth season, Which led a decrease in soil organic carbon content in November. Average value was 15.48~25.46 g kg-1; average SMBC content was 132.78~476.73mg kg-1.There were higher SMBC content in September and November as compared with other times; Water soluble organic carbon content increased from 51.95 mg kg-1 in May to 77.18 mg kg-1 in November; EOC content was lowest in May y. Average value was 3.74~5.79g kg-1. Differeing from other parameters of carbon fractions, EOC content was higher in July. 2. The content of soil organic carbon and its labile carbon fractions ranked as follows：TOC>EOC >SMBC>WSO，and ratio was about 300：70：5：1. 3. Consider as soil different layers，all of the parameters decreased gradually with increasing soil depth, thus displayed a significant accumulation in the surface layer soil. 4. Correlations coefficient analysis revealed that, TOC significantly correlated with SMBC, WSOC and EOC indicating total storage of organic carbon limited soil labile carbon fractions in great extent. On the other hand, there were significant correlations between SMBC，WSOC and EOC. But these relationships changed with vegetation types and/or environmental conditions. 5. The relationships between soil organic carbon and its labile fractions and soil nutrient traits changed with altitude，slope aspect and vegetations. Therefore our results suggested that altitude，slope aspect，soil natural water content，vegetation coverage, litter thickness and soil total nitrogen play a important role change in soil organic carbon and its fractions in upper reaches of Minjiang River. While AP、AK、C/N slightly influenced soil carbon. 6. Our results, on the other hand suggested that SMBC and WSOC are more sensitive to the change of altitudes, slope aspects, vegetation types than TOC and EOC, thus two parameters may be good index reflecting change of soil quality. These results provide insights into theoretical and technological evidences for the vegetation regeneration restoration and improvement of low-quality and benefit forest in the upper reaches of Minjiang River regions.

10-14岁超常儿童的亲社会行为特点及影响因素

Is prosocial behavior of supernormal children distinguished from normal children? Is there any difference between the supernormal children’s prosocial behavior from different educational placement? What are the mechanisms underlying the difference? The aim of this study was to examine these issues. With multiple methods of prosocial behavior, including other-rating, self-rating and hypothetical dilemma, we investigated the 10 to 14 year-old children. Firstly, the development of prosocial behavior and its relationship with prosocial behavior was examined. Secondly, we investigated the features of supernormal children’s prosocial behavior and analysed its difference with normal children. Finally, we tried to find the difference of supernormal children’s prosocial behaviour from different educational placement, and the mechanisms underlying the difference, such as social value orientation and peer relation. The results are as follows: 1)The altruistic and compliant prosocial tendency of 14 year-old children was obviously lower than those younger children. Intelligence was positively related with altruistic and emotional prosocial tendency for 10 year-olds, and with prosocial behaviour of peer nominated for 12 year-olds. 2)There was no significant difference of prosocial behaviour between supernormal and normal children. The peer nominated prosocial behaviour of 12 year-old supernormal children was higher than of 11 and 13 years old supernormal children. In addition, girls’ other-rating prosocial behaviour was significantly higher than boys’, but no gender difference was detected in the prosocial behaviour of self-rating and hypothetical dilemma. 3)With regard to the supernormal children’s prosocial behaviour in different educational placement, we found that the prosocial degree of the supernormal children of homogeneous groups was higher than that of heterogeneous groups in the role-change of ultimatum game. 4)The supernormal children from different educational placement had different social value orientation. More supernormal children of homogeneous groups belonged to the type of group enhancement, while more supernormal children of heterogeneous groups belonged to the type of equality. The types of social value orientation did not have impact on the supernormal children’s prosocial behaviour from different educational placement. 5)Peer relation moderated the impact of different educational placement on supernormal children’s prosocial behaviour.

Refractory cachexia and truth-telling about terminal prognosis; A qualitative study

The purpose of this paper is to examine the consequences that medical practitioners’ decisions about whether or not to be candid about terminal prognosis have for those suffering from refractory cachexia and their families. It presents the findings of a qualitative study which used focus groups and semi-structured interviews of a volunteer sample of doctors, nurses and dieticians in a cancer centre of a large teaching hospital in Northern Ireland. Respondents reported that some physicians tended to avoid discussing terminal prognosis in a direct manner with their patients. Nurses and dieticians tended to be reluctant to engage in conversations about weight loss with patients with cachexia. One of the reasons they reported for their lack of acknowledgement of weight loss concerned the close association between refractory cachexia and terminal prognosis. Because they viewed the telling of bad news as an exclusive prerogative of medical practitioners, they did not feel in a position to discuss cachexia because they were concerned that this had the potential to raise end-of-life issues that lay outside the boundaries of their professional role. This meant patients and their families were provided with little information about how to cope with the distressing consequences of cachexia.

Innovative interprofessional teaching session on labour and childbirth for undergraduate medical and midwifery students

There is an increasing recognition of the need to improve interprofessional relationships within clinical practice (Midwifery 2020, 2010). Evidence supports the assertion that healthcare professionals who are able to communicate and work effectively together and who have a mutual respect and understanding for one another’s roles will provide a higher standard of care (McPherson et al, 2001; Miers et al, 2005; Begley, 2008). The joint Royal College of Obstetrics & Gynaecologists(RCOG) / Royal College of Midwives (RCM) report (2008 Page 8) on clinical learning environment and recruitment recommended that “Inter-professional learning strategies should be introduced and supported at an early stage in the medical and midwifery undergraduate students' experience and continued throughout training.” Providing interprofessional education within a University setting offers an opportunity for a non-threatening learning environment where students can develop confidence and build collaborative working relationships with one another (Saxell et al, 2009).Further research supports the influence of effective team working on increased client satisfaction. Additionally it identifies that the integration of interprofessional learning into a curriculum improves students’ abilities to interact professionally and provides a better understanding of role identification within the workplace than students who have only been exposed to uniprofessional education (Meterko et al, 2004; Pollard and Miers, 2008; Siassakos, et al, 2009; Wilhelmsson et al, 2011; Murray-Davis et al, 2012). An interprofessional education indicative has been developed by teaching staff from the School of Nursing and Midwifery and School of Medicine at Queen’s University Belfast. The aim of the collaboration was to enhance interprofessional learning by providing an opportunity for medical students and midwifery students to interact and communicate prior to medical students undertaking their obstetrics and gynaecology placements. This has improved medical students placement experience by facilitating them to learn about the process of birth and familiarisation of the delivery suite environment and it also has the potential to enhance interprofessional relationships. Midwifery students benefit through the provision of an opportunity to teach and facilitate learning in relation to normal labour and birth and has provided them with an opportunity to build stronger and more positive relationships with another profession. This opportunity also provides a positive, confidence building forum where midwifery students utilise teaching and learning strategies which would be transferable to their professional role as registered midwives. The midwifery students were provided with an outline agenda in relation to content for the workshop, but then were allowed creative licence with regard to delivery of the workshop. The interactive workshops are undertaken within the University’s clinical education centre, utilising low fidelity simulation. The sessions are delivered 6 times per year and precede the medical students’ obstetric/gynaecology placement. All 4th year medical and final year midwifery students have an opportunity to participate. Preliminary evaluations of the workshops have been positive from both midwifery and medical students. The teaching sessions provided both midwifery and medical students with an introduction to inter professional learning and gave them an opportunity to learn about and respect each other’s roles. The midwifery students have commented on the enjoyable aspects of team working for preparing for the workshop and also the confidence gained from teaching medical students. The medical students have evaluated the teaching by midwifery students positively and felt that it lowered their anxiety levels going into the labour setting. A number of midwifery and medical students have subsequently worked with one another within the practice setting which has been recognised as beneficial. Both Schools have recognised the benefits of interprofessional education and have subsequently made a commitment to embed it within each curriculum.

A supervisão pedagógica e o desenvolvimento da reflexividade de professores em formação inicial

Tese de mestrado, Ciências da Educação (Formação de Professores), Universidade de Lisboa, Instituto de Educação, 2010

Perspetivas dos professores do ensino básico e secundário face ao desempenho da profissão: perplexidades e desafios

Dissertação apresentada à Escola Superior de Educação de Lisboa para obtenção de grau de mestre em Ciências da Educação, especialidade Supervisão em Educação

Perceptions des intervenants du Nunavik sur la non-observance aux antidépresseurs

La non-observance représente souvent, dans la pratique clinique des professionnels de la santé, un défi à surmonter puisqu’elle est liée à une non-conformité du comportement du patient aux recommandations émises par les intervenants. Dans la région éloignée du Nunavik, divisée en 14 communautés inuit, les intervenants de la santé et des services sociaux, en raison de leur rôle élargi en première ligne, rencontrent une diversité de clientèles. La formation, l’expérience professionnelle, la perception de son rôle, le contexte de travail et le contexte socioculturel influencent l’interprétation des multiples défis au sein de la population. De hauts taux de suicide, d’alcoolisme et de violence sont présents dans les communautés inuit. La prescription des antidépresseurs est un moyen utilisé pour soulager les patients qui présentent des problèmes dépressifs. De quelle façon doit-on aborder ce phénomène complexe, et ce, dans ce contexte particulier de région autochtone éloignée? Cette recherche exploratoire descriptive vise à décrire et à interpréter le phénomène de non-observance des antidépresseurs, plus spécifiquement par l’étude des perceptions des intervenants de la santé et des services sociaux participant à l’intervention directe auprès des Inuit ayant reçu un diagnostic de dépression. L’analyse des 12 entrevues semi-dirigées répond à la question suivante : Quelles sont les perceptions des différents intervenants de la santé et des services sociaux sur le phénomène de la non-observance de la prise d’antidépresseurs chez les Inuit du Nunavik? Les résultats permettent de prendre un recul sur un phénomène courant de la pratique clinique dans cette région spécifique. Ils mettent en lumière la complexité de la relation patient-intervenant, la fragilité de l’alliance thérapeutique et l’importance des interventions d’une équipe interdisciplinaire et interculturelle dans ce contexte de pratique.