자연주의적 탐구조사(Naturalistic Inquiry)

Experience and Educationis the best concise statement on education ever published by John Dewey, the man acknowledged to be the pre-eminent educational theorist of the twentieth century. Written more than two decades after Democracy and Education(Dewey's most comprehensive statement of his position in educational philosophy), this book demonstrates how Dewey reformulated his ideas as a result of his intervening experience with the progressive schools and in the light of the criticisms his theories had received. Analysing both "traditional" and "progressive" education, Dr. Dewey here insists that neither the old nor the new education is adequate and that each is miseducative because neither of them applies the principles of a carefully developed philosophy of experience. Many pages of this volume illustrate Dr. Dewey's ideas for a philosophy of experience and its relation to education. He particularly urges that all teachers and educators looking for a new movement in education should think in terms of the deeped and larger issues of education rather than in terms of some divisive "ism" about education, even such an "ism" as "progressivism." His philosophy, here expressed in its most essential, most readable form, predicates an American educational system that respects all sources of experience, on that offers a true learning situation that is both historical and social, both orderly and dynamic.

经验与教育 = Experience and education

Nursing Research—Principles and Methods

The silver sensory experience – A review of senior consumers’ food perception, liking and intake

Healthcare personnel may perceive troubled conscience when feeling inadequate and powerless. It is important to further explore healthcare personnel's descriptions of situations in daily work, which generate troubled conscience to increase the awareness of such situations. This study aimed to describe health care personnel's experiences of situations in municipal elderly care that generate troubled conscience. In this qualitative study, interviews were conducted with Registered and Enrolled nurses and nursing assistants (n = 20) working in municipal elderly care. The interviews were tape-recorded, transcribed verbatim and analysed with content analysis. Situations that generated troubled conscience was (i) Being caught between different demands, comprising being forced to prioritize between different residents' needs, being torn between residents'-/relatives'-/and co-workers' needs and expectations' and between work and private life, (ii) Being torn away from residents to other 'must do's', comprising stealing time from residents' to do housekeeping chore' and to 'obey' rules and recommendations, (iii) Feeling unable to relieve suffering, comprising falling short when striving to help, lacking knowledge, advice and support and time to ease residents' suffering and finally, (iv) Being part of providing care that is or feels wrong, comprising providing poor care and/or witnessing co-workers providing poor care, and being forced to give care that feels wrong. These findings identify important factors that generate stress of conscience (stress caused by troubled conscience), including difficulties with balancing priorities and following rules and recommendations that seem contrary to best care, and the need for interdisciplinary teamwork. Findings point to that sharing what conscience tells in the work team opens up possibilities for healthcare personnel to constructively deal with troubled conscience. Intervention studies are needed to explore whether such measures contribute to relieve the burden of troubled conscience and increase possibilities to provide high quality care.

Healthcare personnel’s experiences of situations in municipal elderly care that generate troubled conscience

Background. The aim of the study was to describe home-living elderly people's views on the importance of food and meals. Methods. Semistructured interviews with twelve elderly people. The interviews were analysed using qualitative content analysis. Results. Respondents described how their past influenced their present experiences and views on food and meals. Increased reliance on and need of support with food and meals frequently arose in connection with major changes in their life situations. Sudden events meant a breaking point with a transition from independence to dependence and a need for assistance from relatives and/or the community. With the perspective from the past and in the context of dependency, respondents described meals during the day, quality of food, buying, transporting, cooking, and eating food. Conclusions. Meeting the need for optimal nutritional status for older people living at home requires knowledge of individual preferences and habits, from both their earlier and current lives. It is important to pay attention to risk factors that could compromise an individual's ability to independently manage their diet, such as major life events and hospitalisation. Individual needs for self-determination and involvement should be considered in planning and development efforts for elderly people related to food and meals.

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Home-Living Elderly People's Views on Food and Meals.

Group concept mapping for evaluation and development in nursing education.

BACKGROUND: Nursing care for people with dementia diseases affecting the frontal lobes places special demands on staff, but there is little information available about how best to tailor nursing care. The aim of this study was to describe nurses' experience of difficulties and possibilities in caring for people with dementia diseases with frontal-lobe dysfunction.METHOD: The study was carried out as a descriptive qualitative study. Data collected during interviews with nursing staff (n = 10) were analyzed using qualitative content analysis.RESULTS: The difficulties experienced were related to the patients' lack of inhibition and judgment, anxiety, agitation, reduced ability to deal with physical needs, egocentricity, imbalance between rest and activity and depressed mood. The possibilities were seen in relation to the nursing staff's professional encounters, characterized as being clear and consistent, a step ahead, flexible, calm and creating a positive atmosphere, close and trusting and being and doing things together. Continuous feedback and support were prerequisites for the engagement of the staff.CONCLUSION: Nursing care in this context involves ethical issues whereby the residents' integrity must be balanced against a safe and secure environment. Nursing care is a sensitive but also demanding task, where nurses' actions can reduce the negative effects of the disease. It is therefore important to support staff in nursing care so they are able to manage their work and reduce the risk of emotional exhaustion.

Nursing care for people with frontal-lobe dementia - difficulties and possibilities.

Forskning, Utbildning & Samverkan i Sjukskoterskeutbildningen (FUSS) : studentmedverkan i forskning under verksamhetsforlagd utbildning

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Forskning, Utbildning a Samverkan i Sjuksköterskeutbildningen (FUSS) : studentmedverkan i forskning under verksamhetsförlagd utbildning

Aims: The aims of this study were threefold: 1) to explore nursing students perceptions of knowledge development after participating in an actual research project; 2) to explore undernutrition and its relationship to other clinical factors; 3) to explore the user-friendliness of the Minimal Eating Observation and Nutrition Form (MEONF-II) in relation to dependency in Activities of Daily Living (ADL). Methods: A pilot study (Study 1, S1) was conducted in October 2010, including 281 patients. After extending the research protocol a second data collection (S2) was conducted in March 2011, including 236 patients (total n=517). First and third year nursing students (n=188) collected the data, during one day of their clinical practice courses by assessing three patients each in hospitals or nursing homes. Students answered questions about their experiences from participating in the study. Patient related assessments included: MEONF-II; ADL dependency (S1 and S2); insomnia; low-spiritedness; and subjective health (S2). In addition, questions about the user-friendliness of MEONF-II were included (S1 and S2). Results: Among the nursing students, 51% experienced that their knowledge about nutrition increased and 67% that their understanding for research increased by participating in the project. Out of the patients, 57% were women, 50% were almost independent, 27% had some dependency, 23% were almost totally dependent in ADL, and 48% were at moderate/ high undernutrition risk. In S2, 32% of patients had insomnia, and 46% experienced low-spiritedness. Dependency in 5-6 and 3-4 ADLs (OR, 2.439 and 2.057, respectively), compared to dependency in 0-2 ADLs, were the strongest predictors for undernutrition risk, followed by insomnia (OR 2.124). Nursing students experienced the MEONF-II as easy to understand (93%), easy to answer (94%) and relevant (94%), and the suggestions for measures to take in case of risk as relevant (95%), independent of the patients’ ADL status. Conclusions: By participating in an actual research project nursing students gets an understanding for research and tools for working with quality improvements in their future role as professional nurses. Undernutrition, mental and physical factors constitute coexisting problems in need for further investigation. Nursing students perceive the MEONF-II as user-friendly, independent of patient ADL dependency.

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Ellinor Edfors

Papers

Home-Living Elderly People's Views on Food and Meals.

Group concept mapping for evaluation and development in nursing education.

Nursing care for people with frontal-lobe dementia - difficulties and possibilities.

Forskning, Utbildning a Samverkan i Sjuksköterskeutbildningen (FUSS) : studentmedverkan i forskning under verksamhetsförlagd utbildning

Improving nursing students research knowledge through participation in a study about nutrition, its associated factors and assessment