Studiens syfte är att bidra med kunskap om bedömning som begrepp och som pedagogisk praktik i det förskolepedagogiska fältet. Studien bygger på en kvalitativ ansats där sex semistrukturerade intervjuer genomförts med förskollärare från sex olika förskolor i södra Sverige. Resultatet har analyserats utifrån didaktikens frågor; vad, hur och varför, begreppen formativ och summativ bedömning samt Piagets utvecklingspsykologiska teori. I studiens resultat framkommer att bedömningsbegreppet tolkas olika av olika personer samt att förskollärarna inte tydligt uttrycker att de gör bedömningar på de enskilda barnen. Samtidigt beskriver förskollärarna att de vid ett utvecklingssamtal lyfter barnets utveckling och lärande med fokus på målområden ur läroplanen, med hjälp av digitala mallar. I diskussionen motiveras varför begreppet bedömning behöver läggas till i läroplanen för förskolan. Bedömningsbegreppet behöver definieras för att skapa en samsyn kring begreppet och för att underlätta arbetet kring hur det individuella barnets utveckling och lärande synliggörs. / The purpose of the study is to contribute with knowledge about assessment as a concept and as a pedagogical practice in the preschool pedagogical field. The study is based on a qualitative approach where six semi-structured interviews were conducted with preschool teachers from six different preschools in southern Sweden. The results have been analyzed on the basis of didactics' questions; what, how and why, the concepts of formative and summative assessment and Piaget's developmental psychological theory. The results of the study show that the concept of assessment is interpreted differently by different people and that the preschool teachers do not clearly express that they make assessments of the individual children. At the same time, the preschool teachers describe that in a developmental conversation they highlight the child's development and learning with a focus on target areas from the curriculum, with the help of digital templates. The discussion justifies why the concept of assessment needs to be added to the preschool curriculum. The assessment concept needs to be defined in order to create a consensus around the concept and to facilitate the work on how the individual child's development and learning is made visible.

There is a broad consensus in the art world that performance can be defined as an action that takes place within a certain time and space. There is also a theoretical debate in regard to documenting performance art. The position of the established paradigm on performance art documentation has been rebutted in practice on two fronts: that the very history of performance art is not consistent with constant disappearance; and regarding how performance art is treated in contemporary art museums. Performance art was eventually museified in the 1990s, completely adapting to the rules of the museum. The paper proposes a redefinition of performance that takes its materialization seriously: its ephemeral nature, the action and the co-presence of the public.

This study examines preschool teachers' perceptions and experiences of systematic quality work in preschool. The purpose of making preschool teachers' perceptions and experiences visible is that they will provide new knowledge about the perceived reality of systematic quality work and what significance it has in preschool teachers' daily work. The questions in which the study seeks to answer are how preschool teachers perceive the systematic quality work? How preschool teachers perceive the work with documentation as part of the systematic quality work? And in what way preschool teachers feel that the systematic quality work helps them to develop the early childhood education? This is a qualitative study where preschool teachers have been interviewed in which a total of four interviews have been treated in the study. The interviews have been semi-structured with a low degree of structuring. The interviews were then transcribed where a qualitative analysis of the material was made. The theoretical concepts that permeate the analysis are the motives for evaluation, which consist of the control motive, the development motive and the knowledge motive. The results show that there are two themes in which the systematic quality work is understood. Systematic quality work in an overall perspective and systematic quality work from an operational perspective where the motives for evaluation are varied.

This diploma thesis focuses on the problem of implementation of information systems for electronic documentation in health care, especially in rehabilitation. The theoretical part describes the nature and meaning of managerial changes in general, reviews various types of changes, discusses what causes these changes and how they affect their surroundings, and describes the key steps and models for effective handling of these managerial changes. The second part deals with problems of introducing electronic documentation and information systems in a special case of the Czech Republic. The empirical part focuses on implementation of information system in the rehabilitation institute Kladruby. Using qualitative research methods a sequence of interviews was carried out with the staff of the rehabilitation department. The result of the research presented in this thesis is a summary of advantages and disadvantages of the information system, attitudes of respondents to the implementation of the information system, and recommendations how to further optimize the information system. The second part describes the feedback of four rehabilitation centers in the USA with a long-term experience with the implementation of information systems and a simple comparison of respondents' experience in the USA and the...

A 15-facility healthcare organization utilized organizational change management techniques to aid with the adoption of a clinical information system to accomplish desired cultural transformation. The aim of this article was to provide a description of team member and physician attitudes toward change during conversion to a new clinical information system of electronic documentation. The tool developed and utilized was a change readiness survey to assess randomly selected team member and physician perceived readiness for the transition to an electronic documentation system. This article reviewed the rationale for using organizational change management techniques to facilitate adoption of a new clinical information system and discussed development of a change readiness survey tool. It explored the findings from the first 3 years of the survey.

The aim of this study is to examine the way preschool teachers relate to, and apply the concept of teaching in various aspects. Furthermore, this study has the purpose of portraying the constructions of the concept of teaching, that give meaning and a course of action in their goal-directed work. The following questions are the starting point for the study: How do preschool teachers interpret the concept of teaching in the preschools practice? How do preschool teachers construct the concept of teaching in their team of co-workers? In what ways is the concept of teaching expressed in projects on the preschools educational documentation (processvägg)? To conduct our study a qualitative research method is applied. We interviewed eight preschool teachers from six different preschools in Stockholm county with sound recording. Further we accumulated photos and notes of each preschools educational documentation. The theoretical framework includes an social constructivistic perspective along with the concepts of the impact of language as well as discourses power. The aim and questions of the study is answered through the appliance of the theoretical framework which is presented in the study’s result and analysis part. The main results of the study are presented in three main categories that present the conclusion that preschool teachers do not perceive the concept of teaching as unclear. However there are different interpretations and discourses that, in collaboration, can cause a difference in how teaching is constructed, practiced and expressed. The preschool teacher's responsibility and leadership is shown to have an impact on how the concept of teaching is constructed. The impact of construction is shown through the use of language and discourses power in their team of co-workers, from planning to expression in practice and in educational documentation.

The Reggio Emilia Approach (REA) and Head Start (HS) value high-quality early education, support for families, and community partnerships according to the literature. Exploring principles of REA in relation to the HS program model may reveal alignment that will inform high-quality developmentally appropriate practices that are meaningful and enhance learning outcomes. This multiple case study explores the REA in alignment within three Head Start programs in New Mexico, Massachusetts, and Tennessee. Participant groups include one education director, one education leader, and four teachers in each of the three locations. In New Mexico, the HS program was located on a Native American pueblo. In Massachusetts the HS program was located in a diverse urban community, and the HS program in Tennessee was located in rural east Tennessee. Data to demonstrate participant’s alignment with nine REA principles include a survey, an interview, and observations without children present at each location. All participants responded with some alignment to the REA principles, yet lack of clear understanding was found among a majority of participants. Classroom observations revealed stronger alignment with REA principles in New Mexico. An interesting finding was that across cases there was one teacher who had more experience with including Reggio-inspired principles in her teaching practices. Teachers were interested in professional development beyond HS mandates. A small ungeneralizable sample is a limitation, which suggests future research using the survey and development of the 3 observation tool with a larger sample. Implications suggest future professional development introducing the REA may inform teaching practices in Head Start programs.

Although guidelines and minimal standards for the care and documentation of wounds in home health care settings in the United States are available, there is a lack of compliance among many home health care agencies (HHAs) with regard to the accuracy of wound documentation and care of wounds. Failure to follow guidelines for wound care according to Centers for Medicare and Medicaid Services and Home Health Outcome and Assessment Information System standards could result in loss of revenue for HHAs, improper treatment of wounds, and legal ramifications. The purpose of this doctoral project was to develop and validate a staff educational module on wounds and wound documentation for an HHA. Benner's from-novice-to-expert model was the conceptual framework for understanding nurses' matriculation. The practice-focused question focused on whether a wound staff educational module increased the home health care nurse's knowledge about wounds and wound documentation. A 5-level Likert scale was used by an expert panel to validate the staff educational module. Descriptive analysis was used to evaluate the data. The results of the survey supported implementing the educational module with recommendations (overall percentage 93% [4.4]). The findings of this project contribute to social change by increasing nurses' knowledge of wound care, improving the quality of wound care, increasing reimbursement and revenue, and decreasing the cost of care for wounds.

Hispanic students often suffer from acculturative stress as they adapt to U.S. college environments; however, few scholars have examined the acculturative stress relationship among undocumented versus documented Hispanic college students. In this quantitative, correlational study design, adaptation levels related to acculturative stress between both statuses were examined. The theoretical foundations of this study are based on the social cognitive career theory. This investigation focused on determining how adaptation levels predict Hispanic college students' acculturative stress and whether this realtionship differ between documented and undocumented college students. The I-Adapt measure was used to measure participants' level of adaptability and the social, attitudinal, familial and educational or the Social, Attitudinal, Familial and Educational (S.A.F.E) measurement was used to measure their acculturative stress levels. The sample consisted of 165 Hispanic college students recruited from a private northeastern university. Contrarily to the main hypothesis, Regression analysis revealed that higher levels of cultural and crisis adaptability predicted lower levels of acculturative stress while higher levels of work stress adaptability predicted higher levels of acculturative stress. Future research should focus on further examination differences in adaptation toward acculturative stress and the aftermath of acculturative stress adaptation methods between documented and undocumented college students. The findings of this study can contribute to social change by informing immigration laws to adopt in order to protect college educated, skilled and productive immigrants.

Background: The National Institute Mental Health (2015) estimated there were about 44.7 million people diagnosed with a serious mental illness and 62.9% of those diagnosed were without mental health services. The loss of services was due to unemployment, reoccurring hospitalization, inabilities to care for themselves, and lack of participation in societal norms (World Health Organization [WHO], 2014). According to Insel (2011/2015), the U.S. cost of mental healthcare was an estimated $57.5 billion in 2006. This cost was not due to actual care but associated with the economic burden of job loss and the excessive use of community resources. The Affordable Care Act (ACA) and the Mental Health Equality and Parity Act (MHEPA) has positively influenced access to mental healthcare, but healthcare coverage continues to be deficient. Insufficient clinical documentation practices decrease insurance reimbursement potential. Purpose: The purpose of this quality improvement project was to enhance the current clinical documentation practices and policies and increase insurance reimbursement in an adult psychiatric inpatient unit in a private, non-profit mental and behavioral health organization. Theoretical Framework: The Kurt Lewin’s 3 Step Change Management Theory Methods: A quantitative design guided this project utilized an investigator-developed tool modeled from the CMS Inpatient Unit Worksheet as a data collection tool from the clinical chart documentation reviews. Results: Fisher’s Exact and Chi square tests measured the cross tabulation of pre and post comparison sample frequency of staff’s integration of an evidence-based descriptive documentation method into practice. The results presented with statistical significance of the progress narrative notes. The declined chart claims a p <0.001, and the numbers related to case scenario utilization of the documentation method was p = 1.00. Conclusion: The relationship between descriptive clinical documentation and insurance reimbursement was evident in the usage of the Data, Assessment/Action, Response, and Plan (DARP) method in the clinical documentation progress narratives notes. There was a 24% improvement in insurance reimbursement claims and a 17% decrease in charts declined for the study period.