Syftet med studien var att beskriva och syntetisera erfarenheter av att arbeta från personer med nedsatt kognition. Metoden som användes var en systematisk översikt med meta-syntes för att få djupare förståelse och kunskap av personernas erfarenhet. Litteratursökning genomfördes i fyra databaser och kompletterades genom granskning av referenslistor. Elva artiklar som motsvarade syftet identifierades och inkluderades i studien. Analysen resulterade i två kategorier: Upprätthålla arbetsförmåga över tid samt Omgivningens inflytande på arbetssituationen. Resultatet visar att kognitiva svårigheter upplevs i olika diagnoser och att det är en kombination av olika kognitiva svårigheter som påverkar arbetsförmågan. Anpassningar, strategier men också omgivningens inflytande är av stor betydelse för ett hållbart arbetsliv. Mer forskning inom området behövs för att både öka kunskapen om kognitiva svårigheter i olika diagnoser och för utvecklandet av nya interventioner för att möta behovet och möjliggöra ett hållbart arbetsliv. / The purpose of the study was to describe and synthesize experiences of working from people with impaired cognition. The method used was a systematic review with meta-synthesis to gain a deeper understanding and knowledge of the people's experience. Literature search was performed in four databases and supplemented by reviewing reference lists. Eleven articles that corresponded to the purpose were identified and included in the study. The analysis resulted in two categories:Maintaining work ability over time and The environment's influence on the worksituation. The results show that cognitive difficulties are experienced in different diagnoses and that it is a combination of different cognitive difficulties that affects the ability to work. Adaptations, strategies but also the influence of the environment are of great importance for a sustainable working life. More research in the field is needed to both increase knowledge about cognitive difficulties in different diagnoses and for the development of new interventions to meet the need and enable a sustainable working life.

Syftet med följande studie är att utifrån en sociokulturell teori bidra med ny kunskap om hur pedagoger i förskoleklass uppfattar språklek och dess betydelse för läs- och skrivinlärningen samt att identifiera pedagogernas medvetenhet för språklekens betydelse i ett främjande och förebyggande perspektiv inom det specialpedagogiska området. Tidigare forskning bekräftar användandet av språklek och att det med stor fördel kan användas i ett förebyggande syfte för läs- och skrivinlärningen.    Studiens empiriska material är insamlat genom ostrukturerade, semistrukturerade gruppintervjuer med inspiration från fokusgruppmetoden. Som metodisk ansats ses det empiriska materialet utifrån en kvalitativ innehållsanalys för att nå olika perspektiv på innehållet.  Resultatet visar att pedagogerna har en relevant utbildning för sitt kunskapsuppdrag och för språklek. Vidare visar resultatet att pedagogernas uppfattningar förstärker sambandet mellan tidiga insatser där språkleken har en tydlig plats och där språkleken kan ses som ett främjande arbetssätt i förskoleklass.  I diskussionen betonas framförallt de möjligheter som språkleken ger och hur det kan påverka skolor på organisationsnivå där beslut fattas om extra anpassningar och särskilt stöd.

Background: Feeding and swallowing difficulties (FSD) have been found in typically developing children as well as in children with complex medical conditions and developmental disabilities. These difficulties cause negative health consequences such as aspiration pneumonia, chronic lung disease, failure to thrive, prolonged hospital stay and even death. The early identification and management of feeding and swallowing difficulties is important as it prevents the negative effects on health and quality of life. Hence, there is a need for a validated screening tool to use in the general hospitalized paediatric population. Research Aims: The aim of this study was to validate the Feeding and Swallowing Questionnaire as a screening tool, in the paediatric population aged 0 – 2 years admitted to general medical wards. The secondary aim was to describe the FSD presenting in the paediatric population aged 0 - 2 years who are hospitalized in the general medical wards. Methodology: A prospective, descriptive, clinimetric design was utilized. A sample of 107 participants admitted to the general medical wards at Steve Biko Academic Hospital were included in the study. Participants’ feeding and swallowing was screened by a research assistant using the Feeding and Swallowing Questionnaire. After the screening, a clinical feeding and swallowing assessment was conducted for comparison, the assessment was conducted by the student researcher using the Clinical Feeding and Swallowing Assessment Tool. Results: There was a 27% FSD prevalence, with the majority of cases (92%) occurring in children under one year of age. One hundred and three children (63% male; median (IQR) age 5.2 (2.1 – 12.8) months) underwent screening and clinical assessment for feeding and swallowing disorders. The criterion validity of the Feeding and swallowing Questionnaire was established with a sensitivity of 88% and a specificity of 32%. Internal consistency was achieved with an acceptable Cronbach’s alpha of 0.79, and good inter-rater reliability (80%). Participants presented with feeding difficulties in all the phases of swallowing, while some participants had behavioural feeding difficulties. Those who had FSD had the following medical conditions: cardiorespiratory, neurological and gastrointestinal disorders namely acute gastroenteritis and liver disease. Feeding and swallowing difficulties were associated with increased mealtime duration (p=0.005) and supplementary oxygen support (p=0.03). Conclusion: The results confirm that the Feeding and Swallowing Questionnaire shows promising findings as a reliable and valid tool for the identification of FSD in the general hospitalized paediatric population. However, further research in other setting with general paediatric medical wards is required to increase the robustness of the screening tool.

Nyckelord: Barnmisshandel, akutmottagning, sjuksköterska, upptäcka, svårigheter   SAMMANFATTNING Bakgrund: Barnmisshandel är ett hälsoproblem som förekommer över hela världen. Globalt sett är 7 % av barn med skador som söker vård på akutmottagningar utsatta för övergrepp. Forskning visar att många barn som är utsatta för övergrepp eller omsorgssvikt besöker barnakutmottagningar utan att deras utsatthet uppdagas och anmäls till myndigheter. En bidragande orsak anses vara sjuksköterskors bristande kunskap hur barnmisshandel upptäcks.  Syfte: Syftet var att undersöka sjuksköterskors upplevda svårigheter att upptäcka barn som far illa i samband med besök på barnakutmottagning och i pediatrisk slutenvård. Metod: Litteraturöversikt med en deduktiv ansats. Artiklar har sökts i databaserna: Psycinfo, Pubmed och Cinahl. I översikten har 14 vetenskapliga artiklar inkluderats.  Resultat: Resultatet visar på flera brister såsom tidsbrist och hög arbetsbelastning samt avsaknaden av rutiner och riktlinjer. Detta är försvårade för sjuksköterskans bedömningsprocess av barnet. Erfarenhet gjorde att sjuksköterskan vågade lita på sin intuition och samtidigt vara professionell i mötet med föräldrar. Närmare kontakt och samarbete med barnrättsinstitutioner för att få mer kunskap om barnmisshandel efterfrågades. Sjuksköterskor ville vara barnets advokat men oroades ofta över vem som skulle få betala priset vid en anmälan. Slutsats: Konsekvenserna av fysisk och/eller psykisk misshandel under barn och ungdomars uppväxt kan bli svåra och bestående. Trots att lagen om anmälningsskyldighet vid misstanke om att ett barn far illa är enkel att förstå upplever många barnsjuksköterskor att lagen kan vara svår att efterleva. Riktlinjer, utbildning och rutiner på arbetsplatsen om barn som far illa är avgörande för barnsjuksköterskan för att kunna upptäcka och förhindra förekomsten av barnmisshandel.

As a result of the increase of digitalisation in today’s society over the recent years, the Swedish school system requires a certain degree of digital competence amongst teachers. The COVID-19 pandemic has not only accelerated the digitalisation of schools it even forced teaching to become digital for some time. Therefore, this study aims to investigate how Swedish ESL/EFL teachers in secondary school utilise digital tools to support pupils with writing and reading difficulties and their awareness of these difficulties. In order to meet the formulated aim of this paper, the research questions have been separated into three sections. The first area involves writing and reading difficulties in English courses. The second aspect of this research will examine which digital tools English teachers use to support students that struggle with reading and writing in the classroom, and the third aspect is how they apply these tools to their teaching. In this qualitative study, four English teachers participated. The empirical data was collected through semi-structured interviews. The results show that the interviewees experienced that the use of digital tools supported and developed students in their reading skills. Moreover, previous research concludes that digital tools have a profitable effect on students’ motivation and learning. However, the interviewees’ struggled to present digital teaching strategies to support struggling writers and did not present an effective digital tool for students with writing difficulties. Additionally, we discovered that the teachers in this study lacked the knowledge to some extent regarding digital tools to support these students; hence, the importance of providing further education to teachers regarding our research topic to offer an equivalent and inclusive school environment for all students. Further, research on digital tools and how to support students were limited. Therefore, we suggest future research on the topic with a focus on digital teaching strategies.

archives@tulane.edu / Early social, emotional, and behavioral skills have been shown to be predictive of academic achievement and future success. With early intervention, effects of skill deficits can be mitigated (Albers, Glover & Kratochwill, 2007). However, less than half of the 10% to 20% of students who are thought to be at-risk receive the interventions they need (Bradshaw et al., 2008; Gresham, 2007). Schools are uniquely positioned to identify and provide interventions for students. As a result, administrators have begun to shift toward data-based decision-making models that include universal screeners, as initial steps for identifying and providing interventions for at-risk students. Selection of a screener is determined by the availability of resources, student demographics, and predictive validity. The purpose of this study was to investigate the Strengths and Difficulties Questionnaire, a social, emotional, and behavioral screener. Specifically, the study investigated the relationship between at-risk scores and behavior problems in schools. Study participants are 433 students in grades K to 4 attending an elementary charter school serving a predominantly low-income African American student body. Beginning-of-the year SDQ total difficulty scores and end-of-the year ODRs were analyzed using both correlational and regression analyses, to establish relationship and predictive ability of the screener. Both correlational and regression analyses confirmed a statistically significant relationship between SDQ total difficulty scores and end-of-the year ODRs. Therefore, universal screening provides schools with valuable baseline information about student social, emotional and behavioral functioning. / 1 / Raquel Gutierrez

No description available.

The purpose of the study was to evaluate the appropriateness of the Hiskey Nebraska Test of Learning Aptitude as a measure of ability for Navajo students with suspected learning difficulties. Item analytic procedures were employed for the 61 students in the younger group (ages 5-10) and for the 57 students in the older group (ages 11-17). Using Hoyt's analysis of variance routine, reliability estimates of .87 (younger group) and .81 (older group) were obtained. The majority of the items discriminated in the appropriate direction for both subtest and total test scores. It was concluded that the Hiskey Nebraska Test of Learning Aptitude would give acceptably reliable and consistent results for Navajo children with suspected learning difficulties. Further research to demonstrate validity of the instrument for this population was discussed.

Background: Telephone counseling is constantly increasing in health care. It involves a dialogue and assessment process with the aim of examining both the subjective and objective in patients' health problems. Telephone counseling is made difficult when there is no visual contact. Patient safety can be reduced on the basis of the long call queue, which can lead to incorrect assessment due to a high work rate. Aim: To describe nurses' experiences of working with telephone counseling in somatic care. Method: A literature-based study in which ten scientific articles have been analyzed. Systematic searches for scientific articles in nursing were made in the databases CINAHL and PubMed. Articles about nurses experiences of working with telephone counseling in somatic care with a qualitative method were included. Results: The result obtained showed different experiences for the nurses, which included four main themes: difficulties in making a professional assessment, challenges in conversations with the care seeker, stress and fatigue, and deficiencies in the working environment. The main themes are supported by a total of ten subcategories. Conclusion: The nurses experienced telephone counseling difficult and challenging. Due to the lack of visual contact, it becomes more difficult to create a good quality of care for the patient. The nurses experienced various obstacles in telephone counseling, which proved to be difficult for the nurses to work patient-safety. Therefore, it is important that there is a good communication between the nurse and the patient to facilitate the work and meet the patient's needs.

No description available.