Indiana University-Purdue University Indianapolis (IUPUI) / Parents have increasingly participated in their children’s bedside care. Parental participation has led to more provider-parent interactions and communication during such stressful events. Helping parents through such stressful events requires nurses to be skilled communicators. Brief methods of training emotion-focused communication with newly licensed nurses are needed, but as yet are rare. The purpose of this study was to evaluate the impact of a validated brief communication (Four Habits Model) training program for newly licensed pediatric nurses. The intervention focused on ways to improve nurses’ emotion-focused conversations with parents. Information processing and Benner’s novice to expert informed this study. The intervention is based on the four habits model, with “habits” providing a structure for nurses to organize their thinking and behavior during emotion-focused conversations with parents. Thirty-five pediatric nurses with 0–24 months of nursing experience at a large mid-western children’s hospital participated in the study. Mixed methods provided data for this experimental study, using a group-by-trials repeated measures ANOVA design. Participants randomized to the intervention group participated in a one-hour three-part training: adapted four habits model content, simulated nurse-parent communication activity, and debrief. Participants randomized to the control group observed a one-hour travel video. Key outcome variables were Preparation, Communication Skills, Relationships, Confidence, Anxiety, and Total Preparation. Compared with the controls, the intervention group improved significantly in the following areas: Preparation, F(1,33) = 28.833, p < .001; Communication Skills, F(1,33) = 9.726, p = .004; Relationships, F(1,33) = 8.337, p = .007; Confidence, F(1,33) = 36.097, p < .001; and Total Preparation, F(1,33) = 47.610, p < .001. Nurses’ experience level had no effect, with the exception of Anxiety. Nurses with more experience (≥ 12 m) showed a greater reduction in Anxiety, when compared to nurses with less experience (< 12 m), F(1,31) = 5.733, p = .023. Fifty-two percent of the nurses involved in the intervention later reported specific examples of implementing the four habits when working with parents in clinical settings. A one-hour four habits communication-training program is effective in improving newly licensed nurses’ preparation for emotion-focused conversations with parents.

Une multitude d’études se sont penchées, dans les dernières décennies, sur les programmes de transition, tels que les programmes de résidence infirmière, ainsi que leurs divers effets sur l’expérience d’intégration à la pratique des infirmières nouvellement diplômées (IND). Les programmes de résidence auraient un impact positif sur le développement de leurs habiletés et compétences ainsi que sur leur intégration sociale au sein d’unité de soins. Certaines études témoignent de l’importance du développement professionnel dans le maintien et l’amélioration de la qualité des soins, mais aucune étude, à notre connaissance, ne se penche sur l’influence d’un programme de résidence infirmière (PRI) sur la compétence de l’IND à s’investir dans son développement professionnel. Cette étude a pour but d’explorer les perceptions d’IND sur le développement de leur compétence « Assurer son développement professionnel et contribuer au développement des compétences de ses collègues » à la suite de leur participation à un PRI sur une unité de soins intensifs néonatals. Pour cette recherche, le référentiel de compétences développé au Centre hospitalier universitaire (CHU) Sainte-Justine a servi de cadre référence. Cette étude qualitative exploratoire au devis descriptif interprétatif comporte une collecte de données au moyen d’entrevues individuelles semi-structurées auprès de six infirmières ayant débuté, dans leurs six premiers mois de pratique, un programme de résidence infirmière à l’unité de soins intensifs néonatals d’un centre hospitalier universitaire pédiatrique du Québec. À la suite de l’analyse thématique des données collectées, les résultats portent sur le développement professionnel au service de l’amélioration continue de la pratique infirmière, l’évolution de la vision de la pratique infirmière, l’évolution des moyens pour assurer leur développement professionnel ainsi que le programme de résidence infirmière comme levier au développement professionnel. À la lumière de ces résultats, différentes recommandations pour la pratique, la recherche ainsi que la formation sont émises. / Over the past decades, multiple studies have looked into transition to practice programs such as nurse residency programs (NRP), as well as their various effects on the entry-to-practice experience of newly graduated nurses (NGN). NRP have a positive impact on the NGN’s development of skills and competencies as well as social integration within their unit. Some studies show the importance of professional development in maintaining and improving the quality of care, but no study, to our knowledge, examines the influence of a NRP on the competency of the NGN to invest in their professional development. The purpose of this study is to explore NGN's perceptions of the development of the competency "To ensure professional development and contribute to the competency development of their of colleagues" following their participation in an NRP on a neonatal intensive care unit. For this research, the competency framework developed at the Sainte-Justine University Hospital Center served as a study framework. This exploratory qualitative study with an interpretative descriptive design involves data collection by means of semi-structured individual interviews with six nurses who, in their first six months of practice, began a nursing residency program in the neonatal intensive care unit. of a pediatric university hospital center in Quebec. Following the thematic analysis of the data collected, the results relate to professional development for the continuous improvement of nursing practice, the evolution of the vision of nursing practice, the evolution of means to ensure their professional development as well as the NRP as a lever for professional development. In the light of these results, various recommendations for practice, research as well as training are issued.

Lors de l’intégration en milieu de pratique clinique, les infirmières nouvellement diplômées peuvent vivre un choc de transition (Duchscher et Windey, 2018; Wakefield, 2018). Cette période d’adaptation à un nouveau rôle professionnel comprend plusieurs défis, et peut avoir un impact psychologique sur l’infirmière. Ces facteurs vont venir influencer l’expérience vécue de l’infirmière et la signification accordée à ce phénomène. L’intégration sera d’autant plus difficile dans un milieu complexe et particulier tel que l’hôpital sécuritaire surspécialisé en psychiatrie légale. Le but de cette recherche est d’explorer l’expérience vécue d’infirmières débutantes dans un hôpital sécuritaire surspécialisé de psychiatrie légale. Les questions de recherche à explorer sont en lien avec les aspects facilitateurs et les facteurs contraignants rencontrés durant leur parcours, le rôle de l'infirmière dans ce domaine, et leurs besoins d’accompagnement et de soutien en tant que débutantes. En effet, divers programmes de formation et d’orientation sont développés pour aider les infirmières à traverser cette période d’intégration. Cependant des difficultés persistent lors de l’intégration ce qui peut avoir un impact sur l’expérience vécue (Tingleff et Gildberg, 2014). Le cadre de référence théorique qui a permis de guider et structurer cette recherche est « De novice à expert », proposé par Patricia Benner (1982), et le stade de l’infirmière débutante est celui qui correspond aux infirmières nouvellement diplômées. Un devis qualitatif avec une approche phénoménologique interprétative (Benner, 1994) a été utilisé. Cinq infirmières (n=5) ont participé à une entrevue individuelle semi-dirigée d’une durée de trente à soixante minutes pour discuter de leur expérience vécue dans le milieu étudié qui a été enregistrée en audio. L’analyse qualitative des données a été effectuée de manière interprétative et itérative. De cette analyse ont émergé trois catégories principales, et dix sous-catégories. Les trois principales catégories sont : 1) les réalités du milieu clinique, ensuite 2) l’infirmière au cœur des soins en psychiatrie légale, et finalement 3) l’importance d’un accompagnement soutenu et personnalisé. Les résultats obtenus permettent une meilleure compréhension du phénomène étudié. Plusieurs recommandations ont été émises afin de mieux soutenir les infirmières débutantes durant leur parcours, plus spécifiquement concernant leurs besoins de formation afin d’être mieux préparées à intégrer leur rôle dans le milieu. / When integrating clinical practice settings, newly graduated nurses may experience transition shock (Duchscher & Windey, 2018; Wakefield, 2018). This period of adjustment to a new professional role includes several challenges and can have a psychological impact on the nurse. These factors will come to influence the nurse's lived experience and the meaning attributed to this phenomenon. Integration will be especially difficult in a complex and unique environment such as a secure hospital specializing in forensic psychiatry. The purpose of this research is to explore the lived experience of beginner nurses in a secure forensic psychiatric hospital. The research questions to be explored are related to the facilitating and constraining factors encountered during their journey, their role as a nurse in this subspecialty, and their needs for guidance and support as beginners. In fact, various training and orientation programs are developed to help nurses through this integration period, but despite this, difficulties persist which can impact the lived experience (Tingleff & Gildberg, 2014). The theoretical frame of reference that guided and structured this research is “From Novice to Expert” by Patricia Benner (1982), and the advanced beginner nurse stage is the stage that corresponds to newly graduated nurses. A qualitative design with an interpretative phenomenological approach (Benner, 1994) was used. Five nurses (n=5) participated in a semi-structured individual interview lasting thirty to sixty minutes to discuss their experience in the field of study that was audio recorded. The qualitative data analysis was performed in an interpretive and iterative manner. From this analysis emerged three main categories, and ten subcategories. The three main categories are: 1) the realities of the clinical setting, then 2) the nurse at the heart of forensic psychiatric care, and finally 3) the importance of sustained and personalized support. The results obtained allow a better understanding of the phenomenon studied. Several recommendations were issued to better support new nurses during their career, more specifically concerning their training needs in order to be better prepared to integrate their role in the environment.

The present study deals with teachers' experiences and perceptions of physical education for newly arrived students at the language introduction programme. The study's questions deal with what the teachers see as central to the teaching of physical education and health at language introduction, as well as what challenges and opportunities they highlight in relation to the teaching. To answer the questions, data has been collected through semi-structured interviews with six different teachers who teach physical education and health at the language introduction programme. The material was processed with inspiration from the six phases in Braun &amp; Clarke's (2006) guide for thematic analysis. In the analysis, Larsson's (2012) sociocultural perspective on movement has been used as a theoretical framework to understand the new context for movement that teaching constitutes, as well as how previous contexts for movement have shaped the students. As an even more relationship-oriented complement to Larsson's (2012) perspective, Aspelin &amp; Persson's (2011) relational pedagogy has guided the understanding of the teachers' approach to students, and the social processes that arise in teaching. The results of the study show that relationships between teacher and student are central to the teaching of sports and health in the language introduction programme. Another central aspect, which is described as characterizing for the specific teaching context, is the heterogeneity of the student groups. The heterogeneity is made visible through different conditions, needs and goals as well as a great variation in the students' school background: everything from a stable school background to no experience at all. Against the background of this heterogeneity, the teachers also highlight how a central challenge places itself within a subject-specific category: the newly arrived students' varying experiences of movement. The result shows an effort by the teachers to create a teaching environment in which the students are not afraid to fail, and which is characterized by a distinction between performance and individual. The results also show that the students' multilingualism is seen as an important asset by the teachers, regarding how the students help each other in order to understand what the teachers convey. / Studien syftar till att undersöka lärares upplevelser och uppfattningar av idrottsundervisning för nyanlända elever på språkintroduktionsprogrammet. Studiens frågeställningar behandlar vad lärarna ser som centralt i undervisningen i idrott och hälsa på språkintroduktion samt vilka utmaningar och möjligheter de lyfter i relation till undervisningen. För att besvara frågeställningarna har data samlats in genom semistrukturerade intervjuer med sex lärare som undervisar i idrott och hälsa på språkintroduktion. Materialet bearbetades med inspiration från de sex faserna i Braun &amp; Clarkes (2006) guide för tematisk analys. I analysen har Larssons (2012) sociokulturella perspektiv på rörelse använts som teoretiskt ramverk för att förstå det nya sammanhang för rörelse som undervisningen utgör, samt hur tidigare sammanhang för rörelse präglat eleverna. Som ett än mer relationsorienterat komplement till Larssons (2012) perspektiv har Aspelin &amp; Perssons (2011) relationella pedagogik agerat vägledning i förståelsen för lärarnas förhållningssätt till eleverna, och de sociala processer som uppstår i undervisningen. Studiens resultat visar att relationsskapande mellan lärare och elev är centralt för undervisningen i idrott och hälsa på språkintroduktionsprogrammet. En annan central aspekt, som beskrivs som karakteriserande för undervisningssammanhanget, är undervisningsgruppernas heterogenitet. Heterogeniteten synliggörs genom olika förutsättningar, behov och målsättningar såväl som en stor variation i elevernas skolbakgrund: allt från en stabil skolbakgrund till ingen erfarenhet alls. Mot bakgrund av denna heterogenitet lyfter lärarna även hur en central utmaning placerar sig inom en ämnesspecifik kategori: de nyanlända elevernas varierande erfarenheter av rörelse. I resultatet synliggörs en strävan hos lärarna att skapa en undervisningsmiljö i vilken eleverna inte är rädda att misslyckas, och som präglas av åtskillnad mellan prestation och individ. Resultatet visar även att elevernas flerspråkighet ses som en viktig tillgång av lärarna, i det avseendet att eleverna hjälps åt sinsemellan i syfte att förstå vad lärarna förmedlar.

Every year, millions of medical errors are committed, costing not only patient health and satisfaction, but thousands of lives and billions of dollars. Errors occur in many areas of the healthcare environment, including the profession of nursing. Nurses provide and delegate patient care and consequently, standard nursing responsibilities such as medication administration, charting, patient education, and basic life support protocol may be incorrect, inadequate, or omitted. Although there is much literature about errors among the general nurse population and there is indication that new nurses commit more errors than experienced nurses, not much literature asks the following question: What are the factors contributing to the commission of errors, including the omission of standard nursing care, among new nurses? Ten studies (quantitative, qualitative, and mixed-mode) were examined to identify these factors. From the 10 studies, the researcher identified the three themes of lack of experience, stressful working conditions, and interpersonal and intrapersonal factors. New nurses may not have had enough clinical time, may develop poor habits, may not turn to more experienced nurses and other professionals, may be fatigued from working too many hours with not enough staffing, may not be able to concentrate at work, and may not give or receive adequate communication. Based on these findings and discussion, suggested implications for nursing practice include extended clinical experience, skills practice, adherence to the nursing process, adherence to medications standards such as the five rights and independent double verification, shorter working hours, adequate staffing, no-interruption and no-phone zones, creating a culture of support, electronically entered orders, translation phones, read-backs, and standardized handoff reports.

No description available.

Plusieurs infirmières nouvellement diplômées (INDs) débutent leur carrière professionnelle avec le soutien d’un programme de transition, offert par leur centre hospitalier, qui vise à faciliter leur intégration professionnelle. Toutefois, peu de programmes semblent inclure la participation d’infirmières gestionnaires directement dans la réalisation de ses activités d’intégration. À ce jour, aucun écrit ne semble avoir explorer la pertinence d’inclure les infirmières gestionnaires dans les activités d’un programme de transition. Cette étude avait pour but d’explorer les perceptions d’INDs en lien avec la participation d’infirmières gestionnaires dans un programme de transition et des retombées perçues sur leur intégration professionnelle. Cette étude qualitative descriptive a été réalisée à l’aide d’entrevues individuelles semi-dirigées auprès de sept participants travaillant dans un centre hospitalier universitaire à Montréal. L’analyse de contenu a été la méthode choisie pour analyser les données récoltées. Selon les perceptions d’INDs, les périodes de discussion de groupe dédiées avec leur infirmière gestionnaire dans un programme de transition ont contribué à la création d’une atmosphère de soutien et de sécurité, l’identification d’un espace désigné de communication, l’établissement d’une relation avec leur gestionnaire et l’amélioration de l’environnement de travail. Les résultats suggèrent que ces périodes de discussion dédiées de groupe entre les INDs et leur infirmière gestionnaire sont une activité appréciée et anticipée, qui tend à faciliter leur intégration professionnelle. Ces résultats invitent les infirmières gestionnaires à davantage s’impliquer durant l’expérience de transition des INDs en organisant des périodes de discussions avec leurs INDs pour comprendre comment mieux les soutenir et faciliter leur intégration professionnelle. / Many newly graduated nurses (NGNs) begin their professional career with the support of a transition program offered by their hospital center that aims to facilitate their professional integration. However, few programs seem to include the nurse manager’s participation directly in carrying out its onboarding activities. To date, no study seems to have explored the relevance of including the nurse manager in the activities of a transition program. This study aimed to explore the perceptions of NGNs in relation to the participation of nurse managers in a transition program and its perceived contributions on their professional integration. A qualitative descriptive study was conducted using individual semi-structured interviews with seven participants working in a university healthcare centre in Montreal. Content analysis was the method chosen to analyze the data collected. According to the perceptions of NGNs, dedicated group discussion periods with their nurse manager in a transition program contributed to the creation of a supportive and safe atmosphere, identification of a designated space for communication, relationship building with their manager and improvement of the work environment. The results suggest that these group dedicated discussion periods between NGNs and their nurse manager are an appreciated and anticipated activity by INDs, that tends to facilitate their professional integration. These results invite nurse managers to be more involved during the transition experience of INDs by initiating discussion periods with NGNs to understand how to better support them and facilitate their professional integration.

Children who migrate to Sweden are usually introduced to the Swedish school through some kind of introduction programme in their new community. This study examines the experiences of newly arrived children participating in school introduction in the early school years, as well as the experiences of the teachers and principals working with the programme. In the community in which this study is situated, newly arrived children participate in a special school unit where the goal is to map their experiences and skills from former education, and where the teaching of Swedish as a second language is seen as an important part of the introduction. Forty-two interviews (40 individual and 2 pairs) were conducted with principals, teachers and newly arrived children (ages appropriate for Years 2, 3, 4 and 5 in elementary school). Employing a social constructivist perspective, together with inspiration from Critical Discourse Analysis, the study aimed at outlining the discourses the participants draw on when speaking about the school introduction and how these discourses affect the participants’ positioning of themselves and other participants in the school practice. Fairclough’s theory of discourse (1992, 2001) provides an understanding of how participants experience being part of the school introduction as well as their own and other participants’ positions in the school practice due to ambient discourses. The results indicate that four discourses dominate the practice and affect the participants’ view of each other and themselves as well as their possibilities to impact the practice and their own situation as being a part of it. The four discourses that were identified are described as 1) the Swedish language as a key to success in school, 2) the adjustment of behaviour as a key to success in school, 3) the substantial immigration as a challenge, and 4) heed.

Le fromage fondu est issu de la seconde transformation du lait. Sa fabrication implique le mélange, le chauffage et la texturation de produits laitiers (fromage, beurre et poudres de lait) et non laitiers (agents émulsifiants, acide citrique et chlorure de sodium). Le résultat est un produit homogène, généralement tartinable et à la durée de conservation longue, souvent supérieure à 6 mois. Au cours de la fabrication et du stockage, les réactions d’oxydation des lipides, de caramélisation et de Maillard forment des composés odorants dont certains sont potentiellement indésirables pour la flaveur du produit. Dans le cadre du projet ANR-06-PNRA-023 Réactial, une démarche méthodologique a été mise en place afin : (i) d’identifier les marqueurs réactionnels précurseurs ou responsables des défauts de flaveur observés, (ii) de suivre l’évolution de ces marqueurs au cours des traitements thermiques appliqués, (iii) d’établir un schéma réactionnel observable en vue (iv) de la modélisation et de la prédiction de l’évolution des marqueurs réactionnels et indirectement de l’apparition de défauts de flaveur. Ceci a nécessité la mise au point d’une formulation de matrice de fromage fondu modèle ainsi que l’élaboration d’une cellule de traitement thermique. Différents couplages de chromatographie en phase gazeuse à l’olfactométrie ont été utilisés afin d’identifier les composés odorants. La chromatographie bidimensionnelle systématique couplée à la spectrométrie de masse à temps de vol a permis une semi-quantification des composés traces et ultra-traces tandis que les précurseurs ont été quantifiés par chromatographie liquide haute performance. Les données ainsi obtenues ont permis l’écriture d’un schéma réactionnel observable qui a donné lieu à une modélisation stoechio-cinétique multi-réponses. Un ajustement des données expérimentales par le modèle a pu être réalisé malgré une quantification partielle des différents constituants. / Processed cheese derives from a secondary milk processing step that involves mixing and heating dairy (cheese, butter and milk powders) and non-dairy products (emulsifiers). This processing yields a homogeneous product, usually spreadable, with a shelf-life often longer than 6 months. During processing and storage, lipid oxidation, caramelization and Maillard reactions occur and produce odour-active compounds. Some of them are potentialy involved in the development of odour defects. As part of the ANR-06-PNRA-023 Réactial project, a methodological approach was used in order to (i) identify key compounds responsible for the flavor defects observed, (ii) monitor the evolution of these markers during the heat treatment applied to the cheese matrix, (iii) establish an observable reaction scheme, (iv) model and predict the evolution of these compounds during thermal operations. To do this, a model cheese and its cooking cell were elaborated. Various couplings of gas chromatography with olfactometry were used to identify odorous compounds. Two-dimensional comprehensive chromatography allowed a semi-quantitation of trace and ultra-trace compounds, while precursors were quantitated by high performance liquid chromatography. An observable reaction scheme was extracted from these data and make the multi-response modelling step possible despite a partial quantitation of the volatile compounds.

The aim of this thesis is to describe surname patterns and changes of surname among the Sami of Sweden. It presents the results of three studies. The first is a survey of the present-day stock of surnames (family names) among the Sami community, based on the 2005 electoral register for the Swedish Sami Parliament. It investigates the proportions of names deriving from different languages, and the commonest names in each group. The same study was carried out for different areas, showing that the northernmost parts of Sweden have a Sami name stock significantly different from that of the majority population. Further south, the stock of names is less marked, but no area is without Sami elements. The second study, based on archival material, concerns changes of name by Swedish Sami to newly formed surnames, over the period 1920–2004. It examines not only the names adopted, but also the ones replaced; how the name stock has been affected by different patterns of name change; and, as far as possible, who the name changers were. The study shows that, for a long time, names derived from Sami and Finnish were replaced with names formed from Swedish. This may be largely because of the stigma once attached to Sami ethnicity. More recently, Sami-language names seem to have been retained to a greater extent, possibly owing to the improved status of the culture. The third study looks at name changes in favour of names marked as Sami in character. The data consist in part of archive materials, but above all of interviews with three Sami informants who have themselves adopted Sami-language surnames. This study presents the informants’ thoughts on ethnicity and changes of name. In addition to the author’s own studies, the thesis includes a review of earlier research on Sami surnames, hereditary and non-hereditary, and a list of individual surnames with literature references regarding their origins and meanings. In the thesis, name changes are studied as a single, overall process, with an emphasis on the role of names in society, in particular as ethnic markers.