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This paper explores the use of quantitative assessments typically used in research to evaluate experiences of cancer patients and survivors receiving group art therapy services. Literature exploring program evaluation as a methodology, how current research selects standardized measurement tools for the evaluation of art therapy interventions with adult cancer patients and survivors, and on the efficacy of art therapy with this population is reviewed. Quantitative and qualitative data were collected from four participants, who were clients in two eight-week art therapy groups. Quantitative data were collected in the form of pre- and post-test measurements using six commonly used standardized quality of life assessment tools. Qualitative data were collected via focus groups and art responses. Quantitative data were analyzed to identify general trends in the pre- and post-test measures, demonstrating that no significant positive shifts in symptoms or well-being were documented in the tests. Qualitative data were then analyzed to identify six prominent themes, including the impact of the COVID-19 pandemic on the participants’ experience of the tests, the participants’ perceived personal value of the tests, pre- and post-test measures as containment of experience, art responses as accurate representations of the benefits of art therapy, participants’ passion for art therapy, and participants’ feelings that standardized tests did not accurately capture their experience in the group. These findings were then examined in the context of the literature reviewed, and it was concluded that while standardized assessments have a valuable place in research, they do not effectively capture the lived experience of participants in art therapy groups. Furthermore, future research should continue to explore the value of qualitative research, including that which uses art-making, in evaluating art therapy programs and effectiveness.

Bakgrund: Bristande kommunikation leder till vårdskador och oönskade händelser hos patienter som genomgår anestesi. För att säkerställa patientsäkerheten behöver det råda balans mellan noggrannhet och effektivitet. Strukturerad kommunikation minimerar risken för missad information samt ökar säkerheten och effektiviteten i samband med överrapportering. Det förekommer idag brister hos specialistsjuksköterskor inom anestesi avseende användning av verktyg för överrapportering och få studier har tidigare sammanställt effekten av olika kommunikationsverktyg. Denna litteraturstudie kan bidra med kunskap om strukturerade kommunikationsverktyg och dess effekter avseende patientsäkerheten som kan tillämpas av specialistsjuksköterskor inom anestesi.  Syftet: Syftet var att sammanställa olika verktyg för strukturerad kommunikation vid överlämning av patienter och dess effekter på patientsäkerheten. Metod: Kvantitativ litteraturstudie med systematisk ansats. ETTO-principen användes som teoretisk utgångspunkt och artikelgranskning utfördes med SBU:s granskningsmallar.  Resultat: Kategorier utformades från verktygens namn; I-PASS, SBAR, MIST och Övriga verktyg. Övervägande var resultaten samstämmiga. Kommunikationsverktygen hade god effekt på patientsäkerheten vid överlämning av patienter. Majoriteten av studierna påvisade att oönskade händelser för patienten minskade, mängden viktig information som överrapporteras ökade och missad information minskade efter att ha implementerat ett verktyg för strukturerad överrapportering. Slutsats: Litteraturöversikten resulterade i positiva resultat efter implementering av ett kommunikationsverktyg. Balans mellan effektivitet och noggrannhet resulterar i hög kvalitet av informationsöverföring samt säker vård. Detta stärker slutsatsen att ett kommunikationsverktyg bör användas av specialistsjuksköterskor inom anestesi vid överrapporteringar. / Background: Lack of communication leads to adverse events in patients undergoing anesthesia. To ensure patient safety, there needs to be a balance between thoroughness and efficiency. Structured communication minimizes the risk of missed information and increases safety and efficiency during handoffs. Today, there are shortcomings among Certified Registered Nurse Anesthetists (CRNA) regarding the use of tools during handoffs, and few studies have previously compiled the effect of different communication tools. This literature study can contribute with knowledge about structured communication tools and their effects regarding patient safety that can be applied by CRNAs.  Objective: The objective of this study was to compile various tools for structured communication during handoffs and its effects on patient safety.   Design: Quantitative literature study with a systematic approach. The ETTO principle was used as a theoretical starting point and article review was carried out using SBU's review templates.   Results: Categories were devised from the names of the tools; I-PASS, SBAR, MIST and other tools. The results were mostly consistent. The communication tools had a positive effect on patient safety when handing over patients. The majority of studies demonstrated that patient adverse events decreased, the amount of important information reported increased, and missed information decreased after implementing a tool for structured communication.  Conclusion: The literature review resulted in positive results after implementing a communication tool. Balance between efficiency and thoroughness results in high quality information transfer and safe care. This strengthens the conclusion that a communication tool should be used by CRNAs during handoffs.

This thesis investigates the integration of cybersecurity education in Swedish middle schools, highlighting the need to enhance current educational frameworks to address the increasing cybersecurity threats faced by young students. Employing qualitative methods, interviews were conducted with school principals, assistant principals, and IT teachers across Sweden to gather insights into the challenges of embedding effective cybersecurity practices in school curricula. The findings reveal substantial gaps in the consistency and depth of cybersecurity education, with significant discrepancies in curricular content and teacher training across schools. While some educational institutions have initiated steps toward incorporating cybersecurity topics, there remains a lack of a standardized curriculum that can be uniformly implemented across all schools. The study underscores the urgent need for comprehensive guidelines and resources to support schools in delivering effective cybersecurity education. It suggests that future efforts should focus on developing standardized curricula, enhancing teacher training, and fostering broader stakeholder engagement to ensure that students are equipped with necessary digital safety skills.This research contributes valuable perspectives to the ongoing discourse on digital literacy and cybersecurity, proposing strategic directions for policy and educational development to safeguard future digital citizens.

This study provided information for policymakers and practitioners by comparing performance of eighth grade students in 2007 on state standardized reading assessments and by the four census-defined regions identified by NAEP. NCLB required states to set their own performance standards and to create their own data collection instruments resulting in increased transparency of student performance data and a lack of uniform accountability systems. The inability of educators, policy-makers, and the general public to make state-by-state comparisons in the area of reading was the catalyst for the study. NAEP data were collected from NCES and state performance data were collected from the USDOE SY 2006-2007 CSPR to determine if a relationship existed between eighth grade students' state scores and NAEP scores in the four census-defined regions. Data were further disaggregated by low socioeconomic students and by nonwhite students. A regression analysis was statistically significant in predicting: a) the state proficient and above scores from the NAEP proficient and above scores, b) the low socioeconomic state proficient and above scores from the NAEP proficient and above scores in the West census-defined region, and c) the nonwhite state proficient and above scores from the NAEP proficient and above scores in all regions. A regression analysis was not statistically significant in predicting low socioeconomic state proficient and above scores from the low socioeconomic NAEP proficient and above scores in the Midwest, South and Northeast regions.