Registered Nurses use clinical documentation to describe care planning processes, measure quality outcomes, support reimbursement, and defend litigation. The Connecticut Department of Health, guided by federal Conditions of Participation, defines state-level healthcare policy to include required care planning processes. Nurses are educated in care planning process standards, however no policy-required competency verification processes in academia or employers exists. Guided by the advocacy coalition framework, the purpose of this quasi-experimental study was to determine if the quality of nurse coalition actors’ clinical documentation, a relatively stable parameter, would increase after attending policy-centered structured education. Data were extracted from 272 electronic medical records (136 pre - 136 post attendance) and mean quality scores were computed using the Müller-Staub Q-DIO scale from 17 nurse coalition actors. A two group dependent t test was used to examine quality score differences and linear regression was used to isolate process education subsections that significantly predicted post mean score improvements. Findings indicate a statistically significant difference between pre and post education quality scores (p < .001) and improvement drivers of the post-education quality scores were identified in the subscales of ‘diagnosis as a process’ (p < .001) and ‘interventions’ (p < .001). Implications for positive social change include recommendations to state-level policy makers to mandate confirmation of graduating nurses’ documentation quality and to install continuing education requirements as a condition of bi-annual license renewal; each area acting to reduce non-compliant clinical documentation in light of federal Conditions of Participation rules.

The independent, complex role of a school nurse requires accurate documentation of assessments, interventions, and outcomes. Consistent documentation by all school nurses is crucial to study the impact of nursing interventions on children's health and success in school. While standardized nursing languages are available, the actual use of these languages is in the infancy stages of implementation. This national survey of school nurses reveals diverse practices in school nursing documentation. Using Everett Rogers' (2003) Diffusion of Innovation (DOI) theory, a web-based survey allowed respondents to identify their knowledge and attitude towards the use of standardized languages, including NANDA International (NANDA-I), Nursing Interventions Classification (NIC), and Nursing Outcomes Classification (NOC). Respondents also rated barriers to adopting the use of NANDA-I, NIC, and NOC (NNN). The results of this survey serve as a foundation for moving the practice of school nursing towards consistent documentation. Ultimately, the implementation of NNN will allow school nurses to document more consistently, base practice decisions on evidence, and improve the health and academic success of children in schools.

O objetivo deste trabalho é refletir sobre critérios para a organização do conhecimento do acervo do Museu Afro-Brasileiro da Universidade Federal da Bahia, o MAFRO, recorrendo a instrumentos de gestão, dentre os quais os meios e instrumentos para uma padronização da documentação. Considera a dimensão social do acervo e discute estratégias para implementar um sistema de documentação na perspectiva da informação enquanto conhecimento, recorrendo a procedimentos que visam representar o acervo, bem como a recuperação e socialização das informações, sem esquecer a garantia da segurança e preservação. É também seu objetivo adequar parâmetros para um melhor desempenho da plataforma de disponibilização virtual das coleções mantidas pela instituição. A pesquisa foi desenvolvida com base nas observações realizadas durante a etapa de pré-produção da sistematização do acervo, bem como nas reflexões realizadas a partir da literatura. Parte do entendimento de que a gestão de acervo envolve estabelecer critérios sobre aquilo que deve ser memorizado, enquanto uma ação política que permeia toda e qualquer atividade relacionada à guarda, proteção, conservação, documentação e disseminação da informação. Realiza um relato sobre uma experiência concreta de tratamento da informação de coleções do acervo MAFRO, e incorpora inquietações sobre a contextualização de seus objetos, além de observações sobre as recomendações internacionais relativas à documentação em museus. Do ponto de vista metodológico, a pesquisa é exploratória e descritiva, com uma abordagem etnográfica, em consonância com o caráter das coleções abrigadas no MAFRO. Aborda o objeto de museu, sua conceituação e aspectos de sua documentação e gestão utilizando contribuições da Museologia e da Ciência da Informação. Observa aspectos da organização do conhecimento - a catalogação, a classificação e a indexação - enfatizando a importância da padronização. Aborda o ambiente experimental com a apresentação do MAFRO e destaca a importância de Pierre Verger no que toca à aquisição do acervo e a expografia e, em seguida, as ações práticas desenvolvidas na reserva técnica do MAFRO. A discussão é adensada com a reflexão desenvolvida no Mestrado Profissional, quer a partir da exploração de bibliografia, como do exercício de sistematização crítica de uma experiência concreta. / The objective of this work is to reflect on criteria for the organization of knowledge of the collection of the Afro-Brazilian Museum of the Federal University of Bahia, MAFRO / UFBA (MAFRO), using management tools, among them the means and instruments for a standardization of documentation. It considers the social dimension of the collection and discusses strategies to implement a documentation system in the perspective of information as knowledge, using procedures that represent the collection, as well as the recovery and socialization of information, not forgetting guaranteeing the security and preservation. It is also its objective to adjust parameters for a better performance of the platform of virtual availability of the collections maintained by the institution. The research was developed based on the observations made during the pre-production stage of the systematization of the collection, as well as in the reflections made from the literature. It is part of the understanding that the collection management involves establishing criteria about what should be memorized, as a political action that permeates all and any activity related to the safeguarding, protection, conservation, documentation and dissemination of information. It reports on a concrete experience of processing information from collections of the MAFRO collection, and incorporates concerns about the contextualization of its objects, as well as observations on international recommendations regarding documentation in museums. From the methodological point of view, the research is exploratory and descriptive, with an ethnographic approach, in consonance with the character of the collections housed in MAFRO. It approaches the museum\'s object, its conceptualization and aspects of its documentation and management using contributions from Museology and Information Science. It observes aspects of the organization of knowledge - cataloging, classification and indexing - emphasizing the importance of standardization. It approachesthe experimental environment with the presentation of MAFRO and highlights the importance of Pierre Verger in acquiring the collection and expography and then the practical actions developed in the MAFRO technical reserve. The discussion is thickened with the reflection developed in the Professional Master, both from the exploration of bibliography and from the exercise of critical systematization of a concrete experience.

Cultural diversity in early education has been taking an important role in schools for decades, but teaching in multicultural classrooms remains a challenge.  This systematic review proposed to highlight how preschool teachers make use of cultural diversity to develop educational tools and explore which tools are operationalized to address multicultural education in preschool. A search for articles has been carried out in online databases, resulting in ten articles included as a base for analysis. Educational tools and cultural diversity described in these articles covered important aspects to address multicultural education for children. A systematic review of the studies showed that firstly, preschool teachers have faced difficulties in applying cultural diversity in their practice. Secondly, although the teachers consider the curriculum to be an important tool it was revealed to be contradictory when referring to cultural diversity. The analyses concluded that curriculum, documentation and listen children’s needs and their prior experiences have an evident influence in teachers’ everyday work in addressing cultural diversity in preschool. Implications for future research were discussed in relation to the management of preschool teacher to develop a pedagogical plan in culturally diverse context and to consider the view of children and also the parent in the context of cultural diversity in preschool.

Les techniques actuelles d'indexation sur le Web ne sont pas satisfaisantes pour les ressources pédagogiques. En effet, l'indexation automatique, e.g. Google, peut difficilement dépasser le niveau syntaxique des contenus tandis que l'indexation par des documentalistes est coûteuse en main d'oeuvre. Or de récentes approches telles que les techniques du Web Sémantique ou la tendance du Web Participatif (Web 2.0) offrent des solutions prometteuses. Une première partie de nos travaux porte ainsi sur l'étude du Web Sémantique appliqué aux ressources pédagogiques. Nous y explorons les possibilités de raisonnements automatisés appliqués à des ontologies pédagogiques. Une seconde partie porte sur l'étude des fonctionnalités des sites participatifs, facilitant l'ajout de contenus et de métadonnées par les visiteurs. Nous proposons alors un modèle de site participatif adapté aux communautés d'enseignants. Néanmoins, Web Sémantique et Web Participatif sont souvent opposés. Aux ontologies formelles généralement réalisées par quelques experts s'opposent les tags hétérogènes ajoutés par de nombreux utilisateurs aux profils variés. Dans une troisième partie, nous proposons donc un modèle fusionnant Sémantique et Participatif. Ce modèle vise à développer des applications de partage de ressources, principalement pour des communautés de pratique. Il se fonde sur une Indexation Progressive et Multi-points de vue (modèle IPM) consistant à : - permettre aux utilisateurs de structurer progressivement les métadonnées, pour finalement favoriser des raisonnements sémantiques par les machines ; - permettre aux utilisateurs de collaborer progressivement, pour finalement favoriser une vision partagée du domaine par les humains. Ce modèle est implémenté dans un outil de partage de signets, nommé SemanticScuttle, proposant des fonctionnalités originales comme des tags structurés par des relations d'inclusion et de synonymie, ou des espaces wiki pour décrire des tags. L'outil a été développé et expérimenté avec des documentalistes en sociologie sur plusieurs mois. Diffusé, l'outil est employé par des utilisateurs dans plusieurs pays. Finalement, nos travaux nous permettent de formuler des hypothèses sur un modèle socio-technique soutenant le partage entre enseignants. Ils sont aussi une contribution à des modèles intégrant différentes formes d'indexation : automatique et par des humains, faisant intervenir des experts et les utilisateurs, fondée sur des modèles structurés (e.g. ontologies) et sur des métadonnées flexibles (e.g. tags).

Cette étude est fondée sur deux constats dans le domaine de la maintenance aéronautique : l'utilisation non systématique de la documentation de maintenance aéronautique (DMA) malgré la prescription légale et l'évolution technologique qui a entraîné l'introduction de l'utilisation de l'appareil à petit écran ou mobile pour la consultation et la recherche d'information pour la réalisation de la tâche de maintenance. L'objectif de cette étude est double : identifier les raisons de la sous utilisation de la DMA et contribuer à la conception d'une documentation de maintenance adaptée à la fois aux supports mobiles (PDA), à l'utilisateur et au contexte de la maintenance aéronautique. Des tests d'utilisabilité ont été menés et testaient l'hypothèse selon laquelle l'utilisation du petit écran a un effet négatif sur les performances des utilisateurs. Des observations et entretiens dans les centres de maintenance ainsi que des tests sur avion ont aussi été conduits pour évaluer la lisibilité de l'interface et la portabilité des appareils mobiles. Les résultats montrent que les raisons de la non utilisation de la documentation de maintenance sont principalement liées à la non adaptation de celle-ci aux utilisateurs et au contexte du métier, que l'utilisation du petit écran est envisageable aussi bien pour une application destinée aux petits écrans que pour celle destinée aux écrans standard. En outre, l'utilisation du petit écran ne détériore pas, d'une façon générale, les performances des utilisateurs et qu'elle est envisageable aussi bien chez les novices que chez les experts qui sont encore réticents mais n'y sont pas opposés.

<p>Syftet med detta examensarbete om pedagogisk dokumentation är att undersöka hur pedagogisk dokumentation används av pedagoger för att utveckla det pedagogiska arbetet och verksamheten i förskolan. Undersökningen bygger på två frågeställningar. Med hjälp av dessa två frågeställningar vill vi undersöka pedagogers uppfattningar om hur de arbetar med pedagogisk dokumentation och vad som kan utvecklas i verksamheten med hjälp av det.</p><p>För att dokumentation ska bli pedagogisk måste det finnas ett gemensamt reflektionsarbete med syftet att föra den pedagogiska processen framåt.</p><p>För att undersöka hur pedagoger uppfattar pedagogisk dokumentation har vi valt att genomföra intervjuer. Vi har intervjuat pedagoger på två olika förskolor och vi har använt oss av ett fenomenologiskt perspektiv för att förstå och tolka vårt material. Vidare har vi använt oss av Kvales ”meningskoncentrering” som analysmetod.</p><p>Vår undersökning visar att de intervjuade har en grundläggande förståelse om vad pedagogisk dokumentation innebär. Det finns en hel del positiva effekter av att arbeta med pedagogisk dokumentation som till exempel att barnen får mer inflytande, arbetet blir roligare och pedagogerna får en bättre sammanhållning genom att de reflekterar och hjälper varandra att komma vidare i sitt arbete. Det har också framkommit att det finns en del svårigheter när man arbetar med pedagogisk dokumentation, nämligen att brist på tid är en ständigt påverkande faktor och att det finns en hel del etiska aspekter att ta hänsyn till. För att pedagogisk dokumentation ska vara givande för alla pedagogerna måste arbetslaget stödja varandra, sträva mot samma mål och då kan de uppleva att tidsbristen inte är så allvarlig och att de kan nå sina mål ändå.</p>

<p>The evaluation and assessment of a pupil’s knowledge is today an important part of a teachers work. The function of the evaluations for younger pupils (grades 1-3) has assumed a more prominent role in the school system due to the introduction of written assessments as well as national testing in grade 3. One of the purposes of this research has been to find out the teacher’s opinions of the written assessment in grade 3. My intention has been to study how teachers feel about assessment in general, what they assess as well as when and how they do it. I also wanted to find out when and how they used “formative” or “summative”assessments, respectively.</p><p>In the empiric research I have used qualitative, unstructured interviews with five professional teachers. All teachers interviewed work in the elementary school system (1-3) and have worked within this school system between 10-30 years. The material gathered from the interviews have been analyzed and categorized thoroughly in order to find various patterns.</p><p>The result of the research showed that the evaluations and assessments are used mainly to indicate each pupil’s individual scholastic development.  Some evaluations are, according to the teachers, included in the daily work with the pupils (and are formative), while other evaluations occur at special, less random occasions (and are summative). It was clear to me that the teachers don’t base their opinions of, and methods in assessment on research but on their long experiences as teachers. One major result from my study is that the teachers don’t look on assessment as being of any greater importance in the elementary school (grade 1-3).</p>

<p>Gruppen äldre kommer att öka i antal och då smärta ökar med ålder kommer fler individer att ha ont. Fler äldre med smärta ställer större krav på hälso- och sjukvården. Studiers visar att sjuksköterskors bild och de äldres upplevelser av smärta inte alltid stämmer överens samt att det finns brister i smärtdokumentation. Syftet med studien var att belysa smärtdokumentation hos en grupp äldre i särskilt boende eller med hemsjukvård. Materialet analyserades med en kvantitativ beskrivande metod och en kvalitativ innehållsanalys. Urvalet bestod av individer med smärta 65 år och äldre. Resultatet visade att många äldre hade ont vid vila och aktivitet. De valde vila framför aktivitet som smärtlindrande åtgärd, trots att fanns nackdelar med vila. Resultatet visade även på brister i sjuksköterskors dokumentation av smärtan. Ett hinder för dokumentation var att en grupp äldre inte berättade om sin smärta vilket kunde bero på att de äldre bland annat inte ville vara till besvär eller att de ansåg att smärta var en del av att bli gammal.</p> / <p>An increasing elderly population coupled with an increasing likelihood of pain in oldage means more individuals will be in pain, thus making larger demands on the healthcare system. Studies show that nurses can’t describe the elder’s experience of pain andthere is insufficiency in pain documentation. The aim was to describe paindocumentation in a group of elderly people living in sheltered accommodations or withhome care services. The material was analysed with a quantitative descriptive method aswell as a qualitative content analysis. The inclusion criteria were elderly with pain,above the age of 65. The results showed that many elderly people had pain during restand activity. The elderly more often choose rest than mobility as an activity to reliefpain. The results also showed insufficiency in pain documentation. One obstacle forpain documentation was when the elderly did not tell the nurses about their pain. Therewere several reasons for this, for example that the elderly did not want to be a burden tothe nurses or that they simply accepting that pain were a part of being old.</p>

This study investigated postsecondary disability service providers' (DSP) perceived usefulness of an example of a well-developed SOP. This example SOP was included in a 22 question survey, administered electronically to DSPs who are members of the Association on Higher Education and Disability (AHEAD). The participants (n=298) were asked to rate the usefulness of the test scores, rationale for accommodation, history of use or success of accommodation, report writer's recommendations, and student input included in the example SOP for making accommodation decisions. ANOVAs were used to determine if the perceived usefulness of the parts of the Model SOP varied as a function of the DSPs' highest degree, disciplines or fields of study, training for the interpretation of disability documentation, and/or years of experience in postsecondary disability services. DSPs with less than five years of experience (M=1.85, SD = .87) found the report writer's recommendations more useful than DSPs with greater than 10 years of experience (M=2.24, SD = 1.02). DSPs with 5-10 years of experience did not differ significantly from either of the other groups. Additionally, statistical significance was approached (p = .085) suggesting that DSPs with doctorate degrees compared to DSPs with a master's degree or a bachelor's degree may find the history of use or success less useful for accommodation decisions. Overall, the average usefulness ratings for all DSP groupings for the identified parts of the SOP were in the extremely useful or very useful range. / School of Education; / School Psychology / PhD; / Dissertation;