<p>The aim of this study was to learn how students in specialist nurse education with direction towards nurse anaesthetist experienced tutorial given during their specialist placement.  The chosen method of the study was qualitative interview with phenomenological approach. Twelve nurse anaesthetist students were interviewed about their experiences during their placement at operation wards. The interviews were transcribed and analyzed according to Giorgios (1985) analyze method. The result showed that the students considered that a well functioned tutorial was essential for a successful clinic placement. The tutorial considered as satisfactory if the student and the tutor managed to have good communication and a good relation with each other. The students self-confidence could sometimes feel reduced when they experienced that the position as a student collided with their former profession identity as a nurse. Many different categories of students compete of the space around the patient, the student considered that fact as an obstacle in their education. Through confirmation on a regular bases and feedback from the tutor the student could gain self-confident, and thereafter gain the ability to perform independent. The students experienced mixed feelings at the prospect of their upcoming profession and the view of themselves as future tutors.Conclusion: The students' experience of tutoring during specialist nurse education with direction towards nurse anaesthetist shows that tutorial of good quality is essential to a successful clinic placement.</p><p> </p><p>Keywords: nursing instructors, clinical educators, nurse education, critical care, confirming, students, experience.<strong> </strong></p> / <p>Syftet med denna studie var att undersöka vilka upplevelser studenter i specialistsjuksköterskeutbildningen med inriktning anestesisjukvård hade av handledning under verksamhetsförlagd utbildning, VFU. Som metod valdes kvalitativ intervju med fenomenologisk ansats. Tolv studenter i specialistsjuksköterskeutbildningen med inriktning anestesisjukvård intervjuades om sina upplevelser av handledning under VFU. Intervjuerna transkriberades och analyserades enligt Giorgios (1985) analysmetod. Resultatet visade att studenterna ansåg att välfungerande handledning var viktig för en lyckad klinisk utbildning. Handledningen upplevdes som tillfredsställande om student och handledare lyckades få en bra kommunikation och god relation till varandra. Självförtroendet kunde stundtals upplevas som nedsatt då studenterna upplevde att rollen som student ofta kolliderade med den tidigare yrkesidentiteten som sjuksköterska. Många studentkategorier konkurrerar om utrymmet runt patienten, och studenterna upplevde det som hindrande i utbildningen. Genom regelbunden bekräftelse och feedback från handledaren kunde studenterna tillägna sig självförtroende, och därmed öka förmågan till självständigt arbete. Studenterna upplevde blandade känslor inför sin kommande ansvarsfulla yrkesroll och utsikten att själva i framtiden fungera som handledare. Slutsats: Studenters upplevelser av handledning under specialistsjuksköterskeutbildningen med inriktning anestesisjukvård visar att handledning av god kvalitet har stor betydelse för en lyckad klinisk utbildning.</p>

This thesis’ main theme is the relationship between teacher training, distance education, ICT and community. These aspects of an educational practice are conceptualised within a hermeneutical approach as aspects of edukation. The thesis consists of eight articles. These are all related to one specific teacher training programme, in the thesis considered as being one demarcated social context, and treated as a single case. In articles I-III, different theoretical conceptions are elaborated upon both in relation to the discipline of Education (in Swedish Pedagogik), and in relation to the hermeneutical approach. Articles IV-VIII reports on the analysis of several data-gatherings, understood as being parts of an embedded case study. Teacher trainees on the programme have responded to a questionnaire, and have been interviewed. Teacher trainers organising the programme have been interviewed, and governmental and local policies concerning both teacher training and distance education were included. The data were gathered with the intention of enabling an understanding of the conditions through which the teacher trainees understand their societal commission, as a strive for upholding and developing legislated constitutive values, such as multiculturalism, equity, democracy and freedom. All in all, the aim of the thesis is to present an overall understanding of the process of edukation, the establishment of an educative relationship between the individual and the society in distance-based teacher training. The analysis points towards an understanding that emphasises the possession by trainees of competencies that include self-sufficiency, self-direction in their learning and self-confidence providing independence from their fellow trainees, their trainers and society at large. Being assessed primarily on an individual basis does not seem to encourage the trainees to take a collective responsibility for their learning. The trainees seem to associate the social dimensions in the programme primarily to feelings of being at ease, rather than to aspects of learning. Seen as an overall aspect of a process of edukation, the norms and values developed when the trainees negotiate meaning and values appear, in this context, to promote individuality. Additionally, this understanding seems to apply to aspects of democracy as well. Having been able to regard the teacher training programme from different theoretical positions over time, and to consider the teacher trainees and their studies as belonging to a learning community; the Online Learning Community that intersects the issues of learning and technology with the issues of values and society, one might ask; is this then a story of community? If the trainees’ views on education and learning stem from a sense of community, then it might be that of a community as a place of belonging. This could be why the trainees regard the sense of being at ease in the study-group as being more important than the aspects of learning in the study-group. Learning might incorporate conflicting views and contrasting standpoints that potentially challenge the study-group and their sense of belonging. Feeling at ease and taking an inclusive stance might then be one way of ensuring that the group provides what it promises: a safe and warm place. This could be contrasted with the way community implies a strong normative tendency to embrace while disciplining, or as the trainees put it; you may belong here if you adjust to the norms of the group. This in turn begs the question: what is the ethical stance taken in a community, society or study-group? In this thesis, one possible interpretation of this matter is provided.

The aim of this study was to learn how students in specialist nurse education with direction towards nurse anaesthetist experienced tutorial given during their specialist placement.  The chosen method of the study was qualitative interview with phenomenological approach. Twelve nurse anaesthetist students were interviewed about their experiences during their placement at operation wards. The interviews were transcribed and analyzed according to Giorgios (1985) analyze method. The result showed that the students considered that a well functioned tutorial was essential for a successful clinic placement. The tutorial considered as satisfactory if the student and the tutor managed to have good communication and a good relation with each other. The students self-confidence could sometimes feel reduced when they experienced that the position as a student collided with their former profession identity as a nurse. Many different categories of students compete of the space around the patient, the student considered that fact as an obstacle in their education. Through confirmation on a regular bases and feedback from the tutor the student could gain self-confident, and thereafter gain the ability to perform independent. The students experienced mixed feelings at the prospect of their upcoming profession and the view of themselves as future tutors.Conclusion: The students' experience of tutoring during specialist nurse education with direction towards nurse anaesthetist shows that tutorial of good quality is essential to a successful clinic placement.   Keywords: nursing instructors, clinical educators, nurse education, critical care, confirming, students, experience. / Syftet med denna studie var att undersöka vilka upplevelser studenter i specialistsjuksköterskeutbildningen med inriktning anestesisjukvård hade av handledning under verksamhetsförlagd utbildning, VFU. Som metod valdes kvalitativ intervju med fenomenologisk ansats. Tolv studenter i specialistsjuksköterskeutbildningen med inriktning anestesisjukvård intervjuades om sina upplevelser av handledning under VFU. Intervjuerna transkriberades och analyserades enligt Giorgios (1985) analysmetod. Resultatet visade att studenterna ansåg att välfungerande handledning var viktig för en lyckad klinisk utbildning. Handledningen upplevdes som tillfredsställande om student och handledare lyckades få en bra kommunikation och god relation till varandra. Självförtroendet kunde stundtals upplevas som nedsatt då studenterna upplevde att rollen som student ofta kolliderade med den tidigare yrkesidentiteten som sjuksköterska. Många studentkategorier konkurrerar om utrymmet runt patienten, och studenterna upplevde det som hindrande i utbildningen. Genom regelbunden bekräftelse och feedback från handledaren kunde studenterna tillägna sig självförtroende, och därmed öka förmågan till självständigt arbete. Studenterna upplevde blandade känslor inför sin kommande ansvarsfulla yrkesroll och utsikten att själva i framtiden fungera som handledare. Slutsats: Studenters upplevelser av handledning under specialistsjuksköterskeutbildningen med inriktning anestesisjukvård visar att handledning av god kvalitet har stor betydelse för en lyckad klinisk utbildning.

This thesis suggests a method of how teaching pre-school children to ski. Project "how to teach children skiing with fun" was developed and based on age group characteristics and needs of the child. It also underlines that it is not important to teach the child skiing in a short period of time but to make a firm foundation for all kinds of physical movements that will be needed later for skiing and to create a positive attitude to skiing which in this age group works the best by playing games and having fun. This hypothesis was confirmed by results I gained during verifying my method in practise. Based on the test we can state that this method works very well in practise and the children engoyed it while having lots of fun. Generally,the purpose of this work was fulfilled and the obtained results should be a big asset in a theory of skiing and also in practise.

This thesis deals with design and production of teaching kits with Atmel AVR microcontroller. This kit includes a processor board and modules, which will connect to the board. It describes the equipment needed for software design and programming of microcontroller and technological processes to create a kit. Also, it will find the basic theoretical knowledge to work with the ATmega8535 microcontroller. Kit along with a disc on which are recorded all the diagrams, pictures and programs created by me, will be attached to the thesis.

For elaborating my thesis I have chosen the topic: {\clqq}Psoriasis like stigma``. Taking into consideration that at present the public is interested in a number of diseases I would like more attention is paid to this stigmatized affection. I hold my interest in focusing my thesis on the stigmatization, because I know from clients with psoriasis that they really feel quite a number of problems in certain areas. My thesis is focused on two wholes, namely on theoretical and empirical parts. The first part of the theoretical part deals with problems of psoriasis, its forms, initiating mechanisms, manifestations and methods of treatment of this disease. The second part of the theoretical part deals with stigma, explanation of the concept stigma, what is the attitude of the society towards psoriatics, what is their position in their families, in work etc. In the empirical part my goal was to find out, whether the people with psoriasis are stigmatized and in which areas of life the psoriatics perceive their disease like stigma, whether they feel restricted in partnerships, working relationships and leisure time activities. Within a quantitative survey the data collection technique was applied {--} a questionnaire. The questionnaire was intended for the clients with psoriasis enlisted especially through the direct contact from the server www.lupenka.cz, further relatives, acquaintances and clients of Hospital České Budějovice. Overall 94 questionnaires were distributed. The questionnaire consisted of 34 questions concerning hypotheses. The clients with psoriasis introduced they feel restricted the most within the leisure time activities. In the empirical part I was gratified that the general nurses and physician have a great credit of psoriatics{\crq} awareness of their disease and help them to cope with the disease. I see the greatest problem in lack of information on psoriasis of the public. This disclosure leads to take a think of an improvement of the public awareness of this disease. As a proposal of this problem solution I propound to inform the public more so that the people get to know more information on psoriasis not only from physicians and nurses, but also from patients themselves being afflicted with the disease. The survey results can further serve as grounds for further study of the problems.

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