Sjuksköterskors praktiska kunskaper är avgörande för säker vård. Inom sjuksköterskeutbildningen kontrolleras färdigheter genom färdighetsexaminationer. Utifrån kartlagda brister i rättssäkerhet och arbetsmiljö vid färdighetsexaminationer initierades ett förbättringsarbete. Syftet med förbättringsarbetet var att förbättra processen för klinisk träning inom sjuksköterskeprogrammet genom att utveckla färdighetsexaminationer. En studie av förbättringsarbetet genomfördes i syfte att: Undersöka samsyn mellan lärare kring färdighetsexamination som pedagogisk aktivitet. Analysera och utveckla initial programteori utifrån intervjudata. Förbättringsarbete har utformats efter förbättringsmodellen, förbättringsrampen och programteoretisk ansats. Studie genomfördes med kvalitativa intervjuer och innehållsanalys utifrån en interaktiv och abduktiv ansats. Förbättringsarbetet resulterade i minskad variation mellan lärare i bedömningen av färdighetsexaminationer. Nya arbetssätt har lett till ökad samsyn mellan lärare och bättre arbetsmiljö. Programteorin reviderades utifrån intervjudata. Minskad variation visar på en ökad rättssäkerhet. Reviderad programteori har ökat möjligheten att dra lärdom av förbättringsarbetet såväl lokalt som generellt. Arbetet har bidragit till en utveckling av sjuksköterskeutbildningen och dess bidrag till en god och säker hälso- och sjukvård. / Nurses' practical knowledge is crucial for safe care. Within the nursing program skills are checked through clinical examinations. Based on identified deficiencies in terms of legal validity and working environment related to clinical examinations improvement work was initiated. The purpose of the improvement work was to improve the process of clinical training within the nursing program by developing the clinical examination. A study of the improvement work was conducted with the purpose of: Exploring teachers shared interpretations with clinical examinations as an educational activity. Analysing and developing initial program theory based on interview data. Improvement work was designed according to the model for improvement, improvement ramp, and a program theory approach. The study includes qualitative interviews with content analysis based on an interactive and abductive approach. The improvement work led to improved consensus between teachers and a better work environment. A reduction in variation between teachers’ assessments of clinical examinations was reached. The program theory was revised based on interview data. Reduced variation shows increased legal validity. Revised program theory has increased the possibility of learning from the improvement work both locally and in general. The work has developed the nursing education and its contribution to good and safe healthcare.

<p>The test context is of paramount importance in language testing as it provides an understanding of the kind of tasks to be included in the test, how these tasks are executed by the test takers and how they can be efficiently administered. The objective of this study was to investigate the extent to which the context of the DR Congo English state examination (ESE) is valid and to come out with some useful suggestions that are likely to improve its validity. Two basic theories, the modern validity theory and the schema theory, informed this study. Weir‟s (2005) socio-cognitive framework was used to build the validity argument for the evaluation of the English state examination.</p> <p>A mixed method was used where the research design consisted of the combination of both qualitative and quantitative data during the collection and analysis stages. The content document analysis method was used to examine the content of the different state examination papers so as to identify the main features of the test, and the statistic (descriptive) method was used to quantify observations identified in the state examination papers and to evaluate the context validity of the ESE. Three techniques were used to collect the research data: the questionnaire, the<br /> test, and the interview.</p> <p>Three main findings of this study were reported: (1) the conditions under which the ESE tasks are performed and the relevance of these tasks to the test domain and characteristics are still far to contribute to the quality of evaluation of high school finalist students / (2) the extent to which the ESE includes tasks that take into consideration the nature of information in the text as well as the knowledge required for completing the task is globally good / (3) the conditions under which the test takes place are poor and these conditions affect the validity of test scores. The study recommends the test developers to approximate test tasks to those students have been exposed to in classroom situations and those they are likely to encounter in real life. It also recommends all the people involved in the administration of the test to adhere to high ethical standards.</p>

The purpose of this naturalistic inquiry was to understand factors that influence patients’ commitment to colorectal cancer screening, specifically colonoscopy. Fifteen personcentred interviews were conducted: 10 with individuals who had completed screening, and 5 with individuals who declined. Three subthemes (relationship, motivation, and human agency) were associated with the overarching theme of regard or disregard for vulnerability. Participants who perceived a disregard for their vulnerability by their health care provider (HCP) frequently chose to decline screening even though they showed a high level of commitment to health promotion. Participants who perceived a regard for vulnerability by their HCP frequently chose to accept screening. The nursing profession can show a regard for patient vulnerability by enhancing communication techniques and concentrating on being attentive to patient concerns which will build a trusting relationship with patients and enhance screening rates. Persistence in the relationship can change a patient’s decision in time. / 132 leaves : col. ill. ; 29 cm

Syftet med detta examensarbete har varit tudelat, med både kvalitativ och kvantitativ innehållsanalys. Den första har syftat till att undersöka vilken ställning historieämnet har haft i läro- och kursplaner, från år 1962 till 2012. Analys skulle också ske över vilken historia elever möter genom läromedel i historieundervisningen, vilket har skett utifrån Staffan Selanders definition av pedagogisk text-traduktion. Den kvantitativa innehållsanalysen har berört vilka och antalet begrepp eleverna möter i epokskildringen av häxprocesserna. Resultatet har visat att historieämnet som en del av styrdokumenten ständigt har haft en hög status, trots att det i den samhälleliga kontexten har gått att utläsa motsatt scenario. Kopplingen mellan nutid, dåtid och framtid har genom de tre granskade läroplanerna visats bli allt tydligare, likaså elevens egen påverkan av historien i morgon. Faktamässigt har historieskildringarna visats vara korrekta till text, dock skiljs läromedlen åt mellan hur stort utrymme epoken får och därmed hur utförliga texterna är. Detta har sett ut på liknande sätt över de 50 åren som de åtta utvalda läromedlen har blivit granskade, från först utgivna läromedel och det sist utgivna i undersökningen. Bilden som kunskapsbärare är en svaghet i faktatexterna om häxprocesserna då majoriteten av läromaterialen påvisar en inkorrekt faktabild, vilket motsäger texternas innehåll. Av de granskade begreppen kring häxprocesserna har ingen större förändring skett av vilka begrepp eleverna har mött över tid, däremot har utrymmet i textmassan av begreppen förändrats. Dock från ett läromedel till ett annat, ju kortare texter kring epoken desto större procentuellt utrymme tillges begreppen och vice versa. / The purpose of this essay has been twofold, with both qualitative and quantitative content analysis. The first aimed to investigate whether the status of the subject of history has changed in the curriculum, from 1962 until 2012. Analysis would also be done of the history students meet through study material in history teaching, the analysis was based on Staffan Selander's definition of pedagogical text transformation. The quantitative content analysis has touched whom and the frequency of concepts students meet in the era depiction of the witch trials. The result has shown that the subject of history as a part of the governing documents has had high status, even though the social context has been to deduce the opposite scenario. The link between present, past and future, has through the three examined curricula shown to become increasingly evident, and so has the student's own impact of the history tomorrow. Fact wise, historical depiction has shown to be accurate to the text. However, teaching materials differ between the amount of space the era gets and how detailed the texts are. This has shown to be the manner through the eight selected textbooks that have been examined in this study, from the first, of the year 1962, published study material to the last issued, in the year 2012. The image is a weakness in fact depiction of witch trials when the majority of materials use an incorrect factual picture, which contradicts textual contents. Among the examined concepts of witch trials, no major change of what concepts the students face has occurred over time. However, the space in the body of text of the terms has changed, from one material to another. The shorter the texts about the era is, the greater the percentage of space of concepts and vice versa.

<p>The test context is of paramount importance in language testing as it provides an understanding of the kind of tasks to be included in the test, how these tasks are executed by the test takers and how they can be efficiently administered. The objective of this study was to investigate the extent to which the context of the DR Congo English state examination (ESE) is valid and to come out with some useful suggestions that are likely to improve its validity. Two basic theories, the modern validity theory and the schema theory, informed this study. Weir‟s (2005) socio-cognitive framework was used to build the validity argument for the evaluation of the English state examination.</p> <p>A mixed method was used where the research design consisted of the combination of both qualitative and quantitative data during the collection and analysis stages. The content document analysis method was used to examine the content of the different state examination papers so as to identify the main features of the test, and the statistic (descriptive) method was used to quantify observations identified in the state examination papers and to evaluate the context validity of the ESE. Three techniques were used to collect the research data: the questionnaire, the<br /> test, and the interview.</p> <p>Three main findings of this study were reported: (1) the conditions under which the ESE tasks are performed and the relevance of these tasks to the test domain and characteristics are still far to contribute to the quality of evaluation of high school finalist students / (2) the extent to which the ESE includes tasks that take into consideration the nature of information in the text as well as the knowledge required for completing the task is globally good / (3) the conditions under which the test takes place are poor and these conditions affect the validity of test scores. The study recommends the test developers to approximate test tasks to those students have been exposed to in classroom situations and those they are likely to encounter in real life. It also recommends all the people involved in the administration of the test to adhere to high ethical standards.</p>

Thesis (M.Soc.Sc.)--University of Hong Kong, 1989. / Also available in print.

The aim of the thesis was to assess the effect of humic substance HS 1500 on the tolerance of Sterlet (Acipenser ruthenus) to nitrite. Preparation Huminfeed was used as a source of substance HS 1500. Tolerance of Sterlet to nitrite was assessed on the basis of the results of acute toxicity tests and the results of haematological and biochemical blood examination of fish that were exposed to increased concentrations of nitrite in the presence and absence of preparation Huminfeed.

Magister Educationis - MEd / The test context is of paramount importance in language testing as it provides an understanding of the kind of tasks to be included in the test, how these tasks are executed by the test takers and how they can be efficiently administered. The objective of this study was to investigate the extent to which the context of the DR Congo English state examination (ESE) is valid and to come out with some useful suggestions that are likely to improve its validity. Two basic theories, the modern validity theory and the schema theory, informed this study. Weir's (2005) socio-cognitive framework was used to build the validity argument for the evaluation of the English state examination. A mixed method was used where the research design consisted of the combination of both qualitative and quantitative data during the collection and analysis stages. The content document analysis method was used to examine the content of the different state examination papers so as to identify the main features of the test, and the statistic (descriptive) method was used to quantify observations identified in the state examination papers and to evaluate the context validity of the ESE. Three techniques were used to collect the research data: the questionnaire, the test, and the interview. Three main findings of this study were reported: (1) the conditions under which the ESE tasks are performed and the relevance of these tasks to the test domain and characteristics are still far to contribute to the quality of evaluation of high school finalist students; (2) the extent to which the ESE includes tasks that take into consideration the nature of information in the text as well as the knowledge required for completing the task is globally good; (3) the conditions under which the test takes place are poor and these conditions affect the validity of test scores. The study recommends the test developers to approximate test tasks to those students have been exposed to in classroom situations and those they are likely to encounter in real life. It also recommends all the people involved in the administration of the test to adhere to high ethical standards. / South Africa

Det problem som denna studie fokuserar på är den påverkan Open AI:s nya version av chattboten ChatGPT har på högskoleutbildningen. ChatGPT har fått en enorm spridning bland inte minst universitets- och högskolestudenter och snabbt skapat osäkerhet bland landets utbildningsanordnare. Samtidigt som verktyget ökar möjligheter för inlärning och motivation i studielivet, bidrar det till att minska tröskeln för fusk och plagiarism. Detta ställer krav på lärare att för att ta tillvara möjligheter och minimera risker se över sina undervisnings- och examinationsmetoder. Frågeställningen som valts är: “Hur påverkar ChatGPT den svenska universitets- och högskoleutbildningen sett från lärares perspektiv?”. Metoderna som tillämpades är kvalitativ strategi i form av fenomenologi, som till sin natur är djup och detaljerad. Semistrukturerade intervjuer genomfördes med videokonferensteknik och analyserades med hjälp av en tematisk analys. En utforskande urvalsstrategi användes där åtta kursansvariga högskolelärare från sju svenska lärosäten valdes ut slumpmässigt. Resultatet visar att samtliga lärare tycker sig se samt förutspå en påverkan på universitets-och högskoleutbildningen orsakad av ChatGPT. Synen på hur ChatGPT:s påverkan ser ut samt hur möjligheter tas tillvara och hur risker minimeras varierar väldigt mycket. Lärarna uttrycker oroskänslor kopplade till bristande information kring ämnet och önskar tydligare vägledning från skolledningen. Slutsatsen är att ChatGPT:s existens redan har och kommer att påverka den svenska universitets- och högskoleutbildningen på flera vis. Studien visar att det behövs åtgärder på institutionerna för att vidareutbilda lärarna, implementera ChatGPT i undervisningen, lära studenterna använda ChatGPT på rätt sätt samt ändra examinationsrutiner för att förhindra fusk. Möjligheter som användandet av ChatGPT kommer leda till är ökad jämlikhet, effektivare drift samt kvalitetshöjningar av utbildningar. Riskerna består av att studenternas kritiska tänkande och problemlösningsförmåga kan minska och att bekvämligheten med ChatGPT riskerar att göra studenterna lata samt att fusket kan öka. Lärarnas och skolledningarnas kompetens och förmåga att anpassa sin undervisning kommer att avgöra om generativ AI som ChatGPT kommer att höja eller sänka kvaliteten i högre utbildning. / The problem this study focuses on is the impact Open AI's new version of the chatbot ChatGPT has on higher education. ChatGPT has gained enormous popularity among not least university and college students and quickly created uncertainty among the country's education providers. While the tool increases opportunities for learning and motivation in student life, it helps to reduce the threshold for cheating and plagiarism. This places demands on teachers to review their teaching and examination methods in order to take advantage of opportunities and minimize risks. The chosen question is “How does ChatGPT affect Swedish university and college education from a teacher's perspective?. The methods applied are qualitative strategy in the form of phenomenology, which by its nature is deep and detailed. Semi-structured interviews were conducted using video conferencing technology and analyzed using a thematic analysis. An exploratory selection strategy was used, where eight course-responsible college teachers from seven Swedish universities were randomly selected. The result shows that all teachers think they see and predict an impact on university and college education caused by ChatGPT. The view of how ChatGPT's impact looks like and how opportunities are taken advantage of and how risks are minimized vary greatly. The teachers express concerns linked to a lack of information about the subject and wish for clearer guidance from the school management. The conclusion is that ChatGPT's existence has already and will affect Swedish university and college education in several ways. The study shows that measures are needed at the institutions to further train the teachers, implement ChatGPT in teaching, teach students to use ChatGPT correctly and change examination routines to prevent cheating. Possibilities that the use of ChatGPT will lead to are increased equality, more efficient operation and quality increases in education. The risks are that students' critical thinking and problem-solving skills may decrease and that the convenience of ChatGPT risks making students lazy and that cheating may increase. The competence and ability of teachers and school leaders to adapt their teaching will determine whether generative AI such as ChatGPT will raise or lower quality in higher education.

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