Bakgrund: En livsstil har en stor inverkan på patienters hälsa. Motiverande samtal är ett sätt att hjälpa patienter med livsstilsförändringar i vården. När sjuksköterskor är lojala till motiverande samtal kommer det att gynna patienter och medföra positiva livsstilförändringar.Syfte: Syftet med litteraturstudien är att undersöka hur sjuksköterskor använder motiverande samtal i möten med patienter som vill förändra sina livsstilar.Metod: Tio vetenskapliga artiklar med kvantitativ ansats söktes och analyserades med hjälp av ett egenkonstruerat flödesschema för att svara på syftet.Resultat: Tre teman och ett tillhörande undertema identifierades från de utvalda studierna: sjuksköterskors användning av motiverande samtal i vården, patienters påverkan av hur sjuksköterskor använder motiverande samtal (undertema), utmaningar som hindrar sjuksköterskors användning av motiverande samtal och möjligheter som underlättar för sjuksköterskors användning av motiverande samtal.Slutsats: Sjuksköterskor använder motiverande samtal endast till viss del på grund av utmaningar som hindrar dem från att bli lojala till motiverande samtal. På det sättet kan inte patienter gynnas i deras livsstilsförändringar. / Background: A life style has a big impact on patients’ health. Motivational Interviewing is a way to help patients with life style changes in health care. When nurses have fidelity to Motivational Interviewing, patients will benefit from this in their life style changes positively.Aim of study: The aim of this literature review is to examine how nurses use Motivational Interviewing when consulting patients who wish to change their life styles.Method: Ten scientific articles with a quantitative approach were searched for and analysed using a self-designed flow chart to answer the purpose with.Results: Three themes and an attached subtheme were identified from the chosen studies: nurses’ use of Motivational Interviewing in health care, how patients are impacted by nurses’ use of Motivational Interviewing, challenges which prevent nurses’ use of Motivational Interviewing, and possibilities which facilitate nurses’ use of Motivational Interviewing.Conclusion: Nurses user Motivational Interviewing to some extent because of challenges which prevent them from fidelity to Motivational Interviewing. Due to that, patients cannot benefit in their life style changes.

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This paper focuses on the metamodel-based collaborative optimization (CO). The objective is to improve the computational efficiency of CO in order to handle multidisciplinary design optimization problems utilising high fidelity models. To address these issues, two levels of metamodel building techniques are proposed: metamodels in the disciplinary optimization are based on multi-fidelity modelling (the interaction of low and high fidelity models) and for the system level optimization a combination of a global metamodel based on the moving least squares method and trust region strategy is introduced. The proposed method is demonstrated on a continuous fiber-reinforced composite beam test problem. Results show that methods introduced in this paper provide an effective way of improving computational efficiency of CO based on high fidelity simulation models.

Behavior Intervention Plans (BIPs) are intended to guide educators’ efforts to help struggling students succeed in school by reducing the frequency of problem behavior and teaching appropriate, pro-social responses. The impact of a BIP, however, depends on the degree to which the plan is implemented with fidelity. In practice, there are many factors that prevent teachers and other practitioners from strictly adhering to the BIP including having multiple plans to follow, inexperience with the specified intervention(s), or particularly challenging behaviors in the classroom. The purpose of the study was to identify the factors that contribute to the treatment integrity of BIPs implemented by general educators. To accomplish this goal, we graded plans already developed and implemented using the Behavior Intervention Plan Quality Evaluator, Second edition. The BIP evaluations were then paired with survey responses from the practitioners charged with creating and completing the BIPs. A multiple regression analysis was used to predict treatment integrity (TI) outcomes based on BIP quality, in terms of development and features of the written plan, and the coaching or training received by the primary implementer and plan developer. The purpose of this study was to determine how the qualifications, training, and coaching of the professionals involved in a plan, as well as the development of the plan, and the quality of the BIP influence treatment integrity. Although coaching ended up being an excluded factor and only BIP quality was found to possess some relation to treatment integrity, the study concluded with interesting findings. Training, BIP Quality, and Treatment Integrity were found to possess predictive qualities for student outcomes. A total of 4 school districts in the state of Utah participated in the study and a total of 51 plans were evaluated and 32 survey responses were submitted. Individual BIP practices were assessed, and with more information on the factors that influence treatment integrity, educators will be better prepared to support these factors in their schools and provide better supports and develop higher quality behavior intervention plans as they are implemented with greater integrity.

Successful social and emotional learning (SEL) programs have established methods with teacher and peer support that improve prosocial behavior. Research has shown intervention programs that incorporate these skills reduce antisocial behaviors, but implementation in schools may vary and therefore affect outcomes. The purpose of this non-experimental program evaluation study was to understand the perceptions of implementation, impact, acceptability, and effects of Second Step within a suburban elementary classroom in the northeastern United States. The participants were teachers in a suburban elementary school near a large northeastern US city. A questionnaire, observations, interviews, a focus group, and school collected data (e.g., Pennsylvania System of School Assessment (PSSA) testing) were used to answer the research questions. Participants reported perceptions that Second Step had positive effects on academic performance. PSSA data showed that student academic performance appeared to be minimally affected or unaffected by Second Step. Results from the questionnaire, interviews, and focus group suggest teachers believed Second Step improved student behavior. However, the school did not collect behavioral data (e.g., suspensions, referrals, detentions, etc.) prior to or after Second Step adoption. Limited training and other factors may explain why reported fidelity to the curriculum appeared inconsistent with observational measures. Participant bias may have also influenced interview and focus group data. Despite limitations, schools that adopt Second Step should rely on evaluations to determine whether intended impacts are realized. Also, Second Step and other SEL curriculum researchers should consider providing guidance about implementation, assessment, and cost-benefit analysis. Researchers could investigate systematic changes to lesson content and delivery in ways that allow teachers to adapt or modify instruction without compromising curricular effects. / Special Education

The purpose of the present study was to investigate whether developmental researchers were influenced in the laboratory by the characteristics of children who participate in their research. I hypothesized that experimenters, as social partners, would adapt their speaking and other behaviors to the child’s perceived temperamental profile and language proficiency. I specifically focused on whether experimenters would adhere to the experimental laboratory procedure of two elicited imitation tasks, Feed Bear and Make a Rattle, in an archival dataset. Participants included 61 primarily white 15-month-olds. Coders transcribed infant directed speech (IDS) and analyzed transcriptions for total words, words per sentence, and percentage of words with six or more letters. The present study revealed differential correlational findings across temperamental dimensions, experimenter IDS, and elicited imitation tasks. An investigation of this kind provides new information concerning procedural fidelity and how experimenters may be influenced by their child research participants.

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