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Taakherschikking in de ouderenzorg
Lovink, M.H. ; Persoon, A. ; Laurant, M.G.H.
2015, Article / Letter to editor (Dé Verpleegkundig Specialist, iss. 9, (2015))
Taakherschikking in verpleeghuizen: kansen, belemmeringen en effecten
Vught, A.J.A.H. van ; Lovink, M.H. ; Laurant, M.G.H.
2018, Article / Letter to editor (Dé Verpleegkundig Specialist, vol. 2018, iss. 1, (2018), pp. 30-33)
Taakherschikking kan veilig en leidt tot betere zorg
Laurant, M.G.H.
2017, Article / Letter to editor (Nederlands Tijdschrift voor Evidence Based Practice, (2017), pp. 25-27)
Taakherschikking op de huisartsenpost: een kwalitatief onderzoek
Klaasen, B. ; Aalderink-Nobel, M. ; Niet-van Middendorp, W. van der ; Vught, A.J.A.H. van
2018, Article / Letter to editor (Dé Verpleegkundig Specialist, vol. 2018, iss. 4, (2018), pp. 38-41)
Taakverschuiving en toenemende verantwoordelijkheid
Vught, A.J.A.H. van ; Kemper, W.
2018, Part of book or chapter of book (Gezondheid Organiseren. Leerboek voor verpleegkundigen)
Tafels leren met Hoofdwerk. Leerarrangement 3 : Cumulusproject Deelrapport
Visser, Tjikke ; Kok, Roland ; Vries, E.J. de ; Uerz, D.C. ; Kral, M.H.
2009, External research report Rapportage in CBS T@lent
Tailored interviewing to uncover the perspectives ofchildren with multiple disabilities on daily activities: Aqualitative analyses of interview methods and interviewerskills
Steultjens, E.M.J. ; Lindenschot, M. ; Diepeveen, S.J.H. ; Zajec, J. ; Groot, I. de ; Nijhuis-van der Sanden, M.W.G. ; Koene, S. ; Graff, Maud
2022, Article / Letter to editor (Australian Occupational Therapy Journal, (2022), pp. 1-15)
Tailoring of the Tell-us Card communication tool for nurses to increase patient participation using Intervention Mapping
Belle, E. van ; Zwakhalen, S. M. G. ; Caris, J.A. ; Hecke, A. van ; Huisman - de Waal, G. ; Heinen, M.
2018, Article / Letter to editor (Journal of Clinical Nursing, vol. 27 (3-4), (2018), pp. 621-630)
Tailoring professional development for teachers in primary education: The role of age and proactive personality
Heijden, Beatrice van der ; Vuuren, Tinka van ; Lange, A.H. de ; Kooij, Dorien
2015, Article / Letter to editor (Journal of Managerial Psychology, vol. 30, iss. 1, (2015), pp. 22-37)Purpose – The aim of this survey study among N=180 Dutch teachers was to examine the moderating role of calendar age and proactive personality in the relationships between developmental opportunities, on the one hand, and work engagement and self-perceived employability, on the other. The paper aims to discuss these issues. Design/methodology/approach – Hierarchical regression analyses have been used, illustrated by means of quotes – gathered through open questions in the survey – to support the quantitative findings. Findings – A significant interaction effect between calendar age and developmental opportunities in relation to self-perceived employability, but not to work engagement, has been found, revealing stronger positive effects for developmental opportunities among older workers than among younger ones. Research limitations/implications – The present study provides a starting-point for further research on professional development in other occupational settings. Practical implications – The use of age-conscious developmental opportunities is a powerful tool in encouraging life-long learning. Social implications – Improvement in teachers’ engagement and employability will enhance their performance, will consequently lead to better pupil performance, and will contribute to the wider status of the profession, meaning that more young talented people will seriously consider working in the field and thereby helping to address the urgent need for more teaching staff. Originality/value – This study increases the knowledge of professional development among teachers and examines to what extent age and proactivity play a role in this regard. The results of the empirical work challenge dominant views on age-related declines and losses, and invite the authors to continue scholarly work in this field focussing upon long-term intra-individual development.
Tailoring professional development for teachers in primary education: the role of age and proactive personality
Vuuren, Tinka van ; Heijden, Beatrice van der ; Kooij, Dorien ; Lange, A.H. de
2015, Article / Letter to editor (Journal of Managerial Psychology, vol. 30, iss. 1, (2015), pp. 22-37)Purpose – The aim of this survey study among N=180 Dutch teachers was to examine the moderating role of calendar age and proactive personality in the relationships between developmental opportunities, on the one hand, and work engagement and self-perceived employability, on the other. The paper aims to discuss these issues. Design/methodology/approach – Hierarchical regression analyses have been used, illustrated by means of quotes – gathered through open questions in the survey – to support the quantitative findings. Findings – A significant interaction effect between calendar age and developmental opportunities in relation to self-perceived employability, but not to work engagement, has been found, revealing stronger positive effects for developmental opportunities among older workers than among younger ones. Research limitations/implications – The present study provides a starting-point for further research on professional development in other occupational settings. Practical implications – The use of age-conscious developmental opportunities is a powerful tool in encouraging life-long learning. Social implications – Improvement in teachers’ engagement and employability will enhance their performance, will consequently lead to better pupil performance, and will contribute to the wider status of the profession, meaning that more young talented people will seriously consider working in the field and thereby helping to address the urgent need for more teaching staff. Originality/value – This study increases the knowledge of professional development among teachers and examines to what extent age and proactivity play a role in this regard. The results of the empirical work challenge dominant views on age-related declines and losses, and invite the authors to continue scholarly work in this field focussing upon long-term intra-individual development.
Taking a Holistic Approach in Training and Educating Knowmads and Daredevils of the 21st Century
Harkema, S. ; Popescu, F. ; Kantola, J.L.
2018, Article in monograph or in proceedings (Advances in Human Factors, Business Management and Leadership, Advances in Intelligent Systems and Computing 594, pp. 329-340)
Talent characteristics discriminating table tennis, tennis, and badminton by means of a coaches' survey.
Robertson, K. ; Pion, J.A.J. ; Mostaert, M. ; Wazir, NW ; Mohd, R ; Kramer, T. ; Faber, I.R. ; Lenoir, M.
2017, Article / Letter to editor (Journal of Sport and Exercise Psychology, vol. 39, (2017), pp. S308-S309)
Talking You Through: The Shifting Socio-Technical Practices of Radio Traffic News, 1950s-now
Dieker, M.L.R.
2020, Dissertation
Taming the flood of findings: What makes for a really useful literature review in occupational health psychology?
Taris, T. ; Lange, A.H. de ; Nielsen, K.
2022, Article / Letter to editor (Work and Stress, vol. 36, iss. 1, (2022), pp. 1-5)
Task Performance Among Employees Above Age 65: The Role of Cognitive Functioning and Job Demand-Control
Müller, Andreas ; Ackermans, Jorn ; Weigl, Matthias ; Lange, A.H. de ; Wilkenloh, Julia ; Heijden, Beatrice van der
2015, Article / Letter to editor (Work, Aging and Retirement, vol. 1, iss. 3, (2015), pp. 296-308)Owing to the aging of Western societies, an increasing number of people over age 65 are now working in bridge employment. Research is needed to understand how job characteristics in bridge employment should be designed to support older employees’ productivity, considering potential declines in intra-individual resources. Drawing on lifespan development of resources and job design models, we investigated the interplay of cognitive functioning, job demands, and job control, and their impact on task performance, in a sample of workers in bridge employment. In total, 228 employees from a Dutch temporary employment agency that contracts workers aged 65 years and older participated in this longitudinal study, with a 1-year time lag. Of the panel, 74.1% of the respondents were male, and the mean age was 69.02 years (range 65–80 years). Cognitive functioning, job demands, job control, and task performance were assessed two times with thoroughly validated self-report measures. Good cognitive functioning emerged as an essential intra-individual resource in order to maintain good task performance for employees aged 65 years and older. After including the influence of job demands and job control, positive effects of cognitive functioning on task performance remained significant only in a high-strain job (with high job demands and low job control). This outcome suggests that age-related changes in cognitive functioning among employees above the age of 65 years only affect productivity at work when the job demands are too high relative to the available job control. Implications for retirement research and lifespan perspectives of job design research are discussed.
Taste alterations during treatment with protein kinase inhibitors: a pilot study.
Werf, A. van der ; Schueren, M.A.E. de van der ; Rovithi, M. ; Labots, M. ; Hashemi, S.M.S. ; Langius, J.A.E. ; Verheul, H.M.W.
2018, Article / Letter to editor (Journal of Pain and Symptom Management, vol. 56, iss. 4, (2018))
Teacher educators' competences in fostering student teachers' proficiency in teaching and learning with technology : An overview of relevant research literature
Uerz, D.C. ; Volman, Monique ; Kral, M.H.
2018, Article / Letter to editor (Teaching and Teacher Education, vol. 70, (2018), pp. 12-23)Teacher educators play an important role in preparing student teachers to integrate technology into their classrooms. This article presents an overview of research literature on teacher educators competences in preparing their students to teach with technology. A literature search yielded 26 relevant research articles. Four domains of competence were identified: technology competences, competences for pedagogical and educational technology use, beliefs about teaching and learning and competences in professional learning. The literature focuses on teacher educators’ competences in using technology for teaching. Research on the competences that teacher educators need and have as second-order teachers is lacking. Recommendations for future research are discussed.
Teacher educators' competences in fostering student teachers' proficiency in teaching and learning with technology: An overview of relevant research literature
Uerz, D.C. ; Volman, M. ; Kral, M.H.
2018, Article / Letter to editor (Teaching and Teacher Education, vol. 70, (2018)-12-23)
Teacher educators' competences in fostering student teachers’ proficiency in teaching and learning with technology: An overview of relevant research literature.
Uerz, D.C. ; Volman, M. ; Kral, M.H.
2018, Article / Letter to editor (Teaching and Teacher Education, vol. 70, (2018), pp. 12-23)
Teacher educators' professional trajectories: evidence from Ireland, Israel, Norway and the Netherlands
Guberman, A. ; Ulvik, M. ; Macphail, A ; Oolbekkink, H.
2021, Article / Letter to editor (European Journal of Teacher Education, (2021))This study describes higher education-based teacher educators' professional trajectories, i.e. their professional activities and learning as developed throughout their career. Semi-structured interviews were held with 41 teacher educators from Ireland, Israel, Norway and the Netherlands. Findings show that teacher educators were recruited mainly from schools and universities. As novices, they received some, but no formal, support. Research and teaching are the main areas for on-the-job learning. Most teacher educators have positive attitudes towards research, are active researchers and contribute to teaching. However, they believe their respective institutes are not sufficiently appreciative of teaching, given that institutes do not prioritise practice-oriented research, nor align their policies with research findings. While socially coherent and idealistic attitudes are present among teacher educators, they are predominantly responsive to institutes' perceived individualistic and pragmatic expectations. Such expectations include contribution to their institutes' academic status through their academic publications.
Teacher learning in collaborative curriculum design
Vries, E.J. de ; Voogt, J. ; Walraven, A. ; Pieters, Ineke ; Handelzalts, A. ; McKenney, S. ; Westbroek, H.
2011, Article / Letter to editor (Teaching and Teacher Education, vol. 27, iss. 8, (2011), pp. 1235-1244)The Interconnected Model of Professional Growth (Clarke & Hollingsworth, 2002) was used to identify processes of teacher learning during the collaborative design of curriculum materials in the context of curriculum innovation. Nine published studies from six different countries about teachers’ collaborative curriculum design were analyzed to identify the learning processes that collaborative curriculum design fosters. It was concluded that the Interconnected Model of Professional Growth, although initially developed to recognize learning processes in individual teachers, can also be used to identify learning processes that are fostered by collaborative curriculum design in teams of teachers.
Teachers (learn to) do research in Dutch secondary education
Meijer, P.C. ; Meirink, J.A. ; Lockhorst, D ; Oolbekkink, H.
2010, Article / Letter to editor (Pedagogische Studiën, vol. 87, iss. 4, (2010), pp. 232-252)This article describes an empirical exploration of three Dutch projects in which secondary education' teachers (learn to) research their own practice in collaboration with research institutes within universities. These three projects are exemplary for a recent movement of doing research on education in close collaboration between teachers, schools, and universities. The article shows the results of the three projects for both teachers and schools, and how these results are related to organizational conditions within the three projects. Perceptions of revenues of 48 teachers and 17 managers of 11 schools were gathered with interviews. These data were analyzed using the criteria for practitioner research of Anderson and Herr (1999), consisting of five types of validity that together provided an indication of the quality of the teachers' research. The projects showed results mainly on the level of the individual teacher. Teachers reported development of their knowledge and skills with respect to doing research, a more critical attitude, and consciousness of and (intentions to) change of teaching performance. To a lesser extent results on school level were reported. Organizational conditions appeared to be related to results on school level, not to results on the level of individual teachers. The article concludes to state that, if these type of projects are about to lead to the collaborative development of more scientifically accepted knowledge, more attention needs to be paid to the dissemination of knowledge as well as to the quality assurance of the research performed.
Teachers perceived professional space and their agency.
Oolbekkink, H. ; Smith, K.
2017, Article in monograph or in proceedings (Paper presentative tijdens de EARLI 2017, Tampere, Finland.)
Teachers' perceived professional space and their agency.
Oolbekkink, H. ; Hadar, L.L. ; Smith, K. ; Helleve, I. ; Ulvik, M.
2017, Article / Letter to editor (Teaching and Teacher Education, vol. 62, (2017), pp. 37-46)
Teachers' perceptions of children's sport learning capacity predicts their fundamental movement skill proficiency
Platvoet, S.W.J. ; Pion, J.A.J. ; Niet, M. de ; Lenoir, M. ; Elferink-Gemser, Marije ; Visscher, C.
2020, Article / Letter to editor (Human Movement Science, vol. 70, iss. april 2020, (2020))
Teachers' professional agency in the context of a PhD scholarship
Oolbekkink, H. ; Leeferink, H. ; Meijer, P.C.
2018, Article / Letter to editor (Pedagogische Studiën, vol. 95, iss. 3, (2018), pp. 169-194)Teacher research is expected to bridge the gap between educational research and educational practice on the one hand and to improve the quality of education on the other hand. The impact of teacher research on school development is however limited. One of the reasons may be the lack of professional space teachers experience to achieve agency and contribute to school development. This study aims to gain insight in the professional space teachers experience and the agency they achieve in the context of a PhD scholarship to contribute to professional development and school development. During one school year, data were collected from twenty teachers with a PhD scholarship through semi-structured interviews and digital logs. The results show that teachers experience professional space for professional development but that they differ greatly in the extent to which they experience professional space for school development. For teachers who do experience professional space to contribute to school development, both personal (e.g. motive to do research, professional history) and contextual factors (e.g. active involvement of the school leader, learning culture) in combination make a positive contribution. In follow-up research, professional agency can be a useful perspective for interventions that improve the coordination between (PhD) research by teachers and school practice.
Teaching domain-specific skills before peer assessment skills is superior to teaching them simultaneously
Merriënboer, J.J.G. van ; Zundert, Marjo van ; Sluijsmans, Dominique ; Könings, K.
2012, Article / Letter to editor (Educational Studies, vol. 38, iss. 5, (2012), pp. 541-557)Instruction in peer assessment of complex task performance may cause high cognitive load, impairing learning. A stepwise instructional strategy aimed at reducing cognitive load was investigated by comparing it with a combined instructional strategy in an experiment with 128 secondary school students (mean age 14.0?years; 45.2% male) with the between-subjects factor instruction (stepwise, combined). In the stepwise condition, study tasks in Phase 1 were domain-specific and study tasks in Phase 2 had both domain-specific and peer assessment components. In the combined condition, these two components were present in all tasks in both phases. Final performance (i.e. speed and accuracy in domain-specific skills and peer assessment skills) showed no significant differences, but performance improved more from Phase 1 to Phase 2 in the stepwise condition than in the combined condition. The results suggest that, with complex study tasks, it might be beneficial to teach domain-specific skills before peer assessment skills.
Team leaders and multi-disciplinary teams: leadership developments in social work in The Netherlands.
Waal, V. de ; Jansen, E.L.
2017, Article in monograph or in proceedings ()
Teamontwikkeling en onderwijskundig leiderschap in het MBO.
Klink, M. van der ; Nieuwenhuis, A.F.M.
2017, External research report
Technical and tactical skills related to performance levels in tennis: A systematic review
Kolman, N.S. ; Kramer, T. ; Elferink-Gemser, Marije ; Huijgen, B. ; Visscher, C.
2019, Article / Letter to editor (Journal of Sports Sciences, vol. 37, iss. 1, (2019), pp. 108-121)
Technisch weekblad over windminor, HAN communicatie voor master module sustainable energy systems
Catau, R.G.
2018, Contribution for newspaper or weekly magazine (Technisch weekblad over windminor, HAN communicatie voor master module sustainable energy systems, )
Technische beroepen in transitie
Boersma, M. ; Torre, W. van der ; Janssen, Jolanda ; Sanders, J.M.A.F.
2018, Article / Letter to editor (Tijdschrift voor Arbeidsvraagstukken, vol. 34, iss. 3, (2018), pp. 372-389)
Tensions and Teacher Agency during the first year of teaching.
Wal, M. van der ; Oolbekkink, H. ; Schaap, H.
2017, Article in monograph or in proceedings (Presentatie in Symposium tijdens de EARLI, 2017, Tampere, Finland.)
Tensions experienced by teachers when participating in a professional learning community
Schaap, H. ; Louws, M. ; Meirink, J.A. ; Oolbekkink, H. ; Want, A. van der ; Zuiker, I. ; Zwart, R.C. ; Meijer, P.C.
2019, Article / Letter to editor (Professional Development in Education, vol. 45, iss. 5, (2019), pp. 814-831)This article explores which tensions teachers experience during one year of participation in a professional learning community (PLC). Tensions are more or less temporal negative feelings of stress, loss of self-efficacy or anxiety caused by conflicting personal features and workplace affordances. A qualitative study including two semi-structured interviews with 18 teachers participating for one year in a PLC revealed that 15 out of 18 teachers experience one or more tensions. More specifically, eight different tensions are identified, in which tensions concerning high work pressure and a lack of shared learning are most commonly reported. The results further indicate temporal, contextual and personal nature of tensions. It is concluded that tensions are often caused by negatively perceived learning cultures in schools.
Testing an online self-management program for patients with CVR: an explorative RCT
Puijk-Hekman, S. ; Gaal, B.G.I. van ; Bredie, S.J.H. ; Nijhuis-van der Sanden, M.W.G. ; Dulmen, S. van
2016, Article / Letter to editor (Journal of Advanced Nursing, vol. 72, (2016), pp. 82)
The ambiguity of the concept of participation in measurement instruments: Operationalization of participation influences research outcomes
Bos, Isaac ; Stallinga, Hillegonda ; Heerkens, Y.F. ; Dijkstra, Pieter ; Roodbol, Petrie
2014, Article / Letter to editor (Clinical Rehabilitation, vol. 28, iss. 12, (2014))This study explores, based on the International Classification of Functioning, Disability and Health, the consequences of different operationalizations of participation in regression models predicting participation in one sample of patients.
The association between implementation and outcome of a complex care program for frail elderly people
Ruikes, F.G.H. ; Gaal, B.G.I. van ; Oudshoorn, L. ; Zuidema, S.U. ; Akkermans, R.P. ; Assendelft, W.J.J. ; Koopmans, R.T.C.M.
2018, Article / Letter to editor (Family Practice, vol. 35, iss. 1, (2018), pp. 6)
The Association between Malnutrition and Oral Health in Older People: A Systematic Review
Algra, Y. ; Haverkort, L. ; Kok, W. ; Etten-Jamaludin, F van ; Schoot, L. ; Hollaar, V.R.Y. ; Naumann, E. ; Schueren, M.A.E. de van der ; Jerković-Ćosić, K
2021, Article / Letter to editor (Nutrients, vol. 13, (2021))
The association between nutritional status and frailty characteristics among geriatric outpatients.
Kurkcu, M. ; Meijer, R.I. ; Lonterman, S. ; Muller, M. ; Schueren, M.A.E. de van der
2018, Article / Letter to editor (Clinical nutrition ESPEN, (2018), pp. 112-116)
The association of weight loss with one-year mortality in hospital patients, stratified by BMI and FFMI subgroups.
Schueren, M.A.E. de van der ; Smoker, M. de ; Leistra, E. ; Kruizinga, H.M.
2018, Article / Letter to editor (Clinical Nutrition, vol. 37, iss. 5, (2018), pp. 1518-1525)
The cognitive costs of managing emotions: A systematic review of the impact of emotional requirements on cognitive performance
Hofstee, G. ; Jansen, P.G.W. ; Lange, A.H. de ; Spisak, B.R. ; Swinkels, M.
2020, Article / Letter to editor (Work and Stress, vol. 35, iss. 3, (2020), pp. 301-326)
The competence of social entrepreneurship : A multidimensional competence approach
Orhei, Loredana
2011, Part of book or chapter of book (, pp. 87-106)This paper is aimed at presenting a theoretical definition for the construct of social entrepreneurship as competence for the social economy in Europe. This definition is part of a study that was designed and developed in two phases. This paper will present only the results of the first one: the formulation of a hypothetical model for social entrepreneurship as competence in social economy. The formulation is based on specifications of the concepts of competence and social entrepreneurship, as a result of extensive literature review, and analysis of theoretical considerations. The result is a model that was constructed on the multidimensional holistic approach to competence, using Austin e. al. (2006) definition of social entrepreneurship to describe the outcomes of the competence, within the framework of the social economy in Europe. The next step will be validation of the construct with a selected target group based in Romania and the Netherlands as geographical regions within the social economy in Europe.
The Concept of Data Model Patterns Based on Fully Communication Oriented Information Modeling (FCO-IM)
Bakema, G.P. ; Santoso, O.S. ; Sitohang, B. ; Nur Azizah, F.
2010, Article / Letter to editor (B Journal of Information and Communication Technology, vol. 4, iss. 1, (2010), pp. 47-66)The use of patterns in a design process, including data modeling, is an attempt to create a better solution to a problem. We propose the use of data model patterns, organized in a pattern language, and based on Fully Communication Oriented Information Modeling (FCO-IM) as the modeling approach, as a standard to produce high quality data models. We introduce the concept of Information Grammar for Pattern (IGP) which works as a kind of template to generate FCO-IM?s Information Grammar (IG). IGP is also used to define the relations among patterns. Based on how they are abstracted, we also define 3 types of IGP. The IGP provides the basic idea for the pattern language of data model patterns based on the relations among patterns.
The ConsuMEER study: a randomised trial towards the effectiveness of protein-rich ready-made meals and protein-rich dairy products in increasing protein intake of community-dwelling older adults after switching from self-prepared meals towards ready-made meals.
Borkent, J.W. ; Beelen, J. ; Linschooten, J.O ; Roodenburg, J.A ; Schueren, M.A.E. de van der
2019, Article / Letter to editor (Journal of Nutritional Science, vol. 8, (2019))
The Contribution of Conceptual Independence to IT Infrastructure Flexibility:The Case of openEHR.
Tarenskeen, D. ; Wetering, R. van de ; Bakker, R.R. ; Brinkkemper, S.
2020, Article in monograph or in proceedings (Project: Hospital’s IT infrastructure capability and digital capabilities, pp. 233-244)In the Netherlands demands on IT support in healthcare organizations are increasing. New visions on healthcare focus on patient-centered healthcare, where mutual consultation among healthcare professionals in the network becomes a standard process. Recent governmental regulations prescribe that patients must be able to access personal health records. IT flexibility is needed to allow organizations to meet new demands. In this study, we focus on Conceptual Independence (CI) be-cause CI, as a design principle, can improve the adaptability of Information Systems (IS). Software with CI operates on flexible data models that are independent of the CI based application. Therefore, it is claimed that a standalone IS becomes more flexible with CI. We extend the claim by demonstrating that CI affects the flexibility of the entire IT infrastructure. We investigate which dimensions of IT flexibility are responsible for the improvement. Multi-case study research has been performed following a mixed-methods approach in 10 mental healthcare organizations. Five have implemented openEHR, a proxy for CI, and five have not. Data has been collected with a questionnaire of IT infrastructure flexibility and semi-structured interviews. The data synthesis shows a positive effect of CI on IT flexibility, as CI increases the adaptability of IS, transparency and standardization of the IT infrastructure. Mean scores of openEHR organizations and other organizations on the questionnaire of IT infrastructure flexibility Mean scores of openEHR organizations and other organizations on the questionnaire of IT infrastructure flexibility … Reuse and modularity P2: Reuse of functionality increases Modularity of IT infrastructure Reuse and modularity P2: Reuse of functionality increases Modularity of IT infrastructure … Accessibility of data Accessibility of data … Mean Scores for Organizations on IT Infrastructure Flexibility Questionnaire Mean Scores for Organizations on IT Infrastructure Flexibility Questionnaire … Hypothesis Test Summary -Means Hypothesis Test Summary -Means … Figures - uploaded by Rogier van de WeteringAuthor content Content may be subject to copyright.
The decline in physical activity in aging people is not modified by gender or the presence of cardiovascular disease.
Achttien, R. ; Lieshout, J.V. ; Wensing, M. ; Nijhuis-van der Sanden, M.W.G. ; Staal, J.B.
2019, Article / Letter to editor (European Journal of Public Health, (2019))
The design of the SAFE or SORRY? study : A cluster randomised trial on the development and testing of an evidence based inpatient safety program for the prevention of adverse events
Gaal, B.G.I. van ; Achterberg, Theo van ; Hulscher, Marlies ; Borm, George ; Mintjes, Joke ; Koopmans, R.T. ; Schoonhoven, Lisette
2009, Article / Letter to editor (BMC Health Services Research, vol. 2009, iss. 9, (2009), pp. 58)Patients in hospitals and nursing homes are at risk of the development of, often preventable, adverse events (AEs), which threaten patient safety. Guidelines for prevention of many types of AEs are available, however, compliance with these guidelines appears to be lacking. Besides general barriers that inhibit implementation, this non-compliance is associated with the large number of guidelines competing for attention. As implementation of a guideline is time-consuming, it is difficult for organisations to implement all available guidelines. Another problem is lack of feedback about performance using quality indicators of guideline based care and lack of a recognisable, unambiguous system for implementation. A program that allows organisations to implement multiple guidelines simultaneously may facilitate guideline use and thus improve patient safety. The aim of this study is to develop and test such an integral patient safety program that addresses several AEs simultaneously in hospitals and nursing homes. This paper reports the design of this study. The patient safety program addresses three AEs: pressure ulcers, falls and urinary tract infections. It consists of bundles and outcome and process indicators based on the existing evidence based guidelines. In addition it includes a multifaceted tailored implementation strategy: education, patient involvement, and a computerized registration and feedback system. The patient safety program was tested in a cluster randomised trial on ten hospital wards and ten nursing home wards. The baseline period was three months followed by the implementation of the patient safety program for fourteen months. Subsequently the follow-up period was nine months. Primary outcome measure was the incidence of AEs on every ward. Secondary outcome measures were the utilization of preventive interventions and the knowledge of nurses regarding the three topics. Randomisation took place on ward level. The results will be analysed separately for hospitals and nursing homes. Major challenges were the development of the patient safety program including a digital registration and feedback system and the implementation of the patient safety program.
The Desirable Scale", impact of scale on group mix and social quality in assisted living facilities.
Spierings, Dort
2012, Part of book or chapter of book (, pp. 88-102)In order to be able to age in place, Dutch elderly are being housed in Assisted Living Facilities (ALFs) for over 25 years. Here they can live independently and rely on care and services. The physical scale of ALFs ranges from 30 up to 300 residents. This paper presents the findings of a multiple case study of 24 projects regarding the impact of physical scale on group mix and social quality. The projects in the population included groups with heavier care need than presumed, leading to two contrary effects: a positive influence of vital elderly on social interaction and informal care, and a negative influence on vital elderly being confronted by the perspective of a more care de-manding future, especially due to the inclusion of people with dementia. However, due to a changing policy and housing demands of elderly, they live longer at home, leading to a higher care needing population within ALFs. These changes undermine the concept of Assisted Living Facilities.
The determinants of reduced dietary intake in hospitalised colorectal cancer patients.
Werf, A. van der ; Arthey, K. ; Hiesmayr, M. ; Sulz, I. ; Schindler, K. ; Laviano, A. ; Langius, J.A.E. ; Schueren, M.A.E. de van der
2018, Article / Letter to editor (Supportive Care in Cancer, vol. 26, iss. 6, (2018), pp. 2039-2047)
The differential effects of task complexity on domain-specific and peer assessment skills
Könings, K. ; Sluijsmans, Dominique ; Zundert, Marjo van ; Merriënboer, J.J.G. van
2012, Article / Letter to editor (Educational Psychology (Abingdon, Oxfordshire), vol. 32, iss. 1, (2012), pp. 127-146)In this study the relationship between domain-specific skills and peer assessment skills as a function of task complexity is investigated. We hypothesised that peer assessment skills were superposed on domain-specific skills and will therefore suffer more when higher cognitive load is induced by increased task complexity. In a mixed factorial design with the between-subjects factor task complexity (simple, n?=?51; complex, n?=?59) and within-subjects factor task type (domain-specific, peer assessment), secondary school students studied four integrated study tasks, requiring them to learn a domain-specific skill (i.e. identifying the six steps of scientific research) and to learn how to assess a fictitious peer performing the same skill. Additionally, the students performed two domain-specific test tasks and two peer assessment test tasks. The interaction effect found on test performance supports our hypothesis. Implications for the teaching and learning of peer assessment skills are discussed.

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