Browsing Han Publications by Author "Nieuwenhuis, A.F.M."

Now showing items 1-21 of 21

Adaptivity between professional learning and education: the development of flexible expertise in work-based-settings
Nieuwenhuis, A.F.M. ; Fluit, L. ; Kuijer, W.
2021, Part of book or chapter of book (Malloch, M.; Cairns, L.; Evans, K. (ed.), The Sage Handbook of Learning and Work)
Sparkcentres: creating a sustainable interprofessional learning continuem in professional practice
Kuijer, W. ; Bruijn, S. de ; Hendriks, Ivo ; Weijzen, S. ; Nieuwenhuis, A.F.M. ; Scherpbier, N.
2021, Part of book or chapter of book (Joosten-Hagye, D.; Khalili, H. (ed.), Interprofessional Education and Collaborative Practice- micro, meso, and macro approaches across the lifespan)
Enabling visibility of the clinician-scientists' knowledge broker role: a participatory design research in the Dutch nursing-home sector
Barry, M. ; Kuijer, W. ; Persoon, A. ; Nieuwenhuis, A.F.M. ; Scherpbier, N.
2021, Article / Letter to editor (Health Research Policy and Systems, vol. 19, iss. 1, (2021))Background A group of clinician-scientists and managers working within a Dutch academic network, experienced difficulties in clearly defining the knowledge broker role of the clinician-scientists. They found no role clarity in literature, nor did they find tools or methods suitable for clinician-scientists. Clarifying role expectations and providing accountability for funding these knowledge broker positions was difficult. The aim of this research was to design a theory-informed tool that allowed clinician-scientists to make their knowledge broker role visible. Methods A participatory design research was conducted in three phases, over a 21-month period, with a design group consisting of an external independent researcher, clinician-scientists and their managers from within the academic network. Phase 1 constituted a literature review, a context analysis and a needs analysis. Phase 2 constituted the design and development of a suitable tool and phase 3 was an evaluation of the tool's perceived usefulness. Throughout the research process, the researcher logged the theoretic basis for all design decisions. Results The clinician-scientist's knowledge broker role is a knowledge-intensive role and work-tasks associated with this role are not automatically visible (phase 1). A tool (the SP-tool) was developed in Microsoft Excel. This allowed clinician-scientists to log their knowledge broker activities as distinct from their clinical work and research related activities (phase 2). The SP-tool contributed to the clinician-scientists' ability to make their knowledge broker role visible to themselves and their stakeholders (phase 3). The theoretic contribution of the design research is a conceptual model of professionalisation of the clinician-scientist's knowledge broker role. This model presents the relationship between work visibility and the clarification of functions of the knowledge broker role. In the professionalisation of knowledge-intensive work, visibility contributes to the definition of clinician-scientists broker functions, which is an element necessary for the professionalisation of an occupation. Conclusions The SP-tool that was developed in this research, contributes to creating work visibility of the clinician-scientists' knowledge broker role. Further research using the SP-tool could establish a clearer description of the knowledge broker role at the day-to-day professional level and improved ability to support this role within organisations.
Effects on staff outcomes and process evaluation of the educating nursing staff effectively (TENSE) program for managing challenging behavior in nursing home residents with dementia: A cluster-randomized controlled trial
Bielderman, A. ; Nieuwenhuis, A.F.M. ; Hazelhof, TJGM ; Gaal, B.G.I. van ; Schoonhoven, Lisette ; Akkermans, R. ; Spijker, A ; Koopmans, R.T.C.M. ; Gerritsen, D.L.
2021, Article / Letter to editor (International Journal of Nursing Studies, vol. 120, (2021))Background: Challenging behavior is prevalent in people with dementia residing in nursing homes and places a high burden on the nursing staff of dementia special care units. This study evaluates an educational program for nursing staff for managing challenging behavior: The Educating Nursing Staff Effectively (TENSE) program. This program can be tailored to care organizations' wishes and needs and combines various learning styles. Objective: The aim of this cluster-randomized controlled trial was to examine the short-term (3 months) and long-term (9 months) effects of the TENSE training program on experienced stress, work contentment, and stress reactions at work in nursing staff working in dementia special care units. Design: Cluster-randomized controlled trial. Methods: Nursing staff members of 18 dementia special care units within nine nursing homes from different Netherlands regions were randomized into an intervention (n = 168) or control (n = 129) group. The TENSE program consisted of a three-day training course and two follow-up sessions after three and six months, respectively. The primary outcome was stress experienced by nursing staff measured with the Utrecht Burnout Scale - C. Secondary outcomes were work contentment and stress reactions at work. Furthermore, process evaluation data on the reach of and compliance with the program and the program's feasibility and relevance were collected. Data were collected between November 2012 and November 2014. Results: In general, the participants appreciated the quality and relevance of the TENSE training and evaluated the content of the training as beneficial. The TENSE training had no effect on the components of experienced stress, i.e., emotional exhaustion (p = 0.751), depersonalization (p = 0.701), and personal accomplishment (p = 0.182). Furthermore, no statistically significant effects of the intervention on work contentment and stress reactions at work were found. Conclusions: The TENSE training program did not have an effect on experienced stress, work contentment, nor stress reactions at work of nursing staff working in dementia special care units. In future studies, more focus on practicing new skills seems needed. (C) 2021 The Authors. Published by Elsevier Ltd.
Bridging demands on education, innovation and practice-based research; The case of Dutch vocational and professional education
Nieuwenhuis, A.F.M. ; Hoeve, A. ; Kuijer, W. ; Peeters, A.
2019, Part of book or chapter of book (Work-based learning as a pathway to competence-based education - A UNEVOC Network contribution., pp. 273-287)
Innovative Work Based Learning for a Responsive VET: Lessons from Dutch Higher VET
Hoeve, A. ; Kuijer, W. ; Nieuwenhuis, A.F.M.
2019, Part of book or chapter of book (Guile, D; Unwin, L (ed.), The Wiley International Handbook on Vocational Education and Training, pp. 415-432)
Hoe ziet een goede voorbereiding op de beroepspraktijkvorming (bpv) voor mbo studenten niveau 3 en 4 er uit, opdat deze bijdraagt aan de onderlinge afstemming tussen student, school en werkplek?
Timmermans, F.A.M. ; Nieuwenhuis, A.F.M. ; Vlokhoven, H.A. van
2018, External research report
Leergemeenschappen van hogescholen met het werkveld.
Vink, R. ; Nieuwenhuis, A.F.M. ; Neut, I. van der
2018, External research report
Mid-term evaluatie van aanpassing deeltijdprogramma’s HAN.
Nieuwenhuis, A.F.M. ; Nijman, D.J.J.M. ; Peters, M.J.
2018, External research report
Werkend leren in het basis politieonderwijs. Overwegingen, analyses, conclusies en advies.
Nieuwenhuis, A.F.M. ; Nijman, D.J.J.M. ; Glansbeek – Timmermans, F. van
2018, External research report
Werkend leren in het Nederlandse basispolitieonderwijs: achtergrond, stand van zaken en ontwikkeling.
Wennekes, S. ; Jansen, T.G. ; Nieuwenhuis, A.F.M.
2018, Part of book or chapter of book (Opleiding en onderwijs van de politie. Cahiers Politiestudies)
Werkplekleren: een reviewstudie.
Nieuwenhuis, A.F.M. ; Hoeve, A. ; Vlokhoven, H.A. van ; Nijman, D.J.J.M.
2018, Article / Letter to editor (Onderwijs en Gezondheidszorg, vol. 42, iss. 2, (2018), pp. 26-29)
Een leven lang leren, een leven lang onderwijs?
Nieuwenhuis, A.F.M. ; Gielen, Marijn ; Nijman, D.J.J.M.
2018, Article / Letter to editor (Tijdschrift voor Arbeidsvraagstukken, vol. 34, iss. 3, (2018), pp. 298-313)
Kijkkader Professionele Leergemeenschappen
Vink, R. ; Nieuwenhuis, A.F.M. ; Neut, I. van der
2017, External research report
Teamontwikkeling en onderwijskundig leiderschap in het MBO.
Klink, M. van der ; Nieuwenhuis, A.F.M.
2017, External research report
Tussenevaluatie Regionaal Investeringsfonds MBO. In opdracht van ministerie van OCW.
Casteren, W. van ; Jager, C-J. ; Nieuwenhuis, A.F.M.
2017, External research report
Tussentijdse Evaluatie Kwaliteitsafspraken MBO.
Casteren, W. van ; Nieuwenhuis, A.F.M. ; Peters, M.J. ; Timmermans, F.A.M. ; Lange, M. de
2017, External research report
Pedagogisch-didactische vormgeving van werkplekleren in het initieel beroepsonderwijs: een internationale reviewstudie.
Nieuwenhuis, A.F.M. ; Hoeve, A. ; Nijman, D.J.J.M. ; Vlokhoven, H.A. van
2017, External research report
Beroepsonderwijs in de regio: ecosystemen, lerend vermogen en publieke waarde.
Nieuwenhuis, A.F.M. ; Meer, M. van der
2017, External research report
Communities of Practice: a means to support occupational therapists’ continuing professional development. A literature review
Barry, M. ; Kuijer, W. ; Nieuwenhuis, A.F.M. ; Scherpbier, N.
2017, Article / Letter to editor (Australian Occupational Therapy Journal, vol. 64, iss. 2, (2017), pp. 185-193)
Pedagogisch-didactische vormgeving van werkplekleren. Bijdrage aan Symposium “Wat weten we al over over werkplekleren, leeromgevingen op de grens school-beroepspraktijk en het begeleiden van beroepsgericht afstudeeronderzoek? Drie systematische reviewstudies
Nieuwenhuis, A.F.M. ; Hoeve, A. ; Nijman, D.J.J.M. ; Vlokhoven, H.A. van
2017, Article in monograph or in proceedings ()

Now showing items 1-21 of 21

Browsing Han Publications by Author "Nieuwenhuis, A.F.M."

Browse

All of HAN Publications

This Collection