Browse by Lectorate "Externe organisatie"

Now showing items 1-15 of 15

What does the nurse practitioner mean to you? A patient-oriented qualitative study in oncological/palliative care
Dusseldorp, L. van ; Groot, M. ; Adriaansen, M.J.M. ; Vught, A.J.A.H. van ; Vissers, K. ; Peters, J.
2018, Article / Letter to editor (Journal of Clinical Nursing, vol. 28, iss. 3-4, (2018), pp. 589-602)
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)
Pijn meten op de intensive care
Dijkstra, Pieter ; Pouwels, J. ; Bakker, L.
2012, Part of book or chapter of book (, pp. 203-211)Venticare geeft onder de naam Capita selecta ieder jaar een interessante verzameling artikelen uit op het gebied van de intensive care-geneeskunde. Alle artikelen zijn geschreven door deskundigen uit het vakgebied. De nadruk ligt op de praktische toepasbaarheid van de beschreven stof.
Leren voor morgen : Trends in onderwijs en de implicaties daarvan voor de lerarenopleidingen
Eldik, Sabine van ; Lokman, B.C. ; Vijlder, F.J. de ; Bakker, Dorine ; Peters, M.J. ; Kingma, Marius
2011, External research report De lerarenopleidingen vervullen een scharnierfunctie in ons onderwijsbestel. In de lerarenopleidingen worden jonge mensen voorbereid op de vervulling van een belangrijke publieke taak, namelijk het verzorgen van onderwijs aan leerlingen in het primair en voortgezet onderwijs en in het middelbaar beroepsonderwijs. ‘Leren voor morgen’ betekent daarom dat de lerarenopleidingen een spilfunctie moeten vervullen in de innovatie van het onderwijs, moeten voorbereiden op zich ontluikende innovaties in dat onderwijs én actie moeten bijdragen aan die innovaties door middel van onderzoek. Wie leraar is, draagt een bijzondere maatschappelijke verantwoordelijkheid. Dus wat betekent dat voor degenen die leraren opleiden en professionaliseren?
Intraprofessional workplace learning in postgraduate medical education: a scoping review
Teheux, L ; Coolen, EHAJ ; Draaisma, JMT ; Visser, M. ; Scherpbier-de Haan, ND ; Kuijer, W. ; Velden, JAEM van der
2021, Article / Letter to editor (BMC Medical Education, vol. 21, iss. 1, (2021))Background Residents need to be trained across the boundaries of their own specialty to prepare them for collaborative practice. Intraprofessional learning (i.e. between individuals of different disciplines within the same profession) has received little attention in the postgraduate medical education literature, in contrast to the extensive literature on interprofessional learning between individuals of different professions. To address this gap, we performed a scoping review to investigate what and how residents learn from workplace-related intraprofessional activities, and what factors influence learning. Methods The PRISMA guidelines were used to conduct a scoping review of empirical studies on intraprofessional workplace learning in postgraduate medical education published between 1 January 2000 to 16 April 2020 in Pubmed, Embase, PsycINFO, ERIC and Web of Science. This study applied 'best fit' framework-based synthesis to map the existing evidence, using the presage-process-product (3P) model developed by Tynjala (2013). Results Four thousand three hundred thirty records were screened, and 37 articles were included. This review identified influencing (presage) factors that derived from the sociocultural environment, learner and learning context. Studies described that complexity of care can both facilitate and hinder learning. Furthermore, intraprofessional learning is threatened by professional stereotyping and negative perceptions, and awareness of learning opportunities and explicit reflection are critical in intraprofessional workplace learning. Studies described a range of informal and formal intraprofessional activities (process) under the headings of collaboration in clinical practice, rotations or placements, formal educational sessions and simulated workplace training. In general, learners responded well and their attitudes and perceptions improved, learners reported increased knowledge and skills and positive behavioural changes (product). Learning outcomes were reported in the domains of patient-centred care, collaborative attitudes and respect, mutual knowledge and understanding, collaborative decision making, communication, leadership, teamwork and reflexivity. Conclusions This review gives insight into the high learning potential of intraprofessional activities. Many of the included studies relied on self-reported perceptions of change, therefore, future research should focus on generating more robust evidence including objectively examined outcome measures. This review offers a comprehensive overview of the factors that influence intraprofessional workplace learning in postgraduate medical education. Finally, we provide recommendations for enhancing intraprofessional learning in clinical practice.
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)
Impact of nurse practitioner care on patients with chronic conditions
Dusseldorp, L. van ; Groot, M. ; Adriaansen, M.J.M. ; Vught, A.J.A.H. van ; Vissers, K. ; Peters, J.
2020, Article / Letter to editor (Journal of the American Association of Nurse Practitioners, (2020))
Gaat u investeren of toch niet?
Bakker, J. ; Houten, T. van
2010, Article / Letter to editor (HAN Business Publications, vol. 2010, iss. 3, (2010), pp. 77-82)Toegegeven. Het is voor veel organisaties momenteel niet eenvoudig om aan een goede financiering te komen. Maar investeringen blijven belangrijk, ook in recessietijden. De omvang en samenstelling van het kapitaal bepalen namelijk de toekomstige financiële positie. Foute beslissingen op dit gebied – zoals het afzien van investeringen – kunnen ertoe leiden dat de organisatie in de problemen komt, juist als de economie weer aantrekt. Dit artikel beschrijft een stappenplan om tot een verantwoorde investering te komen.
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 of Mindfulness-Based Stress Reduction on employees' mental health: A systematic review.
Janssen, M.H.M.G. ; Heerkens, Y.F. ; Kuijer, W. ; Heijden, B. van der ; Engels, J.A.
2018, Article / Letter to editor (PLoS One, vol. 13, iss. 1, (2018), pp. e0191332)OBJECTIVES: The purpose of this exploratory study was to obtain greater insight into the effects of Mindfulness-Based Stress Reduction (MBSR) and Mindfulness-Based Cognitive Therapy (MBCT) on the mental health of employees. METHODS: Using PsycINFO, PubMed, and CINAHL, we performed a systematic review in October 2015 of studies investigating the effects of MBSR and MBCT on various aspects of employees' mental health. Studies with a pre-post design (i.e. without a control group) were excluded. RESULTS: 24 articles were identified, describing 23 studies: 22 on the effects of MBSR and 1 on the effects of MBSR in combination with some aspects of MBCT. Since no study focused exclusively on MBCT, its effects are not described in this systematic review. Of the 23 studies, 2 were of high methodological quality, 15 were of medium quality and 6 were of low quality. A meta-analysis was not performed due to the emergent and relatively uncharted nature of the topic of investigation, the exploratory character of this study, and the diversity of outcomes in the studies reviewed. Based on our analysis, the strongest outcomes were reduced levels of emotional exhaustion (a dimension of burnout), stress, psychological distress, depression, anxiety, and occupational stress. Improvements were found in terms of mindfulness, personal accomplishment (a dimension of burnout), (occupational) self-compassion, quality of sleep, and relaxation. CONCLUSION: The results of this systematic review suggest that MBSR may help to improve psychological functioning in employees.
Een nieuw gezondheidsinitiatief: Wat vraagt dat van de burger en de professional in het samen werken en leren?
Lovink, M.H. ; Kuijer, W. ; Rutten, G.M.J. ; Laurant, M.G.H.
2019, Part of book or chapter of book (Grensoverstijgend samen werken, leren en opleiden in het sociaal en gezondheidsdomein)
De student als change agent? Grensoverschrijdend leren en werken ter verbetering van geïntegreerde zorg
Thijssen, M.C.E. ; Hoeve, A. ; Kuijer, W.
2019, Part of book or chapter of book (Kuijer, W.; Weijzen, S.; Vijlder, F de (ed.), Grensoverstijgend samenwerken, leren en opleiden in het sociaal- en gezondheidsdomein, pp. 68-76)
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)
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)
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)

Now showing items 1-15 of 15

Browse by Lectorate "Externe organisatie"

Browse

All of HAN Publications

This Collection