Negative expertise: comparing differently tenured elder care nurses' negative knowledge     

Martin Gartmeier  Erno Lehtinen  Hans Gruber  Helmut Heid 《European Journal of Psychology of Education - EJPE》2011,26(2):273-300

Negative expertise is conceptualised as the professional's ability to avoid errors during practice due to certain cognitive agencies. In this study, negative knowledge (i.e. knowledge about what is wrong in a certain context and situation) is conceptualised as one such agency. This study compares and investigates the negative knowledge of elder care nurses at three different levels of professional experience. Thereby, various forms of negative knowledge—declarative, procedural, self-reflective and vicarious—are investigated. Moreover, the specificity of negative knowledge is compared across different levels of professional experience. Verbal data was collected from a prompting task study of 37 elder care nurses. These were prompted 20 diagnoses of varying typicality for the professional field. The nurses were asked what was critical to pay attention to and what ought to be avoided in case of these diagnoses. The study's results reveal a significant superiority of highly tenured elder care nurses in vicarious negative knowledge, as well as in highly specified negative knowledge. Procedural and procedural negative knowledge (PNK)—which are the most important facets in quantitative terms—show an approximately parallel developmental pattern among the different groups. For declarative knowledge, a U-shaped intermediate effect was discovered. It is concluded that PNK has the most immediate error-preventive function. With regards to future research, the great specificity of highly tenured elder care nurses' negative knowledge discovered in this study is discussed here as one possible explanation as to why they are able to intentionally avoid errors (i.e. their negative expertise).  相似文献   

Shortcomings of the human brain and remedial action by religion     

K. Helmut Reich 《Cultural Studies of Science Education》2010,5(1):157-162

There is no consensus as to whether, and if so, in which regard and to what extent science and religion is needed for human survival. Here a circumscribed domain is taken up: the sovereignty and sufficiency of the human brain in this context. Several of its shortcomings are pointed out. Religion and other aspects of culture are needed for remedial action. To determine such an action, a broad-based dialogue is required, based on the most promising ontology and epistemology as well as on appropriate logics.  相似文献   

Cystische Fibrose     

Lili Kazemi-Shirazi  Angela Zacharasiewicz  Christina Smaczny  Helmut Ellemunter 《Wiener klinische Wochenschrift Education》2013,8(1):15-42

  相似文献   

Landmarks     

Gordon Sutherland  Helmut Schelsky  Kalman H. Silvert  Donald G. MacRae  A. Hunter Dupree 《Prospects》1992,22(3):255-262

  相似文献   

International trends in health science librarianship: Part 2--Northern Europe     

Dollfuss H  Bauer B  Declève G  Verhaaren H  Utard-Wlerick G  Bakker S  Leclerq E  Murphy J 《Health information and libraries journal》2012,29(2):166-171

This is the third in a series of articles exploring international trends in health science librarianship in the first decade of the 21st century. The invited authors were asked to reflect on developments in their country--viz. Austria, Belgium, France and the Netherlands. Future issues will track trends in the Nordic countries, Southern Europe and Latin America. JM.  相似文献   

Factors affecting teachers’ student-centered classroom computer use     

Helmut Felix Friedrich  Aemilian Hron 《Educational Media International》2013,50(4):273-285

The present study aims at investigating which factors are relevant to induce teachers’ student-centered classroom computer use. Survey data were collected from 361 teachers at comprehensive schools. Based on a systemic view of technology use in schools, different individual teacher characteristics and school contextual factors were examined. Results from a four-step hierarchical regression reveal that student-centered classroom computer use could be significantly predicted by certain contextual factors: the type of school (secondary modern and high school), the existence of an ICT school policy plan, as well as by the individual teacher characteristics of belief in constructivist pedagogy and their frequency of classroom computer use. The final regression model accounted for approximately 31% of the variance in the outcome measure for these factors.  相似文献   

Different models of social and emotional needs consultation and support in German schools     

Helmut Reiser  Marc Willmann  Michael Urban  Nicole Sanders 《欧洲特需教育杂志》2013,28(1):37-51

  相似文献   

„Echte Sportler“ — „Gute Soldaten“     

Klaus Cachay  Steffen Bahlke  Helmut Mehl  Michael Krüger 《Sportwissenschaft》2002,32(3):339-344

  相似文献   

Letter to the editor     

Helmut Schwarzer 《Publishing Research Quarterly》1988,4(1):77-77

  相似文献   

A comment upon Fordism in distance education in relation to the reunification process in Germany     

Helmut Fritsch 《Distance Education》1995,16(2):302-308

  相似文献