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1.
Kaisu H. Pitkälä Harriet Finne-Soveri Susanna Immonen Tuuli Lehti Ida Tiilikainen Teppo Vesterinen 《Educational gerontology》2018,44(4):276-287
This article describes a new type of team training that involves undergraduate students of medicine, students from the Aalto University (industrial engineering and management, architecture, information networks, collaborative and industrial design and bioinformation technology) and specialized home care nurses. During the course, the students learned interdisciplinary teamwork and created innovations in the care of older people. The 18 participants formed six microteams (three persons in each team: one specialized nurse, one medical student and one from Aalto University). The course consisted of two seminars and 3 full days of home visits to older people’s homes. Participants were encouraged to make one innovation in each home visit that would improve the older person’s well-being or streamline the processes of home care. During the course, the participants promptly formed tight teams. They valued the know-how of the other team members and learned openly from each other. They also created a number of practical innovations in home care which they presented to executives of older people’s care in a final seminar. The course received very good feedback from the students.
This course is an encouraging example of how gerontological interdisciplinary team training may be successfully applied. The article describes both the learning outcomes and the innovations the students produced during their home visits. It also discusses the learning theories behind effective interdisciplinary team learning. 相似文献
2.
Universities face increasing global competition, pressuring them to restructure and find new identities. A multidimensional model: identity, image and reputation of strategic university identity and reputation work is developed. The model includes: organizational identity; employee and student attitudes; symbolic identity; influence from buildings, artefacts and reputation; and external stakeholders’ valuations. Image perceptions among employees, students and external stakeholders are proposed to have a transition-mediating function with respect to university identity. The model serves as an analytical tool for both academic scholars and university administrators in the strategic work with university identity, image and reputation, and aim to clarify the complex relations between these concepts. 相似文献
3.
Background and objectives: Although randomized controlled trials (RCTs) have been performed to alleviate loneliness among older people, little is known about how they have been implemented, or whether they are effective in real life. Our RCT-based model, “Circle of Friends” (CoF) proved to be effective in improving the wellbeing, health and cognition of lonely older people. Over 10 years we have systematically trained 752 professional facilitators of lonely older people’s CoF groups. This study aims to explain how this training has succeeded in practice and to describe the outcomes of CoF implementation. Research Design and Methods: Survey data were gathered in 2006–2016 from trained facilitators (n = 319) and CoF participants (n = 1041). Results: The CoF has been disseminated in 80 municipalities in Finland. The trained CoF facilitators have maintained the original key elements and structure of the model fairly well in its implementation and dissemination processes. The main objectives of CoF – the alleviation of loneliness, making new friends, and members continuing meetings on their own – have remained the facilitators’ priority. The CoF socially activates older participants, as 67% organized group meetings after the facilitated process. However, the CoF has become diluted in some aspects during its dissemination, as a small proportion of trained facilitators have implemented the model in their own way. Discussion and Implications: The CoF may be an encouraging example of how an original RCT model with a rigorous training program can be implemented and disseminated in real-life settings over 10 years. 相似文献
4.
Kaisu H. Pitkala L. Blomquist P. Routasalo M. Saarenheimo E. Karvinen U. Oikarinen 《Educational gerontology》2013,39(10):821-833
With the substantial growth of an aging population, professionals in gerontology need to know how to work with groups of older people. Group work has become a popular means of helping the elderly, for example, to cope with losses (support groups) and to engage in social activities with peers (groups in day centers) as well as to support caregivers of dementia patients (caregivers' groups). We started group interventions to relieve loneliness among older people and developed long-term training to enhance the group leadership skills of professionals and to promote their self-reflection capabilities. Our training process consciously took advantage of constructive learning theory and a reflective learning model. The education process used modern activating learning methods to attain its goals. In this article we describe the main steps of this educational process and show the results of the trainees' evaluation, how they experienced the training process, and how the learning objectives were achieved. 相似文献
5.
Hautala A Martinmaki K Kiviniemi A Kinnunen H Virtanen P Jaatinen J Tulppo M 《Journal of sports sciences》2012,30(6):563-569
We hypothesised that habitual physical activity (PA) together with progressive endurance training contributes to the differences in training response (Δ[V(·)]O(2max)) in healthy and physically active male participants. Twenty volunteers (age 30±3 years and [V(·)]O(2max) 54±7 ml·kg?1·min?1) participated in an eight-week training program which included four to six heart rate-guided exercise sessions weekly. PA data over the whole period were collected by an accelerometer-equipped wristwatch. Individual relative intensities of endurance training and PA were separately determined by adjusting to [V(·)]O(2max) reserve and calculated as mean daily duration (min) of training and PA at light, moderate, high and very high intensity levels. [V(·)]O(2max) increased 6.4±4.1% (p < 0.0001) during the training period. Δ[V(·)]O(2max) correlated with the amount of habitual PA that was mainly of light intensity (r = 0.53, p = 0.016), but not with the duration of moderate, high or very high intensity PA (p = ns for all). Age, body mass index, and daily amount of training at any intensity level of exercise were not related to Δ[V(·)]O(2max) (p = ns for all). In conclusion, a high amount of habitual PA together with prescribed endurance training was associated with good training response in physically active males. 相似文献
6.
In this study, we examined the effects of augmented kinematic knowledge of performance (KP) on shooting performance and learning. Knowledge of performance described the aiming trajectory of the rifle barrel. The effects of knowledge of performance were evaluated in terms of shooting accuracy (shooting score), variability of the shooting score (root mean square error) and rifle stability (x- and y-deviation of rifle movement). The participants (n = 40) were randomly assigned to one of four groups: no-KP, 50% KP, 100% KP and a control group. The three experimental groups performed 480 shots during a 4 week acquisition phase in which feedback was provided. No-feedback retention tests were administered at 2 and 10 days after acquisition. There were no differences between groups during acquisition. In the 2 day retention test, the mean shooting score of the group receiving 100% knowledge of performance was significantly higher than that of the other groups. Furthermore, variability in shooting score for the 100% KP group was lower than that for the 50% KP and control groups. No significant differences were found in rifle stability between the experimental groups. In summary, a high frequency of kinematic knowledge of performance improved shooting accuracy, but the effect appeared to be temporal, disappearing in the 10 day retention test. Given that a parallel effect was not found in rifle stability, future research should focus on examining the reasons for this improvement in shooting score. 相似文献
7.
Kaisu Mononen Jukka T. Viitasalo Niilo Konttinen Pertti Era 《Journal of sports sciences》2013,31(10):867-876
Abstract In this study, we examined the effects of augmented kinematic knowledge of performance (KP) on shooting performance and learning. Knowledge of performance described the aiming trajectory of the rifle barrel. The effects of knowledge of performance were evaluated in terms of shooting accuracy (shooting score), variability of the shooting score (root mean square error) and rifle stability (x- and y-deviation of rifle movement). The participants (n = 40) were randomly assigned to one of four groups: no-KP, 50% KP, 100% KP and a control group. The three experimental groups performed 480 shots during a 4 week acquisition phase in which feedback was provided. No-feedback retention tests were administered at 2 and 10 days after acquisition. There were no differences between groups during acquisition. In the 2 day retention test, the mean shooting score of the group receiving 100% knowledge of performance was significantly higher than that of the other groups. Furthermore, variability in shooting score for the 100% KP group was lower than that for the 50% KP and control groups. No significant differences were found in rifle stability between the experimental groups. In summary, a high frequency of kinematic knowledge of performance improved shooting accuracy, but the effect appeared to be temporal, disappearing in the 10 day retention test. Given that a parallel effect was not found in rifle stability, future research should focus on examining the reasons for this improvement in shooting score. 相似文献
8.
Viitasalo J Mononen H Norvapalo K 《Sports biomechanics / International Society of Biomechanics in Sports》2003,2(1):15-34
Range in javelin throwing is determined by the release parameters and aerodynamic factors. The current study was designed to investigate the effects of release speed, release angle and uncorrected angle of attack measured at the foul line on the official javelin throwing result. The data were collected in international competitions for 26 elite male and 15 elite female javelin throwers (total 248 throws). Multiple regression models were constructed to predict the range of throw for a) individual throwers, b) a group of throwers using the mean value for each thrower in the analysis, and c) all individual throws registered for each gender separately. The data collection was carried out using a computerised photocell gate that consists of two invisible infrared walls two metres apart, perpendicular to the throwing direction. Release speed was found to have the highest correlation with the official throwing result. The three release parameters accounted for 56% of the variance in the official result for the male and 51% for the female throwers. For individual male and female throwers, the variance explained by the model was between 46 and 87%. Among the individual male throwers an increase of 1 m.s-1 in the release speed from 29 to 30 m.s-1 was calculated to increase the official result between 2.12 to 6.14 m while among the female throwers the effect of increase from 24 to 25 m.s-1 in the release speed was from 2.25 to 3.68 m. The study emphasises the importance of investigating javelin throwing biomechanics on an individual thrower basis. 相似文献
9.
This paper reports the results of the improving thinking skills (ITS-1) intervention study on the thinking skills of low-achieving first graders. The intervention programme consists of 12 lessons, each lasting for 45 min. Lessons offer enriched-discovery learning activities and tasks to be solved through inductive reasoning. We used a quasi-experimental approach, with pre-, immediate post- and delayed post-tests conducted among intervention and control groups. The following groups were formed from a total of 149 first graders on the basis of the thinking skills measure: low-achieving (SD) intervention group (LowI) (n = 9) and two control groups, comprising both low-achieving (LowC) (n = 18) and well-performing (≥?1 SD) groups (WellC) (n = 122). Thinking skills, mathematical skills, listening comprehension skills and reading fluency were measured. The results showed that in the beginning of the study, there were differences in thinking skills, mathematical skills, listening comprehension skills and reading fluency between the LowI and WellC groups, but the LowI group was able to reach the level of their well-performing peers at the end of the intervention in all measures. The discussion focuses on the implications of intervention research, educational practice and responsiveness to intervention. 相似文献
10.
This study examined the impact of a procedure implemented and used at one Swedish university to promote integration of the concept of sustainability into courses. The study is based on a literature study and a case study at the University of Gävle in Sweden, where faculty members are asked to classify their courses and research funding applications regarding the contributions thereof to sustainable development. The results of the study indicated that this procedure can indeed stimulate faculty members to integrate sustainable development in their courses. It is clear that the reported changes in courses were also influenced by other factors such as the increased general awareness of environmental issues. 相似文献