bluuebunny/crossref_metadata_2025 huggingface dataset:
Louisville Awakens
Authors: Goan Melanie Beals
Published: September 2021

Louisville had been a perpetual disappointment to suffrage leaders, experiencing very little growth until 1909. Following the National convention, held there in 1911, it became a stronghold for KERA. This chapter describes the factors that allowed Louisville women to become key players and emphasizes how this new urban, Progressive contingent pushed KERA to broaden its goals and embrace new tactics such as militancy and new constituencies, including Jewish women and working women.
Meeting New Work with New Methods
Authors: Goan Melanie Beals
Published: September 2021

In 1912, Madeline McDowell Breckinridge succeeded Laura Clay as president of KERA, ushering in a new chapter in the Kentucky movement. Breckinridge's leadership coincided with rising militancy across the nation and across the globe. This chapter will explore new splashy tactics and attempts to professionalize KERA's work.
America First
Authors: Nicholson James C.
Published: September 2021

Chapter Six describes the scene surrounding the International Race. New York was abuzz with anticipation, and newspaper readers across America received daily updates from Belmont Park. Thousands of New Yorkers made their first trip to the races despite two days of rain that had rendered the track a soupy mess. English trainer Basil Jarvis's decision not to shoe his horse in footwear designed for mud probably doomed Papyrus's chances. Zev's five-length win thrilled American fans. But given the hardships endured by his opponent, the result felt a bit hollow to some, as though there had been more sizzle than substance to the whole affair. With the victory, jockey Earl Sande exorcised memories of past failures in big races and established himself as the sport's greatest rider as horseracing continued its dramatic resurgence toward mainstream popularity.
Broadway Goes to War
Authors: McLaughlin Robert L. , Parry Sally E.
Published: September 2021

The American theater was not ignorant of the developments brought on by World War II, and actively addressed and debated timely, controversial topics for the duration of the war, including neutrality and isolationism, racism and genocide, and heroism and battle fatigue. Productions such as Watch on the Rhine (1941), The Moon is Down (1942), Tomorrow the World (1943), and A Bell for Adano (1944) encouraged public discussion of the war's impact on daily life and raised critical questions about the conflict well before other forms of popular media. American drama of the 1940s is frequently overlooked, but the plays performed during this eventful decade provide a picture of the rich and complex experience of living in the United States during the war years. McLaughlin and Parry's work fills a significant gap in the history of theater and popular culture, showing that American society was more divided and less idealistic than the received histories of the WWII home front and the entertainment industry recognize.
Vitagraph
Authors: Erish Andrew A.
Published: September 2021

For more than a century, the origin story of the American film industry has been that the founders of Paramount and Fox invented the feature film, that Universal created the star system, and that these three companies (along with the heads of MGM and Warner Bros.) were responsible for developing the multi-billion-dollar business we now know as Hollywood. Unfortunately for history, this is simply not true. Andrew A. Erish's definitive history of this important but oft-forgotten studio compels a reassessment of the birth and development of motion pictures in America. Founded in 1897, the Vitagraph Company of America (later known as Vitagraph Studios) was ground zero for American cinema. By 1907, it was one of the largest film studios in America, with notable productions including the first film adaptation of Les Misérables (1909); The Military Air-Scout (1911), considered to be one of the first aviation films; and the World War I propaganda film The Battle Cry of Peace (1915). In 1925, Warner Bros. purchased Vitagraph and all of its subsidiaries and began to rewrite the history of American cinema. Drawing on valuable primary material overlooked by other historians, Erish challenges the creation myths marketed by Hollywood's conquering moguls, introduces readers to many unsung pioneers, and offers a much-needed correction to the history of commercial cinema.
Nacionalism o e Federalismo, Tópicos de Pensamento Político Português No 1.° Quartel do Século XX
Authors: Castro Leal Ernesto ,   Philosophy Documentation Center
Published: September 2021

This paper aims the systematisation of historical dynamics and political conceptualisations around Portuguese nationalism and federalism, between 1901 and 1926. Used by several doctrinists and political programmes as ideological references, such concepts have suffered multiple appropriations. To be stressed is the doctrinal diversity of the Portuguese nationalism, strongly influenced by an epoch determined by the emergence of European nationalisms and the struggle among hegemonic powers. Inside them, according to Fernand Braudel, «violent units» were manifest but condemned to failure, since «violence was never enough for anyone to take control over the whole European household».
The Tragedy of the Commons and Leviathan
Authors: Guedes Vaz Sofia ,   Philosophy Documentation Center
Published: September 2021

The type of authority needed for a good environmental public policy is discussed. We looked at some authors who saw in Leviathan, a type of authority possibly compatible with a model for environmental policy and to some others who refuted it. The need for a Leviathan, what type of Leviathan and could Hobbes’s arguments be used in environmental policy is then discussed. The tragedy of the commons, a rich metaphor for environmental policy is used as the main drive. This small essay will, even though very modestly, contribute for an almost absent environmental political philosophy, where traditional concepts such as authority, sovereignty or state are being challenged and need discussion.
O Ceticismo de George Berkeley na Leitura de Thomas Reid
Authors: Freitas Vinícius França ,   Philosophy Documentation Center
Published: September 2021

The paper advances two hypotheses concerning Thomas Reid’s reading of George Berkeley’s immaterialist system. First, it is argued that, on Reid’s view, Berkeley is skeptic about the existence of the objects of the material world, not in virtue of a doubt about the senses but for his adoption of the principle that ideas are the immediate objects of the operations of mind. On Reid’s view, that principle is a skeptical principle by its own nature. Secondly, it is argued that Berkeley really accepts in his system the notion of ‘idea’ such as Reid understands it, namely, as an entity distinct from mind and its operations.
Peanut (Arachis hypogaea) Allergen Powder-dnfp: The First FDA-approved Oral Immunotherapy for Desensitization of Peanut Allergy in Children
Authors: Smith Sarah S. , Hilas Olga
Published: September 2021

Peanut (Arachis hypogaea) Allergen Powder-dnfp (Palforzia, Aimmune™ Therapeutics, Inc.; Brisbane, CA) is the first FDA-approved oral immunotherapy indicated for the mitigation of allergic reactions, including anaphylaxis, in patients with peanut allergy. It may be initiated in individuals 4 to 17 years of age and continued for maintenance in those 4 years of age and older. Initiation and dose titration require a stepwise approach and the supervision of a health care professional. Patients taking Peanut (Arachis hypogaea) Allergen Powder-dnfp should also follow a peanut-avoidant diet. In addition, patients should have an injectable epinephrine product in case of drug-related anaphylaxis. Commonly reported adverse reactions include gastrointestinal, respiratory, and dermatologic manifestations that are frequently associated with allergic reactions.
Implementation of a Pharmacist-Driven Penicillin and Cephalosporin Allergy Assessment Tool: A Pilot Evaluation
Authors: Louden Nicole J. , Hansen Lizbeth A. , Rimal Anisha , Norton Laura E.
Published: September 2021

OBJECTIVE

Penicillin is the most commonly reported drug allergy despite the low incidence of true immune-mediated reactions. Penicillin allergy labels have been shown to lead to significant patient, institutional, and public health care consequences. This project's purpose was to improve quality of care for patients with penicillin and cephalosporin allergies, admitted to a pediatric institution, by implementation of a pharmacist-driven allergy assessment tool.

METHODS

A group of physicians, pharmacists, and a nurse collaborated for process development. The process was standardized, and a tool was created to assist with assessments. Pharmacists were educated on the importance of this quality improvement project and trained on the process and tool used. Implementation occurred on March 2, 2020.

RESULTS

During the 3-month implementation period, 40 patients were admitted with a documented penicillin or cephalosporin allergy. Of these, 11 patients (27.5%) received an allergy assessment. Most were identified as having low or moderate risk of recurrent reaction with future use of a penicillin or cephalosporin agent (81.8%), and 2 patients (18.2%) were de-labeled from their documented allergy.

CONCLUSIONS

Penicillin and cephalosporin allergy assessment implementation at a pediatric hospital was successfully implemented and allowed for identification and initiation of future quality improvement projects including implementation of penicillin skin testing and direct oral amoxicillin challenges.
Reduction in Newborn Screening False Positive Results Following a New Collection Protocol: a Quality Improvement Project
Authors: Kamleh May , Williamson Julia Muzzy , Casas Kari , Mohamed Mohamed
Published: September 2021

OBJECTIVE

Premature infants are known to have a higher rate of false positive newborn screening (NBS) results, with TPN as a contributing factor. The purpose of this quality improvement (QI) project is to reduce false positive NBS results via a TPN interruption protocol

METHODS

A multidisciplinary team reviewed the literature and developed a new NBS collection protocol, which was implemented in 2 periods. In period 1, TPN was interrupted for 4 hours before NBS sample collection and initiation of carnitine supplements was avoided. In period 2, TPN was interrupted for 6 hours for infants birth weight (BW) < 1000 g, carnitine supplementation continued to be avoided. The rates of false positives NBS results were compared pre- and post-interventions in periods 1 and 2.

RESULTS

Four hundred twelve neonates were evaluated prior to implementation of this QI project (July 2013–June 2014) and 414 during period 1 intervention (July 2014–June 2016). False positive results decreased from 20.6% to 11.4% (p < 0.001) among all BW categories following the 4-hour TPN interruption. The rate of false positives was further reduced among infants < 1000 g (p = 0.035) in period 2 (n = 112), including a significant reduction in false positive results with elevated amino acid profiles (p = 0.005).

CONCLUSIONS

The implementation of a strict NBS collection protocol reduced false positive NBS results, which potentially can improve patient care by reducing unnecessary laboratory draws, pain, and parental anxiety. Interruption of TPN for 6 hours was significant in reducing NBS false positive results in neonates < 1000 g.
Evaluating the Incidence of Sepsis Post–Central Catheter Removal When Using Prophylactic Vancomycin in the Neonatal Intensive Care Unit
Authors: Tran Van L. , Greenberg Joy , Nuibe Andrew
Published: September 2021

OBJECTIVE

With no consensus, the practice of using prophylactic antibiotics prior to central venous catheter (CVC) removal in NICU patients remains controversial. The objective of this study was to compare the incidence of sepsis post–CVC removal in those who received a dose of vancomycin prophylactically with those who did not.

METHODS

This single-center, retrospective chart review included NICU patients who had CVCs removed. Patients were excluded if they had a confirmed or suspected infection at the time of CVC removal or if the indwelling CVC was removed prior to 30 days from insertion. Primary outcome was the occurrence of a sepsis evaluation within 72 hours from CVC removal. Secondary outcomes included the development of acute kidney injury, source and identification of positive cultures, time to onset of suspected or confirmed sepsis, and the appropriate administration of intravenous vancomycin.

RESULTS

Eighty-two CVC removals received prophylactic vancomycin (P-VAN), and 22 CVCs did not receive prophylactic vancomycin (NP-VAN) prior to CVC removal. There were no significant differences in patient demographics between groups and median duration of indwelling CVC. Two clinical sepsis evaluations occurred in the P-VAN group compared with none in the NP-VAN group. Of all the P-VAN CVC removals, 45 (55%) received vancomycin appropriately. There were no statistical differences in all evaluated secondary outcomes.

CONCLUSIONS

Vancomycin administered prophylactically prior to CVC removal did not reduce the number of subsequent clinical sepsis evaluations or infections in NICU patients.
Comparing Vancomycin Area Under the Curve With a Pharmacist Protocol that Incorporates Trough and Maximum Doses at a Children's Hospital
Authors: Al-Mazraawy Betool O. , Girotto Jennifer E.
Published: September 2021

OBJECTIVE

Updated vancomycin guidelines suggest dose adjustment based on area under the curve in a 24-hour period (AUC24). This study aims to determine whether a pharmacist managed vancomycin protocol that incorporates maximum dosing paired with trough monitoring can achieve appropriate vancomycin AUC24 exposures.

METHODS

A retrospective review was performed evaluating vancomycin usage from October 2018 through September 2019 at a children's hospital. Patients with less than 4 doses or lack a trough concentration were excluded. Vancomycin AUC24 were estimated using 2 calculations: 1) the Le method, incorporating age and serum creatinine, and 2) the trapezoidal method based upon population data and patient-specific trough. Target AUC24 ranges were assessed. AUC24 goals were 400 to 600 mg·hr/L, but due to known variations between calculations, a variance of 20 mg·hr/L was allowed for each end of the goal. Secondary analyses included evaluations of efficacy and toxicity.

RESULTS

Two-hundred twenty-three patients were included. Initial doses were estimated to meet AUC24 goals in only 63%. After trough-based dose modification, 81% achieved a therapeutic AUC24. Using the trapezoidal method, therapeutic concentrations were found in 51% of patients based on the initial dose and 77% after dose modification. Only 6.3% of patients had kidney injury with only 1 of those patients having any calculated AUC24 > 600 mg·hr/L and none above 620 mg·hr/L. No clinical failures were identified.

CONCLUSIONS

Increased initial dosing in infants and children is needed to result in AUC24 exposures recommended in the guidelines. Maximum dosing paired with trough monitoring may be an alternative to AUC24 monitoring in areas that are unable to perform AUC24 calculations. Prospective data are needed to validate these conclusions.
Update to the Minimum Requirements for Core Competency in Pediatric Hospital Pharmacy Practice
Authors: Boucher Elizabeth A. , Burke Margaret M. , Klein Kristin C. , Miller Jamie L.
Published: September 2021

Colleges of pharmacy provide varying amounts of didactic and clinical experiential hours in pediatrics therapeutics, resulting in variability in the knowledge, skills, and perceptions of new graduates toward the pharmacist role in providing care to pediatric patients. The Pediatric Pharmacy Association continues to endorse a minimum set of core competencies for all pharmacists involved in the care of hospitalized pediatric patients of all ages. To that end, we have updated our 2015 Position Statement.
How to interpret diagnostic tests
Authors: Pérez Ignacio , Taito-Vicenti Iara Yamila , González-Xuriguera Catalina Gracia , Carvajal Cristhian , Ariel Franco Juan Víctor , Loézar Cristóbal
Published: September 2021

Healthcare professionals make decisions in a context of uncertainty. When making a diagnosis, relevant patient characteristics are categorized to fit a particular condition that explains what the patient is experiencing. During the diagnostic process, tools such as the medical interview, physical examination, and other complementary tests support this categorization. These tools, known as diagnostic tests, allow professionals to estimate the probability of the presence or absence of the suspected medical condition. The usefulness of diagnostic tests varies for each clinical condition, and studies of accuracy (sensitivity and specificity) and diagnostic impact (impact on health outcomes) are used to evaluate them. In this article, the general theoretical and practical concepts about diagnostic tests in human beings are addressed, considering their historical background, their relationship with probability theories, and their practical utility with illustrative examples.
Healthy sustainable food patterns and systems: a planetary urgency
Authors: Lutz Mariane
Published: September 2021

Food choice impacts human health and planetary sustainability. The feeding patterns that reduce risk factors for noncommunicable diseases and various mortality causes are recognized as healthy eating habits. The average world population is far from reaching these habits due to the lack of access to healthy foods and a high prevalence of malnutrition. Understanding the impact of healthy sustainable food systems is growing worldwide to reach food security for the global population and future generations. A systemic perspective of this concept includes the health and well-being of individuals and the environmental, economic, socio-cultural, public policies context, besides food, agriculture, and ecological sciences. We need to confront the menaces and challenges represented by the ongoing changes of our era, which strongly generate global food insecurity. This issue is relevant not only for human health but also for climate change and other threats, based on modifications in production, handling, and consumption of foods that consider health and welfare impact at individual and planetary levels. In this review, some key concepts related to healthy and sustainable food systems are presented.
Clinical and epidemiological characteristics of mothers with COVID-19 and their neonates: vertical transmission
Authors: Vega-Fernández Amalia Guadalupe , Zevallos-Vargas Betty María , Flores-Figueroa Fiorella del Pilar , Holguín-Plasencia Juan Carlos , Galois Centeno-Fuentes Luis Martín , Ayquipa-Gil Silvia Antonia , Lescano-Alva Ramón Alberto , Arrasco-Castro Karla Patricia , Alvarado-Herrera Hubert Alberto , Zafra-Alegre William Robert , Idrogo-Cayotopa Edgar Jaime , Reyes-Carranza Cristian Pierre , Ramírez-Gamarra Leyla Kathy , Peña-Estrella Jakelina Glenda , Pardo-Carrasco Angelica María , Suárez-Rebaza Susana Andrea
Published: September 2021

Introduction COVID-19 disease can affect women at any stage of pregnancy, and newborns could become infected with SARS-CoV-2 through vertical or horizontal transmission. Objective To determine clinical and epidemiological characteristics of mothers with COVID-19, associated neonatal outcomes, and to evaluate SARS-CoV-2 vertical transmission. Methods We conducted an observational, descriptive, cross-sectional study. We included all mothers with positive serology for SARS-CoV-2 and their newborns at the Hospital Regional Docente de Trujillo from April 18 to September 30, 2020. Variables were collected from the medical records, and descriptive statistics were used for the analysis. Results A total of 647 mothers and 656 neonates were enrolled. Of all live births, 85.3% and 14.7% were term and preterm neonates, respectively. We found 1.7% (11/656) of newborns with positive RT-PCR for SARS-CoV-2; and that 27.3% (3/11) of these neonates required hospitalization. Neonatal mortality was 4/656 (0.6%), and no case was attributed to COVID-19. Of all mothers affected with COVID-19, 95.7% were asymptomatic, and 4.3% presented clinical symptoms attributed to COVID-19, most of which were mild. The most frequent obstetric complications were preeclampsia-eclampsia, prelabour rupture of membranes, and acute fetal distress. All the mothers were discharged. Conclusion We found 1.7% of newborns with positive RT-PCR test for SARS-CoV-2; and that 20.1% of these neonates were hospitalized. The most frequent morbidity was neonatal sepsis and prematurity. The infection was mild among newborns, showing a 0.6% overall mortality, with no cases attributed to COVID-19. We found that only 5% of mothers presented symptoms, most of which were mild to moderate symptoms. There was no record of maternal mortality in this study group. It is not possible to conclude whether vertical transmission or intrapartum-acquired infection is responsible for neonatal COVID-19 infections.
Manual de periodismo y verificación de noticias en la era de las fake news
Authors: Teira Serrano David , Elías Pérez Carlos
Published: September 2021

El bulo siempre ha existido, pero la difusión global, masiva e instantánea gracias a los entornos digitales es algo novedoso. Contagia a toda la sociedad. Nos coloca ante una pandemia de desinformación que nos reclama prevención y vacuna. Con esa idea —vacunar contra la información falsa— nace este manual. A los autores —profesores de la universidad pública e investigadores de las "fake news" desde distintas perspectivas— nos llegaban peticiones de sectores como periodistas o profesores de universidad y de Secundaria que anhelaban un manual con lenguaje claro, con ejercicios didácticos y con ejemplos cercanos que ayudaran a entender el fenómeno, y que pudiera usarse indistintamente en redacciones, facultades e institutos. Y con ese propósito hemos trabajado: abordamos desde qué es una "fake news" hasta cómo se verifica una noticia; desde cómo el cerebro crea sesgos cognitivos que favorecen la desinformación hasta cómo Wikipedia o Facebook dominan el marco ideológico. Estudiamos la producción, la distribución y la recepción de textos, imágenes y sonidos, porque no sólo se miente con palabras. Y exploramos cómo repercute la desinformación en ámbitos diversos como el auge de los populismos o la salud, sobre todo tras la pandemia del Covid-19.
La educación en clave audiovisual y multipantalla
Authors: Aguaded Ignacio , Ortiz-Sobrino Miguel-Angel
Published: September 2021

El potencial educativo de los medios audiovisuales ha sido objeto de estudio, sobre todo, a partir del nacimiento de la televisión a mediados del siglo pasado. Diferentes investigadores han reparado en la conveniencia de su uso como herramienta educativa, dada su capacidad para facilitar a los alumnos la comprensión de los contenidos educativos a través de las imágenes, los sonidos y los gráficos que incorporan como lenguaje. Durante muchos años, el foco de las investigaciones sobre este tema se centró en los medios de comunicación social convencionales: el cine, la radio y, especialmente, la televisión. Sin embargo, la definitiva implementación de las TIC en los procesos educativos, la aparición de la denominada sociedad multipantalla y las nuevas plataformas de distribución de contenidos, han originado un nuevo entramado mediático en el que los media tradicionales van perdiendo protagonismo en favor de los nuevos dispositivos móviles, de la web social y de los denominados social media. Este nuevo escenario ha derivado en un cambio sustancial en las metodologías de enseñanza y una profunda transformación del rol de profesores y alumnos. El protagonismo de los contenidos audiovisuales educativos, sus formatos adaptados para dispositivos móviles y la consolidación de la web como sistema de aprendizaje reglado o no formal son realidades que, aunque ya estaban consolidadas, la situación de pandemia por COVID-19 las ha reforzado. Este monográfico incorpora el análisis de varios investigadores sobre las posibilidades educativas del sonido, el vídeo y la imagen en el actual entramado digital.
Advanced Practitioners as Allies and Advocates
Authors: Faiman, PhD, MSN, APRN-BC, AOCN®, FAAN Beth
Published: September 2021

Advanced practitioners (APs) are a growing proportion of the health-care team. As of 2019, there were approximately 325,000 nurse practitioners, 7,000 clinical nurse specialists, and nearly 140,000 physician assistants in the United States (American Academy of Nurse Practitioners, 2021; National Association of Clinical Nurse Specialists, 2020; National Commission on Certification of Physician Assistants, 2019). Although this totals up to 500,000, it is hard to say how many of these APs focus their practice on hematology/oncology, as certification is not required, which is a major method to track these data. Pharmacists are also integral members of the health-care team. As of April 2021, there were 3,600 board-certified oncology pharmacists (BCOP), although this underestimates the number of pharmacists who practice in hematology and oncology who are not BCOP certified (Board of Pharmacy Specialties, 2021).
A Study of Advanced Practice Provider Staffing Models and Professional Development Opportunities at National Comprehensive Cancer Network Member Institutions
Authors: Austin, MSN, AGACNP, AOCNP Annie , Jeffries, CNP Kellyann , Krause, MHA Diana , Sugalski, MPPA Jessica , Sharrah, DNP, APRN, FNPc Karen , Gross, PhD, RN Anne , Bowers, PA-C Danielle , Mulkerin, MD Daniel , Brandt, APRN-CNP Nancy , Begue, NP Aaron , Bell, NP, PhD Rose , Raczyk, PA Cheryl , Pickard, MMSc, PA-C, DFAAPA Todd , Johnson, PA-C David , Dest, MSN, APRN-BC, AOCN Vanna , Randall, MSN, APRN-CNP, AOCNP Rory , Zecha, PA-C, MHA Gabrielle , Kennedy, MSN, RN Kate
Published: September 2021

Introduction: The National Comprehensive Cancer Network (NCCN) Best Practices Committee created an Advanced Practice Provider (APP) Workgroup to develop recommendations to support APP roles at NCCN Member Institutions. Methods: The Workgroup conducted three surveys to understand APP program structure, staffing models, and professional development opportunities at NCCN Member Institutions. Results: The total number of new and follow-up visits a 1.0 APP full-time equivalent conducts per week in shared and independent visits ranged from 11 to 97, with an average of 40 visits per week (n = 39). The type of visits APPs conduct include follow-up shared (47.2%), follow-up independent (46%), new shared (6.5%), and new independent visits (0.5%). Seventy-two percent of respondents utilize a mixed model visit type, with 15% utilizing only independent visits and 13% utilizing only shared visits (n = 39). Of the 95% of centers with APP leads, 100% indicated that leads carry administrative and clinical responsibilities (n = 20); however, results varied with respect to how this time is allocated. Professional development opportunities offered included posters, papers, and presentations (84%), leadership development (57%), research opportunities (52%), writing book chapters (19%), and other professional development activities (12%; n = 422). Twenty percent of APPs indicated that protected time to engage in development opportunities should be offered. Conclusion: As evidenced by the variability of the survey results, the field would benefit from developing standards for APPs. There is a lack of information regarding leadership structures to help support APPs, and additional research is needed. Additionally, centers should continuously assess the career-long opportunities needed to maximize the value of oncology APPs.
Addiction in Patients With Cancer: Challenges and Opportunities
Authors: A. McNally, PhD, ANP-BC, AOCNP Gretchen , Sica, MSN, RN, CNL Ashley
Published: September 2021

Addiction is complex and multifactorial. Recognition provides the opportunity to provide potentially life-saving treatment. Oncology patients are not excluded from substance use disorders (SUDs) and the opioid epidemic. Patients with current or past SUDs may develop cancer, and an SUD may also develop during cancer treatment. Therefore, this unique subset of patients potentially has two fatal diseases: cancer and an SUD. Most oncology advanced practitioners (APs) are unprepared to care for SUDs in patients with cancer. Pain is one of the most common symptoms in the cancer population, and cancer-related pain is often treated with opioids. Opioid exposure increases the risk of developing an opioid use disorder (OUD). In addition, a cancer diagnosis can have a significant impact on mental health and wellness, and patients may use substances to cope with psychological distress. Drug and alcohol use exists on a continuum and while not all use is problematic, it may have adverse consequences. A cancer diagnosis provides another possibility for patients to engage in services and treatment for their unsafe use and/or addiction. The case study in this article of a patient with cancer and an SUD is an example of the challenges associated with the chronic and relapsing nature of addiction. Oncology advanced practitioners have the opportunity to positively influence outcomes through the assessment of substance use and adoption of harm reduction techniques in all patients with cancer.
Mere undervisning, større studieintensitet? En multilevelanalyse af 7.917 studerendes tidsforbrug
Authors: Herrmann Kim Jesper , Bager-Elsborg Anna , Hansen Inger Borch , Nielsen Rasmus Borup
Published: September 2021

Der har de seneste år været betydelig interesse for danske universitetsstuderendes studieintensitet, og der er blevet givet forskellige anbefalinger i forhold til, hvordan de studerende kan motiveres til at studere mere. Det empiriske grundlag for sådanne anbefalinger er imidlertid sparsomt. Formålet med dette studie er dels at beskrive den gennemsnitlige studieaktivitet blandt studerende på Aarhus Universitet, dels at analysere det indbyrdes forhold mellem undervisning og forberedelse. En multilevelanalyse af 7.917 studerendes selvrapporterede tidsforbrug viser overraskende en negativ sammenhæng mellem antallet af timer brugt på undervisning og antallet af timer brugt på forberedelse. Yderligere analyser tyder på, at sammenhængen mellem undervisningstid og forberedelsestid varierer på tværs af uddannelser. In recent years, the study habits of Danish university students have been a cause for concern, and various initiatives to improve motivation and encourage students to study harder have been introduced. However, the empirical support for such initiatives is limited. This article aims to describe the average student’s study habits and analyse the interrelationship between teaching and independent study time. A multilevel analysis of 7,917 students self-reported time budgets surprisingly reveals negative correlation between hours spent studying and hours spent participating in classes. Further analyses suggest that this correlation varies across study programmes.
Studerendes oplevelse af reorganisering af problembaseret læring på Aalborg Universitet
Authors: Dahl Bettina , Hüttel Hans
Published: September 2021

På Aalborg Universitet skete der i 2010 en omorganisering af stu-dieordningerne på Det Teknisk-Naturvidenskabelige Fakultet. Blandt ændringerne var, at de traditionelle projekter fyldte mindre, en større adskillelse af den formelle sammenhæng mellem kurser og projekter og en opdeling af kurserne i blokke på 5 ECTS. Vi sammenlignede erfaringerne med både den nye og den gamle model hos 10.-semesterstuderende på tre uddannelser og konkluderede, at de adspurgte studerende lagde stor vægt på projektarbejdet både i den gamle og den nye model, men at der var en signifikant lavere oplevelse af sammenhæng på et semester nu ift. før. De studerende prioriterede nu kursuseksamen højere til sidst i semesteret. Overordnet viste undersøgelsen også, at forholdet mellem det fagorienterede og det problemorienterede i de to PBL-modeller, og PBL-modeller generelt, ofte ikke var som modellerne overordnet gav udtryk for. Eksempelvis havde den nye model flere fagorienterede kurser og var derfor fra én synsvinkel et skridt mod en mere fagorienteret PBL-model; på den anden side havde de studerende i den nye model tidsmæssigt stadig mest fokus på det problemorienterede projekt og de fagorienterede kurser indeholdt PBL-lignende miniprojekter. De studerendes adfærd i en ændret undervisningsmodel var således mere kompleks, end man umiddelbart kunne antage.

In 2010 Aalborg University reorganized the curriculum at the Faculty of Engineering and Science. The new curriculum scheduled less time for group projects and there was a formal separation between project and course work in each semester. The courses were also divided into 5 ECTS blocks. We compared student experiences of the old and new curriculums for three study programmes. Our results reveal that whereas in the old curriculum, students would prioritize the projects, with the new curriculum there was more focus on course work and linked examinations and the students found each semester more fragmented than before. This led us to question whether the new model had more subject-oriented courses, which would suggest a move towards a subject based PBL (problem based learning) model, or whether the students still spent most time on projects because the subject based courses contained PBL mini projects. Generally the study showed that the relationship between subject and problem solving in the two curricula models was not always obvious, and that the students’ behaviour in a changed teaching model was more complex than one might at first anticipate.
Relevant videnskabsteori - Fagets videnskabsteori i kuhniansk perspektiv
Authors: Petersen Esben Nedenskov
Published: September 2021

Mens der er krav om, at fagets eller fagområdets videnskabsteori skal indgå i bacheloruddannelserne på de danske universiteter, er det lagt ud til de ansvarlige for de enkelte uddannelser at fastlægge fagets konkrete indhold. På grundlag af Thomas Kuhns beskrivelse af naturvidenskaben kan man dog fremføre gode grunde til, at undervisning i almene videnskabsteoretiske begreber og spørgsmål bør være en del af faget på de naturvidenskabelige uddannelser, da de studerende ellers vil mangle det teoretiske grundlag for at reflektere kritisk over deres egne fags metoder og forstå andre fags videnskabelige tilgange. Samtidig er undervisning i almen videnskabsteori på disse uddannelser imidlertid forbundet med den udfordring, at de studerende vil have en tendens til ikke at betragte den som relevant for deres videnskabelige profession. Hvis de studerende skal opnå det videnskabsteoretiske grundlag for tværfaglig forståelse og kritisk faglig refleksion, er det derfor afgørende, at undervisningen i almen videnskabsteori sigter efter at forbinde de abstrakte, overordnede diskussioner fra videnskabsteorien med spørgsmål fra konkret videnskabelig praksis.

While every bachelor education in the natural sciences at a Danish university must include a course in the philosophy of science of the subject area, it is left to those responsible for each individual bachelor education to determine the specific contents of these courses. Based on Thomas Kuhn’s description of the natural sciences, however, there are good reasons to include general philosophy of science in the curricula for all bachelor courses in the sciences. In particular, to ensure that students have the theoretical resources they need to reflect on their own scientific methods and to understand how scientific investigation is approached in other subject areas. But teaching such general philosophy of science courses to science students comes with a challenge: Many students feel that the content is not relevant to their scientific profession. Our conclusion is that for all science students to benefit from the teaching of philosophy as part of their bachelor courses, it is crucial that general philosophy of science is taught in a way which aims to connect the abstract, general discussions in the philosophy of science with questions from concrete scientific practice.
Klyngevejledning af specialestuderende
Authors: Niclasen Janni
Published: September 2021

Universitetsvejledning har traditionelt været karakteriseret ved at finde sted i ”et lukket rum” som en dyadisk interaktion mellem en studerende og en vejleder. Inden for de senere år er der kommet mere fokus på klyngevejledning, defineret ved en vejleder, der superviserer foran en gruppe af studerende. Der er kun begrænset med forskning om klyngevejledning, men et norsk studie har påpeget fordelene ved en kombineret effekt bestående af klyngevejledning i kombination med studenterkollokvier og individuel vejledning (Dysthe, Samara & Westrheim, 2006). Formålet med indeværende projekt var at undersøge, hvorledes klyngevejledning optimalt set bør tage form i forbindelse med specialeskrivning. På baggrund af interviews med klyngedeltagerne blev det konkluderet, at det er essentielt, at der forventningsafstemmes inden forløbet påbegyndes, at strukturen for klyngen ekspliciteres for alle klyngedeltagere, samt at alle deltagere engagerer sig og overholder og efterlever reglerne og strukturen for klyngen. Derudover blev det konkluderet, at der som udgangspunkt kun bør tilbydes klyngevejledning, men at dette i visse tilfælde kan kombineres med korte individuelle vejledningsgange, hvis en studerende har brug for specifikke råd og vejledning. Derudover bør vejleder opfordre til, at de studerende mødes uden vejleder i et uformelt forum mellem de enkelte vejledningsgange.

University supervision has traditionally been characterized as a dyadic interaction between one student and one supervisor that takes place ‘behind closed doors’. Recently, there has been a greater focus on so-called joint supervision, defined as supervision of a group of students by one supervisor. Little research has been carried out on the effects of joint supervision, but one Norwegian study concluded that it can be advantageous to combine joint supervision with student colloquia and individual supervision. The purpose of the present study was to investigate which form joint supervision should take in relation to students writing their master theses. Based on qualitative interviews with the participating students it was concluded that matched expectations prior to starting the supervision are crucial for a successful group. Further, the structure of the joint supervision should be recognized and adhered to by all participants, and all students should be engaged in and conform to the rules and the structure of the supervision. It was further concluded that the students should only be offered joint supervision, i.e. no individual supervision, unless a student is in need of specific supervision and guidance. Finally, the supervisor should request that the students meet up without their supervisor in an informal forum between the joint supervision sessions.
Stilladsering i praksis - mellem ramme og læringsfællesskab
Authors: Bom Anne Klara , Troelsen Rie
Published: September 2021

Som følge af de videregående uddannelsers transformation fra elite- til masseuddannelser, stilles der nye krav til undervisningsformer og underviserroller på de enkelte institutioner. Aktiv Læring er i denne forbindelse blevet en central komponent i undervisningsstrategien på Syddansk Universitet. Denne artikel præsenterer et eksempel på, hvordan aktiv læring kan skabes med didaktisk inspiration fra begrebet stilladsering (Good & Brophy, 1997; Meyer, 1993; Nielsen & Hansen, 1999) og diskuterer på denne baggrund, hvilke krav der kan og bør stilles til den professionelle universitetsunderviser i dag. Artiklens eksempel og efterfølgende diskussion viser, hvordan undervisers faglige viden ikke er tilstrækkelig, hvis der skal skabes et rum for aktiv læring: Underviser skal også besidde både pædagogiske kompetencer samt viden om læringsprocesser for at skabe succesfulde læringsfællesskaber med studerende.

Teaching for active learning is one of the underlying principles of education at the University of Southern Denmark. This article presents an example of how teaching for active learning can be planned and executed following the pedagogical concept of scaffolding (Good & Brody 1997, Meyer 1993, Nielsen & Hansen 1999). The example entails a course where the students were asked to engage with research and thereby contribute to knowledge production and development. Analyses of the course show that in order to practice teaching for active learning it is not enough for the teacher to have content knowledge. The teacher also needs pedagogical competences and knowledge of the relationship between strong and weak framing in order to create successful learning communities between students and teacher. The implications of these findings are discussed with reference to today’s professional university teacher.
Formativ feedback styrker skriftlighed hos studerende fra It og Sundhed
Authors: Laursen Katja Årosin , Kayser Lars , Kamper-Jørgensen Mads
Published: September 2021

I denne artikel præsenterer vi erfaringerne fra et projekt, der har til formål at styrke de studerendes danske, akademiske skrivefærdigheder på uddannelsen It og Sundhed på Københavns Universitet. Projektet bygger på antagelserne, at faglighed og formidlingskompetencer er tæt forbundet, og at sproglig bevidsthed inden for fagets kontekst er et fælles ansvar mellem underviser og studerende. Projektet er knyttet til bachelorkurset i Epidemiologiske metoder, og det er udviklet i samarbejde mellem kursuslederen og en sprogkonsulent i løbet af forårssemestrene 2014 og 2015. Gennem skriftlige afleveringer og formativ feedback på disse har de studerende haft mulighed for at arbejde med deres skriftlige formidling som forberedelse til den skriftlige eksamen i kurset og som styrkelse af deres akademiske skrivefærdigheder generelt. I artiklen beskriver vi baggrunden for projektet og erfaringerne med at udvikle og gennemføre det. Derudover diskuterer vi projektets udbytte samt udfordringerne med at sætte eksplicit fokus på fagets sproglige aspekt. På baggrund af de studerendes eva-luering og eksamensresultater konkluderer vi, at projektet har medvirket til at styrke deres akademiske skriftlighed.

In this article, we report on experiences gained from a project designed to improve the Danish academic writing skills of students enrolled on the programme It & Health at the University of Copenhagen. Based on the assumptions that university disciplines and communicative competence are inextricably linked and that language awareness is a joint responsibility between teacher and students, the project focused explicitly on language use on the BSc course Introduction to Epidemiology. Through receiving formative feedback on written assignments, the students got the chance to reflect and work on their writing. This process acted both as preparation for their written exam and a way to improve their academic writing skills in general. The course coordinator worked with a language consultant to develop and refine the project during the spring semesters of 2014 and 2015. In this article, we describe the background to the initiative as well as the experiences of those involved. The learning outcomes are discussed, along with the challenges involved in integrating an explicit focus on language and feedback into students’ disciplinary writing. From the students’ evaluations and their exam results, we conclude that the project had a positive impact on improving the students’ academic writing skills.
Engelsksproget undervisning er ikke kun et spørgsmål om sprog – det er først og sidst undervisning
Authors: Lauridsen Karen M. , Lauridsen Ole
Published: September 2021

Abstract:Denne artikel beskriver indhold og resultater af et længerevarende og obligatorisk  kompetenceudviklingsprojekt for undervisere på et universitetsinstituts engelsksprogede uddannelser og diskuterer kort de resultater der blev opnået. Projektet blev gennemført i 2014-2015 med i alt tre hold undervisere. For hvert hold omfattede programmet i det første semester en individuel supervision med formativ feedback (supermentoring), et todages seminar og udarbejdelsen af en individuel handlingsplan for udvikling af de enkelte underviseres undervisning. I det andet semester blev dette fulgt op af endnu en individuel supermentoring samt en afsluttende workshop. Anden runde supermentoring, deltagerevalueringer og en afsluttende spørgeskemaundersøgelse viser samstemmende at de deltagende undervisere udviklede deres engelsksprogede undervisning i forløbet, en del af dem endda markant. I modsætning til hvad mange studieansvarlige og undervisere synes at mene, er de problemer der måtte opstå på engelsksprogede programmer ikke nødvendigvis af sproglig karakter, men omfatter i mindst lige så høj grad almene pædagogisk-didaktiske forhold samt interkulturelle kompetencer og kommunikation.   Abstract:This article describes the content and results of a year-long and mandatory professional development project for lecturers in English Medium Instruction programmes at a Danish university department and briefly discusses the results obtained in the course of the project. It took place in 2014-2015 with altogether three cohorts of lecturers. For every cohort, in the first semester, the programme comprised an individual supervision session with formative feedback (supermentoring), a two-day seminar and the development of an action plan for the development of the individual lecturers’ teaching.  In the second semester this was continued with a second supermentoring session and a final workshop. The second supermentoring sessions, the participant evaluations and a final survey unanimously indicate that the participating lecturers developed their EMI teaching in the course of the project, some of them significantly so. Contrary to what many course responsibles and lecturers seem to think, the problems that might be found in the teaching of EMI programmes are not necessarily of a linguistic nature, but might as well be of a general pedagogic or didactic nature, or be related to intercultural competences and communication.
Udvikling af studerendes akademiske skrivekompetencer – en model for en indsats på fakultetsniveau
Authors: Jensen Tine Wirenfeldt , Bay Gina , Andersen Per
Published: September 2021

I artiklen præsenteres en model for, hvordan den faglige ledelse på enkeltuddannelser og den faglige ledelse på tværs af flere uddannelser (her konkret et helt fakultet) kan igangsætte arbejdet med udviklingen af de studerendes akademiske skrivekompetencer på en måde, der både er forankret i de enkelte faglige miljøer og samtidig muliggør opsamling af erfaringer og behov på tværs af fag. Modellen er udviklet og afprøvet i forbindelse med et projekt afviklet i efteråret 2015 i samarbejde med samtlige syv institutter på Aarhus BSS ved Aarhus Universitet. Særligt fremhæves tre af modellens styrker: 1. Modellen faciliterer, at flere centrale faglige aktører involveres i arbejdet med at understøtte de studerendes skrivekompetencer, 2. Modellen giver indsigt i studerendes aktuelle udfordringer og behov på tværs af et fakultet (her i form af 354 skriftlige evalueringer) og 3. Modellen har vist potentiale til at motivere fagene til at fortsætte arbejdet med at understøtte de studerendes skrivekompetencer på egen hånd og tilføre nødvendig viden til dette fortsatte arbejde.

This article presents a model for initiating development of academic writing skills in a manner that is both embedded in the disciplines and makes it possible to gain insight into students’ experiences and needs across departments. The model is developed and tested in the fall 2015 with all 7 departments at Aarhus BSS, Aarhus University. Three of the models strengths are emphasized: 1. The model facilitates the involvement of central players regarding the task of supporting students writing skills, 2. The model enables insight into the challenges and needs of student writers across faculty (the form of 354 written evaluations) and 3. The model has shown potential to motivate departments to continue to focus on developing students’ writing skills.