Hyvinvointia draamasta : teatteri-ilmaisun ohjaajan ja terveydenhoitajan työparityöskentely

Tämän opinnäytetyön tavoitteena on edistää moniammatillista yhteistyötä terveys- ja teatterialojen välillä. Tutkimustehtävänä on kuvata teatteri-ilmaisun ohjaajan ja terveydenhoitajan dialogista työparityöskentelyä. Opinnäytetyön tarkoituksena oli suunnitella ja toteuttaa Hyvinvointia draamasta -työpajat kahdessa pirkanmaalaisessa yläkoulussa. Draamatyöpajojen tarkoituksena oli osallistujien terveyden ja hyvinvoinnin edistäminen erilaisia soveltavia draamamenetelmiä käyttäen. Työpajojen tavoitteena oli etenkin oppilaiden sosioemotionaalisten taitojen ja ryhmätyötaitojen kehittyminen sekä koulun yhteistyöryhmien kanssa yhteisesti mietittyjen luokkakohtaisten tavoitteiden toteutuminen. Tämä opinnäytetyö toteutettiin pääosin toimintaan painottuvana opinnäytetyönä. Työpajojen toteutuksessa ja raportoinnissa on käytetty laadulliselle tutkimukselle tyypillisiä keinoja. Oppilailta kerättiin työpajojen lopuksi kirjallinen palaute. Suuntaa antavasti voidaan todeta, että jo neljän tapaamiskerran aikana, oppilaiden ja opettajien palautteeseen sekä työpajojen ohjaajien arviointiin perustuen, yhteishenki ja ryhmätyötaidot draamatyöpajoihin osallistuneissa luokissa parantuivat jonkin verran. Tuloksia ei voida kuitenkaan yleistää. Teatteri-ilmaisun ohjaajan ja terveydenhoitajan työparityötä voitaisiin kehittää terveyden edistämisen näkökulmasta laajemminkin. Yhteistyötä kaikilla terveydenhoitajan työsektoreilla, kuten neuvoloissa ja kouluterveydenhuollossa, voitaisiin tutkia ja kehittää. Teatteri-ilmaisunohjaajan ja terveydenhoitajan yhteistyötä voitaisiin hyödyntää myös terveydenhoitajien koulutuksessa. Yhteistyönä voitaisiin toteuttaa esimerkiksi terveydenhoitajien ryhmänohjaustaitoja tukeva draamakurssi.The aim of this thesis is to promote collaboration between health sector and the field of theatre. The aim of the present research is to describe the dialogical pair work between a public health nurse and a drama instructor. Therefore, the purpose of this thesis was to plan and organize "Drama and Well-Being" workshops in two secondary schools in the area of Pirkanmaa. The aim of the workshops was to increase the students' well-being and to help students to develop their social and emotional skills. The method of the present study is mainly functional. Some devices of qualitative research have been used in the context of the workshops and in the written part of this thesis. The workshops included four meetings that lasted for 105 minutes. Based on the evaluation of the group leaders, students and teachers, the general atmosphere in the groups enhanced and some development in the group skills was also noticed. The results cannot be generalized. The pair work of a drama instructor and a public health nurse could be examined and expanded even more. It would be interesting to develop and study this pair work in other public health nurse's working fields, such as maternity clinics. The collaboration of drama instructors and public health nurses could also be valuable in the education of public health nurses. For example a drama course which would support and develop the group director's skills could be organized

BODYPUMP™ -lihaskestävyysharjoittelun vaikutus Lady Line Kajaanin asikkaille

Opinnäytetyömme ja sen puitteissa suoritetun tutkimuksemme tarkoituksena on kuvailla, millaisia vaikutuksia BODYPUMP™ -harjoittelulla on lihasten kestävyysominaisuuksiin. Kohderyhmänä toimivat Lady Line Kajaanin asiakkaat, joista saatiin koottua seitsemän henkilön testiryhmä. Tutkimukseen liittyvät testit ja kolme kuukautta kestänyt harjoittelujakso ajoittuivat keväälle 2009, helmikuusta toukokuuhun. Tavoitteena oli tuottaa konkreettista tietoa BODYPUMP™ -harjoittelun vaikutuksista vasta-alkajilla tai vähän harjoitelleilla koehenkilöillä. Näin ollen toimeksiantajamme, Lady Line Kajaani, pystyy tarvittaessa antamaan lisää tietoa asiakkailleen, jotka eivät tunne BODYPUMP™ -harjoittelua ja sen aikaansaamia vaikutuksia. Tietoa kolmen kuukauden harjoittelujakson vaikutuksista keräsimme suorittamalla alkutestit ennen harjoittelun aloittamista ja lopputestit harjoittelujakson jälkeen. Testeissä testattiin kehon suurimpien lihasryhmien lihaskestävyyttä toistomaksimitesteillä. Valitsimme tutkimukseemme seuraavat testit: yläraajojen nostotesti, vatsalihastesti, selkälihastesti, punnerrus ja toistokyykistys. Testit suoritettiin Kajaanin ammattikorkeakoulun Kunnon syke – testitilassa. Alku- ja lopputestien tuloksia vertaillessa saimme huomata, että koehenkilöiden lihaskestävyydessä oli tapahtu-nut kehitystä. Suurimmalla osalla testien tulokset paranivat kaikilla osa-alueilla ja osalla joidenkin testien tulos säilyi ennallaan tai oli huonontunut. Tähän haimme syitä koehenkilöiden kirjaamista harjoituspäiväkirjoista ja selkeitä syy-seuraussuhteita oli havaittavissa harjoittelun ja tulosten välillä. Tulosten perusteella koehenkilöiden lihaskestävyys oli kehittynyt harjoittelujakson jälkeen. Täysin varmoja ei kuitenkaan voida olla, onko lihaskestävyyden kehittyminen seurausta ainoastaan BODYPUMP™ -harjoittelusta, vai onko kehittymiseen vaikuttanut myös muu oheisharjoittelu. Joidenkin koehenkiöiden kohdalla voidaan harjoituspäiväkirjoista päätellä, että lihaskestävyys on kehittynyt BODYPUMP™ -harjoittelun seurauksena, toisilla ei näin selkeästi voida ajatella. Jatkotutkimuksia ajatellen, voitaisiin harjoittelu rajoittaa ainoastaan BODYPUMP™ -harjoitteluun, lisätä harjoitusjakson pituutta ja koehenkilöiden määrää tai ottaa mukaan vertailuryhmä

Lillin erilainen päivä : Potilasohje EEG-tutkimukseen tulevalle leikki-ikäiselle lapselle

Tämän toiminnallisen opinnäytetyön tarkoitus oli laatia leikki-ikäisen lapsen tarpeita palveleva potilasohje kliinisen neurofysiologian palveluryhmälle. Tavoitteena oli poistaa lapsen pelkoja tutkimuksesta, auttaa vanhempaa valmistamaan lastaan tulevaan tutkimukseen ja auttaa hoitajia saamaan mahdollisimman laadukas EEG-rekisteröinti. Toimeksiantajana oli Kuopion yliopistollisen sairaalan Kuvantamiskeskus, kliinisen neurofysiologian palveluryhmä. Edellinen Kuvantamiskeskuksen käytössä ollut potilasohje oli laadittu vuonna 2003. Opinnäytetyön tuotoksena syntyi satukirjatyylinen Lillin erilainen päivä – Potilasohje EEG-tutkimukseen tulevalle leikki-ikäiselle lapselle. Opinnäytetyöprosessi alkoi keväällä 2011 aiheen rajauksella ja lähdeaineiston etsinnällä. Raportti kirjoitettiin vuoden 2012 aikana ja potilasohje laadittiin syksyllä 2012. Tuotoksena syntynyt potilasohje laadittiin kirjallisuuteen perustuen ja aikaisempia potilasohjeita apuna käyttäen. Potilasohjeen suunnittelussa saatiin apua toimeksiantajalta. Tuotos sisältää kertomuksen muodossa pääkohdat EEG-tutkimuksesta. Siinä kuvataan leikki-ikäisen lapsen saapuminen sairaalaan, tutkimushuoneessa lapselle tehtävät valmistelut ennen rekisteröintiä, eri aktivaatiot ja tutkimuksen lopetus. Potilasohjeen toimivuutta ei pystytty arvioimaan käyttäjäryhmällä opinnäytetyöprosessin aikana. Jatkossa voitaisiin tutkia, onko potilasohje helpottanut leikki-ikäisten lasten valmistamista EEG-tutkimukseen haastattelemalla leikki-ikäisten lasten vanhempia ja hoitajia. Toimeksiantajalle toimitettiin sähköinen versio potilasohjeesta, jolloin Kuvantamiskeskus voi tarvittaessa päivittää ohjetta ja tehdä siihen muutoksia.The purpose of this thesis was to plan a functional patient instruction guide to a preschooler for a laboratory of neurophysiology. The target was to remove child’s fears, help parents to prepare their child for an electroencephalography and help nurses to get as high-quality film as possible. The client was Medical Imaging Centre of the Kuopio University Hospital, the service group of Clinical Neurophysiology. Their last patient instruction guide was updated in 2003. The product of this thesis was storybook-style Lilli’s different day – patient instruction guide for a preschooler in electroencephalography. The thesis process started in spring 2011 with outlining of the topic and searching of literature. The report was prepared in 2012 and the patient instruction guide was made in autumn 2012. The guide is based on literature and previous patient instruction guides. The client helped in planning the guide. The patient instruction guide contains an outline story of the electroencephalography. The story includes Lilli’s arriving at hospital, Lilli’s preparing for the examination, used activators and the end of the examination. Functionality of the patient instruction guide couldn’t be estimated with the user group in the thesis process. In the future it could be asked if the guide has helped in preparing a preschooler. The electronic version of the patient instruction guide was given to the client, so he can update the guide or make changes if required.Työn tuotoksena laadittiin Lillin erilainen päivä - Potilasohje EEG-tutkimukseen tulevalle leikki-ikäiselle lapselle

Associations between Childhood and Adolescent Emotional and Behavioral Characteristics and Screen Time of Adolescents

AbstractThe correlations between emotional and behavioral problems and increased screen time among young people has been highlighted in the literature. This study examined both longitudinal and cross-directional associations between the degree of childhood and adolescent emotional and behavioral problem characteristics and a higher level of daily screen time in adolescence using an extensive population study. Questionnaires providing data on a representative cohort sample (the Northern Finland Birth Cohort 1986 Study, NFBC 1986; n = 6479; 3101 males) were completed at birth, in childhood, and in adolescence. Male gender, and self-reported behavioral issues (such as a higher degree of hyperactivity/distractibility problems at the beginning of formal schooling and adolescent rule-breaking problems), predicted higher daily screen time in adolescence, after controlling for confounding factors. Higher levels of anxious-depression symptoms among adolescents were inversely related to them having elevated daily digital screen time. Individual behavioral tendencies at the start of formal schooling and later in adolescence may predict higher screen time among young people.Abstract The correlations between emotional and behavioral problems and increased screen time among young people has been highlighted in the literature. This study examined both longitudinal and cross-directional associations between the degree of childhood and adolescent emotional and behavioral problem characteristics and a higher level of daily screen time in adolescence using an extensive population study. Questionnaires providing data on a representative cohort sample (the Northern Finland Birth Cohort 1986 Study, NFBC 1986; n = 6479; 3101 males) were completed at birth, in childhood, and in adolescence. Male gender, and self-reported behavioral issues (such as a higher degree of hyperactivity/distractibility problems at the beginning of formal schooling and adolescent rule-breaking problems), predicted higher daily screen time in adolescence, after controlling for confounding factors. Higher levels of anxious-depression symptoms among adolescents were inversely related to them having elevated daily digital screen time. Individual behavioral tendencies at the start of formal schooling and later in adolescence may predict higher screen time among young people

Nurses’ experiences of their competence at mentoring nursing students during clinical practice : A systematic review of qualitative studies

AbstractAim: To identify and synthesize the best available evidence on nurse mentors’ experiences of their competence in mentoring nursing students during clinical practice.Design: The research employed a systematic literature review that followed the guidelines of the Joanna Briggs Institute (JBI).Data sources: The databases CINAHL, Medline Ovid, Scopus, Eric, Web of Science, Medic, and OATD were systemically searched from 2000 to 2017.Review methods: The identified studies were screened by title, abstract (n = 3080) and full-text (n = 91) using the following inclusion criteria: registered nurses, nurses’ experiences of competence in mentoring nursing students, acute and primary care organizations providing clinical practice for nursing students, qualitative study. Quality appraisal was performed, data extracted and findings from the included studies (n = 21) were pooled using meta-aggregation with the Qualitative Assessment and Review Instrument (JBI-QARI).Results: A total of 92 extracted findings were aggregated into 21 categories and then further grouped into five synthesized findings: 1) creating an interactive relationship with the student; 2) developing mentor’s characteristics and cooperation with stakeholders; 3) providing goal-oriented mentoring; 4) supporting students’ development to nurse profession; 5) supporting the student’s learning process.Conclusions: This review demonstrated that multifaceted mentoring competence is essential to supporting students’ learning processes and helping them become confident professionals. For this reason, the findings suggest that healthcare organizations which provide clinical practice for students should emphasize developing the mentoring competence of nurses by offering nurse mentors adequate education, ensuring that the organizational structure affords them sufficient support, and creating a receptive learning atmosphere.Abstract Aim: To identify and synthesize the best available evidence on nurse mentors’ experiences of their competence in mentoring nursing students during clinical practice. Design: The research employed a systematic literature review that followed the guidelines of the Joanna Briggs Institute (JBI). Data sources: The databases CINAHL, Medline Ovid, Scopus, Eric, Web of Science, Medic, and OATD were systemically searched from 2000 to 2017. Review methods: The identified studies were screened by title, abstract (n = 3080) and full-text (n = 91) using the following inclusion criteria: registered nurses, nurses’ experiences of competence in mentoring nursing students, acute and primary care organizations providing clinical practice for nursing students, qualitative study. Quality appraisal was performed, data extracted and findings from the included studies (n = 21) were pooled using meta-aggregation with the Qualitative Assessment and Review Instrument (JBI-QARI). Results: A total of 92 extracted findings were aggregated into 21 categories and then further grouped into five synthesized findings: 1) creating an interactive relationship with the student; 2) developing mentor’s characteristics and cooperation with stakeholders; 3) providing goal-oriented mentoring; 4) supporting students’ development to nurse profession; 5) supporting the student’s learning process. Conclusions: This review demonstrated that multifaceted mentoring competence is essential to supporting students’ learning processes and helping them become confident professionals. For this reason, the findings suggest that healthcare organizations which provide clinical practice for students should emphasize developing the mentoring competence of nurses by offering nurse mentors adequate education, ensuring that the organizational structure affords them sufficient support, and creating a receptive learning atmosphere

The effectiveness of targeted preventive interventions for depression symptoms in children and adolescents: Systematic review and meta-analyses

Abstract Background Targeted interventions are needed to prevent depression in at-risk children and adolescents. Children and adolescents are commonly at risk of depression due to subsyndromal depressive symptoms or problems in their social environment. Methods This review was conducted according to the Cochrane guidelines (2023) and reported using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) statement. A literature search was done in December 2023 using three electronic databases and a manual search. The methodological quality of all eligible studies was assessed using the Cochrane Collaboration's tool for assessing the risk of bias. Results This review includes 77 intervention studies of which 13 are follow-ups. Of the 64 identified main studies (n = 11,808), 19 were selective interventions targeting the problems in a social environment. Of the participants 63.6 % were girls and the mean age ranged between 9 and 17. Most of the studies were conducted in a Western school setting using psychological interventions, with the majority being CBT (cognitive behavioral therapy) based programs. Targeted interventions reduced the symptoms of depression statistically significantly at postintervention (SMD 0.27, 95 % confidence interval 0.16–0.37) and 6-month follow-up (SMD 0.32, 0.18–0.45) compared to any comparator. Intervention effects were not statistically significant at the 12-month follow-up. Conclusion Indicated and selective interventions targeted to children and adolescents at risk of depression due to their social environment have a small effect on depressive symptoms. Interventions should be delivered by mental health experts.Abstract Background Targeted interventions are needed to prevent depression in at-risk children and adolescents. Children and adolescents are commonly at risk of depression due to subsyndromal depressive symptoms or problems in their social environment. Methods This review was conducted according to the Cochrane guidelines (2023) and reported using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) statement. A literature search was done in December 2023 using three electronic databases and a manual search. The methodological quality of all eligible studies was assessed using the Cochrane Collaboration's tool for assessing the risk of bias. Results This review includes 77 intervention studies of which 13 are follow-ups. Of the 64 identified main studies (n = 11,808), 19 were selective interventions targeting the problems in a social environment. Of the participants 63.6 % were girls and the mean age ranged between 9 and 17. Most of the studies were conducted in a Western school setting using psychological interventions, with the majority being CBT (cognitive behavioral therapy) based programs. Targeted interventions reduced the symptoms of depression statistically significantly at postintervention (SMD 0.27, 95 % confidence interval 0.16–0.37) and 6-month follow-up (SMD 0.32, 0.18–0.45) compared to any comparator. Intervention effects were not statistically significant at the 12-month follow-up. Conclusion Indicated and selective interventions targeted to children and adolescents at risk of depression due to their social environment have a small effect on depressive symptoms. Interventions should be delivered by mental health experts

Effectiveness of School-Based Occupational Therapy Interventions on School Skills and Abilities Among Children with Attention Deficit Hyperactivity and Autism Spectrum Disorders: Systematic Review

Abstract This systematic review aimed to synthesize the best available research evidence regarding the effectiveness of school-based occupational therapy interventions on school skills and abilities among children with ADHD (attention deficit hyperactivity disorder) and ASD (autism spectrum disorder). The review was conducted according to JBI (Joanna Briggs Institute) guidelines . A three-step search strategy was conducted from five electronic databases (CINAHL, PubMed, OTDBASE, Google Scholar, and Oula-Finna) in January 2022. This review considered randomized and quasi-randomized studies that evaluated school-based occupational therapy interventions for children on school skills and abilities, specifically outcomes of social interaction and process skills, and cognitive abilities. This review includes thirteen studies with a total sample size of 375 participants. Results are divided into two categories: school-based occupational interventions for children with ADHD (three studies) and school-based occupational interventions for children with ASD (ten studies). Results from school-based occupational therapy intervention studies for children and adolescents with ADHD indicate that this group of students benefits from manualized interventions that focus on social interaction skills, process skills, and cognitive abilities. Positive responses to these outcomes were found when using interventions concerning mindfulness, weighted vests, and executive function training programs. Results from school-based occupational therapy intervention studies for children and adolescents with ASD emphasize using interventions that affect social interaction skills.Abstract This systematic review aimed to synthesize the best available research evidence regarding the effectiveness of school-based occupational therapy interventions on school skills and abilities among children with ADHD (attention deficit hyperactivity disorder) and ASD (autism spectrum disorder). The review was conducted according to JBI (Joanna Briggs Institute) guidelines . A three-step search strategy was conducted from five electronic databases (CINAHL, PubMed, OTDBASE, Google Scholar, and Oula-Finna) in January 2022. This review considered randomized and quasi-randomized studies that evaluated school-based occupational therapy interventions for children on school skills and abilities, specifically outcomes of social interaction and process skills, and cognitive abilities. This review includes thirteen studies with a total sample size of 375 participants. Results are divided into two categories: school-based occupational interventions for children with ADHD (three studies) and school-based occupational interventions for children with ASD (ten studies). Results from school-based occupational therapy intervention studies for children and adolescents with ADHD indicate that this group of students benefits from manualized interventions that focus on social interaction skills, process skills, and cognitive abilities. Positive responses to these outcomes were found when using interventions concerning mindfulness, weighted vests, and executive function training programs. Results from school-based occupational therapy intervention studies for children and adolescents with ASD emphasize using interventions that affect social interaction skills

Important biological issues for elementary pupils : a study of elementary pre-service teachers’ conception

AbstractPrevious studies show teachers’ conceptions about subject matter influencing their teaching decisions. In the survey, it has been investigated what kind of conceptions elementary pre-service teachers have concerning the issues they find important in teaching and management of biology in order to provide adequate learning for Finnish elementary school pupils. Totally 267 participants answered the questionnaire. The data was analysed by inductive content analysis. Biological content knowledge (60 %), skills (15 %), and experience (11 %) formed the greatest part of the mentioned important issues (totally 936). Other ones (e.g. attitudes, teaching) comprised less than 10 %. The issues of knowledge were mentioned significantly more often than the other ones. The results show that the participants had hardly any view of the totality concerning elementary biology education. So, teacher educators should discuss and implement new strategies to make biology education more comprehensive for elementary pre-service teachers.Abstract Previous studies show teachers’ conceptions about subject matter influencing their teaching decisions. In the survey, it has been investigated what kind of conceptions elementary pre-service teachers have concerning the issues they find important in teaching and management of biology in order to provide adequate learning for Finnish elementary school pupils. Totally 267 participants answered the questionnaire. The data was analysed by inductive content analysis. Biological content knowledge (60 %), skills (15 %), and experience (11 %) formed the greatest part of the mentioned important issues (totally 936). Other ones (e.g. attitudes, teaching) comprised less than 10 %. The issues of knowledge were mentioned significantly more often than the other ones. The results show that the participants had hardly any view of the totality concerning elementary biology education. So, teacher educators should discuss and implement new strategies to make biology education more comprehensive for elementary pre-service teachers