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Secondary individual prevention of hand dermatitis in geriatric nurses

Article

Authors: Schürer, Nanna Yvonne Klippel, Ulrike Schwanitz, Hans Joachim

Source: International Archives of Occupational and Environmental Health (2005)

Background: The incidence of occupational skin disease (OSD) in geriatric nurses (GNs) is increasing in Germany. Objectives: A prospective controlled study of secondary individual prevention (SIP) of OSD in GNs was conducted. Methods: Two hundred and nine participants completed questionnaires prior to the start of the program and 3 months after its conclusion. One hundred and two GNs participated in an interventional program (intervention group, IG). Severity of OSD was classified upon each visit. Δ-TEWL values were measured at regular intervals. Findings were compared with those for 107 control group (CG) participants consulting a dermatologist on demand. SIP was not offered to CG participants. Results: Upon entry, 89% of IG and 90% CG complained of OSD (NS). Dermatologic examination revealed skin changes in 90% of IG at first consultation. Upon study completion, 59% of IG was free of OSD. Questionnaires 3 months after study completion revealed skin lesions in 53% of IG and 82% of CG (p < 0.01). Δ-TEWL measurements reflected significant improvement of the epidermal barrier during SIP in IG (median 6.9-3.0 g/m2/h, p < 0.001). Three months after study completion, 96% of IG and 86% of CG were still employed. Conclusions: Objective dermatologic and skin physiologic data reveal that SIP in GNs is effective in the secondary prevention of OSD. Further, IG was superior to CG in terms of health maintenance and employment. © Springer-Verlag 2005.

Keywords:

adult female human male questionnaire Humans article controlled study longitudinal study Germany health service middle aged major clinical study drug formulation prevalence clinical trial Health education disease severity Health education consultation self evaluation aged Prospective Studies diagnostic accuracy geriatric nursing controlled clinical trial Prevention atopic dermatitis occupational eczema skin examination Dermatitis, Occupational hand eczema skin protection Hand Dermatoses health program skin water loss skin care dermatology protective clothing Questionnaires reference value occupational health nursing irritant dermatitis Geriatric nurses Hand dermatitis Prospective controlled study alfason repair dermatological agent excipial mandelosalbe excipial protect excipial repair hydrocortisone butyrate preval lipogel cream dermoepidermal junction diagnostic value disease classification geriatric hospital paste secondary prevention Cotton Fiber Gloves, Protective Latex Hypersensitivity Skin Physiology

44 Citations 10.1007/s00420-004-0588-0

Unemployment benefits, unemployment duration and subsequent job quality: Evidence from West Germany

Article

Authors: Pollmann-Schult, Matthias Büchel, Felix

Source: Acta Sociologica (2005)

The high unemployment figures in many European countries are often attributed to overgenerous unemployment benefits. However, proponents of benefit cuts tend not to recognize that unemployment benefits also facilitate longer job searches and, as a result, ultimately improve job matches. In this article, we investigate the effects of unemployment benefits on subsequent job quality by differentiating between transitions from unemployment to correctly allocated jobs and to over-education. Data are drawn from the West German Life History Study (GLHS). Results from Kaplan-Meier estimators and hazard regression models show that non-recipients of unemployment benefits indeed have a shorter unemployment duration, but that they also have significantly higher rates of transition to over-education than recipients of unemployment benefits. On the other hand, the receipt of unemployment benefits does not influence the transition to qualified jobs, which seems to be influenced more by labour demand. It is therefore important to bear in mind that reforming the unemployment compensation system by reducing unemployment benefits will not only shorten the average unemployment duration, but also increase the incidence of over-education and consequently reduce the overall job match quality in the labour market. Copyright © 2005 Scandinavian Sociological Association and SAGE.

Keywords:

unemployment duration Over-education Event history analysis Unemployment benefits

30 Citations 10.1177/0001699305050985

Learning as peripheral participation in communities of practice: A reassessment of key concepts in workplace learning

Review

Authors: Fuller, Alison Hodkinson, Heather Hodkinson, Phil Unwin, Lorna

Source: British Educational Research Journal (2005)

This article explores the strengths and weaknesses of Lave and Wenger's concept of 'legitimate peripheral participation' as a means of understanding workplace learning. It draws on recent ESRC-funded research by the authors in contemporary workplace settings in the UK (manufacturing industry and secondary schools) to establish the extent to which Lave and Wenger's theories can adequately illuminate the nature and process of learning at work. The new research presented here, which was located in complex institutional settings, highlights the diverse nature of patterns and forms of participation. Case study evidence is used to identify individual and contextual factors which underpin and illuminate the ways in which employees learn. The paper argues that whilst Lave and Wenger's work continues to provide an important source of theoretical insight and inspiration for research in to learning at work, it has significant limitations. These limitations relate to the application of their perspective to contemporary workplaces in advanced industrial societies and to the institutional environments in which people work. These complex settings play a crucial role in the configuration of opportunities and barriers to learning that employees encounter.

402 Citations 10.1080/0141192052000310029

Issues in science teaching

Book

Authors: Sears, John Sorenson, Pete

Source: Issues in Science Teaching (2005)

Issues in Science Teaching covers a wide range of important issues which will interest teachers at all phases in the education system. The issues discussed include: The nature and purposes of science education in a multicultural society, including the idea of science for all. The role and purposes of investigational work in science education. Assessment, curriculum progression and pupil attitudes to their science experience. Supporting basic skills development in literacy, numeracy and ICT, through science teaching. Supporting cross-curricular work through science teaching. Taking account of individual differences including ability, special needs, learning style and the case for inclusion. The articles are strongly based on current research and are intended to stimulate and broaden debate among the readers. Written by practising science educators and teachers, this book offers new and interesting ways of developing science education at all levels. © 2000 selection and editorial matter John Sears and Pete Sorensen.

0 Citations 10.4324/9780203993460

Collaborative teaching and learning in the workplace 1

Article

Authors: Tanggaard, Lene

Source: Journal of Vocational Education and Training (2005)

This article considers teaching and learning as a collaborative enterprise in the workplace. The empirical data have been extracted from a field study among apprentices engaged in electromechanical vocational training and education in a major Danish industrial company. Typically, studies of apprenticeship learning do not view aspects of teaching as decisive parts of workplace learning. In this article, I will pin down the specific character of collaborative teaching and learning in the workplace, and compare this with the features of a teaching situation in school with a teacher transmitting knowledge to the pupils. While instruction at school is organised as part of a specifically planned teaching situation, the instruction in the workplace is a more loosely organised part of the joint activity structure of the daily work tasks. The conclusions reached in the article should be useful for the conceptual understanding of instruction and teaching in workplace learning, as well as for policy makers and professionals responsible for the design of apprenticeships and workplace learning. © 2005 Taylor & Francis Group, LLC.

16 Citations 10.1080/13636820500200278

Recreating blackness-as-failure through educational reform? a case study of a california partnership academy

Article

Authors: Staiger, Annegret

Source: Equity and Excellence in Education (2005)

Vocational educational has long struggled with a reputation as a lower track and dead end for socially disadvantaged populations. Since the alarm call in the 1980s about the “forgotten half,” significant efforts have been expended to develop reform programs that provide disadvantaged populations viable options that would enhance their academic and economic prospects. However, considering the fact that such reform programs consist of a disproportionate numbers of Latinos and African Americans, how do we know that such reforms are not reproducing structures of racial domination? This article, an ethnographic study of a promising vocational education reform, examines race-making in the institutional organization, the representational practices, and the perspectives of students and teachers inside and outside this reform program. I argue that although the academy was a success story to some extent, it encountered negative stereotypes from its host school, while indirectly producing conditions that racially stigmatized its population. This poses questions about racial equity and the role of the institutional culture of the host school in implementing vocational reform programs. © 2005 Taylor & Francis Group, LLC.

7 Citations 10.1080/10665680590910860

Setting up learning partnerships in vocational education and training: Lessons learnt

Article

Authors: Collier, Kate McManus, Jacqueline

Source: Journal of Vocational Education and Training (2005)

The authors of this article were involved in designing and delivering a vocational education and training (VET) program for employees of a large Australian government agency. Learning partnerships were included as an integral part of this program and research was conducted to determine whether learning partnerships could be used effectively in workplace training. The initial research findings confirmed that, despite the differences between higher education (HE) and VET, learning partnerships could be successfully used in VET. As the program was repeated several times, the authors were provided with an opportunity to conduct developmental research on how to set up successful learning partnerships in a VET program. This article reports on what helped and hindered the integration of learning partnerships in the program. Some of the issues explored include: how to best structure learning partnerships to encourage participation; the desirable qualities of an effective learning partner; and the critical role played by the facilitator in setting up learning partnerships. © 2005 Taylor & Francis Group, LLC.

6 Citations 10.1080/13636820500200286

Breaking new ground in professional IT-training: A system of career paths in information technology

Conference paper

Authors: Mattauch, Walter Rohs, Matthias

Source: IFIP Advances in Information and Communication Technology (2005)

The Working Process-oriented Continuing Training project of the Fraunhofer Institute for Software and Systems Engineering has developed and evaluated a new form of continuing vocational training. This project was conducted in cooperation with leading IT enterprises and well-known education institutes. In contrast to other initiatives for structuring the continuing IT-training system, the methodological-didactical transformation of the concept was codeveloped during the institute's reorganisation. In the following article, the formal background, as well as the didactical and technological concept, are illustrated. If the concept is put into action as expected it will constitute a decisive turuing point in the vocational training system in Germany and will thus be an example for a European initiative. © 2005 by International Federation for Infonnation Processing. All rights reserved.

Keywords:

Vocational education Professional aspects Vocational education information technology Vocational training Technological concept Working process information technology Govermnent European initiatives Govermnent Software and systems engineerings Training projects

0 Citations

Identity work and pedagogy: Textually producing the learner-worker

Article

Authors: Solomon, Nicky

Source: Journal of Vocational Education and Training (2005)

In this article I draw attention to the current legitimising of new forms of identity of vocational and higher education learners. Using identity as a lens for examining pedagogy I focus on one of these new forms–the learner-worker identity. I examine one teaching and learning practice portfolio development, by discussing the program within which this practice is located and then analysing the texts that are written by the learner-workers as they participate in this program. Through this examination I draw attention to the complex set of identities and accountabilities of learners who move between work and learning sites, and in doing so I aim to illustrate the usefulness of understanding these kinds of textual practices as identity work. © 2005 Taylor & Francis Group, LLC.

6 Citations 10.1080/13636820500200277

‘community of practice’ as a framework for supporting tertiary teachers' informal workplace learning

Article

Authors: Viskovic, Alison R.

Source: Journal of Vocational Education and Training (2005)

This article discusses aspects of the informal learning of tertiary teachers in a polytechnic, a wananga (Maori tertiary institution) and a university in New Zealand. Case studies showed that they gained their teaching knowledge and skills mainly on the job, through informal, experiential learning, and much less through formal courses, professional development or familiarity with the literature of learning and teaching: that teaching knowledge was mainly tacit and procedural, rather than propositional. The case studies also showed that the contexts in which teachers worked, such as their institution, department or programme team, were significant. This article argues that, since informal learning was shown to be so important, a ‘community of practice’ framework may be a useful new approach for supporting the development of teachers' working knowledge and identities. © 2005 Taylor & Francis Group, LLC.

14 Citations 10.1080/13636820500200293

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