scholarly journals Tailored workplace education for immigrants in Rural Sweden: working with resources and deficits

Author(s):  
Malin Benerdal
Keyword(s):  
2021 ◽  
pp. 1-20
Author(s):  
Mervi Issakainen ◽  
Anna Mäki-Petäjä-Leinonen ◽  
Sirkkaliisa Heimonen ◽  
Ann-Charlotte Nedlund ◽  
Arlene Astell ◽  
...  

Abstract Having opportunities to make decisions and choices regarding one's life is crucial when living with dementia. This inter-disciplinary study draws on the concept of relational autonomy to explore how working-age people living dementia seek to influence their lives, and what makes it easier or more difficult for them in their everyday life. The data consist of three focus group discussions conducted with 12 retired adults who developed dementia while still employed. The results illuminate various resources that enable a person to (a) handle their difficulties at work and related consequences with dignity, (b) manage everyday tasks and live a fulfilling life, and (c) fight the stigma associated with (working-age) dementia. Challenges related to these aspects reported by the participants reveal gaps and obstacles that impede the full realisation of the rights of people living with early onset dementia. This research highlights the need for workplace education for different stakeholders, equal and ongoing access to guidance and counselling for younger people who live with dementia, and an effort by society as a whole to eradicate stigma.


10.3386/w4831 ◽  
1994 ◽  
Author(s):  
Alan Krueger ◽  
Cecilia Rouse

2020 ◽  
Vol 79 (OCE2) ◽  
Author(s):  
Daniela Prozorovscaia ◽  
Emma Jacquier ◽  
Florent Dudan ◽  
Suttipong Mungkala ◽  
Hilary Green

AbstractIntroductionFood choice is complex. Digital nutrition applications are emerging to help decisions about food choices. Nestlé's Meal Nutritional Score (MNS) is a number between 0 and 100 that provides a measure of the extent to which a meal meets US dietary recommendations. The objective was to evaluate if the MNS influences food choices in a workplace restaurant.Materials and MethodsA workplace education campaign ran over two weeks in order to introduce the MNS to employees. This was done during the lunch break at the entrance to the cafeteria of Nestlé's research centre, which serves around 250 hot meals at lunchtime every day. Employees choose between a typical Western meal, a healthy meal and a vegetarian meal. During the campaign, and for three weeks afterwards, LED screens displayed the MNS for the three different types of meal, every day. Employees’ voluntary feedback on the MNS was collected using a closed-ended questionnaire. Descriptive analyses were done for the scores and sales of each type of meals for one week before the education campaign, immediately after the campaign and three weeks later. Data are reported as mean ± 1 standard deviation.ResultsFeedback was obtained from 152 employees, of whom 96% said the MNS helped them to understand the nutritional balance of the meals, and 38% said the MNS influenced their meal choices. The MNS scores pre-campaign, post-post campaign and 3 weeks later were 52 ± 14, 50 ± 16 and 56 ± 11 for the Western meal; 54 ± 14, 62 ± 6 and 67 ± 6 for the healthy meal and 64 ± 11, 57 ± 14 and 57 ± 12 for the vegetarian meal, respectively. The percentage of sales pre-campaign, post-post campaign and 3 weeks later were 48 ± 10%, 43 ± 9% and 33 ± 9% for the Western meal; 25 ± 10%, 30 ± 8% and 36 ± 10% for the healthy meal, and 27 ± 4%, 27 ± 4% and 30 ± 8% for the vegetarian meal, respectively.DiscussionThe number of people selecting the healthy meal, which usually had the best score, increased during the three weeks following the education campaign, suggesting that the MNS positively influences food choices. The MNS may also help chefs to design more nutritionally balanced meals. Longer-term follow up is necessary to evaluate if these are sustained behaviour changes as well as to test the impact of the MNS in a different workplace environment.


Pharmacy ◽  
2020 ◽  
Vol 8 (3) ◽  
pp. 117 ◽  
Author(s):  
Andries S. Koster ◽  
Aukje K. Mantel-Teeuwisse ◽  
Herman J. Woerdenbag ◽  
Wilhelmina M. C. Mulder ◽  
Bob Wilffert ◽  
...  

In this article the design of three master programs (MSc in Pharmacy) and two postgraduate specialization programs for community or hospital pharmacist is described. After a preceding BSc in Pharmacy, these programs cover the full pharmacy education capacity for pharmacists in primary and secondary health care in the Netherlands. All programs use the CanMEDS framework, adapted to pharmacy education and specialization, which facilitates the horizontal integration of pharmacists’ professional development with other health care professions in the country. Moreover, it is illustrated that crossing the boundary from formal (university) education to experiential (workplace) education is eased by a gradual change in time spent in these two educational environments and by the use of comparable monitoring, feedback, and authentic assessment instruments. A reflection on the curricula, based on the principles of the Integrative Pedagogy Model and the Self-determination Theory, suggests that the alignment of these educational programs facilitates the development of professional expertise and professional identity of Dutch pharmacists.


2015 ◽  
Vol 35 (2) ◽  
pp. 341-346 ◽  
Author(s):  
M. Embo ◽  
E. Driessen ◽  
M. Valcke ◽  
C.P.M. van der Vleuten

1997 ◽  
Vol 41 (3) ◽  
pp. 262-275 ◽  
Author(s):  
Peter Waterhouse ◽  
Robin Sefton

AS more teachers move into new areas such as enterprise-based workplace education, concerns have been expressed regarding the deprofessionalisation of their work. This article explores an approach to workplace education, within a manufacturing environment, which not only re-defines the work of teachers in ways which utilise, enhance and extend their skills, but also values the role of professional educators in advising industry personnel on matters relating to learning and assisting in the development of learning frameworks. It is argued that when competence is contextualised and viewed holistically, and the subsequent training program is based on the complex reality of the particular workplace, all the professional skills of teachers are required to design effective learning strategies. If the resultant educational program is also to be responsive to the needs of the learners and sufficiently flexible to encompass changes in the workplace as they occur, its development and implementation will pose a unique challenge to teachers.


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