University College Absalon

This study examines DidakTekQuest, a board game designed to enhance Continuing Professional Development (CPD) for in-service educators by integrating Game-Based Learning (GBL) with Reflective Practice-based Learning (RPL). Framed within a design-based research methodology, the paper analyses the game's intended design to explore how it can cultivate collaboration, dialogue and reflection to promote in-service educators’ understanding of digital technology in their teaching practices. Drawing on theoretical frameworks including the concept of double stimulation, the study demonstrates how game elements can stimulate agency, dialogue and pedagogical exploration. The results highlight the potential of game-based learning to stimulate reflective dialogue and critical thinking that enable educators to meaningfully incorporate digital tools into their teaching practices.

This study aimed to examine the shock absorbency properties of two different soccer playing surfaces, namely the artificial turf (AT) and natural turf (NT), using a bespoke impact test aligned with the FIFA Advanced Artificial Athlete (AAA) testing standard.Measurements were collected using an accelerometer sensor to quantify peak impact force to calculate the shock absorbency property across five field locations, with each location consists of four trials of impact test at the same spot (T1 -T4).Two data analysis methods were compared: (1) using only the first trial (T1) and ( 2) averaging four consecutive trials (AVG) in determining the impact properties of the two surfaces.Results showed significant differences in shock absorbency on the NT surface between T1 and AVG (p < 0.05), while no significant difference was found on AT (p > 0.05).This suggests that NT surfaces exhibit greater variability due to environmental and structural inconsistencies, whereas AT surfaces offer more uniform mechanical properties of multiple impact tests.The rubber infill in AT likely contributed to its reduced compressibility and consistent shock response.These findings highlight the importance of considering surface type and test methodology when evaluating playing surface performance.In conclusion, the study emphasizes that analysis methods and surface characteristics substantially influence shock absorbency measurements.A standardized and surface-specific approach is essential for accurate assessment.

<bold>Background:</bold> Despite the many clinical benefits of long-term oxygen therapy (LTOT) for chronic respiratory diseases, patient-reported LTOT outcome measures are lacking. We therefore developed the Questionnaire for Oxygen Therapy Effectiveness (QuOTE). <bold>Methods:</bold> Delphi methodology was used by a group of European clinical and academic respiratory specialists to identify domains & questions to include in an LTOT effectiveness tool. The survey was then beta-tested by a group of LTOT patients. <fig><object-id>erj;66/suppl_69/PA2429/F1</object-id><object-id>F1</object-id><object-id>F1</object-id><graphic></graphic></fig> <bold>Results:</bold> In the first round, 13 clinical & academic respiratory clinicians agreed the domains to include. Questions covered physical activity, dyspnea, sleep quality, mental clarity, LTOT side effects & equipment. Advantages & disadvantages of current tools, clinical assessment priorities for patient & clinician and the caveats & advantages around length were discussed. Over 6 months, 3 rounds of Delphi consensus method distilled 18 questions to 9 (Figure). All beta testers reported the survey was easy to read, understand and complete. <bold>Conclusion:</bold> The QuOTE is a new tool to assess the effectiveness of LTOT. It will require further testing for reliability, construct & face validity and responsiveness. We are working on French, German, Spanish, Portuguese & Chinese versions. Follow-up studies are needed to test it against outcomes and other physiological assessments. Our goal is to improve the assessment & outcomes of respiratory patients receiving LTOT.

Despite the significant risk of nutritional problems among older adults in nursing homes, the impact of environmental and situational factors is understudied. This study explores the interaction between residents, food, and the nursing home environment, and asks “Why do residents eat what they do?.” Using an ethnographic approach, the study investigates food environments in six rural nursing homes through approximately 2,000 hours of participant observations, nine interviews with residents, and four group interviews with care staff. Data analysis was conducted concurrently using the inductive methods of grounded theory. Using a “foodscape” to illustrate the nursing home environment provides valuable insights into where residents eat, how they eat, what and when they eat, and with whom they eat. Four primary concepts emerged: (1) the physical environment, (2) food patterns dictated by dietary concepts and care staff resources, (3) residents’ passive involvement due to care staff’s task-focused view of mealtimes, and (4) social perspectives on eating, whether in isolation or in a family-style setup. The foodscape contributes to understanding the residents’ food intake and can be used to develop strategies to improve nutrition and life quality for this vulnerable group of people.

The transition to a more plant-based diet embraces a higher consumption of diversified pulses. Understanding the chemical composition of pulses is crucial to decipher their biofunctionality. This study analyzed 14 different cultivars of 4 types of pulses (pea, lentil, faba bean, and lupin) using NMR-based metabolomics. Sucrose, glutamate, and citrate were the metabolites representing the most abundant polar chemical classes (carbohydrates, amino acids, and organic acids). Lupin had a higher content of carbohydrates, and a lower content of free amino acids than the other species. Differences among the cultivars related to carbohydrates were found for peas and lentils, which was reflected in variations in their metabolic pathway potential. Faba beans showed highest concentrations of phenolic compounds. Correlation with data from descriptive sensory profiling enabled pinpointing several amino acids and some organic acids that contributed to explain variations in perceived smell and taste among the cultivars.

Forskning i sprogtilegnelse, flersprogethed og tværsproglig didaktik har påvist, at sprogkompetencer hænger sammen på tværs af sprog, og at sprogkompetencer på første- og andetsprog har stor betydning for tilegnelsen af yderlige sprog (Cenoz 2013). Flersproglig sprogundervisning kan positivt bidrage til udvikling af elevers sproglige bevidsthed, sproglig nysgerrighed og motivation for at lære fremmedsprog. På trods af disse forskningsresultater dominerer den singulære tilgang stadig i det danske skolesammenhæng, som fokuserer på ét sprog, fx standardtysk i tyskundervisningen. Potentialet af pluralistiske tilgange, der inddrager hhv. flere sprog og sproglige varianter i undervisningen for at fremme elevernes flersprogede kompetencer, udnyttes ikke. Delvis gør det samme sig gældende i læreruddannelsen, selvom pluralistiske tilgange i et vist omfang bliver anvendt og formidlet. I det hele set tillægges disse tilgange dog endnu ikke den betydning, der er nødvendig for et paradigmeskifte i uddannelsessystemet og dermed bliver de ikke solidt forankret i (fremmed)sprogsdidaktikken på tværs af uddannelsesniveauer. Projektet Tværsproglighed i Læreruddannelsen/TiL (2021-22) havde til formål at udvikle, afprøve og udbrede metoder for flersproglig undervisning som fremmer elevernes sproglige bevidsthed og indlæring i grundskolen. I den her artikel præsenteres projektets forankring og gennemførsel på læreruddannelsen, konkrete eksempler med fokus på tyskundervisning i grundskolen og udvalgte projektresultater. Derudover fremlægges implementeringsmuligheder med henblik på den nye læreruddannelse i Danmark fra august 2023 (LU23), samt nogle skridt i retning af forankring af tværsproglighed som didaktisk princip i skolepraksis.

The main objective of this scoping review is to collect and systematically map research literature on pedagogical strategies and activities that target the relationship between theory and practice in clinical education within undergraduate healthcare programmes. We searched the Scopus and CINAHL databases for peer-reviewed papers in English, Swedish, Norwegian and Danish, published since 2016, and specific to professional undergraduate programmes in biomedical laboratory science, midwifery, nursing, nutrition and health, occupational therapy, physiotherapy, psychomotor therapy and radiography that explicitly refer to curriculum activities aiming to bridge the theory–practice gap. The process was guided by two research questions: (1) In connection with which undergraduate healthcare programmes are there published studies on pedagogical strategies and activities designed to help students integrate academic and clinical knowledge; how are they described; and what kind of clinical activities do they address? and (2) What epistemological assumptions underpin (explicitly and implicitly) these strategies and activities, as well as the definitions and the understanding of relationships between forms of knowledge? We identified 5,693 studies and found 24 eligible for inclusion. The studies employed different methodologies, with qualitative design the most frequent across all studies (n = 15). Most studies originated from North America and Australia (n = 11), and about a third were from Scandinavian countries. The 24 papers cover pedagogical strategies and activities ranging widely from technology-based models to peer support and tools for reflective learning. The vast majority (n = 18) referred to nursing programmes. The results show that the relationship between theory and practice is addressed mainly in clinical education in connection with nursing education. Definitions of central concepts and an outline of epistemological underpinnings are lacking. The pedagogical strategies and activities identified in clinical education can provide information for managers, policymakers, and academic and clinical educators, and guide future curriculum reforms. The review identifies a knowledge gap concerning pedagogical strategies and activities in clinical education within a range of healthcare programmes that extend beyond nursing.

Rehabilitation is increasingly being integrated into dementia care. To provide person-centred rehabilitation interventions, a systematic assessment of rehabilitation needs is essential. This scoping review was conducted to identify and map the characteristics of tools and procedures used by health professionals to assess the rehabilitation needs of people living at home with early-stage dementia. A comprehensive literature search was conducted in 2018, 2020, 2021 and 2023 of PubMed, Embase, PsycInfo, CINAHL and Prospero. Identified tools were classified according to the World Health Organization's ICF classification and subjective perspectives. Procedures were classified according to place, time and the people involved in the needs assessment. Eleven papers were included. The population considered was predominantly people diagnosed with Alzheimer's dementia. The identified tools mainly assessed problems with functioning, predominantly focusing on activity and less frequently on participation. One tool had a focus on the environment. None of the tools focused on personal factors. Subjective perspectives were mainly assessed in terms of goal setting. Procedures were poorly described. While several needs assessment tools were identified, procedures for needs assessment were sparsely described in the included papers. This scoping review indicates that a strengthened focus on needs assessment is needed in future research and practice.

ABSTRACT When given school choice, middle-class parents are known to use various strategies that increase segregation. This has also been observed in Nordic countries despite their belief in equality and the norm of children’s autonomy. This paper presents an analysis of interviews with children from two tracks at a Danish comprehensive school. Specifically, we analyse the children’s narratives about their parents’ involvement in their choice of track. The analysis reveals parent involvement ranging from invisible to visible pedagogies. On the basis of this, we discuss whether some modes of parenting are preferable in terms of reducing social reproduction.