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| 12. |
- Aspelin, P, et al.
(författare)
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Nephrotoxic effects in high-risk patients undergoing angiography
- 2003
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Ingår i: New England Journal of Medicine. - 0028-4793 .- 1533-4406. ; 348:6, s. 491-499
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Tidskriftsartikel (refereegranskat)abstract
- BACKGROUND: The use of iodinated contrast medium can result in nephropathy. Whether iso-osmolar contrast medium is less nephrotoxic than low-osmolar contrast medium in high-risk patients is uncertain. METHODS: We conducted a randomized, double-blind, prospective, multicenter study comparing the nephrotoxic effects of an iso-osmolar, dimeric, nonionic contrast medium, iodixanol, with those of a low-osmolar, nonionic, monomeric contrast medium, iohexol. The study involved 129 patients with diabetes with serum creatinine concentrations of 1.5 to 3.5 mg per deciliter who underwent coronary or aortofemoral angiography. The primary end point was the peak increase from base line in the creatinine concentration during the three days after angiography. Other end points were an increase in the creatinine concentration of 0.5 mg per deciliter or more, an increase of 1.0 mg per deciliter or more, and a change in the creatinine concentration from day 0 to day 7. RESULTS: The creatinine concentration increased significantly less in patients who received iodixanol. From day 0 to day 3, the mean peak increase in creatinine was 0.13 mg per deciliter in the iodixanol group and 0.55 mg per deciliter in the iohexol group (P=0.001, the increase with iodixanol minus the increase with iohexol, -0.42 mg per deciliter [95 percent confidence interval, -0.73 to -0.22]). Two of the 64 patients in the iodixanol group (3 percent) had an increase in the creatinine concentration of 0.5 mg per deciliter or more, as compared with 17 of the 65 patients in the iohexol group (26 percent) (P=0.002, odds ratio for such an increase in the iodixanol group, 0.09 [95 percent confidence interval, 0.02 to 0.41]). No patient receiving iodixanol had an increase of 1.0 mg per deciliter or more, but 10 patients in the iohexol group (15 percent) did. The mean change in the creatinine concentration from day 0 to day 7 was 0.07 mg per deciliter in the iodixanol group and 0.24 mg per deciliter in the iohexol group (P=0.003, value in the iodixanol group minus the value in the iohexol group, -0.17 mg per deciliter [95 percent confidence interval, -0.34 to -0.07]). CONCLUSIONS: Nephropathy induced by contrast medium may be less likely to develop in high-risk patients when iodixanol is used rather than a low-osmolar, nonionic contrast medium.
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| 16. |
- Aspfors, Jessica, et al.
(författare)
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A metasynthesis of research on mentor education : three emerging dimensions
- 2015
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Konferensbidrag (refereegranskat)abstract
- The aim of this meta-synthesis is to deepen the understanding and knowledge of research focusing on education for mentors of newly qualified teachers (NQTs). Altogether, 10 studies met the criteria for full inclusion and were synthesised. Three overarching dimensions were found as a final synthesis guiding the further development of mentor education: 1) Contextual dimensions, 2) Theoretical-analytical dimensions, and 3) Relational dimensions. The synthesis stresses the importance of a systematic, long-term and research-based mentor education that develops mentors’ (self-)understanding of teaching and mentoring, i.e. is well integrated in the educational context, has a balance of theoretical and practical components, includes rich possibilities for interaction and reflection and prepares for an evidence-informed mentoring.A REVISED AND EXTENDED VERSION OF THIS PAPER HAS LATER BEEN PUBLISHED AS OPEN ACCESS, SEE: http://www.sciencedirect.com/science/article/pii/S0742051X1500030X
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| 17. |
- Aspfors, Jessica, et al.
(författare)
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Att kvalificera sig till mentor – perspektiv på kompetensbehov och utbildning av mentorer för nya lärare
- 2015
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Ingår i: Psykologi i kommunen. - 1892-3364. ; 50:2, s. 17-27
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Tidskriftsartikel (refereegranskat)abstract
- Under senare år har allt mer fokus och resurser riktats mot lärares kompetensutveckling. Ett område för satsningar har bl.a. varit mentorskap. Mycket har skrivits om mentorskap generellt och om nya lärare och deras behov speciellt, men vad vet vi om mentorers kompetensutveckling och lärande? Vilka kompetenser behövs och hur påverkar det utbildning av veiledere/mentorer? I denna artikel sätter vi fokus på kvalificering av mentorer för nya lärare och på den kompetens de kan behöva för att på ett medvetet och framgångsrikt sätt vara mentor för nya lärare. Vi kommer att diskuter vilka kompetenser mentorer kan behöva och hur det i sin tur kan påverka utbildning av veileder/mentorer – såväl till innehåll som till form. Vi kommer inte att gå närmare in på frågan i vilken mån mentorskap är positivt eller inte för nya lärare, eftersom vår bedömning är att det finns mycket forskning som på ett övertygande sätt visar på dess positiva effekter (se t.ex. Bjerkholt, 2012; Dahl et al., 2006; Ingersoll & Strong, 2011; Waterman & He, 2011), även om vissa frågetecken kan resas kring dess räckvidd, exempelvis för skolutveckling (Dahl et al., 2006). Vi tar utgångspunkt i den internationella forskningen på området men ger också konkreta exempel från ett nordiskt perspektiv, i synnerhet från Sverige och Finland. Vi inleder med en bakgrundsteckning kring vad tidigare forskning på området lyfter fram om mentorers professionella utveckling och lärande till att bli mentor.
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| 18. |
- Aspfors, Jessica, et al.
(författare)
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Collaboration or assessment? Some perspectives on mentoring in Finland and Sweden.
- 2010
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Ingår i: The conference Promoting Learning and Well-Being of Students and teacher at University of Jyväskylä, Finland, 7-9 June 2010..
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Konferensbidrag (refereegranskat)abstract
- Collaboration or assessment? Some perspectives on mentoring in Finland and Sweden JESSICA ASPFORS, Faculty of Education, Åbo Akademi University, Finland GÖRAN FRANSON, Faculty of Education and Business Studie, University of Gävle, Sweden HANNU L. T. HEIKKINEN, Finnish Institute for Educational Research, University of Jyväskylä, Finland In this presentation, some tensional trends within mentoring, which we call a contradiction between collaboration and assessment, will be addressed. The aim is threefold: firstly to describe and compare the development of mentoring programs in Finland and Sweden at a system level, secondly to illustrate how the various mentoring systems have been experienced by the persons involved and thirdly to discuss the political and ideological circumstances and the possible effects of these solutions. The study is based on empirical data from the Finnish and Swedish contexts, both on the level of mentors’ and NQTs’ experiences, based on interviews and/or focus group discussions and on the national policy level, based on policy documents on teacher education and, in the Swedish part, the responses of teacher educators to them. The tentative result indicates profound differences between the two national initiatives of mentoring in Finland and Sweden. The mentoring process in Finland, peer group mentoring, is clearly based on social constructivist assumptions on knowledge and learning. The integration of formal, informal and nonformal learning as well as the equality and professional autonomy as persons and professionals is central. The proposed system of a mandatory induction system in Sweden is, however, very different with mentoring, probation year, registration of teachers and possible assessment of NQTs as central components. In the presentation these issues will be discussed upon in terms of teachers’ continuing professional learning and development.
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| 19. |
- Aspfors, Jessica, et al.
(författare)
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Contested Architectures of Mentoring : Support, Supervision or Collective Self-Development
- 2013
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Konferensbidrag (refereegranskat)abstract
- In this paper, we describe contested practices of mentoring within and between Australia, Finland and Sweden. Our study is based on national policy documents and empirical data from participants involved in mentoring. The theoretical framework will build on practice theory (Kemmis & Grootenboer, 2008; Kemmis & Heikkinen 2012). The aim is to demonstrate three archetypes persisting in literature and practices: mentoring as supervision, support and collective self-development. In Australia, we find the three kinds of mentoring jostling with one another. In Finland, the perspective of collective self-development is emphasized. In Sweden, the traditional model of mentoring (support) has been typical since 1995, with a current reform of teacher induction which turns mentoring more into supervision.Our paper will show (1) that the meanings of 'mentoring' are contested within and between the countries involved; (2) that the three forms of mentoring identified represent three different projects: (a) assisting newly qualified teachers (NQTs) to pass through probation or (b) traditional mentoring of NQTs by more experienced teachers or (c) peer-group mentoring (PGM); and (3) that these three projects, that could be simultaneously present, also involve and imply quite different practice architectures in the form of different materialeconomic, social-political and cultural-discursive arrangements.
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| 20. |
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