[Implementing bedside handover in neurological rehabilitation: An Action Research Approach in Practice Development]

Implementing bedside handover in neurological rehabilitation: An Action Research Approach in Practice Development Abstract. Background: Nursing handovers are considered high-risk tasks but are also an important resource for conveying pertinent insights in the patients' situation and engaging them in the care process. As part of a broader action research project, a participatory approach was used to implement bedside handovers. Aims: It seemed central to sustainable change to gain insights which underlying factors motivate nurses to change handover practices. Methods: A qualitative design was chosen, in which five exploratory interviews were conducted with nurses. Results: The biggest challenges are privacy concerns and dealing with cognitively impaired patients. The motivations for bedside handover are a less error-prone transfer of information and a more accurate impression of the patient, in addition to a patient contact which is experienced as valuable. Discussion: The change in handover structure is accompanied by changes in the ward culture. The challenges faced by the staff require high communication skills to bridge them. The main factor for the preference of the handover form is the effect on the patients. Limitations: Transferability is limited due to the high contextual relevance. Transfer: With the help of a structured implementation strategy, even rituals can be modified. The bedside handover has a beneficial influence on patient-centredness.

[Supporting Early Childhood Teacher's Competences in the Encounter with Refugee Children and their Families]

Supporting Early Childhood Teacher's Competences in the Encounter with Refugee Children and their Families Children and families with experiences as refugees bring out a challenge for the professionals in early childhood institutions (kindergarten). A curriculum to strengthen the competencies of early childhood teacher teams in the encounter with children and families with flight experiences was developed, implemented and evaluated. The article shows the objectives of this curriculum and the first evaluation results. The evaluation with qualitative and quantitative methods shows an increase of self-assessed security and competences in the pedagogical contact/encounter with the target group. A relevant success factor was the adaptation of the frame curriculum to the needs and situation of the specific early childhood teacher teams.