Multilingual publishing in the social sciences and humanities: A seven-country European study.

We investigate the state of multilingualism across the social sciences and humanities (SSH) using a comprehensive data set of research outputs from seven European countries (Czech Republic, Denmark, Finland, Flanders [Belgium], Norway, Poland, and Slovenia). Although English tends to be the dominant language of science, SSH researchers often produce culturally and societally relevant work in their local languages. We collected and analyzed a set of 164,218 peer-reviewed journal articles (produced by 51,063 researchers from 2013 to 2015) and found that multilingualism is prevalent despite geographical location and field. Among the researchers who published at least three journal articles during this time period, over one-third from the various countries had written their work in at least two languages. The highest share of researchers who published in only one language were from Flanders (80.9%), whereas the lowest shares were from Slovenia (57.2%) and Poland (59.3%). Our findings show that multilingual publishing is an ongoing practice in many SSH research fields regardless of geographical location, political situation, and/or historical heritage. Here we argue that research is international, but multilingual publishing keeps locally relevant research alive with the added potential for creating impact.

Developing nursing ethical competences online versus in the traditional classroom.

BACKGROUND: The development of society and science, especially medical science, gives rise to new moral and ethical challenges in healthcare. RESEARCH QUESTION/OBJECTIVES/HYPOTHESIS: In order to respond to the contemporary challenges that require autonomous decision-making in different work contexts, a pedagogical experiment was conducted to identify the readiness and responsiveness of current organisation of nursing higher education in Slovenia. It compared the successfulness of active learning methods online (experimental group) and in the traditional classroom (control group) and their impact on the ethical competences of nursing students. The hypothesis set in the experiment, hypothesis 1 (the experimental group will be successful and will have good achievements in comprehension and application of ethical principles) was confirmed based on pre-tests and post-tests. The hypothesis tested by the questionnaire, hypothesis 2 (according to the students, the active learning methods online in the experimental group have a positive impact on the development of ethical competences) was confirmed. RESEARCH DESIGN: The pedagogical experiment was supported by a multiple-case study that enabled the in-depth analysis of the students' attitudes towards the active learning methods in both settings. PARTICIPANTS AND RESEARCH CONTEXT: The study included Slovenian first-year nursing students (N = 211) of all the enrolled students (N = 225) at the University of Ljubljana and University of Primorska in the academic year 2010/2011. ETHICAL CONSIDERATIONS: Before the study ethical permission was obtained from the managements of both participating faculties. The students were given all the necessary information of the experiment before the tutorials. FINDINGS: No significant difference was found between the two learning settings and both had a positive impact upon learning. The results of the content analysis show that the students' active engagement with the active learning methods in the group enables the development of ethical competences and the related communicative competences, interpersonal skills, collaboration and critical thinking. DISCUSSION: Active learning methods in the settings compared, online and the traditional classroom, enabled the development of a higher level of knowledge defined by the ability of critical thinking and reflective response, the core of ethical competences. Students develop ethical competence through active engagement in a group work, role play and discussion, and there is no difference between online or traditional learning settings. CONCLUSION: In the healthcare, it is crucial for providers to be capable of making autonomous decisions and managing various communication situations and contexts in which the moral attitudes and ethical sensibility are essential.

Students' well-being in nursing undergraduate education.

BACKGROUND: Although previously the Job-Demand-Control-Support model has been successfully applied in many studies in the field of health care and education, the model was never used for the evaluation of the nursing students' well-being. OBJECTIVES: The aim of this study was to promote nursing students' well-being. The objective was to verify whether the Job-Demand-Control-Support model is appropriate for the evaluation of their well-being. DESIGN: The Job-Demand-Control-Support model was implemented and investigated in a multiple-case study, which consisted of two phases. In phase I the students' well-being along with the perceived levels of control, support, and demand for each individual student during their study were identified. These results were used in phase II, where the usefulness of the presented model was evaluated. SETTINGS: The study was performed at the end of the academic year 2009/2010 in two institutions: Tampere University of Applied Sciences, School of Health Care, Finland (institution 1); and the University of Primorska, Faculty of Health Sciences, Slovenia (institution 2). PARTICIPANTS: Participants of the study were nursing graduates who finished their studies in 2009/2010 and the Vice-Deans for education of both institutions. The final sample included 83 students in institution 1 and 79 students in institution 2. METHODS: The case study was combined with a survey (phase I) and an interview (phase II). RESULTS: Although the students' well-being in these two institutions was different, most students of both institutions perceived their studies as low strain, placid, and only some of the students in both institutions had a high risk of malaise. The Vice-Deans for education of both institutions confirmed that the application of the Job-Demand-Control-Support model provided relevant information on the nursing students' well-being, which helped in planning improved nursing study programmes. CONCLUSIONS: This study demonstrated that the Job-Demand-Control-Support model is appropriate for estimating undergraduate nursing students' well-being.