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At least 865 records · Page 48Linked to original sources

PubMed2002

Infrared reflection-absorption method for the detection of aromatic compounds in aqueous solutions with limited sample volumes.

An infrared reflection-absorption (IR/RA) method was developed to detect aromatic organic compounds in aqueous solutions where the required sample volume can be as low as 50 microL. Two aluminum plates were used to form the sampling cell for the detection of small amount of aqueous samples. One plate was used as an IR reflection substrate and a second plate, in which several holes were drilled, was placed tightly on the top of the reflection plate to form cavities for sampling. The cavities were further coated with hydrophobic film. After the hydrophobic film dried, a certain amount of aqueous sample was injected to the cavity. Analytes in the aqueous solution were attracted into the hydrophobic film through the solid phase micro-extraction principle. After residual water was removed from the cavity, organic compounds absorbed by the hydrophobic film could be sensed using IR radiation based on the reflection-absorption mode. To investigate the applicability of this type of sensing method for small-volume detection, factors such as the volume of the aqueous solution, the sample concentration, size of the cavity and the sensitivity of this method were investigated. An examination of the linear relationship between the signals and the analyte concentrations showed regression coefficients that were generally in the range of 0.992 to 0.999 for the examined analytes in the concentration range of 10 to 100 ppm. Under the condition that the sample volume was 100 microL and based on three-times the spectra noise level, the calculated detection limits for this method were found at around 1 ppm for the examined analytes.

Journal Article↗

PubMed2006

Contextual learning: a reflective learning intervention for nursing education.

Nursing educators need to continue to explore ways that new pedagogies such as narrative pedagogy and reflective practice inform and extend students' thinking in classroom and clinical situations. The goal of instruction becomes creating an opportunity for learning that integrates content knowledge with knowledge of the context. Educational methodologies that incorporate the use of context in a reflective, dialogical approach over time hold much promise in developing a dynamic process of thinking in practice. Contextual learning is a reflective learning intervention that offers new possibilities for nurse educators to prepare nurses to think critically in practice. In this expository paper the design and instructional methodology of contextual learning is discussed, beginning with a brief overview of the nature of critical thinking and the use of narrative as major underpinnings in the development of this intervention. Examples of how the intervention was implemented with novice nurses in practice is provided. Finally, reflections on how the intervention could be refined for nursing students is offered.

Communication↗

PubMed1996

Influence of sample temperature on reflectance photometry and electrochemical glucometer measurements.

OBJECTIVE: A study was conducted to determine the influence of sample temperature on manual reflectance photometers, automatic reflectance photometers, and electrochemical glucometers. RESEARCH DESIGN AND METHODS: Aqueous and blood-based control solutions were tested at temperatures ranging from 25 to 44 degrees C. With the Accu-Chek 3, One Touch, and Satellite G glucometers, multiple glucose determinations were performed on each sample. RESULTS: The results indicate that the manual reflectance photometry glucometer is prominently influenced by variation in sample temperature. The effect of sample temperature is greatest at high glucose levels. CONCLUSIONS: Caution may be required in the interpretation of manual reflectance photometry glucometer measurements in febrile or hypothermic diabetic patients.

Blood Glucose↗

PubMed1996

Evaluation of port wine stains by laser Doppler perfusion imaging and reflectance photometry before and after pulsed dye laser treatment.

Treatment of choice for congenital capillary malformations of the port wine stain type is presently the pulsed dye laser. Although treatment results have usually been excellent or good, a few patients respond less well. Looking for a tool to predict and monitor the treatment we used laser Doppler perfusion imaging and reflectance photometry. Measurements with laser Doppler perfusion imaging were performed in 19 patients initially and after 1-3 treatments and with reflectance photometry initially and after 1-6 treatments. Before treatment, 15 of the patients had an increased bloodflow within the port wine stain in comparison with normal contralateral skin. After the laser treatments, 15 of 18 patients had decreased bloodflow within the lesion and all 18 had surrounding hyperemia. Reflectance photometry showed a successive increase in blanching and predicted within 6 weeks of the first treatment the eventual clinical result. The bloodflow, as measured with laser Doppler perfusion imaging, did not correlate well with the photometrically registered erythema. Reflectance photometry is a useful objective tool, which early in the treatment course indicates whether laser therapy will be successful. Laser Doppler perfusion imaging is less helpful in monitoring patients but may be of use in the study of port wine stain pathophysiology.

Adolescent↗

PubMed1978

Influence of reflection-impulsivity and cognitive style on time estimation under different ambient conditions.

120 college students estimated seven different durations of a light by the method of reproduction. Each duration reproduction was performed while either counting fast auditory clicks, slow clicks, or with no clicks. The subjects had previously been assessed for cognitive style with the Group Embedded Figures test and for reflection-impulsively with the impulsivity scale from the Personality Research Form. Multivariate analyses of variance indicated that the rapid-tempo ambient conditions had a greater effect on estimation of duration than did either the slow tempo or control condition. There were significant differences in time estimation between reflectives and impulsives for estimations of 10, 30, and 50 sec. No interactions were observed for reflection-impulsivity by ambient conditions. Although cognitive style did not interact with ambient conditions as was predicted, it did interact with sex for three durations, 10, 20, and 30 sec. It was concluded that impulsive students tend to underestimate the brief times more than do reflective students but are not affected differently by the ambient circumstances in which the estimation is made. Cognitive style, apparently, does not have a profound influence on estimation of brief durations. However, sex and cognitive style in interaction do affect these estimations, this requires further research.

Acoustic Stimulation↗

PubMed2000

Self-reflection and well-being: is there a healthy amount of introspection?

Both extremely high and extremely low self-reflection have been considered as risk factors for psychological maladjustment. Therefore, from an integrating perspective medium amounts of self-reflection may constitute "healthy introspection." To test this hypothesis, self-reflection and psychological well-being were measured with self-report tests given a pooled sample of 647 subjects. A regressive relationship with self-reflection as a quadratic predictor of well-being was estimated using the LMS method for nonlinear structural equation modeling. No evidence for a curvilinear effect was detected in the total sample or in subgroups. Alternative theoretical assumptions are discussed on a psychological and operational level.

Adolescent↗

PubMed2000

Application of the Reflective Self-function Scale to the clinical interview for couples during pregnancy.

The Reflective Self-function Scale was originally devised by Fonagy and coworkers to assess parents' capacity to understand and reflect on the mental states of the self and others. The aim of this paper was to describe early normative data for rating the reflective self-function to the Clinical Interview for Parents During Pregnancy. The interview was administered to 112 middle-class couples living in northern Italy and expecting their first baby. Reflective self-function was rated in three areas of the interview: the expected child, the couple's relationship, and the relationship of parents-to-be with their own parents. The paper describes the rationale, rating process, and early normative data in our sample.

Adult↗

PubMed2004

Students' use of self-reflective thinking: when teaching becomes coaching.

This study examined students' use of self-reflection in relation to their teachers' coaching behavior in a cooperative learning situation. Participants were 218 fourth grade secondary vocational students and 12 teachers of different study domains in The Netherlands. Students rated teachers' coaching behavior. Stepwise multiple regression analysis showed that teachers' guidance was related to students' use of self-reflective thinking. Teachers' coaching style was measured as their instructional beliefs, self-efficacy beliefs, and coaching behavior. Visual inspection of means of students' rating of teachers' behavior and by students' self-reflective thinking indicated that teachers, whose intentions and behavior are in line with student-led teaching, provide a coaching style that is high in guidance and encourages students' use of self-reflective thinking. The implications of teachers' coaching behavior in the classroom are discussed.

Adolescent↗

PubMed1993

Introducing physiotherapy students to the idea of 'reflective practice'.

Absence of precise definitions of such terms as 'reflection' and 'reflective practice' may result in reluctance to explore methods of introducing the underlying ideas to students. In this paper some views on meaning are considered and reflection is introduced to a group of physiotherapy students as a tool in active learning. Transcripts of the students' reflections during a pre-clinical and a clinical experimental learning exercise are presented and discussed.

Clinical Competence↗

PubMed1999

Predicting the effect of proteolysis on ruminal crude protein degradation of legume and grass silages using near-infrared reflectance spectroscopy.

Two studies were conducted to assess whether routine applications of near infrared reflectance spectroscopy could predict the effects of silage proteolysis on ruminal crude protein (CP) degradation of legume and grass silages. A preliminary study was conducted to assess the effect of laboratory drying method on ruminal CP degradation of silages. Thirty legume and grass silages were freeze-, oven-, or microwave-dried and incubated in situ in the ventral rumen of three ruminally cannulated cows for 24 h. Freeze-drying was considered least likely to alter ruminal CP degradation of the silages; therefore, oven- and microwave-drying were compared using first-order regression with freeze-drying. Oven-drying for 48 h at 55 degrees C compared favorably (R2 = 0.84) with freeze-drying. Microwave-drying resulted in a large bias (2.84 g/10(-1) kg of CP) and was poorly related (R2 = 0.48) to freeze-drying. In a second study, alfalfa and timothy were cut at three maturities and allowed to wilt for 0, 10, 24, 32, 48, and 54 h. Forages were ensiled in triplicate cylindrical mini silos and allowed to ferment for 120 d. After fermentation, silages were oven-dried, ground, and scanned on a near-infrared reflectance spectrophotometer. Duplicate, dried, 2-mm ground silage samples were incubated in the ventral rumen of three ruminally cannulated cows for 24 h. Forage species, maturity, and wilting time significantly affected 24-h ruminal CP degradation of the silages. Near-infrared reflectance spectroscopy accurately predicted (R2 = 0.91) 24-h ruminal CP degradation of silages. Data suggest near-infrared reflectance spectroscopy can accurately assess the effects of forage species, maturity, and wilting time (proteolysis) on 24-h ruminal CP degradation of legume and grass silages.

Animals↗

PubMed1996

Size and reflection effects in priming: a test of transfer-appropriate processing.

Prior research has suggested that priming on perceptual implicit tests is insensitive to changes in stimulus size and reflection. The present experiments were performed to investigate whether size and reflection effects can be obtained in priming under conditions that encourage the processing of this information at study and at test, as predicted by transfer-appropriate processing. The results indicate that priming was affected by a change in the physical size of an object when study and test tasks required a judgment about the real size of pictorial objects (e.g., deciding whether a zebra presented small or large on the screen was larger or smaller than a typical chair), and when the test task required the identification of fragmented pictures. However, a change in left-right orientation had no effect on priming when study and test tasks required a judgment about the left-right orientation of familiar objects, or when the test task involved the identification of fragmented pictures. This difference between size and reflection effects is discussed in terms of the differential importance of size and reflection information in shape identification.

Adult↗

PubMed1993

Lightness, brightness, and brightness contrast: 2. Reflectance variation.

Changes of annulus luminance in traditional disk-and-annulus patterns can be perceived to be either reflectance or illuminance changes. In the present experiments, we examined the effect of varying annulus reflectance. In Experiment 1, we placed test and standard patch-and-surround patterns in identical Mondrian patchworks. Only the luminance of the test surround changed from trial to trial, appearing as reflectance variation under constant illumination. Lightness matches were identical to brightness matches, as expected. In Experiment 2, we used only the patch and surround (no Mondrian). Instructions said that the illumination would change from trial to trial. Lightness and brightness-contrast data were identical; illumination gradients were indistinguishable from reflectance gradients. In Experiment 3, the patterns were the same, but the instructions said that the shade of gray of the test surround would change from trial to trial. Lightness matches were identical to brightness matches, again confirming the ambiguity of disk-and-annulus patterns.

Attention↗

PubMed1997

An action research study into the development of nurses as reflective practitioners.

This study adopted an action research approach in addressing the question: How could nurses be prepared to be reflective practitioners? The study took place among a group of registered nurses who enrolled in the first year of their degree studies at the Hong Kong Polytechnic University. The methods of data collection included observation, interview, students' written material, and teacher reflection. The experience of this study suggested that teachers and students should be partners in the promotion of reflective learning among students. As teachers reflected on their teaching arrangement and the progress of student learning, students could accordingly be offered appropriate guidance. Throughout the span of their studies, students learned to gradually develop different perspectives in viewing professional nursing practice. The reconceptualization of nursing practice helped students challenge taken-for-granted views and eventually reconstruct their conception of nursing.

Curriculum↗

PubMed2003

Reflective practice: a critical analysis of data-based studies and implications for nursing education.

Reflective practice has become part of the discourse of nursing education classrooms, conferences, and journals, and are popular features of nursing continuing education programs. Yet, the idea of reflective practice has become increasingly more disparate. This critical analysis examines data-based studies and provides an overview of reflective practice, discusses common themes that emerged from the studies, and identifies implications for reflective practice in the field of nursing education.

Education, Nursing↗

PubMed2004

A model to facilitate reflective thinking in clinical nursing education.

A qualitative, contextual, exploratory and descriptive design for theory generation was used to develop a model to facilitate reflective thinking in clinical nursing education (Mouton & Marais, 1990:43; Mouton, 1996: 103-109; Chinn & Kramer 1991:79-120). A model was developed within the existing frameworks of theory generation. Wilson (1963:23-39) and Gift (1997:75,76) provided a theoretical framework for a concept analysis of reflective thinking in phase one of the study. Further conceptual meaning was attained through a perceptual survey where twelve nurse educators participated in a focus group interview with regard to how reflective thinking can be facilitated in clinical nursing education. Classification of the main concepts and sub-concepts was made through a conceptualisation process within Dickoff, James and Wiedenbach's (1968:415-435) theoretical framework using the six elements of practice theory. Concluding relation statements were inferred through deductive analysis and synthesis after conceptualisation of each main concept. The relation statements provided the basis for model description (Chinn & Kramer, 1991:107-125). Definitions of the main concepts and sub-concepts were described using the basic rules by (Rossouw, 2001:10-11; Cohen & Copi, 1994:192-195). The adapted educational process from five learning theories provided a framework through which the procedure to facilitate reflective thinking in clinical nursing education was described. Lastly, the model was evaluated using the pre-determined criteria by Chinn and Kramer (1991:128-137) and refined by experts in qualitative research and theory generation. Guidelines were developed which do not form part of this article. Theoretical validity was ensured. Recommendations, limitations, challenging hypothesis and a conclusion were made.

Decision Making↗

PubMed2002

Technical reflection for improving nursing and midwifery procedures using critical thinking in evidence based practice.

Australian nursing and midwifery education and practice have used key ideas relating to reflective practice since the 1980s. However, missing from that history has been a clear process for reflection when policies and procedures have required change, based on evidence generated from rigorous research and critical thinking processes. This article describes technical reflection as a systematic process for analysing and amending work procedures in nursing and midwifery practice, by combining key ideas in the nursing, critical thinking and reflection.

Clinical Competence↗

PubMed2003

The challenge of providing family-centred care during air transport: an example of reflection on action in nursing practice.

This article explores reflection with regard to the nursing practice of a transport nurse in caring for ill newborn patients and their family. It examines the issue of reflective nursing practice, institutional obstacles, and angst in promoting the model of family-centred care, as it applies to newborn infants being transported for tertiary care to a hospital some distance away from the family's home community. Reflective practice is explored as an epistemological link between practice and research, locating one nurse's clinical experience in reflection and subsequent action, through clarification of thought-provoking issues and generation of research questions.

Adaptation, Psychological↗

PubMed1998

Massage as a nursing intervention: using reflection to achieve change in practice.

The process of reflection can be used by nurse educators to more fully understand the nature of nursing practice and to actively use that understanding to bring about change through education. This paper documents a process of reflection carried out by a nurse educator within an action research project. The project was intended to assist palliative care nurses to learn the skill of massage and successfully integrate this therapy into their practice. Reflection takes place before the action to achieve change is implemented, in order to identify factors which will affect the development and implementation of the project. The reflection includes discussion of methodological issues, consideration of the influence of massage and holism in nursing practice and the influence of practice and institutional factors on palliative care nursing.

Health Services Research↗