Publikationen

We report two 6-week studies, each with 10 participants, on improving time management. In each study a different interventions was administered, in parallel to otherwise regular work: In the self-tracking setting, participants used only an activity logging tool to track their time use and a reflective practice, namely daily review of time use, to improve time management. In the coaching setting, participants did the same, but additionally received weekly bilateral coaching. In both settings, participants reported learning about time management. This is encouraging, as such self-directed learning is clearly cheaper than coaching. Only participants in the coaching setting however improved their self-assessment with respect to predefined time management best practices. The Value of Self-tracking and the Added Value of Coaching in the Case of Improving Time Management. Available from: https://www.researchgate.net/publication/300259607_The_Value_of_Self-tracking_and_the_Added_Value_of_Coaching_in_the_Case_of_Improving_Time_Management [accessed Oct 24 2017].

A continuous learning solution was sought which allows strokenurses to keep the vast body of theoretical knowledge fresh, stay up-to-datewith new knowledge, and relate theoretical knowledge to practical experience.Based on the theoretical background of learning in the medical domain,reflective and game-based learning, we carried out a user-oriented designprocess that involved a focus group and a design workshop. In this process, aquiz that includes both content-based and reflection questions was identified asa viable means of transportation for theoretical knowledge. In this paper wepresent the result of trialling a quiz with both content-based and metacognitive(reflective) questions in two settings: In one trial the quiz was used by nursesas part of a qualification programme for stroke nurses, in the second trial bynurses outside such a formal continuous learning setting. Both trials weresuccessful in terms of user acceptance, user satisfaction and learning. Beyondthis success report, we discuss barriers to integrating a quiz into work processeswithin an emergency ward such as a stroke unit.