SUMMARYA clinical and psychometric survey of depression and dementia in acute geriatric admissions (n = 50) found clinical evidence of depression and dementia in 25% and 35% of patients respectively, consistent with the results of prevalence surveys of geriatric hospital inpatients. There was a significant correlation between clinical assessment of dementia by geriatricians, and psychiatrists, and cognitive impairment using the Middlesex Elderly Assessment Memory Schedule (p < 0.01). Although an intercorrelation between clinical diagnosis of depression by geriatricians, psychiatrists and scores on the Geriatric Depression Scale (GDS) just reached significance (p < 0.05), there was no association between diagnosis of depression by geriatricians and GDS at a cutoff score of I 1/30. The relationship was significant at a cutoff score of 16/30 (p < 0.02). In contrast, the associations between diagnosis of depression by psychiatrists and GDS were highly significant at both cutoff points (p < 0.002 andp < 0.001 respectively). No significant differences were found between geriatricians and psychiatrists on indications for (1) antidepressant medication, (2) referral to liaison psychiatry, or (3) referral to a community mental health team. None of the inpatients assessed were receiving antidepressant medication at the time of their discharge from hospital although depression was diagnosed in a quarter of all inpatients and geriatricians supported the use of antidepressant treatment in 40?/0 of those cases identified. Factor analysis suggested that geriatricians were identifying a subgroup of patients as depressed who were not recognized either by psychiatrists or by psychometric testing. Patients with abnormal scores on psychometric testing were followed up after discharge and retested. There was evidence of a significant fall in GDS scores and a non-significant trend to increased fail scores on the MEAMS test suggesting an improvement in depressive symptoms with physical recovery and further cognitive decline following discharge. The results of the present study underline the need for active liaison between geriatricians and psychiatrists to improve the recognition and treatment of concurrent psychological problems during inpatient episodes.
The aim of this review study is to present the current state of pedagogical and psychological research in the field of outdoor education of primary school pupils (ISCED 1 & ISCED 2). The study seeks answers to three basic questions: i) What are the common characteristics of published studies devoted to the benefits of outdoor education of primary school pupils? ii) What benefits of outdoor education are monitored in these studies? iii) What conclusions did these studies reach in the context of the observed benefits? MethodTo create a review study, a widely accepted Prisma 2020 model was used. The articles were searched in the Scopus and Web of Science databases. The selection of keywords used for the search respected the needs of the survey study and consisted of two areas that were combined. The first one defined the area of interest (outdoor education, outdoor learning, fieldwork, nature connectedness, nature relatedness, connection to nature), the second defined the target group and the monitored qualities (primary education, primary school, elementary school, health, benefits, well-being). The number of keywords used reflects the terminological anxiety that prevails in the topic. The search was performed in the titles, abstracts and keywords of individual articles. All records from 2001 to 2020 were included, only reviewed articles were included in the search.Each selected database record was checked by two observers, in case of disagreement about the inclusion of the record in the survey study, the record was evaluated by a third observer. The criteria for including the text in the analysis were as follows: i) the article has a research character, or it is an overview study on a given topic, ii) the target group is primarily primary school pupils, iii) the article deals with the benefits of outdoor education and staying in nature. A number of categories was monitored for each of the articles included in the review study (journal, year of publication, research design, country, age, type of school, activity holder, form of outdoor education, place of outdoor education, monitored benefits, results). The results were analyzed in both quantitative and qualitative ways. From 3268 database records, 67 articles were selected for detailed analysis. ResultsThe analyzed studies were published in a total of 41 journals. During the observed twenty-year period, an intensive increase in the number of published studies can be observed only in the last five years. Most studies were from the United Kingdom, Denmark and Canada. Qualitative and quantitative design studies were evenly represented, mixed design was significantly rarer. More than half of the studies focused on the evaluation of outdoor education directly at the school, the rest focused on excursions and residential programs of ecocentres. Most outdoor education interventions lasted weeks to months, with only two studies looking at outdoor education for more than a year. The monitored benefits were divided into: i) the area of emotions and attitudes (relationship t...
The Covid-19 pandemic and its associated limitations represent one of the greatest challenges of our age. This is also true of the constraints on education and schooling. Closed schools have brought about a strong attachment of students to screens of electronic devices. Many teachers have been looking for ways to change this situation, and one way to make such a change is through outdoor education. This paper presents the results of an analysis of the implementation of distance learning during the closure of primary schools in the Ústí nad Labem region of the Czech Republic. Using a sample of teachers (N = 152) from a representative number of primary schools, it reflects on their experience with distance learning and emphasises the possible inclusion of outdoor learning elements. It also explores teachers' perceptions of the benefits and barriers to outdoor learning.Distance learning was very challenging for teachers, who often limited themselves to core curriculum and neglected the cultivating role of the school. For many teachers, distance learning was also a way to enhance their teaching skills and deepen their collaboration with colleagues. Teachers who had already had experience of outdoor learning before the school closure were more likely to incorporate it in distance learning. They also perceived outdoor education more positively and did not see its obstacles as insurmountable. For a positive shift, it was sufficient to implement outdoor learning only a few times per term. Therefore, in order to incorporate elements of outdoor learning into distance learning more frequently, it is advisable to implement this educational approach regularly in traditional teaching, to get to know it and to gain confidence in its implementation.
Esej se věnuje fenoménu, který se při uchopení vhodným způsobem může stát pevnou součástí výuky v českých školách: je to genius loci a s ním související výuka. V kontextu probíhajících diskusí nad novou podobou kurikula, rychlých proměn společnosti posledních dvou desetiletí a zejména výhledu na budoucí vývoj (nejen) českého přírodního prostředí je rozvoj poznání krajiny žádoucí. Probíhající procesy a jevy v krajině z pohledu přírodovědného i pedagogického poskytují široké možnosti pro objektivní hodnocení a kognitivní složku žákovské osobnosti. Environmentální rozměr s krajinou svázané výuky ohlížející se od lokálních aspektů ke globálním úkolům a problémům rozšiřuje také osobnostní a subjektivní pojetí místa. A nakonec praktické zkušenosti a rozvoj kompetencí vedle znalostí završují využití a použití daného místa žáky v intencích místně zakotveného učení. Esej je rozčleněna na dvě části, kdy je první věnována teoretickým východiskům, seznámení s klíčovými faktory obou fenoménů a jejich rizikům; druhá pak sleduje kontext kurikulárních dokumentů, výuky a místně zakotveného učení na příkladech pedagogické praxe. V závěru se příspěvek věnuje náhledu na terénní výuku a místně zakotvené učení jako nástroje participace žáků na utváření, upevňování a uchování genia loci v úrovni znalostí, hodnot, spolupráce komunity, sdílené paměti a společných tradic.
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