Tallinn Health College International Week “Research and ... · Tallinn Health College...

Tallinn Health College International Week “Research and Development in Higher Educational Institutions”

14-18.05.2007, Kännu 67, 13418, Tallinn, Estonia Monday 14.05.2007

Activities

Room/Time

8.30 – 9.00

Registration

Conference “RESEARCH AND DEVELOPMENT IN HIGHER EDUCATIONAL INSTITUTIONS” (Look the programme) Contact person: Lia Lasn

116 9.00 – 16.00

TEMPUS CD_JEP project ” Health Promotion and nurses guidance skills” meeting Contact person: Mare Tupits

110 10.30 – 17.00

Posters Contact person:

115 8.30-17.30

Tallinn Health College (tour with groups of 6 persons) Contact person: Pirjo Peterson

Registration 8.30 – 9.00

Round table of the Chair of Occupational Therapy 15.00 – 16.00

Rector’s Welcome 115 16.00

Tallinn Health College International Week “Research and Development in Higher

Educational Institutions” 14-18.05.2007, Kännu 67, 13418, Tallinn, Estonia Tuesday 15.05.2007

Activities

Room/Time

8.30 – 9.00 Registration Conference “RESEARCH AND

DEVELOPMENT IN HIGHER EDUCATIONAL INSTITUTIONS” (Look the programme) Contact person: Lia Lasn

116 9.00 – 15.00

TEMPUS CD_JEP project ” Health Promotion and nurses guidance skills” meeting Contact person: Mare Tupits

110 8.30 – 16.30

Posters

115 8.30-17.30

Tallinn Health College (tours with groups of 6 persons) Contact person: Pirjo Peterson

14-18.05.2007, Kännu 67, 13418, Tallinn, Estonia Wednesday 16.05.2006

Activities

Room/Time

8.30 – 9.00 Registration TEMPUS CD_JEP project ” Health Promotion and

nurses guidance skills” meeting Contact person: Mare Tupits

110 8.30 – 16.00

Posters

115 8.30-17.30

14-18.05.2007, Kännu 67, 13418, Tallinn, Estonia Thursday 17.05.2006

Activities

Room/Time

8.30 – 9.00 Registration TEMPUS CD_JEP project ” Health Promotion and

nurses guidance skills” meeting Contact person: Mare Tupits

110 8.30 -14.00

Presentation of new study material of Tallinn Health College Contact person: Tiina Juhansoo

Library 10.30 – 11.30

INTERREG III project HUUTA development: Prevention of HIV, AIDS and other infection diseases Contact persons: Ima- Riina Kisper– Hint, Tiina Klettenberg- Sepp

1st floor 10.00 – 15.00

Round table of the Chair of Dental Technicians Contact person: Tõnu Kauba

208 14.00 – 17.00

Meeting of the Curriculum Council: Chair of Nursing Head of the Chair Marika Asberg Chair of Midwifery Vice Head of the Chair Ave Kõrve Chair of Pharmacy Head of the Chair Udo Margna Chair of Optometry Head of the Chair Vootele Tamme

205 14.00-17.00 207 14.00 – 17.00 226 14.00-17.00 118 12.00-14.00

Posters

115 8.30-17.30

14-18.05.2007, Kännu 67, 13418, Tallinn, Estonia Friday 18.05.2007

Activities

Room/Time

Posters

115 8.30-17.30

Tacis JEP 25227-2004 Tallinna seminaari 14-17.5.07 Tavoitteet:

- syventää tietojaan terveyden edistämisestä - kerrata ohjaukseen käsitteitä ja menetelmiä - suunnitella seuraavaa vaihetta

Maanantai 14.5.07 09.00-11.30 Osallistuminen kansainvälisen viikon ohjelmaan 11.30- 12.30 Tempus-seminaarin avaus Leena Minkkinen Mare Tupits 12.30-13.30 Lounas 13.30-15.00 Terveyden edistämisen vaikuttavuus Suomessa Jouni Tuomi 15.30- 17.00 Julkaisun suunnittelua Talousasioita Seija Timgren Tiistai 15.4.07 09.00-10.30 Ohjauksen ja terveyden edistämisen käsitteet Jouni Tuomi 10.45-12.30 Hoitoprosessi ja hoidonohjaus Tatjaana Pazeeva Terapeuttisen ohjauksen kokemuksia Aleksander Petrov 12.30-13.30 Lounas 13.30-15.00 Ryhmätyö 15.00-16.30 Keskustelua

Keskiviikko 16.5.07 09.00-10.00 Raportti ja talousasiat Seija Tímgren 10.15-11.15 Sosiaaliturva Suomessa ja Virossa Leena Minkkinen Suomi ???? Viro 11.15-12.00 Bolognan prosessi Seija Timgren 12.00-13.00 Lounas 13.00-16.00 Opiskelijoiden kokemuksia opiskelusta Tallinnasta Torstai 17.5.07 09.00-10.30 Vuoden 2007-2008 suunnittelua itsenäisen työskentelyn vaihe hoidon ohjauskurssi työkokous 10.30-11.30 Uuden kirjaston esittely 11.30-12.30 Lounas 12.30-14.00 Seminaarin päätös 16.15- Laiva lähtee

Tallinn Health College International Week, Tallinn, 14-18.05.2007 14.05.2007, Room No 116 8.30 – 9.00 REGISTRATION 9.00 – 9.15 OPENING OF THE WEEK Tiina Juhansoo,

Vice Rector 9.15 – 9.35 MUSICAL GREETING Tallinn Music School 9.35 – 10.30 PRESENTATIONS

Multiaspect Rehabilitation of Patient with Low Back Pain

Piotr Tederko, Marek Krasusuki MD, Jerzy Kiwerski, MD Poland

Transition from University to Occupational Therapy Practice

Lolita Cibule, Signe Tomsone, Academic School of Occupational Therapy, Riga Stardins University

Experience of Being the First Year Occupational Therapy Student

Blumbeka L., Gadzhialijeva L., Gosteva L., Pule E., Academic School of Occupational Therapy, Riga Stradins University, Latvia

The Example of Work Site Analyses from Occupational Therapy Perspective

Jakosenoka D, Kurca I. Academic School of Occupational Therapy, Riga Stradins University, Latvia

10.30 – 11.00 COFFEE BREAK 11.00 – 12.15 PRESENTATIONS Occupational Therapy for Patients who Suffer

Unilateral Neglect Heili Piilberg, Tallinn Health College, Chair of Occupational Therapy, 3rd year student

Occupational Therapy Aspects of Occupational Deprivation in Estonia

Katrin Viira, Chair of Occupational Therapy, 3rd year student

Activities of Adeli Estonia Rehabilitation Centre Annika Elmend, Adeli Estonia

Rehabilitation Center 12.15 – 13.00 EMERGENCY MEDICAL SERVICE SHOW

and its Analyses Margus Mäe, Tallinn Health College

13.00 – 14.00 LUNCH 14.00 – 16.00 PRESENTATIONS Occupational Therapist’s Role with the Person

who has Osteoarthritis and Coping with his/her Everyday Tasks

Ann Rajaveer, Tallinn Health College

As an Exchange Student in Canada (EU-CANADA “Inequalities in assess to health care for rural communities)

Liina Laumets, Chair of Nursing, Tallinn Health College

Drug Problems Tauri Pärn Põhja Police Prefecture, Criminal Department, Drug Squad

16.00 Rector’s welcome 115

TRANSITION FROM UNIVERSITY TO OCCUPATIONAL THERAPY PRACTICE

Cibule L., Tomsone S.

Academic School of Occupational Therapy, Riga Stradins University, Latvia

The occupational therapy study programme at Riga Stradins University was established in

1996. There are significant changes in curriculum during the last years.

The competence based learning and competence based practice now are terms we have to

implement in the programme. The competences of occupational therapist are defined in the „

Standard of profession of occupational therapist”. It means that development of study

programme is based on the demands in this standard. There are active involvement of students

to study needs of society and evaluation of learning outcomes on regular basis for

improvement OT curriculum.

The presentation will give overview of teaching –learning process, stressing methods of

reflection to facilitate development of competences needed in occupational therapy practice

and to make easier the transition from university to practice.

EXPERIENCE OF BEING THE FIRST YEAR

OCCUPATIONAL THERAPY STUDENT

Blumbeka L., Gadzhialijeva L., Gosteva L., Pule E.

In Latvia, occupational therapy is a new profession that is why the main part of the society is not informed about it. Occupational therapy in our country exists for about 10 years. In the year 1995 training course of the first Occupational Therapy teaching stuff had been undertaken by modified study program of Swedish association of occupational therapists. In Latvia, occupational therapy has to be studied for 4 years. Annually 24 students are admitted to the state – sponsored program but it is graduated by much smaller number of students. Occupational therapy can be studied only in Riga Stradins University. Admitted are both students after high–school, and also specialists of already acquired profession. In this study program girls are in dominance. This year in our course there are studying also two boys. In the first month of studying we were introduced to occupational therapy. Within the framework of the study cycle, we were visiting hospitals, rehabilitation centres and the Centre of Technical Aids, where we could observe the occupational therapist’s work and also we were doing some creative assignments in groups. Constructing an adaptive game we got acquainted with occupational therapists’ creative side of work and we ascertained that occupational therapist must be a many – sided, active and possessing rich fantasy. Playing role theatre, we created communication between each other. At the end of the course we learned to respect each other’s opinion, to adapt, take objective decisions, to take into account colleagues ideas, and to make a compromise. As some of students did not know what occupational therapy means, then, after acquiring some new information about this profession, the number of our course – mates went down. Activity is the basic element of occupational therapy, which an occupational therapist uses as the main subject in his work with client to get the maximal use of individual skills in his / her daily life. In order a person feels well, he/she needs to have self–care activities and productive activities and also leisure time activities. We think that occupational therapy is a versatile and perspective branch of medicine in Latvia.

THE EXAMPLE OF WORK SITE ANALYSES FROM

OCCUPATIONAL THERAPY PERSPECTIVE

Jakusenoka D., Kurca I.

Introduction

A safe and healthy working environment is an essential element of the quality of work. Health

and safety at work represents today one of the most important most advanced fields of the

social policy of the European Union. During the recent years the role of occupational

therapists in occupational medicine in Latvia is growing.

The aim of study

To assess work site for definite worker and find out risk factors that influence worker’s health

and to develop intervention programme to decrease risks.

Method

Subject – 44 years old woman, certified pharmacist with working experience in pharmacy 22

years.

Work site – pharmacy located in premises of regional hospital in a city.

Instruments - semi-structured interview, Work environment impact scale (Moore – Corner

R.A., Kielhofner G., Olson L., 1998), Questionnaire for employees, PLIBEL (Kemmlert K.,

Kilbom. A., 1986), video recording.

Results and conclusions

Several risk factors were found during study representing the biological, physical, ergonomic

and psychosocial risks. The intervention was necessary for both - working environment and

the individual. The individual was trained to use ergonomic principles during work process

and employer received recommendations how to adapt work environment according to the

worker’s needs.

OCCUPATIONAL THERAPY ASPECTS OF

OCCUPATIONAL DEPRIVATON IN ESTONIA

Katrin Viira

Tallinn Health College, Chair of Occupational Therapy, 3rd course

Material has been gathered in the frames of course work, made in 2006 and during the intensive course in Turkey in October 2006 “Community Based Occupational Therapy with Occupationally Deprived groups (Towards Social Inclusion)”. The aim of the Intensive course was to deepen knowledge of occupational therapists and students in social area dealing with marginalized population groups (unemployed, people with disabilities, elderly living alone, street children). Deprived groups in Estonia are prisoners, refugees, disabled people, street children, unemployed. Support the prisoners get is rehabilitation, supportive person, psychological counselling. Refugee is a person who has been prosecuted for his/her race, religion, nationality, membership in a particular social group, or political views and deported from his/her country. From 1997 to 2006 109 persons applied for asylum in Estonia. How many children are on the streets of Estonia? Nobody knows the answer on that question. There are many numbers offered – and those figures are fearfully big. Many children are not filed or registered. They change places where they live – usually for worse conditions. Unemployment has negative impact both on physical and mental health. Unemployed people are psychologically and emotionally less confident, have lower self-esteem than employed people. In 01.10.2006 there was about 12 000 unemployed people registered in Estonia. In Estonia there are 113 009 disabled persons, which makes 8% of the population. Occupational therapy intervention methods can be music, dance, art, poetry, philosophy, myths, legends, politics. PEO model (Person-Environment-Occupation model with occupational performance) can also be used in those groups.

ACTIVITIES OF ADELI ESTONIA REHABILITATION CENTER

Annika Elmend,

Adeli Estonia Rehabilitation Centre

The main aim of the Adeli Estonia Rehabilitation Centre is to improve the quality of life of children, youth and adults with cerebral paralyses; and people who have had insultus/brain traumas. We have the following specialists working in our rehabilitation centre: physiotherapist, occupational therapist, specialist of logopedics, special pedagogue, psychologist, social worker, rehabilitation doctor, rehabilitation nurse. In 2007, 6377 disabled children were registered in Estonia. Children visiting our centre have PCI, genetic syndromes, behaviour disorders, learning problems, chronic diseases. During the period January 2006 – February 2007, we had 475 children visiting our centre, 335 of them got occupational therapy service; regular occupational therapy is required in case of 318 of them. An important part of occupational therapy work in our centre is counselling (parents, kindergartens, schools). We have to counsel teachers etc. as there is no occupational therapist’s position in Estonian education system at the moment.

PPRACTICE IN CANADA

Liina Laumets

Tallinn Health College, Chair of Nursing

The project ”Inequalities in access to rural communities” project involves Canadian and

European undergraduate and graduate students in health and related fields programs (nursing

and nutrition).

The project aims to establish a strong cooperation between the European Community and

Canada. It is also based on the will to promote the shared knowledge of European and

Canadian services internationally. A multi- dimensional program will be developed to explore

the role of the health professional within each country’s health care system. This will help the

students and stuff involved to develop multicultural awareness and recognition of specific

health care beliefs and values held by people from each country, and will allow them to

participate in an international “cultural immersion experience”.

The main focus of the program is to foster student exchange in different health care

disciplines; to establish a network of scholars and practicing health care professionals

working towards the development of joint curricula and instruction delivery; and to promote

increased cooperation and exchange of ideas among the partner countries.

The summary about my practice in Calgary as an exchange student from October to

December 2006 covers the following themes:

Introduction of the place, Mount Royal College, Rockyview General Hospital and other

Calgary hospitals.

DRUG PROBLEMS IN ESTONIA

Tauri Pärn

Northern Police Prefecture, Criminal Department, Drug Crime Unit, Estonia

The most common drugs in Estonia are cannabis products, amphetamines (including Ecstasy pills), cocaine, GHB and phentanyle (aka “China White”) Abusing of drugs depends on geographical area and the groups of abusers. The most common are certainly cannabis products, which is used by different groups of people around Estonia. The most problematic drug is phentanyle which causes most of deathly overdoses and other kind of crimes, mostly crimes against property. The prices of drugs are different, depending on substance, amount and geographical location. The prices of different drugs are between 50-2500 EEK (3-160 EUR). In each Estonian Police Prefecture are drug crime units, also detect drug crimes Central Criminal Police and Tax and Customs Board. The phentanyle addicts are proximately 20000-30000 in Estonia. Cannabis and amphetamine products are mostly imported from Netherlands and other Central European countries, cocaine from South America through Europe phentanyles from Russia. Some of the drugs are produced in Estonia also. For illegal operating of small amounts of narcotic or psychotropic substances are punished with deprivation of liberty up to 5 years, for big amount – 1-10 years. If the crime is committed by criminal organisation or suspect(s) had earned major benefits (300 000 EEK/20 000 EUR) – are punished from 6-20 years up to life imprisonment.

Tallinn Health College International Week Room 116, 15.05.2007

8.30 – 9.00 REGISTRATION 9.00 – 10.30 PRESENTATIONS Trends in Genetics and Challenges Proceeding

from Them Margus Annuk, MD, PhD, Tallinn University, Faculty of Sport Medicine and Health Sciences

Tobacco and Dentures Juri Beljakov, Natalja Jugai, Kersti Kontus, Chair of Dental Technology. Mentor: Tõnu Kauba

Remigration and Psychological Acclimation of Caucasian Estonians

Õilme Siimer, Tallinn Health College. Supervisor: Voldemar Kolga, PhD

10.30 – 11.00 COFFEE BREAK 11.00 – 13.00 PRESENTATIONS Initial Implementation of Nursing

Terminology in Lithuanian Clinical Practice and Research

Olga Riklikiene, RN, MSPH, PhD (stud). Laima Karosas, PhD, APRN

A Preliminary Report of Health Education Survey in Lower Limb Amputees

Katarzina Dmitruk, Piotr Tederko, Medical University in Warsaw, Poland

Role of a Mentor in Supervision of Nursing Practice

Elina Reva, Tallinn Health College

Faculty of Nursing, Oslo University Suzanne Bancel, Faculty of Nursing, Oslo University College, Norway

Lahti University of Applied Sciences Sari Lappalainen, Lahti University of Applied Sciences

13.00 – 14.00 LUNCH 14.00 – 15.00 PRESENTATIONS The Nurse´s Activity in Adult Patient´s

Orotracheal Intubation Author: Liivi Latt, BSc, RN Lecturer: Aurelia Brett Roos BSc, RN

Professional´s Perceptions of Family Support after Delivering a Premature Newborn

Alina Vaskelyte, RN, MSN, PhD (c) Ruta Butkeviciene, PhD, MSW

TRENDS IN DRUG DEVELOPMENT: PHARMACEUTICALS INDUSTRY

PERSPECTIVE

Margus Annuk, MD, PhD, Professor, Chair of Sport Medicine and Health Sciences,

Tallinn University; Medical Director, AS EGeen

Drug discovery process: from science to final product (discovery, development and commercialization phase). Basic research and pre-clinic testing of drugs. Aims and durations of different phases of clinical testing of drugs (phase I – III). Number of patients in different phase of clinical testing. Costs of the drug development – 64% of all drug development costs are in clinical development. Probability of success (long cycle, risky and expensive). Low rate of patient recruitment: main cause of trial delay. Why do many potential drugs fail? – „bad sciences“, internal politics, excessive bureaucracy etc. Trends in drug development industry: more drugs faster to market. Drug development industry is a reflection of economic realities. Role of biotechnology companies: 30% of drugs in clinical trials now come directly from biotechnology companies, up from 7% 10 years ago. One drug (e.g. anti TNF alpha) = many markets (rheumatoid arthritis, psoriasis, asthma, ulcerative colitis, Crohn`s Disease. One drug (e.g. anti inflammation) = many markets (oncology, cardiovascular, respiratory, autoimmunity, CNS, CI).

TOBACCO AND DENTURES

Juri Beljakov, Natalja Jugai, Kersti Kontus

Tallinn Health College, Chair of Dental Technology

1. The Goal of this investigation was to find out, what kind of effect has Tobacco on the

acrylic dentures (removable dentures); specifically: 1) on the prefabricated teeth 2) on the acrylic base.

2. Experiment process: 26 specimens of the acrylic dentures were prepared. On the side

of the 21 specimens the tobacco bags were fixed (prefabricated teeth and acryl bases were in contact with the tobacco bags). Each specimen was placed into the jar, filled with distilled water and corked up. 8 jars (6 with and 2 without tobacco) were placed into the thermostat, which has a constant temperature of 36 degrees; other specimens were placed into the wardrobe with a room temperature (approximately 22 degrees). Experiment lasted 90 days, from 20.12.2006 to 21.03.2007.

3. Results and conclusion

1) Specimens without tobacco didn’t change color nor hasn’t any plaque appeared. 2) All specimens with tobacco changed their color (became darker) and unequal

plaque areas appeared on the dentures (changes were stronger on the specimens which were in the thermostat).

3) Liquid has changed pH to the acidity.

A PRELIMINARY REPORT OF HEALTH EDUCATION SURVEY

IN LOWER LIMB AMPUTEES

Katarzyna Dmitruk (1, 3) Piotr Tederko (2, 3)

(1) Medical University in Warsaw, Health Sciences Department. Poland.

(2) Medical University in Warsaw, Department of Rehabilitation. Poland.

(3) STOCER Rehabilitation Centre in Konstancin.

Education is an inevitable component of a contemporary rehabilitation. In this preliminary study we report results of an inquiry investigating health education level of lower limb amputees. METHODS: Our questionnaire consisted of 5 open and 46 detailed questions inquiring about patient’s knowledge of prophylaxis and symptoms of most popular stump problems, hygiene and health issues after lower limb amputation. The study comprised 40 subjects admitted to Rehabilitation Department (6 women, 34 men), mean age 60,6 (SD=12,8) who underwent unilateral lower limb amputation. There were 26 cases of above-knee and 14 cases of below-knee amputations. 33 patients underwent amputation for vascular complications and 7 patients for non-vascular reasons. RESULTS: We noticed a negative co-relation between age and test results (Pearson coefficient 0,53 in all examined and 0,59 in vascular group; p<0,01). Inhabitants of cities greater than 20.000 gave better responses (Mann-Whitney test; p<0,05). Women were more aware of specific stump problems, but statistical significance remained doubtful (p=0,1). There was no dependency between test results and general education, reason and level of amputation. Participants reported shortage of suitable information, education materials dedicated to stump problems, exercising and ambulation after lower limb amputation. CONCLUSIONS: Health education concerning stump problems, prosthesis use and ambulation should be commenced about the time of amputation, maintained during hospital stage of rehabilitation, and continued in out-patient setting. Programs and forms of education should be age-specified and be available regardless patient’s settlement.

INITIAL IMPLEMENTATION OF NURSING TERMINOLOGY IN LITHUANIAN

CLINICAL PRACTICE AND RESEARCH

Olga Riklikiene1, RN, MSPH, PhD (stud), Laima Karosas2, PhD, APRN 1Kaunas University of Medicine, Nursing and Patient Care Department; 2Quinnipiac

University, Hamden, CT, USA

Key words: terminology, classification, back-translation. The establishment of a common nursing language has had a great impact on professional autonomy and identity. The profession of nursing needs a unified voice in the international health care arena. Nursing classification systems and terminologies describe all aspects of nursing activities in health care. Nursing terminology is used to describe the aims and tasks of care, methods and interventions and outcomes used by nurses in their clinical practice. Standardized nursing language improves communication between nurses and flow of information about their experiences and research findings, stimulates nursing research, improves clinical practice and facilitates policy development. The purpose of this paper is to describe the implementation of a known system of nursing terminology into Lithuanian clinical nursing practice and research.

Nursing Manual – Lithuanian edition of ICNP® Beta Version The International Classification for Nursing Practice (ICNP®) provides nurses with a unifying framework and standardized terminology to describe their practice wherever they provide care. The vision of ICNP® is to have nursing data readily available and used in health care worldwide. In 2003 ICNP® Beta Version was published as the Nursing Manual by prof. A.Seskevicius, Dean of Nursing in the Kaunas University of Medicine and others. This was the first attempt of Lithuanian health professionals to adapt international achievements and experience in developing a standardized nursing language. Nursing terminology was translated and presented in logical sequence with international coding. Having in mind linguistic differences English terms were listed adjacent to the Lithuanian translation for better comprehension. Indexes in both languages are at the end of the manual. The Lithuanian edition of ICNP® Beta Version in the Nursing Manual format is helpful and convenient to document nursing care in practice. Patients’ health problems, easily recognized by nurses, are still difficult to formulate in short and exact phrases, let alone nursing diagnoses. This manual is also popular among nursing students who use it as a dictionary for professional concepts widely used in the literature. Professional terms and definitions are a resource not just for nurses, but for other health care professionals such as physicians, social workers, ergotherapists, etc., too. Nursing Outcomes Classification in Lithuanian An outcome is “a variable patient or family care giver state, behaviour, or perception that is responsive to nursing interventions and conceptualized at middle levels of abstraction”.

Outcomes describe a patient’s state, behaviours, responses, and feelings in response to the interventions of a care provider. The Nursing Outcomes Classification (NOC) best reflects the effect of nursing interventions on changes in patient health status. Professional terminology in nursing outcomes enables us to compare results between people, places and areas. International comparisons can enlighten clinical practice so that we can learn from each other’s strengths. The aim of this work, from historical and practical perspectives, is to demonstrate the scope of the activities and efforts that have been undertaken by the nursing community to development a classification system comparable with that used in medicine. The successive efforts to expand a native language to include nursing terminology involved translation and adaptation of the Nursing Outcomes Classification (3rd ed.) from English to Lithuanian. This work was done in the frame of doctoral research and by active collaboration with international experts. Three hundred thirty nursing outcome labels and definitions were translated using methodological instrument translation and adaptation. Nurses from academic and clinical fields as national experts and consultants from other professional areas (medicine, public health, social care and linguists) were actively involved in this work. The translation process began in 2005, just after getting permission from the Center for Nursing Classification and Clinical Effectiveness at the University of Iowa, College of Nursing, USA. The principal investigator, fluent in Lithuanian and English, performed an initial translation from the English to Lithuanian. An expert academician and nurse clinician completed a parallel equivalency and revealed the main inequalities in meaning of the translated version. The necessary corrections were made and Lithuanian text was prepared for back-translation to English. A Master’s prepared nurse, fluent in both languages, not involved in the original translation and blinded from the original translation completed the back-translation into English. The two English versions were compared by two independent experts. Identified discrepancies were discussed and revised until the original and back-translated versions were judged conceptually identical. This work enriched the researchers’ proficiency in instrument adaptation and achieved high quality translation. Different connotations of awkward phrases caused difficulties during the translation process. As an example, the key word “outcome” has a direct translation as a “result” and the result usually is expected to be positive while outcomes of nursing care may be positive or negative. Combinations of terms such as “dignified life closure,” “sexual identity,” “self-esteem,” “spiritual health,” and “comfortable death” increased the complexity and the difficulty in finding appropriate cultural and linguistic equivalents. Researchers also recognised the influence of different levels in the development of the U.S. nursing profession as compared to Lithuanian nurses during adaptation of the instrument to clinical practice. Nursing as a profession in Lithuania, as well as in other Eastern European countries, was “discovered” only fifteen years ago. This period was not sufficient to adapt global innovations from the field of nursing science, education and practice. Thirteen nurses from different clinical areas participated in pilot testing of the translated version and found it large (20 pages), scientifically “deep” and time-consuming to understand. About thirty translated snippets were refined with the feedback from members of the consultative group.

Despite the anticipated complexity of the translated terminology, the Lithuanian version of NOC was used to determine the most relevant nursing outcomes for patients. The study showed that rating an outcomes list with a scale of relevance is an appropriate tool to determine outcomes for patient care, judge the success of nursing interventions and make decisions about quality of care. Since the outcomes describe the status of the patient, other disciplines may find them useful for evaluation of their interventions. The original classification is continually updated to include new outcomes and to revise older outcomes based on new research or user feedback. Equally, the Lithuanian version has to be reviewed and updated over time.

MENTOR’S ROLE IN INSTRUCTING THE NURSING

STUDENTS IN CLINICAL ENVIRONMENT

Elina Reva, Chair of Nursing, Tallinn Health College

Practical training has a vital importance in students studying and curriculum. Nursing students have their practical training all-in-all 58 weeks during their curriculum. Practical training takes place under the supervision of the college in certified health-institutions and college’s task is to ensure students the harmony of theoretical and practical study during the studying period.

The environment of the practical training where the first contacts with daily nursing take place, has an important influence in shaping a student into a personality who is skilled, social, self-developing and respecting his/her profession. In working environment, practical training influences the student, his/her activities and future visions. According to special literature, mentor and clinical study-environment (or environment, where student’s guidance takes place) – have been mentioned as the most crucial factors that affect the students studying in a clinical environment.

The research that has been compiled as an overview of special literature enables to deduct several conclusions about the mentor’s role instructing the students: the components of the clinical environment that positively affect the students learning during the working practice are: enabling the fulfilment of the study-goals, creating a positive atmosphere, effective communication and offering a high-quality nursing aid to the client/patient.

The mentor instructing in a clinical environment has an important role in integrating student’s theoretical knowledge into practical activities. Students esteem a mentor as a helper, supporter, provider of constructive feedback and evaluation. A general recommendation is to use a gradual module-studying program in educating the nurses into mentors. A constructive feedback and evaluation are the components that support and influence the mentor-relationship and students development. Giving the student feedback and evaluating them has the function to support studying and development.

REMIGRATION AND PSYCHOLOGICAL ACCLIMATIZATION

OF CAUCASIAN ESTONIANS

Õilme Siimer, MA

Supervised by Voldemar Kolga, PhD

The main aim of the research was to explain the remigration of Estonians who come from Abhasia and western countries using the naturalistic or psychological methods of human phenomena. The second aim was to study the acclimatization of Estonians who have remigrated to Estonia, and explain their psychological difficulties accompanied with this. The third aim was methodological. All these aims are tightly related with each other. The analysis of the remigration of Estonians and psychological acclimatization is based on these aims. The research has confirmed the theoretical opinions that remigration (including returned refugees) is a standard of behaviour developing and becoming fixed by ethnic minors, who live abroad. Hereby, remigration cannot be a process caused by a person`s mental condition but this is a standard of behaviour growing out from mutual influence of a person and the social background in practice. The author of the research has admitted that practical conciousness has an important role in a person`s migration behaviour. The author got confirmed that generation is the main characteristic of selectiveness of Estonians remigration. The role of a generation in remigration consists of connecting people having the same socialization. This includes values, opinions, standards, habits etc that are connecting people growing up at a certain time-period and in same circumstances and that are self-evident guidelines in their everyday life. Hereby, the practical consciousness connects people with the same socialization and differentiates them from others. In the empiric part of the research, psychological acclimatization of remigrated people in Estonia is being dealt by the author. Behaviour and psychological problems of people remigrated from Abkhazia and the western countries to Estonia have been compared with the researches done abroad involving on Germans and Jews who remigrated from former Soviet Union to Germany. On one hand the acclimatization in a new sociocultural environment has been the same, but on the other hand different, too. The level of acclimatization of Estonians, who had remigrated from Abkhazia, was lower than the level of those Estonians, who had remigrated from the western countries because of their financial and social conditions. The acclimatization of these two groups can be characterized as a type of interactive acclimatization in Estonia that could be based on a need to become safe in strange society. This means that the remigrated people have preferred to live in the place with heterogenous social environment: where not only Estonians but the other nations live as well. Having relationship not only with Estonians but with the ethnic minors as well they tried to connect through social netting and adjust to the new environment.

There was also a type of adaptive acclimatization. People belonging to this group had more developed relation with the society. The Estonians remigrated from the western countries had a higher subjective control level in the field of work and health than the other group. These results could be based on a better situation of the remigrated Estonians from the western countries on a labour market because of their conscious behaviour related not only with their ability to organize their work but to look after themselves as well. Both of these groups had a developed self-reflection, meaning they realized that their achievements and success had been based on their positive and negative characteristics but not on chances, destinies, or being influenced by other people. People who had no motivation and achievements acclimatized not so easily and some of them returned. Estonians remigrated from the western countries were more self-contained than those who had remigrated from Abhasia. This could be caused by distance and individualism.

NURSE´S ACTIVITY IN ADULT PATIENT´S

OROTRACHEAL INTUBATION

Liivi Latt, BSc, RN

Anaesthesia and Intensive Care Department of West-Tallinn Central Hospital, Estonia

Lecturer: Aurelia Brett Roos, BSc, RN, Intensive care nurse, emergency nurse, Master degree

student of nursing, University of Tartu

Background: The process and content of nurse’s educational preparation has received attention to find out what kind of theoretical knowledge does the nurse need to know about anatomy of respiratory organs and the psychology of respiration. It is important to describe what the nurse’s activity in adult patient’s orotracheal intubation is and to make finally a literature-based instruction to nurse’s activity in adult patient’s orotracheal intubation. Aim: This research aims to describe what is the nurse’s activity in adult patient’s orotracheal intubation based on literature resources. Methods: This research is based on literature resource and author also uses quality-analysing method. Findings: Findings relate to the content and learning process required for nurses to study and develop the knowledge about the physiology of respiration and to understand conception of nurse’s activity and specific role in assisting in orotracheal intubation. Conclusion: Knowledge about anatomy and physiology of respiration organs helps the nurse to gain confidence and to give required and adequate nursing care. Nurse’s activity is to make the patient understand for what intubation is needed for and to assist the doctor during intubation. Keywords: nurse, nursing, procedure, respiration, respiration organs, intubation, laryngoscope.

PROFESSIONAL’S PERCEPTIONS OF FAMILY SUPPORT

AFTER DELIVERING A PREMATURE NEWBORN

Alina Vaskelyte, RN, MSN, PhD (c); Ruta Butkeviciene PhD, SW

Kaunas University of Medicine, Department of Nursing and Care, Lithuania

Each period of family life leads to a lot of changes, but the most changeable period is waiting for a baby in the family. At this time family members are dreaming about “ideal” baby, who will have a lot of positive qualities and abilities. The birth of a healthy newborn is culturally and psychologically essential aspect of good parenting. Premature newborn delivery always occurs unexpectedly and families have no possibilities to prepare for this crisis. Sometimes differences between dreams and reality are so big, that parents have not enough resources to cope with them. Thus, help for a newborn baby, includes help to his/her family and especially parents. Family needs help to realize what happens and face reality. The role of nurses and doctors is crucial in this process of helping to deal with fear and uncertainty after delivering premature newborn. In order to provide appropriate support professionals needs to understand problems, needs and difficulties of families. The aim: to reveal health care professionals’ perceptions of family expectations for support during premature newborn hospitalization. The research questions:

- How do professionals’ percepts parents’ expectations for support during premature newborn hospitalization?

- How do professionals’ percepts there own possibilities to meet parents’ expectations? Methodology: Qualitative research interviews (open-ended questions) were conducted with 12 professionals (5 nurses, 6 doctors and 1 social worker), working with preemies and their parents.

Results Parents’ needs and expectations Families, who have a premature newborn, go through grieving stages, which are widely analyzed in the literature. The birth of premature newborn isn’t expected and these situations don’t justify their trust and hope. Family “loses” a healthy and nice newborn and instead “gets” a new very small baby, who is in the Intensive Care Unit with a lot of machines, monitors and different tubes inside. The interviews with professionals, about support during premature newborn hospitalization, identify the main aspects of parents’ expectations: “Information” as the concept. The need for specialists who could provide emotional support and appropriate information during period of premature newborn hospitalization was mentioned. Information about newborn’s health condition given in understandable open manner is most important for parents.

“Parents are tended to ask the same question for every staff member. It is very important for

parents to get regular information from the same doctor in order to avoid contradictory

answers”. (Nurse)

Baby future perspective is crucial question too. Families have no pre-given information about the care of premature newborns. There is a huge amount of specific literature about healthy mature newborn care, but if parents have a premature newborn, they need a lot of additional information and knowledge. “Parents are always frustrated, because premature newborn’s care requires new knowledge

and abilities”. (Nurse)

Professionals told about shock and confusion parents experience after premature newborn delivery. So, some parents are not able to ask for information and support. “It seems that parents don’t know what questions to ask and what help to appeal for.

Professionals have to show parents the way”. (Nurse)

Hope and reality. Parents support, according to professionals, requires time, energy and patience. Parents expect professionals to give detail and clear explanations. Much more, they want to be giving hope. How to balance between reality, which means complicated newborn health condition, and the hope, which helps to survive the situation. “Parents expect information, sympathy and consolation, and hope that a newborn will be

treated with high quality. Parents want their baby to be healthy and they believe in his/her

recovery. On the one hand, I don’t want to take away this hope, but on the other hand, I have

to tell them about real situation. It is very important in order to avoid more difficult situation

in the future”. (Doctor)

The idea of teamwork. Because of the complexity of the problems families face with professionals see necessity of different professionals’ participation in family support process. “Families need complex help of different professionals: neonatologists, nurses, social

workers, mothers self support group”. (Doctor)

But it seems that teem work isn’t developed enough in the units. “I would like to work in a team with colleagues, but there are problems – everybody works

separately: doctors, nurses and me, as social worker. Information is not provided when it is

necessary. I wish I could work together in a team and thoroughly help the mothers…It is a

pity that there is a lack of communication between staff members and their patients”. (Social

worker)

Both parents involvement. Respondents emphasized that of both parents participation in premature newborn care helps family to deal with the problems. So, it is very important to encourage parents to take part in premature newborn care, to teach them take responsibility, help mother and father interact with a newborn - to touch stroke, speak doing “Kangaroo care”. It helps parents to identify and meet the needs of a newborn:

“Parents, who participate in premature newborn care, begin to understand newborn’s

wishes, they notice every, even the smallest, health change. Bonding to a newborn lasts for the

rest of life and become very strong”. (Doctor)

The problems professionals face with While answering the question “How you can, as the professional, meet the needs of these families?”, respondents mostly focused on the problems they face themselves in family helping process, detailed them. Some parents are not able to accept negative information, they deny the problem and withdraw and get isolated. It needs time and patience to meet this reality. The most difficult and dangerous situation occurs, when parents don’t visit newborns at the unit at all or they are not interested in the newborn’s health condition. Although parents take baby from hospital and, according to professionals, in rare time they are not ready to take care of them.

Conclusions:

1. Parents need for informational and emotional support, especially the hope related with baby future. Family situation requires team as support in realization parents needs. The involvement and participation of both parents in newborn care helps families deal with situation and reduce the stress.

2. The rejection of negative information by parents, rare visits of newborns cause difficulties in organizing professional care.

STUDENT`S WORK AREA AT HOME

Merilin Israel, Piret Koobas, Chair of Pharmacy, Tallinn Health College, Estonia

Mentors: Milvi Moks PhD, Ene Kotkas

The aim of the current study was to involve students in the campaign „Lighten the Load“ run

by the European Agency for Safety and Health at Work in 2007, where special attention is

paid on physical overload diseases. The campaign culminates in the European Week of Safety

and Health at Work on Oct. 22-26, 2007.

Musculoskeletal disorders caused by computer work belong to physical overload diseases,

too. A student’s common place for computer work is his/her home. The furniture promoted to

be designed a place for computer work area often does not correspond to ergonomic requests.

The aim of the study: prevention of musculoskeletal diseases, caused by computer work

through the creation of suitable work area and proper organization of work.

The study gives recommendations for colour design in the room, choice and adjustment of a

desk and chair, placing of implements. Prevention of health risks caused by working with a

laptop is also involved in the study. The authors find it necessary to regulate the proportion of

working and resting, and proper use of brakes for resting.

LAHTI UNIVERSITY OF LAHTI UNIVERSITY OF

APPLIED SCIENCESAPPLIED SCIENCES

LAHTI LAHTI -- A CITY AND ITS A CITY AND ITS

PEOPLEPEOPLE

FINLAND FINLAND -- A LIVELY A LIVELY

LAND IN THE NORTHLAND IN THE NORTH

Lahti University of Applied Sciences in general• Lahden Ammattikorkeakoulu (LAMK)

• Large, multidisciplinary institution of higher education

• Lahti University of Applied Sciences was established in the autumn 1991

• The aim of Lahti University of Applied Sciences is to educate professionals for the needs of the working life

Lahti University of Applied Sciences in general• Lahti University of Applied Sciences is owned by the municipalities of the Lahti region through the Lahti Region Educational Consortium

• Mostly located near Lahti city centre: one main campus area and a number of other locations

Lahti University of Applied Sciences in general• Twenty-one B.A. level degree programmes with over forty specialisation lines and two postgraduate M.A. level degree programmes

• Degree studies at the University of Applied Sciences take 210-270 credits, depending on the programme– 1 credit = an average input of appr. 27 hours of work by the student in a week = 1 ECTS credit

Finnish Education System330 credits

270 credits

240 credits

180 credits

300 credits

270 credits

240 credits

210 credits

UNIVERSITIES UNIVERSITIES OF APPLIED SCIENCES

VOCATIONAL

EDUCATION

SECONDARYSCHOOLS

BASIC EDUCATION

PRE-SCHOOL EDUCATION IN SCHOOLS OR CHILDREN’S DAY CARE CENTRES

AGE SCHOOL YEARS

1 credit = an average input of appr.

27 hours of work by the student

= 1 ECTS credit

Lahti University of Applied Sciences in general• Students are selected by entrance examination: in 2001 there were on average twelve applicants for each opening

• Studies consist of the following parts:- Major studies- Optional courses- Elective courses- Work placement- Thesis

Lahti University of Applied Sciences in general• Initiative, individuality, and teamwork are encouraged• Co-operation with the Lahti region companies and industries is very important– 75% of the final theses at Lahti University of Applied Sciences are made-to-order for companies and organisations

Lahti University of Applied Sciences - Faculties• Faculty of Business Studies- Bachelor of Business Administration (BBA)- 3.5 years, 210 credits (ECTS)

•Faculty of Tourism and Hospitality- Bachelor of HospitalityManagement- 3.5 years, 210 credits (ECTS)

Lahti University of Applied Sciences - Faculties• Institute of Design- Designer; Bachelor of Culture and Arts- 4 years, 240 credits (ECTS)

• Institute of Fine Arts- Visual Artist; Bachelor of Cultureand Arts- 4 years, 240 credits (ECTS)

Lahti University of Applied Sciences - Faculties• Faculty of Music- Bachelor of Culture and Arts- 4.5 years, 270 credits (ECTS)

• Faculty of Physical Activity- Sports Instructor; Bachelor of Sports Studies- 3.5 years, 210 credits (ECTS)

Lahti University of Applied Sciences - Faculties• Faculty of Social and Health Care

- Bachelor of Health Care: Registered NursePhysiotherapist

- Bachelor of Social Services- 3.5 years, 210 credits (ECTS)

• Faculty of Technology- Bachelor of Engineering (BEng)- 4 years, 240 credits (ECTS)

Lahti in a Nutshell

• Centre of the Lahti region(Päijät-Häme)• 98 000 inhabitants (year 2002)• 7th biggest city in Finland• 100 km north of the Helsinkicapital area

• Furniture industry companies (Isku, Asko)

• Salpausselkä Ridge• Famous winter sports centre

http://www.lahti.fi

Lahti in a Nutshell

• Mayor Mr Jyrki Myllyvirta• Biggest private companies (31.12.2003):

- Isku Furniture company, 1108 employees- Esa Group, 624 employees- Hartwall brewery, 620 employees- Hämeenmaa Group, 569 employees- Fazer Bakeries / Oululainen, 535 employees- Foxconn, 492 employees- Stora Enso Packaging, 452 employees- Kemppi, 411 employees- L-Fashion Group, 400 employees

Lahti and Nature

• Salpausselkä Ridge

– Longest ridge area in Finland, runs through southern Finland from west to east

– Was formed during the Ice Age 11 000 years ago

– Great area for outdoor activities�Skiing tracks in winter, jogging trails in summer

– Source of fresh groundwater for Lahti inhabitants

Lahti Harbour

• A short walk from the city centre, on Lake Vesijärvi

• Connections via Lake Päijänne to Jyväskylä in Central Finland

• Citizens’ ”living room”during the summertime

Sibelius Hall

• Named after the famous Finnish composer Jean Sibelius

• An excellent example of wooden building

• Located on the shore of Lake Vesijärvi at Lahti harbour

• Lahti Symphony Orchestra’s home

• Concerts, congresses, etc.

http://www.sibeliustalo.fi

Lahti Market Square• Located in the heart of city centre

• Monthly fair on every 1st Wednesday of the month

• A lively place to do shopping and spend free time everyday

• Events– Jazz Market– Folk Music Festival

What can you do in Lahti?• Sports

– Salpausselkä: Skiing, jogging, etc.– Indoor sports: Basketball, volleyball, etc.

• Shopping– Shopping centres: biggest shopping centre in Lahti region

• Leisure– Lively nightlife– Movies– Student parties

• Culture– Concerts: Sibelius Hall – Theatres– Museums: Art, Ski, History,Radio & TV

Sports in Lahti• Ice Hockey

– Pelicans• Football

– FC Lahti• Basketball

– Namika Lahti• Winter sports

– Ski jump– Cross-country skiing– Nordic combined– Nordic World Ski Championships in 2001 and 1989

Salpausselkä Games

• Annual event in early March

• World Cup events in ski jump, Nordic combined, and cross-country skiing

• 35 000 spectators every year

• Ski Museum next to the Sports Centre offers a chance to try ski jumping in a simulator!

Finland - Facts and Figures• 338 000 square kilometres, 7th largest country in Europe

• 5.2 million inhabitants• 17 people / km2

• Life expectancy: 77 years• Average size of the family: 2.2 members

• GDP: 24 576 USD / per capita (2002)

• 2 main religions: 89 % of the people are baptised as Lutherans while 1 % belong to the Finnish Orthodox Church

Suomen / Euroopan kartta

Finland - Facts and Figures• 1 160 km from north to south, 540 km from west to east

• Finland’s land border with Russia is the eastern border of the European Union

• Both northernmost and easternmost points of the European Union

• Neighbouring countries:– West - Sweden– East - Russia– North - Norway– South - Estonia

Finland - Facts and Figures• Currency Euro (EUR)• Two official languages:

– Finnish (91%)– Swedish (6%)

• Finland has a Sami (Lapp) population of 6 500– Sami (Lappish) is the mother tongue about 1 700 people

– Sami language has an ”official” status in the municipalities of northern Lapland

Finland - Facts and Figures• 67% live in towns or urban areas, 33% in rural areas

• Principal cities: – Helsinki (560 000)– Espoo (221 000)– Tampere (199 000)– Vantaa (182 000)– Turku (174 000)– Oulu (124 000)– Lahti (98 000)

• About one million people live in the Helsinki metropolitan area (Helsinki, Espoo, Vantaa, Kauniainen)

Finland - ClimateIn summer the temperature quite often rises to +20 Celsius and occasionally goes over to +30 in southern and eastern parts of the country. In winter, temperatures of -20 Celsius are not uncommon in many areas.

In northern Finland the sun does not set for about 73 days in summer, in winter the sun remains below the horizon for 51 days.

Finland - Nature• Mostly lowland

– Fell areas in north Karelia and in Koillismaa

• 70% of area is covered with forest

• Lapland with its mountains - arctic fells -and wild areas

• Europe’s largest archipelago (Southwestern: Turku and Åland)

• Protected predator animals– Wolf– Wolwerine– Bear– Lynx

• 187 888 lakes, 10% of the total land area (alot!)

• 5 100 rapids• 179 584 islands

Finland - History• 1155, The first crusade to Finland by the Swedes: Finland becomes part of the Swedish realm

• 1809, Finland is handed over to Russia by Sweden and becomes a partly autonomous Grand Duchy under the Russian emperor

• 1917, Finland’s declaration of independence on December 6• 1919, The present constitution is adopted and Finland becomes a republic

• 1955, Finland joins the United Nations• 1995, Finland becomes a member of the European Union

Finland - Politics• Finland is a western democracy

• Capital is located in Helsinki

• Parliament consists of one chamber with 200 members– Chosen for four years by direct and proportional election

• Biggest parties (2003):– Centre Party of Finland (55)– Social Democratic Party of Finland (53)

– National Coalition Party (40)– Left Alliance (19)– The Green League (14)

Finland - Politics

• The head of state is the President of the Republic.

• The President is elected for a six-year term by direct popular vote

• Current President: Ms. Tarja Halonen (2000-)

• Current Prime Minister: Mr. Matti Vanhanen(Centre Party) (2003-)

Tarjan kuva...

Helsinki - The Capital• Over 1 million people live in Helsinki region

• Centre of the Finnish business life

• Hosted many important meetings (Summit 1975)

• Sights:– Suomenlinna Sea Fortress– Beautiful architecture– Linnanmäki Amusement Park

– Korkeasaari Zoo

http://www.hel.fi

Some Famous FinnsFamous people

– Alvar Aalto (architect, designer)

– Jean Sibelius (composer)– Karita Mattila (opera singer)

– Linus Torvalds (Linux) – Mika Waltari (author)

• Finnish nobelists:– F. E. Sillanpää 1939 (literature)

– A. I. Virtanen 1945 (chemistry)

– Ragnar Granit 1967 (biophysics)

• Pop music:– Bomfunk MC’s– Darude – Hanoi Rocks – HIM– The Rasmus– Stratovarius

• Conductors:– Esa-Pekka Salonen– Jukka-Pekka Saraste– Osmo Vänskä

• Film directors:– Renny Harlin– Aki Kaurismäki

Famous Finns - Sport– Formula 1:

• Keijo Rosberg• Mika Häkkinen• Kimi Räikkönen

– Rally:• Ari Vatanen• Juha Kankkunen• Tommi Mäkinen• Marcus Grönholm

– Football / Soccer:• Jari Litmanen• Sami Hyypiä

– Athletics:• Paavo Nurmi• Lasse Viren

– Ski Jump:• Janne Ahonen• Matti Nykänen

– Ice-hockey:• Jari Kurri• Teemu Selänne• Saku Koivu

– Alpine skiing:• Kalle Palander• Tanja Poutiainen

Famous Finns - Santa Claus• Lives in Korvatunturi -mountain fell in Lapland, Finland

• Santa Claus village located in Rovaniemi– Meet Santa Claus there!

• Write to Santa Claus:– Santa Claus' Main Post OfficeSanta VillageFI-96930 NAPAPIIRIFINLAND

http://www.finland-santa.com

Finnish products

• Nokia– Mobile phones– Mobile technology

• Paper industry– Metso– Stora Enso

• Clothing, design– Marimekko

• Design– Iittala (glassworks)– Hackmann (kitchenware)– Fiskars (tools)– Arabia (porcelain)

• Industry steel– Rautaruukki– Outokumpu

• Shipyards– Wärtsilä– Kvaerner-MasaYards

Finnish Sauna• The sauna is a small room or hut heated to 80 degrees Celsius. It is used for bathing as well as for mental and physical relaxation.

• 1 212 000 saunas in private apartments in Finland (2002 statistics).

• 800 000 saunas in summer cottages and public swimming pools.– In total over 2 million saunas in Finland!

Links Pictures• Lahti University of Applied Sciences:– http://www.lamk.fi

• City of Lahti :– http://www.lahti.fi

• Finland:– http://virtual.finland.fi

• Sauna:– http://virtual.finland.fi/finfo/english/sauna.html

– http://cankar.org/sauna/

• Santa Claus:– http://www.finland-santa.com

PICTURES FROM:• Lahden Yrityskeskus Oykuvapankki (picturegallery)

• Helsingin kaupungin kuvapankki (Helsinki City picture gallery)

• LahdenAmmattikorkeakoulunkuvapankki (LAMK picture gallery)

Tallinn Health College International Week “Research and Development in Higher Educational Institutions”, 14-18.05.2007, Kännu 67, 13418, Tallinn, Estonia POSTERS Room 115

1. Tederko, P., Dimitruk, K. Medical University in Warsaw, Poland. “A Preliminary

Report of Health Education Survey in Lower Limb Amputees”

2. T. Sepp, P. Kodumäe. Tallinn Health College, Estonia, „Ergonomic Survey at

Workplace“

3. T. Kandver, H- M. Siilbaum. Tallinn Health College, Estonia. „Smoking is Harmful

to your Health“

4. K. Kontus, K. Meikar. Tallinn Health College, Estonia. „„Safe Start” in Tallinn

Health College“

5. M. Israel, P. Koobas. Tallinn Health College, Estonia. „Students Work Area at

Home“

6. K. Lilienberg, MD, MSc, OT. Tallinn Health College, Estonia „Chair of Occupational Therapy Engaged with International Intensive Coursework in 2006“

7. M. Nõgene, K. Kaaleste, U. Küüts, B. Rästa. Tallinn Health College, Estonia „

Universal Design“

8. S. Siimenson, M. Põhjatu, A. Uke. Tallinn Health College, Estonia „ Disabled People in Estonia“

9. S. Pais, K. Lees, M. Kovaljova, J. Eestalu. Tallinn Health College, Estonia. „

Occupational therapy in Estonia“

10. H.-S. Heinmets, V. Lepp, A. Männik, M. Palumaa. Tallinn Health College, Estonia. „ Rehabilitation System in Estonia“

11. A. Loos. Tallinn Health College, Estonia. „Occupational Therapy for the Children

with Spina Bifida“

12. M. Romandi. Tallinn Health College, Estonia. „Managing with Arthrosis“

13. L. Lasn. Tallinn Health College, Estonia. „Competences in Occupational Therapy Curriculum“

14. J. Beljakov, N. Jugai, K. Kontus. Tallinn Health College, Estonia. „Tobacco and

Dentures“

15. M. Volt. Tallinn Health College. Estonia “Whitening of Teeth”

16. K. Kuldmäe. Tallinn Health College, Estonia. “Comparison of IV Class Dental Technical Gypsum”

17. R. Kaur. Tallinn Health College, Estonia. “Digitalisation in Dental Technology”

18. U. Kõrgemaa, RN, MA. Tallinn Health College, Estonia. „Management of Nursing

Students´ Practical Training”

19. E. Piiritalo. Tallinn Health College, Estonia. “Necessary Knowledge and Skills for Transureteral Resection of Prostate in Intraoperative Period”

20. M. Soodla. Tallinn Health College, Estonia. “Actual Nursing Problems Requiring

further Research in Estonian Health Care Institutions”

21. M. Israel, P. Koobas. Tallinn Health College, Estonia.”Student´s Work Area at Home”

22. Ü. Ernits, A. Ehasalu. Tallinn Health College, Estonia. “Teisi Remmel: Development

of Nursing in Estonia”

23. T. Juhansoo, M. Tupits, R. Shor, V. Jasska, J. Dudina, L. Kharlamova, L. Pikksaar, S. Džavilova. Tallinn Health College, Estonia “Tallinn Health College in the Project “Health Promotion and Nurses´Guidance Skills”

24. T. Juhansoo, E. Kartau. Tallinn Health College, Estonia. EU- Canada program for

cooperation in higher education and vocational education and training. Project “Inequalities in Access to Rural Communities”.

25. H. Paara. Tallinn Health College, Estonia „As an Erasmus Exchange Student in

North- Karelia University of Applied Sciences, Finland“

26. N. Sosnikhina, A. Degtyareva, A. Nazarov. Bogorodsk Medical College, Russia. „Bogorodsk Medical College in Project TEMPUS“

27. V. Noskova, V. Malysheva, O. Otvagina. Nižni Novgorod Medical Academy, Russia.

„Nižni Novgorod Medical Academy in Project TEMPUS“

ERGONOMIC SURVEY AT WORKPLACE

Tiina Sepp, Piret Kodumäe, Tallinn Health College, Chair of Pharmacy

Mentors: Milvi Moks, PhD, Ene Kotkas

Ergonomics investigates the system: worker → implements → environment.

The subject has been studied as an independent work in the frames of the optional subject Ergonomics.

The aim of the study: development of work environment through the application of ergonomic principles.

The students carried out an ergonomic survey of working conditions in the botanic lab. They assessed the design of work-room, location of working places, light conditions, correspondence of furniture and implements with laboratory work requirements, students` posture and movements. Also the possible accident sources were charted.

The students` proposals are forwarded to Tallinn Health College Risk Assessment Team in the school.

SMOKING IS HARMFUL TO YOUR HEALTH

Tiina Kandver, Hanna-Maria Siilbaum, Tallinn Health College, Chair of Optometry

The current topic has been studied as an independent work within the frames of the subject Public Health. Choosing the topic, the authors proceeded from the Who’s frame convention Principles of Decreasing the Use of Tobacco Products (ratified by Estonia in 2005), and the requirements included in Tobacco Law of Estonian Republic. The aim of the study: prevention and decreasing use of tobacco products by students, quitting smoking, and protecting college staff from passive smoking. During the study, a stand illustrating the damaging effect of tobacco products was designed and put up for smokers to see on their way to the smoking area. Used materials included those composed by Estonian Cancer Union, Public Health Development Institution, and the authors.

„SAFE START“ IN TALLINN HEALTH COLLEGE

Kersti Kontus, Katrin Meikar, Tallinn Health College, Chair of Dental Technicians

The study has been made as an independent work within the frames of a lab work on Ergonomics. The students were involved in the campaign „Safe Start“ organised by the European Agency for Safety and Health at Work in 2006. The aim of the campaign is to prepare young people for work.

The aim of the study: prevention of accidents in Tallinn Health College.

During the study a map of risk factors in common rooms and dental technology lab was drawn. The information collected by the students was forwarded to the Work Environment Council. The students` recommendations were considered in the development of Risk Management Plan.

Merilin Israel, Piret Koobas, Tallinn Health College, Chair of Pharmacy

The aim of the current study was to involve students into the campaign „Lighten the Load“ run by the European Agency for Safety and Health at Work in 2007, where special attention is paid on drawing attention on physical overload diseases. The campaign culminates in the European Week of Safety and Health at Work from Oct. 22-26, 2007.

Musculoskeletal disorders caused by computer work belong to physical overload diseases, too. A student`s basic place for computer work is at home. The furniture promoted to be designed for computer work often does not correspond to ergonomic requirements.

The aim of the study: prevention of musculoskeletal diseases, caused by computer work through the creation of suitable work area and proper organization of work.

The study gives recommendations for colour design in the room, choice and adjustment of desk and chair, placing of implements. Prevention of health risks caused by working with laptop are also involved in the study. The authors find it necessary to regulate the proportion of working and resting, and proper use of breaks for resting.