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Blockchain Technology and Green Bonds: Enhancing Transparency, Efficiency, and Trust in Sustainable Finance
No full textRefined Division of Sleep Stages in the Mouse Based on Distributed Deep Electrodes and Underlying Infra‐Slow Oscillation
No full textThe mouse sleep is mostly recorded with only epidural electrodes and divided simply into NREM and REM stages. With the help of distributed intracerebral triplet electrodes, we searched for possible new electrophysiological signatures to characterise more specific sleep substages within the timeframe of seconds to tens of minutes. We implanted 17 C57BL/6J male mice with double or triple wire electrodes into the hippocampus, somatosensory cortex and olfactory bulb, conventional skull screw electrodes and neck EMG electrodes. Sessions with at least 1 h of sleep of the 3-h total recording time were included in the analysis. We could identify N1, N2 and N3 stages in the mouse NREM. N2 could be further divided into N2s with spindles and N2n without spindles. Furthermore, N3 following N2n vs. N2s showed different features and were therefore coined N3s and N3n, respectively. The REM could be divided into asynchronous (aREM), synchronous (sREM) and phasic (pREM) substages. The EEG power between 5 and 30 Hz showed quasi-periodic fluctuation at an infra-slow range (0.005–0.02 Hz). The sequence of sleep stages followed reliably this fluctuation, so that the onset of N2n co-occurred with a low power, N2s halfway on the rise, aREM or N3s near the peak and sREM on the descending phase. The infra-slow fluctuation was temporarily abolished by damaging the locus coeruleus noradrenergic axons with the selective neurotoxin DSP-4 or by administration of the alpha-2 adrenergic agonist medetomidine. As a result, the brain got locked in a continuous N3-like state and no REM was present
Health and social care professionals’ expectations for e-leadership in the digital transformation: a qualitative study
No full textBackground
Health and social care are undergoing continuous transformation driven by increasing digitalisation. Ongoing changes place significant demands on professionals’ daily work and create new expectations for leadership. Previous research on leadership requirements in the context of digitalisation has predominantly focused on the perspectives and experiences of leaders, overlooking how professionals themselves perceive the leadership needed during this transformation. This study examined the needs and expectations of health and social care professionals regarding the e-leadership practices of their line managers as digitalisation reshapes work in the sector.
Methods
We employed a qualitative approach and conducted eight focus group interviews with health and social care professionals (n = 33) using a nominal group technique. Data was collected from three Finnish wellbeing services counties between November 2024 and February 2025. Thematic analysis of professionals’ expectations for e-leadership by line managers was initially guided by a data-driven approach, followed by theory-based structuring using the three dimensions of leadership mechanisms: cognition (understanding professionals’ premises), affect (interpersonal engagement), and behaviour (leadership actions).
Results
Within the theme of leader’s understanding of professionals’ premises (cognition), line managers were expected to facilitate professionals’ competence development and to be well-informed about the principles and practices of digital work. Interpersonal engagement (affect) encompassed expectations for line managers to be accessible and supportive of wellbeing in digital and remote contexts, to consider equitable remote work practices that reflect professionals’ needs, and to support and encourage new digital initiatives. Under the theme of actions (behaviour), line managers were expected to recognise and set boundaries for digital workload, ensure supportive conditions for digital work, provide timely and accessible information and guidelines, and take responsibility for the development and evaluation of digital services.
Conclusions
This study identified concrete expectations that can guide leaders in supporting health and social care professionals during digital transformation. Most expectations centred on leaders’ actions and interpersonal engagement and the results show that professionals value e-leadership that reflects the practical conditions and challenges of digital work. Line managers are expected to be both knowledgeable and supportive, facilitating environments where digital solutions respond to actual needs and can enhance everyday practices. Leading digital transformation should not be considered as a side task within everyday management but an area requiring intentional planning and allocation of resources
Vierikaikukuvaus helpottaa rannemurtuman akuuttihoitoa
No full text• Rannemurtumien vierikaikukuvaus on nopea ja helppo oppia eikä vaadi merkittävää kaikukuvantamiskokemusta.
• Vierikaikukuvaus on tarkka ja säteilytön vaihtoehto erityisesti lasten murtumien diagnosoimiseksi.
• Murtumien poissulku sen avulla saattaa lyhentää potilaiden aikaa päivystyksessä.
• Sen käyttö voi vähentää murtuman paikalleenasettajan epävarmuutta, vaikka uudelleen asettamisten määrää se ei vähennä
Kotouttavan katseen alaiset : Kansainvälisiä pakkomuuttajia koskevat merkityskamppailut kotoutumisen diskursiivisella kentällä
No full text
Assessment in Transition – Home Economics Teachers’ Experiences of the Impact of Digitalization
No full textSelf-assessed digital competence of nurse educators—A cross-sectional study in four countries
No full textObjective
This study examines the self-assessed level of nurse educators’ digital competence in four European countries and explores variables associated with it.
Design
A cross-sectional study was conducted.
Method
Nurse educators (n = 290) from 36 nursing education organizations in Finland, Malta, Slovakia, and Spain participated in the study. Data were collected from May 2021 to February 2022 through an online survey. The Educators and Educator Candidates’ Competence in Digital Pedagogy instrument contained 20 items in three categories. Descriptive statistics, the Kruskal–Wallis test, one-way analysis of variance (ANOVA), and multiple regression analysis were used in the analysis.
Results
Nurse educators reported an overall moderate level of digital competence; the lowest level was in the safe and responsible use of technology. Slovak educators assessed their competence as higher than those from Finland, Malta, and Spain. Having a master's or doctoral degree and completing pedagogical studies were related to a higher level of digital competence.
Conclusion
Nurse educators have successfully adopted the use of evolving teaching, learning, and assessment methods to ensure appropriate and practice-preparing healthcare education. The findings can be used in nursing education and healthcare practice organizations to focus nurse educators’ education on the safe and responsible use of digital pedagogical practices, such as the ethical utilization of electronic documents. Furthermore, in-depth examination of the relationship between educators’ education and digital competence is needed
