Refine
Year of publication
Document Type
- Article (51) (remove)
Institute
- Soziales & Gesundheit (51) (remove)
Keywords
- Soziale Arbeit (5)
- Ausscheidung (4)
- Bisexuality (2)
- Elternschaft (2)
- Forschung (2)
- Gender (2)
- Gleichstellung (2)
- Homosexuality (2)
- Kindheitspädagogik (2)
- Klassismus (2)
Pooled data from published reports on infants with clinically diagnosed vitamin B12 (B12) deficiency were analyzed with the purpose of describing the presentation, diagnostic approaches, and risk factors for the condition to inform prevention strategies. An electronic (PubMed database) and manual literature search following the PRISMA approach was conducted (preregistration with the Open Science Framework, accessed on 15 February 2023). Data were described and analyzed using correlation analyses, Chi-square tests, ANOVAs, and regression analyses, and 102 publications (292 cases) were analyzed. The mean age at first symptoms (anemia, various neurological symptoms) was four months; the mean time to diagnosis was 2.6 months. Maternal B12 at diagnosis, exclusive breastfeeding, and a maternal diet low in B12 predicted infant B12, methylmalonic acid, and total homocysteine. Infant B12 deficiency is still not easily diagnosed. Methylmalonic acid and total homocysteine are useful diagnostic parameters in addition to B12 levels. Since maternal B12 status predicts infant B12 status, it would probably be advantageous to target women in early pregnancy or even preconceptionally to prevent infant B12 deficiency, rather than to rely on newborn screening that often does not reliably identify high-risk children.
Ordnung aus der Mitte
(2021)
Long-Term outcome of infantile onset pompe disease patients treated with enzyme replacement therapy
(2024)
Background: Enzyme replacement therapy (ERT) with recombinant human alglucosidase alfa (rhGAA) was approved in Europe in 2006. Nevertheless, data on the long-term outcome of infantile onset Pompe disease (IOPD) patients at school age is still limited.
Objective: We analyzed in detail cardiac, respiratory, motor, and cognitive function of 15 German-speaking patients aged 7 and older who started ERT at a median age of 5 months.
Results: Starting dose was 20 mg/kg biweekly in 12 patients, 20 mg/kg weekly in 2, and 40 mg/kg weekly in one patient. CRIM-status was positive in 13 patients (86.7%) and negative or unknown in one patient each (6.7%). Three patients (20%) received immunomodulation. Median age at last assessment was 9.1 (7.0–19.5) years. At last follow-up 1 patient (6.7%) had mild cardiac hypertrophy, 6 (42.9%) had cardiac arrhythmias, and 7 (46.7%) required assisted ventilation. Seven patients (46.7%) achieved the ability to walk independently and 5 (33.3%) were still ambulatory at last follow-up. Six patients (40%) were able to sit without support, while the remaining 4 (26.7%) were tetraplegic. Eleven patients underwent cognitive testing (Culture Fair Intelligence Test), while 4 were unable to meet the requirements for cognitive testing. Intelligence quotients (IQs) ranged from normal (IQ 117, 102, 96, 94) in 4 patients (36.4%) to mild developmental delay (IQ 81) in one patient (9.1%) to intellectual disability (IQ 69, 63, 61, 3x < 55) in 6 patients (54.5%). White matter abnormalities were present in 10 out of 12 cerebral MRIs from 7 patients.
Der Einsatz von Robotik im Pflegekontext wird kontrovers diskutiert und löst unterschiedliche Assoziationen aus. In diesem Beitrag stellen wir Ergebnisse aus einer schriftlichen Befragung bei Pflegekräften aus Deutschland vor. Es wird aufgezeigt, für welche Funktionen und Aufgaben sich Pflegekräfte den Einsatz von Roboter vorstellen können und wo gegensätzliche Einstellungen gegenüber Robotern bestehen. Ein Fallbeispiel illustriert ein mögliches Anwendungsfeld. Mit den reflexiven Fragen laden wir die:den Lesenden ein, sich selbst mit der Idee Roboter als Alltagshelfer für ältere Menschen auseinanderzusetzen.
Der Beitrag untersucht die Unterstützungsbedarfe von Schüler_innen während der Schultransition in Österreich und fragt nach Möglichkeiten zum Aufbau von inklusiven Unterstützungsangeboten. Um diesbezüglich Erkenntnisse zu gewinnen, wurden zwei qualitative Datensätze analysiert: Einerseits ein Datensatz aus 2018, in welchem die Transition von der Volks- in die Sekundarschule und damit verbundene Herausforderungen mittels Interviews mit Schüler_innen und involvierten Erwachsenen untersucht wurden. Andererseits ein Datensatz aus 2020, in dem Praktiker_innen über Veränderungen der psychosozialen Unterstützungsangebote für Kinder und Familien während der Covid-19-Pandemie befragt wurden. Die Daten von 2018 zeigen, dass der Aufbau von positiven sozialen Beziehungen zu Gleichaltrigen eine wichtige Ressource für eine gelungene Schultransition darstellt, jedoch nicht immer gelingt, weshalb Unterstützungsbedarf benannt wird. Zugleich werden Zugangsbarrieren zu vorhandenen Unterstützungsangeboten deutlich, die in Zusammenhang mit drei soziodemografischen Charakteristika stehen: (1) Lebenssituation und geografischer Standort, (2) finanzielle Ressourcen und (3) Migrationshintergrund. Die Daten aus dem Jahr 2020 zeigen, dass es durch den Einsatz digitaler Angebote zu einer Überwindung von Zugangsbarrieren und hemmenden Strukturen kommen kann. Die Betrachtung beider Studienergebnisse lässt somit Implikationen für eine verbesserte, inklusive und innovative Versorgungsstruktur für Adressat_innen der Sozialen Arbeit zu.
Issues with professional conduct and discrimination against Lesbian, Gay, Bisexual, Transgender (LGBT+) people in health and social care, continue to exist in most EU countries and worldwide.
The project IENE9 titled: “Developing a culturally competent and compassionate LGBT+ curriculum in health and social care education” aims to enable teacher/trainers of theory and practice to enhance their skills regarding LGBT+ issues and develop teaching tools to support the inclusion of LGBT+ issues within health and social care curricula. The newly culturally competent and compassionate LGBT+ curriculum will be delivered though a Massive Open Online Course (MOOC) which is aimed at health and social care workers, professionals and learners across Europe and worldwide.
We have identified educational policies and guidelines at institutions teaching in health and social care, taken into account for developing the learning/teaching resources. The MOOC will be an innovative training model based on the Papadopoulos (2014) model for “Culturally Competent Compassion”. The module provides a logical and easy to follow structure based on its four constructs 'Culturally Aware and Compassionate Learning', 'Culturally Knowledgeable and Compassionate Learning', 'Culturally Sensitive and Compassionate Learning', 'Culturally Competent and Compassionate Learning'.
Specific training may result in better knowledge and skills of the health and social care workforce, which helps to reduce inequalities and communication with LGBT+ people, as well as diminishing the feelings of stigma or discrimination experienced.