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Collagen XVIII (ColXVIII) is a component of the extracellular matrix implicated in embryogenesis and control of tissue homoeostasis. We now provide evidence that ColXVIII has a specific role in renal branching morphogenesis as observed in analyses of total and isoform-specific knockout embryos and mice. The expression of the short and the two longer isoforms differ temporally and spatially during renal development. The lack of ColXVIII or its specific isoforms lead to congenital defects in the 3D patterning of the ureteric tree where the short isoform plays a prominent role. Moreover, the ex vivo data suggests that ColXVIII is involved in the kidney epithelial tree patterning via its N-terminal domains, and especially the Thrombospondin-1-like domain common to all isoforms. This morphogenetic function likely involves integrins expressed in the ureteric epithelium. Altogether, the results point to an important role for ColXVIII in the matrix-integrin-mediated functions regulating renal development.

Ten years ago a systematic survey of gravity tidal effects started in the Pannonian basin. In the framework of an international cooperation between Austria and Hungary 1-3 year long time series were recorded at 5 (mostly permanent seismological) stations with an LCR G meter (G949) having no feed-back system. It was improved by an electro-optical readout system for continuous recording at 1 Hz and equipped by an autonomous leveling platform keeping the instrument in nearly horizontal position and an electromotor driven micrometer dial to compensate long term instrumental drift remotely. The reference station was the Conrad Observatory (COBS), Austria where this system has been run co-located with GWR SG025 (operated by Zentralanstalt für Meteorology und Geodynamik, Wien) both at the beginning and at the end of the project. The largest distance was about 600 km in E-W direction between COBS and TRPA (Tarpa, Hungary) stations. The recorded time series were corrected for standard (e.g. barometric) and non-standard (e.g. uncompensated instrumental long-level tilt) effects and analyzed by the ETERNA package. The results show small (< 1%) but clear systematic increase of the variation of ratio O1/M2 tidal constituents (uncorrected for loading effects) from west to east. It is in good accordance with the theory and its measure was compared to synthetically calculated variations provided by different ocean loading models., The 28th IUGG General Assembly (IUGG2023) (Berlin 2023)

In the year 2021 a milestone was reached in the absolute gravity research at the Finnish Geospatial Research Institute, when the expansion of the absolute gravity network in Finland was completed. The stations in the network are co-located with the FinnRef permanent GNSS network. This enables studying long-term gravity change, including the Fennoscandian Post-glacial rebound phenomenon, in parallel with deformation monitoring and monitoring of the 3D reference frame. The first absolute gravity measurements in Finland were made in the 1970s and 1980s in Metsähovi, Vaasa and Sodankylä. When the FinnRef network was built in the 1990s, facilities for absolute gravity measurements were established at 5 co-located sites. In 2012-2018 the FinnRef network was modernized and gradually expanded. At the same time, more absolute gravity facilities were built, raising the number of absolute gravity stations from 8 to 19. The latest absolute gravity station added was the Finnström station in the Åland Archipelago, closing a major gap in the Nordic absolute gravity site coverage.The FinnRef permanent GNSS network now consists of 47 stations. The subset of 19 stations contains facilities for absolute gravity measurements. These stations, homogeneously distributed over the country, are repeatedly measured in a 3-year cycle with the FG5X-221 absolute gravimeter, which is the national standard of free-fall acceleration in Finland. The stations also form the zero-order absolute gravity network, to which the renewed First Order Gravity Net (FOGN) is tied. We will describe the absolute gravity stations and the measurements made at them., The 28th IUGG General Assembly (IUGG2023) (Berlin 2023)

Tiivistelmä. Tutkielmamme aiheena olivat varhaiskasvatuksen laatutekijät varhaiskasvatuslain (540/2018) ja opettajan näkökulmasta. Kiinnostuimme aiheesta varhaiskasvatusta koskevan yhteiskunnallisen keskustelun ja omien kokemustemme myötä; varhaiskasvatus ei aina yllä tavoitteisiinsa ja varhaiskasvatuksen opettajista on pulaa monessa paikassa. Kuitenkin samaan aikaan tiedostetaan laadukkaan varhaiskasvatuksen merkitys lasten hyvinvointia ja oppimista edistävänä tekijänä. Kyselymme kohdistettiin varhaiskasvatuksen opettajille, koska he ovat vastuussa ryhmän toteuttamasta pedagogiikasta. Tavoitteenamme oli selvittää varhaiskasvatuksen opettajana toimivien ajatuksia varhaiskasvatuslain edellyttämästä laadukkaan varhaiskasvatuksen toteutumisesta. Tutkimuskysymykset olivat: 1. Mitkä laatutekijät vaikuttavat varhaiskasvatuslain tavoitteiden toteutumiseen varhaiskasvatuksen opettajan työssä? 2. Mitkä tekijät edistävät tai estävät varhaiskasvatuslain tavoitteiden toteutumista varhaiskasvatuksen opettajan työssä? Varhaiskasvatuksen laatu on kaikkien osatekijöidensä summa. Se koostuu useista pienistä asioista, jotka kaikki vaikuttavat toisiinsa. Kaikki laadun osatekijät rakentuvat ihmisten välisessä vuorovaikutuksessa. Sekä laatu, että varhaiskasvatus ovat käsitteinä aikaan ja paikkaan sidottuja, sillä molempiin vaikuttavat ympäröivän yhteiskunnan arvot ja normit sekä määrittelijän näkökulma. Näin ollen myös laadukkaan varhaiskasvatuksen määritelmä on sidottu siihen kontekstiin, jossa sitä määritellään. Tämän takia tutkielmamme on sidottu suomalaiseen tämänhetkiseen varhaiskasvatukseen. Varhaiskasvatuksen laatua on selvittänyt aikaisemmin kattavasti kansallinen koulutuksen arviointikeskus (Karvi, 2018), joka on luonut varhaiskasvatukselle laatuindikaattorit. Toteutimme tutkielman laadullisena kyselytutkimuksena, jonka aineiston analysoimme teoriaohjaavalla aineistoanalyysilla. Analyysia ohjaavana teoriana toimivat varhaiskasvatuksen laatuindikaattorit. Kyselyyn vastasi 31 opettajana toimivaa, joista 21 täytti varhaiskasvatuksen opettajan kelpoisuusvaatimukset. Tutkielman keskeinen tulos oli se, että varhaiskasvatusta toteutetaan laadultaan hyvin vaihtelevasti. Eniten laatua estäviä tekijöitä löytyi laadun rakennetekijöistä, joista eniten negatiivisia mainintoja saivat liian vähäiset resurssit, henkilöstön poissaolot ja niistä johtuva sijaisten tarve sekä arjen häiriötekijät. Laatua edistävät tekijät puolestaan painottuivat laadun prosessitekijöihin, joista eniten positiivisia mainintoja saivat opettajan ja tiimin ammattitaito sekä monialainen yhteistyö. Toisin sanoen toteutetun pedagogiikan ajateltiin olevan laadukasta, mutta rakenteet sen sijaan koettiin vähemmän laadukkaiksi.

Integrin α11β1 is a collagen-binding integrin that is needed to induce and maintain the myofibroblast phenotype in fibrotic tissues and during wound healing. The expression of the α11 is upregulated in cancer-associated fibroblasts (CAFs) in various human neoplasms. We investigated α11 expression in human cutaneous squamous cell carcinoma (cSCC) and in benign and premalignant human skin lesions and monitored its effects on cSCC development by subjecting α11-knockout (Itga11−/−) mice to the DMBA/TPA skin carcinogenesis protocol. α11-deficient mice showed significantly decreased tumor cell proliferation, leading to delayed tumor development and reduced tumor burden. Integrin α11 expression was significantly upregulated in the desmoplastic tumor stroma of human and mouse cSCCs, and the highest α11 expression was detected in high-grade tumors. Our results point to a reduced ability of α11-deficient stromal cells to differentiate into matrix-producing and tumor-promoting CAFs and suggest that this is one causative mechanism underlying the observed decreased tumor growth. An unexpected finding in our study was that, despite reduced CAF activation, the α11-deficient skin tumors were characterized by the presence of thick and regularly aligned collagen bundles. This finding was attributed to a higher expression of TGFβ1 and collagen crosslinking lysyl oxidases in the Itga11−/− tumor stroma. In summary, our data suggest that α11β1 operates in a complex interactive tumor environment to regulate ECM synthesis and collagen organization and thus foster cSCC growth. Further studies with advanced experimental models are still needed to define the exact roles and molecular mechanisms of stromal α11β1 in skin tumorigenesis.

Tiivistelmä Artikkelissa kuvataan Oulun ammattikorkeakoulun sosiaali- ja terveysalan ESR-rahoitteisten hankkeiden välisen yhteistyön kehittämistä ja kehittämisehdotuksia hanketyöskentelyn prosessien sekä rakenteiden kehittämiseen ja hanketoimijoiden välisen yhteistyön kehittämiseksi. Tavoitteena on lisätä hankkeiden näkyvyyttä, vaikuttavuutta ja tuotettujen tulosten laajempaa levittämistä sekä hanketoimijoiden ja ammattilaisten osaamisen kehittyminen. Konkreettisena toimenpiteenä hanketoimijat järjestivät yhteisen webinaarin, jonka tuloksena hankkeet saavuttivat laajemman kohdeyleisön ja moniammatillisuus lisääntyi sekä toimijoiden osaaminen kehittyi. Jatkossa tarvitaan toimintamalleja, joiden avulla hankkeiden välistä yhteistyötä voidaan edelleen kehittää.

Objectives: To determine the association between parental socioeconomic status in childhood and adolescence and unhealthy health behaviour patterns among adolescents in Northern Finland. Methods: The sample, drawn from the Northern Finland Birth Cohort 1986 Study, consisted of 15- to 16-year-old adolescents (n = 4305). Data on socioeconomic status and health behaviours were based on questionnaires collected from cohort members and their parents during the former’s childhood and adolescence. Logistic regression served to assess the association. Results: Controlling for all other factors in the model, several socioeconomic factors were found to be significant predictors of unhealthy health behaviour patterns. In childhood, father’s low and medium education for boys, and mother’s low or medium education as well as fathers’ unemployment for girls predicted greater likelihood of engaging in unhealthy behaviour patterns. For both genders, having a stay-at-home mother in childhood (and for boys also in adolescence) protected from unhealthy health behaviour patterns. For boys, mother’s and for girls, fathers’ low occupational education in adolescence increased the risk of developing unhealthy patterns. Conclusions: In the development of effective health prevention strategies, it is important to identify children and adolescents who are at risk of developing lifestyle diseases.

Background: To evaluate how effective preparatory interventions for paediatric day surgery are at reducing parents’ anxiety and stress and children’s pain and fear. Methods: A systematic review was conducted according to Joanna Briggs Institute (JBI) guidelines and reported using the PRISMA 2020 checklist. PubMed, CINAHL (EBSCO), Scopus, Medic and Web of Science were screened for original research published up until December 2020, while Mednar and EBSCO Open Dissertations were used to identify any relevant grey literature. The methodological quality and risks of bias were evaluated according to JBI guidelines by two authors. The eligibility criteria were parents of a preschool (2- to 6-year-old) child going through day surgery with preparatory interventions, outcomes measured anxiety, stress (parent), fear and pain (child), and randomised controlled trial (RCT). Results: Two thousand and three hundred and fourteen RCTs were screened. Fifteen studies (including 1514 participants) were chosen for narrative synthesis of parental anxiety and stress and children’s fear and pain. Nine studies underwent a meta-analysis of parental anxiety (n = 970). The interventions were categorised as functional, informative or a combination of both. Four interventions reduced parents’ anxiety while two significantly alleviated children’s postoperative pain. The interventions found to be effective combined various ways of providing information. The meta-analysis did reveal a statistically significant impact on parents’ anxiety (SMD =0.22, 95% Cl [0.03, 0.41], z = 2.28, p = .023). None of the studies dealt with parental stress or fear in children. Conclusions: The studied interventions used various preparatory approaches, some of which were effective at reducing parental anxiety. More RCT studies are needed to find the most effective methods for preparing parents and their children for day surgery. Relevance to Clinical Practice: Preparation for day surgery through appropriate interventions can reduce anxiety among parents and postoperative pain in children.

The low-power wide-area (LPWA) technologies, which enable cost and energy-efficient wireless connectivity for massive deployments of autonomous machines, have enabled and boosted the development of many new Internet of things (IoT) applications; however, the security of LPWA technologies in general, and specifically those operating in the license-free frequency bands, have received somewhat limited attention so far. This paper focuses specifically on the security and privacy aspects of one of the most popular license-free-band LPWA technologies, which is named LoRaWAN. The paper’s key contributions are the details of the design and experimental validation of a security-focused testbed, based on the combination of software-defined radio (SDR) and GNU Radio software with a standalone LoRaWAN transceiver. By implementing the two practical man-in-the-middle attacks (i.e., the replay and bit-flipping attacks through intercepting the over-the-air activation procedure by an external to the network attacker device), we demonstrate that the developed testbed enables practical experiments for on-air security in real-life conditions. This makes the designed testbed perspective for validating the novel security solutions and approaches and draws attention to some of the relevant security challenges extant in LoRaWAN.

Tiivistelmä. Tässä kandidaatintutkielmassa tarkoituksena on tutkia varhaiskasvatusikäisten lasten tunnetaitoja ja miten niitä voidaan tukea Fanni-kirjasarjan avulla. Tutkimuskysymykseni oli “Miten 4–6-vuotiaan tunnetaitoja voidaan tukea Fanni-kirjasarjan avulla?“ Tutkimus on toteutettu kuvailevana kirjallisuuskatsauksena. Teoreettinen viitekehys rakentuu sekä suomen- että englanninkielisistä teoksista. Viitekehyksessä määrittelen lapsen tunteiden kehittymistä vastasyntyneestä alkaen, tunnetaitoja, tunnekasvatusta ja aikuisen roolia lapsen tunnekasvatuksessa sekä ongelmia tunnetaidoissa. Fanni-kirjasarjasta analysoin kolmea ensimmäistä kirjaa. Analysoin kirjasarjaa vapaasti peilaten teoreettiseen viitekehykseen. Tarve pienten lasten tunnekasvatukselle on lisääntyvä. Tunnetaitojen tukeminen vaatii aikuiselta tietoista panostusta ja aiheeseen perehtymistä. Tämän tutkielman tavoitteena on tarjota tietoa tunnetaitojen tärkeydestä lapsen elämässä sekä tuoda esille yhtä mahdollista tunnetaitojen tukemiseen sopivaa kirjasarjaa: Fanni-kirjasarjaa. Tutkimustulosten perusteella tunnetaidot ovat monimutkainen asia, jonka toimintaa ei täysin osata selittää. Kulttuuri vaikuttaa siihen, miten ymmärrämme tunteita. Lapsen tunnetaitojen kehittymiselle on tärkeää aitous, rehellisyys, aikuisen roolimalli sekä aikuisen läsnäolo. Lapsi tarvitsee tilaa ja aikaa tunteilleen. Fanni-kirjasarja tukee lasta oppimaan tunnetaitojen peruspilareita: tunteiden tunnistamista ja nimeämistä, tunteiden säätelyä sekä stressinhallintaa. Kirjasarja tukee näitä taitoja tarinan, tieto-osuuden ja tehtävien avulla.

Tiivistelmä Tutkimuksen tarkoituksena oli kuvailla hoitotyön opiskelijoiden kokemuksia ryhmäohjauksesta ohjatun harjoittelun aikana. Tutkimusaineisto kerättiin teemahaastatteluilla keväällä 2015 yhden ammattikorkeakoulun hoitotyön opiskelijoilta (n=10), joilla oli kokemusta opettajan organisoimasta ryhmäohjauksesta ohjatussa harjoittelussa. Aineisto analysoitiin induktiivisella sisällönanalyysillä. Opiskelijoiden kokemukset ryhmäohjauksesta liittyivät ohjausosaamiseen- ja käytäntöihin, ryhmäytymiseen, oppimiskokemusten reflektointiin sekä opiskelijan osaamisen tunnistamiseen. Ohjausosaaminen ja -käytännöt koettiin opettajan osallisuutena, ohjausresursseina ja ohjaustoiminnan kehittämisenä. Ryhmäytyminen sisälsi ryhmän muodostumisen ja toiminnan. Oppimiskokemusten reflektointi ilmeni tavoitteelliseen oppimiseen ohjauksena, merkityksellisten asioiden pohtimisena ja haasteellisten tilanteiden käsittelemisenä. Opiskelijan osaamisen tunnistamisessa oli tärkeää arvioinnin monitahoisuus ja toteuttaminen sekä opiskelijan ammatillinenosaaminen. Tuloksia voidaan hyödyntää ryhmäohjauksen ja opiskelijan oppimisprosessin kehittämisessä. Abstract The purpose of this study was to describe nursing students experiences of group mentoring during clinical practice. The data was collected at a university of applied science by semi-structured interviews in spring 2015. The participants (n=10) were nursing students with experiences of group mentoring, which was organized by a nurse teacher. The data was analyzed using content analysis. The students ́experiences regarding group mentoring involved mentoring competence and practices, forming a group, reflecting on learning experiences and the identification of the student ́s competence. Mentoring competence and practices were experienced in the form of nurse teachers ́participation, resource control and developing of mentoring activities. Forming a group includes group formation and activities. Reflection of learning experiences revealed goal-directed learning mentoring, considering of relevant issues and dealing with the challenging situations. It was important in recognizing the identification of the student ́s competence that the assessment was multilateral and that it involved the implementation of the students’ professional competence. The results can be utilized in the development of group mentoring and students’ learning process.

Aims: To identify clusters of health behaviours among Finnish adolescents and examine whether these clusters are associated with body mass index (BMI). Methods: The data, drawn from the prospective population-based Northern Finland Birth Cohort 1986, comprised a total of 7182 adolescents who replied to a follow-up postal questionnaire at the age 15 to 16. The adolescents were asked about multiple health behaviours, such as physical activity, screen time, cigarette smoking, alcohol use and diet. Adolescents who answered the questions concerning all of these variables were included in the study, yielding a final sample of 4305 subjects. K-means cluster analysis was performed to identify group of adolescents with similar health behaviours. Chi-squared tests were performed to analyse the association between the clusters and BMI. Results: Two clusters — Healthy Lifestyle and Unhealthy Lifestyle — were identified for both genders. The values of all the studied variables differed significantly between the clusters identified for both boys and girls. No significant relationship between the identified clusters and BMI was found for either boys or girls. Conclusions: It is important to consider multiple lifestyle-related behaviours and trying to identify groups that present probability for developing lifestyle diseases.

The correlations between emotional and behavioral problems and increased screen time among young people has been highlighted in the literature. This study examined both longitudinal and cross-directional associations between the degree of childhood and adolescent emotional and behavioral problem characteristics and a higher level of daily screen time in adolescence using an extensive population study. Questionnaires providing data on a representative cohort sample (the Northern Finland Birth Cohort 1986 Study, NFBC 1986; n = 6479; 3101 males) were completed at birth, in childhood, and in adolescence. Male gender, and self-reported behavioral issues (such as a higher degree of hyperactivity/distractibility problems at the beginning of formal schooling and adolescent rule-breaking problems), predicted higher daily screen time in adolescence, after controlling for confounding factors. Higher levels of anxious-depression symptoms among adolescents were inversely related to them having elevated daily digital screen time. Individual behavioral tendencies at the start of formal schooling and later in adolescence may predict higher screen time among young people.

Background: Mentors need diverse competencies, sources of motivation and characteristics to successfully mentor nursing students and support students’ learning processes. Effective mentoring education can benefit future nursing professionals, students’ satisfaction and learning, as well as the general perception of the nursing profession. Objective: The purpose of this study was to evaluate how an educational intervention affects nurse mentors’ competence in mentoring nursing students during clinical practice. Design: A quasi‐experimental study design with pre‐ and post‐tests was used. Settings: Educational interventions were conducted in one university hospital and two central hospitals in Finland between 2013 and 2017. The intervention was conducted twice per year with a duration of 3 months for each group. The inclusion criteria for the participants were as follows: volunteer participation to mentor education employment at the university hospital or central hospitals in Northern Finland. Methods: The intervention aimed to increase Registered Nurses’ competence in mentoring nursing students. The education lasted 3 months and included online learning as well as three face‐to‐face teaching sessions. A total of 120 nurse mentors completed the Mentor Competence Instrument (MCI), which includes 10 subscales that describe various competence areas, before and after the education. Results: Nurse mentors’ mentoring competence increased across all mentoring competence areas after the educational intervention. More specifically, the participating nurses showed a statistically significant increase in their competence regarding knowledge of mentoring practices in the workplace, student‐centred evaluation, identifying student needs, mentoring practices between mentor and student, supporting students’ learning processes, goal orientation in mentoring and constructive feedback. Conclusions: On an international level, nurse mentors are not typically required to have completed mentoring education prior to the mentoring of nurse students. Since mentoring education increased nurses’ competence at mentoring nursing students, we recommend that all nurse degree programs include mentoring education to prepare future nurses for the important future role in mentoring.

Tiivistelmä Tutkimuksen tarkoituksena oli kuvata ja selittää opintojen alkuvaiheen ammattiin opiskelevien opiskeluhyvinvointia, elintapoja ja sosiaalisia suhteita. Tutkimusasetelma oli poikkileikkaustutkimus ja aineisto kerättiin syksyllä 2017 erään ammattioppilaitoksen ensimmäisen vuoden opiskelijoilta (n=877). Taustamuuttujia olivat sukupuoli, ikäryhmä ja viimeisin loppuun suoritettu koulutus. Selittävä muuttuja oli opiskeluhyvinvointi, jota tarkasteltiin opiskeluympäristöön liittyvillä tekijöillä. Selitettävinä muuttujina olivat elintavat ja sosiaaliset suhteet. Aineisto analysoitiin tilastollisin menetelmin. Vastaajista enemmistö arvioi (77%) opiskeluhyvinvointinsa hyväksi. Alle 18‐vuotiailla opiskelijoilla huono opiskeluhyvinvointi oli neljänneksellä (24%) ja 18‐24‐vuotiailla joka viidennellä (20%). Nuorten kokema kiusaaminen nykyisissä opinnoissa (OR 3,84), läheisten ystävien puute (OR 2,28), huono itsearvioitu terveydentila (OR 2,14) ja alkoholin käyttö kerran viikossa tai useammin (OR 0,46) olivat yhteydessä heikompaan opiskeluhyvinvointiin. Tutkimustuloksia voidaan hyödyntää ammattiin opiskelevien nuorten elintapaohjauksessa ja terveysvalmennuksessa sekä niiden kehittämisessä. Erityistä huomiota tulisi kiinnittää nuoriin, joilla esiintyy useita hyvinvoinnin ongelmia ja puutteita sosiaalisissa suhteissa. Abstract Well-being and related factors among young people at vocational school The purpose of this study was to describe and explain student well-being and related factors of people under 25 years of age who are studying for a profession. The research setting was a quantitative cross-sectional study from the early stages of student life. The material was collected in autumn 2017 by an online survey from 1st year students of a vocational school. In this study, background variables were gender, age group and latest completed education. Dependent variable was the student well-being, which was studied with factors related to the learning environment. Independent variables were lifestyle and social relations. The material was analyzed by statistical methods. The majority of respondents (77%) assessed their student well-being as good. Weaker student well-being was accompanied by experiences of bullying in current studies (OR 3,84), no close friends (OR 2,28), poor self-assessed health status (OR 2,14) and alcohol use once a week or more (OR 0,46). Research results can be utilized in lifestyle guidance and in health training for young people studying. Particular attention should be paid to those young people with multiple well-being problems and lack of social relations.

Tiivistelmä Koronavirus on nopeasti levinnyt myös Suomeen, jossa poikkeustila otettiin käyttöön maaliskuussa 2020. Koronavirus voi olla kohtalokas erityisesti riskiryhmiin kuuluville. Riskiryhmiin kuuluvat ikääntyneet ja henkilöt, joilla on perussairaus, kuten vaikea-asteinen sydänsairaus. Siinä missä sosiaali- ja terveydenhuollon kapasiteettia lisättiin julkisella ja yksityisellä sektorilla, vähenivät kuntoutuksen asiakastapahtumat useissa eri asiakasryhmissä valtioneuvoston suosituksen mukaisesti. Tämän tutkimuksen tarkoituksena oli kuvata koronaviruspandemian vaikutuksia fysioterapeuttien työhön Suomessa. Aineisto kerättiin Google Forms -nettikyselyllä 15.4.-19.4.2020 ja analysoitiin määrällisin sekä laadullisin menetelmin. Vastanneista 94% (n=612) raportoi koronaviruksen vaikuttaneen omaan työhönsä monin eri tavoin.

Tiivistelmä Lähtökohdat: Koulutusrakenteiden muutokset edellyttävät suun terveydenhuollon ammattilaisilta opiskelijaohjausosaamista. Tämän tutkimuksen tarkoituksena oli kuvailla suun terveydenhuollon ammattilaisten opiskelijaohjausosaamista ja siihen yhteydessä olevia taustamuuttujia. Menetelmät: Aineisto kerättiin Opiskelijaohjausosaamisen mittari -kyselyllä syksyllä 2017 hammaslääkäreiltä, suuhygienisteiltä ja hammashoitajilta (N = 3 209), jotka työskentelivät Suomen Hammaslääkäriliiton Syventävä käytännön harjoittelu -sivustolle kirjautuneissa sopimusterveyskeskuksissa. Sama kysely tehtiin myös Oulun yliopiston Ohjaajahammaslääkärikoulutuksen suorittaneille hammaslääkäreille (N = 26). Vastausprosentti oli 34,2 % (n= 1 097). Tulokset: Vastaajat arvioivat ohjausosaamisensa tyydyttäväksi seuraavilla osa-alueilla: opiskelijan oppimisen tukeminen, ohjauskeskustelu ja kehittävän palautteen antaminen. Seuraavat osa-alueet taas arvioitiin heikoiksi: työyksikön opiskelijaohjauskäytäntöjen ja -toimintatapojen tuntemus, ohjaajan motivaatio, tavoitteellinen ohjaus sekä opiskelijalähtöinen arviointi. Osallistumisella ohjaajakoulutukseen oli yhteys opiskelijaohjausosaamiseen. Johtopäätökset Kehittämistä vaativia osa-alueita ovat erityisesti ohjauskäytäntöjen tuntemus, ohjauksen tavoitteellisuus, arviointi ja ohjaajan motivaatio. Opiskelijaohjausosaamisen kehittämiseksi tarvitaan ohjaajakoulutusta.

Background: Mentors require competence at a diverse array of skills to mentor students during clinical practice. According to the latest evidence, competence at mentoring includes: knowledge, skills and attributes of individual students’ learning objectives, core elements of nursing, learning processes, a reciprocal and trustful relationship, feedback, evaluation, cooperation with stakeholders, and the mentor’s personal qualities. Objective: The purpose of the study was to test psychometric properties of a mentor’s competence instrument developed to self-evaluate mentors’ competence at mentoring nursing students in clinical practice. Design: A cross-sectional, descriptive, explorative study design was used. Settings: Data were collected from mentors at five university hospitals in Finland in 2016. Participants: A total of 576 mentors participated in this study. Methods: The instrument was developed through systematic review, experts’ evaluations, and pilot versions of the instrument tested in previous studies. The construct validity and reliability of the instrument were tested using exploratory factor analysis (EFA) with promax rotation and Cronbach’s alpha. Results: A 10-factor model showed that the instrument has acceptable construct validity. Cronbach’s alpha values for the subscales observed ranged from 0.76 to 0.90. Conclusions: The instrument exhibited acceptable psychometric properties, thereby proving itself a valuable tool for evaluating mentors’ competence at mentoring students. Further assessments of its reliability, validity and generality for measuring mentor’s competence for mentoring students in different contexts and cultures are recommended.

Multiplatform digital media use and gaming have been increased in recent years. The aim of this study was to examine associations between sociodemographics and digital gaming behavior characteristics (i.e., gaming time, medium, and genres) with problematic gaming behavior in adolescents. A convenience sample of Finnish junior high school students (n = 560; mean age 14 years, ranging from 12 to 16 years) participated in the cross-sectional survey, of which, 83% (n = 465) reported having played digital games regularly. Sociodemographic data, different forms of digital media use, gaming behavior characteristics and problematic gaming behavior was assessed. Study participants spent on average one hour per day playing digital games; casual games (23.9%), shooting games (19.8%), and sport games (12.9%), were the most popular games among participants. By using regression analysis, a blended family structure and gaming time related positively to problematic gaming behavior. Preferences for game genres such as solo, Massively Multiplayer Online Role-Playing and strategy-management games were also positively associated with problematic use of digital games. These findings provide knowledge that can be utilized in the prevention of the possible negative consequences of digital gaming.

Background: In the face of rapid digitalisation and ever-higher educational requirements for healthcare professionals, it is important that health science teachers possess the relevant core competences. The education of health science teachers varies internationally and there is no consensus about the minimum qualifications and experience they require. Objective: The aim of this systematic review was to describe the health science teachers’ competences and the factors related to it. Design: Systematic review of original quantitative studies. Data sources: Four databases were selected from which to retrieve original studies: Cinahl (Ebsco), PubMed, Medic, Eri (ProQuest). Review Methods: The systematic review used PICOS inclusion criteria. Original peer-reviewed quantitative studies published between 1/2007 and 1/2018 were identified. Screening was conducted by two researchers separately reading the 1885 titles, 600 abstracts, and 63 full-texts that were identified, and then agreed between them. Critical appraisal was performed using the JBI MAStARI evaluation tool. The data was extracted and then analysed narratively. Results: The core competences of health science teachers include areas of knowledge, skills and attitudes. Health science teachers evaluate their own competence as high. Only in relation to entrepreneurship and leadership knowledge was evaluated to be average. The most common factors influencing competence were teachers’ title/position, healthcare experience, research activities, age, academic degree and for which type of organisation they work. Conclusion: It is important to identify the core competencies required by health science teachers in order to train highly competent healthcare professionals. Based on the findings of this systematic review we suggest that teachers should be encouraged to gain university education and actively participate in research, and that younger teachers should have opportunities to practice the relevant teaching skills to build competence.

Aims: To describe mentors’ competence in mentoring culturally and linguistically diverse nursing students during clinical placement and identify the factors that affect mentoring. Background: Healthcare education is confronted by several challenges in a time characterized by globalization and increasing international migration. Nursing students from diverse backgrounds continue to experience difficulties during clinical placement. Students can overcome these difficulties and assume responsibility for their learning when mentored by supportive and competent mentors. Design: A cross‐sectional, descriptive explorative study design was used. Methods: Data were collected during spring 2016 through a survey sent to mentors (n = 3,355) employed at five university hospitals in Finland. Mentors’ competence in mentoring culturally and linguistically diverse nursing students was measured with the self‐assessment Mentors’ Competence Instrument and the Cultural and Linguistic Diversity in Mentoring scale. The analysis included descriptive statistics, non‐parametric tests and binary logistic regression analysis. Results: Mentors with experience mentoring nursing students from diverse backgrounds rated their overall competence in mentoring as good. However, the results show continued challenges related to competence in linguistic diversity in mentoring. Seven factors that affect mentors’ competence in linguistic diversity were identified. Despite high evaluations by mentors of competence related to cultural diversity in mentoring, there are still opportunities for improvement in this area. Conclusion: Innovative and effective strategies are needed to develop mentors’ competence in mentoring culturally and linguistically diverse nursing students. Educational and healthcare organizations should strive to enhance collaboration and increase the competence of both mentors and nursing students to work in increasingly diverse healthcare environments.

Tiivistelmä. Tämän tutkielman tarkoituksena on selvittää kirjallisuuskatsauksen avulla, miten liikkuvan hammashoitoyksikön avulla voidaan parantaa suun terveyttä. Tehtävänä on kuvailla liikkuvan hammashoitoyksikön toimintaa suunterveyden edistämisessä. Kirjallisuuskatsauksen tiedonhaku toteutettiin syksyllä 2017 seitsemään eri tietokantaan, joita olivat Cinahl, Scopus, Medic, Web Of Science, Cochrane, Pubmed sekä Rural and Remote Health. Hakulausekkeet muodostettiin aihealueeseen kuuluvien synonyymien avulla. Hakutuloksia rajattiin ennalta määrättyjen sisäänotto- ja poissulkukriteerien avulla. Lopulliseksi tutkimusten määräksi tähän kirjallisuuskatsaukseen saatiin kuusi kansainvälistä alkuperäistutkimusta. Tutkimusten perusteella liikkuvan hammashoitoyksikön toimintaa suun terveyden paran-tamisessa voidaan kuvata ja jäsentää neljän tekijän avulla: hoitoon pääsyn esteet ja sen seuraukset, ennaltaehkäisevät toimenpiteet ja niiden vaikutukset suun terveyteen, liikkuvan hammashoitoyksikön edut sekä liikkuvan hammashoitopalvelun saatavuus ja käyttö. Liikkuvan hammashoitoyksikön etuina mainittiin muun muassa liikkuvan hammashoito-yksikön käytännöllisyys, kustannussäästöt, ajan säästäminen sekä oman itsenäisyyden lisääntyminen. Sen käyttö on korvaamatonta henkilöille, joilla on vaikeuksia saada hammashoitoa esimerkiksi vajaakykyisyytensä takia. Liikkuvan hammashoitoyksikön suun terveyttä edistävästä toiminnasta saatava tieto voi auttaa päättäjiä valitsemaan mielekkäämmän suunhoidon toimintamallin, joka edistäisi epätasa-arvoisessa asemassa olevien ikääntyvien suunterveyttä. Tutkimusten perusteella olisi mielekästä järjestää liikkuvan hammashoidon avulla siinä tarjottujen ehkäisevien hammashoitotoimenpiteiden lisäksi koulutusta, jolla vahvistettaisiin hoitohenkilöstön osaamista ehkäisevään suunterveyden päivittäiseen hoitoon ikääntyneiden, vajaakuntois-ten ihmisten auttamisessa. Liikkuvan hammashoitoyksikön antama hoitomalli edistää en-naltaehkäisevien palvelujen oikea-aikaista ja riittävää toteutumista vajaakuntoisten ikään-tyneiden kohdalla tarjoamalla vaihtoehtoisia hammashoitopalveluita.

Collagen XVIII is a ubiquitous basement membrane (BM) proteoglycan produced in three tissue-specific isoforms that differ in their N-terminal non-collagenous sequences, but share collagenous and C-terminal non-collagenous domains. The collagenous domain provides flexibility to the large collagen XVIII molecules on account of multiple interruptions in collagenous sequences. Each isoform has a complex multi-domain structure that endows it with an ability to perform various biological functions. The long isoform contains a frizzled-like (Fz) domain with Wnt-inhibiting activity and a unique domain of unknown function (DUF959), which is also present in the medium isoform. All three isoforms share an N-terminal laminin-G-like/thrombospondin-1 sequence whose specific functions still remain unconfirmed. The proteoglycan nature of the isoforms further increases the functional diversity of collagen XVIII. An anti-angiogenic domain termed endostatin resides in the C-terminus of collagen XVIII and is proteolytically cleaved from the parental molecule during the BM breakdown for example in the process of tumour progression. Recombinant endostatin can efficiently reduce tumour angiogenesis and growth in experimental models by inhibiting endothelial cell migration and proliferation or by inducing their death, but its efficacy against human cancers is still a subject of debate. Mutations in the COL18A1 gene result in Knobloch syndrome, a genetic disorder characterised mainly by severe eye defects and encephalocele and, occasionally, other symptoms. Studies with gene-modified mice have elucidated some aspects of this rare disease, highlighting in particular the importance of collagen XVIII in the development of the eye. Research with model organisms have also helped in determining other structural and biological functions of collagen XVIII, such as its requirement in the maintenance of BM integrity and its emerging roles in regulating cell survival, stem or progenitor cell maintenance and differentiation and inflammation. In this review, we summarise current knowledge on the properties and endogenous functions of collagen XVIII in normal situations and tissue dysregulation. When data is available, we discuss the functions of the distinct isoforms and their specific domains.

In current times schools are facing new kind of problem. Students are physically present but their minds are wondering. To answer this problem teachers have searched new ways to inspire students to learn. Many teacher believes that video games could be the answer to this problem. This design based research goes in detail how Minecraft learning areas were created and made better during one school’s afternoon club. Research questions for this thesis were: 1.) How iteratively design learning areas for the Minecraft club? 2.) How did design of the learning areas change during the Minecraft club? 3.) Were there a change in test performance at the end of the club compared to start of the club? This afternoon Minecraft club was held once in every week for 8 weeks and in it there were 16 participants aged between 10 and 12. Researchers would create new learning area in the game world every week and students would play through it. After the club meeting researchers reflected upon the results and decided if there was need for change. Every learning area had its own theme and it was used to teach students topic from the Finnish curriculum. In the results it was discovered that Minecraft learning areas had positive effect for most students test performance. This test performance was measured with pre-club and post-club conceptual tests. The design of the learning areas changed much during the Minecraft club and reason for this change was mostly student behavior and researcher’s attempt the counteract it. Researcher found a model which allowed them to iteratively develop the learning areas. This was a cyclical process which kept going for the whole 8 weeks. In the week 7 design was perfected for this club. The turtle world is the fines specimen of the results. In it crystalizes whole of the development which was done during the Minecraft-club. Nykyajan koulut kohtaavat uuden ongelman. Oppilaat ovat fyysisesti läsnä mutta henkisesti he ovat muualla. Vastatakseen tähän ongelmaan opettajat ovat etsineet uusia keinoja innostaa oppilaita oppimaan. Moni opettaja uskookin, että video pelit voisivat olla vastaus tähän ongelmaan. Tämä kehittämistutkimus menee yksityiskohtiin siitä, että kuinka Minecraftissa olevia oppimisalueita rakennettiin ja kehitettiin koulun iltapäiväkerhon kontekstissa. Tämän pro gradun tutkimuskysymykset ovat: 1.) How to iteratively design learning areas for the Minecraft club? 2.) How did the design of the learning areas change during the Minecraft club? 3.) Were there change in test performance at the end of the club compared to start of the club? Tämä Minecraft iltapäiväkerho pidettiin kerran viikossa kahdeksan viikon ajan ja kerhoon osallistui 16 oppilasta ikäväliltä 10–12. Tutkijat rakensivat jokaiselle viikolle uuden oppimisalueen peli maailmaan ja oppilaat pelasivat kerhokerroilla tämän oppimisalueen läpi. Jokaisella oppimisalueella oli oma teemansa ja sillä yritettiin opettaa oppilaille aiheita perusopetuksen opetussuunnitelmasta. Tutkimuksessa saatiin selville, että Minecraft oppimisalueet vaikuttivat positiivisesti oppilaiden koe suoriutumiseen. Tämä mitattiin käsitekokeilla jotka oppilaat tekivät ensimmäisellä ja viimeiselle kerho kerralla. Oppimisalueet muuttuivat paljon Minecraft kerhon aikana ja syy näihin muutoksiin oli enimmäkseen oppilaiden toiminta. Tutkijat löysivät mallin jolla he pystyivät kehittämään oppimisalueita iteratiivisesti. Tämä malli oli syklinen prosessi joka jatkui 8 viikon ajan. Seitsemännellä viikolla oppimisalueiden suunnittelu saavutti huippunsa. The Turtle world oli paras esimerkki tutkimuksen tuloksista. Tähän oppimisalueeseen kiteytyy koko kerhon aikana tapahtunut kehitystyö.

The purpose of this study was to describe and evaluate the effectiveness of lifestyle counseling interventions on physical activity, body mass index and adherence to lifestyle change in overweight and obese adolescents. Further, the study aimed to describe and evaluate parents’ adherence to a change in lifestyle in their family. The aim was to promote overweight and obese adolescents’ health and develop an effective lifestyle counseling intervention. In the first phase, a systematic literature review was conducted to evaluate the effectiveness of earlier interventions (n=14) on overweight and obese adolescents’ subsequent physical activity, body mass indices and psychological symptoms. In the second phase, the feasibility of developed interventions was assessed with an expert panel. In the third phase the effectiveness of Facebook-delivered lifestyle counseling intervention (Fb) and lifestyle counseling with physical activity self-monitoring (Fb+Act) were evaluated using a randomized controlled trial. A total of 504 overweight or obese adolescents from Northern Finland were invited to study. Adolescents who participated (n=46) and their parents (n=49) were randomly assigned to experimental or control groups. The effectiveness of earlier lifestyle counseling interventions on adolescents’ physical activity and body mass indices were small. The effectiveness of interventions developed in this study on adolescents’ physical activity, body mass indices were small. The Fb+Act group had lower sedentary time compared to the control group during post-intervention measurements. The Fb group body mass index decreased. Adherence to increasing physical activity decreased in adolescents and their parents. Tiivistelmä Tutkimuksen tarkoituksena oli kuvata ja arvioida interventioiden vaikuttavuutta ylipainoisten ja lihavien 13–16-vuotiaiden nuorten fyysiseen aktiivisuuteen, painoindeksiin ja elintapamuutokseen sitoutumiseen. Lisäksi kuvattiin ja arvioitiin nuorten vanhempien sitoutumista perheen elintapamuutokseen. Tutkimuksen tavoitteena oli edistää ylipainoisten ja lihavien nuorten terveyttä ja kehittää vaikutuksiltaan tehokas elintapaohjausinterventio. Tutkimuksen ensimmäisessä vaiheessa systemaattisen kirjallisuuskatsauksen avulla arvioitiin aikaisempien interventioiden (n=14) vaikuttavuutta ylipainoisten ja lihavien nuorten fyysiseen aktiivisuuteen, painoindeksiin ja psykologisiin tekijöihin. Toisessa vaiheessa arvioitiin suunniteltujen interventioiden toteutettavuutta asiantuntijapaneelilla. Kolmannessa vaiheessa arvioitiin sosiaalista mediaa hyödyntävän elintapaohjausintervention (some) ja elintapaohjausinterventio yhdistettynä fyysisen aktiivisuuden omaseurantaan (some+fa) vaikuttavuutta satunnaistetulla kontrolloidulla kokeella. Tutkimukseen kutsuttiin Pohjois-Suomesta 504 ylipainoista tai lihavaa nuorta vanhempineen ja tutkimukseen osallistuneet nuoret (n=46) ja heidän vanhempansa (n=49) satunnaistettiin koe- ja kontrolliryhmiin. Systemaattisen kirjallisuuskatsauksen mukaan interventioiden vaikuttavuus ylipainoisten ja lihavien nuorten fyysiseen aktiivisuuteen ja painoindeksiin ovat olleet vähäisiä. Tässä tutkimuksessa kehitettyjen interventioiden vaikuttavuus ylipainoisten ja lihavien nuorten painoindeksiin ja fyysiseen aktiivisuuteen oli vähäinen. Some+fa -ryhmän liikkumaton aika oli vähäisempi verrattuna kontrolliryhmään (p=0,021). Some-ryhmän nuorten painoindeksi laski. Nuorten ja vanhempien osalta sitoutuminen fyysisen aktiivisuuden lisäämiseen laski.

Lysyl hydroxylase (EC 1.14.11.4, procollagen-lysine, 2-oxyglutarate, 5-dioxygenase, Plod) catalyzes the hydroxylation of certain lysine residues in collagens and in other proteins with collagenous domains. Three lysyl hydroxylase isoforms have been cloned from human and rat. The importance of lysyl hydroxylase 1 in collagen biosynthesis is demonstrated by the heritable disorder, Ehlers-Danlos syndrome type VI, which is characterized by joint laxity, progressive scoliosis, muscle hypotonia, scleral fragility and rupture of the ocular globe. An alternatively spliced form of lysyl hydroxylase 2 seems to function as a telopeptide lysyl hydroxylase. Lysyl hydroxylase 3 has three enzyme activities, lysyl hydroxylase, hydroxylysyl galactosyltransferase (EC 2.4.1.50), and galactosylhydroxylysyl glucosyltransferase (EC 2.4.1.66) activities that have been demonstrated earlier with in vitro experiments. In this thesis study, the cDNAs of mouse lysyl hydroxylase isoforms 1, 2 and 3 were cloned and characterized and the gene structures of lysyl hydroxylase 2, Plod2, and lysyl hydroxylase 3, Plod3, were determined. Mouse lysyl hydroxylase isoforms were found to be highly homologous to the corresponding human isoforms and they were approximately 60% identical with each other. The mouse Plod3 gene has 19 exons as do the human PLOD1 and PLOD3 genes, and mouse Plod2, like the human PLOD2, has 20 exons including one alternatively spliced extra exon. The mouse isoforms were also found to have distinct tissue distributions. Phylogenetic analysis revealed that the lysyl hydroxylase genes have evolved from an ancestral gene through two gene duplication events. Lysyl hydroxylase 3 was demonstrated to be the oldest isoform, which is further supported by the association of glycosyltransferase activities with lysyl hydroxylase 3 and with the only lysyl hydroxylase of Caenorhabditis elegans. The roles of the different enzyme activities of lysyl hydroxylase 3 were determined in vivo by generating three genetically modified lysyl hydroxylase 3 mouse lines. The analysis of these mouse lines demonstrated that lysyl hydroxylase 3 possesses at least lysyl hydroxylase and glucosyltransferase activities in vivo and it functions as the main, if not the only glucosyltransferase during embryogenesis. The absence of lysyl hydroxylase 3 and, especially, its glucosyltransferase activity results in the abnormal glycosylation of type IV collagen, and thus causes a severe basement membrane defect leading to death during early development. By contrast, lysyl hydroxylase activity had no effect on embryonic development, but caused changes in the structure of the epidermal basement membrane and changes in collagen fibril organization and probably in their interactions.