ERA distribution of information systems journals

The Excellence in Research for Australia (ERA) initiative being conducted by the Australian Research Council (ARC), mandates a single journal and conference ranking scheme over every academic discipline in Australia. A universal publication outlet ranking list mandated by a government agency is unique and has attracted interest and comment both within Australia and overseas. Equally, the interest shown has come from all sectors involved in academic publishing &ndash; authors, reviewers, publishers &ndash; and from commercial and open access publishers. This paper investigates the distribution of information systems journals over the various ERA parameters and comments on a claim of bias whereby the ranking of a journal is positively influenced by the number of years it has been in existence in the areas of information systems and business journals. Clear evidence of the diversity of the information systems discipline is observed. The benefits of a multidisciplinary foundation for information systems is also noted. Longer established journals are shown to attract higher rankings and possible reasons for and implications flowing from this are discussed.<br /

Relational autonomy in breast diseases care: A qualitative study of contextual and social conditions of patients' capacity for decision-making 17 Psychology and Cognitive Sciences 1701 Psychology

Background: A relational approach to autonomy refers to the way in which social conditions and relationships shape a person's self-identity and capacity in decision-making. This article provides an empirical account of how treatment choices for women undergoing breast diseases care are fostered within the dynamics of their relationships with clinicians, family members, and other aspects of their social environment. Methods: This qualitative study recruited ten women undergoing treatment at a breast programme, and eight clinicians supporting their care, in a private teaching hospital in New South Wales, Australia. Fourteen patient-clinician consultation observations and 17 semi-structured interviews were conducted. Schema analysis of interview transcripts were undertaken by a team of researchers and corroborated by observational fieldnotes. Results: Relational identities of patients influenced the rationale for treatment decision-making. Patients drew on supportive resources from family and medical advice from clinicians to progress with treatment goals. While clinicians held much social power over patients as the medical experts, patients highlighted the need for clinicians to earn their trust through demonstrated professionalism. Information exchange created a communicative space for clinicians and patients to negotiate shared values, promoting greater patient ownership of treatment decisions. As treatment progressed, patients' personal experiences of illness and treatment became a source of self-reflection, with a transformative impact on self-confidence and assertiveness. Conclusion: Patients' confidence and self-trust can be fostered by opportunities for communicative engagement and self-reflection over the course of treatment in breast disease, and better integration of their self-identity and social values in treatment decisions

FoR Codes pendulum: Publishing choices within Australian research assessment

This paper reports on an exploratory case study that considered the impacts of journal ranking and Fields of Research codes on the publishing decisions of Australian authors. The study also considered the level of alignment between authors’ allocation of Fields of Research codes and the codes assigned to the journals in which they were published. The conclusion is reached that authors are still coming to an understanding of the impact of research assessment on their publishing choices and the process of scholarly communication within their discipline. Findings point to a number of concerns about the impact of both journal ranking and discipline-specific research codes

RESILIENSI ANAK PASCA BENCANA: LITERATUR REVIEW

Latar Belakang: Bencana mengancam kehidupan jutaan anak. Anak merupakan kelompok usia terbesar yang mengalami bencana di seluruh dunia. Diperkirakan&nbsp; ada lebih dari 100 juta anak terpapar bencana setiap tahun. &nbsp;Anak termasuk dalam kelompok beresiko yang paling rentan. Dampak bencana pada kelompok usia anak lebih mengkhawatirkan dibanding usia dewasa. Anak lebih beresiko mengalami trauma akibat bencana. Resiko tersebut tergantung pada tingkat perkembangan kognitif dan emosi. Resiliensi dibutuhkan untuk proses recovery survivor bencana. Resiliensi yang dimiliki oleh individu akan menurunkan tingkat PTSD. Penelitian ini bertujuan untuk meninjau secara sistematis faktor-faktor yang mempengaruhi resiliensi anak setelah bencana. Subjek dan Metode: Literatur review dibuat berdasarkan metode kuantitatif dengan &nbsp;model PRISMA. Variabel dependen adalah resiliensi anak. Variabel independen adalah &nbsp;ikatan positif&nbsp; pengasuh utama, regulasi emosi, fleksibilitas kognitif, persepsi, kontrol&nbsp; dan&nbsp; dukungan sosial. Dari 31 artikel, 5 artikel yang memenuhi kriteria inklusi dan eksklusi yang dipilih untuk penelitian ini. Artikel-artikel tersebut dikumpulkan dari 3 sumber basis data meliputi EBSCOhost, Science Direct dan Pubmed. Hasil: faktor-faktor psikososial kunci yang terkait dengan resiliensi. Faktor psikososial kunci tersebut termasuk pentingnya ikatan positif dengan pengasuh utama selama perkembangan, regulasi emosi, fleksibilitas kognitif, persepsi dan kontrol serta ketersediaan dukungan sosial untuk resiliensi di sepanjang rentang usia. Kesimpulan: Resiliensi pada anak dipengaruhi oleh faktor psikososial. Resiliensi membantu kesiapan menghadapi bencana dan meminimalkan dampaknya

Factors mediating the impacts of child abuse and intimate partner violence on chronic pain: A cross-sectional study 11 Medical and Health Sciences 1117 Public Health and Health Services 17 Psychology and Cognitive Sciences 1701 Psychology

Background: Most research on the health impacts of intimate partner violence (IPV) and child abuse has been conducted in Western countries and may not be generalizable to women living in different contexts, such as Saudi Arabia. Chronic pain, a disabling health issue associated with experiences of both child abuse and IPV among women, negatively impacts women\u27s well-being, quality of life, and level of functioning. Yet, the psychosocial mechanisms that explain how abuse relates to chronic pain are poorly understood. We developed and tested a theoretical model that explains how both IPV and child abuse are related to chronic pain. Methods: We recruited a convenience sample of 299 Saudi women, who had experienced IPV in the past 12 months, from nine primary health care centers in Saudi Arabia between June and August 2015. Women completed a structured interview comprised of self-report measures of IPV, child abuse, PTSD, depressive symptoms, chronic pain, and social support. Using Structural equation modeling (SEM), we analyzed the proposed model twice with different mental health indicators as mediators: PTSD symptoms (Model 1) and depressive symptoms (Model 2). Results: Both models were found to fit the data, accounting for 31.6% (Model 1) and 32.4% (Model 2) of the variance in chronic pain severity. In both models, mental health problems (PTSD and depressive symptoms) fully mediated the relationship between severity of IPV and child abuse and chronic pain severity. Perceived family support partially mediated the relationship between abuse severity and depressive symptoms. Conclusions: These results underscore the significance of considering lifetime abuse, women\u27s mental health (depressive and PTSD symptoms) and their social resources in chronic pain management and treatment

Education research in Australia: where is it conducted?

Research assessment exercises aim to identify research quantity and quality and provide insights into research capacity building strategies for the future. Yet with limited knowledge of the ecology of Australian educational research, there is little chance of understanding what research audits might contribute towards a capacity building agenda for such a complex field. This paper draws on secondary data analysis of research outputs submitted by 13 Australian higher education institutions to the Excellence in Research for Australia (ERA) 2010 and 2012 national research assessment exercises, to show where Australian educational research is conducted. Findings offer a profile of education researchers by location in academic organisational units within universities. By analyzing data not accessible through reported ERA data we were also able to present information about appointment profiles, specifically levels and type of appointment within universities, as well as data on institutional and geographic region, and patterns associated with type of outputs (books, book chapters, journal articles, conference papers and other outputs) and field of research. Analysis of the data reveals definitive shifts in the nature of the published outputs and in employment profiles of researchers and their location across university and regional groupings. Research audits are administrative processes that reshape institutional and disciplinary governance structures, policies, individual outputs, work practices and careers, but they are not the sum total of the field per se

Integrated Care for Older Adults:A Struggle for Sustained Implementation in Northern Netherlands

Introduction: Integrated care has been suggested as a promising solution to the disparities in access and sustained high quality long-term care emerging in Europe's ageing population. We aim to gain a better understanding of context-specific barriers to and facilitators of implementation of integrated care by doing a retrospective assessment of seven years of Embrace. This Dutch integrated person-centred health service for older adults was based on two evidence-based models (the Chronic Care Model and the Kaiser Permanente Triangle). Despite successful deployment the programme ended in 2018. In this case study we assess the impact of the programme based on past evaluations, reflect on why it ended, lessons learned and ideas to take forward. Discussion: The majority of health outcomes were positive and the perceived quality of care improved, albeit no clear-cut savings were observed, and the costs were not balanced across stakeholders. The Embrace payment model did not support the integration of health services, despite reforms in long-term care in 2015. Key lessons: Enabling policy and funding are crucial to the sustained implementation of integrated person-centred health services. The payment model should incentivize the integration of care before the necessary changes can be made at organizational and clinical levels towards providing proactive and preventive health services

Assessing the impact of the Covid-19 pandemic on student wellbeing at universities in the UK: a conceptual analysis

Transitioning into the university environment can be both exciting and stressful for new and returning students alike. The pressure to perform well academically in an increasingly competitive environment, coupled with a vast array of lifestyle changes, can contribute to suboptimal wellbeing. Over recent years, uptake to wellbeing services within universities in the United Kingdom has grown given the concurrent rise in mental health difficulties reported. Higher education students now have to contend with a drastically altered learning landscape, owing to the discovery of novel coronavirus, Sars-Cov-2, otherwise referred to as COVID-19. In the United Kingdom, universities have moved to close their campuses to both students and non-essential staff in an effort to protect them from contracting the virus. The repercussions of these decisions have been monumental for the delivery of teaching, relationships and, importantly, the provision of student services. Ambiguity remains as to how teaching will be delivered for the forthcoming academic year. The uncertainty caused by the pandemic has yet to be considered in terms of student wellbeing and the new, mostly online, environments that students will be expected to navigate without their typical support networks. For the purpose of this paper, the concept of student wellbeing, a population level term concerned with positive emotions rather than diagnosed mental health conditions, will be considered in relation to the COVID-19 outbreak. The current paper performs a conceptual analysis on student wellbeing in United Kingdom universities with a specific lens on the psychosocial impact of the global COVID-19 outbreak. Given the unprecedented world that students now learn in, considering the impact of the pandemic on psychosocial outcomes delineates the novel challenges that researchers and practitioners must consider when implementing student wellbeing initiatives moving forward

Exploring the feasibility and acceptability of the contents, design, and functionalities of an online intervention promoting mental health, wellbeing, and study skills in Higher Education students

Background: Substantial numbers of students in Higher Education (HE) are reporting mental health difficulties, such as mild to moderate symptoms of depression and anxiety. Coupled with academic skills challenges, these difficulties can lead to decreased academic performance, low levels of study satisfaction, and eventually drop out. Student support services are facing budget cuts and can only attend to limited numbers of students, usually the ones who present with more severe mental health problems. Moreover, face-to-face contact may not appeal to those students who feel embarrassed by their problems or are afraid of being stigmatised. To address this important problem, an online psychological wellbeing and study skills support system called MePlusMe, has been developed to provide personalised support to its users. In the present study we investigated the feasibility and acceptability of the contents, design, and functionalities of the system. Methods: An offline version of the system was introduced to 13 postgraduate and undergraduate students (mean age = 31.3 years, SD = 10.25 years; 4 males) in a UK HE Institution, who presented with mild or moderate mental health difficulties. The participants evaluated the design of the system, its functionalities, and contents at Baseline and at Weeks 2, 4, and 8. Results: Participants found the system easy to use, professional, and efficient and its contents non-judgemental and informative. Participants stated that engaging with and practicing the techniques targeted at mental health difficulties led to improvements in positive thinking and self-confidence, while the study skills techniques were practical. Suggestions for further improvement included the development of an app and an option for direct engagement with professionals. Conclusions: The findings confirmed the acceptability of the contents, design and functionalities of the system, while providing useful information to inform its further development. Next steps include a feasibility study, which will test and quantify the effects on everyday functioning, mood, mental wellbeing, and academic self-efficacy after using the system, and subsequently a randomized controlled trial, which will evaluate its effectiveness