A Visual Approach to Improving the Experience of Health Information for Vulnerable Individuals

Many individuals with low health literacy (LHL) and limited English proficiency (LEP) have poor experiences consuming health information: they find it unengaging, unappealing, difficult to understand, and un-motivating. These negative experiences may blunt, or even sabotage, the desired effect of communicating health information: to increase engagement and ability to manage health. It is imperative to find solutions to improve poor experiences of health information, because such experiences heighten vulnerability to poor health outcomes. We aimed to address a gap in the health literacy literature by studying the patient experience of health information and how visualization might be able to help. Our four studies involved patients presented with health information in various settings to improve understanding and management of their care. We used semi-structured interviews and observations to understand patient experiences of receiving personal health information in the hospital. We learned that the return of results is desired and has the potential to promote patient engagement with care. We developed a novel method to analyze LHL, LEP caregiver experience and information needs in the community setting. The novel method increased our understanding and ability to detect differences in experiences within the same ethnic group, based on language preference. Next, we interrogated the literature for a solution to easily communicate complicated health information to disinterested, LHL, LEP individuals. We found that visualizations can help increase interest, comprehension, support faster communication, and even help broach difficult topics. Finally, our findings were used to develop a novel prototype to improve experiences of consuming genetic risk information for those having LHL and LEP. Unlike traditional approaches that focus on communicating risk numbers and probabilities, the novelty of our approach was that we focused on communicating risk as a feeling. We achieved this by leveraging vicarious learning via real patient experience materials (e.g., quotes, videos) and empathy with an emotive relational agent. We evaluated and compared the prototype to standard methods of communicating genetic risk information via a mixed methods approach that included surveys, questionnaires, interviews, observations, image analysis, and facial analysis. Main outcome variables were perceived ease of understanding, comprehension, emotional response, and motivation. We employed t-tests, ANOVAs, directed content analysis, correlation, regression, hierarchical clustering, and Chernoff faces to answer the research questions. All variables were significantly different for the prototype compared to the standard method, except for motivation as rated by 32 LHL, LEP community members. Findings revealed that LHL, LEP individuals have difficulty appropriately processing standard methods of communicating risk information, such as risk numbers supported by visual aids. Further, appealing visuals may inappropriately increase confidence in understanding of information. Visualizations affected emotions, which influenced perceived ease of understanding and motivation to take action on the information. Comprehension scores did not correlate with perceived ease of understanding, emotional response, or motivation. Findings suggest that providing access to comprehensible health information may not be enough to motivate patients to engage with their care; providing a good experience (taking into account the aesthetics and emotional response) of health information may be essential to optimize outcomes

Development of Interprofessional Socialization in a Multifaceted Live Action Clinical Role-Play Simulation for Speech-Language Pathology and Social Work Students

Live action clinical role-plays are one of many types of simulated learning experiences that can be crafted for undergraduate and graduate students alike when learning to collaborate interprofessionally. This mixed methods exploratory research project partnered four academic instructors from the disciplines of speech-language pathology and social work, with several additional community members adding their expertise to enrich the experience of a live-action clinical role-play. Students (N = 32) participated in a two-part multifaceted interprofessional education (IPE) experience with the first part consisting of eight hours of online asynchronous training and the second part consisting of eight hours of a multifaceted live-action clinical role play. The shared case included navigating the milieu of a patient presenting with major medical conditions and significant determinants of health. Outcomes on the Interprofessional Socialization and Valuing Scale (ISVS-21) indicated that student participants, as a result of the experience, felt more comfortable sharing ideas in team discussions and had a greater appreciation for the benefits of working in a team. Qualitative findings clearly indicated unanimous requests for more live action clinical role-plays along with repeated acknowledgements that although students were “anxious”, “nervous”, and “uneasy” about their involvement, each reported their participation was a significant learning experience–both professionally as well as personally

Psychological Interventions for Death Anxiety Among Adults: An Umbrella Review

This item is only available electronically.The aim of the present study was to examine the effectiveness of psychological interventions in alleviating death anxiety. An umbrella review (a review of systematic reviews) was undertaken in accordance with the Joanna Briggs Institute (JBI) methodology and PRISMA guidelines. Eligibility criteria were systematic reviews on psychological interventions to reduce death anxiety among adults. Systematic reviews that contained an exhaustive search strategy, use of appropriate appraisal tools, utilized quantitative methods, and were published in English were considered. Two systematic reviews were deemed eligible to be included in this umbrella review comprising 24 individual studies of psychological interventions such as cognitive behavioural therapy, meaning-oriented therapies and death education interventions. Participants included adults with and without terminal illness. Findings indicate low quality evidence supporting the effectiveness of psychological interventions for death anxiety. Recommendations highlight the need for future research following rigorous methodology and use of more recently developed psychological interventions.Thesis (M.Psych(Masters)) -- University of Adelaide, School of Psychology, 201

Comparing instructional techniques on memory retention, retrieval, application and self-efficacy of grading criteria used for student self-assessment.

Purpose/Objectives: Study examined the effects of active engagement (ENG) and spaced retrieval practice (SRP) on the self-assessment (SA) competencies among D1 dental students. Methods: D1 dental students (N = 120) were randomly assigned to one of four treatment conditions (n=30) in this experimental 2X2 research study: no ENG/ no SRP (control); no ENG/ SRP; ENG/no SRP; ENG/ SRP. Outcomes included content mastery (30 item multiple-choice exam) and application knowledge (simulated dentoform assessment) of the course grading rubric for SA. Results: Results indicated a statistically significant main effect for ENG and SRP on both outcome variables. Specifically, ENG had a larger effect than SRP on both outcomes. A significant interaction effect was identified for ENG and SRP on content mastery. Students with ENG scored significantly higher (2.63 points) in content mastery with SRP than without SRP with a moderate effect size (d = 0.48). Students with no ENG scored significantly higher (5.57 points) in content mastery with SRP than without SRP with a large effect size (d = 1.39). Students with SRP scored significantly higher (3.93 points) in content mastery with ENG than without ENG with a moderate effect size (d = 0.63). Students with no SRP scored significantly higher (6.87 points) in content mastery with ENG than without ENG with a large effect size (d = 2.10). Conclusions: Findings shed light on the potential of active ENG and SRP on D1 dental students’ learning outcomes. Subsequent research is suggested on a wider range of dental students and learner topics

Reshaping the Museum of Zoology in Rome by Visual Storytelling and Interactive Iconography

This article summarizes the concept of a new immersive and interactive setting for the Zoology Museum in Rome, Italy. The concept, co-designed with all the museum’s curators, is aimed at enhancing the experiential involvement of the visitors by visual storytelling and interactive iconography. Thanks to immersive and interactive technologies designed by Centro Studi Logos, developed by Logosnet and known as e-REALâ and MirrorMeä, zoological findings and memoirs come to life and interact directly with the visitors in order to deepen their understanding, visualize stories and live experiences, and interact with the founder of the Museum (Mr. Arrigoni degli Oddi) who is now a virtualized avatar, or digital human, able to talk with the visitors. All the interactions are powered through simple hand gestures and, in a few cases, vocal inputs that transform into recognized commands from multimedia systems

Designing with and for People with Dementia: Wellbeing, Empowerment and Happiness

Designing with and for People with Dementia: Wellbeing, Empowerment and Happiness is the International Conference 2019 of the MinD Consortium, the DRS Special Interest Group on Behaviour Change and the DRS Special Interest Group on Wellbeing and Happiness, hosted by the Technische Universität Dresden, in Dresden, Germany. The conference proceedings provide trans-disciplinary contributions for researchers, practitioners, end-users and policy makers from the design and health care professions in terms of new findings, approaches and methods for using design to improve dementia care and to support people with dementia and their carers. The conference has received funding from the European Union’s Horizon 2020 research and innovation programme under the Marie Skłodowska-Curie grant agreement No 691001, and from the DFG German Research Foundation

The Creative Process of Choreography and Performance: The Brain Injury Rehabilitation Within Dance/Movement Therapy

The underlying creative process in the acts of choreography and performance has not yet been fully researched for use in clinical practices. It is rarely addressed for adults with brain injury in rehabilitation. This study investigated the perceived effects of the creative process within the performance as therapy (PAT) framework on the brain injury population. In a collaborative process engaging the participants as co-researchers and as co-performers in a final dance performance at a public venue, the role of PAT in brain injury rehabilitation was explored. By using artistic inquiry methodology through participatory action research (PAR) paradigm, the study addressed the following research questions: How can PAT impact the rehabilitation process of the brain injury population? What is the role of the creative process in the PAT intervention for the brain injury population? Due to the subjective and transient aspects of movement, and the inherent nature of embodied experience, the data analysis occurred simultaneously during the data collection phase using methods of movement observations, video recording, and personal journal entries. 197 pages

Designing an Information-Experience Using Creativity Science Theory and Tools

An “information-experience” encapsulated by a technological/digital audio-visual tool presents data and potentially meaningful information to prompt actionable knowledge concerning: “unspoken creative process elements;” their profound impacts on both how well our “physiology of creativity” functions; but also on how well foundational creative thinking and behavioral prerequisites (energy, motivation, imagination, and ownership) are leveraged. The product: 1) introduces the user to one component of the CPS (Creative Problem Solving) Facilitation Process - Exploring the Challenge; 2) features a content specific component which prompts exploration of the many correlations between societal, organizational / community, human physiological / behavioral data, and the direct relationships of these to creative/productive capacities and capabilities; while also 3) establishing an overview and resources to delve further into experiences or information concerning the domain of Creativity Science, Innovation, Change Leadership, or wellness/health-driving productivity factors, behaviors, and tools

Perceptions of Public Sector Pharmacists Regarding Their Beliefs, Attitudes Towards Teamwork

The workplace milieu in Nigerian public health facilities is marked with rivalry and lack of teamwork among health care professionals. Using a mixed methods research design with a phenomenological approach, the study evaluated the perceptions of public sector pharmacists regarding their beliefs and attitudes towards teamwork in their workplace. The study was based on the theoretical framework of theory of action, belief system theory (BST), cognitive-behavioral system, and self-perception theory. Using purposive sampling, experiential pharmacists working in a tertiary health facility in Nigeria were recruited as study participants. In the quantitative study, participants (n=12) were administered questionnaires with demographic questions and Likert scale closed-ended questions. The qualitative stage involved focus group discussions with participants (n=4) drawn from the same group used in the quantitative study. The quantitative and qualitative data were analyzed using SPSS version 20 and NVivo software respectively. Data from the focus group discussion were identified and categorized into themes using the BST construct. Results revealed that doctor’s perceived superiority and ownership of patients, turf protection, lack of knowledge of the role of pharmacists, disparity in remunerations, poor communication, resistance to change, defective leadership style, and other factors were impediments to teamwork. While dynamism, innovation, ingenuity, and proficiency were believed to promote teamwork. The participants affirmed that they are team players, and that health care professionals working as a team would improve health care services in Nigeria. To improve health care services in Nigeria, there is need to address the impediments, while factors that promote teamwork should be strengthened

Investigating the Use of Creative Mask-Making as a Means to Explore Professional Identity of Doctoral Psychology Students

The goal of this qualitative study is two-fold: to explore doctoral psychology students\u27 current sense of self-identity as clinicians (nearing graduation) and their future sense of who they hope to become as practicing clinical psychologists using a creative arts methodology and to illustrate how the use of creative arts processes have clinical relevance for not only mental health clinicians and psychologists but also educators. Seven doctoral psychology students nearing graduation participated (individually) in a guided imagery and mask-making experience and in a phenomenological, semi-structured, in-depth interview following the art making. Through the use of Interpretative Phenomenological Analysis (IPA), an integrative, hermeneutically and phenomenologically-based interpretive research method used to analyze the narrative data, this study explored how the participants\u27 experiences as doctoral students and who they hope to become as future clinical psychologists (Domain 1—Doctoral student as future psychologist) and their experiences about art-making and what they learned about themselves during the process (Domain 2—Guided visualization and art-making as catalysts). Results from the domain “Doctoral Student as future psychologist” suggest that the doctoral psychology students nearing graduation often feel overwhelmed with the multitude of remaining tasks and obligations influencing their ability to make future career plans and that their primary focus for the future is hope that they will have a sense of greater self-agency and a more balanced life. Results from the second domain, “Guided visualization and art-making as catalysts” indicated that the vast majority of participants appreciated the creative arts/mask-making process and also were surprised about how much they learned about themselves, how the process helped them gain insight into their own identities as future psychologists and their understanding of their own struggles while in graduate school, and provided the participants with an increased understanding about how creative arts processes can be incorporated in the field of psychology for a means of exploration of ideas and problems, not only in a mental health setting with a client but also in an educational setting for use with future doctoral students. The electronic version of this dissertation is at AURA: Antioch University Repository and Archive, http://aura.antioch.edu/ and OhioLINK ETD Center, https://etd.ohiolink.ed