Tertiary first step to success : a process evaluation of the home component.

Children with severe behaviors have prompted the response of educators and family interventionists to develop innovative behavioral solutions to address this growing concern. Within the last few years, collaborative behavioral interventions have emerged demonstrating promising solutions for classroom teachers and concerned families. As part of a 3-year study, a U.S. Department of Education (Institute for Education Sciences) development grant was awarded to the Kent School of Social Work. Researchers from the University of Louisville and Oregon Research Institute developed a version of the First Step to Success program for children requiring tertiary-level support. This dissertation examines fidelity levels, social validity, and proximal outcomes associated with the home component-Tertiary homeBase of the enhanced version of First Step. The implications and recommendations for future research are presented

Enhancing diabetes self-management through mobile phone application

Mary Adu adopted a systematic health behavioural framework and user engagement process to develop and explore the efficacy of a novel mobile-phone app for diabetes self-management. Reported benefits of the app provide empirical evidence of support for its multi-feature functionality and comprehensive interventional role in diabetes self-management education and support

Recording, Documentation, and Information Management for the Conservation of Heritage Places: Guiding Principles

Provides guidance on integrating recording, documentation, and information management of territories, sites, groups of buildings, or monuments into the conservation process; evaluating proposals; consulting specialists; and controlling implementation

Creating the Desire for Change in Higher Education

Focusing on change in higher education, and on furthering the integration of research and education, this open access book brings together and builds upon the international bodies of knowledge on higher education change and on the relationship between research and teaching. Rather than simply combining this knowledge, this book provides a thorough understanding of change paths towards sustainable hybrid higher education organizations of research and teaching. The contributors explore ways in which the model can work at the different levels of the higher education organisation, providing knowledge and understanding of creating an evidence-informed direction for institutional change towards the improved connection between research and education. The eBook editions of this book are available open access under a CC BY-NC-ND 3.0 licence on www.bloomsburycollections.com. Open access was funded by Amsterdam University of Applied Sciences (AUAS), the Netherlands

The role of simulation and moulage on emotional labour in first-year diagnostic radiography students when seeing open wounds in a clinical setting

Abstract Background Transitioning from academia to clinical practice can be a challenging period for first-year diagnostic radiography students. Their reactions and behaviours when working with patients with visible conditions have the potential to make a lasting impact on the patient. The practice of emotional labour is used to display an organisationally acceptable demeanour; however, it is associated with burnout. There is limited research into the emotions experienced when student radiographers meet patients with open wounds. This research evaluates the use of a simulation using moulage in preparing students for these encounters in advance of clinical placement. Methodology This research used a longitudinal quasi-experimental design and mixed methods approach. Students (n=97) were randomised into a control and simulation group. The simulation group participated in a simulation incorporating moulage. Their role was to support the imaging of a patient who had suffered an open fracture. Quantitative data was collected before and during placement using Visual Analogue Scales (VAS) to measure student feelings upon seeing an open wound. Qualitative data was collected at two stages. Firstly, twenty-four small focus groups (n=5) were conducted at the debrief stage of the simulation and were analysed using thematic analysis. Secondly, semi-structured interviews were conducted with students (n=7) following their experience seeing an open wound in clinical practice. These were analysed using Interpretative Phenomenological Analysis (IPA). All three stems of data collection were then triangulated to identify new meta-inferences. Results Statistically significant changes were identified following the simulation, with improved emotional preparedness and a reduction in negatively valenced emotions. This emotional trend was sustained into clinical practice, but the level of feelings aligned with the students in the control group. Following the simulation debrief, six themes were identified: emotion, realistic simulation, pain, difficulty communicating, developing teamwork and patient-centred care. Five superordinate themes emerged from the IPA interviews: experiencing a new environment, navigating new relationships, preparation, engagement with wound, and emotional management. Through a process of triangulation, meta-inferences were discussed under the following headings: simulation to reality, knowledge is power and emotional support. Conclusion The simulation provided students with the experience of seeing an open wound ahead of clinical practice, thus improving their emotional preparedness and reducing their anxiety. The use of moulage enhanced the authenticity of the simulation promoting a similar emotional reaction to those experienced in a real situation. Students gained a better understanding of their role in providing quality patient-centred care, allowing them to consider adjustments to their practice and behaviours before working with real patients. Peer support and teamwork were developed through the simulation, and this was sustained into clinical practice. During clinical placement, students found a lack of information relating to the patient pathway contributed to a lack of closure. This was emotionally challenging. Evidence indicates the implementation of a simulation using moulage, would have a positive impact on emotional labour, improving the student and patient experience

Evaluating a threefold intervention framework for assisting researchers in literature review and manuscript preparatory tasks

Purpose: Systems to support literature review (LR) and manuscript preparation tend to focus on only one or two of the tasks involved. The purpose of this paper is to describe an intervention framework that redesigns a particular set of tasks, allowing for interconnectivity between the tasks and providing appropriate user interface display features for each task in a prototype system. Design/methodology/approach: A user evaluation study was conducted on the prototype system. The system supports the three tasks: building a reading list (RL) of research papers, finding similar papers based on a set of papers and shortlisting papers from the final RL for inclusion in manuscript based on article type. A total of 119 researchers who had experience in authoring research papers, participated in the evaluation study. They had to select one of the provided 43 topics and execute the tasks offered by the system. Three questionnaires were provided for evaluating the tasks and system. Both quantitative and qualitative analyses were performed on the collected evaluation data. Findings: Task redesign aspects had a positive impact in user evaluation for the second task of finding similar papers while improvement was found to be required for the first and third tasks. The tasks interconnectivity features seed basket and RL were helpful for the participants in conveniently searching for papers within the system. Two of the four proposed informational display features, namely, information cue labels and shared co-relations were the most preferred features of the system. Student user group found the task recommendations and the overall system to be more useful and effective than the staff group. Originality/value: This study validates the importance of interconnected task design and novel informational display features in accentuating task-based recommendations for LR and manuscript preparatory tasks. The potential for improvement in recommendations was shown through the task redesign exercise where new requirements for the tasks were identified. The resultant prototype system helps in bridging the gap between novices and experts in terms of LR skills.NRF (Natl Research Foundation, S’pore)Accepted versio