Older care-home residents as collaborators or advisors in research: a systematic review

Background: patient and public involvement (PPI) in research can enhance its relevance. Older care-home residents are often not involved in research processes even when studies are care-home focused. Objective: to conduct a systematic review to find out to what extent and how older care-home residents have been involved in research as collaborators or advisors. Methods: a systematic literature search of 12 databases, covering the period from 1990-September 2014 was conducted. A lateral search was also carried out. Standardised inclusion criteria were used and checked independently by two researchers. Results: 19 reports and papers were identified relating to 11 different studies. Care-home residents had been involved in the research process in multiple ways. Two key themes were identified: (i) the differences in residents’ involvement in small-scale and large-scale studies, (ii) the barriers to and facilitators of involvement. Conclusions: small-scale studies involved residents as collaborators in participatory action research, whereas larger studies involved residents as consultants in advisory roles. There are multiple facilitators of and barriers to involving residents as PPI members. The reporting of PPI varies. While it is difficult to evaluate the impact of involving care-home residents on the research outcomes, impact has been demonstrated from more inclusive research processes with care-home residents. The review shows that older care-home residents can be successfully involved in the research process

Critical thinking skills for diagnosis process application from the perspective of nursing students and professors

Identify, from the experiences of nursing students and their professors, the critical thinking skills necessary for applying the diagnosis process to clinical practice. Descriptive-exploratory with qualitative approach. The study was conducted at a higher education institution in the south of Brazil, after approval from the Research Ethics Committee, under CAEE No 72294917.7.0000.5347. It had the participation of five nursing students and four nursing professors through focal group sessions. The content analysis technique was used for data analysis. The most remarkable holistic critical thinking skills identified from the point of view of the nursing students were: analysis and knowledge; from the professors' perspective, they were: analysis, information search, clinical experience, knowledge transformation, contextual perspective, intuition, prediction and comprehension. With the findings of this research, professors will be capable of implementing strategies focused on the individual needs of students in order to qualify teaching practices as to the nursing diagnosis process

Participação de adolescentes na Estratégia Saúde da Família a partir da Estrutura Teórico-Metodológica de uma Participação Habilitadora

OBJETIVO: evaluar la participación de los adolescentes en la Estrategia de Salud de la Familia, de la estructura teórico-metodológica de un facilitador a la participación. MÉTODO: un estudio cuantitativo, realizado a partir de diciembre de 2010 a marzo de 2011, con 213 profesionales de la ESF en la región de Cariri-Ceará-Brasil. Los datos fueron recolectados a través de un cuestionario y se organizaron en SPSS 18.0. RESULTADOS: el nivel de participación normativo se pone de manifiesto comenzando la busqueda de servicios de salud por los adolescentes, motivados por enfermedad (77,9%). Aparecen la participación normativa + independencia cuando buscan atención prenatal y planificación familiar. Se idenificó la participación emancipadora por la frecuencia de adolescentes en actividades de grupo, en las escuelas, y se observó un movimiento en la dirección del nivel de participación transformadora. CONCLUSIÓN: en este contexto, se entiende que existe una necesidad de estimular el proceso de participación de los adolescentes para un cambio en la promoción de la salud en este grupo.OBJETIVO: avaliar a participação de adolescentes na Estratégia Saúde da Família, a partir da Estrutura Teórico-Metodológica de uma Participação Habilitadora. MÉTODO: estudo quantitativo, realizado de dezembro de 2010 a março de 2011, com 213 profissionais da Estratégia Saúde da Família, na região do Cariri, Ceará, Brasil. Os dados foram coletados através de questionário e organizados no Statistical Package for the Social Sciences, versão 18.0. RESULTADOS: o nível de Participação Normativa torna-se manifesto a partir da busca do adolescente pelo serviço de saúde, motivada pela doença (77,9%). A Participação Normativa + Independência aparece quando os mesmos buscam o pré-natal e o planejamento familiar. A Participação Emancipatória foi identificada através da frequência dos adolescentes em atividades de grupo, nas escolas, sendo observado um movimento em direção ao nível de Participação Transformadora. CONCLUSÃO: nesse contexto, entende-se que existe necessidade de estimular o processo participativo dos adolescentes para a mudança na promoção da saúde desse grupo.OBJECTIVE: to evaluate the participation of adolescents in the Family Health Strategy, from the theoretical-methodological structure of an enabler to participation. METHOD: a quantitative study, conducted from December of 2010 to March of 2011, with 213 professionals in the FHS in the region of Cariri-Ceará-Brazil. Data were collected through a questionnaire and organized in SPSS 18.0. RESULTS: the level of normative participation becomes manifest beginning with the adolescent search for health services, motivated by disease (77.9%). Normative participation + independence appear when they seek prenatal care and family planning. Emancipatory participation was identified by the frequency of adolescents in group activities, in the schools, and a move in the direction of the level of transformative participation was observed. CONCLUSION: in this context, it is understood that there exists a need to stimulate the participatory process of the adolescents for a change in health promotion in this group

A crucible of competition and cooperation: Where do the concepts fit in recreation activity delivery?

The prevailing use of competitive activities in leisure, sport and recreation continues to inspire debate as people question the value, influence and outcomes of competitive behaviour for participants. In some forums it has been suggested that competition builds character, brings out the best performance in an individual and develops a positive sense of sportsmanship (Butler, 2000; Coakley, 1990). By comparison, others critique the anti-social role of competition, claiming it can simultaneously lead to dissonance, hostility and a divisive desire to win at all costs (Sobel, 1983; Thomson, 2000). Within the general leisure and physical activity field, cooperative games are sometimes presented as the antithesis to this dilemma as it is proposed that cooperation leads to the development of respect, challenge and cohesion (Orlick, 1978; Sutcl if & Patterson, 2001). This study reports on the perceived value and use of competition and cooperation from the perspectives of 20 recreation activity leaders drawn from the fields of sport, outdoor recreation, fitness and community recreation. The findings suggest that both competition and cooperation are valid techniques for achieving positive outcomes if they are used with applied intent, but that many leaders have an under-developed understanding of the use of cooperation as an instructional tool. For many, cooperation is identified purely in a behavioural manner, composed of an observed outcome of client's working together. For others, a more complex approach is evident as cooperation is viewed as a combination of actions and attitudes reflecting empathy, open communication and equity

Promoting Handwashing and Sanitation Behaviour Change in Low- and Middle-Income Countries: A Mixed-Method Systematic Review

This systematic review shows which promotional approaches are effective in changing handwashing and sanitation behaviour and which implementation factors affect the success or failure of such interventions. The authors find that promotional approaches can be effective in terms of handwashing with soap, latrine use, safe faeces disposal and open defecation. No one specific approach is most effective. However, several promotional elements do induce behaviour change. Different barriers and facilitators that influence implementing promotional approaches should be carefully considered when developing new policy, programming, practice, or research in this area

Implementation conditions for diet and physical activity interventions and policies : an umbrella review

BACKGROUND: This umbrella review aimed at identifying evidence-based conditions important for successful implementation of interventions and policies promoting a healthy diet, physical activity (PA), and a reduction in sedentary behaviors (SB). In particular, we examined if the implementation conditions identified were intervention-specific or policy-specific. This study was undertaken as part of the DEterminants of DIet and Physical Activity (DEDIPAC) Knowledge Hub, a joint action as part of the European Joint Programming Initiative a Healthy Diet for a Healthy Life. METHODS: A systematic review of reviews and stakeholder documents was conducted. Data from nine scientific literature databases were analyzed (95 documents met the inclusion criteria). Additionally, published documentation of eight major stakeholders (e.g., World Health Organization) were systematically searched (17 documents met the inclusion criteria). The RE-AIM framework was used to categorize elicited conditions. Across the implementation conditions 25 % were identified in at least four documents and were subsequently classified as having obtained sufficient support. RESULTS: We identified 312 potential conditions relevant for successful implementation; 83 of these received sufficient support. Using the RE-AIM framework eight implementation conditions that obtained support referred to the reach in the target population; five addressed efficacy of implementation processes; 24 concerned adoption by the target staff, setting, or institutions; 43 referred to consistency, costs, and adaptations made in the implementation process; three addressed maintenance of effects over time. The vast majority of implementation conditions (87.9 %; 73 of 83) were supported by documents referring to both interventions and policies. There were seven policy-specific implementation conditions, which focused on increasing complexities of coexisting policies/legal instruments and their consequences for implementation, as well as politicians' collaboration in implementation. CONCLUSIONS: The use of the proposed list of 83 conditions for successful implementation may enhance the implementation of interventions and policies which pursue identification of the most successful actions aimed at improving diet, PA and reducing SB

The university social responsibility (RSU): an inter-university research project

La responsabilidad de las universidades en la educación para la ciudadanía y su desarrollo, así como la responsabilidad civil, son los objetivos a perseguir y monitorear con mucho cuidado. El proyecto interuniversitario, patrocinado por el CEPES (Centro de Estudios para el Perfeccionamiento de la Educación Superior) de la Universidad de La Habana (Cuba), ha permitido y promovido la primera fase de investigación, una fase exploratoria utilizando una pequeña muestra de profesores y estudiantes de Sapienza (Universidad de Roma, estudios de italiano). La investigación analiza las opiniones de profesores y estudiantes, su experiencia, expectativas y perspectivas. Los diferentes resultados que surgieron de los cuestionarios ofrecen la oportunidad de analizar los diferentes puntos de vista y su triangulación. Las universidades están planeando cada vez más en la dirección de una tercera misión, pero solo una fuerte intencionalidad política y una visión global e interuniversitaria pueden mejorar las intervenciones y calificarlas para un desarrollo atento a los valores de lo cívico y la sostenibilidad.The responsibility of universities in education for citizenship and its development, as well as civil responsibility, are the objectives to be pursued and monitored very carefully.The interuniversity project, sponsored by CEPES (Center for Studies for the Improvement of Higher Education) of the University of Havana (Cuba), has allowed and promoted the first phase of research, an exploratory phase using a small sample of professors and Sapienza students (University of Rome, Italian studies). The research investigates the opinions of teachers and students, their experience, expectations, self-assessments, and perspectives. The different results that emerged from the questionnaires offer the opportunity to analyze the different points of view and their triangulation. The world's universities are increasingly planning in the direction of a third mission, but only a strong political intent and a global and interuniversity vision can improve interventions and qualify them for a development attentive to the values of civics and sustainability

Stakeholder involvement in systematic reviews: a protocol for a systematic review of methods, outcomes and effects

Background There is an expectation for stakeholders (including patients, the public, health professionals, and others) to be involved in research. Researchers are increasingly recognising that it is good practice to involve stakeholders in systematic reviews. There is currently a lack of evidence about (A) how to do this and (B) the effects, or impact, of such involvement. We aim to create a map of the evidence relating to stakeholder involvement in systematic reviews, and use this evidence to address the two points above. Methods We will complete a mixed-method synthesis of the evidence, first completing a scoping review to create a broad map of evidence relating to stakeholder involvement in systematic reviews, and secondly completing two contingent syntheses. We will use a stepwise approach to searching; the initial step will include comprehensive searches of electronic databases, including CENTRAL, AMED, Embase, Medline, Cinahl and other databases, supplemented with pre-defined hand-searching and contacting authors. Two reviewers will undertake each review task (i.e., screening, data extraction) using standard systematic review processes. For the scoping review, we will include any paper, regardless of publication status or study design, which investigates, reports or discusses involvement in a systematic review. Included papers will be summarised within structured tables. Criteria for judging the focus and comprehensiveness of the description of methods of involvement will be applied, informing which papers are included within the two contingent syntheses. Synthesis A will detail the methods that have been used to involve stakeholders in systematic reviews. Papers from the scoping review that are judged to provide an adequate description of methods or approaches will be included. Details of the methods of involvement will be extracted from included papers using pre-defined headings, presented in tables and described narratively. Synthesis B will include studies that explore the effect of stakeholder involvement on the quality, relevance or impact of a systematic review, as identified from the scoping review. Study quality will be appraised, data extracted and synthesised within tables. Discussion This review should help researchers select, improve and evaluate methods of involving stakeholders in systematic reviews. Review findings will contribute to Cochrane training resources

Training Policy for Youth Unemployed in a Sample of European Countries

The aim of this paper is evaluating the impact of training on the employability of young long-term unemployed (18-24) within the EU. The analysis focuses on three countries representing different educational and training systems: Spain and Sweden are examples of a rigid and of a flexible sequential system, respectively; Germany is the best example of a dual educational and training system. Following a new wave in the literature on evaluation of employment policy, the paper attempts a target-oriented approach, as opposed to a programme-oriented approach. The effect of training on the labour market participation of young people is estimated by a multinomial LOGIT model relative to five labour market statuses: unemployment, employment, training, education and inactivity. The impact of the policy is analysed controlling for other important individual determinants, such as human and social capital endowment, the reservation wage and unemployment duration. The estimates provide little evidence in favour of a positive impact of ALMP in Spain and Germany. Only in Sweden the probability to be employed is significantly dependent on participation on training programmes. This result could be also due to the poor targeting of the policy to the weakest groups, especially in Southern European countries. It raises the issue of whether ALMP is a good instrument to fight youth unemployment and suggests a reform of the general education system could be more “effective”.european employment strategy; youth unemployment; active labour market policy; europe; regional unemployment differentials

Exploring Learners' and Teacher's Participation in Online Non-Formal Project-Based Language Learning

This article reports on the implementation of online project-based language learning in a non-formal educational context. Project-based learning may enable additional out-of-class language practice and digital technologies can support this activity, but little is known about whether learners will participate. Twenty-one tertiary learners from across Indonesia used multiple Web 2.0 tools to collaboratively create English learning materials for children as a project over the course of four weeks. Online data, learners' reflections, and interviews were analysed using content analysis. The study explores participation levels among learners and their teacher. Findings suggest that while learners' participation varied considerably, the teacher's participation was consistently the highest in all platforms except Google Docs. Learners had different attitudes towards their own and their peers' contribution, but generally valued the teacher's participation