Perceptions et attentes de personnes âgées impliquées dans un processus de relocalisation à partir d’un hôpital

Étant donné les limites du système de santé à répondre aux besoins des personnes âgées en perte d’indépendance, la relocalisation vers une ressource d’hébergement à partir de l’hôpital est fréquente. Afin d’optimiser l’accompagnement de ces personnes âgées, les infirmières doivent comprendre leurs perceptions et leurs attentes. Toutefois, les connaissances sur le sujet sont peu nombreuses. Basée sur un cadre de référence composé de l’approche écologique et du modèle des soins humanistes de l’Université de Montréal, une étude qualitative descriptive a été réalisée dans le but d’explorer les perceptions et les attentes de personnes âgées en perte d’indépendance, impliquées dans un processus de relocalisation vers une ressource d’hébergement dans le réseau public à partir de l’hôpital. L’échantillon était composé de six personnes âgées en attente de relocalisation recrutées sur cinq unités de soins. Les données qualitatives recueillies à l’aide d’entrevues semi-dirigées ont été analysées par la méthode d’analyse thématique décrite par Braun et Clarke (2006). Les résultats ont démontré que l’expérience des personnes âgées détermine leurs perceptions par rapport aux soins et aux services. Aussi, l’implication des proches dans leur parcours de vie facilite la transition. Les personnes âgées s’attendent à ce que les professionnels de l’hôpital et de la nouvelle ressource répondent à leurs besoins. De plus, ces perceptions et attentes sont influencées par des croyances et des émotions vécues par les personnes âgées. Les nouvelles connaissances issues de cette étude offrent des pistes pour l’accompagnement holistique par les infirmières des personnes âgées en tenant compte de leurs besoins et préoccupations.Given the limitations of the health system in meeting the needs of older people losing independence, relocation to a long-term care home from the hospital is common. Nurses need to understand the perceptions and expectations of older people to support them. However, limited knowledge exists on the subject. Based on the ecological approach and the Université de Montréal’s caring model of nursing care, a qualitative descriptive study was conducted to explore the perceptions and expectations of older people, losing independence, involved in a relocation process to a long-term care home in the public sector from the hospital. The sample consisted of six older persons awaiting relocation recruited on five care units. Qualitative data collected through semi-structured interviews were analyzed using the thematic analysis method described by Braun and Clarke (2006). Results showed that the experience of older people determine their perceptions of care and services. Also, the involvement of relatives in their life course facilitates the transition. Older people expect their needs to be met by both the professionals at the hospital and at the new facility. In addition, these perceptions and expectations are influenced by beliefs and emotions experienced by older people. Knowledge developed with this study offer nurses avenues to support globally older people by considering their needs and concerns

Triple Jeopardy: Race-related Stress, Racial Identity, Coping Patterns, and Psychological Distress Among Elderly African American Women

Thesis advisor: Janet E. HelmsThe extant theory and research on race-related stress and coping has not adequately examined how internalized racial and gender socialization factors influence levels of stress and coping strategies of elderly African American women. Consequently, little is known about how to address their mental health concerns effectively. Therefore, the purpose of the present study was to investigate the complex relationships among racial identity attitudes, culture and gender specific coping strategies, and race-related stressors that have been hypothesized to affect psychological distress among elderly African American women. Elderly African American women (N = 125), who were at least 65 years old, completed a demographic questionnaire and measures of Black racial identity (Helms, 2003), race-related stress (Utsey, 1999), Black women's coping strategies (Phields, 2002), and a mental health inventory (Veit & Ware, 1983). Three canonical correlation analyses were used to investigate how the women's appraisal of race-related stress, use of prototypical Black women coping strategies, and psychological distress were interrelated. Results of the analyses revealed four statistically significant patterns: (a) "Self-Reliant Internalization," women described by this pattern endorsed Internalization (transcendent identity) as a primary appraisal strategy, self-reliance as a coping strategy, and less psychological distress; (b) "High SES," women defined by this pattern used education, social class, and self-reliance as buffers against institutional race-related stress and psychological distress; (c) "Self-Reliant, Multiply Distressed," a pattern in which greater individual and cultural race-related stress, were associated with use of self-reliance as a coping strategy and greater psychological distress; and (d) "Internalized Individual Racism as Stressors," a pattern in which endorsement of the Preencounter (pro-White/anti-Black) and Immersion (pro-Black/anti-White) racial identity statuses as appraisal strategies were related to higher levels of individual race-related stress and psychological distress. Results were used to speculate about how the factors investigated might be integrated to form a model for addressing research and practice for elderly African American women. Limitations of this study and implications for research and practice, and future research are discussed.Thesis (PhD) — Boston College, 2011.Submitted to: Boston College. Lynch School of Education.Discipline: Counseling, Developmental, and Educational Psychology

The Effects of Testing on Pre-University Science Students’ Academic Outcomes in an Electricity and Magnetism Course

Testing can influence student learning outcomes by influencing their approach to study and to learning. It is important tounderstand the influence of testing on students’ learning outcomes to optimize instruction. We examine the role that testing playedin a science course, to examine the effect of testing on retention and performance on a standardized final exam. This studycompared two sections—experimental condition with testing (N = 35) and comparison condition with homework (N = 39)—of anElectricity and Magnetism course in a pre-university program to explore the role of the testing effect, that is, whether taking a testaids subsequent learning and retention. Results indicated that the students in the experimental group had a higher final examaverage and greatest achievement gains. Our findings corroborate previous research and suggest that the traditional homework-based instructional strategy is a less effective approach for science learning or later retention compared to an instructionalapproach incorporating regular testing. Implications of these findings and the importance of testing in science instruction are alsodiscussed

Exploring the Role of Testing in Student Outcomes: Evidence from a Mechanics Course

Assessments have become increasingly prevalent in education. While many affordances of assessments are offered in the literature, there is mixed evidence on how assessments affect students’ learning and performance. Moreover, a testing effect has been identified in lab-based studies where more testing is associated with better performance; however, less is known about the effects of testing on performance in situ. The present study employs data from two Mechanics courses to analyze the effects of testing on performance. We compare two sections—experimental condition with testing (N = 36) and control condition with homework (N = 38)—of the Mechanics course, to examine the relative importance of testing. We find a strong effect for regular testing on student mid-term and final exam performance. The findings have broad implications for the growing testing effect literature

Investigating a blended learning context that incorporates two-stage quizzes and peer formative feedback in STEM education

Researchers have expressed concern about the state of STEM education. To improve this situation, new pedagogies, such as blended learning, have been proposed and tested. The last decade has seen an increase in the use of blended learning to support learning; however, the effect of blended learning on learning remains unclear and often mixed. The two studies in this paper draw on data from pre-university science students in the following courses: (1) Electricity and Magnetism (E&M) and (2) Waves, Optics & Modern Physics (Waves). In study 1, the treatment group (blended learning coupled with two-stage quizzes & peer formative feedback) performed significantly higher than the control group (lecture format with online homework & instant feedback) in the standardized final exam. In contrast, in study 2, there was a non-significant main effect of groups, indicating that the treatment group (blended learning with online homework & instant feedback) and the control group (lecture format with online homework & instant feedback) performed similarly in the standardized final exam. The finding of study 1 suggests that the effect of an instructional pedagogical framework embedded in a blended learning context improves performance in STEM education. Whereas the finding of study 2 suggests that a blended learning context without incorporating any instructional framework or support for cognition other than the lecture is comparable to a traditional face-to-face course

Transition to Online Learning During the COVID-19 Pandemic

Background With the new pandemic reality that has beset us, teaching and learning activities have been thrust online. While much research has explored student perceptions of online and distance learning, none has had a social laboratory to study the effects of an enforced transition on student perceptions of online learning. Purpose We surveyed students about their perceptions of online learning before and after the transition to online learning. As student perceptions are influenced by a range of contextual and institutional factors beyond the classroom, we expected that students would be overall sanguine to the project given that access, technology integration, and family and government support during the pandemic shutdown would mitigate the negative consequences. Results Students overall reported positive academic outcomes. However, students reported increased stress and anxiety and difficulties concentrating, suggesting that the obstacles to fully online learning were not only technological and instructional challenges but also social and affective challenges of isolation and social distancing. Conclusion Our analysis shows that the specific context of the pandemic disrupted more than normal teaching and learning activities. Whereas students generally responded positively to the transition, their reluctance to continue learning online and the added stress and workload show the limits of this large scale social experiment. In addition to the technical and pedagogical dimensions, successfully supporting students in online learning environments will require that teachers and educational technologists attend to the social and affective dimensions of online learning as well

Blunted cardiovascular responses to acute psychological stress predict low behavioral but not self-reported perseverance

Emerging evidence relates attenuated physiological stress reactions to poor behavioral regulation. However, only a small number of behaviors such as impulsivity and risk taking have been explored. Nevertheless, one opportunistic study suggested that blunted reactivity might relate to poor perseverance. The present study examined the relationship between cardiovascular reactivity to acute active psychological stress and self‐reported and behavioral perseverance. Participants (N = 64) completed a self‐report perseverance questionnaire before heart rate (HR) and blood pressure (BP) were measured at rest and in response to 4‐min active (paced auditory serial addition; PASAT) and passive (cold pressor) stress tests. This was followed by an unsolvable Euler puzzle tracing task, with the time spent and number of attempts endeavoring to solve the puzzle recorded as behavioral perseverance measures. Blunted systolic and diastolic BP reactivity to the PASAT was associated with fewer attempts at the impossible puzzle, and lower diastolic BP PASAT reactivity related to less time persevering at the puzzle. Moreover, attenuated diastolic BP and HR PASAT reactivity predicted poorer perseverance at keeping one's hand in the iced water of the cold pressor task. There was no association between reactivity and self‐reported perseverance. These preliminary findings add to the evidence that implicates blunted reactivity as a physiological marker of poor behavioral regulation, and this may indicate why individuals with blunted reactivity are at increased risk of developing negative health outcomes (e.g., obesity and addictions)

Is a general extended technology acceptance model for e-learning generalizable?

e-Learning acceptance has received considerable attention in the educational technology literature. In recent years, many frameworks have been proposed, modified, and applied to better understand the factors underlying students’ acceptance of e-learning. Despite the important progress made with the acceptance literature, extant empirical examinations have unfortunately often produced discordant findings. Researchers frequently advance situational factors as possible moderating influences on technology to explain the high degree of variance unexplained in specific technology acceptance situations. Generalized models have been proposed that attempt to integrate situational variables to account for the high degree of situational variability that occurs across technology acceptance contexts. Abdullah and Ward proposed such a general extended technology acceptance model in the context of e-learning (GETAMEL). In the current paper, our objective is to quantitatively evaluate the GETAMEL, and consider it with respect to a situative perspective on technology acceptance in order to more fully characterize the dynamical relationships and situational factors influencing determinants of e-learning acceptance. This study, drawing on a survey of 132 college students, validates the GETAMEL employing a partial least square path modeling approach

The role of attachment in Facebook usage: a study of Canadian college students

Considering the increasingly ubiquitous and frequent use of Facebook among college students, this study sought to explicate and unravel the salient determinants of Facebook use. Specifically, the main goal was to ascertain the factors influencing Collège d'enseignement général et professionnel (CEGEP) students’ Facebook use, for which a structural equation model was proposed to examine the relationships between constructs affecting this process. Using a recently proposed extended technology acceptance model, Dhammic Technology Acceptance Model (DTAM) for Facebook use, proposed by Teo and Jarupunphol [2015. Dhammic technology acceptance model (DTAM): Extending the TAM using a condition of attachment in Buddhism. Journal of Educational Computing Research, 52(1), 136–151. doi:10.1177/0735633114568859], we present results of the study using 233 completed survey data from a sample of CEGEP students in Montreal, Quebec. The DTAM was originally tested using a sample of Thai university students; this leads to a natural question as to whether this extended Technology Acceptance Model (TAM) model holds in a Western sample. The findings from the present study support the validity of the DTAM for explicating Facebook use, and add empirical evidence to the DTAM, according to which the condition of attachment exerts influence on Facebook use. The paper concludes with a discussion of the implications, limitations, and future extensions of the study