The experience of facilitators and participants of long term condition self-management group programmes: a qualitative synthesis

Objective: Our aim was to systematically review the qualitative literature about the experiences of both facilitators and participants in a range of group-based programmes to support the self-management of long-term conditions. Methods: We searched 7 databases using the terms ‘self-management’, ‘group’ and ‘qualitative’. Full text articles meeting the inclusion criteria were retrieved for review. A thematic synthesis approach was used to analyse the studies. Results: 2126 articles were identified and 24 were included for review. Group participants valued being with similar others and perceived peer support benefits. Facilitators (HCP and lay) had limited group specific training, were uncertain of purpose and prioritised education and medical conformity over supportive group processes and the promotion of self-management agency and engagement. Overall, studies prioritised positive descriptions. Conclusion: Group programmes’ medical self-management focus may reduce their ability to contribute to patient-valued outcomes. Further research is needed to explore this disconnect. Practice implications: This review supports broadening the scope of group-based programmes to foreground shared learning, social support and development of agency. It is of relevance to developers and facilitators of group self-management programmes and their ability to address the burden of long-term conditions

Factors impacting development time for online postsecondary instruction.

This study focused on the development and validation of a web-based survey instrument designed to measure faculty perceptions on the importance of 24 variables that contribute to the facilitation of online postsecondary course development. It builds on the work of Lee (2001, 2002) and Easton (2003) who also investigated the faculty perceptions of the importance of specific variables in the development and delivery on online postsecondary education. Knowing which variables contribute most to online course development is important because it helps faculty members estimate the time needed to develop particular courses by considering which variables apply to their situation; and it helps administrators make informed decisions about support for variables that facilitate online course development. Because there was no validated instrument that measured the importance of these specific variables, faculty and administrators often addressed the issues above using only anecdotal data. The research questions addressed in this study were: (1) which variables have been researched in connection with online postsecondary instruction; and (2) which of those variables are most relevant to facilitating the development of online postsecondary course materials? Online postsecondary instruction is defined by the Kentucky Virtual University (KYVU) as courses that have 70% or more of their instructional content on the Internet; and facilitate is defined by Merriam-Webster Online (2004) as to make easier or to help bring about. The development and validation of the survey instrument was a four-step process: (1) using a literature search to identify independent variables connected with online postsecondary instruction, (2) using an expert panel to identify which variables were most relevant to the issue of facilitating online postsecondary course development and to establish face validity, (3) developing an online survey instrument to measure faculty perceptions of the importance of 24 independent variables that facilitate the development of online postsecondary courses, and (4) validating the survey instrument using factor analysis to identify the latent structure (dimensions) of the 24 independent variables (Garson, 2004), and Cronbach\u27s alpha to estimate the reliability of data (Shifflett, 2004). The alpha was .8898, and 21 of the 24 variables loaded onto six factors that presented as logical categories. Three variables overlapped several factors, but no variables failed to load on a factor

Once upon a time: the impact of storytelling on connecting people to natural landscapes

Humans use stories to explain natural processes, to explore alternatives, to resolve issues, and to imagine different possibilities and futures. Stories are a fundamental way people connect to their natural surroundings. But are some stories better for this than others? This study uses an experimental design to explore the impact of three types of stories on perceptions of natural landscapes. Using photographs of four diverse landscapes and four story conditions (no story, a story with a scientific focus, a European human story, and an Indigenous creation story), 733 respondents were exposed to one of 16 conditions and asked to rate landscape perception and preference and intention to visit. Stories, particularly those with a scientific or Indigenous creation focus, enhanced the appeal of the landscapes. Key elements of the stories that may have enhanced respondents’ perceptions of, preferences for, and intentions to visit a particular landscape are proposed

When and Where I Enter: Teaching the Concepts of Critical Pedagogy and Applied Sociology Through Study Abroad Programs

Participation of students in study abroad programs which focus on teaching the core concepts and principles in a different country enhances a student\u27s understanding and appreciation of the host country\u27s culture and brings alive the concept of globalization in a way that no other classroom experience in America could ever do. The University System of Georgia\u27s European Council study abroad programs have for years offered in-depth immersion programs which have proven to be exciting, effective and reliable models for increasing a student\u27s awareness and actively stimulating their capacity for higher learning, often leading to an increase in participatory community activism and civic engagement upon the student\u27s return to their home campuses and community environments. When a professor has the ability to use creative teaching techniques which use examples from the experiential component gained from study and travel in a country other than a student\u27s home country, teaching and learning come together in an exciting way in the classroom and every fact imparted to students produces a series of teaching moments whereby teaching and learning are both enhanced and intensified. As a student is guided through the learning process to look introspectively and critically at the races and cultures of our world and at the intergroup relations that emerge from ethnic, religious, cultural, class, gender and other differences, this teacher\u27s roadmap for student learning is considered basic to developing a critical and necessary understanding of our society

Curriculum Design to Teach High School Students: How to Pull Evidence from Text

Inadequate pe1formance of Washington State\u27s public school students on national exams motivated the state legislature to pass the Basic Education Act in 1993. Graduation requirements were changed and expectations increased to specific skill levels in reading, writing, and several other subjects. The problem is that48% of North Central High School IO\u27 graders have averaged below standard in reading and 56% have averaged below standard in writing for the last six years. The project is designed to increase reading and writing skills at the high school level in classes outside of the academic arena by direct instruction. Washington State\u27s Commission on Student Learning wrote underlying Learning Goals, course specific Essential Academic Learning Requirements, strands, learning targets, components and Grade Level Expectations as part of school reform. The curriculum project brings informational and task-oriented reading selections into an EALR format. A variety of individual reading and writing strategies are delineated

Using post-visit action resources to support family conservation learning following a wildlife tourism experience

Wildlife tourism experiences are often promoted for their ability to enhance visitors' conservation knowledge, attitudes and behaviour; yet, studies exploring the long-term influence of such experiences are rare. This research explores the impact of a wildlife tourism experience and post-visit support on families' adoption of conservation practices following their visit. In Stage 1, barriers and benefits associated with six conservation practices were identified and incorporated into the design of post-visit action resources. Two hundred Australian families visiting Mon Repos turtle rookery in Queensland, Australia, were assigned to either a treatment group (given post-visit support) or a control group (no support). Three months after their visit, families in the treatment group were significantly more likely to report changes in their conservation knowledge; their attitudes towards protecting wildlife and the natural environment; and the frequency with which they picked up litter. Treatment families also adopted significantly more conservation practices than the control group. Implications for wildlife interpretive practice and visitor management at wildlife tourism sites are discussed. © 2011 Taylor & Francis

Chinese and Australian tourists' attitudes to nature, animals and environmental issues: implications for the design of nature-based tourism experiences

This study investigated the differences and similarities between Chinese and Australian visitors' attitudes toward nature, animals and environmental issues, in order to inform the design of visitor experiences and interpretive programs that address the needs and interests of Chinese visitors to Australia. Questionnaires were completed by a total of 267 Chinese and 258 Australian visitors to a nature-based island resort in Queensland, Australia. Results indicate that Chinese visitors had a greater sense of connection with, but more anthropocentric view of nature than Australian visitors; had less experience with, and a greater fear or dislike of animals; and were more aware of, interested in, and concerned about environmental issues. Recommendations are made for the design of interpretive experiences that are relevant and effective for Chinese visitors