4,100 research outputs found
"Unlike actors, politicians or eminent military menâ: The meaning of hard work in working class autobiography
Copyright @ 2010 The Autobiography Societ
Anne Edna Willis Lewis Collection - Accession 1209
The Anne Edna Willis Lewis Collection consists of materials collected by Anne Edna Willis Lewis (1902-2001) during her academic career at Winthrop College from 1921-1925. She graduated as part of the Winthrop Class of 1925. Her collection consists of 11 reports cards, 2 photographs taken at her 50th reunion, and a scrapbook containing photographs, programs, correspondence, tickets, invitations, newspaper clippings memorabilia, and commencement programs. A Winthrop scholarship was named in her and her husbandâs honor titled the Anne W. Lewis and Robert M. Lewis Endowed Scholarship to assist academically talented students with financial need.https://digitalcommons.winthrop.edu/manuscriptcollection_findingaids/1963/thumbnail.jp
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 âself-managementâ, âgroupâ and âqualitativeâ. 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 programmesâ 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
How do facilitators of group programmes for long-term conditions conceptualise self-management support?
Objectives:
Increasing self-management skills in people with long-term conditions is widely advocated in policies and guidelines. Group programmes are a common format; yet, how self-management support objectives are enacted in their delivery is poorly understood. Our aim is to explore the perspectives of group programme facilitators.
Methods:
We undertook thematic analysis of transcribed data from in-depth semi-structured interviews with health professional facilitators (nâ=â13) from six diverse self-management support group programmes (of obesity, diabetes and chronic obstructive pulmonary disease).
Results:
Facilitators viewed group programmes as responses to health system pressures, e.g. high patient demand. They focussed on providing in-depth education and instruction on physical health, risks and lifestyle behaviour change and emphasised self-responsibility for behaviour change whilst minimising goal setting and support amongst group participants. There were tensions between facilitatorsâ professional identity and group leader role
An engaging pedagogy for social education: co-teaching in a teacher education program
This article examines ongoing research into the utility of co-teaching and co-generative dialoguing as an approach for teaching and learning Social Education. The context is the introduction of a new Australian postgraduate teacher education program in which three participants - two university educators and a practising primary school teacher - co-taught a Social Education course. This article focuses on how the approach enabled these participants to develop and teach the course to prepare the pre-service teachers to successfully understand and implement aspects of the Australian Curriculum in their future classrooms. The article explores the mutually-beneficial as well as challenging aspects of co-teaching. Conclusions and recommendations about the approach as an engaging pedagogical approach for teaching Social Education are offered
Reducing Food Stamp and Welfare Caseloads in the South: Are Rural Areas Less Likely to Succeed Than Urban Centers?
The E12 experience: Studentsâ perceptions of a widening participation scheme
Engaging students from lower socioeconomic backgrounds in higher education is an ongoing issue in the tertiary education sector. Despite schemes to widen participation, low SES entry rates remain below 20% in Australia. Various factors have been posited for the low rates of success and strategies aimed at universities, high schools and individual students have been suggested. The literature on transition to university has informed a student-centred approach and the need to acknowledge dimensions of cultural capital. Resources to address difficulties in transition have been suggested. In this paper we report on qualitative research exploring the perspective of students who entered a Faculty of Health Sciences via a widening participation scheme. Our findings indicate that while transition strategies must be in place, the provision of ongoing material resources is also an integral factor in supporting student
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