Walkable Neighborhoods: Linkages Between Place, Health, and Happiness in Younger and Older Adults

Problem, research strategy, and findings: We examined whether living in a walkable neighborhood influenced the happiness of younger and older city residents. The data for this study came from a comprehensive household population survey of 1,064 adults living in 16 neighborhoods in Dublin City (Ireland) and its suburbs. We used multigroup structural equation modeling to analyze the direct and indirect effects of walkability on happiness, mediated by health, trust, and satisfaction with neighborhood appearance. We found living in a walkable neighborhood was directly linked to the happiness of people aged 36 to 45 (p¼.001) and, to a lesser extent, those aged 18 to 35 (p¼.07). For older adults, we found that walkable places mattered for happiness indirectly. Such built environments enhanced the likelihood that residents felt more healthy and more trusting of others, and this in turn affected the happiness of older people living in walkable neighborhoods. Takeaway for practice: We found that the way neighborhoods are planned and maintained mattered for happiness, health, and trust. Our findings suggest that mixed-use neighborhood designs that enable residents to shop and socialize within walking distance to their homes have direct and indirect effects on happiness. We call for an ongoing dialogue and evaluation of the way our urban and suburban neighborhoods are planned, designed, and developed, so that people can live in walkable places that better enable health and wellbeing

The propensity to adopt evidence-based practice among physical therapists

<p>Abstract</p> <p>Background</p> <p>Many authors, as well as the American Physical Therapy Association, advocate that physical therapists adopt practice patterns based on research evidence, known as evidence-based practice (EBP). At the same time, physical therapists should be capable of integrating EBP within the day-to-day practice of physical therapy. The purpose of this study was to determine the extent to which personal characteristics and the characteristics of the social system in the workplace influence the propensity of physical therapists to adopt EBP.</p> <p>Methods</p> <p>The study used a 69 item mailed self-completion questionnaire. The questionnaire had four major sections. The first three sections were each drawn from a different theoretical framework and from different authors' work. The instrument was developed to capture the propensity of physical therapists to adopt EBP, characteristics of the social system in the workplace of physical therapists, personal characteristics of physical therapists, and selected demographic variables of physical therapists. The eligible population consisted of 3,897 physical therapists licensed by the state of Georgia in the United States of America. A random sample of 1320 potential participants was drawn.</p> <p>Results</p> <p>939 questionnaires were returned for a response rate of 73%. 831 of the participants' questionnaires were useable and became the basis for the study. There was a moderate association between desire for learning (<it>r </it>= .36, <it>r</it>²= .13), highest degree held (<it>r </it>= .29, <it>r</it>²= .08), practicality (<it>r </it>= .27, <it>r</it>²= .07) and nonconformity (<it>r </it>= .24, <it>r</it>²= .06) and the propensity to adopt EBP. A negative correlation was found between age, years licensed and percentage of time in direct patient care. The findings demonstrated that the best three variables for predicting the propensity to adopt EBP in physical therapy were: desire for learning, highest degree held, and practicality.</p> <p>Conclusion</p> <p>The study confirms there is no single factor to facilitate research evidence into day-to-day practice. Multiple practice change strategies will be needed to facilitate change in practice.</p

Together we win: Communities of practice to face the covid crisis in higher education

Communities of practice (CoPs) have been adopted in different contexts to facilitate knowledge exchange and mutual learning between professionals sharing common interests, practical issues, or decision problems. In higher education, they have been employed to favour interactions, "communitarian" mutual support, and exchange of experience within faculty, students, and staff. In all these situations, the central assumption is that collaboration helps, which implies a recognition that success in teaching and learning is more successful if individual problems, solutions, and experiences are shared and discussed openly. Currently, CoPs in general - and in education especially - are applied to "business as usual" situations - where there is often enough time for the community to discuss issues and reflect on possible solutions. Few is known about what happens in a totally different situation like the case of emergency - for instance, after a conflict, a natural disaster, or during a pandemic. In higher education, the faculty may need to react fast to ensure the continuity of educational services and/or to adapt it to the new scenarios. This paper examines the experience at University of Padova (Italy) at the time of the COVID crisis. The infection hit Italy at the beginning of the second term, and all instructors and students needed to quickly move all teaching and learning activities online. A CoP of faculty, established one year before, was asked to support this transition. The case study examines this experience by highlighting the structure of the CoP and its key roles, management style, functions and KM processes, achieved results, efficacy, and problematic issues. The paper provides lessons about pros and cons of a CoP in the special situation of a crisis due to pandemic. Also, it highlights pros and cons of this organizational arrangement applied to higher education institutions