Barriers and facilitators to participating in cardiac rehabilitation and physical activity in a remote and rural population: A cross-sectional survey

Background: Cardiac disease requires ongoing active management which may include attendance at formal cardiac rehabilitation (CR) and increased physical activity (PA). However, uptake rates are sub-optimal. This study aimed to identify factors associated with attendance at CR and PA in a rural Scottish population.Methods: A cross-sectional postal survey assessing factors potentially associated with attending CR and participating in PA. Data were also collected from hospital electronic medical records. Binary logistic and ordinal regressions were used to identify barriers and facilitators to participation.Results: The cohort consisted of 840 participants referred to the CR department of a regional Scottish hospital. After applying the inclusion/exclusion criteria, 567 patients were sent a questionnaire. The number of returned questionnaires was 295 (52.0%). Responders were predominantly male (75.9%), with a mean age of 68.7 years. At the multivariate level, the only factor associated with CR attendance was a lack of perceived need (odds ratio [OR] 0.02, 95% confidence interval [CI] 0.01–0.06). Analyses of PA associations identified self-efficacy as the only significant facilitator (OR 1.29, 95% CI 1.05–1.59), and a lack of willpower as the only barrier (OR 0.42, 95% CI 0.18–0.97). Other factors were linked to CR attendance and PA at a univariate level only.Conclusions: This study characterised CR and PA participation, and explored demographic, medical, and psychological factors associated with both activities — with the most important being perceived need, self-efficacy and willpower. These findings may be beneficial in clinical practice by targeting these factors to increase CR attendance and PA levels

Barriers and facilitators to participating in cardiac rehabilitation and physical activity in a remote and rural population : A cross-sectional survey

The authors are grateful to the staff of the Research, Development and Innovation offices, who assisted in the distribution and collection of questionnaires, and the Cardiac Rehabilitation staff. The authors would like to thank all patients involved in this study. Funding: DC was funded by Highlands and Islands Enterprise (project number HMS 9353763)Peer reviewedPublisher PD

How work integration social enterprises help to realise capability: a comparison of three Australian settings

Work Integration Social Enterprises (WISEs) are a response to reconfiguring social support for disadvantaged people. Here, theory and methodology from social geography were applied, to consider capability realized in/by three Australian regional city WISEs. Data were gathered using observation and interviews with supervisors and employees. Coding identified capability, then analyzed by physicality, people, narratives and practices to explore how WISEs ‘assemble’ capability. Comparing across cases highlighted elements that contribute to capability realization. Evidence generated reveals features of work and organization design that might be deployed to enhance capability realization. Social geographical approaches provide insights into how social enterprises generate value

Revealing student nurses' perceptions of human dignity through curriculum co-design

Dignity is a slippery concept to define – yet it has been at the heart of media and policy debates around the provision of health and social care in recent years; particularly in the United Kingdom following the Mid-Staffordshire scandal and subsequent Francis Inquiry. This paper considers the concept of dignity in care from the perspective of student nurses. Thus, it allows us to discuss how professional nurses-to-be conceptualise dignity and also how they consider it should/could be taught at undergraduate and postgraduate levels of training, and as part of their Continuing Professional Development. It is only through understanding how student nurses conceptualise and experience human dignity, and the giving and receiving of dignity in care, that it will be possible to support its facilitation in the preparation of practitioners. This paper reports on findings from a series of participatory research workshops held with undergraduate nursing students in Scotland in 2013-14 that were designed to engage the students in the development of educational resources to support the teaching of dignity in care within the nursing curriculum. The outputs from each workshop, along with analysis of transcripts of the workshop discussions, demonstrate the value of co-design as a methodology for involving students in the development of interdisciplinary resources. We observed a desire from students to actively enhance their understandings of dignity – to be able to recognise it; to see dignity in care being practiced; to experience providing such care and to have the appropriate tools to reflect on their own experience. Overall, the research revealed a rich understanding of the ways in which human dignity is conceptualised by nursing students as an embodied practice, associated with memory and personal to an individual. It was understood by the students as shifting, experiential and fragile

Using micro-geography to understand the realisation of wellbeing: a qualitative GIS study of three social enterprises

Social enterprises are promoted as a method of welfare reform, to transition people out of disadvantage by addressing poverty, unfulfilled capabilities and social exclusion. This study explores how three Work Integration Social Enterprises (WISEs) in Australia help to realise wellbeing for their employees by mapping their micro-geographical experience of wellbeing. By mapping the sites within a social enterprise where wellbeing is realised, we provide a practical, empirical and replicable methodology that is useful for gaining insights into where and how wellbeing realisation occurs. This situates wellbeing as an upstream place-based resource likely to influence downstream health outcomes

Co-production of “nature walks for wellbeing” public health intervention for people with severe mental illness:Use of theory and practical know-how

Background Interventions need to be developed in a timely and relatively low-cost manner in order to respond to, and quickly address, major public health concerns. We aimed to quickly develop an intervention to support people with severe mental ill-health, that is systematic, well founded both in theory and evidence, without the support of significant funding or resource. In this article we aim to open and elucidate the contents of the ‘black box’ of intervention development. Methods A multidisciplinary team of seven academics and health practitioners, together with service user input, developed an intervention in 2018 by scoping the literature, face-to-face meetings, email and telephone. Researcher fieldnotes were analysed to describe how the intervention was developed in four iterative steps. Results In step 1 and 2, scoping the literature showed that, a) people with severe mental illness have high mortality risk in part due to high levels of sedentary behaviour and low levels of exercise; b) barriers to being active include mood, stress, body weight, money, lack of programmes and facilities and stigma c) ‘nature walks’ has potential as an intervention to address the problem. In Step 3, the team agreed what needed to be included in the intervention so it addressed the “five ways to mental wellbeing” i.e., help people to connect, be active, take notice, keep learning and give. The intervention was mapped to key behavioural change concepts such as, personal relevance, relapse prevention, self-efficacy. In Step 4, the team worked out how best to implement the intervention. The intervention would be delivered over 12 weeks by members of the hospital team and community walk volunteers. Participants would receive a nature walks booklet and text messages. Conclusions We developed a theoretically-informed, evidence-based nature walks programme in a timely and relatively low-cost manner relevant in an era of growing mental illness and funding austerity. Further research is required to test if the intervention is effective and if this approach to intervention development works

Learning and unlearning dignity in care: Experiential and experimental educational approaches

Guarding against loss of human dignity is fundamental to nursing practice. It is assumed in the existing literature that ‘dignity’ as a concept and ‘dignity in care’ as a practice in amenable to education. Building on this assumption, a range of experiential andexperimental educational approaches have been used to enhance students’ understanding of dignity. However, little is known about student nurses’ views on whether dignity is amenable to education and, if so, which educational approaches would be welcomed. Thismixed-methods study used an online questionnaire survey and focus groups to address these questions. Student nurses in Scotland completed online questionnaires (n=111) and participated in focus groups (n=35). Students concluded that education has transformative potential to encourage learning around the concept of dignity and practice of dignity in care but also believed that dignity could be unlearned through repeated negative practice exposures. Experiential and experimental educational approaches were welcomed by student nurses, including patient testimony, role-play, simulation, and empathy exercises to step into the lives of others. Nurse educators should further integrate experiential and experimental educational approaches into undergraduate and postgraduate nursing curricula to guard against the loss of learning around dignity students believed occurred over time