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

Rethinking Interpretation to Support Sustainable Tourist Experiences in Protected Natural Areas

Interpretation in protected natural areas can minimize visitors’ negative environmental impacts and encourage them to adopt sustainable practices at and beyond tourist sites. Despite this, interpretation has typically focussed on showcasing the specific features of natural areas rather than using these features as a resource for sustainability education more broadly. We argue that designing effective interpretation for complex issues such as sustainability is challenging and that new approaches may be needed. This paper reports on a front-end evaluation study that used online archival analysis and participant observation to assess the viability of an interpretive approach that requires no additional site hardening, is widely accessible, and focuses on fungi as a topic that can be easily connected to sustainability action beyond the site. Guidelines for developing effective interpretation in natural areas and practical implications of using this approach to link local places to global sustainability are also discussed

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

Fun with fungi in the forest: making tourist experiences more sustainable with quality interpretation

For many years tourism has been criticized for its negative impacts on the natural and built environment; impacts that range from pollution, litter and erosion to habitat destruction, wildlife disturbance and graffiti. Yet tourism has also been championed as a way to increase public awareness of environmental issues and enhance people’s commitment to adopting sustainable practices both at tourist sites (Brown, Ham & Hughes, 2010) and in their daily lives (Ballantyne, Hughes, Lee, Packer & Sneddon, 2018; Ballantyne, Packer & Falk, 2011; Walker & Moscardo, 2014). While some attention has been paid to managing the negative environmental impacts of visitation, little attention has been given to using visitor experiences as a way to encourage greater sustainability beyond the site (Moscardo & Murphy, 2014; Walker & Moscardo, 2014). This paper seeks to direct attention to this issue by describing the design of a more sustainable set of tourist experiences at Binna Burra Lodge in Australia. After reviewing the issues linked to sustainable tourist experiences and the relevant literature on sustainability communication it will explore a specific case study of Binna Burra Lodge in the world heritage protected rainforests of southeast Queensland in Australia. It will describe the steps involved in designing a set of tourist experiences based on communication about rainforest fungi and present some preliminary interpretive materials arising from these steps. The overall aim is to demonstrate the application of research findings for sustainability practice in tourism

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

Diabetic Kidney Disease

A poster project on Diabetic Kidney Disease (DKD) formerly known as diabetic nephropathy which is the most common cause of end-stage renal disease (ESRD) and death in patient with diabetes