The problem of appointment scheduling in outpatient clinics: A multiple case study of clinical practice

Omega ◽  
2021 ◽  
Vol 98 ◽  
pp. 102122 ◽  
Author(s):  
Alex Kuiper ◽  
Jeroen de Mast ◽  
Michel Mandjes
2020 ◽  
Author(s):  
Mattias Elg ◽  
Elin Wihlborg

Abstract Background There is a growing need to establish new knowledge on healthcare policy implementation that is relevant for both research and practice. Many attempts fail to deliver implemented policy initiates effectively because of the lack of coordination between system levels and different actors own agendas. The aim of this paper is to propose and illustrate an analytical framework providing a multilevel and multi-actor perspective in order to uncover combined difficulties of policy implementation within the context of a public healthcare system. Methods A multiple case study approach for the implementation of disease prevention in four Swedish healthcare regions was used. The selection of cases – regions within Sweden – was made in order to reflect a broad variety of contextual factors that may influence the policy implementation effectiveness. Interviewees consisted of a strategic sample of respondents representing different system levels and logics from each region. The qualitative analysis was based on empirically identified translation strategies by building a logical chain of evidence of the whole implementation process. Results The translation of policy guidelines was theorized and empirically investigated as chains of steps from the evidence-based policy formulated in the national guidelines for disease prevention methods via regional administrative systems into clinical practices. The following thematic areas were investigated: the successive translation of the policy object, consequences of policy reprioritizations, the role of technology in translation and the embedding of policy in clinical practice. Conclusions In successful implementation chains, guidelines are translated by being received and transferred to healthcare administrative systems through various political administrative activities and are then realised in everyday clinical practice. Policy is translated into different parts of the systems successively within the context of a multi-actor, multi-logic framework. Each actor/logic may take on the policy idea, change the route, delay it or even cancel out efforts. Earlier steps in the policy translation chain thus have consequences for later activities.


Pflege ◽  
2020 ◽  
pp. 1-9
Author(s):  
Carola Maurer ◽  
Heidrun Gattinger ◽  
Hanna Mayer

Zusammenfassung. Hintergrund: Einrichtungen der stationären Langzeitpflege investieren seit Jahren Ressourcen in die Entwicklung der Kinästhetikkompetenz der Pflegenden. Aus aktuellen Studien geht hervor, dass die Implementierung, bzw. die nachhaltige Förderung der Kinästhetikkompetenz problematisch ist, vertiefte Erkenntnisse zu den Ursachen fehlen jedoch. Fragestellung: Welche Hemmnisse verhindern eine nachhaltige Implementierung von Kinästhetik in Einrichtungen der stationären Langzeitpflege? Methode: Es wurde eine Multiple Case-Study in drei Einrichtungen der deutschsprachigen Schweiz durchgeführt. Aus leitfadengestützten Interviews und (fallbezogener) Literatur zum externen Kontext wurden in den Within-Case-Analysen die Daten induktiv verdichtet und diese Ergebnisse in der Cross-Case-Synthese miteinander verglichen und abstrahierend zusammengeführt. Ergebnisse: Die Synthese zeigt, dass die Implementierung von Kinästhetik innerhalb der Einrichtung auf drei verschiedenen Ebenen – der Leitungs-, Pflegeteam- und Pflegeperson-Ebene – als auch durch externe Faktoren negativ beeinflusst werden kann. Schlussfolgerungen: In der Pflegepraxis und -wissenschaft sowie im Gesundheitswesen benötigt es ein grundlegendes Verständnis von Kinästhetik und wie dieses im Kontext des professionellen Pflegehandelns einzuordnen ist. Insbesondere Leitungs- und implementierungsverantwortliche Personen müssen mögliche Hemmnisse kennen, um entsprechende Strategien entwickeln zu können.


2020 ◽  
Vol 1 (3) ◽  
pp. 103-132
Author(s):  
Rungamirai Matiure ◽  
Erick Nyoni

This study explored the utility of the learner autonomy concept in the Zimbabwean O Level English as a Second Language (ESL) classroom focusing on three Gweru urban high schools of the Midlands Province. The researchers intended to establish whether learner autonomy was a reality or just a myth in Zimbabwean classrooms. A qualitative multiple case study design was applied focusing on teaching strategies, availability of resources, challenges faced and ways of optimising it. Questionnaires and document analysis were used for data collection. The findings revealed that the concept did not manifest in explicit terms, the learners did not participate in decision making, and the teachers were not adequately prepared to administer autonomous processes with students. For it to be a reality, the Education Ministry is recommended to establish a comprehensive framework of how autonomous learning should be implemented. Teacher training should explicitly focus on how to develop autonomous learners. Teachers ought to be flexible enough to accommodate learners' contributions towards their learning.


Author(s):  
Gillian King ◽  
Lisa A. Chiarello ◽  
Michelle Phoenix ◽  
Rachel D’Arrigo ◽  
Madhu Pinto

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