Lessons learned from implementing a first contact physiotherapy service via a single and dual hub model. A narrative

Physiotherapy ◽  
2021 ◽  
Vol 113 ◽  
pp. e144
Author(s):  
A. Doran
Keyword(s):  
Lessons Learned ◽  
Physiotherapy Service ◽  
Hub Model ◽  
First Contact

scholarly journals LESSONS LEARNED FROM THE FIRST INTERVENTION STUDY ADDRESSING DEMENTIA IN THE LGBT COMMUNITY

2019 ◽  
Vol 3 (Supplement_1) ◽  
pp. S345-S345
Author(s):  
Karen Fredriksen Goldsen ◽  
Karen Fredriksen-Goldsen ◽  
Linda Teri ◽  
Hyun-Jun Kim ◽  
Glenise McKenzie ◽  
...  
Keyword(s):  
Culturally Responsive ◽  
Intervention Study ◽  
Lessons Learned ◽  
Health Needs ◽  
Living Alone ◽  
Community Partnership ◽  
Disadvantaged Communities ◽  
Lgbt Community ◽  
First Contact

Abstract The cognitive health needs of LGBT older adults have not been adequately addressed in mainstream clinical trials. Aging with Pride: IDEA (Innovations in Dementia Empowerment and Action), is an intervention designed to improve physical functioning and quality of life of LGBT adults with dementia and caregivers. We evaluate the processes and effectiveness of culturally-responsive recruitment approaches implemented in this study. A strong research-community partnership was necessary for the development and implementation of the intervention. LGBT participants with dementia made the first contact to research team as often as caregivers did and showed a higher rate of living alone and having a friend-based care network. The most common reason for ineligibility was not having a caregiver. Participants learned about the study via multiple venues including community events, newsletters, and social media. This study illustrates important new ways to sustain collaborations with disadvantaged communities and conduct a clinical trial with hard-to-reach participants.

scholarly journals The Hub model: It’s time for an independent summative evaluation

2019 ◽  
Vol 4 (1) ◽  
pp. 10
Author(s):  
Cal Corley ◽  
Gary Teare
Keyword(s):  
Social Services ◽  
Risk Mitigation ◽  
Well Being ◽  
Lessons Learned ◽  
Community Safety ◽  
Non Profit ◽  
The Past ◽  
Health And Social Care ◽  
Knowledge Alliance ◽  
Hub Model

Over the past decade, governments and the non-profit, private, academic, and philanthropic sectors have begun thinking differently about how human and social services are organized and delivered. Across Canada, a range of integrated health and social care practices are being developed, adapted, and implemented to meet local needs. The Hub (or Situation Table as it is more commonly known in Ontario) model is one such approach. The Hub model is a multi-sector, collaborative, risk-driven intervention that mobilizes multi-sectoral human services for the purpose of rapid risk mitigation focused on the immediate needs of persons experiencing acutely elevated risk of harmful safety or well-being outcomes. Over the past eight years, the model has been adopted in over 115 communities across Canada.While the model has benefited from developmental and formative evaluations, it is now timely to undertake a systematic multi-site evaluation of the generalizable impacts (e.g., clients, system, costs) and lessons learned about what works, in which context, and why. This body of work will serve to inform policymakers, funders, practitioners and others as to the way forward with the Hub model. The Community Safety Knowledge Alliance (CSKA) is moving forward on a plan to see such independent evaluation undertaken.

Measurement and Modeling of Minimum Miscibility Pressure: A State-of-the-Art Review

2021 ◽  
pp. 1-23
Author(s):  
Birol Dindoruk ◽  
Russell Johns ◽  
Franklin M. Orr
Keyword(s):  
Measurement Techniques ◽  
Lessons Learned ◽  
Two Fluids ◽  
Advantages And Disadvantages ◽  
Minimum Miscibility Pressure ◽  
Rising Bubble ◽  
Multiple Mixing ◽  
Fluid Systems ◽  
Two Phases ◽  
First Contact

Summary This paper gives a critical review of miscibility-measurement techniques published in the open literature along with recommendations and lessons learned. Many of these published methods violate the inherent assumptions for multicontact miscibility (MCM). The confusion often arises from a failure to distinguish between first-contact miscibility (FCM), in which two fluids can be mixed in all proportions without forming two phases, and MCM, in which fluid compositions that arise during the flow of two phases in a porous medium approach a specific critical point within the constraints of the MCM definition. There are many analytical, numerical, correlational, and experimental methods available to estimate the minimum miscibility pressure (MMP) for MCM flow. The numerous available methods, some of which are quite inexpensive, have caused significant misunderstandings in the literature and in practice regarding their ability to estimate MMP. Our experience has shown that the best methods are those that honor the multicontact process (MCM), in which flow interacts with phase behavior in a prescribed way. Good methods that achieve this are slimtube experiments, detailed slimtube simulations, multiple-mixing-cell calculation methods, and the method of characteristics (MOC). Techniques such as the rising-bubble-apparatus (RBA) and vanishing-interfacial-tension (IFT) (VIT) experiments are subject to significant uncertainties, although they can still provide useful information. Numerous MMP correlations have been developed. They should be used with caution for systems similar to those used to develop the correlation. Use for other fluid systems can lead to significant errors. We discuss the advantages and disadvantages of most current methods and show that various combinations of methods can reduce uncertainty.

Lessons Learned From Coaching Postsecondary Students With Traumatic Brain Injury

2020 ◽  
Vol 5 (1) ◽  
pp. 88-96
Author(s):  
Mary R. T. Kennedy
Keyword(s):  
College Students ◽  
Traumatic Brain Injury ◽  
Brain Injury ◽  
Sense Of Self ◽  
Scientific Evidence ◽  
Sudden Onset ◽  
Lessons Learned ◽  
Speech Language Pathologists ◽  
The Brain ◽  
Exhaustive List

Purpose The purpose of this clinical focus article is to provide speech-language pathologists with a brief update of the evidence that provides possible explanations for our experiences while coaching college students with traumatic brain injury (TBI). Method The narrative text provides readers with lessons we learned as speech-language pathologists functioning as cognitive coaches to college students with TBI. This is not meant to be an exhaustive list, but rather to consider the recent scientific evidence that will help our understanding of how best to coach these college students. Conclusion Four lessons are described. Lesson 1 focuses on the value of self-reported responses to surveys, questionnaires, and interviews. Lesson 2 addresses the use of immediate/proximal goals as leverage for students to update their sense of self and how their abilities and disabilities may alter their more distal goals. Lesson 3 reminds us that teamwork is necessary to address the complex issues facing these students, which include their developmental stage, the sudden onset of trauma to the brain, and having to navigate going to college with a TBI. Lesson 4 focuses on the need for college students with TBI to learn how to self-advocate with instructors, family, and peers.

Experiences With and Lessons Learned From Developing, Implementing, and Evaluating a Support Program for Older Hearing Aid Users and Their Communication Partners in the Hearing Aid Dispensing Setting

2020 ◽  
Vol 29 (3S) ◽  
pp. 638-647 ◽  
Author(s):  
Janine F. J. Meijerink ◽  
Marieke Pronk ◽  
Sophia E. Kramer
Keyword(s):  
Large Scale ◽  
Hearing Aid ◽  
Critical Discussion ◽  
Lessons Learned ◽  
Research Note ◽  
Support Program ◽  
Large Sample Size ◽  
Long Term Effects ◽  
Communication Program ◽  
Communication Partners

Purpose The SUpport PRogram (SUPR) study was carried out in the context of a private academic partnership and is the first study to evaluate the long-term effects of a communication program (SUPR) for older hearing aid users and their communication partners on a large scale in a hearing aid dispensing setting. The purpose of this research note is to reflect on the lessons that we learned during the different development, implementation, and evaluation phases of the SUPR project. Procedure This research note describes the procedures that were followed during the different phases of the SUPR project and provides a critical discussion to describe the strengths and weaknesses of the approach taken. Conclusion This research note might provide researchers and intervention developers with useful insights as to how aural rehabilitation interventions, such as the SUPR, can be developed by incorporating the needs of the different stakeholders, evaluated by using a robust research design (including a large sample size and a longer term follow-up assessment), and implemented widely by collaborating with a private partner (hearing aid dispensing practice chain).

Sign in / Sign up

Export Citation Format

Share Document