scholarly journals Another look at what teachers and students think about interprofessional learning as a shared experience in Iran: a qualitative research

BMJ Open ◽  
2018 ◽  
Vol 8 (10) ◽  
pp. e020015
Author(s):  
Soleiman Ahmady ◽  
Mahboobeh Khabaz Mafinejad
Keyword(s):  
Medical Education ◽  
Qualitative Study ◽  
Healthcare Services ◽  
Interprofessional Learning ◽  
Shared Learning ◽  
The Public ◽  
Healthcare Needs ◽  
Workplace Relations ◽  
Teachers And Students

ObjectivesTo explore experiences of interprofessional learning (IPL), and how faculty and students might want to participate in IPL opportunities as a form of shared learning.DesignQualitative study.SettingThe Ministry of Health and Medical Education which is accountable for rendering service to the public, providing healthcare needs and improving the quality of medical education was established in Iran in 1985, to integrate medical education with healthcare services.ParticipantsA sample of six faculty members and seven students, purposively sampled for demographic characteristics and their experience regarding shared learning.MethodsA descriptive qualitative study using thematic analysis of content was conducted. Data were obtained using semistructured interviews and then analysed thematically. Data collection and analysis were concurrent.ResultsThree categories were identified: the role of prologues in IPL, the role of structured IPL, and the role of context and structure in such a system for learning, representing seven subcategories.ConclusionThe findings indicate that experiences of learning with different professionals are complex, and these experiences shape their present and future workplace relations. Matching the existing educational context and structure with IPL and providing planned interaction and reflection among professionals are necessary to support IPL.

scholarly journals To Volunteer or Not? Perspectives towards Pre-Registered Nursing Students Volunteering Frontline during COVID-19 Pandemic to Ease Healthcare Workforce: A Qualitative Study

2021 ◽  
Vol 18 (12) ◽  
pp. 6668
Author(s):  
Betsy Seah ◽  
Ben Ho ◽  
Sok Ying Liaw ◽  
Emily Neo Kim Ang ◽  
Siew Tiang Lau
Keyword(s):  
Nursing Students ◽  
Qualitative Study ◽  
Professional Identity ◽  
Healthcare Workers ◽  
Healthcare Services ◽  
Strategic Partnerships ◽  
Healthcare Workforce ◽  
Student Volunteer ◽  
Operational Processes

COVID-19 has caused a shortage of healthcare workers and has strained healthcare systems globally. Pre-registered healthcare students with training have a duty of care and can support the healthcare workforce. This study explored factors influencing the willingness of final-year nursing students to volunteer during the COVID-19 pandemic, the role of professional identity in volunteering as healthcare workers, and strategies to improve future volunteering uptakes and processes. A qualitative study using focus-group discussions was conducted. Final-year nursing students who volunteered, students who did not volunteer, and lecturers who supervised student volunteers were recruited. Interviews were conducted online, video-recorded, and transcribed verbatim. A thematic analysis was used. The themes were “wavering thoughts on volunteering”, “bringing out ‘the nurse’ in students through volunteering” and “gearing up to volunteer”. Findings suggested the need to look beyond the simplicity of altruism to the role of professional identity, operational, and motivational factors to explain nursing students’ decision to volunteer and their volunteer behavior. Providing accommodation, monetary and academic-related incentives, supporting the transitionary phase from students to “professional volunteers”, promoting cohesive and positive staff–student volunteer relationships, and establishing a volunteer management team are strategies identified to improve volunteering uptake and operational processes. Our findings advocate strategic partnerships between hospitals/communities and academic institutions in providing various healthcare services during pandemics.

scholarly journals “I have to provide for another life emotionally, physically and financially”: understanding pregnancy, motherhood and the future aspirations of adolescent mothers in KwaZulu-Natal South, Africa

2020 ◽  
Vol 20 (1) ◽  
Author(s):  
Desiree Govender ◽  
Saloshni Naidoo ◽  
Myra Taylor
Keyword(s):  
South Africa ◽  
Qualitative Study ◽  
Adolescent Pregnancy ◽  
Adolescent Mothers ◽  
Healthcare Services ◽  
Early Childbearing ◽  
Body Experience ◽  
Future Aspirations ◽  
Healthcare Needs ◽  
Kwazulu Natal

Abstract Background Adolescent pregnancy and motherhood has been a controversial and much disputed subject within the field of public health. Early childbearing is not only characterized as a physical body experience but also embodies the experiences and perceptions of the social norms, discourses, conflict and moral judgement. There is an increasing concern that the psychosocial challenges facing adolescent mothers remains in the background since research in this field has mainly focused on the medical and physical complications of early childbearing. The aim of this qualitative study was to explore adolescent pregnancy and motherhood in order to understand this phenomenon from the perspective of adolescent mothers and to gain insight into their future aspirations. Methods This descriptive qualitative study was based on data from four focus group discussions with adolescent mothers utilising healthcare services at a district hospital in Ugu district, KwaZulu Natal, South Africa. The data were audio-recorded and transcribed verbatim, then analysed using thematic analysis. Results Some adolescent mothers’ partners were in denial and rejected them and the child while others’ partners were happy and supported them during their pregnancy. Families’ reactions to the pregnancies ranged between anger and disappointment to abandonment, the silent treatment, and acceptance and forgiveness. The psychological issues experienced by some of the adolescent mothers included suicidal ideation, guilt, loneliness, anxiety, and stress. They also experienced financial constraints, difficulty in returning to school, and stigmatisation in society. The participants envisioned completing their education, focusing on their dream careers, and contributing positively to society. Conclusion Experiences of adolescent pregnancy and parenting are multifaceted and the healthcare needs of pregnant and parenting adolescents extend beyond information and knowledge. A multidisciplinary approach is required in the care of adolescent mothers. A key policy priority should encompass the collaboration of different professionals from various healthcare sectors to assist adolescent mothers in achieving better health and psychosocial and socio-economic outcomes as steps to securing a better future for them.

What is the Role of the Arts in Medical Education and Patient Care? A Survey-based Qualitative Study

2018 ◽  
Vol 39 (4) ◽  
pp. 431-445 ◽  
Author(s):  
Susan E. Pories ◽  
Sorbarikor Piawah ◽  
Gregory A. Abel ◽  
Samyukta Mullangi ◽  
Jennifer Doyle ◽  
...  
Keyword(s):  
Medical Education ◽  
Qualitative Study ◽  
Patient Care ◽  
The Arts

Barriers in the public health role of community pharmacists: a qualitative study

2017 ◽  
Vol 8 (4) ◽  
pp. 261-267 ◽  
Author(s):  
Chijioke O. Agomo ◽  
Jane Portlock ◽  
James Ogunleye
Keyword(s):  
Public Health ◽  
Qualitative Study ◽  
Community Pharmacists ◽  
The Public

Hospital disaster management’s understanding of built environment impacts on healthcare services during extreme weather events

2016 ◽  
Vol 23 (3) ◽  
pp. 385-402 ◽  
Author(s):  
Anumitra Mirti Chand ◽  
Martin Loosemore
Keyword(s):  
Built Environment ◽  
Health Outcomes ◽  
Conceptual Model ◽  
Healthcare Services ◽  
Extreme Weather ◽  
Extreme Weather Events ◽  
Content Type ◽  
Healthcare Needs ◽  
Weather Events

Purpose – The purpose of this paper is to explore the extent to which hospital disaster planners and managers understand the role of built infrastructure in delivering effective healthcare services during extreme weather events (EWEs). There is substantial evidence to indicate that many hospitals are vulnerable to EWEs. This is alarming given community reliance on hospitals during times of natural disaster and the predicted increase in the frequency and intensity of EWEs. Design/methodology/approach – In this paper, resilience and learning theories are combined to produce a new conceptual model which illustrates how hospital disaster managers learn about the relationship between health outcomes and built infrastructure during EWEs to build future hospital resilience. In this paper, the first part of the conceptual model, concerning the development of disaster management plans is explored and refined using a thematic content analysis of 14 Australian hospitals’ disaster plans and supplementary plans. Findings – The findings indicate high variability of understanding about the role of built facilities in health outcomes during an EWE. There appears to be a widespread and highly questionable assumption in the health disaster planning community that hospital built infrastructure is highly resilient to EWEs. This means that many hospitals will not be unaware of the risks that their buildings pose in the delivery of healthcare services to the community during an EWE and how to manage those risks effectively. Research limitations/implications – The theoretical framework presented in this paper provides new insights which will enable hospital infrastructure resilience to be better integrated into health service disaster risk planning and preparedness. The findings can help hospital disaster managers learn about and adapt their built environment to changing healthcare needs during EWEs. Originality/value – By integrating learning and resilience theories in a built environment context, this paper provides new insights, both theoretical and practical, into the important role of hospital infrastructure in planning for EWEs.

scholarly journals On the role of cost-effectiveness thresholds in healthcare priority setting

2021 ◽  
Vol 37 ◽  
Author(s):  
Jonathan Siverskog ◽  
Martin Henriksson
Keyword(s):  
Cost Effectiveness ◽  
New Technology ◽  
Healthcare Services ◽  
Quality Adjusted Life Year ◽  
Decision Makers ◽  
The Public ◽  
Empirical Estimates ◽  
Equity And Efficiency ◽  
Quality Adjusted Life

Abstract In the past few years, empirical estimates of the marginal cost at which health care produces a quality-adjusted life year (QALY, k) have begun to emerge. In theory, these estimates could be used as cost-effectiveness thresholds by health-maximizing decision makers, but prioritization decisions in practice often include other considerations than just efficiency. Pharmaceutical reimbursement in Sweden is one such example, where the reimbursement authority (TLV) uses a threshold range to give priority to disease severity and rarity. In this paper, we argue that estimates of k should not be used to inform threshold ranges. Instead, they are better used directly in health technology assessment (HTA) to quantify how much health is forgone when a new technology is funded in place of other healthcare services. Using a recent decision made by TLV as a case, we show that an estimate of k for Sweden implies that reimbursement meant forgoing 8.6 QALYs for every QALY that was gained. Reporting cost-effectiveness evidence as QALYs forgone per QALY gained has several advantages: (i) it frames the decision as assigning an equity weight to QALYs gained, which is more transparent about the trade-off between equity and efficiency than determining a monetary cost per QALY threshold, (ii) it makes it less likely that decision makers neglect taking the opportunity cost of reimbursement into account by making it explicit, and (iii) it helps communicate the reason for sometimes denying reimbursement in a way that might be less objectionable to the public than current practice.

scholarly journals Tasks in action in Vietnamese EFL high school classrooms: The role of rehearsal and performance in teaching and learning through oral tasks

2021 ◽  
Author(s):  
◽  
Thi Bao Trang Nguyen
Keyword(s):  
Problem Solving ◽  
Teaching And Learning ◽  
Task Design ◽  
Phase 2 ◽  
Public Performance ◽  
The Public ◽  
Teachers And Students ◽  
And Performance ◽  
Problem Solving Task

<p>Task-based language teaching (TBLT) has attracted considerable attention in research on language teaching and learning. Numerous publications have made a case for TBLT and the role of tasks in learning. TBLT has been introduced in language curricula around the world, including English as a foreign language (EFL) curricula in many countries in Asia. Yet research into tasks in action from both teaching and learning perspectives is rare with scant examination of decisions on task design and implementation that teachers make in the classroom and how their pedagogical decisions are linked to student learning and engagement. The present research addresses these gaps.  The research was conducted in two phases in a Vietnamese high school where a series of task-based EFL textbooks have been adopted to promote curriculum innovation. Phase 1 was a descriptive study which investigated how the Vietnamese EFL teachers implemented oral textbook tasks through adapting task design and creating classroom activity and how learners engaged in the tasks. The data were collected over two and a half months through classroom observations, stimulated recalls and in-depth interviews with teachers and students. The results revealed that the teachers displayed a strong tendency to adapt or replace the textbook tasks, with specific preferences for open over closed tasks, input-independent over input-dependent tasks and divergent over convergent tasks. They also opted for tasks that are not just 'real world', but 'real' to students. Teacher task choices were found to be guided by their own task experimentation, by clearly articulated beliefs about teaching and learning and by a strong orientation to learner engagement.  Decision making by all the teachers reflected a general commitment to a final public performance of the task by groups of students. This public performance was preceded by rehearsal for the performance, involving students doing the task in pairs or groups to prepare for the performance of the task in front of the class. The terms rehearsal and performance were used because they captured the teachers' and students' orientation and intent as observed in the lessons and explained in the interviews. Rehearsal and performance constituted two of four identifiable stages of task implementation used by the teachers: pre-task, rehearsal, performance and post-task. Both the teachers and students valued the notion of performance as a driving force for the use of English and as a social classroom event to engage students in task work. The centrality of public performance in these EFL classrooms, and a lack of empirical evidence about its impact in task-based learning motivated Phase 2 of the thesis.  Phase 2 specifically addressed the impact of task design and learner proficiency on the occurrence and resolution of language-related episodes (LREs) (Swain, 1998) in task rehearsal and on the subsequent take-up in the public performance of the language items which were focussed on in LREs. Three proficiency groups (n=8 dyads in each) from six intact classes carried out two tasks: one problem-solving task (a convergent task) and one debate task (a divergent task), with a 15-minute rehearsal for their performance. The first group was composed of dyad members of the same higher proficiency (HH); the second group consisted of mixed proficiency dyads (HL) and the third group was lower proficiency dyads (LL). The total data included 48 rehearsals and 48 corresponding performances collected in normal classroom hours. Students were also interviewed after they had finished all the tasks.  The results showed that task design and proficiency affected not only the occurrence and resolution of LREs in task rehearsal but also uptake in the public performance. Specifically, while the problem-solving task induced more LREs, the debate task was more conducive to uptake because the latter task, from the students' perspective, lent itself to performance in ways that the former did not. Overall lower proficiency dyads produced more LREs in rehearsal than higher proficiency dyads. However, it was how LREs were resolved rather than the frequency of LREs that correlated positively with successful uptake in performance. Proficiency also influenced the problem-solving strategies that the learners adopted to prepare for the public performance.  Taken as a whole, this thesis suggests that teacher thinking plays an essential role in transforming tasks in classrooms, and that building in performance to tasks and rehearsal for that performance may contribute to language learning and development. The research has useful implications for task design and implementation, as well as for theory and research methodology.</p>

scholarly journals PERAN MUHAKAM DALAM ADAT PERKAWINAN SEBAGAIREPRESENTASI ADAB DAN ETIKA MELAYU SAMBAS

LITERA ◽  
2016 ◽  
Vol 15 (2) ◽  
pp. 351-365
Author(s):  
Ahadi Sulissusiawan
Keyword(s):  
Qualitative Study ◽  
The Public ◽  
The Family

PERAN MUHAKAM DALAM ADAT PERKAWINANSEBAGAIREPRESENTASI ADAB DAN ETIKA MELAYU SAMBASAhadi SulissusiawanFKIP Universitas Tanjungpuraemail: [email protected] ini bertujuan mendeskripsikan peran Muhakam sebagai representasi adabdan etika dalam adat perkawinan Melayu Sambas. Penelitian ini menggunakan kaidahanalisiskualitatif.Data penelitian adalah ucapan (verbal), gerak-gerik (nonverbal), danpakaian yang digunakan Muhakam ketika memberikan sambutan (alu-aluan) dan nasihatperkawinan. Hasil penelitian menunjukkan bahwa ucapan Muhakam menggambarkan hatiyang ikhlas, penuh kasih sayang, dan belas kasihan.Muhakam memperlihatkan strategiikhlas, merendah diri, dan meminta maaf sebagai representasi adab dan etika Melayu.Adab dan etika Muhakam dalam acara majelis adat perkawinan Melayu ditunjukkandengan sikap dan perilaku yang dapat menumbuhkan simpati dan respon yang baikdari masyarakat. Kebijaksanaandan kesantunandalam berperilaku ditunjukkan olehMuhakam dengan senyum, bertegur sapa, berjabat tangan, dan adab berpakaian. Peranpenting tersebut menjadikan seorang Muhakam dianggapsebagai sosok yang dapatmenjaga marwah keluarga dan masyarakat.Kata kunci: Muhakam, pemantun, adab dan etika Melayu, adat perkawinanA MUHAKAM’S ROLES IN THE WEDDING TRADITIONAS A REPRESENTATION OF SAMBAS MALAY MANNERS AND ETHICSAbstractThis study aims to describe the role of a Muhakam as a representation of manners andethics in the Sambas Malay wedding tradition. This is a qualitative study. The researchdata are speech (verbal), gestures (nonverbal), and clothinga Muhakam is wearing whengiving a speech (alu-aluan) and marital advice. The findings showthat a Muhakam’sspeech depicts a sincere heart, full of affection and mercy. A Muhakam shows sincere,humble, and apologetic strategies as a representation of Malay manners and ethics. AMuhakam’s manners and ethics inthe Malay wedding tradition are shown by the attitudeand behavior that can foster sympathy and good responses from the public. The wisdomand politeness in behavior are shown by a Muhakam by smiling, exchanging greetings,shaking hands, and dressing properly. These make a Muhakam considered as someonewho can maintain the dignity of the family and society.Keywords: Muhakam, quatrain reciter, Malay manners and ethics, wedding tradition

scholarly journals Teachers’ insights into the role of teamwork among students in public schools

2021 ◽  
Vol 16 (6) ◽  
pp. 2981-2993
Author(s):  
Asmaa Radi Khanfar
Keyword(s):  
Saudi Arabia ◽  
Public Schools ◽  
Public Education ◽  
Point Of View ◽  
Kingdom Of Saudi Arabia ◽  
The Public ◽  
Approval Ratings ◽  
Teachers And Students ◽  
Spss Software

Despite the fact that establishing a culture of teamwork among students is one of the most important functions and duties of the school, very few studies have addressed this issue in Saudi Arabia. This study investigates the role of all-female schools in the Kingdom of Saudi Arabia in promoting a culture of teamwork among its students from the point of view of teachers. The study followed the descriptive- analytical approach: a random sample of teacher participants were selected to represent the public school community. A questionnaire was distributed among all teacher participants for data collection, and the SPSS software was used to analyze the data. The study’s results revealed that all areas regarding the culture of teamwork received high approval ratings. Further, the study recommends involving teachers and students in drafting the school's vision by providing all means of communication between departments, especially electronic platforms, including recognition of outstanding teamwork. Keywords: collective achievement; public education, teamwork        

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