scholarly journals Implementing Partnering for Change in Québec: Occupational Therapy Activities and Stakeholders’ Perceptions

2021 ◽  
Vol 88 (1) ◽  
pp. 71-82
Author(s):  
Chantal Camden ◽  
Wenonah Campbell ◽  
Cheryl Missiuna ◽  
Jade Berbari ◽  
Léa Héguy ◽  
...  
Keyword(s):  
Elementary Schools ◽  
Occupational Therapy ◽  
Lessons Learned ◽  
Relationship Building ◽  
Analysis Framework ◽  
Mixed Methods Design ◽  
Structured Interviews ◽  
School Based ◽  
Sequential Mixed Methods ◽  
The Impact

Background. The occupational therapy school-based Partnering for Change (P4C) model has mostly been documented in Ontario. Purpose. This implementation study describes the implementation of P4C in two Québec elementary schools (P4C-Q), as well as therapy practices, their impacts, factors perceived to influence implementation, and recommendations. Method. A sequential mixed-methods design was applied. Therapists (n=2) completed daily journals, describing activities by P4C-Q level. Therapists and other school-stakeholders (n=11) participated in semi-structured interviews, analyzed through a content analysis framework. Findings. Daily journals illustrated that the majority of therapy time was spent on activities targeting the entire classroom, and on collaboration with educators. Interviews illustrated how coaching was used across different practices and the impact of these practices for schools (e.g., capacity-building) and children (e.g., increased functioning), and highlighted how relationship-building is key to facilitating the implementation of this model. Implications. Lessons learned may be helpful for others implementing P4C in their own contexts.

scholarly journals Lessons Learned: Occupational Therapy in Nursing Homes during the First Wave of COVID-19 in Spain

Healthcare ◽  
2022 ◽  
Vol 10 (1) ◽  
pp. 117
Author(s):  
Sara Chimento-Díaz ◽  
Isabel Espino-Tato ◽  
Jose M. Garcia-Alonso ◽  
Pablo A. Cantero-Garlito
Keyword(s):  
Occupational Therapy ◽  
Low Cost ◽  
Elderly Care ◽  
Occupational Therapists ◽  
Comparison Method ◽  
Lessons Learned ◽  
Therapeutic Interventions ◽  
Structured Interviews ◽  
Care Facilities ◽  
The Impact

This research aims to explore the perception that occupational therapists working in elderly care facilities have about the measures implemented against the COVID-19 pandemic in their resources, and the impact that these measures have had on occupational therapy in these facilities. An interpretive paradigm was selected, using a qualitative approach and a phenomenological design. Sixteen occupational therapists working in elderly care facilities in two Spanish regions were included. Data were collected through semi-structured interviews. A discourse analysis of the narrative information was carried out using open, axial, and selective coding processes and the constant comparison method. Four themes were extracted from the analysis results: The initial chaos in senior centers; The blurring of occupational therapists’ roles; The emergence of technology; and organizational and therapeutic proposals for future pandemics. The pandemic had a significant impact on the care and therapeutic processes in elderly care facilities. Occupational therapists had to stop performing their functions to dedicate themselves to other support, auxiliary or communication tasks between the center and the families. Similarly, it is worth noting the emergence of low-cost technology to facilitate communication and to carry out some therapeutic interventions.

Optimizing electronic capture of patient-reported outcome measures in oncology clinical trials: lessons learned from a qualitative study

2020 ◽  
Vol 9 (17) ◽  
pp. 1195-1204
Author(s):  
Florence D Mowlem ◽  
Brad Sanderson ◽  
Jill V Platko ◽  
Bill Byrom
Keyword(s):  
Patient Reported Outcome Measures ◽  
Patient Reported Outcome ◽  
Lessons Learned ◽  
Structured Interviews ◽  
Patient Reported ◽  
Oncology Clinical Trials ◽  
Anticancer Treatment ◽  
Fit For Purpose ◽  
The Impact ◽  
Electronic Implementation

Aim: To understand the impact of anticancer treatment on oncology patients’ ability to use electronic solutions for completing patient-reported outcomes (ePRO). Materials & methods: Semi-structured interviews were conducted with seven individuals who had experienced a cancer diagnosis and treatment. Results: Participants reported that the following would impact the ability to interact with an ePRO solution: peripheral neuropathy of the hands (4/7), fatigue and/or concentration and memory issues (6/7), where they are in a treatment cycle (5/7). Approaches to improve usability included: larger, well-spaced buttons to deal with finger numbness, the ability to pause a survey and complete at a later point and presenting the recall period with every question to reduce reliance on memory. Conclusion: Symptoms associated with cancers and anticancer treatments can impact the use of technologies. The recommendations for optimizing the electronic implementation of patient-reported outcome instruments in this population provides the potential to improve data quality in oncology trials and places patient needs at the forefront to ensure ‘fit-for-purpose’ solutions.

scholarly journals Proposed Model to Assist Saudi Postgraduate Students in their English Academic Writing

2021 ◽  
Vol 12 (1) ◽  
pp. 527-542
Author(s):  
Noof Saleh Alharbi
Keyword(s):  
Academic Writing ◽  
Written Feedback ◽  
Mixed Methods Design ◽  
Structured Interviews ◽  
Postgraduate Students ◽  
Sequential Mixed Methods ◽  
Proposed Model ◽  
Underlying Causes ◽  
English Academic Writing ◽  
Qualitative Phase

This current research forms part of a broader investigation into the problems Saudi postgraduate students face in English academic writing. The study used the interpretive paradigm to investigate and interpret the perceptions of Saudi postgraduate students and their supervisors in relation to the difficulties they encountered regarding academic writing in English. Therefore, the study adopted a sequential mixed-methods design. The quantitative phase of the research employed a questionnaire whereas the qualitative phase employed semi-structured interviews and document analysis. In total, 275 students completed the prepared questionnaire whilst 15 students, both male and female, and 9 supervisors participated in the semi-structured interviews. The research also used ten samples of written feedback students had received from their supervisors. SPSS descriptive statistics were used to analyse the data quantitatively, and MAXQDA software was used to analyse the data qualitatively. The study identified that Saudi postgraduates encounter a range of difficulties in their academic writing, which were due to several underlying causes. Therefore, to address this issue and to contribute to knowledge in the field, the author of this study devised a theoretical model to assist Saudi postgraduate students overcome their difficulties with English academic writing. The main focus of the current study is to explain this model in detail.

scholarly journals Building Healthy Communities: Creating Policy to Sustain Health-Related School Change

2018 ◽  
Vol 13 (3) ◽  
pp. 176-190
Author(s):  
Erin Elizabeth Centeio ◽  
Jeanne M. Barcelona ◽  
Kristen Kaszeta ◽  
Nate McCaughtry
Keyword(s):  
Elementary Schools ◽  
School Change ◽  
School Intervention ◽  
School Level ◽  
Healthy Communities ◽  
School Based ◽  
Control And Prevention ◽  
Health Related ◽  
Evidenced Based ◽  
The Impact

Many organizations including the Centers for Disease Control and Prevention and the National Academies of Science have called on schools to address childhood obesity and provide more opportunities for children to be active and eat healthier. This study discusses the impact that one comprehensive school program, Building Healthy Communities (BHC), had on school policy across 40 Midwest elementary schools. The study aim was to assess elementary schools that participated in the BHC whole-of-school intervention and examine the policy changes that took place during the year-long intervention, as well as proposed changes made as part of a sustainability plan. Findings indicated that evidenced-based tools can spur awareness of the need for health-based school change among administration, which in turn can prompt the adoption of school-level adherence policies. The intersection between school-based health policy and community-based youth programs is explored as an important part of comprehensive youth health promotion.

Building resilience in retail supply chains: Lessons learned from COVID-19 and future pathways

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Atif Saleem Butt
Keyword(s):  
Supply Chain ◽  
Supply Chains ◽  
United Arab Emirates ◽  
Cash Flows ◽  
Lessons Learned ◽  
Third Party ◽  
Structured Interviews ◽  
Cross Sectional ◽  
Content Type ◽  
The Impact

PurposeThis study explores the countermeasures taken by retailers to mitigate the effects of COVID-19 on supply chain disruptions.Design/methodology/approachThis research uses a multiple case study approach and undertakes 36 semi-structured interviews with senior management of the four largest retailers of the United Arab Emirates. The respondents were designated at different positions such as Vice President, Director and Project Manager.FindingsResults reveal that retailers are employing six countermeasures to mitigate the effects of COVID-19 on supply chains. Particularly, retailers are securing required demand, preserving cash flows, redirecting inventory, adding capacity to their distribution centres, becoming more flexible with their direct or third-party logistics provider and finally widening delivery options for their suppliers to mitigate the impact of COVID-19.Research limitations/implicationsThis study has some limitations. First, the results of this study cannot be generalized to a broader population as it attempts to build an initial theory. Second, this study uses a cross-sectional approach to explore the countermeasures employed by retailing firms to mitigate the effects of COVID-19.Originality/valueA notable weakness in a supply chain disruption literature is an unfulfilled need for research examining the strategies employed by retailers to respond to/address the challenges posed by COVID-19. Our study fills this gap.

scholarly journals Proposed Model to Assist Saudi Postgraduate Students in their English Academic Writing

2021 ◽  
Author(s):  
Noof Saleh Alharbi
Keyword(s):  
Academic Writing ◽  
Written Feedback ◽  
Mixed Methods Design ◽  
Structured Interviews ◽  
Postgraduate Students ◽  
Sequential Mixed Methods ◽  
Proposed Model ◽  
Underlying Causes ◽  
English Academic Writing ◽  
Qualitative Phase

This current research forms part of a broader investigation into the problems Saudi postgraduate students face in English academic writing. The study used the interpretive paradigm to investigate and interpret the perceptions of Saudi postgraduate students and their supervisors in relation to the difficulties they encountered regarding academic writing in English. Therefore, the study adopted a sequential mixed-methods design. The quantitative phase of the research employed a questionnaire whereas the qualitative phase employed semi-structured interviews and document analysis. In total, 275 students completed the prepared questionnaire whilst 15 students, both male and female, and 9 supervisors participated in the semi-structured interviews. The research also used ten samples of written feedback students had received from their supervisors. SPSS descriptive statistics were used to analyse the data quantitatively, and MAXQDA software was used to analyse the data qualitatively. The study identified that Saudi postgraduates encounter a range of difficulties in their academic writing, which were due to several underlying causes. Therefore, to address this issue and to contribute to knowledge in the field, the author of this study devised a theoretical model to assist Saudi postgraduate students overcome their difficulties with English academic writing. The main focus of the current study is to explain this model in detail.

scholarly journals The impact of peer mentoring on students’ physical activity and mental health

2019 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Jonathan Glazzard ◽  
Anthea Rose ◽  
Paul Ogilvie
Keyword(s):  
Mental Health ◽  
Physical Activity ◽  
Peer Mentoring ◽  
Leadership Skills ◽  
Relationship Building ◽  
Self Awareness ◽  
Peer Mentors ◽  
Structured Interviews ◽  
Content Type ◽  
The Impact

Purpose A peer-mentoring scheme was implemented in a secondary school using a physical activity (PA) intervention to improve mental health outcomes of students who were at risk of developing mental ill health. These students are referred to as mentees. The evaluation was a qualitative design using focus groups and semi-structured interviews. The participants reported an increase in PA in both peer mentors and mentees. By the end of the project many of the mentees recognised that they had increased their levels of PA, they were more aware of the benefits of PA and the relationship between PA and their mental health. In addition, mentees reported feeling more confident and were more confident in forming social relationships. Peer mentors reported developing many leadership skills during the project. These included improved communication, confidence, empathy for others, relationship building and improved self-awareness. The paper aims to discuss these issues. Design/methodology/approach Qualitative data were primarily collected from nine case study schools. Each visit included interviews with peer mentors, mentees and the Wellbeing Champion. Findings Mentees developed improved social confidence and were generally more positive after completing the intervention. Mentors developed leadership skills and greater empathy for their peers. Originality/value There is limited research on school-based PA interventions using peer mentoring to improve students’ mental health.

An Analysis of the Research and Impact of ICT in Education in Developing Country Contexts

2011 ◽  
pp. 218-242 ◽  
Author(s):  
Nitika Tolani-Brown ◽  
Meredith McCormac ◽  
Roy Zimmermann
Keyword(s):  
Developing Countries ◽  
Learning Outcomes ◽  
Information And Communication Technologies ◽  
Communication Technologies ◽  
Lessons Learned ◽  
Structured Interviews ◽  
Evidence Based Practices ◽  
Rigorous Research ◽  
Information And Communication ◽  
The Impact

Rigorous evaluations on the impact of information and communication technologies (ICTs) on learning outcomes in developing countries is sparse and often lacks the methodological quality necessary to guide policymakers towards sound, evidence-based practices. This desk study reviews research undertaken to date on the impact of ICTs on learning outcomes in developing countries. First, a series of in-depth, structured interviews with a range of stakeholders, including policymakers and academicians, researchers, users and developers of ICTs, was conducted, followed by a global literature review of published and unpublished evaluations on the educational impacts of ICTs. This study found that while qualitative studies often highlight the benefits of ICTs for learners and other stakeholders, there is little rigorous research to support a causal linkage between student learning outcomes and ICTs in the developing world. This study concludes that decision makers in developing countries are guided not by evidence or data but by intuition and other influences when choosing to invest in technology in an effort to upgrade the quality of instruction in their schools. Finally, recommendations for future evaluations are offered while considering important lessons learned from extant research.

scholarly journals Bridging Public Health and Education: Results of a School-Based Physical Activity Program to Increase Student Fitness

2017 ◽  
Vol 132 (2_suppl) ◽  
pp. 81S-87S ◽  
Author(s):  
Shannon L. Barrett-Williams ◽  
Padra Franks ◽  
Christi Kay ◽  
Adria Meyer ◽  
Kelly Cornett ◽  
...  
Keyword(s):  
Physical Activity ◽  
Professional Development ◽  
Elementary Schools ◽  
After School ◽  
Baseline Survey ◽  
Staff Members ◽  
School Based ◽  
Public Elementary Schools ◽  
Physical Activity Programs ◽  
The Impact

Objective: Power Up for 30 (PU30) is a schoolwide intervention that encourages schools to provide an additional 30 minutes of physical activity during the school day, beyond physical education. The objective of this study was to evaluate the impact of PU30 on Georgia public elementary schools and their students. Methods: A total of 719 of 1320 public elementary schools in Georgia that were sent a baseline survey about school physical activity during October 2013 to September 2014 completed the survey, 160 of which were asked to complete a second survey. In the interim (March to June 2015), half (80) of these schools implemented the PU30 program. The interim surveys, which were completed during March to June 2015, assessed opportunities for student physical activity and staff member professional development focused on student physical activity. Results: Compared with schools that had not implemented the program, more schools using the PU30 program reported offering before- and after-school physical activity programs. Forty-four of 78 (57%) PU30 schools compared with 20 of 53 (38%) non-PU30 schools offered before-school physical activity programs. Likewise, more PU30 schools than non-PU30 schools offered after-school physical activity programs (35% vs 16%), and a greater proportion of students at PU30 schools compared with non-PU30 schools met fitness benchmarks: recess 5 days per week (91% [288 of 323] vs 80% [273 of 341]), offering ≥11 minutes per day of classroom-based physical activity (39% [53 of 136] vs 25% [47 of 189] for kindergarten through second grade; 20% [37 of 187] vs 6% [9 of 152] for grades 3 through 5), and receiving physical activity–related professional development time (42% [136 of 323] vs 14% [48 of 341]). Conclusions: The surveys provided a statewide picture of the physical activity opportunities offered to students and staff members in Georgia elementary schools and demonstrated the effective use of a comprehensive, multicomponent program to offer more school-based physical activity opportunities and to improve student fitness.

scholarly journals A Narrative Thematic Study of the Impact of International Placement Experience on Graduate Occupational Therapy Practice

2021 ◽  
Vol 2 (2) ◽  
Author(s):  
Olivia Levitt ◽  
Susan Gilbert-Hunt ◽  
Amy Baker ◽  
Kobie Boshoff
Keyword(s):  
Occupational Therapy ◽  
Cultural Sensitivity ◽  
International Student ◽  
Professional Competence ◽  
Structured Interviews ◽  
Student Placement ◽  
International Educational Exchange ◽  
Narrative Study ◽  
The Impact ◽  
Student Placements

Abstract Aim and Background: Globally, there is movement towards the internationalisation of allied health care. Many universities across the globe are offering international student placements as part of the movement to create therapists equipped to participate in a dynamic, borderless environment.  This narrative study sought to contribute to the developing body of knowledge exploring these longer-term impacts. Design and Methods: Seven occupational therapy graduates who completed an international placement as part of their studies were recruited. Narrative data were gathered via in-depth semi-structured interviews, and thematically analysed by coding and grouping similar concepts to develop themes. Results: The overarching themes were the influence of international placement on participants’ paths and practice as therapists. Sub-themes included developing relationships, representing occupational therapy, working with interpreters, cultural sensitivity and empathy, reflective practice, resourcefulness and autonomy. Conclusion: The study identifies ongoing impact of international student placement on occupational therapy practice. Participants gained a rangeof experiences during their time overseas that has influenced their practice as therapists. Future studies would provide further knowledge to inform universities and students of the benefits of undertaking international student placements. Keywords: international educational exchange, professional practice, professional competence

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