scholarly journals A Mixed-method Analysis of Community-Engaged Theatre Illuminates Black Women’s Experiences of Racism and Addresses Healthcare Inequities by Targeting Provider Bias

2020 ◽  
Vol 57 ◽  
pp. 004695802097625
Author(s):  
Sally Wasmuth ◽  
Kevin Pritchard ◽  
Cierra Milton ◽  
Emily Smith
Keyword(s):  
Black Women ◽  
Thematic Analysis ◽  
Healthcare Providers ◽  
Analysis Data ◽  
Narrative Interviews ◽  
Convenience Sample ◽  
Post Test ◽  
Strongly Agree ◽  
Provider Bias ◽  
The Impact

Theatre has been a powerful means of eliciting social change. This paper describes methods and outcomes of a theatre project to reduce healthcare inequities experienced by Black women. We conducted narrative interviews with a convenience sample of Black women and conducted thematic analysis of interview transcripts to learn about their experiences of healthcare and to inform development of a professional theatrical production. To assess the impact of the performance on the audience, we used a single post-test concurrent mixed-methods design using a self-created Likert-type survey that included space for open-ended responses. Ten Black women completed narrative interviews. Thematic analysis revealed 5 main themes: being ignored, being accused, being talked-down to, fearing harm, and being hurt. Narratives were used to create a script that centered on these themes, and that was professionally produced and performed. Audience members (n = 113, 25% healthcare providers) produced a mean total post-test score of 19.28 (agree/strongly agree) on a 25-point survey with 2 items scoring in the 2 to 3 range (disagree/not sure). Thematic analysis data revealed the extent to which Black women experienced discrimination in multiple settings. Quantitative survey data suggested audience members conceptually understood and were aware of inequity, but open-ended responses revealed this information was new for some, and prior knowledge for others. The audience reported planning to change personal behaviors that may contribute to inequity. Participants were unsure if they had contributed to inequity in the past. The performance stimulated conversation about implicit bias and discrimination and encouraged audience members to examine their contributions to the problem. Future pre-post studies are needed to better assess the impact of the performance. Theatre has the potential to illuminate the extent and nature of discrimination in healthcare and society, and to foster conversations that allow audience members to consider their own potential contributions to discrimination.

scholarly journals Ethnocentrism, Theoretical Awareness, and Intellectual Resistance in University Students’ Reading Behaviour

2021 ◽  
Vol 9 (4) ◽  
pp. 228
Author(s):  
Brahim Hiba
Keyword(s):  
Critical Pedagogy ◽  
Basic Function ◽  
General Idea ◽  
Critical Reading ◽  
Reading Habits ◽  
Convenience Sample ◽  
Significant Difference ◽  
Before And After ◽  
Post Test ◽  
The Impact

This paper discusses the insightful and illuminating findings of teaching critical reading within the theoretical framework of critical pedagogy. More specifically, this paper examines the impact of a critical-reading course on students’ reading skills and beliefs about discourse production and interpretation. The course was conducted according to the principles of transformative participatory action research and, thus, a corpus of 50 essays, written by a convenience sample of 25 post-graduate students in the pre-test and post-test phases, was analyzed to examine the effect of the course on students’ reading-habits and their representations of different discourses. Pretest findings showed that most students used to think that discourses are innocent and ideology-free and that reading a text consists in understanding its general idea, extracting its writer’s viewpoint, making sense of its vocabulary, and paraphrasing it. As far as text’s function is concerned, most students used to believe that a text’s basic function is delivering information. In addition, most of them were unaware of the fact that a text has ideological and socio-political functions. Post-test findings revealed that students’ discourse awareness and reading habits have become more critical and developed at two levels: the worldview level and the meta-language level. The t-test statistics suggest that there is a significant difference of p˂.001 between students’ reading scores before and after the intervention. Therefore, the null hypothesis which says that there is no significant difference between studying critical reading from a critical pedagogy perspective and studying it from a functional or conventional perspective is false.

scholarly journals Making Sense of an Unknown Terrain

2016 ◽  
Vol 27 (2) ◽  
pp. 215-225 ◽  
Author(s):  
Nicholas D. Hughes ◽  
Louise Locock ◽  
Sue Simkin ◽  
Anne Stewart ◽  
Anne E. Ferrey ◽  
...  
Keyword(s):  
Young People ◽  
Thematic Analysis ◽  
Sense Of Self ◽  
Family Members ◽  
Sense Making ◽  
Narrative Interviews ◽  
Considerable Effort ◽  
Making Sense ◽  
Self Harm ◽  
The Impact

Self-harm is common in young people, and can have profound effects on parents and other family members. We conducted narrative interviews with 41 parents and other family members of 38 young people, aged up to 25, who had self-harmed. Most of the participants were parents but included one sibling and one spouse. This article reports experiences of the parent participants. A cross-case thematic analysis showed that most participants were bewildered by self-harm. The disruption to their worldview brought about by self-harm prompted many to undergo a process of “sense-making”—by ruminative introspection, looking for information, and building a new way of seeing—to understand and come to terms with self-harm. Most participants appeared to have been successful in making sense of self-harm, though not without considerable effort and emotional struggle. Our findings provide grounds for a deeper socio-cultural understanding of the impact of self-harm on parents.

scholarly journals A80 IMPACT OF THE COVID-19 PANDEMIC IN IBD PATIENT CARE

2021 ◽  
Vol 4 (Supplement_1) ◽  
pp. 48-49
Author(s):  
M Dahiya ◽  
L Olayinka ◽  
G G Kaplan ◽  
L Reeb ◽  
C Ma ◽  
...  
Keyword(s):  
Healthcare Delivery ◽  
Healthcare Providers ◽  
Healthcare Services ◽  
Survey Study ◽  
University Of Alberta ◽  
Virtual Care ◽  
Specific Care ◽  
Strongly Agree ◽  
The Impact ◽  
Virtual Clinic

Abstract Background The COVID-19 pandemic is affecting patients and healthcare providers worldwide. During the first wave of the pandemic, healthcare delivery shifted from in-person to virtual clinics. Non-urgent and some emergent procedures, including endoscopies, surgeries, and imaging, were delayed to limit the spread and divert resources to COVID-19. Aims To assess the impact of the COVID-19 pandemic in care to IBD patients Methods A survey study was conducted to assess the impact of the COVID-19 pandemic on IBD care. All patients had a virtual clinic appointment between March to July 2020 at either: University of Alberta Hospital or the University of Calgary Clinic. A section of the survey assessed patient experience of virtual clinics and delays in access to IBD care during the COVID-19 pandemic. Results A total of 1581 patients were contacted to complete the survey. 628 patients agreed to participate in the survey, however not all patients completed each component. The mean age of patients who participated in the survey was 48 years (SD = 15.19). 408 patients responded to satisfaction/future use questions: 84.3% (344) patients agree/strongly agree they were comfortable communicating to the physician using the remote system, 77.5% (316) of patients agree/strongly agree that virtual clinic is an acceptable way to receive healthcare services, 84.8% (346) of patients agree/strongly agree they would use virtual care services again, and 82.6% (337) agree/strongly agree they were satisfied with the telehealth system. Additional challenges were reported by 228 patients. Fear and stress (infection risk/mental health concerns/unemployment) was reported by 57.4% (131) patients. Access to healthcare services, PPE, and community resources was a challenge experienced by 26.3% (60) patients. Additionally, 16.2% (37) patients experienced uncertainty around IBD-specific care, including procedures, treatments, labs, and medications. Overall, 17.3% of patients reported some type of delay in care by July 2020. Table 1 shows the proportion of patients with a delay by type of care and the median delay: 5.7% of patients with IBD had surgery delayed by a median of 10 weeks (8–16 weeks). Conclusions While some delays in healthcare delivery occurred during the first wave of the pandemic, overall 82.7% of patients with IBD maintained their care without disruption. Sustaining healthcare delivery to the IBD community required adaptation to virtual care; however, patient satisfaction was overwhelming positive among patients with IBD. Funding Agencies None

scholarly journals PENGALAMAN PROSES PEMBELAJARAN JARAK JAUH DI PERGURUAN KEAGAMAAN ISLAM NEGERI: DAMPAK PANDEMI COVID-19

2021 ◽  
Vol 5 (2) ◽  
pp. 363
Author(s):  
Slamet Slamet
Keyword(s):  
Distance Education ◽  
Data Analysis ◽  
Learning Process ◽  
Analysis Data ◽  
Learning System ◽  
Measurement Scale ◽  
Education Model ◽  
The Difference ◽  
Strongly Agree ◽  
The Impact

The Covid-19 pandemic has wholly changed all aspects of life, including the learning system in higher education. So that the learning process must be carried out with a total distance education model, in its implementation, it is not accompanied by good planning. The main purpose of this study is to describe and examine the differences in the experiences of lecturers and students in carrying out the learning process with the distance education model as the impact of the Covid-19 Pandemic. This research was conducted using a descriptive quantitative approach and a different test. The research instrument is a questionnaire designed based on distance education theory. The measurement scale uses a Likert scale (1=strongly disagree to 5=strongly agree). Data were collected through surveys to lecturers and students. Due to the Covid-19 pandemic, the questionnaire was designed in a Google Form and distributed through the WhatsApp Group of colleagues at several Islamic Universities in Indonesia. The number of respondents collected was N=527 (n=123 lecturers and n=404 students). Before data analysis, data were edited, and the result was that all data were declared valid. Data analysis used the Categorization Index and a different test with the Independent-Samples Kolmogorov-Smirnov Test approach. The results of the descriptive research show that the learning process using the distance education model, from the experience of the lecturers, is stated to be less effective and even tends to be ineffective. Student experience also shows the same thing, which is less effective, and the small number of many students say it is effective. The difference in experience in the learning process with the distance education model between lecturers and students is different. This difference is caused by the habit between lecturers and students using information technology devices as a medium in distance education that is not the same.

scholarly journals Exploring Nurse and Patient Experiences of Developing Rapport During Oncology Ambulatory Care Videoconferencing Visits: Protocol for Qualitative Study (Preprint)

2021 ◽  
Author(s):  
Paula Koppel ◽  
Jennie C De Gagne
Keyword(s):  
Qualitative Methodology ◽  
Research Team ◽  
Clinical Care ◽  
Healthcare Providers ◽  
Final Analysis ◽  
Analysis Data ◽  
Personal Connection ◽  
Patients With Cancer ◽  
Patient Relationships ◽  
The Impact

BACKGROUND Telehealth videoconferencing has largely been embraced by healthcare providers and patients during the COVID-19 pandemic; however, little is known about specific techniques for building rapport and provider-patient relationships in this care environment. Although research suggests videoconferencing is feasible and can be effective for some types of care, concerns about the impact of technology on provider-patient relationships are evident across health disciplines. Suggestions for adapting some in-person rapport techniques, such as the use of small talk, eye contact, body language, and touch to facilitate trust, personal connection, and communication during videoconferencing encounters, have been discussed in the popular press and clinical commentaries. Notably, the evidence is lacking regarding the effects of these strategies on rapport and clinical care outcomes. Understanding how to establish rapport in videoconferencing visits is especially important in oncology nursing, where rapport with patients enables nurses to become a source of emotional support, helping patients adapt and navigate the cancer journey. OBJECTIVE This study will investigate the nature of nurse-patient rapport in ambulatory cancer care videoconferencing visits. Objectives include exploring (1) how patients with cancer and nurses describe experiences of rapport and strategies for cultivating rapport in videoconferencing visits and (2) similarities and differences identified by patients with cancer and nurses between rapport in videoconferencing and in-person visits. METHODS Semi-structured narrative interviews of patients with cancer and nurses will be conducted to understand the experience of rapport-building in videoconferencing visits. Nurses and patients will be interviewed separately to facilitate understanding the perspectives of both types of participants. Interviews will be conducted on a secure videoconferencing platform. This qualitative descriptive study will describe participant experiences in a manner that, while not without interpretation, is as close to the data as possible. The research team will meet regularly to discuss, define, and document codes, categories, and themes, keeping a detailed audit trail of analytical decisions. In addition, member checking will enhance the study’s rigor. Nurse and patient interviews will be analyzed separately using identical procedures and may be explored side-by-side in the final analysis to provide comparative analysis. Data management and analysis will be performed using NVivo 12. RESULTS Data collection will begin during April 2021 with results from data analysis anticipated by July 2021. A research team trained in qualitative methodology will use conventional content analysis to analyze the data using first- and second-level codes derived directly from the transcribed text data. CONCLUSIONS This study aims to determine what behaviors, communication techniques, and relational practices need to be adapted, setting the foundation for future development of interventions and evidence-based practice guidelines for relationship building during videoconferencing telehealth visits.

scholarly journals The comparative effect of group dynamic assessment (GDA) and computerized dynamic assessment (C-DA) on Iranian upper-intermediate EFL learners’ speaking complexity, accuracy, and fluency (CAF)

2021 ◽  
Vol 11 (1) ◽  
Author(s):  
Behnoosh Heshmat Ghahderijani ◽  
Ehsan Namaziandost ◽  
Mona Tavakoli ◽  
Tribhuwan Kumar ◽  
Rustem Magizov
Keyword(s):  
Dynamic Assessment ◽  
Study Data ◽  
Control Group ◽  
Interactive Approach ◽  
Convenience Sample ◽  
Efl Learners ◽  
Static Assessment ◽  
Post Test ◽  
Conventional Models ◽  
The Impact

AbstractThis study attempted to check the impact of two dynamic assessment (DA) models on speaking CAF. DA, as opposed to static assessment, is conceived as an interactive approach to assessment that integrates teaching and testing into a unified instructional engagement. To achieve the goals of this research, a convenience sample of 90 upper-intermediate male EFL learners that were randomly assigned into GDA, a C-DA, and a non-DA control group participated in the study. Before carrying out the treatment, a speaking pretest was administered to all three groups and their CAF scores were collected. Following that, the treatment using the aforementioned DA and non-DA conventional models was completed in 16 sessions. To check the impact of the treatment, a speaking post-test was given to the groups at the end of the study. Data analysis using ANOVA showed that C-DA and G-DA could significantly increase speaking CAF than the conventional non-DA instruction with C-DA being significantly better than G-DA. The results of this research propose that implementing DA, especially C-DA by the teachers, can enhance the speaking CAF of the L2 learners.

Realistic simulation is associated with healthcare professionals’ increased self-perception of confidence in providing acute stroke care: a before-after controlled study

2021 ◽  
Vol 79 (1) ◽  
pp. 2-7
Author(s):  
Suzete Nascimento FARIAS DA GUARDA ◽  
João Pedro Souza SANTOS ◽  
Mariana Sampaio Motta REIS ◽  
Rogério da Hora PASSOS ◽  
Luis Claúdio CORREIA ◽  
...  
Keyword(s):  
Acute Stroke ◽  
Healthcare Professionals ◽  
Stroke Care ◽  
Controlled Study ◽  
Self Perception ◽  
Acute Stroke Care ◽  
Convenience Sample ◽  
Realistic Simulation ◽  
Post Test ◽  
The Impact

ABSTRACT Background: Simulations are becoming widely used in medical education, but there is little evidence of their effectiveness on neurocritical care. Because acute stroke is a neurological emergency demanding prompt attention, it is a promising candidate for simulation training. Objective: To assess the impact of a stroke realistic simulation course on clinicians’ self-perception of confidence in the management of acute stroke. Methods: We conducted a controlled, before-after study. For our intervention, 17 healthcare professionals participated in a stroke realistic simulation course. As controls, participants were chosen from a convenience sample of attendees to the courses Emergency Neurologic Life Support (ENLS) (18 participants) and Neurosonology (20 participants). All participants responded pre- and post-test questionnaires evaluating their self-perception of confidence in acute stroke care, ranging from 10 to 50 points. We evaluated the variation between pre- and post-test results to assess the change on trainees’ self-perception of confidence in the management of acute stroke. Multivariate analysis was performed to control for potential confounders. Results: Forty-six (83.63%) subjects completed both questionnaires. The post-test scores were higher than those from the pretests in the stroke realistic simulation course group [pretest median (interquartile range - IQR): 41.5 (36.7-46.5) and post-test median (IQR): 47 (44.7-48); p=0.033], but not in the neurosonology [pretest median (IQR): 46 (44-47) and post-test median (IQR): 46 (44-47); p=0.739] or the ENLS [pretest median (IQR): 46.5 (39-48.2), post-test median (IQR): 47 (40.2-49); p=0.317] groups. Results were maintained after adjustment for covariates. Conclusions: This stroke realistic simulation course was associated with an improvement on trainees’ self-perception of confidence in providing acute stroke care.

scholarly journals Evaluation of a delirium awareness podcast for undergraduate nursing students in Northern Ireland: a pre−/post-test study

BMC Nursing ◽  
2021 ◽  
Vol 20 (1) ◽  
Author(s):  
Gary Mitchell ◽  
Jessica Scott ◽  
Gillian Carter ◽  
Christine Brown Wilson
Keyword(s):  
Nursing Students ◽  
Northern Ireland ◽  
Nursing Student ◽  
Premature Death ◽  
Convenience Sample ◽  
Undergraduate Nursing Students ◽  
Undergraduate Nursing ◽  
Item Questionnaire ◽  
Post Test ◽  
The Impact

Abstract Background Delirium is a common disorder affecting several people in primary, secondary, and tertiary settings. The condition is frequently under-diagnosed leading to long-lasting physical and cognitive impairment or premature death. Despite this, there has been limited research on the impact of innovative approaches to delirium education amongst undergraduate nursing students. The aim of this study was to evaluate the effect of a delirium awareness podcast on undergraduate nursing student knowledge and confidence related to the condition in Northern Ireland. Methods The intervention was a 60-min delirium awareness podcast, available throughout May 2020, to a convenience sample of year one undergraduate nursing students (n = 320) completing a BSc Honours Nursing degree programme in a Northern Ireland University. The podcast focused on how nursing students could effectively recognise, manage, and prevent delirium. Participants had a period of 4 weeks to listen to the podcast and complete the pre and post questionnaires. The questionnaires were comprised of a 35-item true-false Delirium Knowledge Questionnaire (DKQ), a 3-item questionnaire about professional confidence and a 7-item questionnaire evaluating the use of podcasting as an approach to promote knowledge and confidence about delirium. Data were analysed using paired t-tests and descriptive statistics. Results Students improved across all three core areas in the post-test questionnaire, demonstrating improvements in knowledge about symptoms of delirium (7.78% increase), causes and risk factors of delirium (13.34% increase) and management of delirium (12.81% increase). In relation to perceived confidence, students reported a 46.50% increase in confidence related to recognition of delirium, a 48.32% increase in relation to delirium management and a 50.71% increase their ability to communicate about delirium. Both questionnaires were statistically significant (P < 0.001). The final questionnaire illustrated that nursing students positively evaluated the use of podcast for promoting their knowledge and confidence about delirium and 96.32% of nursing students believed that the podcast met their learning needs about delirium. Conclusions A 60-min podcast on delirium improved first year student nurse knowledge about delirium. Nursing students also expressed that this approach to delirium education was effective in their learning about the condition.

scholarly journals Considering the team in team formulation: a systematic review

2019 ◽  
Vol 24 (1) ◽  
pp. 11-29 ◽  
Author(s):  
Valentina Short ◽  
Judith A. Covey ◽  
Lisa A. Webster ◽  
Ruth Wadman ◽  
Joe Reilly ◽  
...  
Keyword(s):  
Thematic Analysis ◽  
Psychological Theory ◽  
Analysis Data ◽  
Future Research ◽  
Search Term ◽  
Qualitative Synthesis ◽  
Content Type ◽  
Synthesis Design ◽  
Team Working ◽  
The Impact

Purpose Team formulation, used to understand patient problems and plan care, is a growing practice in adult mental health and learning disability services. The purpose of this paper is to explore definitions applied to team formulation (as distinct to therapy formulation), its underpinning theories, and the inter-relationship between the team and the process of formulation. Design/methodology/approach A database search (main search term of team formulation) of peer-reviewed studies was conducted using PRISMA guidelines. A main and second reviewer conducted quality appraisals and thematic analysis. Data were analysed by convergent qualitative synthesis design using thematic analysis to transform evidence from quantitative and qualitative studies into qualitative findings. Findings Initial searching produced 4,532 papers, 10 of which were eligible for inclusion. Team formulation has no distinct definition. Theories underpinning the practice of therapy formulation emanating from general psychological theory underpin team formulation. Seven studies applied psychological theories to the examination of team formulation. No studies examined the impact of the team on the formulation. Six themes were generated regarding the impact of team formulation on the team; “increased knowledge and understanding”, “altered perceptions, leading to altered relationships, feelings and behaviours”, “space to reflect”, “useful when stuck or challenged”, “perceived increase in effectiveness” and “improved team working”. Research limitations/implications Limited evidence and variable quality compromised the availability of review evidence. Originality/value This is the first review to examine team formulation through the context of the team. The authors argue that a conceptual framework to encompass team inputs, processes and outputs in team formulation practice should guide future research.

scholarly journals The Impact of Training in Transgender Care on Healthcare Providers Competence and Confidence: A Cross-Sectional Survey

Healthcare ◽  
2021 ◽  
Vol 9 (8) ◽  
pp. 967
Author(s):  
Aisa Burgwal ◽  
Natia Gvianishvili ◽  
Vierge Hård ◽  
Julia Kata ◽  
Isidro García Nieto ◽  
...  
Keyword(s):  
Online Survey ◽  
Minority Group ◽  
Healthcare Providers ◽  
Strong Support ◽  
Training Experience ◽  
Cross Sectional Survey ◽  
Convenience Sample ◽  
Transgender People ◽  
Confidence Levels ◽  
The Impact

All studies to date demonstrate a lack of access to care for transgender people. A few educational efforts in providing care to transgender people have been successful. However, one challenge in administering training is that there is almost no research on the need of healthcare providers (HCP) to acquire knowledge, as well as on the effect of training on their level of competence and confidence in working with transgender people. Results from an online survey of a convenience sample of HCP across four different European countries (N = 810) showed that 52.7% reported experiences with some form of training on transgender people. The mean confidence level for all HCP (with or without training) in working with transgender people was 2.63, with a significant effect of training on confidence. 92.4% of HCP believed that training would raise their competence, and this belief was significantly higher among HCP with training experience, HCP working in Serbia and Sweden and/or among those HCP who belong to a sexual minority group. General practitioners had the lowest confidence levels of all professions involved. The study provided strong support for the use of training in improving healthcare conditions for transgender people, not only to raise awareness among HCP, but also to increase knowledge, competence and confidence levels of HCP in working with transgender people.

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