The Process of Self-Management: A Qualitative Case Study Reporting on Cancer Survivors’ and Program Staff’s Experiences Within One Self-Management Support Intervention

2020 ◽  
Vol 47 (4) ◽  
pp. 592-601 ◽  
Author(s):  
Jennifer Brunet ◽  
Amanda Wurz ◽  
Deeksha Srivastava

Background. Cancer survivors must manage a range of adverse symptoms and side effects postdiagnosis. These effects often co-occur with preexisting comorbid conditions. Recognizing the complex chronicity of the disease, self-management support interventions have been developed to promote cancer survivors’ knowledge, skills, and confidence to self-manage their health. Though shown to be beneficial, the processes underlying self-management have yet to be explicated. Aim. To explore how a community-based self-management support intervention fosters cancer survivors’ knowledge, confidence, and skills to self-manage their health. Method. A qualitative case study adopting multiple viewpoints was utilized. Seventeen cancer survivors who participated in a self-management support intervention (referred to as a cancer coaching program) were interviewed and six program staff took part in a focus group. Transcripts from the interviews and focus group were analyzed using a hybrid inductive–deductive approach guided by principles of qualitative description. Results. Cancer survivors and program staff offered complementary perspectives that enhanced our understanding of how the self-management support intervention fosters cancer survivors’ knowledge, confidence, and skills to self-manage their health. Four themes captured strategies necessary to promote self-management: (1) looking beyond the disease: the importance of holistic person-centered care, (2) cocreating plans: the key to effective and meaningful self-management support, (3) fostering activation via tailored, targeted, and expert-sourced information and resources, and (4) having dependable and impartial emotional support. Within each theme, pertinent self-management support strategies were described by cancer survivors and program staff. Discussion and Conclusion. Findings offer an understanding of how one community-based self-management support intervention promotes self-management and highlight valuable self-management support strategies that could be incorporated into existing and future interventions.

Author(s):  
Tish Scott

This qualitative case study focuses on community members’ observations and perceptions of student multimedia technology projects produced in a grade 6/7 class, particularly in relation to what they affirm is important for their children’s education. The projects are community-based and rooted in the First Nations culture of a remote village in northern British Columbia (Canada).


2019 ◽  
Vol 8 (4) ◽  
pp. 325-344
Author(s):  
Trista Hollweck

PurposeThe purpose of this paper is to report on a qualitative case study that examined the potential benefits, challenges and implications of the mentor–coach (MC) role as a supportive structure for experienced teachers’ well-being and sense of flourishing in schools.Design/methodology/approachThe qualitative case study used data collected from surveys, interviews, focus groups and documentation. Data were coded and abductively analyzed using the “framework approach” with and against Seligman’s well-being PERMA framework. In order to include an alternative stakeholder perspective, data from a focus group with the district’s teacher union executive are also included.FindingsUsing the constituting elements of Seligman’s well-being (PERMA) framework, experienced teachers reported positive emotion, engagement, positive relationships, meaning and accomplishment from their MC experience. However, the MC role is not a panacea for educator well-being. Rather, the quality and effectiveness of the mentoring and coaching relationship is a determining factor and, if left unattended, negative experiences could contribute to their stress and increased workload.Research limitations/implicationsThe data used in this study were based on a limited number of survey respondents (25/42) and the self-selection of the interview (n=7) and focus group participants (n=6). The research findings may lack generalizability and be positively skewed.Originality/valueThis study contributes to the current lack of empirical research on the MC experience and considers some of the wider contextual factors that impact effective mentoring and coaching programs for educators.


2018 ◽  
Vol 11 (3) ◽  
pp. 151-159 ◽  
Author(s):  
Judith G. Huis in het Veld ◽  
Renate Verkaik ◽  
Berno van Meijel ◽  
Paul-Jeroen Verkade ◽  
Wendy Werkman ◽  
...  

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