scholarly journals An evidence-based nutrition education programme for orphans and vulnerable children: protocol on the development of nutrition education intervention for orphans in Soweto, South Africa using mixed methods research

2019 ◽  
Vol 19 (1) ◽  
Author(s):  
Temitope Kayode Bello ◽  
Jace Pillay
Keyword(s):  
South Africa ◽  
Mixed Methods ◽  
Nutrition Education ◽  
Mixed Methods Research ◽  
Education Programme ◽  
Evidence Based ◽  
Education Intervention ◽  
Vulnerable Children ◽  
Orphans And Vulnerable Children

A web‐based therapeutic patient education intervention for pain and sleep for women with fibromyalgia: A sequential exploratory mixed‐methods research protocol

2020 ◽  
Vol 76 (6) ◽  
pp. 1425-1435
Author(s):  
Carolina Climent‐Sanz ◽  
Montserrat Gea‐Sánchez ◽  
María T. Moreno‐Casbas ◽  
Joan Blanco‐Blanco ◽  
Ester García‐Martínez ◽  
...  
Keyword(s):  
Mixed Methods ◽  
Patient Education ◽  
Mixed Methods Research ◽  
Education Intervention ◽  
Research Protocol ◽  
Web Based ◽  
Therapeutic Patient Education

scholarly journals Strategies for research engagement of clinicians in allied health (STRETCH): a mixed methods research protocol

BMJ Open ◽  
2017 ◽  
Vol 7 (9) ◽  
pp. e014876 ◽  
Author(s):  
Sharon Mickan ◽  
Rachel Wenke ◽  
Kelly Weir ◽  
Andrea Bialocerkowski ◽  
Christy Noble
Keyword(s):  
Mixed Methods ◽  
Mixed Methods Research ◽  
Allied Health ◽  
Research Capacity ◽  
Evidence Based ◽  
Knowledge Brokering ◽  
Programme Theory ◽  
Allied Health Professionals ◽  
Research Engagement

IntroductionAllied health professionals (AHPs) report positive attitudes to using research evidence in clinical practice, yet often lack time, confidence and skills to use, participate in and conduct research. A range of multifaceted strategies including education, mentoring and guidance have been implemented to increase AHPs’ use of and participation in research. Emerging evidence suggests that knowledge brokering activities have the potential to support research engagement, but it is not clear which knowledge brokering strategies are most effective and in what contexts they work best to support and maintain clinicians’ research engagement.Methods and analysisThis protocol describes an exploratory concurrent mixed methods study that is designed to understand how allied health research fellows use knowledge brokering strategies within tailored evidence-based interventions, to facilitate research engagement by allied health clinicians. Simultaneously, a realist approach will guide a systematic process evaluation of the research fellows’ pattern of use of knowledge brokering strategies within each case study to build a programme theory explaining which knowledge brokering strategies work best, in what contexts and why. Learning and behavioural theories will inform this critical explanation.Ethics and disseminationAn explanation of how locally tailored evidence-based interventions improve AHPs use of, participation in and leadership of research projects will be summarised and shared with all participating clinicians and within each case study. It is expected that local recommendations will be developed and shared with medical and nursing professionals in and beyond the health service, to facilitate building research capacity in a systematic and effective way.

scholarly journals Challenges faced by households in caring for orphans and vulnerable children

2004 ◽  
Author(s):  
Keyword(s):  
South Africa ◽  
Hiv Prevalence ◽  
Vulnerable Children ◽  
Socioeconomic Impacts ◽  
Orphans And Vulnerable Children ◽  
Aids Epidemic ◽  
Nelson Mandela ◽  
To Come ◽  
Study Sites ◽  
Hiv Aids

South Africa has seen a rapid increase in HIV prevalence among the general population over the past ten years, from less than 1 percent in 1990 to 20 percent in 2001. As the HIV/AIDS epidemic increases, so do the number of orphans and vulnerable children (OVC). In 2002, an estimated five million people were living with HIV/AIDS. Because of the average 10-year period between infection and death, even if HIV prevalence declined rapidly, South Africa would still experience an increasing orphan burden for many years to come. By 2010, 16 percent of all children in South Africa will be orphans with more than 70 percent due to AIDS. The Nelson Mandela Children’s Fund initiated the Goelama Project, which uses a community mobilization strategy to catalyze action by local organizations and government bodies to prevent HIV infection and mitigate the socioeconomic impacts of the disease, particularly as they affect OVC. This brief highlights key findings from a study of 29,000 members of nearly 5,000 households in eight study sites to identify ways that government and communities can strengthen the socioeconomic capacity of households to care for and support OVC.

A mixed-methods evaluation using low-income adult Georgians’ experience with a smartphone-based eLearning nutrition education programme

2018 ◽  
Vol 21 (17) ◽  
pp. 3271-3280 ◽  
Author(s):  
Sarah Stotz ◽  
Jung Sun Lee ◽  
Jori Hall
Keyword(s):  
Mixed Methods ◽  
Nutrition Education ◽  
Low Income ◽  
Single Case ◽  
Comparative Method ◽  
Eating Behaviour ◽  
Education Programme ◽  
Safety Net ◽  
Tracking Data ◽  
External Incentives

AbstractObjectiveTo understand low-income adults’ expectations and experiences using an innovative smartphone and theory-based eLearning nutrition education programme, entitled Food eTalk.DesignLongitudinal mixed-methods single case study including a series of focus group and individual interviews, demographic and Internet habits surveys, and user-tracking data. Interviews were transcribed verbatim, analysed using the constant comparative method and digitalized using Atlas.ti. Descriptive statistics were analysed for demographics and user-tracking data.SettingCommunity-based locations including libraries, public housing complexes, schools, safety-net clinics and food pantries.SubjectsLow-income Georgian adults aged ≥18 years (n64), USA.ResultsParticipants found Food eTalk easy to navigate and better designed than expected. Primary themes were twofold: (i) motivation to engage in eLearning may be a formidable barrier to Food eTalk’s success but improved programme content, format and external incentives could mitigate this barrier; and (ii) applying knowledge to change nutrition-related behaviour is challenging. To encourage engagement in eLearning nutrition education, programme format should highlight interactive games, videos, be short in length, and feature content that is relevant and important from the perspective of the priority audience. Examples of these topics include quick and easy recipes, chronic disease-specific diet information and tips to feed ‘picky’ children. Additionally, external incentives may help mitigate barriers to healthful eating behaviour and increase engagement in the programme.ConclusionsThe findings suggest eLearning nutrition education programmes are best designed to match low-income adults’ typical smartphone habits, include content considered particularly relevant by the intended audience and highlight solutions to barriers to healthful eating.

Social justice implications for educational psychologists working with orphans and vulnerable children in South Africa

2019 ◽  
Vol 41 (1) ◽  
pp. 37-52 ◽  
Author(s):  
Jace Pillay
Keyword(s):  
South Africa ◽  
Social Justice ◽  
Educational Psychology ◽  
Learning And Development ◽  
Vulnerable Children ◽  
Orphans And Vulnerable Children ◽  
Educational Psychologists ◽  
Educational Challenges ◽  
The Social

The aim of this article is to discuss the social justice implications for educational psychologists working with orphans and vulnerable children (OVC) who comprise 3.7 million of the population in South Africa. The author begins with a global conceptualisation of social justice and then discusses the nature of social justice in South Africa. This is followed by an exploration of social justice within the discipline of educational psychology and how it would apply to the contexts of OVC, especially taking their psychosocial and educational challenges into consideration. These challenges allude to the point that educational psychologists have to be active agents of social justice who advocate for better learning and development opportunities for OVC to succeed in life. Thus, the social justice implications for educational psychologists working with OVC are discussed. In concluding, the author points out the global value of this article noting that OVC and educational psychologists are prevalent across the globe.

Sign in / Sign up

Export Citation Format

Share Document