scholarly journals Implementation of a behavioral medicine approach in physiotherapy: a process evaluation of facilitation methods

2019 ◽  
Vol 14 (1) ◽  
Author(s):  
Johanna Fritz ◽  
Lars Wallin ◽  
Anne Söderlund ◽  
Lena Almqvist ◽  
Maria Sandborgh
Keyword(s):  
Behavior Change ◽  
Behavioral Medicine ◽  
Goal Setting ◽  
Behavioral Change ◽  
Time Management ◽  
Educational Materials ◽  
Clinical Behavior ◽  
Quasi Experimental ◽  
The Impact ◽  
Outreach Visits

Abstract Background In a quasi-experimental study, facilitation was used to support implementation of the behavioral medicine approach in physiotherapy. The facilitation consisted of an individually tailored multifaceted intervention including outreach visits, peer coaching, educational materials, individual goal-setting, video feedback, self-monitoring in a diary, manager support, and information leaflets to patients. A behavioral medicine approach implies a focus on health related behavior change. Clinical behavioral change was initiated but not maintained among the participating physiotherapists. To explain these findings, a deeper understanding of the implementation process is necessary. The aim was therefore to explore the impact mechanisms in the implementation of a behavioral medicine approach in physiotherapy by examining dose, reach, and participant experiences. Methods An explorative mixed-methods design was used as a part of a quasi-experimental trial. Twenty four physiotherapists working in primary health care were included in the quasi-experimental trial, and all physiotherapists in the experimental group (n = 15) were included in the current study. A facilitation intervention based mainly on social cognitive theory was tested during a 6-month period. Data were collected during and after the implementation period by self-reports of time allocation regarding participation in different implementation methods, documentation of individual goals, ranking of the most important implementation methods, and semi-structured interviews. Descriptive statistical methods and inductive content analysis were used. Results The physiotherapists participated most frequently in the following implementation methods: outreach visits, peer coaching, educational materials, and individual goal-setting. They also considered these methods to be the most important for implementation, contributing to support for learning, practice, memory, emotions, self-management, and time management. However, time management support from the manager was lacking. Conclusions The findings indicate that different mechanisms govern the initiation and maintenance of clinical behavior change. The impact mechanisms for initiation of clinical behavior change refers to the use of externally initiated multiple methods, such as feedback on practice, time management, and extrinsic motivation. The lack of self-regulation capability, intrinsic motivation, and continued support after the implementation intervention period were interpreted as possible mechanisms for the failure of maintaining the behavioral change over time.

scholarly journals Evaluating the Impact of Goal Setting on Improving Diet Quality in Chronic Kidney Disease

2021 ◽  
Vol 8 ◽  
Author(s):  
Chi H. Chan ◽  
Marguerite Conley ◽  
Marina M. Reeves ◽  
Katrina L. Campbell ◽  
Jaimon T. Kelly
Keyword(s):  
Chronic Kidney Disease ◽  
Kidney Disease ◽  
Behavior Change ◽  
Goal Setting ◽  
Diet Quality ◽  
Healthy Eating Index ◽  
Text Messages ◽  
Fiber Intake ◽  
Patient Centered ◽  
The Impact

Background: Improving diet quality in chronic kidney disease (CKD) is challenging due to a myriad of competing recommendations. Patient-centered goal setting can facilitate dietary behavior change; however, its role in improving diet quality in CKD has not been investigated.Aim: The aim of the study is to evaluate the effects of goal setting on improving diet quality in stages 3–4 CKD.Methods: Forty-one participants completed a 6-month dietitian-led telehealth (combined coaching calls and text messages) intervention as part of a larger RCT. Participants set one to two diet-related SMART goals and received weekly goal tracking text messages. Dietary intake was assessed using the Australian Eating Survey at baseline, 3, and 6 months, with diet quality determined using the Alternate Healthy Eating Index (AHEI).Results: Significant improvements in AHEI (+6.9 points; 95% CI 1.2–12.7), vegetable (+1.1 serves; 95% CI 0.0–2.3) and fiber intake (+4.2 g; 95% CI 0.2–8.2) were observed at 3 months in participants setting a fruit and/or vegetable goal, compared with those who did not. However, no significant or meaningful changes were observed at 6 months. No other goal setting strategy appeared in effect on diet intake behavior or clinical outcomes in this group of CKD participants.Conclusions: Patient-centered goal setting, particularly in relation to fruit and vegetable intake, as part of a telehealth coaching program, significantly improved diet quality (AHEI), vegetable and fiber intake over 3 months. More support may be required to achieve longer-term behavior change in stages 3–4 CKD patients.

Nursing Students’ Attitudes and Use of Holistic Therapies for Stress Relief

2018 ◽  
Vol 37 (1) ◽  
pp. 6-17 ◽  
Author(s):  
Elizabeth V. Kinchen ◽  
Victoria Loerzel
Keyword(s):  
Nursing Students ◽  
Time Management ◽  
Student Nurses ◽  
Health Study ◽  
Personal Health ◽  
Convenience Sample ◽  
Quasi Experimental ◽  
Students Attitudes ◽  
The Impact ◽  
Holistic Therapies

Purpose: The purpose of this study was to explore student nurses’ openness to using or recommending holistic therapies, the strategies they use to manage stress from school or work, and their perceptions of the impact of holistic therapies on personal health. Study Design: Qualitative component of a quasi-experimental, mixed-methods study. Methods: A convenience sample of undergraduate nursing students in a southeastern U.S. university completed baseline surveys, including demographics and three open-ended questions regarding attitudes toward holistic therapies and strategies used for stress management. Qualitative thematic analysis was undertaken to identify recurring themes in textual data. Findings: Students are open to using or recommending holistic therapies but identify lack of knowledge and lack of time as barriers to their practice. Among strategies used by student nurses to manage stress from school or work were physical activity, prayer and meditation, time management, distraction, socialization, artistic pursuits, animal interactions, and other activities. Themes describing holistic therapies’ impact on personal health were wholeness, self-empowerment, relaxation/restoration, and alternative/complement to traditional medicine. Conclusions: Findings indicate receptiveness by student nurses to the use of holistic therapies but point to the need for the inclusion of informational as well as experiential education on holistic therapies within nursing curricula.

scholarly journals Flourishing EFL Learner’s Goal Setting and Self-regulation by Positive Psychology Intervention

2018 ◽  
Vol 6 (1) ◽  
pp. 81 ◽  
Author(s):  
Noori, Samieh ◽  
Ashrafganjoe, Mohsen
Keyword(s):  
Positive Psychology ◽  
Goal Setting ◽  
Self Regulation ◽  
Cluster Sampling ◽  
Proficiency Level ◽  
Before And After ◽  
Post Test ◽  
Quasi Experimental ◽  
Efl Students ◽  
The Impact

This quasi-experimental study aimed at addressing the impact of Positive Psychology (PP) on Goal Setting (GS) and Self-regulating (SR) of EFL learners in an English institute located in Kerman. In so doing, the study utilized an experimental design with 20 participants, in two groups totaling 9 male and 11 female, students, and aged 19 to 34. In accordance with Dornyei (2007) cluster sampling, all intermediate EFL students (20 intermediate EFL students) in the institute, were selected to participate. The pretest showed that all the participants were homogenous with regard to their proficiency level as well as their goal setting and self-regulation. Data was collected over two months using the goal setting and self-regulation questionnaires developed by Erickson et al. (2015) before and after one term. The results of the post-test revealed that PP had a positive and significant impact on these learners’ goal setting and self-regulating. The findings from this research suggest positive psychology offers an effective path towards understanding, managing and successfully self-regulating and setting goals for ESL students.

Lessons Learned and Implications of Function Focused Care based Programs of Various Nursing Care Settings: A Thematic Synthesis

2021 ◽  
Vol 6 (2) ◽  
Author(s):  
Vluggen S ◽  
◽  
Heinen M ◽  
Metzelthin S ◽  
Huisman-de Waal G ◽  
...  
Keyword(s):  
Behavior Change ◽  
Focus Groups ◽  
Goal Setting ◽  
Lessons Learned ◽  
Thematic Synthesis ◽  
Clinical Nursing ◽  
Setting Process ◽  
Facilitators And Barriers ◽  
The Impact ◽  
Educational Component

Background and Objective: Function-Focused Care (FFC) aims to optimize daily functioning of older people by changing clinical nursing practice of care professionals. Recently, three multicomponent FFC-programs were implemented in the Dutch home, nursing home, and hospital care setting. Process evaluations were conducted including eight focus groups with 45 care professionals and one focus group with 8 involved researchers. The objective was to synthesize findings and provide lessons learned and implications to optimize future programs. Methods: A thematic synthesis was conducted of nine focus groups using the COREQ checklist. Deductive coding analysis was applied using Nvivo Software. Results: Six themes emerged from the focus groups: four related to those components to be preserved in future programs (policy and environment, education, goal setting, and coaching), and two related to the impact of FFCprograms, and its facilitators and barriers in practice. FFC-related policy and a facilitating environment were considered prerequisites to successfully implement FFC. Education sessions could be improved by being more interactive, containing sufficient behavior change components, and tailoring its content to participants’ needs. Goal setting was poorly delivered and should receive more attention in practice. Coaching was considered pivotal to consolidate FFC in practice. Conclusions and relevance to clinical practice: We suggest to develop an advanced FFC-program for various care settings, which allows for tailoring to setting-specific elements and requirements of participants. Lessons learned include addressing all FFC-components jointly, including a comprehensive interactive educational component that primarily focusses on behavior change in care professionals. Managers should support FFC in practice by ensuring sufficient time and staff resources.

scholarly journals Promoting Goal Setting: An Experimental Study of Positive Psychology in an EFL Context

2018 ◽  
Vol 5 (2) ◽  
pp. 144
Author(s):  
Samieh Noori ◽  
Mehry Haddad Narafshan
Keyword(s):  
Experimental Study ◽  
Positive Psychology ◽  
Goal Setting ◽  
Control Group ◽  
Proficiency Level ◽  
Strength Based ◽  
Before And After ◽  
Post Test ◽  
Quasi Experimental ◽  
The Impact

<em>The present quasi-experimental study addresses the impact of a Character Strength Based Positive Psychology Intervention (CSBPPI) on Goal Setting (GS) of TEFL university students in Iran. In so doing, the study utilized an experimental design with 18 participants in the control group and 18 participants in the experimental group which totalled 7 male and 29 female students. The pretest showed that the participants of the two groups were homogenous with regard to their proficiency level as well as their goal setting. Data was collected over five months using Erickson et al. (2015) goal setting questionnaire before and after an MA course. The results of the post-test revealed that PP has a positive and significant impact on learners’ goal setting. The findings from this research suggest positive paths from positive psychology to understanding, managing and successfully setting the goals. </em>

The Roadmap: Examining the Impact of a Systematic Goal-Setting Program for Collegiate Women’s Tennis Players

2010 ◽  
Vol 24 (4) ◽  
pp. 427-447 ◽  
Author(s):  
Zeljka Vidic ◽  
Damon Burton
Keyword(s):  
Goal Setting ◽  
Performance Measures ◽  
Study Design ◽  
Systematic Approach ◽  
Division I ◽  
Short Term ◽  
Tennis Players ◽  
Quasi Experimental ◽  
And Performance ◽  
The Impact

This study assessed the impact of an 8-week goal-setting program on the motivation, confidence and performance of collegiate women tennis players using a quasi-experimental pretest-posttest study design. This goal-setting program used the ‘roadmap’ concept; a unique systematic approach to goal-setting that focused on setting coordinated long-, intermediate-, and short-term goals. Participants consisted of six female Division I collegiate tennis players who completed seven instruments to assess intervention effectiveness. Over the 8-week intervention, all 6 players demonstrated improvements in motivation, confidence and performance measures, particularly on targeted variables. Qualitative results further strengthen support for intervention success, with all six athletes consistently reporting that goal-setting was beneficial in enhancing their motivation, confidence and performance.

The Impact of Visual Thinking Approach to Promote Elementary Students’ Problem Solving Skill in Mathemathics

2018 ◽  
Vol 1 (2) ◽  
pp. 98
Author(s):  
Muhammad Fendrik ◽  
Elvina Elvina
Keyword(s):  
Elementary Schools ◽  
Problem Solving ◽  
Elementary Students ◽  
Visual Learning ◽  
Control Group ◽  
Visual Thinking ◽  
Quasi Experimental ◽  
Student Skill ◽  
Mathematical Skill ◽  
The Impact

This study aims to examine the influence of visual thinking learning to problemsolving skill. Quasi experiments with the design of this non-equivalent controlgroup involved Grade V students in one of the Elementary Schools. The design ofthis study was quasi experimental nonequivalent control group, the researchbullet used the existing class. The results of research are: 1) improvement ofproblem soving skill. The learning did not differ significantly between studentswho received conventional learning. 2) there is no interaction between learning(visual thinking and traditional) with students' mathematical skill (upper, middleand lower) on the improvement of skill. 3) there is a difference in the skill oflanguage learning that is being constructed with visual learning of thought interms of student skill (top, middle and bottom).

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