“I'm Supposed to Be In Charge”: Self-Advocates' Perspectives on Their Self-Determination Support Needs

2011 ◽  
Vol 49 (5) ◽  
pp. 327-340 ◽  
Author(s):  
Stacy L Nonnemacher ◽  
Linda M Bambara
Keyword(s):  
Intellectual Disability ◽  
Social Influences ◽  
Social Supports ◽  
Qualitative Interview ◽  
Support Staff ◽  
Self Determination ◽  
Support Needs ◽  
Advocacy Group ◽  
Self Advocacy ◽  
Qualitative Interview Study

Abstract In this qualitative interview study, we explored the perceptions of adults with intellectual disability regarding interpersonal or social supports needed to express their own self-determination. Specifically, 10 adults, all members of a self-advocacy group, were asked to discuss their understanding of the term self-determination and ways in which support staff have either supported or inhibited their self-determination. Ten themes characterizing supportive and impeding staff actions were identified. The need for greater exploration of environmental and social influences on self-determination is emphasized.

scholarly journals Learning With Virtual Reality in Nursing Education: Qualitative Interview Study Among Nursing Students Using the Unified Theory of Acceptance and Use of Technology Model (Preprint)

2020 ◽  
Author(s):  
Ann-Kathrin Lange ◽  
Jana Koch ◽  
Anastasia Beck ◽  
Till Neugebauer ◽  
Frauke Watzema ◽  
...  
Keyword(s):  
Virtual Reality ◽  
Nursing Education ◽  
Nursing Students ◽  
Social Influences ◽  
Good Practice ◽  
Digital Games ◽  
Qualitative Interview ◽  
Unified Theory ◽  
Use Of Technology ◽  
Qualitative Interview Study

BACKGROUND Digital games–based learning is a method of using digital games to impart knowledge. Virtual reality (VR) programs are a practical application of this method. Due to demographic changes, the nursing profession will become increasingly important. These VR applications can be of use in training nurses for future professional challenges they may encounter. The continuous development of VR applications enables trainees to encounter simulated real life effectively and to experience increasingly concrete situations. This can be of great importance in nursing education, since 3-dimensionality enables a better visualization of many fields of activity and can prevent potential future errors. In addition to this learning effect, VR applications also bring an element of fun to learning. OBJECTIVE The aim of this qualitative research effort is to observe the degree of acceptance of VR applications by nursing students in Germany. Various factors, including social influences, performance expectations, and effort expectations, are taken into consideration. METHODS With a qualitative cohort study, the acceptance of nursing students towards VR applications in anatomy teaching was determined. The 12 participants were first asked to fill out a quantitative questionnaire on their sociodemographic characteristics and the extent to which they valued and liked using technology. The participants were then allowed to test the VR application themselves and were finally asked about their experience in a qualitative interview. For the collection of data and the analysis of results, the unified theory of acceptance and use of technology was used in this study. RESULTS Overall, the study shows that the interviewed persons rated the VR application quite positively. The greatest influence in this was the personal attitude towards technology; the higher this affinity is, the more useful the VR application appears. Social influences can also increase the participant’s own acceptance if peers have a positive attitude towards such applications. The study shows that the trainees' motivation to learn was increased by using VR. We believe this is because each trainee could learn individually and the VR application was perceived as an enjoyable activity. Nevertheless, the cost factor of implementing VR applications in nursing training is currently still an obstacle, as not every institution has such financial capacities. CONCLUSIONS The extent to which the use of VR applications in the training of nursing staff is justified depends on the degree of personal acceptance. The collected results give good practice-oriented insight into the attitude of trainees towards VR. Many of the interviewed persons saw benefits in the use of VR technologies. As VR applications are constantly developing, it is necessary to conduct further studies on VR applications in nursing education and to include other possible disciplines in which these applications can be helpful.

scholarly journals Learning With Virtual Reality in Nursing Education: Qualitative Interview Study Among Nursing Students Using the Unified Theory of Acceptance and Use of Technology Model

JMIR Nursing ◽  
10.2196/20249 ◽  
2020 ◽  
Vol 3 (1) ◽  
pp. e20249
Author(s):  
Ann-Kathrin Lange ◽  
Jana Koch ◽  
Anastasia Beck ◽  
Till Neugebauer ◽  
Frauke Watzema ◽  
...  
Keyword(s):  
Virtual Reality ◽  
Nursing Education ◽  
Nursing Students ◽  
Social Influences ◽  
Good Practice ◽  
Digital Games ◽  
Qualitative Interview ◽  
Unified Theory ◽  
Use Of Technology ◽  
Qualitative Interview Study

Background Digital games–based learning is a method of using digital games to impart knowledge. Virtual reality (VR) programs are a practical application of this method. Due to demographic changes, the nursing profession will become increasingly important. These VR applications can be of use in training nurses for future professional challenges they may encounter. The continuous development of VR applications enables trainees to encounter simulated real life effectively and to experience increasingly concrete situations. This can be of great importance in nursing education, since 3-dimensionality enables a better visualization of many fields of activity and can prevent potential future errors. In addition to this learning effect, VR applications also bring an element of fun to learning. Objective The aim of this qualitative research effort is to observe the degree of acceptance of VR applications by nursing students in Germany. Various factors, including social influences, performance expectations, and effort expectations, are taken into consideration. Methods With a qualitative cohort study, the acceptance of nursing students towards VR applications in anatomy teaching was determined. The 12 participants were first asked to fill out a quantitative questionnaire on their sociodemographic characteristics and the extent to which they valued and liked using technology. The participants were then allowed to test the VR application themselves and were finally asked about their experience in a qualitative interview. For the collection of data and the analysis of results, the unified theory of acceptance and use of technology was used in this study. Results Overall, the study shows that the interviewed persons rated the VR application quite positively. The greatest influence in this was the personal attitude towards technology; the higher this affinity is, the more useful the VR application appears. Social influences can also increase the participant’s own acceptance if peers have a positive attitude towards such applications. The study shows that the trainees' motivation to learn was increased by using VR. We believe this is because each trainee could learn individually and the VR application was perceived as an enjoyable activity. Nevertheless, the cost factor of implementing VR applications in nursing training is currently still an obstacle, as not every institution has such financial capacities. Conclusions The extent to which the use of VR applications in the training of nursing staff is justified depends on the degree of personal acceptance. The collected results give good practice-oriented insight into the attitude of trainees towards VR. Many of the interviewed persons saw benefits in the use of VR technologies. As VR applications are constantly developing, it is necessary to conduct further studies on VR applications in nursing education and to include other possible disciplines in which these applications can be helpful.

In Their Own Words: The Place of Faith in the Lives of Young People With Autism and Intellectual Disability

2014 ◽  
Vol 52 (5) ◽  
pp. 388-404 ◽  
Author(s):  
Eleanor X. Liu ◽  
Erik W. Carter ◽  
Thomas L. Boehm ◽  
Naomi H. Annandale ◽  
Courtney E. Taylor
Keyword(s):  
United States ◽  
Intellectual Disability ◽  
Young People ◽  
Spiritual Formation ◽  
Qualitative Interview ◽  
The United States ◽  
Service Systems ◽  
Faith Communities ◽  
The People ◽  
Qualitative Interview Study

Abstract Although the prominence of spirituality and religious connections among the people of the United States is well documented, little is known about the place of faith in the lives of youth with developmental disabilities. In this qualitative interview study, we examined the perspectives of 20 young people with intellectual disability or autism on their faith, spiritual expressions, and disability. Participants identified key spiritual expressions and themes reflecting the importance of faith in their lives. They also shared perceptions of their disability in the context of their faith, highlighting affirmation and acceptance of their disability. We offer recommendations to families, faith communities, and service systems for supporting the spiritual formation, expression, and connections of young people with disabilities.

The Self-Determined Learning Model of Instruction and Students With Extensive Support Needs in Inclusive Settings

2020 ◽  
Vol 58 (1) ◽  
pp. 82-90 ◽  
Author(s):  
Sheida K. Raley ◽  
Kathryn M. Burke ◽  
Mayumi Hagiwara ◽  
Karrie A. Shogren ◽  
Michael L. Wehmeyer ◽  
...  
Keyword(s):  
Learning Model ◽  
The Self ◽  
Self Determination ◽  
Support Needs ◽  
Self Awareness ◽  
Self Advocacy ◽  
Cultural Sustainability ◽  
Inclusive Settings ◽  
Decision Making Problem ◽  
The Impact

Abstract There is a strong link between the development of skills associated with self-determination (i.e., choice-making, decision-making, problem solving, goal setting and attainment, planning, self-management, self-advocacy, self-awareness, and self-knowledge) and positive school (e.g., academic achievement) and postschool (e.g., employment, community access) outcomes. In this article, we advocate for an examination of research related to the impact, usability, and cultural sustainability of an evidence-based intervention intended to enable students to enhance skills associated with self-determination, the Self-Determined Learning Model of Instruction (SDLMI), when used to support students with extensive support needs, including students with intellectual and developmental disability (IDD). Theoretical foundations of the construct of self-determination and its applicability for all people and extant research on implementation of the SDLMI and students with extensive support needs are presented. Implications for researchers are addressed, including the impact, usability, and cultural sustainability of the SDLMI for students with extensive support needs, and the potential of the SDLMI to support all students in inclusive settings when implemented as a universal support.

scholarly journals Self-advocacy for people with intellectual disability in Sweden – organizational similarities and differences

2018 ◽  
Vol 38 (1) ◽  
Author(s):  
Ove Mallander ◽  
Therese Mineur ◽  
David Henderson ◽  
Magnus Tideman
Keyword(s):  
Intellectual Disability ◽  
Power Distribution ◽  
Resource Dependency ◽  
Self Determination ◽  
Self Advocacy ◽  
Distribution Rules ◽  
Local Environments ◽  
National Organizations ◽  
Similarities And Differences

Self-determination and the ability to express opinions and preferences are fundamental to all people. Self-advocacy (SA) among people with intellectual disability (PWID) presents opportunities for them to develop skills to have a say and influence changes in their local environments. The aim of this article is to explore and understand organizational similarities and differences of SA groups for PWID in Sweden by focusing their structures and activities. Within the theoretical framework of Resource-Dependency and New Institutional Perspectives, data from six Swedish SA groups belonging to two different national organizations, have been analyzed. Factors such as affinity and expectations show limited differences, while power distribution, rules and the role of support persons point to greater diversity. However, good relations within the local organizational field seems to be essential to maintain strong SA for PWID.

Sign in / Sign up

Export Citation Format

Share Document