scholarly journals Barriers and Facilitators to Implementing a Longitudinal Dementia Education Programme into Undergraduate Healthcare Curricula: A Qualitative Study.

2020 ◽  
Author(s):  
Yvonne Anne Feeney ◽  
Stephanie Daley ◽  
Breda Flaherty ◽  
Sube Banerjee
Keyword(s):  
Education Programme ◽  
Educational Programme ◽  
Barriers And Facilitators ◽  
Educational Institutions ◽  
Curricular Change ◽  
Structured Interviews ◽  
Educational Models ◽  
Long Term Conditions ◽  
The Common ◽  
Common Barriers

Abstract BackgroundAs worldwide prevalence of dementia rises, there are international calls for improved knowledge and awareness about the condition across the healthcare workforce. There are concerns that traditional models of healthcare education, which focus on short-term episodes of care limits student understanding of long-term conditions. This has led to the introduction of the Time for Dementia programme at five Universities in the UK. Through longitudinal contact with families living with dementia, healthcare students gain increased understanding about the experiences of living with dementia. However, implementing new educational models brings challenges. To enable implementation of similar models by other educational institutions, this study aimed to identify the common barriers and facilitators of implementing a longitudinal programme at scale. MethodsTwelve in-depth semi-structured interviews were completed between October and December 2018 with participants that had experience implementing the Time for Dementia programme. Interviews were analysed using inductive thematic analysis.ResultsThe analysis identified five key themes important to implementation. These were: 1) leadership, 2) organisational buy-in, 3) perceived value, 4) team coalition, and 5) time and fit. Implementation of the programme was enhanced by resilient leaders managing the challenges of curricular change. Their belief in the value of the programme, stakeholder buy-in, and supportive team working enabled challenges to be overcome. Workload reduced and student buy-in increased as time progressed and as more resources became available. A flexible approach to implementation was recommended to ensure the programme fits within the established curriculum. Conclusion Curricular change is a challenging task, yet a necessary endeavour to meet high quality educational standards. This study highlights the common barriers and facilitators experienced when implementing a longitudinal educational programme at scale. The findings presented in this study can be used by other educational institutions to manage curricular change efforts.

scholarly journals Barriers and facilitators to implementing a longitudinal dementia education programme into undergraduate healthcare curricula: a qualitative study

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Yvonne Feeney ◽  
Stephanie Daley ◽  
Breda Flaherty ◽  
Sube Banerjee
Keyword(s):  
Qualitative Study ◽  
Educational Programme ◽  
Barriers And Facilitators ◽  
Educational Institutions ◽  
Curricular Change ◽  
Teaching Staff ◽  
Long Term Conditions ◽  
The Common ◽  
Common Barriers

Abstract Background As the numbers of people with dementia worldwide rises, there is a need for improved knowledge and awareness about the condition across the healthcare workforce. There are concerns that traditional models of healthcare education, which focus on short-term episodes of care, limit student understanding of long-term conditions. We therefore designed and delivered the Time for Dementia programme at five Universities in the UK. Through longitudinal contact with families living with dementia, healthcare students gain increased understanding about the experiences of living with dementia. However, implementing new educational models brings challenges. To enable implementation of similar programmes in other educational institutions, this study aimed to identify the common barriers and facilitators of implementing these types of longitudinal programmes at scale. Methods To understand the facilitators and barriers of implementing a longitudinal dementia educational programme, a qualitative study was completed. Between October and December 2018, twelve in-depth semi-structured interviews were completed with university teaching staff (n = 6), programme administrators (n = 4), and Alzheimer’s Society staff (n = 2) that had key responsibilities for implementing Time for Dementia. Interview questions explored participants experiences, the facilitators, and the challenges encountered when implementing the programme. Interviews were audio recorded, transcribed verbatim, and analysed using inductive thematic analysis. Results The analysis identified five key themes: “Leadership characteristics”, “Organisational and student buy-in”, “Perceived value and motivating factors”, “Team coalition and support”, and “Time and fit”. Implementation of the programme was enhanced by resilient leaders managing the challenges of curricular change. Their belief in the value of the programme, stakeholder buy-in, and supportive team working enabled challenges to be overcome. Workload was reduced and student buy-in increased as time progressed and as more resources became available. A flexible approach to implementation was recommended to ensure the programme fits within the established curriculum. Conclusion Curricular change is a challenging task, yet necessary, if we are to improve care for people with long term conditions such as dementia. This study highlights the common barriers and facilitators experienced when implementing a longitudinal educational programme at scale. The findings presented in this study can be used by other educational institutions to manage curricular change efforts.

scholarly journals Beyond conceptual understanding of barriers to national adaptation policy: A comparative analysis of South Korea and the UK

2021 ◽  
Author(s):  
Seunghan Lee ◽  
Jouni Paavola ◽  
Suraje Dessai
Keyword(s):  
South Korea ◽  
Conceptual Understanding ◽  
Past Research ◽  
Policy Implications ◽  
Adaptation Policy ◽  
Structured Interviews ◽  
The Common ◽  
The Uk ◽  
Adaptation Processes ◽  
Common Barriers

Abstract Despite progress with national adaptation policies, the adaptation deficit is growing. Barriers to adaptation are a key reason for the adaptation deficit. Past research on barriers only offers a conceptual understanding of the barriers, with limited insight into real adaptation processes. Common causality, interrelationships and dynamics of the barriers remain under-researched. Examining the cases of South Korea and the UK, this research aims to improve our understanding of the common barriers to national adaptation policy. Drawing from semi-structured interviews and documentary material, we identify 54 common factors in the two countries (17 barriers, 17 origins, 20 influences), and eight key barriers: conflicts between government departments, frequent rotating of civil servants, lack of political will, unclear range of participants in national adaptation policy, low priority of adaptation, uncertainty about the effectiveness of adaptation policy, differences between adaptation and election timelines, and lack of understanding of adaptation. We explain the origins and links between factors and the common causal mechanisms of barriers to national adaptation policy, as well as their influences by mapping them. Based on the mapping, we argue that there are barriers that are easier to address than others, and that there is a need to focus on them to reduce the adaptation deficit effectively. We conclude by discussing the policy implications of our findings.

A Modular Approach for Training Employees in the Automotive Service Sector

2012 ◽  
Vol 26 (5) ◽  
pp. 403-408 ◽  
Author(s):  
Rıdvan Arslan ◽  
Abdil Kuş
Keyword(s):  
Professional Growth ◽  
Service Sector ◽  
Educational Programme ◽  
Educational Institutions ◽  
Educational Models ◽  
Governmental Organizations ◽  
Non Governmental Organizations ◽  
Certification Programme ◽  
Education Act ◽  
Modular Education

Certified education aimed at developing and documenting professional growth is an important issue for lifelong learning in developing countries. Some firms and educational institutions have applied different educational models to keep up with technological innovations. This study examines a Turkish programme for employees in the automotive sector and asks how the programme should be developed, where it should be conducted, and how it should be evaluated. The aim of the analysis is to develop a certification programme with the cooperation of both the academy and the business sector. Within the scope of the model, 560 people were trained and certified in three years with the support of institutional partnerships and non-governmental organizations. During this process, Bosch Aftermarket signed the Modular Education Act and, consequently, 220 Bosch employees were also trained. The effectiveness of the three-year educational programme was assessed using 360-degree self- and peer-evaluation. When the goals and the outcomes of the programme are compared, the levels of participants' satisfaction and demand for increasing collaboration are encouraging.

scholarly journals COMMON BARRIERS AND FACILITATORS ACROSS DIVERSE DOMAINS OF AGE-RELATED PLANNING

2019 ◽  
Vol 3 (Supplement_1) ◽  
pp. S425-S425
Author(s):  
Emily K Chen ◽  
Emily K Chen ◽  
Daniel Siconolfi
Keyword(s):  
Social Networks ◽  
Aging In Place ◽  
Barriers And Facilitators ◽  
Care Planning ◽  
Structured Interviews ◽  
Directed Content Analysis ◽  
Age Related ◽  
Competing Demands ◽  
Advance Care ◽  
Common Barriers

Abstract Advance care planning (ACP) – plans that express wishes for healthcare for when a person is unable to communicate – is often studied independently of other age-related planning activities. This study explored a broad set of age-related planning activities, such as retirement, finances, aging in place, and healthcare, including ACP. We used directed content analysis to identify barriers and facilitators to age-related planning from semi-structured interviews with 38 respondents (ages 55-74). Surprisingly, a common set of structural, interpersonal, and individual barriers and facilitators emerged across domains. Barriers included competing demands, resistance from family members, and aversion to planning in general. Facilitators included exposure to planning behaviors through professional and social networks, having witnessed negative outcomes from others’ failure to plan, and a belief that planning would spare others future distress. These results reinforce the idea that ACP exists within of a set of age-related planning behaviors that share common characteristics.

scholarly journals Pre-Service Teachers’ Belief Sources about Learning and Teaching: An Exploration with the Consideration of the Educational Programme Nature

2016 ◽  
Vol 6 (1) ◽  
pp. 116 ◽  
Author(s):  
Emre Debreli
Keyword(s):  
Teacher Education ◽  
Learning Experiences ◽  
Education Programme ◽  
Educational Programme ◽  
Belief Formation ◽  
Structured Interviews ◽  
Learning And Teaching ◽  
Northern Cyprus ◽  
Teachers Beliefs ◽  
Previous Learning

It is often said that beliefs determine the ways teachers think and act in classrooms. There is now strong evidence that teachers’ beliefs are formed during their previous education as students, and that they exert a powerful influence throughout their careers. However, only little has yet been done on the teacher education programmes’ influence on teachers’ beliefs, especially by taking the programme nature into consideration. The present study attempted to explore whether it is the previous learning experiences or the teacher education programme that influenced teachers’ belief formation. Data were collected from sixteen ELT pre-service teachers in a university in Northern Cyprus through semi-structured interviews. Findings revealed that programme nature had a significant influence on pre-service teachers’ belief formation compared to the influence of their previous learning experiences. Other sources of beliefs were also identified. Implications for teacher education are discussed.

Impact of an Epilepsy Educational Programme on Coping Mechanism, Attitude, Knowledge and Awareness: A Rural Sabah Experience

2020 ◽  
Vol 18 (2) ◽  
pp. 1-14
Author(s):  
Sivaraj Raman ◽  
Chun Wai Chang ◽  
Jin Ee Heng ◽  
See Wan Wong
Keyword(s):  
Standard Of Care ◽  
Education Programme ◽  
Educational Programme ◽  
Health Concern ◽  
Coping Mechanism ◽  
Brief Cope ◽  
Educational Programmes ◽  
Knowledge And Attitude ◽  
And Coping ◽  
Programme Planning

Epilepsy is a disabling disease which has not been adequately emphasised as a public health concern. Patients are often left in the dark about their disease, affecting their ability to cope and live a normal life. This study aimed to explore and evaluate the effects of a structured epilepsy education programme (EEP) on awareness, knowledge and attitude (AKA) and coping mechanism of patients. Recruited participants were required to complete the modified Malay AKA epilepsy questionnaire and Malay brief coping orientation to problem experienced (Brief COPE)-27. Upon completion, they received a structured EEP conducted by trained personnel using validated materials. Participants were then followed up for a period of 6 months and reassessed at 1, 3 and 6 months to measure any changes in their AKA and coping mechanisms. Twenty-two participants were successfully recruited. Total AKA score of participants showed a significant increase (mean score difference = 16.3, p = 0.021, 95% CI: 3.0, 28.1) at 6 months post-EEP. This improvement was mostly contributed by the increase in both knowledge and attitude scores. Religion was the most preferred coping mechanism (82.5%), followed by instrumental support, emotional support, active coping and acceptance at 75.0%, respectively. Only three domains showed significant differences after the educational programme: planning: 62.5% versus 77.5%, p = 0.026; denial: 57.5% versus 37.5%, p = 0.004; venting: 62.5% versus 52.5%, p = 0.004. The EEP was effective in improving attitude and knowledge while bringing about changes in coping skills of patients over a period of time. Educational programmes should be part of epilepsy standard of care, especially as they are inexpensive and brief yet impactful

Healthcare and Terrorism: The Lebanese Experience

2021 ◽  
pp. 1-4
Author(s):  
Nooreddine Iskandar ◽  
Tatiana Rahbany ◽  
Ali Shokor
Keyword(s):  
Public Health ◽  
Qualitative Study ◽  
Thematic Analysis ◽  
Terrorist Attacks ◽  
Analysis Method ◽  
Structured Interviews ◽  
Security Issues ◽  
The Face ◽  
The Common ◽  
First Time

Abstract Background: Due to the common instability caused by political and security issues, Lebanese hospitals have experienced acts of terrorism multiple times. The most recent Beirut Explosion even forced several hospitals to cease operations for the first time in decades—but studies show the preparedness levels for such attacks in similar countries are low. Objective: The aim of this study is to explore the experience of Lebanese hospitals with terrorist attacks. Methods: This qualitative study used semi-structured interviews with various stakeholders to assess their experience with terrorist bombings. Data was analyzed using the thematic analysis method. Results: The researchers found that Lebanese hospitals vary greatly in their structures and procedures. Those differences are a function of 3 contextual factors: location, culture, and accreditation status. Hospitals found near ‘dangerous zones’ were more likely to be aware and to have better response to such events. A severe lack of communication, unity of command, and collaboration between stakeholders has made the process fragmented. Conclusion: The researchers recommend a larger role for the Ministry of Public Health (MOPH) in this process, and the creation of a platform where Lebanese organizations can share their experiences to improve preparedness and resilience of the Lebanese healthcare system in the face of terrorism.

scholarly journals The PROMISES study: a mixed methods approach to explore the acceptability of salivary progesterone testing for preterm birth risk among pregnant women and trained frontline healthcare workers in rural India

BMJ Open ◽  
2021 ◽  
Vol 11 (1) ◽  
pp. e040268
Author(s):  
Danielle Ashworth ◽  
Pankhuri Sharma ◽  
Sergio A Silverio ◽  
Simi Khan ◽  
Nishtha Kathuria ◽  
...  
Keyword(s):  
Mixed Methods ◽  
Preterm Birth ◽  
Pregnant Women ◽  
Barriers And Facilitators ◽  
Rural India ◽  
Structured Interviews ◽  
Framework Analysis ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Thematic Framework

IntroductionIndia has an overall neonatal mortality rate of 28/1000 live births, with higher rates in rural India. Approximately 3.5 million pregnancies in India are affected by preterm birth (PTB) annually and contribute to approximately a quarter of PTBs globally. Embedded within the PROMISES study (which aims to validate a low-cost salivary progesterone test for early detection of PTB risk), we present a mixed methods explanatory sequential feasibility substudy of the salivary progesterone test.MethodsA pretraining and post-training questionnaire to assess Accredited Social Health Activists (ASHAs) (n=201) knowledge and experience of PTB and salivary progesterone sampling was analysed using the McNemar test. Descriptive statistics for a cross-sectional survey of pregnant women (n=400) are presented in which the acceptability of this test for pregnant women is assessed. Structured interviews were undertaken with ASHAs (n=10) and pregnant women (n=9), and were analysed using thematic framework analysis to explore the barriers and facilitators influencing the use of this test in rural India.ResultsBefore training, ASHAs’ knowledge of PTB (including risk factors, causes, postnatal support and testing) was very limited. After the training programme, there was a significant improvement in the ASHAs’ knowledge of PTB. All 400 women reported the salivary test was acceptable with the majority finding it easy but not quick or better than drawing blood. For the qualitative aspects of the study, analysis of interview data with ASHAs and women, our thematic framework comprised of three main areas: implementation of intervention; networks of influence and access to healthcare. Qualitative data were stratified and presented as barriers and facilitators.ConclusionThis study suggests support for ongoing investigations validating PTB testing using salivary progesterone in rural settings.

scholarly journals Improving the management of type 2 diabetes through large-scale general practice: the role of a data-driven and technology-enabled education programme

2021 ◽  
Vol 10 (1) ◽  
pp. e001087
Author(s):  
Tarek F Radwan ◽  
Yvette Agyako ◽  
Alireza Ettefaghian ◽  
Tahira Kamran ◽  
Omar Din ◽  
...  
Keyword(s):  
Type 2 Diabetes ◽  
Primary Care ◽  
Large Scale ◽  
Education Programme ◽  
Educational Programme ◽  
Data Driven ◽  
Treatment Targets ◽  
Care Processes ◽  
Data Driven Approach

A quality improvement (QI) scheme was launched in 2017, covering a large group of 25 general practices working with a deprived registered population. The aim was to improve the measurable quality of care in a population where type 2 diabetes (T2D) care had previously proved challenging. A complex set of QI interventions were co-designed by a team of primary care clinicians and educationalists and managers. These interventions included organisation-wide goal setting, using a data-driven approach, ensuring staff engagement, implementing an educational programme for pharmacists, facilitating web-based QI learning at-scale and using methods which ensured sustainability. This programme was used to optimise the management of T2D through improving the eight care processes and three treatment targets which form part of the annual national diabetes audit for patients with T2D. With the implemented improvement interventions, there was significant improvement in all care processes and all treatment targets for patients with diabetes. Achievement of all the eight care processes improved by 46.0% (p<0.001) while achievement of all three treatment targets improved by 13.5% (p<0.001). The QI programme provides an example of a data-driven large-scale multicomponent intervention delivered in primary care in ethnically diverse and socially deprived areas.

Sign in / Sign up

Export Citation Format

Share Document