scholarly journals Guardians of Care Humanization during the Pandemic: Child Neuropsychiatry Residents’ Experience as Volunteers in Italian COVID-19-Designated Hospitals

2020 ◽  
Author(s):  
Livio Provenzi ◽  
Stefano Parravicini ◽  
Serena Barello ◽  
Tiziana Nania ◽  
Serena Grumi ◽  
...  
Keyword(s):  
Lived Experience ◽  
Northern Italy ◽  
Medical Residents ◽  
Epidemic Outbreak ◽  
Structured Interviews ◽  
Indirect Care ◽  
Specialty Education ◽  
Medical Volunteers ◽  
Voluntary Basis

Abstract Objective. During the first months of 2020, the coronavirus disease of 2019 (COVID-19) has rapidly spread as an unprecedented pandemic. With the increasing number of hospitalizations, the resources of medical and nursing personnel needed for the direct and indirect care of patients were soon inadequate. Consistently, medical volunteers became a key human resource and young medical residents in any specialty were hired on a voluntary basis to contribute to take care of patients with COVID-19. This study reports on the lived experience of residents in child neuropsychiatry who volunteered in Italian hotspot COVID-19-designated hospitals during the epidemic outbreak.Methods. A phenomenological, qualitative approach using semi-structured interviews with open-ended questions was used to obtain in-depth narratives of the experience of residents in child neuropsychiatry volunteering in the Italian hotspot COVID-19-designated hospitals. All residents (n=8) participated in the study. Interviews were conducted by an expert researcher trained in qualitative methods. Data analysis was performed by independent coders.Results. Five core themes were identified: Playing as a two-fold mediator, Facing the shock of COVID-19 reality, Capitalizing from the own specialty education, Growing as persons and professionals, and Humanizing medical care.Conclusions. This study is unique in providing an in-depth understanding of the experience of young residents in child neuropsychiatry volunteering in general hospitals during an unprecedented epidemic in Northern Italy. The findings suggest that this experience may be highly beneficial for both the residents and the hospital quality of care. Insights for accurate planning of residents’ engagement in future healthcare emergencies are provided.

scholarly journals Lived Experiences of Educational Leaders in Iranian Medical Education System: A Qualitative Study

2015 ◽  
Vol 8 (7) ◽  
pp. 251 ◽  
Author(s):  
Zohreh Sohrabi ◽  
Masoomeh Kheirkhah ◽  
Zohreh Vanaki ◽  
Kamran Soltani Arabshahi ◽  
Mohammad Mahdi Farshad ◽  
...  
Keyword(s):  
Medical Education ◽  
Content Analysis ◽  
Lived Experience ◽  
Interpersonal Relationship ◽  
Medical Science ◽  
Educational Leaders ◽  
Educational Systems ◽  
Structured Interviews ◽  
Vice Chancellors

<p><strong>INTRODUCTION: </strong>High quality educational systems are necessary for sustainable development and responding to the needs of society. In the recent decades, concerns have increased on the quality of education and competency of graduates. Since graduates of medical education are directly involved with the health of society, the quality of this system is of high importance. Investigation in the lived experience of educational leaders in the medical education systems can help to promote its quality. The present research examines this issue in Iran.</p><p><strong>METHODOLOGY:</strong> The study was done using content-analysis qualitative approach and semi-structured interviews. The participants included 26 authorities including university chancellors and vice-chancellors, ministry heads and deputies, deans of medical and basic sciences departments, education expert, graduates, and students of medical fields. Sampling was done using purposive snowball method. Data were analyzed using conventional content analysis.</p><p><strong>FINDINGS:</strong> Five main categories and 14 sub-categories were extracted from data analysis including: quantity-orientation, ambiguity in the trainings, unsuitable educational environment, personalization of the educational management, and ineffective interpersonal relationship. The final theme was identified as “Education in shadow”.</p><p><strong>CONCLUSION:</strong> Personalization and inclusion of personal preferences in management styles, lack of suitable grounds, ambiguity in the structure and process of education has pushed medical education toward shadows and it is not the first priority; this can lead to incompetency of medical science graduates.</p>

On the Lived Experience of Sex Offenders’ Therapists: Their Perceptions of Intrapersonal and Interpersonal Consequences and Patterns of Coping

2016 ◽  
Vol 34 (4) ◽  
pp. 848-872 ◽  
Author(s):  
Haneen Elias ◽  
Muhammad M. Haj-Yahia
Keyword(s):  
Sex Offenders ◽  
Lived Experience ◽  
Stress And Coping ◽  
Future Research ◽  
Structured Interviews ◽  
Coping Theory ◽  
Interpersonal Consequences ◽  
Therapeutic Encounter ◽  
And Coping

In the last two decades, there has been a growing understanding that the therapeutic encounter with sex offenders takes a cost and has consequences on therapists. Despite the increasing research on the consequences of treating sex offenders, these studies in fact, have merely described the consequences, without providing an outlook for how therapists cope with them. The study presented in this article was part of a larger qualitative research project conducted among social workers, using in-depth semi-structured interviews. Emphasis is placed on therapists’ perceptions of the intrapersonal and interpersonal consequences they experience from treating sex offenders, as well as the strategies they use to cope with these consequences. The study’s central findings concern the therapists’ perception of the intrapersonal consequences, which included two levels: primary responses and cumulative responses, and their perception of the interpersonal consequences that included their parenting relationships, intimate relationships, their attitude toward others (strangers and acquaintances), loss of their quality of life, and further positive consequences. The findings indicated a sequence and integrated use of the strategies to cope with the consequences. The results are discussed in light of the theoretical framework of Lazarus and Folkman’s stress and coping theory. The limitations of the study as well as its implications for future research are discussed.

scholarly journals Lived Experience of Patients Undergoing Hemodialysis: Quality of Life Perspective

2016 ◽  
Vol 3 (2) ◽  
Author(s):  
Mrs. Rohini. T ◽  
Dr. Punitha. V. Ezhilarasu
Keyword(s):  
Quality Of Life ◽  
Lived Experience ◽  
Structured Interviews ◽  
Van Manen ◽  
Related Quality ◽  
Health Related ◽  
Stage Renal Disease ◽  
End Stage ◽  
Esrd Patients

There is growing recognition of Health-Related Quality of Life (HRQOL) issues in End Stage Renal Disease (ESRD) patients undergoing Hemodialysis (HD). The aim of the present study was to explore the lived experience of Quality of Life (QOL) among patients undergoing Hemodialysis. The study involved a qualitative approach that used an interpretive hermeneutic phenomenology based on Van Manen’s method. The sample included seven patients undergoing Hemodialysis in two selected hospitals at Ernakulam district in Kerala. They were recruited by purposive sampling. Data were collected using semi-structured interviews. The thematic analysis followed the six steps delineated by Max Van Manen and four themes emerged. They were crestfallen life (3 sub themes; hard pressed life, deserted life and abounding losses); support and comfort; accompanying death and unfulfilled wishes. The findings shed light on the lived experience of QOL that has not yet been researched in an Indian scenario. The generated knowledge can be used by health professionals including nurses to help patients undergoing HD lead a life with better quality of life.

Engendering entrepreneurial competencies in the youth of today: A teacher’s perspective

2016 ◽  
Vol 58 (7/8) ◽  
Author(s):  
Naomi Birdthistle ◽  
Yvonne Costin ◽  
Briga Hynes
Keyword(s):  
Design Methodology ◽  
Structured Interviews ◽  
Head Teachers ◽  
Republic Of Ireland ◽  
Self Confidence ◽  
Entrepreneurial Competencies ◽  
The Republic ◽  
Teacher's Perspective ◽  
Voluntary Basis

Purpose The purpose of this paper is to examine the creation of realistic, engaging entrepreneurial competencies in second-level students in the Republic of Ireland through the Student Enterprise Awards (SEA) programme. The focus of the paper will be on the interaction of teachers with the programme. Design/methodology/approach A mixed-methods approach was adopted, with an email questionnaire fully completed by 101 of the population 300, resulting in a 34% response rate, which was regarded as acceptable. The qualitative approach was 29 semi-structured interviews with teachers and 9 Principals/Head Teachers. Findings The findings suggest that there was strong endorsement by the teachers of the benefits accruing to students in all three areas of knowledge, skills and attitudes. This clearly reinforces the strength of the SEA programme which will become increasingly important for students who are facing uncertain career paths. The programme will help engender students with increased self-confidence, better communication and presentation skills. Better skilled students make them more employable. This programme was primarily delivered by teachers and completed by students who did it on a voluntary basis and have no official recognition of participation. Research limitations/implications The research has identified a notable lack of enterprise-related teacher training in the current education system in the Republic of Ireland. Such training is necessary to ensure effective teaching of entrepreneurship and could bring consistency to the quality of enterprise education received by students in different schools. Students enjoy participating on the programme and see lifelong benefits from doing it, therefore it would be beneficial to incorporate it as a mandatory subject in the curriculum. Originality/value Integrating the theoretical principles underpinning entrepreneurship education, which were presented in the paper, with the empirical teacher findings leads to a number of recommendations that can be adopted by the teacher, Principal/Head Teacher and School Board.

Psychosocial distress in women diagnosed with gynecological cancer

2016 ◽  
Vol 23 (7) ◽  
pp. 893-904 ◽  
Author(s):  
Narelle Warren ◽  
Deirdre M Melrose ◽  
Joanne E Brooker ◽  
Sue Burney
Keyword(s):  
Quality Of Life ◽  
Social Support ◽  
Protective Factors ◽  
Lived Experience ◽  
Cancer Patients ◽  
Gynecological Cancer ◽  
Psychosocial Distress ◽  
Structured Interviews

Many women with gynecological cancer report psychosocial distress, and clarification of the risks, vulnerabilities, and protective factors is required. The aim of this study was to investigate the lived experience of gynecological cancer patients and to understand the factors that underlie psychosocial distress. Semi-structured interviews with seven women diagnosed with gynecological cancer revealed the role of social support, or its absence, selective withholding of information, and existential loneliness in women’s experience of distress. Social support provided a buffer against distress, while feelings of alienation and being alone exacerbated distress. Interventions to address these concerns may lead to improved quality of life for this patient group.

scholarly journals Threshold concepts in entrepreneurship – the entrepreneurs’ perspective

2018 ◽  
Vol 60 (2) ◽  
pp. 155-167 ◽  
Author(s):  
Lucy Hatt
Keyword(s):  
Higher Education ◽  
Lived Experience ◽  
Course Design ◽  
Subject Area ◽  
Threshold Concepts ◽  
Structured Interviews ◽  
Content Type ◽  
Pedagogical Innovations ◽  
Social Constructivist Approach

Purpose The purpose of this paper is to present research into the entrepreneurs’ perspective of concepts critical to thinking as an entrepreneur, in order to inform enterprise and entrepreneurship course design in higher education. Design/methodology/approach Taking a social constructivist approach, using a Delphi-style method, semi-structured interviews with entrepreneurs were conducted, transcribed, thematically coded and analysed, and a list of candidate threshold concepts was drawn up. Two rounds of Delphi were conducted with the entrepreneur panel and consensus was reached on a final collection of threshold concepts in entrepreneurship. Findings The threshold concepts identified are “I can create value” (or self-efficacy), “I see opportunities” (or opportunity), “I can manage risk” (or risk), “I know what’s important” (or focus) and “I take action” (or impact). Research limitations/implications Entrepreneurship is generally regarded as an important factor in economic growth, and higher education is an appropriate place for the development of entrepreneurship. However, there is a lack of consensus regarding how best to educate students for entrepreneurship in higher education or indeed what educating students for entrepreneurship really means. Identifying threshold concepts in entrepreneurship using the lived experience of entrepreneurs is likely to open up new and more effective approaches to teaching this multidisciplinary subject area. Originality/value This study contributes to the call for more research-grounded discussion on the quality of entrepreneurship education initiatives, particularly in relation to what makes pedagogical innovations effective by suggesting five entrepreneurship threshold concepts. These entrepreneurship threshold concepts can be used to set out a structure for the design and (re)development of enterprise and entrepreneurship curricula, as well as enabling more constructively aligned assessments.

scholarly journals “Living with a Stoma”: Exploring the Lived Experience of Patients with Permanent Colostomy

2021 ◽  
Vol 18 (16) ◽  
pp. 8512
Author(s):  
Areti Stavropoulou ◽  
Dimitrios Vlamakis ◽  
Evridiki Kaba ◽  
Ioannis Kalemikerakis ◽  
Maria Polikandrioti ◽  
...  
Keyword(s):  
Quality Of Life ◽  
Lived Experience ◽  
Organizational Support ◽  
Traumatic Event ◽  
Depth Information ◽  
Structured Interviews ◽  
Interpretive Phenomenology ◽  
Permanent Colostomy ◽  
Significant Life

Introduction: Living with a permanent colostomy brings severe changes in patients’ lives. The general health status as well as the personal, social and professional life of patients are significantly affected. Aim: The aim of the present study was to investigate the lived experience of patients undergoing permanent colostomy. Material and Methods: A qualitative research design based on interpretive phenomenology was carried out. Semi-structured interviews were conducted as the data collection method to obtain in-depth information regarding the research topic. The study sample consisted of eight (8) patients who had undergone a permanent colostomy. The data analysis was performed by the method of content analysis. Results: From the analysis of the data, three main themes emerged, namely: (A) Experiencing a traumatic event; (B) Living a new reality; (C) Efforts to improve quality of life. Five subthemes were formulated which were encompassed within the respective main themes accordingly. Conclusion: Patients with permanent colostomy face significant life changes that are experienced in a traumatic way. Issues such as autonomy, family and organizational support, self-management and empowerment can significantly improve the patients’ quality of life. Further research, regarding caregivers’ experience, improved community nursing care as well as nurses’ views on the needs of colostomy patients and their families, is suggested.

scholarly journals Surviving Hillsborough

2021 ◽  
Author(s):  
◽  
Sally Day
Keyword(s):  
Lived Experience ◽  
The Political ◽  
Political Climate ◽  
Subjective Experiences ◽  
Structured Interviews ◽  
Collective Response ◽  
Major Disaster ◽  
Cover Up

<p>This thesis explores trajectories of survival in the long-term aftermath of the 1989 Hillsborough disaster. Despite the vast amount of literature on Hillsborough, there is little knowledge regarding the subjective experiences of survival in the political climate of denial, collusion and cover-up. Therefore, this thesis identifies how ‘survivors’ have understood and experienced their ‘survival’ from a major disaster and the subsequent injustices, and in this context considers what is required to ‘survive’. Together with informal conversations with key informants, the researcher conducted nine qualitative semi-structured interviews with individuals who experienced the disaster in various capacities, in order to critically examine the factors that have assisted or inhibited individual attempts at survival. The findings determined that there are various pathways to survival however all are impacted by the wider official and collective response to ‘survivors’. The findings demonstrate that the official expectation is that ‘survivors’ can and will navigate their own personal survival but the lived experience of survival determines that, in reality, ‘survivors’ need a continuous multi-faceted institutional and social response. Contextual factors unique to continuing a life after ‘Hillsborough’ are discussed. The concluding argument interprets that ‘survival’ is a continual process, and responses towards ‘survivors’ can either support quality of life or cause re-victimisation.</p>

The Lived Experience with Inclusive Education: A Case Study of a Teenager with Diabetes, His Mother, and His Teacher

2021 ◽  
Vol 10 (2) ◽  
pp. 183-220
Author(s):  
D. Sedlackova ◽  
J. Kantor
Keyword(s):  
Lived Experience ◽  
Peer Relationships ◽  
Inclusive Education ◽  
Secondary School Student ◽  
Diabetes Mellitus Type 1 ◽  
Educational Goals ◽  
Structured Interviews ◽  
Self Reflection ◽  
Teacher Data

The project aimed to understand the lived experience with inclusive education in the case of a secondary school student with diabetes mellitus type 1 (DM1), his mother and a teacher. Data collected by semi-structured interviews were analyzed by van Manen's thematic analyses of lived experience, whereas three significant themes were identified. Firstly, the quality of communication between school and parents; secondly, the level of empathy, understanding and helpfulness, and thirdly, collaboration between colleagues. Research shows the necessity to expand the education of teachers on the issue of special needs of learners with chronic diseases and extend the educational goals to psychological factors associated with their increased emotional burden. Mutual collaboration of all participants and self-reflection of teachers, supporting good peer relationships and positive school climate is essential.

scholarly journals Treating for stability: an ethnographic study of aspirations and limitations in haemophilia treatment in Europe

2020 ◽  
Vol 7 (1) ◽  
pp. 165-172
Author(s):  
Thomas Hughes ◽  
Mikkel Brok-Kristensen ◽  
Yosha Gargeya ◽  
Anne Mette Worsøe Lottrup ◽  
Ask Bo Larsen ◽  
...  
Keyword(s):  
Quality Of Life ◽  
Lived Experience ◽  
Health Care Professionals ◽  
Large Scale ◽  
Participant Observation ◽  
Field Research ◽  
Ethnographic Study ◽  
Theory Approach ◽  
Structured Interviews

AbstractBackgroundRecent improvements in approaches to treatment have opened a window of opportunity to redefine and expand the goals of treatment in haemophilia This article explores treatment culture in light of these improvements and its potential impact on the range of possibilitis in the lived experience of haemophilia.AimsThe aim of this article is to further investigate findings related to how health care professionals (HCPs) approach haemophilia treatment and care, one of the main themes identified in an ethnographic study of the everyday life of people with haemophilia (PwH). This large-scale study investigated PwH's beliefs and experiences related to their condition, their treatment, and their personal ways of managing the condition.MethodsThe study used ethnographic research methods. Five haemophilia experts helped frame the research design by providing historical and disease area context prior to the initation of field research. In the field, study researchers collected data through 8–12 hours of participant observation, semi-structured interviews, written exercises, facilitated group dialogues, and on-site observations of the interactions of PwH with friends, family, and HCPs. Study researchers also conducted on-site observation at haemophilia treatment centres (HTCs) and interviewed HCPs. The study employed a multi-tiered grounded theory approach and combined data were analysed using techniques such as inductive and deductive analysis, cross-case analysis, challenge mapping, and clustering exercises. This article explores findings related specifically to how HCPs approach haemophilia treatment and care, and is thus focused on a subset of the data from the study.ResultsFifty-one PwH in Italy, Germany, Spain, UK, and Ireland were interviewed and followed in their daily lives. Eighteen HCPs from seven HTCs were interviewed, and on-site observation was undertaken at six of the HTCs. Most haematologists in the study ‘treated for stability’, rather than to guide PwH to overcome limitations. ‘Treating for stability’ here refers to an approach to haemophilia care that focuses on measuring success in terms of annual bleed rate, instilling a focus on mitigating risk, rather than an approach that allows PwH to overcome the limitations they face due to their condition. However, some haematologists had moved beyond treating for stability to instead treat for possibilities, enabling a better quality of life for PwH.ConclusionsThese results suggest that a culture of ‘treating for stability’ could be limiting progress in expanding the goals of treatment in haemophilia. Expanded metrics of success, more flexible approaches to treatment, and higher ambitions on behalf of PwH may be needed in treatment and care, in order for PwH to fully benefit from treatment advances and to increase their quality of life.

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