Development of an Internet of Things (IoT) technology platform (The NEX system) to support older adults to live independently: Protocol for a Development and Usability Study (Preprint)

2021 ◽  
Author(s):  
Claire M. Timon ◽  
Emma Heffernan ◽  
Sophia Kilcullen ◽  
Hyowon Lee ◽  
Louise Hopper ◽  
...  
Keyword(s):  
Older Adults ◽  
Action Research ◽  
Home Environment ◽  
Phase 1 ◽  
Integrated System ◽  
Usability Study ◽  
Phase 3 ◽  
Adult Participants ◽  
Secondary Objective ◽  
Trial Phase

BACKGROUND In a rapidly ageing population new and efficient ways of providing health and social support to older adults are required that not only preserve independence but also maintain quality of life and safety. OBJECTIVE The NEX project aims to develop an Internet of Things integrated system coupled with Artificial Intelligence to offer unobtrusive health and wellness monitoring to support older adults to live independently in their home environment. The primary objective of this study is to develop and evaluate the technical performance and user acceptability of “The NEX system”. The secondary objective is to apply machine learning algorithms to the data collected via the NEX system to identify and eventually predict changes in the routines of older adults in their own home environment. METHODS Mixed methods research (online survey and focus groups) was conducted with 426 participants including older adults (aged 60 and above), family caregivers, health care professionals and home care workers to inform the development of the NEX system (Phase 1). The primary outcome will be evaluated in two successive trials (the Friendly Trial (Phase 2) and the Action Research Cycle trial (Phase 3). The secondary objective will be explored in the Action Research trial (Phase 3). For the Friendly Trial, 7 older adult participants aged 60 years and above and living alone in their own homes for a 10-week period were enrolled in the trial. Thirty older adult participants aged 60 years and above and living alone in their own homes will be recruited for the Action Research trial for a 10-week period (Phase 3). RESULTS Phase 1 of the project (n=426) participants was completed in December 2020 and Phase 2 (n=7 participants for a 10-week pilot study) was completed in September 2021. The expected completion date for the third project phase (30 participants for 10-week usability study) is June 2022. CONCLUSIONS The NEX project has considered the specific everyday needs of older adults and other stakeholders which have contributed to the design of the integrated system. The innovation of the NEX system lies in the use of IoT technologies and AI to identify and predict changes in the routines of older adults. The findings of this overall project will contribute to the e-Health research agenda focusing on the improvement of healthcare provision and patient support in home and community environments.

Managing Heart Failure On the Go: Usability Issues with mHealth Apps for Older Adults

2017 ◽  
Vol 61 (1) ◽  
pp. 1-5 ◽  
Author(s):  
Stephanie A. Morey ◽  
Laura H. Barg-Walkow ◽  
Wendy A. Rogers
Keyword(s):  
Heart Failure ◽  
Older Adults ◽  
Congestive Heart Failure ◽  
Human Factors ◽  
Mobile Apps ◽  
Phase 1 ◽  
Data Entry ◽  
Health Conditions ◽  
Phase 3 ◽  
Mhealth Apps

Mobile apps for self-managing chronic health conditions are widely available for download from online app stores. Mobile health (mHealth) apps provide a convenient way of managing health conditions (e.g., congestive heart failure); however, little is known about their design specifications with respect to older adult users. We conducted a 3-phase assessment of human factors issues for common mHealth apps designed for managing congestive heart failure. In Phase 1, we identified two apps often used by older adults. In Phase 2, we evaluated these apps according to standard human factors principles. In Phase 3, we conducted usability testing of the apps with six older adults. We report design issues identified in the apps that limit usability by older adults. We encourage mHealth app designers to improve usability by: 1) providing easier navigation, 2) streamlining data entry processes, 3) providing clear recovery from errors, and 4) simplifying visualizations of data patterns.

scholarly journals Language Learning Strategies: An Action Research Study from a Sociocultural Perspective of Practices in Secondary School English Classes in the Seychelles

2021 ◽  
Author(s):  
◽  
Jemma Christina Simeon
Keyword(s):  
Action Research ◽  
Secondary School ◽  
Language Learning ◽  
Learning Strategies ◽  
English Language ◽  
Phase 1 ◽  
Strategy Use ◽  
Language Learning Strategies ◽  
Phase 3 ◽  
Writing Processes

<p>Research on language learning strategies (LLS) suggests that LLS are indispensable to helping second language learners learn English (Oxford, Crookall et al. 2008). However, most research studies to date have been experimental and have focused on listing certain aspects of learners' strategy use. By contrast, I have taken a sociocultural approach and carried out a collaborative Action Research project in which I have looked at learners' strategy use as "a cognitive choice and an emergent phenomenon" (Gao 2010, p.20). I have studied English language learning as embedded within social events and occurring as learners interact with people, objects and events in one secondary school in the Seychelles. I used an ethnographic approach which included classroom observation, interviews with teachers and journals, audio-recording and field notes.  Phase 1 of my study focused on current practices in three classes. In Phase 2, I analysed the data and reported back to the participating teachers. Common practices in the three classrooms were that the teachers taught students content knowledge only. For example, English lessons emphasized the development of English language literacy skills. In particular the teachers were concerned with getting students to understand ideas and facts about a topic being learnt such as writing a notice. They would also focus on linguistic topics such as grammar and vocabulary knowledge and writing mechanics in general. The teachers were seen as the main transmitters of knowledge while the students had very little voice in their learning, for example, choosing topics, purposes and audience. The students were given very few opportunities to talk among themselves about their work or strategies they used to solve their problems. Teacher talk consisted of giving instructions and asking students questions that tested their knowledge. There were few occasions where the teachers provided instruction that provoked new thinking and understanding about what was being taught.  The teachers felt that students depended too much on them for learning and wished to see their students becoming more independent learners, particularly in writing. Thus in Phase 3 of the research, the teachers and I focused on strategy instruction in the process approach to writing instruction with the aim of fostering dialogue among teachers and students about writing processes and problem-solving strategies. The analysis of findings of Phase 3 show that compared to Phase 1, the teachers minimised the practice of being merely transmitters of knowledge. Instead, they altered instruction and mediated learner writing strategies in a number of ways in a dialogic process through classroom instruction, use of collaborative writing tasks, questions and students' L1. However, while this was a step forward in making their students strategic, the teachers were yet to emphasise writing as a more holistic strategic activity which could have been accomplished by modelling their own thinking or self-talk or strategies related to planning, drafting, revising and editing of texts. Evidence also suggests that students used a number of strategies to mediate their own writing processes. These included using their film knowledge, humour, mother tongue, thinking aloud, teacher and peers to help them create text. There were also times when a few students drew on teaching techniques such as teacher-like scaffolding questions to mediate their own and their peers' learning.</p>

scholarly journals Language Learning Strategies: An Action Research Study from a Sociocultural Perspective of Practices in Secondary School English Classes in the Seychelles

2021 ◽  
Author(s):  
◽  
Jemma Christina Simeon
Keyword(s):  
Action Research ◽  
Secondary School ◽  
Language Learning ◽  
Learning Strategies ◽  
English Language ◽  
Phase 1 ◽  
Strategy Use ◽  
Language Learning Strategies ◽  
Phase 3 ◽  
Writing Processes

<p>Research on language learning strategies (LLS) suggests that LLS are indispensable to helping second language learners learn English (Oxford, Crookall et al. 2008). However, most research studies to date have been experimental and have focused on listing certain aspects of learners' strategy use. By contrast, I have taken a sociocultural approach and carried out a collaborative Action Research project in which I have looked at learners' strategy use as "a cognitive choice and an emergent phenomenon" (Gao 2010, p.20). I have studied English language learning as embedded within social events and occurring as learners interact with people, objects and events in one secondary school in the Seychelles. I used an ethnographic approach which included classroom observation, interviews with teachers and journals, audio-recording and field notes.  Phase 1 of my study focused on current practices in three classes. In Phase 2, I analysed the data and reported back to the participating teachers. Common practices in the three classrooms were that the teachers taught students content knowledge only. For example, English lessons emphasized the development of English language literacy skills. In particular the teachers were concerned with getting students to understand ideas and facts about a topic being learnt such as writing a notice. They would also focus on linguistic topics such as grammar and vocabulary knowledge and writing mechanics in general. The teachers were seen as the main transmitters of knowledge while the students had very little voice in their learning, for example, choosing topics, purposes and audience. The students were given very few opportunities to talk among themselves about their work or strategies they used to solve their problems. Teacher talk consisted of giving instructions and asking students questions that tested their knowledge. There were few occasions where the teachers provided instruction that provoked new thinking and understanding about what was being taught.  The teachers felt that students depended too much on them for learning and wished to see their students becoming more independent learners, particularly in writing. Thus in Phase 3 of the research, the teachers and I focused on strategy instruction in the process approach to writing instruction with the aim of fostering dialogue among teachers and students about writing processes and problem-solving strategies. The analysis of findings of Phase 3 show that compared to Phase 1, the teachers minimised the practice of being merely transmitters of knowledge. Instead, they altered instruction and mediated learner writing strategies in a number of ways in a dialogic process through classroom instruction, use of collaborative writing tasks, questions and students' L1. However, while this was a step forward in making their students strategic, the teachers were yet to emphasise writing as a more holistic strategic activity which could have been accomplished by modelling their own thinking or self-talk or strategies related to planning, drafting, revising and editing of texts. Evidence also suggests that students used a number of strategies to mediate their own writing processes. These included using their film knowledge, humour, mother tongue, thinking aloud, teacher and peers to help them create text. There were also times when a few students drew on teaching techniques such as teacher-like scaffolding questions to mediate their own and their peers' learning.</p>

scholarly journals Self-Management of Chronic Diseases Among Older Korean Adults: An mHealth Training, Protocol, and Feasibility Study (Preprint)

2018 ◽  
Author(s):  
Heejung Kim ◽  
Eunhee Park ◽  
Sangeun Lee ◽  
Mijung Kim ◽  
Eun Jeong Park ◽  
...  
Keyword(s):  
Older Adults ◽  
Health Care ◽  
Chronic Diseases ◽  
Phase 1 ◽  
Self Management ◽  
Phase 3 ◽  
Elderly Individuals ◽  
Mhealth Apps ◽  
Mobile Tablets ◽  
Training Protocol

BACKGROUND Most training programs for self-management of chronic diseases in Korea currently involve face-to-face interactions primarily in a health care setting. Therefore, older Koreans living in the community continue to seek other training opportunities for the management of chronic diseases. This has led to the development of new training methods, such as mobile health (mHealth) care, which are valuable in community centers and homes. OBJECTIVE This feasibility study (1) developed an mHealth training protocol to empower community-dwelling elderly individuals to manage their chronic diseases; (2) examined the feasibility of delivering this mHealth training protocol to elderly individuals through mobile tablets and applications (apps); and (3) discussed the contextual and methodological challenges associated with the development of this protocol. METHODS The mHealth training protocol was developed based on the eHealth Enhanced Chronic Care Model and comprised of four phases. Phase 1 included standardized technology (mobile tablets) training using guidebooks, demonstrations, and guided practice. Phase 2 included provision of standardized information about disease management that was obtained from governmental and professional health care organizations. Phase 3 included provision of training on the use of high-quality mHealth apps that were selected based on individual diagnoses. Phase 4 included encouraging the patients to practice using self-selected mHealth apps based on their individual needs. Quantitative descriptive statistics and qualitative content analyses of user evaluations were used to assess the feasibility and user acceptance of this protocol. RESULTS Of the 27 older adults included in this study, 25 completed all 4 weeks of the mHealth training. The attrition rate was 7% (2/27), and the reasons included time conflicts, emotional distress, and/or family discouragement. The men required little or no training for Phase 1, and in comparison with men, women seemed to depend more on the mHealth trainers in Phase 3. Gender, level of education, and previous experience of using smartphones were associated with the speed of learning, level of confidence, and overall competence. CONCLUSIONS A tailored and personalized approach is required to develop mHealth training protocols for older adults. Self-management of chronic diseases via mHealth training requires careful consideration of the complex nature of human behavior, emotional responses, and familial influences. Therefore, integration of a theoretical, clinical, and technical approach is necessary for the successful development and implementation of an mHealth training program that targets older adults with chronic diseases in a community setting.

scholarly journals Meningkatkan Keterampilan Sosial Siswa Melalui Penerapan Pembelajaran Kooperatif Tipe Teams Games Tournament

2013 ◽  
Vol 1 (3) ◽  
pp. 224
Author(s):  
Siti Fatimah ◽  
M. Arifuddin Jamal ◽  
Suyidno Suyidno
Keyword(s):  
High School ◽  
Action Research ◽  
Cooperative Learning ◽  
Phase I ◽  
Learning Process ◽  
Social Skill ◽  
Lesson Plan ◽  
Phase 1 ◽  
Senior High School ◽  
Phase 3

This research relates to the implementation of TGT in State Senior High School 12 (SMAN 12) Banjarmasin. The research objective is to describe that the Lesson Plan is well implemented, social skill, the learning result, as well as the students’ response through the learning process. This research is Classroom Action Research (CAR) of Hopkins model which is divided into 3 phases. To collect the data of this research is using questioners, observation, test, and documentation. The data is analyzed descriptively qualitatively and quantitatively.  The result of the research: (1) the Lesson Plan that implemented in phase 1 is 79%, II 93%, and III 100% with very good result, (2) The students’ social skill enhance in every phase, (3) the result of the students’ learning classically enhanced, in phase I is about 56% (not passed), II 80% (not passed), and III 92% (passed). (4) the response of interest and student’s motivation to follow cooperative learning is a good category. The conclusion is the application of cooperative learning TGT can enhance the students’ social skill.   

Comparisons of Auditory Brainstem Responses Between a Laboratory and Simulated Home Environment

2020 ◽  
Vol 63 (11) ◽  
pp. 3877-3892
Author(s):  
Ashley Parker ◽  
Candace Slack ◽  
Erika Skoe
Keyword(s):  
Home Environment ◽  
Signal To Noise Ratio ◽  
Auditory Brainstem ◽  
Auditory Brainstem Responses ◽  
Single Family ◽  
Adult Participants ◽  
Simulated Home Environment ◽  
Brainstem Response ◽  
Research Populations ◽  
Response Consistency

Purpose Miniaturization of digital technologies has created new opportunities for remote health care and neuroscientific fieldwork. The current study assesses comparisons between in-home auditory brainstem response (ABR) recordings and recordings obtained in a traditional lab setting. Method Click-evoked and speech-evoked ABRs were recorded in 12 normal-hearing, young adult participants over three test sessions in (a) a shielded sound booth within a research lab, (b) a simulated home environment, and (c) the research lab once more. The same single-family house was used for all home testing. Results Analyses of ABR latencies, a common clinical metric, showed high repeatability between the home and lab environments across both the click-evoked and speech-evoked ABRs. Like ABR latencies, response consistency and signal-to-noise ratio (SNR) were robust both in the lab and in the home and did not show significant differences between locations, although variability between the home and lab was higher than latencies, with two participants influencing this lower repeatability between locations. Response consistency and SNR also patterned together, with a trend for higher SNRs to pair with more consistent responses in both the home and lab environments. Conclusions Our findings demonstrate the feasibility of obtaining high-quality ABR recordings within a simulated home environment that closely approximate those recorded in a more traditional recording environment. This line of work may open doors to greater accessibility to underserved clinical and research populations.

PENERAPAN MODEL QUANTUM LEARNING UNTUK MENINGKATKAN HASIL BELAJAR AUTOCAD SISWA KELAS X TEKNIK PEMESINAN SMK NEGERI 1 STABAT

2013 ◽  
Vol 5 (1) ◽  
Author(s):  
Abdul Hasan Saragih
Keyword(s):  
Positive Response ◽  
Phase 1 ◽  
First Grade ◽  
Learning Model ◽  
Second Phase ◽  
Phase 2 ◽  
Phase 3 ◽  
The Third ◽  
Third Phase ◽  
Quantum Learning

This classroom research was conducted on the autocad instructions to the first grade of mechinary class of SMK Negeri 1 Stabat aiming at : (1) improving the student’ archievementon autocad instructional to the student of mechinary architecture class of SMK Negeri 1 Stabat, (2) applying Quantum Learning Model to the students of mechinary class of SMK Negeri 1 Stabat, arising the positive response to autocad subject by applying Quantum Learning Model of the students of mechinary class of SMK Negeri 1 Stabat. The result shows that (1) by applying quantum learning model, the students’ achievement improves significantly. The improvement ofthe achievement of the 34 students is very satisfactory; on the first phase, 27 students passed (70.59%), 10 students failed (29.41%). On the second phase 27 students (79.41%) passed and 7 students (20.59%) failed. On the third phase 30 students (88.24%) passed and 4 students (11.76%) failed. The application of quantum learning model in SMK Negeri 1 Stabat proved satisfying. This was visible from the activeness of the students from phase 1 to 3. The activeness average of the students was 74.31% on phase 1,81.35% on phase 2, and 83.63% on phase 3. (3) The application of the quantum learning model on teaching autocad was very positively welcome by the students of mechinary class of SMK Negeri 1 Stabat. On phase 1 the improvement was 81.53% . It improved to 86.15% on phase 3. Therefore, The improvement ofstudent’ response can be categorized good.

Clinical Drug Development for the Treatment of Pulmonary Arterial Hypertension: Collaboration With the Pharmaceutical Industry and Regulatory Agencies

2010 ◽  
Vol 9 (4) ◽  
pp. 214-219
Author(s):  
Robyn J. Barst
Keyword(s):  
Clinical Trials ◽  
Pulmonary Arterial Hypertension ◽  
Drug Development ◽  
Phase 1 ◽  
Preclinical Studies ◽  
Phase 2 ◽  
Phase 3 ◽  
Preclinical Testing ◽  
New Drug ◽  
Pulmonary Arterial

Drug development is the entire process of introducing a new drug to the market. It involves drug discovery, screening, preclinical testing, an Investigational New Drug (IND) application in the US or a Clinical Trial Application (CTA) in the EU, phase 1–3 clinical trials, a New Drug Application (NDA), Food and Drug Administration (FDA) review and approval, and postapproval studies required for continuing safety evaluation. Preclinical testing assesses safety and biologic activity, phase 1 determines safety and dosage, phase 2 evaluates efficacy and side effects, and phase 3 confirms efficacy and monitors adverse effects in a larger number of patients. Postapproval studies provide additional postmarketing data. On average, it takes 15 years from preclinical studies to regulatory approval by the FDA: about 3.5–6.5 years for preclinical, 1–1.5 years for phase 1, 2 years for phase 2, 3–3.5 years for phase 3, and 1.5–2.5 years for filing the NDA and completing the FDA review process. Of approximately 5000 compounds evaluated in preclinical studies, about 5 compounds enter clinical trials, and 1 compound is approved (Tufts Center for the Study of Drug Development, 2011). Most drug development programs include approximately 35–40 phase 1 studies, 15 phase 2 studies, and 3–5 pivotal trials with more than 5000 patients enrolled. Thus, to produce safe and effective drugs in a regulated environment is a highly complex process. Against this backdrop, what is the best way to develop drugs for pulmonary arterial hypertension (PAH), an orphan disease often rapidly fatal within several years of diagnosis and in which spontaneous regression does not occur?

scholarly journals How to improve emergency care to adults discharged within 24 hours? Acute Care planning in Emergency departments (The ACE study): a protocol of a participatory design study

BMJ Open ◽  
2020 ◽  
Vol 10 (12) ◽  
pp. e041743
Author(s):  
Christina Østervang ◽  
Annmarie Touborg Lassen ◽  
Charlotte Myhre Jensen ◽  
Elisabeth Coyne ◽  
Karin Brochstedt Dieperink
Keyword(s):  
Patient Outcomes ◽  
Participatory Design ◽  
Hospital Admissions ◽  
Phase 1 ◽  
Family Needs ◽  
Focus Group Interviews ◽  
Phase 3 ◽  
Ace Study ◽  
Group Interviews ◽  
Improve Patient

IntroductionThe development of acute symptoms or changes in diseases led to feelings of fear and vulnerability and the need for health professional support. Therefore, the care provided in the acute medical and surgical areas of the emergency department (ED) is highly important as it influences the confidence of patients and families in managing everyday life after discharge. There is an increase in short-episode (<24 hours) hospital admissions, related to demographic changes and a focus on outpatient care. Clear discharge information and inclusion in treatment decisions increase the patient’s and family’s ability to understand and manage health needs after discharge, reduces the risk of readmission. This study aims to identify the needs for ED care and develop a solution to improve outcomes of patients discharged within 24 hours of admission.Methods and analysisThe study comprises the three phases of a participatory design (PD). Phase 1 aims to understand and identify patient and family needs when discharged within 24 hours of admission. A qualitative observational study will be conducted in two different EDs, followed by 20 joint interviews with patients and their families. Four focus group interviews with healthcare professionals will provide understanding of the short pathways. Findings from phase 1 will inform phase 2, which aims to develop a solution to improve patient outcomes. Three workshops gathering relevant stakeholders are arranged in the design plus development of a solution with specific outcomes. The solution will be implemented and tested in phase 3. Here we report the study protocol of phase 1 and 2.Ethics and disseminationThe study is registered with the Danish Data Protection Agency (19/22672). Approval of the project has been granted by the Regional Committees on Health Research Ethics for Southern Denmark (S-20192000–111). Findings will be published in suitable international journals and disseminated through conferences.

scholarly journals Targeting the biology of ageing with mTOR inhibitors to improve immune function in older adults: phase 2b and phase 3 randomised trials

2021 ◽  
Vol 2 (5) ◽  
pp. e250-e262 ◽  
Author(s):  
Joan B Mannick ◽  
Grace Teo ◽  
Patti Bernardo ◽  
Dean Quinn ◽  
Kerry Russell ◽  
...  
Keyword(s):  
Older Adults ◽  
Immune Function ◽  
Mtor Inhibitors ◽  
Randomised Trials ◽  
Phase 3
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