Qualitative Study on Lived Experience at Cyber University of North Korean Defectors as Adult Learners

ObjectivesTo explore the lived experience of long COVID with particular focus on the role of physical activity.DesignQualitative study using semistructured interviews.Participants18 people living with long COVID (9 men, 9 women; aged between 18–74 years; 10 white British, 3 white Other, 3 Asian, 1 black, 1 mixed ethnicity) recruited via a UK-based research interest database for people with long COVID.SettingTelephone interviews with 17 participants living in the UK and 1 participant living in the USA.ResultsFour themes were generated. Theme 1 describes how participants struggled with drastically reduced physical function, compounded by the cognitive and psychological effects of long COVID. Theme 2 highlights challenges associated with finding and interpreting advice about physical activity that was appropriately tailored. Theme 3 describes individual approaches to managing symptoms including fatigue and ‘brain fog’ while trying to resume and maintain activities of daily living and other forms of exercise. Theme 4 illustrates the battle with self-concept to accept reduced function (even temporarily) and the fear of permanent reduction in physical and cognitive ability.ConclusionsThis study provides insight into the challenges of managing physical activity alongside the extended symptoms associated with long COVID. Findings highlight the need for greater clarity and tailoring of physical activity-related advice for people with long COVID and improved support to resume activities important to individual well-being.

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‘They must help if the doctor gives them to you’: a qualitative study of the older person’s lived experience of medication-related problems

Age and Ageing ◽

10.1093/ageing/afy142 ◽

2018 ◽

Vol 48 (1) ◽

pp. 147-151 ◽

Cited By ~ 3

Author(s):

Nikesh Parekh ◽

Beatrice Gahagan ◽

Lizzie Ward ◽

Khalid Ali

Keyword(s):

Qualitative Study ◽

Lived Experience

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Reorganizing Life: A Qualitative Study of Fathers' Lived Experience in the 3Years Subsequent to the Very Preterm Birth of Their Child

Journal of Pediatric Nursing ◽

10.1016/j.pedn.2013.10.008 ◽

2014 ◽

Vol 29 (2) ◽

pp. 124-131 ◽

Cited By ~ 7

Author(s):

Pia Lundqvist ◽

Lena Hellström-Westas ◽

Inger Hallström

Keyword(s):

Preterm Birth ◽

Qualitative Study ◽

Lived Experience ◽

Very Preterm ◽

Very Preterm Birth

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The Lived Experience of Nurses on the Role of Continuing Education Programs in Promoting Their Knowledge, Skills, and Attitude Toward Non-Communicable Diseases

10.21203/rs.3.rs-431307/v1 ◽

2021 ◽

Author(s):

Maryam Zarei ◽

Leila Bazrafkan ◽

Sadaf Mojarrab

Keyword(s):

Qualitative Study ◽

Lived Experience ◽

Professional Education ◽

Training Programs ◽

Clinical Skills ◽

Skills Training ◽

Communicable Diseases ◽

Professional Skills ◽

Non Communicable Diseases ◽

Effective Training

Abstract BackgroundContinuing professional education is essential for nurses to provide quality patient care and upgrade their professional skills and competence. The need for continuing medical education (CME) has become more apparent in the face of advances in medical science, the ever-changing healthcare system, and the important role nurses play in improving health care. It is therefore imperative to explore nurses’ experience of CME courses and the extent to which such programs are effective. The present qualitative study aimed to assess the lived experience of nurses on the effect of CE programs in promoting their knowledge, skill, and attitude toward non-communicable diseases.MethodsThis qualitative study was conducted in 2019-2020 at various hospitals affiliated to Shiraz University of Medical Sciences (Shiraz, Iran). The target population was nurses actively working in the chronic wards of these hospitals. The participants were selected using maximum variation sampling, including nursing managers, education and clinical supervisors, and staff nurses. Data were collected through individual, face-to-face, semi-structured interviews and analysed using the conventional content analysis method. Data trustworthiness was assessed according to the criteria proposed by Guba and Lincoln.ResultsAnalysis of the interview data resulted in 230 primary codes based on which 15 subcategories, 6 categories, and 3 themes were identified. The extracted themes were training to improve knowledge and attitude, training to improve professional skills, and the need for effective training programs. The associated categories weretraining to improve clinical knowledge, training to improve professional attitude, training in clinical skills related to holistic and person‐centred care, communication skills training, incorporate the fundamentals of effective training, and recognize common challenges and barriers to effective training.ConclusionProfessional competence and performance of nurses can be improved through intrinsic motivation stimulation, planning and implementation of training programs based on professional needs, and effective assessment of the teaching/learning process.

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Using the Flipped Classroom Instructional Approach to Foster a Mathematics-Anxious-Friendly Learning Environment

STEM Education ◽

10.4018/978-1-4666-7363-2.ch067 ◽

2015 ◽

pp. 1259-1282

Author(s):

Chris L. Yuen

Keyword(s):

Adult Learners ◽

Learning Environment ◽

Lived Experience ◽

Mathematics Anxiety ◽

Flipped Classroom ◽

Phenomenological Study ◽

Linear Equations ◽

Integral Model ◽

Hermeneutic Phenomenological ◽

Hermeneutic Phenomenological Study

This chapter examines the nature and characteristics of mathematics anxiety learning and provides instructional implications for highly mathematics-anxious learners, which are informed by lived experience. The discussion comes from research on the Mathematics Anxiety Learning Phenomenon (MALP), a hermeneutic phenomenological study using Wilber's Integral Model as the underpinning framework. Based on the lived experience data, hermeneutic themes were developed, and it is shown that those themes are capitalized upon in the flipped approach to foster a mathematics-anxious-friendly learning environment. Using the themes from the study, the chapter argues that the flipped approach could be beneficial to students who are highly mathematics-anxious. The system of linear equations with two variables, a common mathematics topic, is used to illustrate how the flipped approach to instructional design could recognize mathematics-anxious adult learners.

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