scholarly journals Process evaluation of appreciative inquiry to translate pain management evidence into pediatric nursing practice

2021 ◽  
Author(s):  
Tricia Kavanagh ◽  
Bonniue Stevens ◽  
Kate Seers ◽  
Souraya Sidani ◽  
Judy Watt-Watson
Keyword(s):  
Pain Management ◽  
Appreciative Inquiry ◽  
Action Plan ◽  
Implementation Process ◽  
Study Data ◽  
Pediatric Care ◽  
Clinical Issue ◽  
Staff Members

Background Appreciative inquiry (AI) is an innovative knowledge translation (KT) intervention that is compatible with the Promoting Action on Research in Health Services (PARiHS) framework. This study explored the innovative use of AI as a theoretically based KT intervention applied to a clinical issue in an inpatient pediatric care setting. The implementation of AI was explored in terms of its acceptability, fidelity, and feasibility as a KT intervention in pain management. Methods A mixed-methods case study design was used. The case was a surgical unit in a pediatric academic-affiliated hospital. The sample consisted of nurses in leadership positions and staff nurses interested in the study. Data on the AI intervention implementation were collected by digitally recording the AI sessions, maintaining logs, and conducting individual semistructured interviews. Data were analysed using qualitative and quantitative content analyses and descriptive statistics. Findings were triangulated in the discussion. Results Three nurse leaders and nine staff members participated in the study. Participants were generally satisfied with the intervention, which consisted of four 3-hour, interactive AI sessions delivered over two weeks to promote change based on positive examples of pain management in the unit and staff implementation of an action plan. The AI sessions were delivered with high fidelity and 11 of 12 participants attended all four sessions, where they developed an action plan to enhance evidence-based pain assessment documentation. Participants labeled AI a 'refreshing approach to change' because it was positive, democratic, and built on existing practices. Several barriers affected their implementation of the action plan, including a context of change overload, logistics, busyness, and a lack of organised follow-up. Conclusions Results of this case study supported the acceptability, fidelity, and feasibility of AI as a KT intervention in pain management. The AI intervention requires minor refinements (e.g., incorporating continued follow-up meetings) to enhance its clinical utility and sustainability. The implementation process and effectiveness of the modified AI intervention require evaluation in a larger multisite study.

scholarly journals Process evaluation of appreciative inquiry to translate pain management evidence into pediatric nursing practice

2021 ◽  
Author(s):  
Tricia Kavanagh ◽  
Bonniue Stevens ◽  
Kate Seers ◽  
Souraya Sidani ◽  
Judy Watt-Watson
Keyword(s):  
Pain Management ◽  
Appreciative Inquiry ◽  
Action Plan ◽  
Implementation Process ◽  
Study Data ◽  
Pediatric Care ◽  
Clinical Issue ◽  
Staff Members

Background Appreciative inquiry (AI) is an innovative knowledge translation (KT) intervention that is compatible with the Promoting Action on Research in Health Services (PARiHS) framework. This study explored the innovative use of AI as a theoretically based KT intervention applied to a clinical issue in an inpatient pediatric care setting. The implementation of AI was explored in terms of its acceptability, fidelity, and feasibility as a KT intervention in pain management. Methods A mixed-methods case study design was used. The case was a surgical unit in a pediatric academic-affiliated hospital. The sample consisted of nurses in leadership positions and staff nurses interested in the study. Data on the AI intervention implementation were collected by digitally recording the AI sessions, maintaining logs, and conducting individual semistructured interviews. Data were analysed using qualitative and quantitative content analyses and descriptive statistics. Findings were triangulated in the discussion. Results Three nurse leaders and nine staff members participated in the study. Participants were generally satisfied with the intervention, which consisted of four 3-hour, interactive AI sessions delivered over two weeks to promote change based on positive examples of pain management in the unit and staff implementation of an action plan. The AI sessions were delivered with high fidelity and 11 of 12 participants attended all four sessions, where they developed an action plan to enhance evidence-based pain assessment documentation. Participants labeled AI a 'refreshing approach to change' because it was positive, democratic, and built on existing practices. Several barriers affected their implementation of the action plan, including a context of change overload, logistics, busyness, and a lack of organised follow-up. Conclusions Results of this case study supported the acceptability, fidelity, and feasibility of AI as a KT intervention in pain management. The AI intervention requires minor refinements (e.g., incorporating continued follow-up meetings) to enhance its clinical utility and sustainability. The implementation process and effectiveness of the modified AI intervention require evaluation in a larger multisite study.

scholarly journals Using poster presentation to assess large classes: a case study of a first-year undergraduate module at a South African university

2019 ◽  
Vol 19 (1) ◽  
Author(s):  
Andrew Ross ◽  
Thembelihle Dlungwane ◽  
Jacqueline Van Wyk
Keyword(s):  
Transformative Learning ◽  
Poster Presentation ◽  
Large Class ◽  
Study Data ◽  
Learning Assessment ◽  
Cross Sectional ◽  
Staff Members ◽  
The Difference ◽  
Poster Presentations

Abstract Background The massification of higher education is often associated with poor student engagement, poor development of their critical thinking, inadequate feedback and poor student throughput. These factors necessitate the need to devise novel, innovative methods to teach, assess and provide feedback to learners to counter the restrictions imposed due to the large class learning environments. This study was conducted to ascertain the perceptions of 1st year medical students and staff at the Nelson Mandela School of Medicine regarding the value of poster presentations as a strategy to enhance learning, assessment and feedback. Methods This was an exploratory observational, descriptive cross-sectional, case study. Data was collected through separate student and staff questionnaires that required participant responses on a five-point Likert scale. The data was extracted into Excel spreadsheets for quantitative analysis. Results Two-hundred- and-thirty (92%) student questionnaires were returned (N = 250). Most students indicated that the design and presentation of the poster had helped them to select important material (92%), understand and describe disadvantage (86%) and to make a difference in the community (92%). The students agreed that the poster assessment was an efficient (81%) and fair method (75%) that provided opportunities for meaningful feedback. Ten staff members responded to the questionnaire. Most staff members (90%) indicated that the poster presentation had allowed students to demonstrate their engagement in a meaningful and appropriate way around issues of disadvantage and HIV and agreed that the poster presentations allowed for immediate and effective feedback. Conclusion Students’ interactions in the tasks promoted active engagement with others and course material; the development of higher order thinking and skills which added to students’ accounts of transformative learning experiences. They could describe and illustrate the difference that they had made in their chosen community. The poster presentations allowed for quick and efficient marking, immediate feedback and an opportunity to validate the students’ participation. Poster presentations offered an innovative way to encourage deep meaningful engagement and learning amongst peers and facilitators. Poster presentations should be more widely considered as an innovative way of encouraging deeper engagement and learning in a large class setting.

What Went Wrong? Lessons Learned from Studying ERP Implementation Across Cultures

2005 ◽  
pp. 87-106
Author(s):  
Celia Romm Livermore
Keyword(s):  
Implementation Process ◽  
The United States ◽  
Study Data ◽  
Lessons Learned ◽  
Future Research ◽  
Erp Implementation ◽  
Two Cultures ◽  
The Two Cultures ◽  
Case Study Data

Following a literature review that sets this research in context, case study data from two companies, one in the United States and one in Israel, are presented. Data are used to compare the implementation process of SAP Enterprise Planning Systems (ERPs) in the two cultures. The unique patterns of the implementation process that emerge from the two case studies are discussed as examples of the decision-making patterns typical of the two cultures. When relevant, areas where the findings did not agree with the theory are highlighted. The conclusions section explores the implications from this research to broader issues of ERP implementation across cultures, including the implementation of ERP systems within the higher education sector, and possible directions for future research emanating from this study.

scholarly journals Challenges experienced by healthcare workers in managing patients with hearing impairment at a primary health care setting: a descriptive case study

2018 ◽  
Vol 60 (6) ◽  
pp. 39
Author(s):  
S. Orrie ◽  
T. Motsohi
Keyword(s):  
Health Care ◽  
Healthcare Workers ◽  
Health Centre ◽  
Study Data ◽  
Structured Interviews ◽  
Group Discussions ◽  
Descriptive Case Study ◽  
Staff Members ◽  
Qualitative Descriptive

Background: There has been little research on the experiences of healthcare workers (HCWs) with deaf/hearing impaired (HI) clients. Anecdotal evidence suggests that HCWs experience challenges, but little is reported on how they manage these challenges. Interactions with and care of deaf/Deaf and HI patients by clinicians has yielded several questions around communication and assessment strategies, as well as comparative quality of health care for deaf/Deaf and HI clients. This research was intended to further the understanding and knowledge of these aspects of health care of deaf/Deaf and HI clients.Methods: The study design is a qualitative, descriptive case study. Data were collected using semi-structured interviews with individual HCWs and focus-group discussions with groups of participants. Participants were invited staff members at Retreat Community Health Centre (RCHC) in Cape Town. Convenience sampling was used to select participants, and interviews were conducted until saturation was reached. Data were studied and analysed using the phenomenological method.Results: HCWs reported that they serve very few Deaf or HI clients. However, themes of language barriers, resilience, preconceptions, improvisation and innovation, interpreters and recommendations emerged. Difficulties in communication were acknowledged, but HCWs insisted that these barriers are not insurmountable.Discussion and conclusion: A few preconceptions and gaps in knowledge and awareness were revealed. HCWs also tended to rely on escorts and other interpreters. The dominant recommendations are that HCWs should receive training in sign language (SL) and/or that SL interpreters be available at facilities. Despite using words and phrases such as ‘frustrating’ and ‘more effort’, participants’ concluding remarks reiterate that their experiences are positive, suggesting a notable resilience.

REGIONAL BASED KKN MANAGEMENT: TOWARD FREEDOM OF LEARNING DURING THE COVID-19 PANDEMIC

2021 ◽  
Vol 5 (1) ◽  
pp. 95-105
Author(s):  
Ainur Rifqi
Keyword(s):  
Monitoring And Evaluation ◽  
Data Retrieval ◽  
Study Data ◽  
Residential Area ◽  
Qualitative Approach ◽  
Management Process ◽  
State University ◽  
Case Study Data

This research aims to reveal the management of KKN conducted by the KKN Center of State University of Surabaya during the covid-19 pandemic. This research was conducted using qualitative approach with the type of research used is a case study. Data retrieval is conducted through interviews, observations, and document studies. This research shows that KKN activities conducted are regional-based KKN activities with 1) student kkn and DPL regional placement planning tailored to the student's residential area when KKN is conducted, as well as KKN activities directed to help the community in preventing the spread of Covid-19 and solving problems that occurred during the Covid-19 Pandemic; 2) KKN activities are carried out with attention to health protocols, by implementing 5 forms of programs; and 3) evaluation of KKN activities is conducted through monitoring and evaluation with kkn center to determine the follow-up of KKN in the future. The entire management process of regional-based KKN is carried out by implementing health protocols.

دور التدريب في تنمية مهارات موظفي قطاع الاتصالات الفلسطينية من وجهة نظر موظفيها شركة الاتصالات الفلسطينية أنموذجا (بالتل)

2014 ◽  
Vol 1 (1) ◽  
pp. 189-216
Keyword(s):  
Cognitive Skills ◽  
Statistical Significance ◽  
Performance Skills ◽  
Staff Members ◽  
Descriptive Approach ◽  
And Performance ◽  
Staff Skills

ملخص : هدفت الدراسة إلى معرفة دور التدريب في تنمية مهارات موظفي قطاع الاتصالات الفلسطينية (شركة الاتصالات الفلسطينية أنموذجا “بالتل”) في محافظتي نابلس وجنين، كما هدفت إلى الكشف عن أثر متغيرات: (الجنس، المستوى الوظيفي، الخدمة، المؤهل العلمي) في دور التدريب، وكان الباحثان قد استخدما المنهج الوصفيّ التحليليّ بوصفه منهجية مناسبة لمضامين الدارسة وموضوعها.وغاية الوصول إلى تحقيق أهداف الدراسة، حلّل الباحثان إجابات عينة الدراسة التي مقدارها: (112) موظفًا من المجتمع الأصلي للعينة المنتقاة والبالغة (135) أي: ما نسبته (83%). واعتمد الباحثان في جمع البيانات على أداة الدراسة، التي هي (الاستبانة)، ذلك بعد أن تأكدا من صدق الأداة وثباتها، وتضمنت استبانة الدراسة ثلاثة محاور رئيسة للتدريب، هي: (المهارات المعرفية، والمهارات القيمية والاجتماعية، ومهارات الأداء)، ووظّف الباحثان البرنامج الإحصائي للعلوم الاجتماعية (SPSS) في هذه الدراسة؛ من أجل الإجابة عن أسئلتها وفرضياتها.وكانت الدراسة بعد تحليل استبانتها، وسبر غور مصادرها البحثية ومراجعها العلمية توصلت إلى النتائج الآتية :1. إنّ دور التدريب في تنمية مهارات الموظفين مؤثر وفاعل وكثيرة نتائجه التحسينية في الأداءات الوظيفية؛ إذ بلغ المتوسط الحسابي(3.98).2. لحظ الباحثان أنّ وجود فروق ذات دلالة إحصائية عند مستوى الدلالة الإحصائية (α ≤ 0.05) في دور التدريب على الموظفين؛ يعزى ذلك إلى متغير الجنس والخدمة لديهم، وذلك على المجال الكلي. 3. ولكنّ عدم وجود فروق ذات دلالة إحصائية عند مستوى الدلالة الإحصائية (α ≤ 0.05) في دور التدريب على الموظفين؛ تعزى لمتغير المستوى الوظيفي والمؤهل العلمي.4. وجود علاقة قوية ومؤثرة فاعلة وموجبة عند مستوى الدلالة الإحصائية (α ≤ 0.05) بين كل مجال من مجالات الدراسة، ودور التدريب في تنمية مهارات الموظفين ككل. وبناء على ما مضى ذكره أعلاه، اقترح الباحثان مجموعة من التوصيات، التي تثري دور التدريب، وتعزز من فاعليته على هذه العينة من الموظفين مستقبلا، وذلك بأن تهدف عمليات تدريب الموظفين إلى تطوير قدراتهم الأدائية وتنميتها، ويوصي الباحثان إلى مراقبة أداء الموظف بعد كل برنامج تدريبيّ؛ ليضمن حسن فاعلية البرنامج المعنيّ، وتطويره وفاقاً لنتائج أداءات الموظفين الذين انخرطوا في هذه البرامج التدريبيّة؛ ليتناغم البرنامج وأدواته مع أداء الموظفين. Abstract The study aimed at identifying the role of training in developing staff skills of Palestinian telecommunications company (Patel). (A case study of Patel in Jenin and Nablus Provinces).It also aimed to show the influence of demographic factors (sex, position, experience and Qualification), on training to develop staff skills in (Patel). The researchers used the descriptive approach because it suited the study’s implications and content.Achieve the purpose a sample consisting of (112) staff members of PALTEL in Nablus and Jenin Provinces was selected from PALTEL staff, total ( 135 employees), representing (83%) . The researchers developed a questionnaire as a tool to conduct the study. It contained three main areas of training, namely: cognitive skills, values and social and performance skills. The Statistical Package for Social Sciences (SPSS) was used to test the trends of the respondents in the hypotheses adopted by the study.The study concluded that the role of training in developing skills of Patel staff in Nablus and Jenin Provinces in general was huge and efficient in the improvement process as the average was (3.98). Statistical significance was observed in the area of sex and experience, while no statistical significance was found in the area of position and education.The researchers made recommendations that training should develop staff skills, and pointed to the need to follow up the staff performance after each training.

scholarly journals An aggression policy that works

2004 ◽  
Vol 28 (3) ◽  
pp. 357 ◽  
Author(s):  
Denby A Kitchener ◽  
Sharon R Sykes ◽  
Allan G McEwan
Keyword(s):  
Aggressive Behaviour ◽  
Action Plan ◽  
Working Party ◽  
Early Discharge ◽  
Fundamental Principle ◽  
Management Policy ◽  
Staff Members ◽  
Effective Strategies ◽  
Aggression Management

In 1999, a survey of the clinical staff in Royal Darwin Hospital showed that most instances of aggressive and abusive behaviour by patients or visitors occurring in the hospital went unreported because staff believed there would not be any follow-up investigation or action taken by management. In response, a hospital working party was formed to develop and implement an aggression management policy with practical effective strategies. The principal tool used was an Action Plan that delineated an immediate response to the aggression, as well as long-term strategies such as negotiated care and behaviour modification programs. An advocate is provided for the patient and debriefing for staff members. If the aggressive behaviour continues, early discharge of the patient could be initiated. The fundamental principle of the policy is to prevent fostering a culture of acceptance of aggressive behaviour through appropriate early intervention. In 2002, a follow-up survey showed that 82% of aggressive incidents were being reported and dealt with by management in a timely manner ? a significant improvement.

scholarly journals Redesigning Teacher Education in the Wake of Covid-19 and Future Emergencies: A Case of Zimbabwe

2021 ◽  
Vol 5 (1) ◽  
pp. 70-95
Author(s):  
Pfuurai Chimbunde
Keyword(s):  
Higher Education ◽  
Appreciative Inquiry ◽  
Online Teaching ◽  
Study Data ◽  
Face To Face ◽  
Interpretive Case Study ◽  
Online Platforms ◽  
University Lecturers ◽  
Educational Delivery

Globally, the need to mitigate the spread of Covid-19 had rendered the traditional face-to-face educational delivery systems of Higher Education (HE) irrelevant. In light of that, institutions of HE had abruptly introduced online teaching platforms as an alternative, though without auditing the lecturers’ capacities and skills. Informed by the Appreciative Inquiry Model (AIM), this interpretive case study used virtual meetings and WhatsApp discussions to explore the professional limitations of Zimbabwe university lecturers on using the online platforms and their reactions to Teachers Education Programmes in the wake of Covid-19 and future emergencies. 12 lecturers drawn from three purposively selected Zimbabwean universities participated in the case study. Data were generated from questions developed in a way that encouraged the appearance of the Appreciative Inquiry Model stages. Findings suggest that some lecturers in Zimbabwe and possibly in other developing countries are inadequately trained to use online platforms. Institutions of Higher Education are therefore suggested to regularly audit their lecturers’ skills and professionally capacitate them for re-tooling and aligning in order for the skills to match the dictates of future emergencies.

scholarly journals Using poster presentation to assess large classes: A case study for first year undergraduate module in a South African University

2019 ◽  
Author(s):  
Andrew Ross ◽  
Thembelihle Dlungwane ◽  
Jacqueline Van Wyk
Keyword(s):  
Transformative Learning ◽  
Poster Presentation ◽  
Large Class ◽  
Study Data ◽  
Learning Assessment ◽  
Cross Sectional ◽  
Staff Members ◽  
The Difference ◽  
Poster Presentations

Abstract Background The massification of higher education is often associated with poor student engagement, poor development of their critical thinking, inadequate feedback and poor student throughput. These factors necessitate the need to devise novel, innovative methods to teach, assess and provide feedback to learners to counter the restrictions imposed due to the large class learning environments. This study was conducted to ascertain the perceptions of 1st year medical students and staff at the Nelson Mandela School of Medicine regarding the value of poster presentations as a strategy to enhance learning, assessment and feedback. Methods This was an exploratory observational, descriptive cross-sectional, case study. Data was collected through separate student and staff questionnaires that required participant responses on a five-point Likert scale. The data was extracted into Excel spreadsheets for quantitative analysis. Results Two-hundred- and-thirty (92%) student questionnaires were returned (N=250). Most students indicated that the design and presentation of the poster had helped them to select important material (92%), understand and describe disadvantage (86%) and to make a difference in the community (92%). The students agreed that the poster assessment was an efficient (81%) and fair method (75%) that provided opportunities for meaningful feedback. Ten staff members responded to the questionnaire. Most staff members (90%) indicated that the poster presentation had allowed students to demonstrate their engagement in a meaningful and appropriate way around issues of disadvantage and HIV and agreed that the poster presentations allowed for immediate and effective feedback. Discussion and conclusions Students’ interactions in the tasks promoted active engagement with others and course material; the development of higher order thinking and skills which added to students’ accounts of transformative learning experiences. They could describe and illustrate the difference that they had made in their chosen community. The poster presentations allowed for quick and efficient marking, immediate feedback and an opportunity to validate the students’ participation. Poster presentations offered an innovative way to encourage deep meaningful engagement and learning amongst peers and facilitators. Poster presentations should be more widely considered as an innovative way of encouraging deeper engagement and learning in a large class setting.

scholarly journals The Role of Quality Assurance in Geological Investigations: A Case Study

2021 ◽  
Vol 5 (1) ◽  
pp. 91-100
Author(s):  
Varoujan K. Sissakian
Keyword(s):  
Quality Control ◽  
Quality Assurance ◽  
Engineering Geology ◽  
Current Work ◽  
Geological Investigation ◽  
Staff Members ◽  
First Time

Implementation of a Quality Assurance (QA) program in geological investigation is very significant and essential, especially when the investigation is carried out for selection and evaluation of strategic and vital project sites. The current work is a case study for selection and evaluation of a strategic site in Iraq where a QA program was implemented for the first time in the Iraq Geological Survey (as a Contractor) as a mandatory condition implied by the Client for all work carried out and included in the geological investigation. The geological investigation included six main activities: 1) geology, 2) hydrogeology, 3) geophysics, 4) engineering geology, 5) drilling and 6) laboratory work. The main roles of QA staff were to: 1) check the qualifications of all staff members involved in the six activities, 2) verify work procedures by means of which the staff members of each activity were performing their tasks, 3) follow-up all carried out works in the field, laboratory and office, 4) verify all types of work outputs by the staff members of the six activities, and 5) recognize any nonconformance in any type of carried out work before been recognized by the QA and/ or Quality Control (QC) staff of the Client. During the performance of the contract that lasted for 30 months, three nonconformance cases by the Contractor were recognized by the QA staff members and relevant corrective actions were performed. The three cases were not detected or recognized by the QA and QC staff members of the Client.

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