Scoping Review: online gaming interventions for congenital heart patients

10.32920/14639646 ◽

2021 ◽

Author(s):

Suzanne Fredericks

Keyword(s):

Patient Education ◽

Scoping Review ◽

Congenital Heart ◽

Online Gaming ◽

Lessons Learned ◽

Face To Face ◽

Heart Patients ◽

Research Findings ◽

Education Interventions

Online patient education gaming interventions should be designed for the adult cohort with congenital heart disease since current resources are not optimal. To date, these types of interventions are currently being used throughout the healthcare environment. Even though my area of expertise encompasses the design and evaluation of patient education interventions, I have primarily focused on face-to-face and/or telephone based interventions. My knowledge in the area of online gaming is severely limited. As a result a scoping review was undertaken in order for the acquisition of a better understanding of what online gaming is; its associated characteristics, and the most common outcomes associated with these interventions. This case study presented an overview of a scoping review that was conducted with the main goal of summarizing and disseminating research findings, identifying research gaps, and making recommendations for future intervention design and evaluation. The stages for the conducting a scoping review were presented along with some practical lessons learned.

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Improving gout education from patients’ perspectives: a focus group study of Māori and Pākehā people with gout

Journal of Primary Health Care ◽

10.1071/hc18010 ◽

2018 ◽

Vol 10 (3) ◽

pp. 194 ◽

Cited By ~ 2

Author(s):

Cassandra J. Rolston ◽

Tamlin S. Conner ◽

Lisa K. Stamp ◽

Tia Neha ◽

Suzanne Pitama ◽

...

Keyword(s):

Primary Care ◽

New Zealand ◽

Patient Education ◽

Primary Care Providers ◽

Care Providers ◽

Multiple Sources ◽

Focus Group Study ◽

Face To Face ◽

Gout Patient ◽

Education Interventions

ABSTRACT INTRODUCTION Gout is a common form of arthritis that is typically managed in primary care. Gout management guidelines emphasise patient education for successful treatment outcomes, but there is limited literature about the educational experiences of people living with gout in New Zealand, particularly for Māori, who have higher gout prevalence and worse gout outcomes than Pākehā. AIM To explore gout patient education in primary care from the perspectives of Māori and Pākehā people with gout. METHODS In total, 69 people with gout were recruited through primary care providers in three locations across New Zealand. Nine semi-structured focus groups were run with Māori and Pākehā participants in separate groups. RESULTS Thematic analysis yielded two themes in relation to gout education: (i) ‘Multiple sources of gout education’; and (ii) ‘Gaps in gout knowledge’. Participants received education from general practitioners, educational resources, family and friends, and their own experiences. Māori participants preferred information to be kanohi-ki-te-kanohi (face-to-face) and with significant others present where necessary. Participants disclosed gaps in gout’s epidemiology and management. Pākehā and Māori participants reported limited understanding of the genetic basis of gout or the biological underpinnings of the condition and its treatments, but learned treatment adherence through experience. DISCUSSION Despite improved gout patient education, knowledge gaps remain and may contribute to poor medication adherence. Gout patient education interventions need to be tailored to culture and incorporate suitable methods of disseminating information about gout management.

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Scoping Review: Online Gaming Interventions for Patients With Congenital Heart Disease

10.4135/9781526423436 ◽

2017 ◽

Author(s):

Suzanne Fredericks

Keyword(s):

Congenital Heart Disease ◽

Heart Disease ◽

Scoping Review ◽

Congenital Heart ◽

Online Gaming

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Digital Mentoring via Emerging Technologies

10.4018/978-1-7998-8193-3.ch007 ◽

2022 ◽

pp. 130-153

Author(s):

Zeliha Seçkin ◽

Alev Elçi ◽

Onur Doğan

Keyword(s):

Emerging Technologies ◽

Selection Process ◽

Study Group ◽

Graduate Studies ◽

Face To Face ◽

Second Stage ◽

Face Negotiation ◽

Research Findings ◽

Geographical Space

The COVID-19 pandemic accelerated the digital transformation era and the evolution from mentoring to e-mentoring. One of the groups most affected by this situation is the mentees doing graduate studies. In this context, e-mentoring enables the mentee and mentor to carry out their academic study using digital technologies in mutual interaction, regardless of time and geographical space. This study is designed as a case study of the qualitative research methods where the study group consists of graduate students. Five main themes and 14 sub-themes are determined from the interviews with mentees on e-mentoring perceptions. According to the research findings, mentees prefer a two-stage approach in mentee-mentor matching. Mentees emphasize that they favor matching with emerging technologies at the first stage and finalizing the mentor selection process by mentee-mentor face-to-face negotiation in the second stage. Mentees also mention that besides some e-mentoring advantages, there are psycho-social benefits of face-to-face mentoring.

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Indoor Air Quality in Naturally Ventilated Classrooms. Lessons Learned from a Case Study in a COVID-19 Scenario

Sustainability ◽

10.3390/su13158446 ◽

2021 ◽

Vol 13 (15) ◽

pp. 8446

Author(s):

Alberto Meiss ◽

Héctor Jimeno-Merino ◽

Irene Poza-Casado ◽

Alfredo Llorente-Álvarez ◽

Miguel Ángel Padilla-Marcos

Keyword(s):

Air Quality ◽

Indoor Air ◽

Lessons Learned ◽

Face To Face ◽

The Public ◽

Simple Protocol ◽

Teachers And Students ◽

Ventilation Strategies ◽

The Government

This paper describes the implementation of a series of ventilation strategies in a nursery and primary school from September 2020, when the government decided to resume the students’ face-to-face activity in the middle of a COVID scenario. Air quality and hygrothermal comfort conditions were analysed before the pandemic and compared for different ventilation configurations in a post-COVID scenario. Ventilation strategies included the protocols issued by the Public Administration, while others were developed based on the typological configuration and use of the school. Results revealed that it is advisable to implement certain strategies that reduce the risk of infection among the occupants of the spaces, without a significant decrease in hygrothermal comfort. Given the importance of maintaining better IAQ in the future within classrooms, and regarding the pre-COVID situation, these strategies may be extended beyond this pandemic period, through a simple protocol and necessary didactic package to be assumed by both teachers and students of the centre.

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Integrating telepsychiatry services in a care setting in Kenya: a case report

BJPsych International ◽

10.1192/bji.2021.38 ◽

2021 ◽

pp. 1-3

Author(s):

Frank Njenga ◽

Linnet Ongeri ◽

Anna Nguithi ◽

Jacqueline Anundo ◽

Maryann Mugane ◽

...

Keyword(s):

Mental Health ◽

Case Report ◽

Care Setting ◽

Lessons Learned ◽

Sub Saharan Africa ◽

Care Provision ◽

Health Providers ◽

Face To Face ◽

Sub Saharan

Globally, health providers and patients alike have been forced to adapt rapidly to the use of telemedicine during the COVID-19 pandemic. Although telepsychiatry has been tested and found just as effective as face-to-face care, there still remains little uptake of this form of care provision in sub-Saharan Africa. This case study highlights the use of telepsychiatry in a previously telemedicine-naive private mental health facility in Kenya. We describe the challenges and lessons learned from the experience. We conclude on the need to test the effectiveness and acceptability of this mode of therapy in sub-Saharan Africa.

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Practicing Scientific Argumentation Through Social Media

Digital Tools and Solutions for Inquiry-Based STEM Learning - Advances in Educational Technologies and Instructional Design ◽

10.4018/978-1-5225-2525-7.ch004 ◽

2017 ◽

pp. 82-111

Author(s):

Jana Craig-Hare ◽

Amber Rowland ◽

Marilyn Ault ◽

James D. Ellis

Keyword(s):

Social Media ◽

Problem Solving ◽

Active Learning ◽

Professional Learning ◽

Science Classroom ◽

Scientific Practice ◽

Lessons Learned ◽

Research Findings ◽

Use Of Social Media

The use of social media in and outside the classroom is increasing in the number of popular applications as well as pervasiveness in our culture. Teachers utilize social media to engage students, connect with experts, and expand their own professional learning. This chapter provides educators with information about the use of social media to support STEM practices. Social media can be used to engage students in active learning and problem-solving through student-posted claims and effective online questioning. Using social media supports the scientific practice of engaging in argument from evidence, as well as emulates how scientists collaborate on their own research and share research findings. Best practices and lessons learned are shared in this chapter, including a case study from a secondary science classroom and suggestions for the use of social media for educator professional learning.

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Returning Water Data to Communities in Ndola, Zambia: A Case Study in Decolonising Environmental Science

Case Studies in the Environment ◽

10.1525/cse.2018.001552 ◽

2019 ◽

Vol 3 (1) ◽

pp. 1-8

Author(s):

Mando Chitondo ◽

Kelly Dombroski

Keyword(s):

Developing Countries ◽

Research Methods ◽

Environmental Science ◽

Research Projects ◽

Research Knowledge ◽

Water Research ◽

Face To Face ◽

Research Findings ◽

Water Issues

Many scientific research projects carried out in developing countries gather data and fail to return any summary of the findings to the community that provided the data. Residents from communities experiencing water issues are therefore deprived of effective participation in the use of findings, since communities might be seen as only a source of data. Indigenous writers have revealed the injustice of this reality and have suggested that this is typical of colonial or ‘colonising’ research methods. It is concerning because accessing research knowledge encourages communities to examine their issues and empowers them to formulate solutions. Inspired by decolonising methodologies, we explored different ‘decolonising’ approaches to returning research findings to participant communities using the results of a recent water research project conducted in Ndola, Copperbelt Province, Zambia. In this case study, we describe participant communities experience regarding access to research findings and conclude that face-to-face discussion is the preferred approach to returning water research findings in Ndola.

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Practicing Scientific Argumentation Through Social Media

Social Media in Education ◽

10.4018/978-1-5225-5652-7.ch013 ◽

2018 ◽

pp. 234-256 ◽

Cited By ~ 1

Author(s):

Jana Craig-Hare ◽

Amber Rowland ◽

Marilyn Ault ◽

James D. Ellis

Keyword(s):

Social Media ◽

Problem Solving ◽

Active Learning ◽

Professional Learning ◽

Science Classroom ◽

Scientific Practice ◽

Lessons Learned ◽

Research Findings ◽

Use Of Social Media

The use of social media in and outside the classroom is increasing in the number of popular applications as well as pervasiveness in our culture. Teachers utilize social media to engage students, connect with experts, and expand their own professional learning. This chapter provides educators with information about the use of social media to support STEM practices. Social media can be used to engage students in active learning and problem-solving through student-posted claims and effective online questioning. Using social media supports the scientific practice of engaging in argument from evidence, as well as emulates how scientists collaborate on their own research and share research findings. Best practices and lessons learned are shared in this chapter, including a case study from a secondary science classroom and suggestions for the use of social media for educator professional learning.

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