scholarly journals Trauma and Violence Informed Care Through Decolonising Interagency Partnerships: A Complexity Case Study of Waminda’s Model of Systemic Decolonisation

2020 ◽  
Vol 17 (20) ◽  
pp. 7363
Author(s):  
Patricia Cullen ◽  
Tamara Mackean ◽  
Faye Worner ◽  
Cleone Wellington ◽  
Hayley Longbottom ◽  
...  
Keyword(s):  
Social Services ◽  
Collective Learning ◽  
Indigenous Research ◽  
Power Structures ◽  
Structured Interviews ◽  
Health And Social Services ◽  
Indigenous Research Methods ◽  
Shared Language ◽  
Emerging Themes

Through the lens of complexity, we present a nested case study describing a decolonisation approach developed and implemented by Waminda South Coast Women’s Health and Welfare Aboriginal Corporation. Using Indigenous research methods, this case study has unfolded across three phases: (1) Yarning interviews with the workforce from four partner health services (n = 24); (2) Yarning circle bringing together key informants from yarning interviews to verify and refine emerging themes (n = 14); (3) Semi-structured interviews with a facilitator of Waminda’s Decolonisation Workshop (n = 1) and participants (n = 10). Synthesis of data has been undertaken in stages through collaborative framework and thematic analysis. Three overarching themes and eight sub-themes emerged that centred on enhancing the capabilities of the workforce and strengthening interagency partnerships through a more meaningful connection and shared decolonisation agenda that centres Aboriginal and Torres Strait Islander families and communities. Health and social services are complex systems that function within the context of colonisation. Waminda’s innovative, model of interagency collaboration enhanced workforce capability through shared language and collective learning around colonisation, racism and Whiteness. This process generated individual, organisational and systemic decolonisation to disable power structures through trauma and violence informed approach to practice.

scholarly journals Personsentrert omsorg i praksis: Fire perspektiver på støttekontakttjenesten i demensomsorgen - en case studie design

2018 ◽  
Vol 14 (2) ◽  
Author(s):  
Aud Johannessen ◽  
Kirsten Thorsen
Keyword(s):  
Social Services ◽  
Study Design ◽  
Qualitative Studies ◽  
Good Service ◽  
Health And Social Services ◽  
Case Study Design ◽  
People With Dementia

The number of people with dementia is increasing rapidly and will result in a growing demand for varied health and social services. Support contact is a potential service with positive implications, but it has yet to be explored fully. The aim of this study was therefore, to explore these questions: 1) Will the support contact service be a favorable service for people with dementia? 2) How is the service experienced by patients with dementia, their carers, the support contacts, and the municipality’s administration of the service? 3) What experiences do those involved have of the service, and what do they regard as essential for a good service? A case-study design with qualitative studies of the involved illustrates the concept. The study concludes that support contact can be a highly appropriate service for people with dementia and their carers, and eventually can be coordinated with other services. 

Do I Belong in the Profession? The Cost of Fitting In as a Preservice Teacher With a Passion for Social Justice

2018 ◽  
Vol 70 (4) ◽  
pp. 360-371
Author(s):  
Loraine McKay ◽  
Heather Manning
Keyword(s):  
Qualitative Research ◽  
Preservice Teachers ◽  
Inclusive Education ◽  
Sense Of Belonging ◽  
Structured Interviews ◽  
Data Set ◽  
Emerging Themes ◽  
Fitting In ◽  
The Cost

Preservice teachers enter university with a range of personally held beliefs related to inclusive education and themselves as educators. This article reports on one case study from a larger qualitative research project. The study examined a preservice teacher’s perceptions of herself as an inclusive educator as she approached the final year of her undergraduate degree. Data included a metaphorical representation of being an inclusive educator, and two semi-structured interviews held 6 months apart. The use of collage and a structured written response completed the data set. Evelein and Korthagen’s model of core reflection and Voice-Centred Relational Method were used to analyze the data. Analysis exposed the dissonance between the layers that separate the preservice teacher’s core qualities and the environment. Data are presented using I-poems and discussed using the emerging themes. The consequences for her emerging identity as an inclusive educator and sense of belonging in the profession are discussed.

scholarly journals Development of accreditation standards for interprofessional education: a Canadian Case Study

2021 ◽  
Vol 19 (1) ◽  
Author(s):  
Ruby E. Grymonpre ◽  
Lesley Bainbridge ◽  
Louise Nasmith ◽  
Cynthia Baker
Keyword(s):  
Social Services ◽  
Interprofessional Education ◽  
World Health ◽  
Major Influence ◽  
Education Programs ◽  
Health And Social Services ◽  
Accreditation Standards ◽  
The World ◽  
Health Social Services

Abstract Background Academic institutions worldwide are embedding interprofessional education (IPE) into their health/social services education programs in response to global evidence that this leads to interprofessional collaborative practice (IPC). The World Health Organization (WHO) is holding its 193 member countries accountable for Indicator 3–06 (‘IPE Accreditation’) through its National Health Workforce Accounts. Despite the major influence of accreditation on the quality of health and social services education programs, little has been written about accreditation of IPE. Case study Canada has been a global leader in IPE Accreditation. The Accreditation of Interprofessional Health Education (AIPHE) projects (2007–2011) involved a collaborative of eight Canadian organizations that accredit pre-licensure education for six health/social services professions. The AIPHE vision was for learners to develop the necessary knowledge, skills and attitudes to provide IPC through IPE. The aim of this paper is to share the Canadian Case Study including policy context, supporting theories, preconditions, logic model and evaluation findings to achieve the primary project deliverable, increased awareness of the need to embed IPE language into the accreditation standards for health and social services academic programs. Future research implications are also discussed. Conclusions As a result of AIPHE, Canada is the only country in the world in which, for over a decade, a collective of participating health/social services accrediting organizations have been looking for evidence of IPE in the programs they accredit. This puts Canada in the unique position to now examine the downstream impacts of IPE accreditation.

scholarly journals Adopting Artificial Intelligence in Public Healthcare: The Effect of Social Power and Learning Algorithms

2021 ◽  
Vol 18 (23) ◽  
pp. 12682
Author(s):  
Tara Qian Sun
Keyword(s):  
Artificial Intelligence ◽  
Social Power ◽  
Learning Algorithm ◽  
Public Healthcare ◽  
Power Structures ◽  
Structured Interviews ◽  
Factors Affecting ◽  
Knowledge Based ◽  
Power Pattern

Although the use of artificial intelligence (AI) in healthcare is still in its early stages, it is important to understand the factors influencing its adoption. Using a qualitative multi-case study of three hospitals in China, we explored the research of factors affecting AI adoption from a social power perspective with consideration of the learning algorithm abilities of AI systems. Data were collected through semi-structured interviews, participative observations, and document analysis, and analyzed using NVivo 11. We classified six social powers into knowledge-based and non-knowledge-based power structures, revealing a social power pattern related to the learning algorithm ability of AI.

A Postcolonial Discourse Analysis of Community Stakeholders’ Perspectives on Supporting Urban Indigenous Older Adults to Age Well in Ottawa, Canada

2020 ◽  
Vol 11 (1) ◽  
Author(s):  
Lauren A. Brooks-Cleator ◽  
Audrey R. Giles
Keyword(s):  
Older Adults ◽  
Discourse Analysis ◽  
Social Services ◽  
Service Providers ◽  
Indigenous Health ◽  
Adult Population ◽  
Structured Interviews ◽  
Health And Social Services ◽  
Community Stakeholders ◽  
Postcolonial Discourse

The urban Indigenous older adult population in Canada continues to grow; however, there is a lack of understanding of how non-Indigenous health and social services and Indigenous-specific organizations are responding to and addressing the growth of this population. Therefore, in this research, we conducted a postcolonial discourse analysis of semi-structured interviews with six decision-makers (e.g., managers and directors of health and social services organizations) and seven service providers (e.g., program coordinators and social workers) from Indigenous and non-Indigenous health and social service organizations in Ottawa, Canada, to examine how they produce understandings of supporting urban Indigenous older adults to age well. The participants produced three main discourses: (a) non-Indigenous organizations have a responsibility to support Indigenous older adults, (b) culturally specific programs and services are important for supporting Indigenous older adults to age well, and (c) it is difficult for community stakeholders to support Indigenous older adults to age well because this population is hard to reach. The results demonstrate the complexities and tensions that community stakeholders face in supporting Indigenous older adults to age well within a sociopolitical environment informed by reconciliation and a sociodemographic trend of an aging population.

Creating Innovative Public Services by Fostering Conflicts

2016 ◽  
Vol 5 (1) ◽  
pp. 1-12 ◽  
Author(s):  
Paula Rossi ◽  
Pasi-Heikki Rannisto ◽  
Jari Stenvall
Keyword(s):  
Social Services ◽  
Public Service ◽  
Public Services ◽  
Critical Realism ◽  
Public Administrators ◽  
The Public ◽  
Health And Social Services ◽  
Public Sector Leadership ◽  
Service Perspective

This article presents a case study focused on the conflicting logics of multiple actors involved in planning, organizing and providing health and social services in an innovative way. The aim was to empirically approach the experiences of the actors coping with the complexity of the multiple, often contradictory logics, concluding with a theoretical approach on how the leadership could strengthen the development of innovative public services. Data consisted of documents, observations and interviews and was analyzed through a critical realism approach. The purpose of this qualitative case study was to increase the understanding of the leadership as a constraining and an enabling force when developing innovative public services in a networked environment. As a result, two conflicting institutional logics were found: the costs-based logic of the public administrators and politicians, and the service-based logic of the citizens and public service producers, and the needs to consider the service perspective, new hybrid practices and changing meanings given to cooperation in public sector leadership are covered.

scholarly journals Being Pro-Active in Meeting the Needs of Suicide-Bereaved Survivors: results from a systematic audit in Montréal

2020 ◽  
Author(s):  
Fabienne LIGIER ◽  
Jessica Rassy ◽  
Gabrielle Fortin ◽  
Ian van Haaster ◽  
Claude Doyon ◽  
...  
Keyword(s):  
Social Services ◽  
Unmet Needs ◽  
Unmet Need ◽  
Information Support ◽  
Health Concern ◽  
Structured Interviews ◽  
Services Utilization ◽  
Health And Social Services ◽  
Pathological Grief ◽  
Suicide Bereaved

Abstract Background: Suicide is a major public health concern. In 2017, the suicide rate in Canada was 11 per 100 000 inhabitants. According to literature, 1 in 5 people have experienced a death by suicide during their lifetime. The aim of this study was to describe the met and unmet needs of suicide-bereaved survivors and to provide postvention recommendations. Methods: Further to an exploratory mixed-method audit of 39 suicides that occurred in Montreal (Canada) in 2016, suicide-bereaved survivors (n = 29) participated in semi-structured interviews and completed instruments to discuss and assess potential pathological grief, depression (PHQ-9), and anxiety (GAD-7), as well as health and social services utilization. A panel then reviewed each case and provided recommendations. The mean age of participants was 57.7 years and 23 were women.Results: Although help was offered initially, in most cases by a health professional or service provider (16/29), 22 survivors would have liked to be contacted by telephone in the first two months post suicide. Four categories of individual unmet needs (medical/pharmacological, information, support, and outreach) and one collective unmet need (suicide pre/postvention training and delivery) emerged. Conclusions: Although Quebec provincial services have been developed and offered to suicide-bereaved survivors in the past decade, many dwindled over time and none has been applied systematically. Recommendations for different stakeholders (Ministry of Health and Social Services, coroners, NGOs, and representatives of suicide-bereaved survivors) outlined in this study could be an interesting first step to help develop a suicide pre/postvention strategy.

scholarly journals Challenges in using authentic assessment in 21st century ESL classrooms

2020 ◽  
Vol 9 (3) ◽  
pp. 759
Author(s):  
Muhammad Noor Abdul Aziz ◽  
Nurahimah Mohd Yusoff ◽  
Mohd Faiz Mohd Yaakob
Keyword(s):  
Teaching And Learning ◽  
Current Knowledge ◽  
Authentic Assessment ◽  
Extensive Reading ◽  
Structured Interviews ◽  
Excellent Teachers ◽  
Clear Guideline ◽  
Emerging Themes ◽  
Multiple Challenges

This paper seeks to explore the challenges faced by excellent teachers in preparing for authentic assessment in their English as a Second Language (ESL) classrooms. This qualitative case study involving six excellent teachers was based on purposive sampling. Data sources in this study used classroom observation and a series of semi-structured interviews with the excellent teachers. Thematic analysis was used to identify emerging themes from the codes gathered from the interviews and observations. Data showed that excellent teachers faced multiple challenges prior to preparing for authentic assessment. They have also been using variations of authentic assessment to help children in their learning besides accurate documentation and extensive reading from around the globe to equip themselves with the current knowledge. Since there is no clear guideline for teachers who practice authentic assessment in their classes, this study provided some insights on the preparations and the use of authentic assessment as part of their teaching and learning process.

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