scholarly journals Co-Creation Approach with Action-Oriented Research Methods to Strengthen “Krachtvoer”; A School-Based Programme to Enhance Healthy Nutrition in Adolescents

2021 ◽  
Vol 18 (15) ◽  
pp. 7866
Author(s):  
Marion D. Driessen-Willems ◽  
Nina H. M. Bartelink ◽  
Kathelijne M. H. H. Bessems ◽  
Stef P. J. Kremers ◽  
Conny Kintzen ◽  
...  
Keyword(s):  
Research Methods ◽  
School Setting ◽  
Educational Interventions ◽  
Educational Programme ◽  
Eating Behaviours ◽  
Structured Interviews ◽  
Intersectoral Cooperation ◽  
Time Investment ◽  
School Based ◽  
Implementation Context

In recent years, the nutritional pattern of the Dutch adolescent has cautiously improved. However, progress can be gained if more Dutch adolescents adhere to the nutritional guidelines. School-based initiatives offer opportunities to deal with the unhealthy eating behaviours of adolescents via nutrition educational interventions. In designing and/or re-designing school-based interventions, it is important to enhance optimal context-oriented implementation adaptation by involving the complex adaptive school system. This paper elaborates on the way of dealing with the dynamic implementation context of the educational programme “Krachtvoer” (ENG: “Power food”) for prevocational schools, how the programme can be adapted to each unique implementation context, and how the programme can be progressively kept up to date. Following a co-creation-guided approach with various intersectoral stakeholders within and outside the school setting, action-oriented mixed research methods (i.e., observations, semi-structured interviews, focus group interviews, programme usage monitoring, and questionnaires) constantly provide input to develop the programme and its implementation strategy via continuous micro-process cycles. Successful co-creation of school-based health promotion seems to be dependent on proper intersectoral cooperation between research and practice communities, a national partner network that can provide project-relevant insights and establish capacity building aimed at improving contextual fit, and a time-investment balance in and between sectors.

scholarly journals The Methodological Development of an Interprofessional Educational Program to Provide Proactive Integrated Care for Elders

2020 ◽  
Vol 9 (2) ◽  
Author(s):  
Linda Smit ◽  
Jeroen Dikken ◽  
Inge Pool ◽  
Marjolein Van Wijk ◽  
Marieke Schuurmans ◽  
...  
Keyword(s):  
Primary Care ◽  
Health Care ◽  
Health Care Professionals ◽  
Interprofessional Collaboration ◽  
Role Identity ◽  
Shared Vision ◽  
Methodological Development ◽  
Structured Interviews ◽  
Time Investment ◽  
Implementation Context

Background: Interprofessional collaboration in practice (IPCP) between professionals from the medical and social domain within primary care is desirable; however, it is also challenging due to fragmented healthcare. Little is known about the development of IPCP in primary care to fit the implementation context. This article describes the methodological development and the final content of an IPCP program.Methods and findings: The development process started with the identification of IPCP competencies in a literature review and a qualitative needs analysis with semi-structured interviews among eight elders and four health care professionals. The results were discussed during a first consultation with an expert team, which consisted of ten health care professionals. Consensus was reached on the themes role identity, communication, and shared vision development to form the basis of the program. A second consultation with the experts discussed the first version of the program. Then, consensus was reached on the final version of the program, which included a blended learning approach consisting of two face-to-face meetings, online learning, and on-the-job learning with a sixteen-hour time investment over a six-week period.Conclusions: The IPCP program was developed based on educational strategies and evidence, and with the support and knowledge of practice experts to fit the implementation context. 

‘Healthy Children, Healthy Planet’: A pilot school-based educational intervention

2021 ◽  
pp. 001789692110624
Author(s):  
Vassiliki Costarelli ◽  
Maria Michou ◽  
Eleni Svoronou ◽  
Nancy Koutava ◽  
Marina Symvoulidou ◽  
...  
Keyword(s):  
Educational Intervention ◽  
Primary Schools ◽  
Intervention Group ◽  
Training Session ◽  
Educational Programme ◽  
Control Group ◽  
Healthy Children ◽  
Eating Behaviours ◽  
School Based ◽  
Pilot School

Objectives: Healthy and sustainable eating should be encouraged in children. This study aimed to create, apply and evaluate the effectiveness of a specially designed, school-based educational programme to promote healthy and sustainable eating in children. Design: Pilot, school-based educational intervention, aimed at promoting health and sustainable eating patterns in children. Setting: Four schools (two primary schools and two kindergartens) in Attica, Greece. Method: The 3-month, pilot intervention consisted of a teacher training session, an educational package (11 teaching sessions, 1 session/per week), 3 separate parents and teachers’ educational sessions, and 2 teacher feedback meetings. In total, 290 children (intervention group n = 230, control group n = 60) aged 5–11 years old from four schools in Attica, Greece, participated in the study. Parents completed a specially designed questionnaire before and after the intervention, assessing children’s anthropometric characteristics, children’s adherence to a Mediterranean Diet (MD) and physical activity levels, together with usual eating and food waste behaviours in the household. Results: Children’s adherence to a MD was not significantly affected by the educational intervention. However, there was a significant increase in children’s fruit consumption, with 48% of the children eating at least two portions of fruit per day after the intervention. With respect to the food sustainability behaviours of the household, the intervention group threw away less food and, in particular, fewer fresh fruit and less bread, following the intervention. Conclusion: There is evidence that the educational programme can positively affect certain healthy eating behaviours in participating children.

scholarly journals Exploring the experiences related to postpartum changes: perspectives of mothers and healthcare providers in Iran

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Mahboobeh Asadi ◽  
Mahnaz Noroozi ◽  
Mousa Alavi
Keyword(s):  
Postpartum Period ◽  
Qualitative Content Analysis ◽  
Healthcare Providers ◽  
Educational Interventions ◽  
Psychological State ◽  
Structured Interviews ◽  
Childbearing Age ◽  
New Period ◽  
Women's Lives ◽  
Field Notes

Abstract Background Numerous changes occur in different aspects of women’s lives in the postpartum period. Women’s adjusting with problems and taking advantage of this opportunity can develop their personality. In this regard, accurate knowledge of their experiences and feelings is necessary to help them to benefit from this period. Therefore, the present study aimed to explore the experiences related to postpartum changes in women. Methods In the present qualitative study, 23 participants, including women of childbearing age who gave birth and healthcare providers (midwives and obstetricians) in Isfahan, Iran were selected using purposive sampling with a maximum variation strategy. Data were collected through in-depth semi structured interviews, field notes, and daily notes, and simultaneously analyzed using the conventional qualitative content analysis. Results The data analysis results led to the extraction of three main categories including “feeling of decreased female attractiveness” (with two sub-categories of “ feeling of decreased beauty” and “feeling of decreased sexual function”), “feeling of insolvency and helplessness” (with two sub-categories of “physical burnout”, and “mental preoccupations”) and “beginning a new period in life” (with three sub-categories of “changing the meaning of life”, “feeling of maturity” and “deepening the communication”). Conclusions Findings of this study can provide a good context for designing interventions to improve the women’s quality of life by explaining and highlighting their experiences in the postpartum period. In this regard, providing sufficient empathy, social and psychological support from family members (especially husband), performing appropriate educational interventions and also regular assessment of women’s psychological state by healthcare providers in postpartum period can reduce their concerns and help to improve their health.

scholarly journals Educational Intervention to Improve Citizen’s Healthcare Participation Perception in Rural Japanese Communities: A Pilot Study

2021 ◽  
Vol 18 (4) ◽  
pp. 1782
Author(s):  
Ryuichi Ohta ◽  
Yoshinori Ryu ◽  
Jun Kitayuguchi ◽  
Chiaki Sano ◽  
Karen D. Könings
Keyword(s):  
Rural Communities ◽  
Self Efficacy ◽  
Cognitive Theory ◽  
Health Management ◽  
Intervention Group ◽  
Educational Interventions ◽  
Medical Professionals ◽  
Control Group ◽  
Structured Interviews ◽  
Japanese Elderly

In this mixed-methods study, we hypothesized that social cognitive theory (SCT)-based educational interventions for healthcare participation can improve the self-efficacy of older rural citizens in participating in their health management without any difficulties. Quasi-experimental study before and after SCT-based educational interventions and semi-structured interviews were conducted. Participants were Japanese elderly (>65 years) from rural communities. Propensity score matching was performed to estimate the effectiveness of educational interventions on participants’ perception (intervention: n = 156; control: n = 121). Interview contents were transcribed verbatim and analyzed based on thematic analysis. The intervention group scored significantly higher than the control group for participation in planning and managing self-care. Interviews revealed three themes: ability to manage health conditions, relationship with medical professionals, and relationship among citizens. Participants reported difficulties in judging symptoms and communicating with medical professionals. Hierarchy and low motivation to participate in healthcare hindered collaboration. The findings suggest that SCT-based educational interventions can positively impact rural citizens’ self-efficacy in healthcare participation.

scholarly journals Young children’s language-based agency in multilingual contexts in Luxembourg and Israel

2020 ◽  
Vol 0 (0) ◽  
Author(s):  
Mila Schwartz ◽  
Claudine Kirsch ◽  
Simone Mortini
Keyword(s):  
Learning Environment ◽  
Case Studies ◽  
Research Methods ◽  
Language Policies ◽  
Educational Settings ◽  
Structured Interviews ◽  
Self Monitoring ◽  
Teachers And Parents ◽  
Linguistic Backgrounds ◽  
Longitudinal Case Studies

AbstractDrawing on two longitudinal case-studies, this study aimed to identify some salient characteristics of the agentic behaviour of two young emergent multilinguals in two different multilingual contexts: Luxembourg and Israel. Despite the fact that the studies were conducted independently, the two cases were analysed together owing to the similarities in the research methods such as video-recorded observations, and semi-structured interviews with teachers and parents. The data were analysed through thematic and conversational analyses. Findings showed that a boy who learned Luxembourgish in Luxembourg and a girl who learned Hebrew in Israel, were outgoing and active learners who influenced their learning environment. We identified 10 types of agentic behaviour, including engaging in repetition after peers and the teacher, creatively producing language, translanguaging, and self-monitoring. Despite differences of the children’s sociocultural and linguistic backgrounds, and the language policies of their educational settings, we found a striking overlap in their language-based agentic behaviours. We suggest that the identified types can encourage further research in this field. Although our study with talkative children allowed us to observe many types of agentic behaviours, we cannot claim that less outgoing children or children who do not show the same behaviours do not have ways of expressing their agency.

The Delphi Process: Involving Parents of Children With Disabilities in Participatory Consensus Building

2021 ◽  
pp. 105345122110249
Author(s):  
Vita L. Jones ◽  
Randall Boone ◽  
Regina R. Brandon ◽  
Nicole Dobbins ◽  
Kyle Higgins
Keyword(s):  
Children With Disabilities ◽  
School Setting ◽  
Critical Factor ◽  
Linguistically Diverse ◽  
School Policy ◽  
Delphi Process ◽  
Parental Participation ◽  
Consensus Building ◽  
School Based ◽  
Diverse Background

Educators recognize that parental participation is a critical factor in the success of children within a school setting. This is particularly true for parents who have children with disabilities or who are from a culturally or linguistically diverse background. However, reaching out to these families can be a difficult task even for the most empathetic and concerned educator. And while communicating directly with individual parents about their children’s academic and social welfare provides some degree of effective engagement and communication between them and the school, the parents often remain isolated from the concerns and thoughts of other parents who are in similar situations. The Delphi process described in this article creates a collaborative workspace that moves parents from being a “watcher” of school policy or school-based decisions to a “developer” of school policy or school-based decisions. The article outlines and illustrates the steps in the process and further elaborates through an ongoing commentary depicting the creation and implementation of a Delphi with the goal of better engagement with parents.

Facilitators, challenges and usefulness of an asthma educational programme

2020 ◽  
pp. 001789692098162
Author(s):  
Muhammad Naeem ◽  
Hamad Ghalib Dailah
Keyword(s):  
Cultural Context ◽  
Educational Programme ◽  
Structured Interviews ◽  
Policy Makers ◽  
Long Period ◽  
Breathing Techniques ◽  
Educational Programmes ◽  
Asthma Patients ◽  
Programme Content

Background: This study explored the role of hospitals, specialised doctors and staff in developing patient awareness, participation and motivation concerning asthma control. It also looked at the challenges that undermine the value of asthma educational programmes, especially in an Arab cultural context. Methods: Semi-structured interviews were used to collect data from 30 asthma patients who had been living with asthma for a long period of time. Results: Findings highlight how an asthma educational programme can increase patient knowledge about the causes of asthma. Following the programme, patients had a better understanding of levels of medication, breathing techniques and rest and relaxation. Awareness of support from health professionals for managing depression and frustration also increased. However, some patients felt that the asthma educational programme content and delivery was not very interactive and was too lengthy. Conclusion: Findings can help policy makers, researchers, hospitals, doctors and the national Ministry of Health improve the content of future asthma educational programmes. They can also inform the development of a research framework to extend understanding of relevant issues in an Arabian context.

scholarly journals Mental health nurses’ perceptions of attachment style as a construct in a medium secure hospital: a thematic analysis

2015 ◽  
Vol 10 (4) ◽  
pp. 218-233 ◽  
Author(s):  
Nikki Boniwell ◽  
Leanne Etheridge ◽  
Ruth Bagshaw ◽  
Joanne Sullivan ◽  
Andrew Watt
Keyword(s):  
Attachment Theory ◽  
Attachment Style ◽  
Thematic Analysis ◽  
Service User ◽  
Attachment Styles ◽  
Personality Development ◽  
Educational Interventions ◽  
Service Users ◽  
Structured Interviews ◽  
Content Type

Purpose – Attachment Theory can be regarded as central to the concept of relational security. There is a paucity of research examining the coherence of this construct for ward-based staff. The paper aims to discuss these issues. Design/methodology/approach – Five female nurses from the acute admission and assessment ward of a UK medium secure unit acted as participants. Semi-structured interviews were conducted, and inductive thematic analysis was applied. Findings – Six themes; “staff-service user relationships”, “staff diversities”, “service user backgrounds”, “variability in service users’ presentations”, “service users with personality disorder are problematic” and “nurses do not use attachment” emerged from the data. The nurses used heuristic models of attachment-related behaviour and they lacked knowledge of constructs associated with Attachment Theory. Research limitations/implications – Acute admissions may not be representative of all treatment contexts. Traditional models of attachment style may have only limited relevance in forensic services. Practical implications – Limited knowledge and confidence in the nurses regarding how Attachment Theory might apply to service users is interesting because it may limit the extent to which care, treatment and risk management might be informed by an understanding of service user representations of therapeutic relationships. Training and educational interventions for nurses that enhance understanding of personality development and attachment styles are warranted. Originality/value – The importance of nurses for achieving relational security is emphasised and the adequacy of their training is questioned.

Coach Education in Ireland: Observations and Considerations for High Performance

2011 ◽  
Vol 4 (3) ◽  
pp. 29-43 ◽  
Author(s):  
Sunnhild Bertz ◽  
Laura Purdy
Keyword(s):  
High Performance ◽  
Educational Interventions ◽  
Institutional Evolution ◽  
Structured Interviews ◽  
Education Development ◽  
Coach Education ◽  
Know How ◽  
Sources Of Knowledge ◽  
Performance Coaching ◽  
Formal Recognition

The high-performance sports system is a rapidly evolving and increasingly important element of the Irish sporting landscape reflected in public policy, the direction and level of spending, and organisational/institutional evolution – all signalling a formal recognition of the high-performance sector as central to sport in Ireland. While certain aspects of high-performance sport in Ireland are beginning to be reflected in research (e.g., Guerin et al. 2008), this is yet to be extended to high performance coaching. The education, development, and support of coaches are key areas of the Coaching Strategy for Ireland (2008-2012). An understanding of high-performance coach activities and needs will become increasingly vital in underpinning the effectiveness of resources directed at high-performance coaching as Ireland seeks to reposition itself within the world’s elite in sport. The purpose of this article is to better understand the development of high-performance coaches in Ireland and the key influences on this (e.g., exposure to different coaching environments, sources of knowledge, and preferred ways of learning). It aims to explore what high-performance coaches believe has been most important in developing and fostering their coaching ‘know-how,’1 and what this may imply for future educational interventions for high-performance coaches. This article brings to light insights generated through semi-structured interviews with 10 high-performance coaches currently and/or recently working in Irish sport.

scholarly journals An Initial Investigation of the Generalization of a School-Based Social Competence Intervention for Youth with High-Functioning Autism

2011 ◽  
Vol 2011 ◽  
pp. 1-11 ◽  
Author(s):  
Carla Schmidt ◽  
Janine P. Stichter ◽  
Kristin Lierheimer ◽  
Stephanie McGhee ◽  
Karen V. O'Connor
Keyword(s):  
Social Competence ◽  
High Functioning Autism ◽  
School Setting ◽  
Future Research ◽  
Expression Recognition ◽  
High Functioning ◽  
School Based ◽  
The Social ◽  
Future Research Directions ◽  
The Impact

This study evaluated the impact of generalization of the Social Competence Intervention-Adolescent (SCI-A) curriculum in a school setting for individuals with high-functioning autism or Asperger's Syndrome (). This study examined to what degree the generalization of the SCI-A curriculum could be measured when delivered in a school setting. Across the six participants preliminary results suggest improvement on teacher reports of social skills and executive functioning. Some improvements were also evident in direct measures of facial-expression recognition. Data collected in the nonintervention settings indicated that some generalization of social interaction skills may have occurred for all six participants. Future research directions are discussed.

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