scholarly journals Barriers and Facilitators to the Uptake of Online and Telephone Services Targeting Health Risk Behaviours among Vocational Education Students: A Qualitative Study

2021 ◽  
Vol 18 (17) ◽  
pp. 9336
Author(s):  
Prince Atorkey ◽  
Christine Paul ◽  
John Wiggers ◽  
Billie Bonevski ◽  
Aimee Mitchell ◽  
...  
Keyword(s):  
Vocational Education ◽  
Thematic Analysis ◽  
Health Behaviours ◽  
Barriers And Facilitators ◽  
Online Support ◽  
Risk Behaviours ◽  
Education Students ◽  
Online Programs ◽  
Face To Face ◽  
Telephone Interviews

Uptake of online and telephone services targeting health behaviours is low among vocational education students and barriers and facilitators are unknown. This study aimed to explore barriers and facilitators to uptake of online and telephone services for smoking, nutrition, alcohol, and physical activity (SNAP) risk behaviours via semi-structured individual telephone interviews with fifteen vocational education students. Two authors independently completed thematic analysis, classified themes according to the COM-B (Capability, Opportunity, Motivation, Behaviour) framework, and discussed disagreements until consensus was reached. Facilitators to uptake of online (e.g., desire to learn something new, cost-free, accessible) and telephone services (e.g., prefer to talk to provider, complements online support) primarily related to capability and opportunity. For telephone services, difficulty understanding accent/language was a capability-related barrier. Opportunity-related barriers for online and telephone services were preference for face-to-face interaction and lack of time, while preference for apps/online programs was a barrier for telephone services. For online and telephone services, not wanting to change SNAP behaviours was a motivation-related barrier and being able to change SNAP risk behaviours themselves was a motivation-related barrier for online services. Barriers and facilitators to online and telephone services are relevant for designing interventions vocational education students are more likely to use.

scholarly journals Changes and Adaptations: How University Students Self-Regulate Their Online Learning During the COVID-19 Pandemic

2021 ◽  
Vol 12 ◽  
Author(s):  
Felicitas Biwer ◽  
Wisnu Wiradhany ◽  
Mirjam oude Egbrink ◽  
Harm Hospers ◽  
Stella Wasenitz ◽  
...  
Keyword(s):  
Online Learning ◽  
Resource Management ◽  
University Students ◽  
Thematic Analysis ◽  
Management Strategies ◽  
Education Students ◽  
Face To Face ◽  
Self Study ◽  
Support Students ◽  
Remote Learning

During the COVID-19 (coronavirus disease 2019) pandemic, universities had to shift from face-to-face to emergency remote education. Students were forced to study online, with limited access to facilities and less contact with peers and teachers, while at the same time being exposed to more autonomy. This study examined how students adapted to emergency remote learning, specifically focusing on students’ resource-management strategies using an individual differences approach. One thousand eight hundred university students completed a questionnaire on their resource-management strategies and indicators of (un)successful adaptation to emergency remote learning. On average, students reported being less able to regulate their attention, effort, and time and less motivated compared to the situation before the crisis started; they also reported investing more time and effort in their self-study. Using a k-means cluster analysis, we identified four adaptation profiles and labeled them according to the reported changes in their resource-management strategies: the overwhelmed, the surrenderers, the maintainers, and the adapters. Both the overwhelmed and surrenderers appeared to be less able to regulate their effort, attention, and time and reported to be less motivated to study than before the crisis. In contrast, the adapters appreciated the increased level of autonomy and were better able to self-regulate their learning. The resource-management strategies of the maintainers remained relatively stable. Students’ responses to open-answer questions on their educational experience, coded using a thematic analysis, were consistent with the quantitative profiles. Implications about how to support students in adapting to online learning are discussed.

scholarly journals A Thematic Analysis of Preferences of Young People using Online Support to Discuss Suicide

2014 ◽  
Vol 5 (1) ◽  
Author(s):  
Sally Evans
Keyword(s):  
Young People ◽  
Thematic Analysis ◽  
Online Support ◽  
Main Theme ◽  
Face To Face ◽  
Online Counselling ◽  
Analysis Of Results ◽  
And Control

Young people (mainly 15-17 years) using an online counselling, support and advice website were asked about their preferences for online versus face-to-face discussion of suicidal feelings.  Thematic analysis of results (n = 24) yielded a main theme of ‘anonymity’ with sub-themes of ‘safety and freedom’, ‘confidentiality’ and ‘control’.  Issues of safeguarding distressed young people who have chosen to remain anonymous are raised.

scholarly journals Health professionals’ attitudes to patients’ use of wearable technology

2019 ◽  
Vol 5 ◽  
pp. 205520761984554
Author(s):  
Angus Watt ◽  
Katherine Swainston ◽  
Gemma Wilson
Keyword(s):  
Thematic Analysis ◽  
Health Professionals ◽  
Healthcare Professionals ◽  
Wearable Technology ◽  
Limited Evidence ◽  
Structured Interviews ◽  
Convenience Sample ◽  
Face To Face ◽  
Wearable Technologies ◽  
Telephone Interviews

Objective Wearable technologies for health monitoring are becoming increasingly mainstream. However, there is currently limited evidence exploring use from the perspective of healthcare professionals. This study aimed to explore health professionals’ attitudes toward their patients’ use of wearable technologies. Methods A convenience sample of health professionals was recruited to participate in this study. Qualitative semi-structured interviews were carried out either face-to-face, via Skype or telephone. Interviews were recorded using a Dictaphone, transcribed verbatim and analysed using thematic analysis. Results Four themes emerged from the qualitative findings: ‘opportunities for wearable technology’, ‘usability and understanding’, ‘privacy and surveillance’ and ‘cost’. Conclusions The findings portray health professionals’ ambivalence to the use of wearable technology, and it was apparent that whilst the participants considered the technology as being beneficial to patients, they still had concerns for its use.

Perceptual Conscience in Vocationalism and the Emotional State of Vocational Education Students: A Case Study of Conflict in Bangkok

2016 ◽  
Author(s):  
WANDEE SUTTHINARAKORN ◽  
◽  
CHINTANA KANJANAWISU ◽  
SUTITEP SIRIPIPATTANAKUL ◽  
WINAI KANCHAN ◽  
...  
Keyword(s):  
Vocational Education ◽  
Emotional State ◽  
Education Students

Application of the Non-adoption, Abandonment, Scale-up, Spread and, Sustainability (NASSS) Framework to evaluate the role of technology in the Pathways to Comorbidity Care (PCC) implementation project to improve management of comorbid substance use and mental disorders

2020 ◽  
Author(s):  
MariaGabriela Uribe Guajardo ◽  
Andrew James Baillie ◽  
Eva Louie ◽  
Vicki Giannopoulos ◽  
Katie Wood ◽  
...  
Keyword(s):  
Substance Use ◽  
Clinical Supervision ◽  
Mental Health Problems ◽  
Scale Up ◽  
Structured Interview ◽  
Barriers And Facilitators ◽  
Self Report ◽  
Evidence Based ◽  
Face To Face ◽  
Drug And Alcohol

Abstract (250 words)In substance use treatment settings, there is a high prevalence of comorbid mental health problems. Yet an integrated approach for managing comorbidity, implementation of evidence-based intervention in drug and alcohol settings remains problematic. Technology can help the adoption of evidence-based practice and successfully implement effective treatment health care pathways. This study sought to examine aspects of electronic resources utilisation (barriers and facilitators) by clinicians participating in the PCC training. MethodA self-report questionnaire and a semi-structured interview was designed to measure overall satisfaction with the PCC portal and e-resources available throughout the 9-month intervention for participating clinicians. An adapted version of the ‘Non-adoption, Abandonment, Scale-up, Spread and, Sustainability’ (NASSS) framework was used to facilitate discussion in regards to the study findings. ResultsA total of 20 clinicians from drug and alcohol services responded to all the measures. Facilitators of portal use included: i. clinician acceptance of the PCC portal; ii. guidance from the clinical supervisor or clinical champion that encouraged the use of e-resources. Some of the barriers included: i. complexity of the illness (condition), ii. clinicians’ preference (adopter system) for face-to-face resources and training modes (e.g. clinical supervision, clinical champion workshops), and iii. lack of face-to-face training on how to use the portal (technology and organisation).ConclusionBased on the NASSS framework, we were able to identify several barriers and facilitators including such as the complexity of the illness, lack of face-to-face training and clinician preference for training mediums. Recommendations include ongoing consultation of clinicians to assist in the development of tailored e-health resources and offering in-house training on how to operate and effectively utilise these resources.

scholarly journals Barriers and facilitators to e-learning in palliative care

2020 ◽  
Vol 26 (8) ◽  
pp. 394-402
Author(s):  
Joanne Callinan
Keyword(s):  
Palliative Care ◽  
Administrative Support ◽  
Healthcare Professionals ◽  
Computer Training ◽  
Barriers And Facilitators ◽  
Cross Sectional ◽  
Face To Face ◽  
Course Work ◽  
E Learning ◽  
Prior Experiences

Background: E-learning provides opportunities for flexible learning to those who cannot access palliative education in the traditional classroom setting, but it also presents learners with challenges. The study aims to identify the barriers and facilitators to accessing e-learning courses in palliative care. Methods: Cross-sectional surveys were developed, piloted and disseminated to healthcare professionals (HCPs) working in palliative care on the island of Ireland (Republic of Ireland and Northern Ireland). Results: Important factors that motivated HCPs to participate in e-learning are: dedicated time; quick technical and administrative support; computer training before completing an e-learning course; and regular contact with the tutor in online course work. Some 50% indicated face-to-face assistance and hands-on training sessions as the type of support that they would like to receive. Conclusions: Healthcare professionals' prior experiences and attitudes towards e-learning will guide educators developing programmes. This study indicates the prerequisite for organisational supports and practical considerations to facilitate the uptake of e-learning.

Experiences of Volunteers Supporting Parents Following a Fatal Fetal Anomaly Diagnosis

2021 ◽  
pp. 104973232098783
Author(s):  
Stacey Power ◽  
Keelin O’Donoghue ◽  
Sarah Meaney
Keyword(s):  
Health Care ◽  
Peer Support ◽  
Thematic Analysis ◽  
Health Care Professionals ◽  
Fetal Anomaly ◽  
Voluntary Organizations ◽  
Face To Face ◽  
Bereaved Parents ◽  
Collaborative Working ◽  
And Training

Ireland has had a reliance on voluntary groups to provide peer-to-peer bereavement support. The aim of this study was to explore volunteers’, within these voluntary groups, experiences of supporting parents following a fatal fetal anomaly diagnosis. Purposive sampling was used to recruit volunteers ( n = 17) and face-to-face interviews undertaken. NVivo12 was utilized to assist in the thematic analysis of the data. Five themes; “motivation for altruistic acts,” “being challenged,” “value of education and training,” “supporting volunteers to support others,” and “it is not a sprint, it is a marathon” were identified. Volunteers felt comfortable in their peer-support role but found the lack of knowledge regarding newly implemented termination of pregnancy (TOP) services challenging. The importance of education/training was identified, emphasizing the need for collaboration with health care professionals and other voluntary organizations for support. The findings illustrate the need for collaborative working between health care professionals and volunteers to assist them in supporting bereaved parents.

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