scholarly journals Improving the Quality of Patient Care and Healthcare Staff Well-Being through an Empathy Immersion Educational Programme in New Zealand: Protocol of a Feasibility and Pilot Study

2021 ◽  
Vol 4 (4) ◽  
pp. 89
Author(s):  
Caz Hales ◽  
Chris K. Deak ◽  
Tosin Popoola ◽  
Deborah L. Harris ◽  
Helen Rook

Empathy is positively related to healthcare workers and patients’ wellbeing. There is, however, limited research on the effects of empathy education delivered in acute clinical settings and its impact on healthcare consumers. This research tests the feasibility and the potential efficacy outcomes of an immersive education programme developed by the research team in collaboration with clinical partners and a multidisciplinary advisory group. Healthcare worker participants in the intervention ward will receive an 8-week immersive empathy education. The primary outcome (feasibility) will be assessed by evaluating the acceptability of the intervention and the estimated resources. The secondary outcome (efficacy) will be assessed using a quasi-experimental study design. Non-parametric tests will be used to test healthcare worker participants’ empathy, burnout, and organisational satisfaction (within-group and across groups), and healthcare consumer participants’ satisfaction (between-group) over time. Despite growing interest in the importance of empathy in professional relationships, to our knowledge, the present pilot study is the first to explore the feasibility and efficacy of an immersive empathy education in New Zealand. Our findings will provide critical evidence to support the development of a randomised cluster trial and potentially provide preliminary evidence for the effectiveness of this type of empathy education.

2005 ◽  
Vol 13 (2) ◽  
pp. 148-153 ◽  
Author(s):  
Faye Hayman

Objective: To provide descriptive information about a short-term educational programme for rural carers of people with a mental illness, living in the Loddon Campaspe Southern Mallee region. Method: The Carers Education Exchange Programme is a flexible, needsbased model that can be modified to cater for individual groups. It consists of a number of sessions on topics relevant to caring for someone with a mental illness, held over a period of several weeks. The programme is offered at locations throughout the region, making it accessible to carers in isolated, rural areas. Results: Feedback indicates that the benefits of participating in the programme include the reduction of isolation and stigma, increased understanding of mental illness, development of skills relevant to the caring role and the formation of supportive networks, both professional and personal. Conclusions: Educational group programmes for carers are an effective way of providing both education and support. This programme can assist in reducing some of the distress and difficulties inherent in caring for someone with a mental illness. Carer well-being is enhanced by the promotion of self-care and a positive outlook.


BMJ Open ◽  
2021 ◽  
Vol 11 (7) ◽  
pp. e048107
Author(s):  
Caroline Bell ◽  
Jonathan Williman ◽  
Ben Beaglehole ◽  
James Stanley ◽  
Matthew Jenkins ◽  
...  

ObjectivesTo compare psychological outcomes, experiences and sources of stress over the COVID-19 lockdown in New Zealand in essential workers (healthcare and ‘other’ essential workers) with that of workers in nonessential work roles.DesignOnline cross-sectional survey.SettingConducted in New Zealand over level 4 lockdown in April/May 2020.ParticipantsFindings from employed participants (2495) are included in this report; 381 healthcare workers, 649 ‘other’ essential workers and 1465 nonessential workers.Primary and secondary outcome measuresMeasures included psychological distress (Kessler Psychological Distress Scale (K10)), anxiety (Generalised Anxiety Disorder (GAD-7)), well-being (WHO-5), alcohol use, subjective experiences and sources of stress. Differences between work categories were quantified as risk ratios or χ2 tests.ResultsAfter controlling for confounders that differed between groups of essential and nonessential workers, those in healthcare and those in ‘other’ essential work were at 71% (95% CI 1.29 to 2.27) and 59% (95% CI 1.25 to 2.02) greater risk respectively, of moderate levels of anxiety (GAD-7 ≥10), than those in nonessential work. Those in healthcare were at 19% (95% CI 1.02 to 1.39) greater risk of poor well-being (WHO-5 <13). There was no evidence of differences across work roles in risk for psychological distress (K10 ≥12) or increased alcohol use. Healthcare and ‘other’ essential workers reported increased workload (p<0.001) and less uncertainty about finances and employment than those in nonessential work (p<0.001). Healthcare and nonessential workers reported decreased social contact. No difference by work category in health concerns was reported; 15% had concerns about participants’ own health and 33% about other people’s health.ConclusionsDuring the pandemic lockdown, essential workers (those in healthcare and those providing ‘other’ essential work) were at increased risk of anxiety compared with those in nonessential work, with those in healthcare also being at increased risk of poor well-being. This highlights the need to recognise the challenges this vital workforce face in pandemics.


BJPsych Open ◽  
2019 ◽  
Vol 5 (3) ◽  
Author(s):  
Alexandra Pittock ◽  
Laura Meagher ◽  
Stephen M. Lawrie

BackgroundYoung people's mental health and well-being is an important concern in the UK. Provision of education and support to schools has been highlighted as an area for improvement; however, evidence-based programmes are scarce and costly.AimsTo provide an acceptable education programme to improve pupils' confidence and knowledge of mental health and well-being. It covered the mental and emotional well-being outcomes set by the Scottish Government in their schools' curriculum.MethodLessons were designed by A.P. and delivered by volunteer doctors and medical students, and supervised by a psychiatrist. Outcomes were measured using questionnaires before and after lessons with optional comments.ResultsPsychEd was piloted in 2016 in six schools to pupils between the ages of 11 and 18. There was a statistically significant improvement in pupil confidence and knowledge after the lessons (P < 0.001). Of the pupils 84% felt that having lessons on mental health was useful. Qualitative feedback was also collected and coded into positive, constructive and negative comments. In total, 72% of pupil comments were positive.ConclusionsPsychEd showed promising results. Future areas of development include reaching a greater number of local authority schools, longer training for volunteers and provision of teaching materials to teachers for their own use.Declaration of interestNone.


2021 ◽  
Vol 5 (1) ◽  
pp. 1-2
Author(s):  
Keri-Anne Wikitera

Tēnā koutou katoa, ngā mihi nui mo te tau hou. Greetings and happy new year. Matariki, the Māori New Year, is a season when people, culture, language and the spirit of those beneath the stars of Matariki are celebrated. Also known as the constellation of Pleiades, Matariki is a star cluster that first appears in the night sky above Aotearoa during mid-winter. It is a time to remember those who have passed throughout the year and reflect on ancestral knowledge to guide us into how we can live our lives today. When Matariki will appear is knowledge that comes from the maramataka – a calendar informed by the moon, the stars and our natural environment. Within it, navigation, planting, fishing and many other practices are determined by thousands of years of observation, recording and practice. According to the maramataka, Matariki brings the old lunar year to a close and marks the beginning of the new year [1]. Guided by such ancient knowledge systems, Māori hospitality for me is about connection, it is understanding, it is aroha, it is life. Life that embraces not just the person but also the natural world, for we descend from our sacred mountains, seas and ancestors. With the recent announcement by the New Zealand Government of Matariki becoming a public holiday from 2022, the whole nation prepares for annual Indigenous celebrations [2]. This highlights the importance the nation places on Indigenous knowledge and is demonstrating, in a very real way, how Aotearoa New Zealand can engage with mātauranga Māori (Māori knowledge systems). For the hospitality and tourism industry, once the borders are re-opened, the Matariki celebrations will further enhance how Aotearoa New Zealand can showcase our uniqueness, our innovative spirit and recognise the lessons of our ancestors in providing important insights for the future. At this time of the year, the nation is engaging in these Indigenous celebrations, boosting local economies as communities come together to have fun with a multitude of events. Dawn blessings welcoming the stars of Matariki, lightshows, manu aute (kite) days, special planting rituals, remembrance events, wānanga (educational) forums, workplace ‘New Year’ festivities, school events and many other gatherings that respectfully acknowledge the physical, cultural and spiritual significance of the maramataka, the Māori calendar. There are variations in how Matariki is celebrated throughout the country. Social media abounds with advertisements and promotions for many different Matariki experiences, which are engaging whole communities in te ao Māori (the Māori world). Perhaps due to the 2020 pandemic lockdowns or the impending 2022 public holiday, there is a real buzz to events this year. This season, more than any other it seems, Matariki is bringing together communities, imbuing the philosophy of manaakitanga, where hospitality extends beyond commercial transactions and focusses on reciprocity of kindness and care [e.g., 3]. A Māori cultural representation of hospitality that continuously seeks to uplift the mana (prestige, spiritual power) of individuals or groups of people. Regional Councils partnering with mana whenua (tribal customary authority of an identified area), a government Matariki advisory group, government agencies, educational facilities and private organisations are all getting involved in promoting relationships that reflect the essence of Māori culture. How does this all relate to Hospitality Insights? Well, the past year has been extremely challenging for the industry around the world and continues to impact us here in Aotearoa via border closures affecting demand by keeping out international students, tourists and expatriate visits as well as supply, where workers from outside Aotearoa, essential staff for hospitality businesses, are not able to gain entry to the country. Business sustainability has taken on a new meaning as the tourism and hospitality industries are now dealing with the uncertainty of travel bubbles, the potential for further lockdowns, and the inability to attract international staff. At a national level, having an extra public holiday in the winter will help the hospitality and tourism sectors as domestic markets plan more mid-winter travel. The pandemic has also been a time to reflect on systemic challenges caused by the industry’s acceleration in recent years. Overtourism turned into undertourism overnight, and with this dramatic unforeseen change came an opportunity to pause, to reflect and, in the words of Tourism NZ, ‘re-imagine’ a new future for the nation. Under the stars of Matariki, within the philosophy of manaakitanga, we as a nation now have the opportunity to embrace change, to care for each other and to create a sustainable future that recognises the interwoven universe. A more sustainable, Māori-informed future for tourism and hospitality destinations, communities and tourists alike. Corresponding author Keri-Anne Wikitera can be contacted at: [email protected] References (1) Te Papa Tongarewa Museum of New Zealand. What is Matariki?, 2021. http://tpo.tepapa.govt.nz/ViewTopicExhibitDetail.asp?TextSize=Medium&Language=English&TopicFileID=TTY_T8 (accessed Aug 9, 2021). (2) NZ Government. 2022 Matariki Holiday Date Announced, 2021. https://www.beehive.govt.nz/release/2022-matariki-holiday-date-announced (accessed Aug 9, 2021). (3) Spiller, C.; Erakovic, L.; Henare, M.; Pio, E. Relational Well-Being and Wealth: Māori Businesses and an Ethic of Care. Journal of Business Ethics 2011, 98 (1), 153–169. https://doi.org/10.1007/s10551-010-0540-z


2021 ◽  
pp. 100464
Author(s):  
Anna Serlachius ◽  
Anna Boggiss ◽  
David Lim ◽  
Kiralee Schache ◽  
Kate Wallace-Boyd ◽  
...  

2019 ◽  
Vol 62 (9) ◽  
pp. 3397-3412
Author(s):  
Michelle I. Brown ◽  
David Trembath ◽  
Marleen F. Westerveld ◽  
Gail T. Gillon

Purpose This pilot study explored the effectiveness of an early storybook reading (ESR) intervention for parents with babies with hearing loss (HL) for improving (a) parents' book selection skills, (b) parent–child eye contact, and (c) parent–child turn-taking. Advancing research into ESR, this study examined whether the benefits from an ESR intervention reported for babies without HL were also observed in babies with HL. Method Four mother–baby dyads participated in a multiple baseline single-case experimental design across behaviors. Treatment effects for parents' book selection skills, parent–child eye contact, and parent–child turn-taking were examined using visual analysis and Tau-U analysis. Results Statistically significant increases, with large to very large effect sizes, were observed for all 4 participants for parent–child eye contact and parent–child turn-taking. Limited improvements with ceiling effects were observed for parents' book selection skills. Conclusion The findings provide preliminary evidence for the effectiveness of an ESR intervention for babies with HL for promoting parent–child interactions through eye contact and turn-taking.


2020 ◽  
Vol 18 (2) ◽  
pp. 1-14
Author(s):  
Sivaraj Raman ◽  
Chun Wai Chang ◽  
Jin Ee Heng ◽  
See Wan Wong

Epilepsy is a disabling disease which has not been adequately emphasised as a public health concern. Patients are often left in the dark about their disease, affecting their ability to cope and live a normal life. This study aimed to explore and evaluate the effects of a structured epilepsy education programme (EEP) on awareness, knowledge and attitude (AKA) and coping mechanism of patients. Recruited participants were required to complete the modified Malay AKA epilepsy questionnaire and Malay brief coping orientation to problem experienced (Brief COPE)-27. Upon completion, they received a structured EEP conducted by trained personnel using validated materials. Participants were then followed up for a period of 6 months and reassessed at 1, 3 and 6 months to measure any changes in their AKA and coping mechanisms. Twenty-two participants were successfully recruited. Total AKA score of participants showed a significant increase (mean score difference = 16.3, p = 0.021, 95% CI: 3.0, 28.1) at 6 months post-EEP. This improvement was mostly contributed by the increase in both knowledge and attitude scores. Religion was the most preferred coping mechanism (82.5%), followed by instrumental support, emotional support, active coping and acceptance at 75.0%, respectively. Only three domains showed significant differences after the educational programme: planning: 62.5% versus 77.5%, p = 0.026; denial: 57.5% versus 37.5%, p = 0.004; venting: 62.5% versus 52.5%, p = 0.004. The EEP was effective in improving attitude and knowledge while bringing about changes in coping skills of patients over a period of time. Educational programmes should be part of epilepsy standard of care, especially as they are inexpensive and brief yet impactful


2019 ◽  
Author(s):  
Nikki Theofanopoulou ◽  
Katherine Isbister ◽  
Julian Edbrooke-Childs ◽  
Petr Slovák

BACKGROUND A common challenge within psychiatry and prevention science more broadly is the lack of effective, engaging, and scale-able mechanisms to deliver psycho-social interventions for children, especially beyond in-person therapeutic or school-based contexts. Although digital technology has the potential to address these issues, existing research on technology-enabled interventions for families remains limited. OBJECTIVE The aim of this pilot study was to examine the feasibility of in-situ deployments of a low-cost, bespoke prototype, which has been designed to support children’s in-the-moment emotion regulation efforts. This prototype instantiates a novel intervention model that aims to address the existing limitations by delivering the intervention through an interactive object (a ‘smart toy’) sent home with the child, without any prior training necessary for either the child or their carer. This pilot study examined (i) engagement and acceptability of the device in the homes during 1 week deployments; and (ii) qualitative indicators of emotion regulation effects, as reported by parents and children. METHODS In this qualitative study, ten families (altogether 11 children aged 6-10 years) were recruited from three under-privileged communities in the UK. The RA visited participants in their homes to give children the ‘smart toy’ and conduct a semi-structured interview with at least one parent from each family. Children were given the prototype, a discovery book, and a simple digital camera to keep at home for 7-8 days, after which we interviewed each child and their parent about their experience. Thematic analysis guided the identification and organisation of common themes and patterns across the dataset. In addition, the prototypes automatically logged every interaction with the toy throughout the week-long deployments. RESULTS Across all 10 families, parents and children reported that the ‘smart toy’ was incorporated into children’s emotion regulation practices and engaged with naturally in moments children wanted to relax or calm down. Data suggests that children interacted with the toy throughout the duration of the deployment, found the experience enjoyable, and all requested to keep the toy longer. Child emotional connection to the toy—caring for its ‘well-being’—appears to have driven this strong engagement. Parents reported satisfaction with and acceptability of the toy. CONCLUSIONS This is the first known study investigation of the use of object-enabled intervention delivery to support emotion regulation in-situ. The strong engagement and qualitative indications of effects are promising – children were able to use the prototype without any training and incorporated it into their emotion regulation practices during daily challenges. Future work is needed to extend this indicative data with efficacy studies examining the psychological efficacy of the proposed intervention. More broadly, our findings suggest the potential of a technology-enabled shift in how prevention interventions are designed and delivered: empowering children and parents through ‘child-led, situated interventions’, where participants learn through actionable support directly within family life, as opposed to didactic in-person workshops and a subsequent skills application.


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