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Статті в журналах з теми "Aged care education"
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Kent, Fiona, Wendy Nickson, Elizabeth Molloy, and Jennifer Keating. "Expanding aged care clinical education." Clinical Teacher 13, no. 2 (June 3, 2015): 152–55. http://dx.doi.org/10.1111/tct.12350.
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Myers, Jane E. "Education and training of aged-care providers." Disability and Rehabilitation 16, no. 3 (January 1994): 171–80. http://dx.doi.org/10.3109/09638289409166293.
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Moloney, C., and M. Taylor. "ACCERT: Aged Care Community Education Research Training." International Journal of Evidence-Based Healthcare 11, no. 3 (September 2013): 236–37. http://dx.doi.org/10.1097/01258363-201309000-00053.
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Corlis, Megan, Kate Barnett, Helen Loffler, Esther May, Susan Gilbert-Hunt, and Jan Van Emden. "Partnering to provide interprofessional education in aged care." Journal of Interprofessional Education & Practice 17 (December 2019): 100277. http://dx.doi.org/10.1016/j.xjep.2019.100277.
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Reymond, Liz, Fiona J. Israel, and Margaret A. Charles. "A residential aged care end-of-life care pathway (RAC EoLCP) for Australian aged care facilities." Australian Health Review 35, no. 3 (2011): 350. http://dx.doi.org/10.1071/ah10899.
Повний текст джерелаАнотація:
The objective of this study was to develop, implement and evaluate an end-of-life (terminal) care pathway and associated infrastructure suitable for Australian residential aged care facilities that improves resident and health system outcomes. The residential aged care end-of-life care pathway was developed by a multidisciplinary collaboration of government and non-government professionals and incorporated best clinical management for dying residents to guide care and increase palliative care capacity of generalist staff. Implementation included identifying and up-skilling Link Nurses to champion the pathway, networking facilities with specialist palliative care services, delivering education to generalists and commencing a Palliative Care Medication Imprest System in each facility. The primary outcome measure for evaluation was transfer to hospital; secondary measures included staff perceived changes in quality of palliative care provided and family satisfaction with care. Results indicated that the pathway, delivered within a care framework that guides provision of palliative care, resulted in improved resident outcomes and decreased inappropriate transfers to acute care settings. What is known about the topic? Residential aged care facilities (RACFs) are the hospices of today. Many RACF staff are not confident in the delivery of high quality palliative care, resulting in inappropriate transfers of dying residents to acute care facilities. Needs-based palliative care pathways are being used increasingly to direct care in a variety of healthcare environments. What does this paper add? Provides the first evidence in Australia that a residential aged care end-of-life care pathway (RAC EoLCP) improves outcomes of care for dying residents and results in fewer residents being inappropriately transferred to acute care facilities. What are the implications for practitioners? Use of the RAC EoLCP will improve resident and health system outcomes by guiding the delivery of high quality palliative care and improving the palliative care capacity of generalist health providers.
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Somerville, Margaret. "Becoming‐worker: vocational training for workers in aged care." Journal of Vocational Education & Training 58, no. 4 (December 2006): 471–81. http://dx.doi.org/10.1080/13636820601005818.
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Koppala, Ravi Babu, Sherry P. Mathew, and Seema Ramesh Chawan. "Need for Aged Care Hubs." Research in Health Science 5, no. 3 (June 22, 2020): p1. http://dx.doi.org/10.22158/rhs.v5n3p1.
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Background: The present study was undertaken to access the current availability and utilization of health care services by geriatric population and to find the need for specialized geriatric care hubs.Methods: This is questionnaire-based survey conducted among 300 subjects of geriatric population for a period of 3 months in Bengaluru hospital set-up.Results: Majority of study subjects were belonged to age group of 60-75 years. 81% were married; while 1.30% un-married, 2.30% divorced, 15.30% were widow. Majority of study subjects in our study, i.e., 30.30% were graduates followed by 28.70% and 15.70% were completed secondary and primary school level education respectively. While only 7.70% subjects were post graduates. However, 17.70% subjects were found to be illiterate in our study. We found 52% of study subjects were dependent for their financial requirements. Chi-square test showed significant association between health and medical care facilities with age (c2-31.24; p-0.002). 98% preferred to have separate specialized geriatric care hospitals in their respective area of residence with no significant association (c2=5.20; p-0.51). We found significant association between source of information and awareness of geriatric care facilities (c2=18.96; p-0.026). We found that 36% of subjects reckoned that application of information technology was helpful in geriatric care. Whereas, still majority of study subjects, i.e., 61% were not at all aware of information technology applications in geriatric (c2-12.62; p-0.049). Conclusions: Provision of quality assured by elderly health-care hub for the elderly population is a must and is a challenge that requires joint approach and strategies. Failure to address the health needs today could develop into a costly problem tomorrow.
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Mcphail, Catherine, Victoria Traynor, Dianne Wikström, Margaret Brown, and Christine Quinn. "Improving outcomes for dementia care in acute aged care: Impact of an education programme." Dementia 8, no. 1 (February 2009): 142–47. http://dx.doi.org/10.1177/14713012090080011003.
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Mitchell, Geoffrey, Caroline Nicholson, Keith McDonald, and Anne Bucetti. "Enhancing palliative care in rural Australia: the residential aged care setting." Australian Journal of Primary Health 17, no. 1 (2011): 95. http://dx.doi.org/10.1071/py10054.
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The delivery of palliative care in residential aged care communities is challenging, even more so in rural areas due to workforce ageing and shortages. The objectives of the present study were to: (i) assess the needs of, and quality of palliative care delivered to residents of 16 residential aged care facilities in rural southern Australia; and (ii) identify the needs of care staff to facilitate the delivery of quality palliative care. A cross-sectional survey of all residents, assessing the degree of functional limitation, stage of palliative care, and the presence of several quality indicators was conducted. Separate focus groups of care staff and relatives of residents sought information on the quality of care delivered, perceived strengths and weaknesses of the care delivered, and education and training needs. Quality palliative care in residential aged care facilities (RACFs) is hampered by workforce shortages, with low ratios of registered nurses, limited access to general practitioners after hours, and some communication difficulties. Some staff reported low confidence in technical and psychosocial aspects of care, especially for relatives. Relatives described mostly appropriate care, while acknowledging workload constraints. Most residents whose condition was unstable, deteriorating or terminal received advance care planning, though family expectations and unwillingness to discuss end-of-life care did tend to delay planning. Unstable residents with a reasonable prognosis were more likely to be transferred to hospital than terminally ill residents. Palliative care in participating RACFs appears to be adequate. Provision of targeted education for health care providers and implementation of protocols for advance care planning and end-of life care pathways will enhance this care.
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Greene, Kaylin M., Kathryn Hynes, and Emily A. Doyle. "Self-care among school-aged children of immigrants." Children and Youth Services Review 33, no. 5 (May 2011): 783–89. http://dx.doi.org/10.1016/j.childyouth.2010.11.023.
Повний текст джерелаДисертації з теми "Aged care education"
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Sinasac, Patricia A. "Residential aged care health workers' knowledge, attitudes and confidence in providing care to a person with a stoma : a needs analysis for education." Thesis, Queensland University of Technology, 2017. https://eprints.qut.edu.au/104436/1/Patricia_Sinasac_Thesis.pdf.
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This study of residential aged care health workers’ knowledge, attitudes and confidence in providing care to an older person with a stoma was conducted to identify characteristics of the learners and educational needs to effectively provide stoma care. The findings will be valuable to inform development of an educational program aimed at aged care health workers’ to give appropriate and confident stoma care to residents.
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Josefsson, Karin. "Municipal elderly care : implications of registered nurses' work situation, education, and competence /." Doctoral thesis, Stockholm, 2006. http://diss.kib.ki.se/2006/91-7140-668-9/.
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Frenkel, Heather Frances. "A health education intervention to improve oral health among institutionalised elderly people : a randomised controlled trial." Thesis, University of Bristol, 1998. http://hdl.handle.net/1983/479da1aa-9043-4d6e-8177-3846bb16cefc.
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Liao, Karen Lih-Mei. "Preparation for menopause : development and evaluation of a health education intervention for mid-aged women." Thesis, King's College London (University of London), 1995. https://kclpure.kcl.ac.uk/portal/en/theses/preparation-for-menopause--development-and-evaluation-of-a-health-education-intervention-for-midaged-women(bd25d302-3953-4bcc-87ac-ab3ef2930152).html.
Повний текст джерелаАнотація:
This thesis examines the multi-disciplinary literature on menopause, develops and evaluates an intervention to prepare mid-aged women for the menopause transition. The literature review suggests that the intervention should aim to increase knowledge of menopause, counter overly negative attitudes, and promote health-enhancing behaviours, framed in a biopsychosocial perspective. Forty-five-year-old women registered at five general practices were targeted for the research. One hundred and seventy-eight women were sent baseline questionnaires assessing knowledge and beliefs about the menopause, and a number of healthrelated beliefs and behaviours. Sixty per cent (N=106) of the women responded. Overall, health-related behaviours were not inter-correlated, nor were health beliefs strong predictors of health behaviours. A number of relationships were found which have implications for health services for mid-aged women. The women appeared to have a low level of awareness of empirically derived information about menopause. Beliefs about menopause were complex and multi-faceted, and not necessarily congruent. Intention to use hormone replacement therapy was related to a disease model of menopause, depressed mood and a poorer sense of personal control over the experience of menopause. An as-sociation between smoking and earlier menopausal changes was found. A complex relationship between lack of exercise, greater body mass index, low self-esteem and perceived barriers to regular exercise was also evident. Fifty women subsequently participated in a health education intervention in the form of two small group sessions. Fiftyone women acted as control. The post-intervention assessment was carried out three months later, and the follow-up assessment a year later. A third group of women (N=44) was contacted for the first time at follow-up, to control for the effects of completing questionnaires by the first control group. Knowledge improved and fewer negative beliefs were expressed after the intervention. The proportion of smokers in the intervention group decreased, as did the proportion of women intending to use hormone replacement therapy, though these changes did not reach statistical significance due to the sample size. These changes were maintained at the 1-year follow-up. These outcome measures were unchanged for the control group. The results are discussed with reference to previous findings for mid-aged samples. The implications for further research are drawn. A range of suggestions for further development of health promotion services for mid-aged women are made.
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Paton, Grace. "Governmentality and professional/familial relationships : a Foucauldian study of the dispositif of education and care for Scottish children aged one to two years." Thesis, University of the West of Scotland, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.627908.
Повний текст джерелаАнотація:
The research aimed to explore the role of professionals and family members who support the education and care experience of Scottish children aged one to two years who are considered to be ‘at risk’ in Scottish Government early intervention policy statements. It employed a feminist poststructuralist paradigm based on the Foucauldian concepts of governmentality and subjectification and a genealogical approach to literature review. The small-scale ethnographic case study was set in the Baby Room of a Scottish early childhood education and care (ECEC) centre where these children were allocated funded places. Ten children were placed in the role of ‘boundary objects’ and data collection focused on human and non-human elements of the dispositif of the nursery placement and its impact on each child’s experience. Methods associated with multi-sited ethnography were employed. These included semi-structured interviews with associated professionals and family members and observation of practice in the Baby Room. In addition, content analysis of cultural objects, including guidance documents, artefacts and the architecture of the setting, allowed exploration of non-human actants. In analysis of data, situational analysis and the listening tool were utilised as complementary tools. Findings indicated that the discursive practices recommended in official practice advice varied within and across government documents. Ways of parenting and of practising early childhood education and care professionally were individualistic and situated, often resisting government promoted discourses. It was concluded that the Scottish Government tactic of provision of a funded place for ‘at risk’ Scottish toddlers was unlikely to be successful in achieving its totalising and individualising aims. The tactic allowed society to benefit at the expense of women. Low levels of investment and a focus on measurable outcomes impacted on the nature of service provision and pedagogical approach, with ‘normalcy’ valued over care and relational working. The study concluded by suggesting that the Scottish Government might consider investment in universal, more democratic ECEC provision and in the development of professional education to take account of EU conceptualisation of competence, thus avoiding the marginalisation of women.
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Bull, Alister William. "The insights gained from a portfolio of spiritual assessment tools used with hospitalised school-aged children to facilitate the delivery of spiritual care offered by the healthcare chaplain." Thesis, University of Glasgow, 2013. http://theses.gla.ac.uk/4529/.
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A Spiritual Assessment Tool (SAT) for use with a child by a healthcare chaplain, requires a clear conceptual construct in order to convey a child’s spiritual profile to other professionals. The design of the tool, allied to the manner in which a chaplain engages with a patient, allows a child to easily share information which can be interpreted in terms of this construct. This thesis creates a new and accessible conceptual framework to describe the spirituality of children in a paediatric setting. It achieves this through the design and development of a portfolio of sorting cards and storyboards, referred to as a Spiritual Assessment Tool (SAT). The SAT encourages children to share information about their healthcare journey which is then interpreted in terms of the new framework. In addition, it identifies the competences required by a healthcare professional to obtain and interpret this information. In doing so, it necessarily discusses the wider implications of the theological insights which arise. The research involved the filming of interviews conducted with children aged between 6 and 13 years old in an acute paediatric healthcare setting. During these interviews sorting cards depicting different aspects of the children’s lives were used in conjunction with storyboards, in order to discover how the children described their lives while in hospital. The design of the SAT developed through two distinct stages before reaching a final model that achieved the goals of this thesis In order to describe and share the information expressed with other healthcare staff, a framework was developed to enable interpretation of how a child constructs meaning. This framework required a terminology that could clearly communicate the complexities of how children understand the meaning of their lives in the context of the hospital setting. By engaging with child development theory and the data gathered from the interviews, the term “connectedness” was adopted to better encapsulate the conceptual construct of what had, in the past, been described as “childhood spirituality”. The term draws four dimensions from the field of child development which help professionals to profile a child’s perspective of their lives while in hospital:; the momentum of connectedness; the awareness of connectedness; the resilience of connectedness; and the evaluative nature of connectedness. These dimensions take account of the contextual disruption experienced by the children and the way in which their level of development contributes to the perspective of their lives while in hospital. The theological implications the concept of ‘connectedness’ and the methodology of its application underline the dynamics of the competences involved. These can be applied in integrated theological reflective practice. The “Zone of Proximal Connectedness” (ZPC) is used to describe the space of an encounter between a healthcare professional and a paediatric patient when four features are present; hospitality, liminality, the significant other, and the co-construction of meaning. The ZPC forms the foundation for gathering information that serves as the basis for better spiritual care. The research findings provide insight into the dynamics required for a healthcare chaplain to relate to a child and to engage in integrated theological reflective practice which relates to the ZPC. The nature of the encounter outlined in this thesis, requires the quality of ‘mutuality’ to be present between assessor and child. The nature of the encounter outlined in this thesis between an assessor and a child requires the quality of ‘mutuality’. The presence of the quality of mutuality in this context, reveals that inThe implications of mutuality reveal that in the Christian Faith our concept of God’s nature involves a greater sense of mutuality. The wider implications of this reflection for the Christian faith and our understanding of God, Jesus and the Church are identified as an area for future theological exploration.
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Glasgow, Lashanda B. "Associations Between Sex and HIV Testing, HIV Risk, and HIV Risk Perception Among a National Sample of Adults Aged 65 Years and Older." Franklin University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=frank162142623355138.
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Santos, Camila Medeiros dos. "Autocuidado e processo educativo de idosos com doenças crônicas não transmissíveis que demandam cuidados de enfermagem no domicílio." Universidade Federal de Juiz de Fora, 2014. https://repositorio.ufjf.br/jspui/handle/ufjf/838.
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O objeto da investigação foi o autocuidado de idosos que convivem com doenças crônicas não transmissíveis e que demandam cuidados de enfermagem no domicílio, com enfoque para o processo educativo em saúde e enfermagem no âmbito da temática da educação e promoção da saúde desenvolvida pelo enfermeiro em contexto assistencial multiprofissional de atenção à pessoa idosa. Objetivou-se compreender como as ações educativas e de autocuidado terapêutico contribuem para a autonomia dos idosos com doenças crônicas não transmissíveis, buscando identificar o conhecimento que possuem acerca da doença, seus tratamentos e cuidados de promoção da saúde e prevenção de complicações; identificar as necessidades de educação em saúde para o autocuidado do ponto de vista dos idosos que convivem com doenças crônicas não transmissíveis; compreender como o idoso aplica os conhecimentos de promoção da saúde e prevenção das complicações das doenças crônicas resultantes de práticas educativas; e discutir sobre a contribuição da enfermagem em contexto assistencial multidisciplinar na manutenção e promoção do autocuidado na área da atenção à saúde do idoso. Adotou-se aporte metodológico da Teoria Fundamentada nos Dados. Desenvolveu-se em duas etapas, no período de novembro de 2012 a dezembro de 2013, envolvendo dois cenários distintos: ambulatório de Geriatria e Gerontologia de um hospital público de ensino de Minas Gerais, no qual os participantes foram selecionados, e o ambiente domiciliar, após a seleção e contato prévio com os mesmos. Incluiu-se doze idosos residentes no município sede da pesquisa. Utilizou-se a visita domiciliar com observação participante, registro de notas em diário de campo, entrevista semiestruturada e, para a edição textual dos dados empíricos, o programa OpenLogos®, permitindo-se a codificação e interpretação. Emergiram trinta e cinco códigos que compuseram quatro categorias: “O autocuidado do idoso com doença crônica não transmissível em contexto domiciliar”, “Tornando-se conhecedor de si mesmo”, “Necessidades de educação terapêutica do idoso com doença crônica não transmissível” e “Apoio e suporte ao idoso com doença crônica não transmissível”. As categorias apontaram que à medida que o idoso desenvolve uma doença crônica, surge a necessidade de que aprenda a se autocuidar no âmbito terapêutico, em casa. Diante da vivência deste idoso na prática do seu autocuidado terapêutico, tornou-se evidente o conhecimento desse indivíduo no que permeia aspectos relativos à promoção da saúde e prevenção de agravos. Situações positivas e negativas vivenciadas apontaram para necessidades de educação terapêutica e busca por apoio e capacitação pelos idosos. Nessa dinâmica de movimento, tem-se que as orientações ao idoso quanto ao seu processo saúde e doença contribuem para a realização das ações de autocuidado desenvolvidas no domicílio. A atuação do enfermeiro através das práticas educativas, do planejamento de cuidados individualizados, com vistas ao apoio e educação, contribui para que o idoso se torne reflexivo e ativo no seu autocuidado terapêutico.
The object of research was the self-care of elderly who lives with chronic non-communicable diseases and require nursing care at home, focusing on the educative process in nursing and health under the theme of education and health promotion developed by nurses in the context of multidisciplinary health care to elderly people. This study aimed to comprehend how the educative and therapeutic self-care actions may contribute to the autonomy of elderly people with chronic non-communicable diseases, aiming to identify their knowledge about the disease, its treatments, care for health promotion and complications prevention; identify the needings of health education for self-care from the perspective of elderly people who lives with chronic non-communicable diseases; understand how the elderly applies knowledge of health promotion and complications prevention of chronic diseases resulting from educative practices; and discuss about the contribution of nursing care in a multidisciplinary context in maintenance and self-care promotion in the area of elderly health care. It was adopted the methodological approach of Grounded Theory, which was developed in two stages, from November 2012 to December 2013, involving two different scenarios: outpatient from Geriatrics and Gerontology of a public teaching hospital in Minas Gerais, in which participants were selected, the home environment after selection and prior contact with them. Twelve elderly residents in the county seat of research were included. It was used the home visit with participant observation, recording notes in a field journal, semistructured interview and the OpenLogos ® program for textual editing of empirical data, which allows the encoding and interpretation. Thirty five codes emerged which comprised four categories: "Self-care of elderly patients with chronic non-communicable disease in the family context", "Becoming knowledgeable of yourself", "Therapeutic Education needs of elderly patients with chronic non-communicable disease" and "Support and assistance to the elderly with chronic non-communicable disease". The categories indicated that as the elderly develops a chronic illness, the need arises to learn to take care of themselves in the therapeutic context, at home. Given the experience to the elderly in the practice of their therapeutic self-care, it became evident the knowledge of this individual in which permeates aspects related to health promotion and prevention of disease injuries. Positive and negative situations experienced pointed to the need of therapeutic education and search for support and training for the elderly. In this dynamic movement, the guidelines for the elderly about their health and disease process have contributed for the achievements of self-care actions developed at home. The work of nurses through educative practices, the planning of individualized care, with a view to the support and education, helps elderly to become reflective and active in their therapeutic self-care.
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Uusimaki, Sirkka-Liisa Marjatta. "Pre-service teacher education and the development of middle school teacher identity : an exploratory study." Thesis, Queensland University of Technology, 2009. https://eprints.qut.edu.au/34438/1/Sirkka-Liisa_Uusimaki_Thesis.pdf.
Повний текст джерелаАнотація:
This research study investigated the factors that influenced the development of teacher identity in a small cohort of mature-aged graduate pre-service teachers over the course of a one-year Graduate Diploma program (Middle Years). It sought to illuminate the social and relational dynamics of these pre-service teachers’ experiences as they began new ways of being and learning during a newly introduced one-year Graduate Diploma program. A relational-ontological perspective underpinned the relational-cultural framework that was applied in a workshop program as an integral part of this research. A relational-ontological perspective suggests that the development of teacher identity is to be construed more as an ontological process than an epistemological one. Its focus is more on questions surrounding the person and their ‘becoming’ a teacher than about the knowledge they have or will come to have. Hence, drawing on work by researchers such as Alsup (2006), Gilligan, (1982), Isaacs, (2007), Miller (1976), Noddings, (2005), Stout (2001), and Taylor, (1989), teacher identity was defined as an individual pre-service teacher’s unique sense of self as a teacher that included his or her beliefs about teaching and learning (Alsup, 2006; Stout, 2001; Walkington, 2005). Case-study was the preferred methodology within which this research project was framed, and narrative research was used as a method to document the way teacher identity was shaped and negotiated in discursive environments such as teacher education programs, prior experiences, classroom settings and the practicum. The data that was collected included student narratives, student email written reflections, and focus group dialogue. The narrative approach applied in this research context provided the depth of data needed to understand the nature of the mature-aged pre-service teachers’ emerging teacher identities and experiences in the graduate diploma program. Findings indicated that most of the mature-aged graduate pre-service teachers came in to the one-year graduate diploma program with a strong sense of personal and professional selves and well-established reasons why they had chosen to teach Middle Years. Their choice of program involved an expectation of support and welcome to a middle-school community and culture. Two critical issues that emerged from the pre-service teachers’ narratives were the importance they placed on the human support including the affirmation of themselves and their emerging teacher identities. Evidence from this study suggests that the lack of recognition of preservice teachers’ personal and professional selves during the graduate diploma program inhibited the development of a positive middle-school teacher identity. However, a workshop program developed for the participants in this research and addressing a range of practical concerns to beginning teachers offered them a space where they felt both a sense of belonging to a community and where their thoughts and beliefs were recognized and valued. Thus, the workshops provided participants with the positive social and relational dynamics necessary to support them in their developing teacher identities. The overall findings of this research study strongly indicate a need for a relational support structure based on a relational-ontological perspective to be built into the overall course structure of Graduate Pre-service Diplomas in Education to support the development of teacher identity. Such a support structure acknowledges that the pre-service teacher’s learning and formation is socially embedded, relational, and a continual, lifelong process.
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Lucchetti, Alessandra Lamas Granero. "Avaliação de estratégias de ensino sobre “Geriatria e Gerontologia” na graduação em medicina." Universidade Federal de Juiz de Fora (UFJF), 2017. https://repositorio.ufjf.br/jspui/handle/ufjf/4952.
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Introdução: O envelhecimento populacional é uma realidade mundial e essa rápida transição demográfica traz novos desafios à medicina. Nesse contexto, a incorporação do ensino da geriatria torna-se uma necessidade no ensino médico. Entretanto, ainda são poucos os estudos que avaliam o quanto essas intervenções poderiam repercutir na formação do estudante de medicina. Trazer evidências científicas sobre o ensino médico nessa área pode auxiliar na definição de estratégias didáticas em geriatria, necessárias a um efetivo processo ensino-aprendizagem e baseadas em evidências. Objetivo: Avaliar o impacto de diferentes estratégias educacionais sobre o tema “Geriatria e Gerontologia” ao longo da graduação no desenvolvimento de competências do estudante de medicina perante o idoso. Método: Foi realizado um estudo de intervenção em educação (desenho pré-pós teste com grupo controle não randomizado) em diferentes períodos do curso de medicina da Universidade Federal de Juiz de Fora. No primeiro período foram comparadas novas estratégias educacionais breves (oficinas “vivência do envelhecimento” e “mitos do envelhecimento”) em relação a uma turma controle (não submetida à intervenção). No quinto período, duas diferentes estratégias educacionais incorporadas a uma disciplina teóricoprática de geriatria (flipped classroom/sala de aula invertida e aulas expositivas) foram comparadas a um grupo controle (que não teve a intervenção). Todos os alunos foram avaliados quanto à sua atitude perante o idoso (Maxwell-Sullivan, UCLA geriatric atittudes, Neri), empatia (Maxwell-Sullivan), conhecimento (Palmore, conhecimentos cognitivos) e no grupo submetido às intervenções foram avaliadas ainda as habilidades (mediante a utilização de uma avaliação com paciente padronizado) e a opinião dos estudantes sobre a disciplina. Os dados foram avaliados por meio de estatística descritiva e com a utilização de teste t ou ANOVA para medidas independentes (comparação entre grupos) e teste t ou ANOVA para medidas repetidas (para avaliação em diferentes momentos). Resultados: Foram avaliados 230 alunos do primeiro período, que foram divididos em 72 do grupo “controle" - GC, 82 do grupo “vivência do envelhecimento" - VE e 76 do grupo “mitos do envelhecimento" - ME). Comparando-se cada grupo no pós e pré intervenção, o grupo VE teve piora da atitude geral, menor índice de conhecimento e um maior negativismo, porém com aumento da empatia. Já o grupo ME, teve melhora da atitude geral, maior conhecimento e maior positivismo. Na comparação entre essas diferentes estratégias, o ME teve maior atitude e conhecimento em relação aos grupos VE e grupo “controle”. No quinto período, foram avaliados 243 estudantes, sendo 77 do grupo “controle” – GC (sem exposição a geriatria), 83 do grupo exposto ao método tradicional (TR) e 83 do grupo exposto ao método flipped classroom (FL). Apesar do grupo TR e FL terem apresentado grande aumento no conhecimento, atitudes e habilidades em relação ao GC e comparando-se antes e após a intervenção, o grupo FL apresentou maior ganho de conhecimento dos estudantes e um aumento na atitude comparado com o TR. Não houve diferença na avaliação de habilidades com paciente simulado. Os estudantes submetidos a FL sentiam-se mais preparados para atender o idoso, julgavam ter um maior conhecimento e avaliaram melhor o formato da disciplina em relação ao grupo tradicional no questionário de avaliação da disciplina. Conclusão: O presente estudo mostra que estratégias breves ou mais longas no ensino da geriatria podem impactar o conhecimento, atitude, empatia e a percepção a respeito das mesmas pelos estudantes, dependendo da forma com que são oferecidas. Esses resultados mostram a importância de aferir as estratégias educacionais no ensino médico para que seja possível verificar de que forma, em quais situações e em que contexto tais atividades são mais efetivas, orientando suas escolhas no decorrer do processo ensino-aprendizagem.
Introduction: The aging of the population is a global reality and this rapidly demographic transition brings new challenges to medicine. Within this context, the implementation of geriatric teaching in medical education is needed. However, few studies have already investigated how these educational interventions may impact the medical student training. New scientific evidence in this field can help in choosing new evidence-based educational strategies aiming an effective teaching-learning process. Objectives: To investigate the impact of different educational strategies on the subject “Geriatrics and Gerontology” in the development of medical students’ competences towards older people in different moments of undergraduate training. Methods: An educational intervention-based study (pre-post test design with a nonrandomized controlled group) was carried out in different undergraduate moments at the school of medicine – Federal University of Juiz de Fora (Brazil). In the first semester of the medical course, brief new educational strategies (“Experiencing aging/Aging game” and “myths of aging”) were compared to a control group (not submitted to any intervention). In the fifth semester of the medical course, during a theoretical and practical “Geriatrics and Gerontology” subject, two educational strategies (flipped classroom and traditional lectures) were compared to a control group (not submitted to any intervention). All students were evaluated through their attitudes towards older persons (Maxwell-Sullivan, UCLA geriatric attitudes, Aging semantic differential), empathy (Maxwell-Sullivan) and knowledge (Palmore and cognitive knowledge). In the groups submitted to the intervention, we have also evaluated their skills (through a standardized patient assessment) and their opinions/satisfaction with the activities. Data was analyzed using descriptive statistics, t-test or ANOVA for independent samples (comparison between groups) and t-test or ANOVA for repeated measures (comparison between different moments). Results: A total of 230 students were assessed in the first semester of the course and were divided in the following groups: 72 in the control group – CG, 82 in the “experiencing aging” group – EA and 76 in the “myths of aging” group - MA. Comparing pre and post test scores, EA group had a greater negativism and a worsening of attitude and knowledge, but an improvement in empathy. On the other hand, the MA intervention was associated with an improved attitude, knowledge and a positive view about aging. Comparing these different strategies, MA showed better attitude and knowledge in relation to EA and the control group. In the fifth semester, a total of 243 students were assessed, 77 in the control group – CG, 83 in the group exposed to traditional lectures (TR) and 83 exposed to the flipped classroom method (FL). Although both intervention groups showed a great increase in the attitudes, knowledge and skills comparing pre/post intervention and in comparison to the CG, the FL group showed higher knowledge and attitude than the TR group. We found no differences in the skills using a standardized patient. In addition, students in the FL intervention, felt more prepared to interview an older person, felt they had more knowledge and rated higher the discipline in comparison to the TR group. Conclusion: The present study shows that brief or long-term educational strategies in the teaching of geriatrics can impact the knowledge, attitude, empathy and students’ satisfaction, depending of the way these strategies are offered. These data highlight the importance of assessing the outcomes of educational strategies in medical teaching to ascertain in what manner, situations and settings these activities may be more effective in the teaching-learning process.
Книги з теми "Aged care education"
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Greene, Vernon L. Caring for those who care: An evaluation of professionally guided support and education groups for family caregivers : final report. [Washington, DC: Administration on Aging, 1987.
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Restorative care nursing for older adults: A guide for all care settings. 2nd ed. New York: Springer, 2012.
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Kate, Repa Barbara, ed. Elder care: Choosing & financing long-term care. Berkeley, CA: Nolo Press, 1990.
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University of Pennsylvania. Rehabilitation Research and Training Center for Disabled Elderly Individuals. and United States. Administration on Aging., eds. Education for self-care project, University of Pennsylvania: Final report (abstract). [Philadelphia, Pa.?]: Rehabilitation Research and Training Center for Disabled Elderly Individuals, University of Pennsylvania Medical Center, 1991.
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Ruff, George E. Education for self-care project, University of Pennsylvania: Final report (abstract). [Philadelphia, Pa.?]: Rehabilitation Research and Training Center for Disabled Elderly Individuals, University of Pennsylvania Medical Center, 1991.
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Ruff, George E. Education for self-care project, University of Pennsylvania: Final report (executive summary). Philadelphia, Pa: Rehabilitation Research and Training Center for Disabled Elderly Individuals, University of Pennsylvania Medical Center, 1991.
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Gueldner, Sarah Hall. Healthy aging: Gerontological education for nurses and other health care professionals. Sudbury, Mass: Jones and Bartlett, 2011.
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Gueldner, Sarah Hall. Aging well: Gerontological education for nurses and other health care professionals. Sudbury, Mass: Jones and Bartlett, 2011.
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María I. Quirós de Torregrosa. Continuing education training program for managers and directors of nursing homes, personal care homes, and veterans administration foster care homes. Santurce, P.R. (P.O. Box 11398, Santurce): Dept. of Social Services, Puerto Rico Gericulture Commission, 1986.
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A, Languirand Mary, ed. When someone you love needs nursing home care: The complete guide. New York: Newmarket Press, 2001.
Знайти повний текст джерелаЧастини книг з теми "Aged care education"
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Grealish, Laurie, and Franziska Trede. "Student Nurse Led Ward in Aged Care." In Realising Exemplary Practice-Based Education, 93–100. Rotterdam: SensePublishers, 2013. http://dx.doi.org/10.1007/978-94-6209-188-7_9.
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Duffy, Michele, and Tracy Gallagher. "Establishing the birth-to-three team and building their capacity to work with young children in an education and care provision." In Working with Children Aged 0–3 and Their Families, 43–52. Abingdon, Oxon; New York, NY: Routledge, 2017. |: Routledge, 2017. http://dx.doi.org/10.4324/9781315562445-4.
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Åkerblom, Annika. "Opening Up New Spaces for Action: Challenges of Participatory Action Research for Preschool Practice Transformation in an Introductory Unit for Immigrant Children." In Methodology for Research with Early Childhood Education and Care Professionals, 83–97. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-14583-4_6.
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AbstractThe aim of this chapter is to reflect on and problematise some of the collective processes that emerged in a 3-year participatory project. The project, situated in a linguistically and culturally diverse neighbourhood of a major Swedish city, was carried out between 2017 and 2019. The overall aim was to, in collaboration with participants, explore the conditions for early childhood education in a migrating world by identifying the challenges facing preschool institutions. An additional aim was to develop preschool practice through reflection and action. The project started out in an introductory unit for immigrant children aged 3–5 years who spoke little or no Swedish upon entering the unit; then, as the project went on, the whole preschool was gradually included in actions carried out in collaboration. Some of the spaces for action that opened up for the children, educators, and preschool managers are addressed in the chapter. Challenges involved, among other things, differences in the possibility to take part in action research processes among families involved in asylum processes and what space for action the preschool educators were actually afforded in the project.
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Ward, Harriet, Lynne Moggach, Susan Tregeagle, and Helen Trivedi. "Adult Outcomes." In Outcomes of Open Adoption from Care, 223–65. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-76429-6_8.
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AbstractThe chapter focuses exclusively on the 60 adoptees aged over 18 who completed the follow-up survey. It draws on data collected through survey responses and interviews focusing on 24 adult adoptees. It explores their outcomes across a range of dimensions that together contribute to a composite measure of adult functionality. It presents the outcomes the adoptees achieved on each of these key domains and explores how they compared both with those of the normative Australian population and a contemporaneous cohort of care leavers. The adoptees showed more evidence of poor mental health than care leavers, but often did better in terms of education and employment. The presence of a committed adoptive parent appears to have acted as a powerful protective factor, and only extreme indicators of vulnerability at entry to the adoptive home correlated with poor adult outcomes.
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Radfar, Amir. "Integrating Palliative Care into Primary Care: An Educational Project to Meet an Unmet Need." In Improving Oncology Worldwide, 117–21. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-96053-7_15.
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AbstractLack of access to palliative care services in developing countries would add to patients’ suffering if deprived of palliative care services. There is a tremendous need for the basic, intermediate, and specialist training of palliative care, and the need will be growing as the population ages. Palliative care integration with the prevention, early diagnosis, and treatment of life-limiting health problems can enhance the quality of life, promote patients’ dignity, and positively affect the disease’s course. Primary palliative care can be applied at all healthcare system levels, including primary care providers and specialists in many disciplines who do not have formal palliative care training. Primary palliative care can assist to relieve the pain and suffering of terminally ill patients and can partially meet current or future needs in developing countries. Education is one of the main points of the primary palliative care program. It should be adapted to the development of palliative care for each country and eventually incorporated into the conventional training for all professionals. This cost-effective and simple approach has been a basis for creating an online educational program that aims to develop primary palliative care content material in Farsi for general practitioners who deal with patients with cancer.
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Marquis, Robyn A., and Robert J. Flynn. "Gender Effects of Tutoring on Reading and Math Skills in a Randomized Controlled Trial with Foster Children of Primary-School Age." In Education in Out-of-Home Care, 119–33. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-26372-0_9.
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Wise, Sarah. "Is Quality Good Enough for Out-of-Home Care Children? Early Childhood Education and Care Experiences of Australian Children in Out-of-Home Care at Age 3 to 5 Years." In Education in Out-of-Home Care, 91–104. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-26372-0_7.
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Mehdi, Itrat, Abdul Aziz Al Farsi, Bassim Al Bahrani, and Shadha S. Al-Raisi. "General Oncology Care in Oman." In Cancer in the Arab World, 175–93. Singapore: Springer Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-7945-2_12.
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AbstractThe Sultanate of Oman is located on the Arabian Peninsula and is part of Western Asia. Oman has a relatively young population. The economy is based on oil, agriculture, fishing, and overseas trading. Oman spends around 3% of its GDP on health care. Omani nationals have free access to public healthcare. Due to increased incomes and changing lifestyles, the rate of Non-Communicable Diseases (NCD) including cancer is rising. This is slowly saturating the system and increasing health care costs. Cancer is now the third leading cause of mortality. The age-adjusted annual incidence of cancer ranges from 70 to 110 per 100,000 population. Oman has an operational national NCD action plan. This multi-sectoral plan was launched in 2018 and focuses on the government approach in addressing NCDs including cancer, highlighting the prevention and control strategies. There is an integrated cancer care service, cancer registry, and cancer control program; under the auspices of the Directorate general of Non-communicable diseases—Ministry of Health. Oman has envisioned an ambitious long-term health care plan called “Health care Vision 2050”, which includes the development and progression of cancer care services as well. This plan has an emphasis on development, patient empowerment, public awareness, health education, integration and accessibility of services, screening, and early detection, public–private partnership, indulgence for NGOs, research, and capacity building.
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Mapaling, Curwyn, Paul Webb, and Belinda du Plooy. "“I would help the lecturer with marking”: Entrepreneurial Education Insights on Academic Resilience from the Perspectives of Engineering Students in South Africa." In Transforming Entrepreneurship Education, 177–96. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-11578-3_10.
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AbstractsSeveral factors contribute to the alarmingly high youth unemployment rate in South Africa. Barriers such as lack of access to education and practical work experience reflect these statistics and the socio-economic implications of graduate unemployment. This qualitative case study investigated the perceptions of engineering students' academic resilience in the context of higher education by using a youth development approach. Semi-structured interviews were conducted online via Zoom with a sample consisting of 10 participants (aged 22–28 years), namely four Civil engineering students, four Electrical engineering students, and two Industrial engineering students. Six students were South African, whilst the remaining four were international students. Seven participants self-identified as male and three as female. Findings are discussed in terms of the three themes which emerged from the thematic analysis: (a) personal character strengths; (b) access to guidance, resources, and information and (c) a sense of belonging and social connection. This study focused on engineering education and developed a new interdisciplinary understanding of how entrepreneurship education may contribute to engineering students' academic resilience as a packaged support system that speaks to their psychosocial, educational and economic needs.
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Souto, Isabel, Anabela Pereira, Elisabeth Brito, Luís Sancho, and Samuel Barros. "Occupational Health Risk Among Teachers in Higher Education." In Health and Social Care Systems of the Future: Demographic Changes, Digital Age and Human Factors, 311–22. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-24067-7_36.
Повний текст джерелаТези доповідей конференцій з теми "Aged care education"
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Miller, Charlynn, and Asheley Jones. "Addressing the Education Gap in Aged Care Technology." In OZCHI'19: 31ST AUSTRALIAN CONFERENCE ON HUMAN-COMPUTER-INTERACTION. New York, NY, USA: ACM, 2019. http://dx.doi.org/10.1145/3369457.3369518.
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Gao, Yan, Shengqun Wang, and Dapeng Cong. "Research on Home-based Aged-care Service System in Collaborative City." In 2016 International Conference on Contemporary Education, Social Sciences and Humanities. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/iccessh-16.2016.137.
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Su, Gao. "Community Service in Home Care for the Aged in Beijing." In Proceedings of the 2nd International Conference on Humanities Education and Social Sciences (ICHESS 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/ichess-19.2019.155.
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Li, Xiaoqin, and Jing Wang. "Research on Community Based Aged-Care at Home Information Services in Cloud Computing Environment." In 2015 International Conference on Social Science, Education Management and Sports Education. Paris, France: Atlantis Press, 2015. http://dx.doi.org/10.2991/ssemse-15.2015.45.
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Cong, Dapeng, Shengqun Wang, and Yan Gao. "Study on Differences between Chinese and Foreign Vocational Trainings of Aged Care Workers." In 2016 International Conference on Contemporary Education, Social Sciences and Humanities. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/iccessh-16.2016.128.
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Liu, Yingxia. "Study On the Development of Community Aged Care from the Perspective of Harmonious Society." In 2015 International Conference on Education, Management, Information and Medicine. Paris, France: Atlantis Press, 2015. http://dx.doi.org/10.2991/emim-15.2015.202.
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Valdez-Reyes, Geraldine. "Who Cares? Faculty Members and their Self-Care." In International Conference of Educational Paradigm, System and Strategies. Sons and Daughters Publishing House Inc., 2021. http://dx.doi.org/10.21016/5.062022.19.014o.
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There is no profession more pressured by society than teachers who are highly expected to hone the total human person to fit the human resource needs of the future. This herculean task has taken its toll in the higher prevalence of health problems among teachers. This research looked into the profile of teachers, their self-care practices and the interaction between these two variables. Data were gathered using a researcher-designed questionnaire from faculty members of a selected higher education institution. Demographically, more than one-half of the faculty members are female, middle aged, with 13 to 22 units of academic load, only few have administrative designations, with P15,001 to P25,000 monthly income, married, with 1 to 2 children, with normal body mass index, with diagnosed chronic diseases, not taking maintenance medications at the moment, and with first degree relatives who also have diagnosed chronic diseases. Further, the faculty members usually practiced self-care measures on diet, physical activity, rest and recreation, and always practiced self-care measures on habits. Ordinal regression results showed that most of the demographic characteristics of the faculty members are predictors of their self-care practices.
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Gao, Yan, Shengqun Wang, and Dapeng Cong. "Survey and Study on Rural Home-based Aged-care Mode Based on SWOT Analysis." In 2016 International Conference on Contemporary Education, Social Sciences and Humanities. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/iccessh-16.2016.129.
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Wati, Dewi Eko, and Intan Puspitasari. "Expert Validation and Participant Validation of Emotion Regulation Training Module for Reducing Preschool-Aged Child Abuse." In 1st International Conference on Early Childhood Care Education and Parenting (ICECCEP 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201205.076.
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"The Feasibility Analysis of Non-Profit Organization Participating in the Construction of Community Home Care for the Aged." In 2021 International Conference on Management, Education and Information. Scholar Publishing Group, 2021. http://dx.doi.org/10.38007/proceedings.0002028.
Повний текст джерелаЗвіти організацій з теми "Aged care education"
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Jauny, Ray, and John Parsons. Delirium Assessment and Management: A qualitative study on aged-care nurses’ experiences. Unitec ePress, November 2017. http://dx.doi.org/10.34074/ocds.72017.
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Aged residential care (ARC) residents with morbid health conditions frequently experience delirium. This condition is associated with diminished quality of life, preventable morbidity and untimely death. It is challenging and costly to manage delirium because of the complex interplay of physical and psychiatric symptoms associated with this condition in both primary and secondary services. With awareness of risk factors and knowledge about delirium, ARC nurses can play a vital role in early identification, assessment and treatment, but most importantly in preventing delirium in aged-care residents as well as improving health outcomes. Focus groups were carried out with ARC nurses to ascertain their opinions on how they assess and manage delirium in ARC facilities in South Auckland, New Zealand. Findings identified that there were strengths and weaknesses, as well as gaps in assessment and management of delirium. Nurses would benefit from delirium education, appropriate tools and adequate resources to help them manage delirium. Issues with diagnosing delirium, anxiety about challenging behaviours, family dynamics, lack of training and absence of IV treatment were noticeable features in this study.
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Whelan, Adele, Adele Bergin, Anne Devlin, Abian Garcia Rodriguez, Seamus McGuinness, Ivan Privalko, and Helen Russell. Measuring childhood disability and AIM programme provision in Ireland. ESRI, December 2021. http://dx.doi.org/10.26504/rs127.
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The social inclusion of children with disabilities, and in particular their inclusion in early learning and care settings, is key to maximising their wellbeing, care and future education. It is therefore vital that children with disabilities have equal access to early learning and school age care and education. Joint research, published by the ESRI and Pobal explores a number of existing challenges experienced by children with disabilities in this area.
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Boyes, Allison, Jamie Bryant, Alix Hall, and Elise Mansfield. Barriers and enablers for older people at risk of and/or living with cancer to accessing timely cancer screening, diagnosis and treatment. The Sax Institute, July 2022. http://dx.doi.org/10.57022/ieoy3254.
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• Older adults have complex and unique needs that can influence how and when cancer is diagnosed, the types of treatment that are offered, how well treatment is tolerated and treatment outcomes. • This Evidence Check review identified 41 studies that specifically addressed barriers and enablers to cancer screening, diagnosis and treatment among adults aged 65 years and older. • Question 1: The main barriers for older people at risk of and/or living with cancer to access and participate in timely cancer screening relate to lack of knowledge, fear of cancer, negative beliefs about the consequences of cancer, and hygiene concerns in completing testing. The main enablers to participation in timely cancer screening include positive/helpful beliefs about screening, social influences that encourage participation and knowledge. • Question 2: The main barriers for older people at risk of and/or living with cancer to access and/or seek timely cancer diagnosis relate to lack of knowledge of the signs and symptoms of cancer that are distinct from existing conditions and ageing, healthcare accessibility difficulties, perceived inadequate clinical response from healthcare providers, and harmful patient beliefs about risk factors and signs of cancer. The main enablers to accessing and/or seeking a timely cancer diagnosis include knowledge of the signs and symptoms of cancer, and support from family and friends that encourage help-seeking for symptoms. • Question 3: The main barriers for older people at risk of and/or living with cancer in accessing and completing cancer treatment include discrimination against patients in the form of ageism, lack of knowledge, patient concern about the adverse effects of treatment, predominantly on their independence, healthcare accessibility difficulties including travel and financial burden, and patients’ caring responsibilities. The main enablers to accessing and completing cancer treatment are social support from peers in a similar situation, family and friends, the influence of healthcare providers, and involving patients in treatment decision making. • Implications. The development of strategies to address the inequity of cancer outcomes in people aged 65 years and older in NSW should consider: Increasing community members’ and patients’ knowledge and awareness by providing written information and decision support tools from a trusted source Reducing travel and financial burden by widely disseminating information about existing support schemes and expanding remote patient monitoring and telehealth Improving social support by promoting peer support, and building the support capacity of family carers Addressing ageism by supporting patients in decision making, and disseminating education initiatives about geriatric oncology to healthcare providers Providing interdisciplinary geriatric oncology care by including a geriatrician as part of multidisciplinary teams and/or expanding geriatric oncology clinics.
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Шестопалова (Бондар), Катерина Миколаївна, Ірина Бондаревська, and Беата Кшивош-Ринкевич. Young People’s Citizenship Activity in Times of War Threat: Case of Ukraine. Malmo University, Sweden, 2017. http://dx.doi.org/10.31812/123456789/5942.
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The study explores passive, semi-active and active citizenship among young Ukrainians empirically revealed by Citizenship Behavior Questionnaire among 371 pupils aged 11, 14, 17 – 18 years old. The empirical study is introduced by socio-political and educational description of current situation in Ukraine as well as some historical background.
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Hamilton, Carolyn. Review and Recommendations for Strengthening Transitioning-from-State-Care Services for Youth in the Protection System. Inter-American Development Bank, July 2022. http://dx.doi.org/10.18235/0004354.
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Research studies from a range of countries indicate that, despite differences in policies, youth who age out of state care have significant similarities in outcomes globally. These young people have difficulty finding stable and affordable housing; accessing a social network, healthcare, and supportive and safe social relationships; and engaging in education, training, and employment. The present report, focused on youth aging out of residential care and detention in Belize, aims to contribute to the growing literature on frameworks, models, programs, and best practices to address service gaps and barriers and improve outcomes for youth transitioning to post care. The report presents a diagnostic of available services to support youth in Belize to successfully transition to post-care and provides recommendations to strengthen services that improve their post-care outcomes.
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Xiao, Haixiang, Junjun Hou, Min Chen, Weiping Deng, Chuanchen Zhao, Jihong Zhou, and Xiaolu Liu. Eradicating Absolute Poverty in Hunan Province, People’s Republic of China. Asian Development Bank, December 2021. http://dx.doi.org/10.22617/wps210460-2.
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This paper describes the specific poverty reduction practices applied in Hunan Province, People’s Republic of China. Government-subsidized programs are aimed at elderly living in poverty, people with disabilities, and migrant workers and their left-behind children. They reduce poverty mainly by building a support system for living, housing, medical care, old-age care, education, and employment. Tailored financial support are also intended for natural resources of poverty-stricken areas to be used in developing industries and forming self-development capabilities to eradicate poverty, including through industrial development, employment, and financial tool utilization.
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Oza, Shardul, and Jacobus Cilliers. What Did Children Do During School Closures? Insights from a Parent Survey in Tanzania. Research on Improving Systems of Education (RISE), May 2021. http://dx.doi.org/10.35489/bsg-rise-ri_2021/027.
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In this Insight Note, we report results of a phone survey that the RISE Tanzania Research team conducted with 2,240 parents (or alternate primary care-givers) of primary school children following the school closures in Tanzania. After the first case of COVID-19 was confirmed in Tanzania on 16 March 2020, the government ordered all primary schools closed the following day. Schools remained closed until 29 June 2020. Policymakers and other education stakeholders were concerned that the closures would lead to significant learning loss if children did not receive educational support or engagement at home. To help stem learning loss, the government promoted radio, TV, and internet-based learning content to parents of school-age children. The primary aims of the survey were to understand how children and families responded to the school closures, the education related activities they engaged in, and their strategies to send children back to school. The survey also measures households’ engagement with remote learning content over the period of school closures. We supplement the findings of the parent survey with insights from interviews with Ward Education Officers about their activities during the school closures. The survey sample is comprised of primary care-givers (in most cases, parents) of students enrolled in Grades 3 and 4 during the 2020 school year. The survey builds on an existing panel of students assessed in 2019 and 2020 in a nationally representative sample of schools.4 The parent surveys were conducted using Computer Assisted Telephonic Interviewing (CATI) over a two-week period in early September 2020, roughly two months after the re-opening of primary schools. We report the following key findings from this survey: *Almost all (more than 99 percent) of children in our sample were back in school two months after schools re-opened. The vast majority of parents believed it was either safe or extremely safe for their children to return to school. *Only 6 percent of households reported that their children listened to radio lessons during the school closures; and a similar fraction (5.5 percent) tuned into TV lessons over the same period. Less than 1 percent of those surveyed accessed educational programmes on the internet. Households with access to radio or TV reported higher usage. *Approximately 1 in 3 (36 percent) children worked on the family farm during the closures, with most children working either 2 or 3 days a week. Male children were 6.2 percentage points likelier to work on the family farm than female children. *Households have limited access to education materials for their child. While more than 9 out of 10 households have an exercise book, far fewer had access to textbooks (35 percent) or own reading books (31 percent). *One in four parents (24 percent) read a book to their child in the last week.
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Smit, Amelia, Kate Dunlop, Nehal Singh, Diona Damian, Kylie Vuong, and Anne Cust. Primary prevention of skin cancer in primary care settings. The Sax Institute, August 2022. http://dx.doi.org/10.57022/qpsm1481.
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Overview Skin cancer prevention is a component of the new Cancer Plan 2022–27, which guides the work of the Cancer Institute NSW. To lessen the impact of skin cancer on the community, the Cancer Institute NSW works closely with the NSW Skin Cancer Prevention Advisory Committee, comprising governmental and non-governmental organisation representatives, to develop and implement the NSW Skin Cancer Prevention Strategy. Primary Health Networks and primary care providers are seen as important stakeholders in this work. To guide improvements in skin cancer prevention and inform the development of the next NSW Skin Cancer Prevention Strategy, an up-to-date review of the evidence on the effectiveness and feasibility of skin cancer prevention activities in primary care is required. A research team led by the Daffodil Centre, a joint venture between the University of Sydney and Cancer Council NSW, was contracted to undertake an Evidence Check review to address the questions below. Evidence Check questions This Evidence Check aimed to address the following questions: Question 1: What skin cancer primary prevention activities can be effectively administered in primary care settings? As part of this, identify the key components of such messages, strategies, programs or initiatives that have been effectively implemented and their feasibility in the NSW/Australian context. Question 2: What are the main barriers and enablers for primary care providers in delivering skin cancer primary prevention activities within their setting? Summary of methods The research team conducted a detailed analysis of the published and grey literature, based on a comprehensive search. We developed the search strategy in consultation with a medical librarian at the University of Sydney and the Cancer Institute NSW team, and implemented it across the databases Embase, MEDLINE, PsycInfo, Scopus, Cochrane Central and CINAHL. Results were exported and uploaded to Covidence for screening and further selection. The search strategy was designed according to the SPIDER tool for Qualitative and Mixed-Methods Evidence Synthesis, which is a systematic strategy for searching qualitative and mixed-methods research studies. The SPIDER tool facilitates rigour in research by defining key elements of non-quantitative research questions. We included peer-reviewed and grey literature that included skin cancer primary prevention strategies/ interventions/ techniques/ programs within primary care settings, e.g. involving general practitioners and primary care nurses. The literature was limited to publications since 2014, and for studies or programs conducted in Australia, the UK, New Zealand, Canada, Ireland, Western Europe and Scandinavia. We also included relevant systematic reviews and evidence syntheses based on a range of international evidence where also relevant to the Australian context. To address Question 1, about the effectiveness of skin cancer prevention activities in primary care settings, we summarised findings from the Evidence Check according to different skin cancer prevention activities. To address Question 2, about the barriers and enablers of skin cancer prevention activities in primary care settings, we summarised findings according to the Consolidated Framework for Implementation Research (CFIR). The CFIR is a framework for identifying important implementation considerations for novel interventions in healthcare settings and provides a practical guide for systematically assessing potential barriers and facilitators in preparation for implementing a new activity or program. We assessed study quality using the National Health and Medical Research Council (NHMRC) levels of evidence. Key findings We identified 25 peer-reviewed journal articles that met the eligibility criteria and we included these in the Evidence Check. Eight of the studies were conducted in Australia, six in the UK, and the others elsewhere (mainly other European countries). In addition, the grey literature search identified four relevant guidelines, 12 education/training resources, two Cancer Care pathways, two position statements, three reports and five other resources that we included in the Evidence Check. Question 1 (related to effectiveness) We categorised the studies into different types of skin cancer prevention activities: behavioural counselling (n=3); risk assessment and delivering risk-tailored information (n=10); new technologies for early detection and accompanying prevention advice (n=4); and education and training programs for general practitioners (GPs) and primary care nurses regarding skin cancer prevention (n=3). There was good evidence that behavioural counselling interventions can result in a small improvement in sun protection behaviours among adults with fair skin types (defined as ivory or pale skin, light hair and eye colour, freckles, or those who sunburn easily), which would include the majority of Australians. It was found that clinicians play an important role in counselling patients about sun-protective behaviours, and recommended tailoring messages to the age and demographics of target groups (e.g. high-risk groups) to have maximal influence on behaviours. Several web-based melanoma risk prediction tools are now available in Australia, mainly designed for health professionals to identify patients’ risk of a new or subsequent primary melanoma and guide discussions with patients about primary prevention and early detection. Intervention studies have demonstrated that use of these melanoma risk prediction tools is feasible and acceptable to participants in primary care settings, and there is some evidence, including from Australian studies, that using these risk prediction tools to tailor primary prevention and early detection messages can improve sun-related behaviours. Some studies examined novel technologies, such as apps, to support early detection through skin examinations, including a very limited focus on the provision of preventive advice. These novel technologies are still largely in the research domain rather than recommended for routine use but provide a potential future opportunity to incorporate more primary prevention tailored advice. There are a number of online short courses available for primary healthcare professionals specifically focusing on skin cancer prevention. Most education and training programs for GPs and primary care nurses in the field of skin cancer focus on treatment and early detection, though some programs have specifically incorporated primary prevention education and training. A notable example is the Dermoscopy for Victorian General Practice Program, in which 93% of participating GPs reported that they had increased preventive information provided to high-risk patients and during skin examinations. Question 2 (related to barriers and enablers) Key enablers of performing skin cancer prevention activities in primary care settings included: • Easy access and availability of guidelines and point-of-care tools and resources • A fit with existing workflows and systems, so there is minimal disruption to flow of care • Easy-to-understand patient information • Using the waiting room for collection of risk assessment information on an electronic device such as an iPad/tablet where possible • Pairing with early detection activities • Sharing of successful programs across jurisdictions. Key barriers to performing skin cancer prevention activities in primary care settings included: • Unclear requirements and lack of confidence (self-efficacy) about prevention counselling • Limited availability of GP services especially in regional and remote areas • Competing demands, low priority, lack of time • Lack of incentives.
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Cachalia, Firoz, and Jonathan Klaaren. Digitalisation, the ‘Fourth Industrial Revolution’ and the Constitutional Law of Privacy in South Africa: Towards a public law perspective on constitutional privacy in the era of digitalisation. Digital Pathways at Oxford, July 2021. http://dx.doi.org/10.35489/bsg-dp-wp_2021/04.
Повний текст джерелаАнотація:
In this working paper, our focus is on the constitutional debates and case law regarding the right to privacy, adopting a method that is largely theoretical. In an accompanying separate working paper, A South African Public Law Perspective on Digitalisation in the Health Sector, we employ the analysis developed here and focus on the specific case of digital technologies in the health sector. The topic and task of these papers lie at the confluence of many areas of contemporary society. To demonstrate and apply the argument of this paper, it would be possible and valuable to extend its analysis into any of numerous spheres of social life, from energy to education to policing to child care. In our accompanying separate paper, we focus on only one policy domain – the health sector. Our aim is to demonstrate our argument about the significance of a public law perspective on the constitutional right to privacy in the age of digitalisation, and attend to several issues raised by digitalisation’s impact in the health sector. For the most part, we focus on technologies that have health benefits and privacy costs, but we also recognise that certain technologies have health costs and privacy benefits. We also briefly outline the recent establishment (and subsequent events) in South Africa of a contact tracing database responding to the COVID-19 pandemic – the COVID-19 Tracing Database – a development at the interface of the law enforcement and health sectors. Our main point in this accompanying paper is to demonstrate the value that a constitutional right to privacy can bring to the regulation of digital technologies in a variety of legal frameworks and technological settings – from public to private, and from the law of the constitution to the ‘law’ of computer coding.
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Woods, Rachel, Alison Zhong, and Madelyn Vincent. Factors Associated with Influenza & Tdap Vaccine Uptake in Pregnant Patients at the UT Family Medicine Clinic in Memphis. University of Tennessee Health Science Center, 2021. http://dx.doi.org/10.21007/com.lsp.2020.0003.
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INTRODUCTION: Given the increased risk for infections among pregnant patients and newborns, vaccination against influenza (>50,000,000 annual US cases affecting all ages) and pertussis (>15,000 annual US cases disproportionately affecting newborns) are recommended among pregnant patients in order to protect them and their babies via passive immunity to cover a newborn’s window of vaccine ineligibility. Though flu and Tdap vaccination rates among pregnant patients have been trending upwards nationally, there is still room for improvement to achieve optimal rates. OBJECTIVES: The primary objectives were to study factors that affect the vaccination rates at the University of Tennessee Family Medicine Clinic at Memphis (UTFMC-M), compare those rates with national pregnancy flu/Tdap vaccination rates, and to generate recommendations based off observed factors associated with vaccine uptake to improve flu/Tdap vaccination rates in UTFMC-M pregnant patients. METHODS: This was a retrospective chart review of UTFMC-M patients who were pregnant from September 1, 2019-April 24, 2020 (included 2019-2020 flu season) (n=465). Variables studied included demographic data (race, age, insurance), immunization history (vaccine status, history of physician encouragement), and prenatal history (parity, number of prenatal visits, trimester at first visit, high risk clinic (HRC) admittance status). Vaccination status was based on ACIP recommendations (Flu shot eligible = any gestational age; Tdap eligible = ≥27 weeks). Positive HRC admittance was noted for patients with ≥2 visits to the UTFMC-M HRC, a clinic that specializes in high risk pregnant patient care. RESULTS: The patient sample was predominantly black (84.3%) and insured by Medicaid programs (88%). Among eligible UTFMC-M pregnant patients, 50.1% were flu-vaccinated (n=465); 73.8% were Tdap-vaccinated (n=317); and 52.1% were Flu+Tdap-vaccinated (n=317). No significant associations were found between vaccine uptake and HRC status, parity, and age. However, statistically significant relationships were found between vaccine uptake and physician encouragement (positive relationship with flu shot: X2(1, N = 465) =131, p < 0.001, Tdap: X2 (6, N = 465) =476, p < 0.001), number of prenatal visits (flu shot group median 8 visits, Tdap group median 9 visits vs. unvaccinated group median 4 visits; p < 0.001), and early trimester age at first prenatal visit (X2(6, N = 465) =47.635 , p CONCLUSION: 2019-2020 UTFMC-M vaccination rates were on par with 2018-2019 US flu vaccine rates and higher than 2018-2019 US Tdap and Flu+Tdap rates. There were statistically significant relationships between vaccine uptake at UTFMC-M and physician encouragement, number of prenatal visits, and early trimester age at first prenatal visit but no significant relationships with UTFMC-M HRC admittance, parity, or age. Recommendations following from our observations to address further vaccine rate improvement include: continue vaccine encouragement, continue booking multiple visits (8 for flu, 9 for Tdap), prioritize Tdap vaccine higher for late trimester intake patients, and focus on flu vaccine encouragement and education.