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Group Sessions (group + session)
Kinds of Group Sessions Selected AbstractsMaintenance and Change in the Diet of Hispanic Immigrants in Eastern North CarolinaFAMILY & CONSUMER SCIENCES RESEARCH JOURNAL, Issue 4 2001Laura H. McArthur The objectives of this descriptive, exploratory study were to assess maintenance and change in the food consumption, preparation, and purchasing practices of Hispanic immigrants currently residing in eastern North Carolina who had lived in the United States for no more than 10 years, and to identify underlying ecological factors and perceptions about food quality that shape their postmigrational food habits. The participants were 33 Hispanic immigrants: 8 males and 25 females. Qualitative data were collected using individual interviews and a focus group session. Findings suggest that these Hispanic immigrants struggle to retain their cultural food traditions and are consuming more high-fat, high-sugar foods than they did in their home countries. Improved economic status and school food service offerings are examples of factors that promote dietary change among children and families. These influences and identified misconceptions about food safety and freshness are important topics for culturally sensitive nutrition education for this population. [source] A Psychoeducational Group for Men with Intellectual Disabilities Who Have Sex with MenJOURNAL OF APPLIED RESEARCH IN INTELLECTUAL DISABILITIES, Issue 4 2001Paul Withers The sexuality and sexual behaviour of people with intellectual disabilities (IDs) is one of the most complex and unresolved issues faced by service providers. Despite much evidence suggesting the disproportionately high risks faced by men with IDs who have sex with men, no epidemiological research has been conducted on the prevalence of HIV within this population. Current thinking suggests that self-help groups are efficacious in helping participants to develop positive sexual identities and to share information about safer sexual practices. The present study is a qualitative evaluation of a pilot support group for men with IDs who have sex with men. Themes relating to the formation of sexual identity and safety issues were extrapolated using content analysis from a transcript of the final group session. The implications for service delivery are discussed. The evaluation was conducted by a clinical psychologist external to the group and the members of the group. [source] Portfolios as a learning tool in obstetrics and gynaecology undergraduate trainingMEDICAL EDUCATION, Issue 12 2001Kirsti Lonka Context We developed a structured portfolio for medical students to use during their obstetrics and gynaecology undergraduate training. The main objective was to support the learning process of the students. We also wanted feedback information to enhance teaching. Methods The study population consisted of 91 medical students who completed the portfolio during their training course. The portfolio consisted of a 28-page A5-size booklet. The students entered all the clinical procedures they had performed and all the deliveries they had attended. After each group session, they answered questions about what they had learned and evaluated the performance of the teacher. They also indicated their general evaluation of the course and the portfolio itself. The teachers listed the 13 most important skills to be learned during the course. The students were asked to evaluate their own development on a scale of 0,5 before and after the course. A content analysis was performed on all the texts the students produced, and all quantitative variables were coded. Results The amount of text written in the portfolio correlated (P < 0·001, F -value 4·2) with success in the final exam. In addition to acting as a logbook, use of the portfolio enhanced the learning process during the course. Students' attitudes towards the portfolio were mainly positive. Students appreciated the departmental interest in their learning process. Conclusion Portfolios support the personal and professional development of medical students. A portfolio clarifies the learning goals and helps students to monitor how these goals are achieved. A portfolio encourages constant self-reflection. [source] Modernising Morning Report: innovation in teaching and learningTHE CLINICAL TEACHER, Issue 2 2010Kerry Layne Summary Background:, Over recent years there has been a shift in undergraduate medical education, from predominantly passive, didactic teaching methods to facilitating learning by focusing on the management of common scenarios, through the means of problem- and case-based learning. Context:, Case-based learning and peer-led teaching are often overlooked at postgraduate level, despite the continuing demonstrated success of these methods in fostering independent reasoning and problem-solving skills that are vital for newly qualified doctors to develop. When trying to strike a balance between educational needs and service provision, it is essential to identify and implement efficient, effective approaches to optimise learning opportunities. Innovation:, We have adapted the pre-existing framework of the American ,Morning Report' to suit the needs of today's junior doctors, creating a system of providing case-based learning paired with peer-led teaching. Implications:, We evaluated the educational model through a focus group session, and found that our Morning Report was a unique environment where junior doctors feel comfortable engaging with group case-based teaching, with the support and encouragement of senior consultants, reinforced with online case summaries and blog resources. [source] Anatomy of Complications Workshop: An educational strategy to improve performance in obstetricians and gynaecologistsAUSTRALIAN AND NEW ZEALAND JOURNAL OF OBSTETRICS AND GYNAECOLOGY, Issue 2 2003Ian Hammond Abstract Many specialist obstetricians and gynaecologists feel inadequately trained to deal with certain situations such as injury to bowel, bladder, ureter and major vessels, and value further training to prevent and manage these problems. We present the structure, objectives and rationale for a surgical skills workshop, which is an intensive practical learning experience aimed to improve the performance of obstetricians and gynaecologists. The overall objective of the workshop is improvement in the prevention and management of complications in obstetric and gynaecological surgery. Over 100 participants have completed the workshop so far. Pre-workshop preparation includes anatomical illustrations to guide reading and a training video describing surgical skills, ewe anatomy and hysterectomy in the ewe. There are four modules: anatomy includes an interactive lecture, cadaveric dissection and examination of prosections with specific learning tasks. Surgical skills involves the demonstration, practice and learning of techniques needed to deal with unexpected operative injury to bowel, bladder, ureter and major blood vessels. Live animal surgery on a ewe allows further supervised practice of the previously learned skills plus the repair of serious vascular injury. Case presentations allow each participant to present a complicated case in a facilitated group session with discussion and feedback from their peers. This session is controlled, non-threatening and a valuable interactive learning experience. Participant feedback suggests that this workshop format is useful and appears to improve the confidence, competence and performance of the participants. This workshop is presented as a template on which other educational activities can be developed. [source] Design and implementation of a randomized trial evaluating systematic care for bipolar disorderBIPOLAR DISORDERS, Issue 4 2002Gregory E Simon Objectives: Everyday care of bipolar disorder typically falls short of evidence-based practice. This report describes the design and implementation of a randomized trial evaluating a systematic program to improve quality and continuity of care for bipolar disorder. Methods: Computerized records of a large health plan were used to identify all patients treated for bipolar disorder. Following a baseline diagnostic assessment, eligible and consenting patients were randomly assigned to either continued usual care or a multifaceted intervention program including: development of a collaborative treatment plan, monthly telephone monitoring by a dedicated nurse care manager, feedback of monitoring results and algorithm-based medication recommendations to treating mental health providers, as-needed outreach and care coordination, and a structured psychoeducational group program (the Life Goals Program by Bauer and McBride) delivered by the nurse care manager. Blinded assessments of clinical outcomes, functional outcomes, and treatment process were conducted every 3 months for 24 months. Results: A total of 441 patients (64% of those eligible) consented to participate and 43% of enrolled patients met criteria for current major depressive episode, manic episode, or hypomanic episode. An additional 39% reported significant subthreshold symptoms, and 18% reported minimal or no current mood symptoms. Of patients assigned to the intervention program, 94% participated in telephone monitoring and 70% attended at least one group session. Conclusions: In a population-based sample of patients treated for bipolar disorder, approximately two-thirds agreed to participate in a randomized trial comparing alternative treatment strategies. Nearly all patients accepted regular telephone monitoring and over two-thirds joined a structured group program. Future reports will describe clinical effectiveness and cost-effectiveness of the intervention program compared with usual care. [source] Breastfeeding expectations versus reality: a clusterrandomised controlled trialBJOG : AN INTERNATIONAL JOURNAL OF OBSTETRICS & GYNAECOLOGY, Issue 8 2005Tina Lavender Objective To evaluate the affect of an antenatal educational breastfeeding intervention on women's breastfeeding duration. Design Cluster randomised controlled trial. Unit of randomisation: electoral ward. The primary outcome was the proportion that fulfilled their antenatal breastfeeding expectation. Secondary outcomes were the number of women breastfeeding on discharge and at four months. Data were collected using a series of questionnaires and diaries. Setting Teaching hospital in North West of England. Participants Women who expressed a desire to breastfeed at the start of their pregnancy. Methods Women were allocated to either routine antenatal education or an additional single educational group session supervised by a lactation specialist and attended by midwives from their locality. Main outcome measure The proportion of women who fulfilled their expectation of breastfeeding. Result One thousand three hundred and twelve women were randomised, with 1249 (95%) women available for analysis. There was no difference between the groups in the proportion of women who attained their expected duration of breastfeeding (OR 1.2; 95% CI 0.89,1.6; ,2= 1.4, df= 1, P= 0.2; mean cluster size 156, design effect 1.6). There were no differences between the groups in the uptake of breastfeeding on discharge (OR = 1.2; 95% CI 0.8,1.7; ,2= 1.1, df= 1, P= 0.3; mean cluster size 163, design effect = 2.0) or exclusively at four months (OR = 1.1; 95% CI 0.6,1.8; ,2= 0.07, df= 1, P= 0.8; mean cluster size 156, design effect 1.6). Conclusion The provision of a single educational group session supervised by a lactation specialist, and attended by midwives and women, failed to promote the uptake of breastfeeding. Public health interventions, which encourage positive attitudes to breastfeeding within the family and wider community, should be developed and evaluated. [source] Improving substance abuse treatment enrollment in community syringe exchangersADDICTION, Issue 5 2009Michael Kidorf ABSTRACT Aims The present study evaluated the effectiveness of an intervention combining motivational enhancement and treatment readiness groups, with and without monetary incentives for attendance and treatment enrollment, on enhancing rates of substance abuse treatment entry among new registrants at the Baltimore Needle Exchange Program (BNEP). Design Opioid-dependent study participants (n = 281) referred by the BNEP were assigned randomly to one of three referral interventions: (i) eight individual motivational enhancement sessions and 16 treatment readiness group sessions (motivated referral condition,MRC); (ii) the MRC intervention with monetary incentives for attending sessions and enrolling in treatment,MRC+I); or (iii) a standard referral condition which directed participants back to the BNEP for referral (standard referral,SRC). Participants were followed for 4 months. Findings MRC+I participants were more likely to enroll in any type of treatment than MRC or SRC participants (52.1% versus 31.9% versus 35.5%; ,2 = 9.12, P = 0.01), and more likely to enroll in treatment including methadone than MRC or SRC participants (40.4% versus 20.2% versus 16.1%; ,2 = 16.65, P < 0.001). MRC+I participants also reported less heroin and injection use than MRC and SRC participants. Conclusions Syringe exchange sites can be effective platforms to motivate opioid users to enroll in substance abuse treatment and ultimately reduce drug use and number of drug injections. [source] Motivational enhancement and coping skills training for cocaine abusers: effects on substance use outcomesADDICTION, Issue 7 2004Damaris J. Rohsenow Abstract Aims This clinical trial investigated effects of motivational enhancement treatment (MET) and group coping-skills training (CST) tailored for cocaine dependence. Effects of MET were hypothesized to be greater with CST and for less motivated patients. Design and interventions A 2 × 2 design investigated two individual sessions of MET compared to meditation,relaxation (MRT), followed by four group sessions of CST versus drug education (ED), as daily adjuncts to intensive treatment. Setting The substance abuse program provided full-day treatment with a learning-theory and 12-Step orientation. Participants Cocaine-dependent patients were recruited. Measurements Assessment included treatment retention; change in cocaine-related urge, self-efficacy, pros and cons, and motivation; substance use and problems during 12-month follow-up. Findings Of 165 patients, follow-up status is known for 90% (n = 149). Patients in MET with low initial motivation to change reported less cocaine and alcohol relapse and use days and fewer alcohol problems than MET patients with higher initial motivation. MET produced more employment improvement than MRT, with no other significant benefit for MET. Patients with higher motivation had more cocaine use and alcohol problems after MET than MRT. Group CST reduced cocaine and alcohol use during follow-up for women only and reduced alcohol relapse for men and women. Conclusions MET is more beneficial for patients with lower initial motivation than for patients with high initial motivation. CST reduced cocaine and alcohol use for women only and reduced alcohol relapses, in contrast to results with lengthier individual CST. [source] Effectiveness of interventions that assist caregivers to support people with dementia living in the community: a systematic reviewINTERNATIONAL JOURNAL OF EVIDENCE BASED HEALTHCARE, Issue 2 2008Deborah Parker BA, MSocSci Executive summary Objectives, The objective of this review was to assess the effectiveness of interventions that assist caregivers to provide support for people living with dementia in the community. Inclusion criteria, Types of participants, Adult caregivers who provide support for people with dementia living in the community (non-institutional care). Types of interventions, Interventions designed to support caregivers in their role such as skills training, education to assist in caring for a person living with dementia and support groups/programs. Interventions of formal approaches to care designed to support caregivers in their role, care planning, case management and specially designated members of the healthcare team , for example dementia nurse specialist or volunteers trained in caring for someone with dementia. Types of studies, This review considered any meta-analyses, systematic reviews, randomised control trials, quasi-experimental studies, cohort studies, case control studies and observational studies without control groups that addressed the effectiveness of interventions that assist caregivers to provide support for people living with dementia in the community. Search strategy, The search sought to identify published studies from 2000 to 2005 through the use of electronic databases. Only studies in English were considered for inclusion. The initial search was conducted of the databases, CINAHL, MEDLINE and PsychINFO using search strategies adapted from the Cochrane Dementia and Cognitive Improvement Group. A second more extensive search was then conducted using the appropriate Medical Subject Headings (MeSH) and keywords for other available databases. Finally, hand searching of reference lists of articles retrieved and of core dementia, geriatric and psycho geriatric journals was undertaken. Assessment of quality, Methodological quality of each of the articles was assessed by two independent reviewers using appraisal checklist developed by the Joanna Briggs Institute and based on the work of the Cochrane Collaboration and Centre for Reviews and Dissemination. Data collection and analysis, Standardised mean differences or weighted mean differences and their 95% confidence intervals were calculated for each included study reported in the meta-analysis. Results from comparable groups of studies were pooled in statistical meta-analysis using Review Manager Software from the Cochrane Collaboration. Heterogeneity between combined studies was tested using standard chi-square test. Where statistical pooling was not appropriate or possible, the findings are summarised in narrative form. Results, A comprehensive search of relevant databases, hand searching and cross referencing found 685 articles that were assessed for relevance to the review. Eighty-five papers appeared to meet the inclusion criteria based on title and abstract, and the full paper was retrieved. Of the 85 full papers reviewed, 40 were accepted for inclusion, three were systematic reviews, three were meta-analysis, and the remaining 34 were randomised controlled trials. For the randomised controlled trials that were able to be included in a meta-analysis, standardised mean differences or weighted mean differences and their 95% confidence intervals were calculated for each. Results from comparable groups of studies were pooled in statistical meta-analysis using Review Manager Software and heterogeneity between combined studies was assessed by using the chi-square test. Where statistical pooling was not appropriate or possible, the findings are summarised in narrative form. The results are discussed in two main sections. Firstly it was possible to assess the effectiveness of different types of caregiver interventions on the outcome categories of depression, health, subjective well-being, self-efficacy and burden. Secondly, results are reported by main outcome category. For each of these sections, meta-analysis was conducted where it was possible; otherwise, a narrative summary describes the findings. Effectiveness of intervention type, Four categories of intervention were included in the review , psycho-educational, support, multi-component and other. Psycho-educational Thirteen studies used psycho-educational interventions, and all but one showed positive results across a range of outcomes. Eight studies were entered in a meta-analysis. No significant impact of psycho-educational interventions was found for the outcome categories of subjective well-being, self-efficacy or health. However, small but significant results were found for the categories of depression and burden. Support Seven studies discussed support only interventions and two of these showed significant results. These two studies were suitable for meta-analysis and demonstrated a small but significant improvement on caregiver burden. Multi-component Twelve of the studies report multi-component interventions and 10 of these report significant outcomes across a broad range of outcome measures including self-efficacy, depression, subjective well-being and burden. Unfortunately because of the heterogeneity of study designs and outcome measures, no meta-analysis was possible. Other interventions Other interventions included the use of exercise or nutrition which resulted in improvements in psychological distress and health benefits. Case management and a computer aided support intervention provided mixed results. One cognitive behavioural therapy study reported a reduction in anxiety and positive impacts on patient behaviour. Effectiveness of interventions using specific outcome categories, In addition to analysis by type of intervention it was possible to analyse results based on some outcome categories that were used across the studies. In particular the impact of interventions on caregiver depression was available for meta-analysis from eight studies. This indicated that multi-component and psycho-educational interventions showed a small but significant positive effect on caregiver depression. Five studies using the outcome category of caregiver burden were entered into a meta-analysis and findings indicated that there were no significant effects of any of interventions. No meta-analysis was possible for the outcome categories of health, self-efficacy or subjective well-being. Implications for practice, From this review there is evidence to support the use of well-designed psycho-educational or multi-component interventions for caregivers of people with dementia who live in the community. Factors that appear to positively contribute to effective interventions are those which: ,,Provide opportunities within the intervention for the person with dementia as well as the caregiver to be involved ,,Encourage active participation in educational interventions for caregivers ,,Offer individualised programs rather than group sessions ,,Provide information on an ongoing basis, with specific information about services and coaching regarding their new role ,,Target the care recipient particularly by reduction in behaviours Factors which do not appear to have benefit in interventions are those which: ,,Simply refer caregivers to support groups ,,Only provide self help materials ,,Only offer peer support [source] Turkish women's perceptions of antenatal educationINTERNATIONAL NURSING REVIEW, Issue 3 2010P. Serçeku Serçeku, P. & Mete S. (2010) Turkish women's perceptions of antenatal education. International Nursing Review57, 395,401 Background:, Antenatal education is considered essential for expectant women. Although there are a number of studies on the effects of antenatal education, there are few studies featuring substantial evidence in this area. For this reason, the benefits have not been clearly defined. Aim:, To describe women's perceptions of the effectiveness of antenatal education on pregnancy, childbirth and the post-partum period, and also to describe their impressions on the type of education received. Methods:, A qualitative approach was used. The study featured 15 primipara women who had attended antenatal education. Data were gathered through semi-structured interviews and analysed using the content analysis method. Findings:, The results of this study showed that education provided a basis of knowledge about pregnancy, childbirth and the post-partum period. It was found that education could have positive effects on pregnancy, childbirth, breastfeeding, motherhood and infant care, and that it could at the same time have a positive or negative effect on fear of childbirth. Although different advantages were found to be perceived in both individual and group education, it was discovered that the study participants were much more satisfied with attending group sessions. Key conclusions and implications for practice:, Antenatal education should be planned in such a way that its content and methodology do not increase fear. When the lower costs incurred and the higher satisfaction level attained are considered, group education appears to be the type of antenatal education that should be preferred. [source] Pilot Test of an Attribution Retraining Intervention to Raise Walking Levels in Sedentary Older AdultsJOURNAL OF AMERICAN GERIATRICS SOCIETY, Issue 11 2007Catherine A. Sarkisian MD OBJECTIVES: To pilot test a new behavioral intervention to increase walking in sedentary older adults. DESIGN: Pre,post community-based pilot study. SETTING: Three senior centers in greater Los Angeles. PARTICIPANTS: Forty-six sedentary adults aged 65 and older. INTERVENTION: At four weekly 1-hour group sessions held at the senior centers, a trained health educator applied a theoretically grounded, standardized "attribution retraining" curriculum developed by a multidisciplinary team of investigators. Participants were taught that becoming sedentary is not inevitable with aging and that older adults should attribute being sedentary to modifiable attributes rather than to old age. A 1-hour exercise class including strength, endurance, and flexibility training followed each weekly attribution retraining session. MEASUREMENTS: Change from baseline in steps per week recorded using a digital pedometer was measured after 7 weeks. Age expectations (measured using the Expectations Regarding Aging-38 survey, a previously tested instrument on which higher scores indicate that the participant expects high functioning with aging and lower scores indicate that the participant expects physical and mental decline) and health-related quality of life were measured using in-person interviews. RESULTS: Mean steps per week increased from 24,749 to 30,707, a 24% increase,equivalent to 2.5 miles (2-sided t -test P=.002). Age expectation scores increased 30% (P<.001), and the changes in age expectations and steps per week correlated (correlation coefficient=0.39, P=.01). Participants experienced improved mental health,related quality of life (P=.049) and reported less difficulty with activities of daily living (P=.04). More than 50% of participants reported improvements in pain, energy level, and sleep quality. CONCLUSION: In this small pre,post community-based pilot study, a structured attribution retraining curriculum accompanied by a weekly exercise class was associated with increased walking levels and improved quality of life in sedentary older adults. Attribution retraining deserves further investigation as a potential means of increasing physical activity in sedentary older adults. [source] Role of Music Therapy in Social Skills Development in Children with Moderate Intellectual DisabilityJOURNAL OF APPLIED RESEARCH IN INTELLECTUAL DISABILITIES, Issue 2 2000Barbara Duffy The present study investigated the effectiveness of a music therapy programme in the enhancement of the social skills of children with moderate intellectual disability. Thirty-two children (age range = 5,10 years) from four intellectual disability centres participated. At each centre, four children were randomly selected to participate in the music therapy programme, while four children were assigned to a non-music control group programme. One staff member was trained in each group procedure at each centre, and requested to run 30-min group sessions twice weekly over an 8-week intervention period. Five social skills were targeted for intervention: turn-taking, imitation, vocalization, initiation and eye contact. Measures of effectiveness involved comparison of pre- and post-intervention scores on five target skills using a brief social skills test specifically designed for the study. Evaluation forms completed by teachers also provided feedback on the effectiveness of the intervention. The results reflect significant improvements in the five target social skills across both conditions following the 8-week intervention. However, this difference was found to be independent of the music/non-music intervention. [source] Structured reminiscence: an intervention to decrease depression and increase self-transcendence in older womenJOURNAL OF CLINICAL NURSING, Issue 2 2006Cynthia Kellam Stinson MSN Aims/objectives., The purpose of this study was to assess the effect of group reminiscing on depression and self-transcendence of older women residing in an assisted living facility in southeast Texas. There were two major objectives for this study. One objective was to determine if depression decreased in older women after structured reminiscence group sessions held twice weekly for a six-week period. A second objective was to determine if self-transcendence increased after structured reminiscence group sessions held twice weekly for a six-week period. Background., Reminiscence has been studied to determine its impact on a variety of conditions including but not limited to depression, self-esteem, fatigue, isolation, socialization, well-being, language acquisition and cognitive functioning. This review of research specifically focused on reminiscence, depression, self-transcendence and older people. Design/methods., Two groups were assessed at baseline, three and six weeks to answer the research questions. A sample of 24 women between the ages of 72 and 96 years were randomly assigned to either a reminiscence (experimental) group or the activity (control) group of the facility. Pearson's r was used to determine the magnitude of the relationship between subjects' responses on the Geriatric Depression Scale and the Self-Transcendence Scale. A mixed design analysis of variance (anova) was used to determine if there was a difference between the experimental and control groups on scores of the Geriatric Depression Scale and the Self-Transcendence Scale at baseline, three and six weeks. Conclusions., Data revealed a non-significant decrease in depression and increase in self-transcendence in the reminiscence group at the completion of six weeks, indicating a trend toward a positive result with reminiscence group sessions. The study also revealed an inverse relationship between depression and self-transcendence. These findings underscore the importance of screening older people for depression. Relevance to clinical practice., One of the primary modalities used for the treatment of depression in elderly women is medication. Antidepressant medications lead to harmful side effects without alleviating the underlying depression. For these reasons, there is a need to research alternative therapies for treatment of depression in the older female. Reminiscence offers a possible intervention for treatment of depression in older women. [source] Perspectives on evidence-based practice from consumers in the US public mental health systemJOURNAL OF EVALUATION IN CLINICAL PRACTICE, Issue 5 2008Sandra J. Tanenbaum PhD Abstract Rationale, aims and objectives, Evidence-based practice (EBP) is a matter of mental health policy in USA. Supporters find it useful in two forms, as generating a list of approved practices and as providing information to practitioners and consumers engaged in shared decision making. Almost nothing has been written about consumer perspectives on EBP. Given that they play an important role in the second form of EBP, this study explores the range and logic of these perspectives and of related views about the role of information in decision making. Methods, Four focus groups (n = 38) were held in two settings in a Midwestern state in 2005. Thirty-nine face-to-face semi-structured interviews were conducted at three settings in 2006. Focus group members and interviewees were seriously mentally ill consumers in the public mental health system. Focus group sessions and interviews were audiotaped and transcribed. Thematic categories and subcategories were analysed. Results, Focus group members and interviewees varied among themselves and between groups in their responses, but three major thematic categories emerged in both groups , consumers have positive and negative attitudes towards evidence; consumers seek and receive information from multiple sources; and consumers have competing and complementary principles for decision making. Interviews revealed that although real shared decision making is rare, consumers want to and may be involved in decisions about their care. Conclusions, EBP per se has mostly by-passed consumers in the public mental health system, but at least some want to be better informed about and more involved in their care. Their misgivings about evidence are reasonable and resonate with the principles of the recovery movement. [source] The effects of a back rehabilitation programme for patients with chronic low back painJOURNAL OF EVALUATION IN CLINICAL PRACTICE, Issue 5 2007Lynne Gaskell M (Res) Grad Dip Phys MCSP SRP Abstract Aim, The aim of this paper was to perform a pragmatic before,after analysis of a back rehabilitation programme (BRP) for patients with chronic low back pain (LBP). A total of 877 patients were recruited onto the BRP, which were carried out at four centres within the Wrightington, Wigan and Leigh NHS Trust. The BRP consisted of nine 2-hour group sessions of therapy run over 5 weeks and included 1 hour of exercise and 1 hour of education, advice problem solving and goal setting. Method, Using the Wilcoxen signed rank tests and paired t -tests levels of pain, disability, anxiety and depression were significantly reduced pre-post programme (P < 0.001). In addition, the levels of fitness and perceived control improved significantly (P < 0.001) suggesting that participants were better able to manage their LBP. Conclusion, Overall, the BRP proved to be effective in reducing pain, disability, anxiety and depression levels for people with chronic LBP. However, despite significant improvements in outcome measures only 50% of the patients completed the BRP and questionnaires post BRP. The implications of the findings are discussed with respect to modified programmes and alternative management for patients within different subgroups of LBP. [source] Interior Design in K-12 Curricula: asking the ExpertsJOURNAL OF INTERIOR DESIGN, Issue 3 2007Stephanie A. Clemons Ph.D. ABSTRACT The purpose of this qualitative study was to assess how interior design content areas (subject matter) could be introduced and integrated into elementary and secondary (K-12) grade levels in support of national academic education standards. Although the minimum standards have been developed for entry level interior designers (Council for Interior Design Accreditation [CIDA] Standards, adopted 2002) and beyond (National Council for Interior Design Qualification [NCIDQ]), a gap exists in the interior design education continuum from "kindergarten to career." Between June 2001 to April 2002, in order to understand perceptions of experts in interior design and elementary and secondary education, focus group sessions and personal interviews were conducted with interior design educators and practitioners, K-12 teachers (elementary, junior high, and high school levels), national standards curriculum specialists (local and state levels), and school-to-career curriculum specialists. The goal of the study was to develop a framework that could guide the integration of interior design content into K-12 levels. This paper reports the findings from the focus groups and proposes a framework that could guide the national integration of interior design content into grades K-12, support national academic standards, and suggest possible channels of dissemination for developed interior design curriculum materials. [source] Toothbrushing Competency Among High-risk Grade One Students: an Evaluation of Two Methods of Dental Health EducationJOURNAL OF PUBLIC HEALTH DENTISTRY, Issue 4 2001Robert J. Hawkins BSc Abstract Objective: To evaluate the effectiveness of two methods of dental health education (DHE) for improving toothbrushing competency among grade one students at high risk for dental diseases. Methods: Fifty elementary schools in the former city of North York, Ontario, Canada, were assigned to one of two groups. In one group, students received a classroom-based DHE lesson that was reinforced by two small group sessions (n=243). In the other group, students received only a single classroom-based DHE lesson (n=206). Trained examiners assessed 11 toothbrushing skills at pre- and postintervention. Results: At the preintervention test, few significant differences were found between the groups and many students did not display competency in fundamental oral health skills, such as placing a toothbrush at the gum line. Following DHE interventions, students in both groups demonstrated improvements in most skills. A significantly higher proportion of students who received both classroom and small group sessions displayed gains in competency in three skills, compared to students receiving only a classroom lesson. These skills were brushing anterior lingual surfaces, brushing posterior lingual surfaces, and brushing all areas in a routine fashion. Students receiving only a classroom session did not display greater improvements in any skill areas compared to "classroom plus small group" students. Some students in both groups still lacked fundamental skills at the end of the DHE program. Conclusions: While one must exercise caution in interpreting the results due to several methodologic limitations, findings suggest that for high-risk grade one students, a classroom-based lesson combined with small group sessions is a more effective method of improving toothbrushing skills compared to a single classroom-based lesson. [source] Inter-firm sharing of process knowledge: exploring knowledge marketsKNOWLEDGE AND PROCESS MANAGEMENT: THE JOURNAL OF CORPORATE TRANSFORMATION, Issue 1 2002David G. Bell Markets and communities are two modalities of knowledge exchange between firms; and this study concludes with a model that addresses the tension between the two modalities. The model resulted from an exploratory study conducted under the umbrella of a national consortium, using the methodology of participatory action research. The study involved three large multinational firms, where one firm supplied knowledge of three different processes used in product development to two other non-competitive firms outside their supply chain. The knowledge was shared within the framework of an intervention that included the following: (1) individual work with process-related course materials via the web or compact disc, followed by (2) interactive group sessions supported by videoconference facilities and led by a process expert from the supplying firm. Empirical data were gathered by interviewing participants before and after the intervention, and by observing interactive group sessions. Findings from the empirical data describe rationales for inter-firm sharing of process knowledge, which illustrate a market modality of exchange; and describe practices for effective knowledge sharing, which illustrate aspects of a community modality of exchange. The model induced from these findings compares the situational setting, constellation of meanings and associated knowledge sharing practices for both modalities of exchange: market and community. Copyright © 2002 John Wiley & Sons, Ltd. [source] Students' and teachers' perceived and actual verbal interactions in seminar groupsMEDICAL EDUCATION, Issue 4 2009A Debbie C Jaarsma Objectives, This study set out to examine how much time students and teachers devote to different learning-oriented interactions during seminar sessions and students' and teachers' perceptions about the occurrence and desirability of these interactions. Methods, Students and teachers participating in eight seminar group sessions in Year 4 of an undergraduate veterinary curriculum completed an 11-item questionnaire which asked them to rate, on a 5-point Likert scale, the frequency of occurrence and level of desirability of three learning-oriented types of interaction: exploratory questioning; cumulative reasoning, and handling of conflict about knowledge. The questionnaire also invited positive and negative responses to aspects of group interactions and an overall mark (1,10) for the seminars and group interactions. Four group sessions were video-recorded and analysed using a coding scheme. The amount of time devoted to the different interactions was calculated. Results, Both students and teachers gave scores of 3.0,3.5 for frequency of occurrence of exploratory questioning and cumulative reasoning and < 3.0 for occurrence of handling of conflict about knowledge. The desired occurrences of all interaction types were significantly higher than the actual occurrences according to students and teachers. Teachers were responsible for the majority of the interactions (93%). The percentages of session time devoted to teacher-centred cumulative reasoning, exploratory questioning and handling of conflict about knowledge were 65.8%, 15.6% and 3.1%, respectively. Conclusions, Group interactions in seminar groups are dominated by the posing of questions by teachers to students. The moderate occurrence of group interactions as perceived by students and teachers may be explained by the inadequate preparation of teachers and students to stimulate group interactions. [source] Together we are heard: Effectiveness of daily ,language' groups in a community preschoolNURSING & HEALTH SCIENCES, Issue 2 2004Telêri Hodge BSc Abstract Strong oral language skills are a prerequisite for successful literacy and there is a strong interdependence between oral language acquisition and emergent literacy development. Ramifications of this are that children with language impairments are at great risk for difficulties in learning to read and write, with problems often persisting throughout the school years into adulthood. The Together we are heard program involved improving each child's oral language skills through group sessions facilitated by a speech pathologist on a daily basis at preschool. The aim of the present research was to determine the effectiveness of the program to identify the best way to assist children to develop appropriate language skills. The study showed that the children improved significantly in all four levels of the Preschool Language Assessment Inventory (PLAI). Importantly, the program was effective for both genders and there was no difference in the success of Indigenous children when compared to their European counterparts. There is a strong recommendation for further research and to expand such programs, particularly in areas that target children from impoverished and deprived environmental backgrounds. [source] Exercises and education as secondary prevention for recurrent low back painPHYSIOTHERAPY RESEARCH INTERNATIONAL, Issue 1 2001Margret Grotle Soukup Abstract Background and Purpose Exercise and education is a common physiotherapy approach in the prevention of low back pain. A Mensendieck exercise programme consisting of exercises and ergonomical education has, in a previous study, been shown to be effective in preventing recurrent low back pain during one-year follow-up. The purpose of the present study was to evaluate the long-term effect of the Mensendieck exercise programme on people with recurrent episodes of low back pain who, when entering the study, had finished treatment for their last episode of low back pain. Method A randomized controlled clinical trial in which 41 women and 36 men were allocated to either a Mensendieck or control group. The Mensendieck subjects received 20 group sessions of exercises and ergonomical education over 13 weeks. The control subjects were not offered any prophylactic therapy, but were free to receive treatment or exercises. Outcome measures were the number of recurrences of low back pain, sick leave, low back function and general functional status. Results At three-year follow-up, 11 subjects had been lost to the study. Survival analysis showed a significant reduction (p=0.02) in subjects experiencing recurrent low back pain in the Mensendieck group compared to the control group. Significant improvements in pain and function scores were reported in both groups. There was no significant difference between the groups in pain, function or sick leave. Conclusion A Mensendieck exercise programme seems efficient in reducing recurrent episodes of low back pain at three-year follow-up, but it did not influence sick leave, pain or function scores. Copyright © 2001 Whurr Publishers Ltd. [source] Integrating Research into Teaching Public Health NursingPUBLIC HEALTH NURSING, Issue 2 2004F.A.A.N., Naomi E. Ervin Ph.D. Abstract Integration of research into teaching provides an environment for students to not only learn how research is conducted but also experience how research contributes to improving practice and client outcomes. Integrating research into teaching is important because of the need to build evidence for public health nursing practice. This article describes an innovative approach by faculty to integrate research into teaching undergraduate and graduate public health nursing courses. This approach was developed using the Mexican-American Problem Solving research study. The purpose of the Mexican-American Problem Solving study was to develop, test, and refine a home- and school-based nursing intervention to improve family functioning, children's health conceptions, self-esteem, and mental health. Students were involved in all aspects of the study, including focus group sessions, instrument translation, data collection, intervention implementation, and dissemination of the results. The authors describe these activities and provide recommendations for successfully involving students in faculty research. [source] Work narratives: Gender and race in professional personhoodRESEARCH IN NURSING & HEALTH, Issue 5 2003Mary-Therese Dombeck Abstract An ethnographic study was conducted to explore how nurses construe and understand their professional culture and their professional personhood. The sample was 36 nurses ranging in age from 26 to 63 (12 African American women, 11 White women, 13 men 12 White and 1 Caribbean Islander). Data were gathered through participant observation, audiotaped individual conversations, a process of seven consecutive group sessions, and short narratives written by the nurses in group sessions. The data were analyzed: (a) by a coding system that focused on the formal and informal roles, rules, and relationships in work and school settings; and (b) by examining the changes in participants' narratives about their professional identity during the process of the group meetings. All the nurses in the sample had been profoundly affected by the socially accepted "feminine" images of nursing. The findings also revealed racial issues in the nursing profession. The implications of this study point to the need for new models of nursing education and nursing leadership to overcome old images and to make nursing attractive to those from diverse backgrounds. © 2003 Wiley Periodicals, Inc. Res Nurs Health 26:351,365, 2003 [source] Intervention Effects on Cognitive Antecedents of Physical Exercise: A 1-Year Follow-Up StudyAPPLIED PSYCHOLOGY: HEALTH AND WELL-BEING, Issue 2 2009Wiebke Göhner We developed and evaluated a theory-based intervention programme (MoVo-LISA) that encompasses motivational and volitional strategies aiming to prepare orthopaedic rehabilitation patients to perform physical exercise on a regular basis after discharge. The intervention consists of six units: two group sessions, one one-to-one interview, and three after-care contacts. Two hundred and twenty inactive patients were subsequently assigned to an intervention group (standard care plus MoVo-LISA) and a control group (standard care). Participants filled out questionnaires assessing cognitive antecedents of physical exercise. Measurement took place before and after rehabilitation, 6 weeks and 6 months after discharge, and 1 year after discharge. A 2 × 5 repeated measurement design was applied. Results revealed significant main and interaction effects with regard to cognitive variables; the intervention group reported enhanced self-efficacy and more positive balance of outcome expectations at 6 months as well as stronger goal intentions, more elaborated implementation intentions, and optimised strategies of intention shielding at 12 months after discharge compared to patients of the control group. Our findings demonstrate that a short and inexpensive cognitive-behavioural training programme is an effective tool to enable rehabilitation patients to follow treatment recommendations after discharge. The standardised intervention can be conducted by personnel other than psychologists. [source] | ||||||||||||||||||||||||||||