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Unique Outcomes (unique + outcome)

Distribution by Scientific Domains

Medical Sciences	75%

Selected Abstracts

Unique Outcomes of Women and Men Who Were Abused

PERSPECTIVES IN PSYCHIATRIC CARE, Issue 1 2003
Claire Burke Draucker PhD
PROBLEM. To determine if individuals who have experienced extensive victimization throughout their lives tell stories about "unique outcomes." METHODS. An examination of existing narrative data collected from 27 women and 17 men who had participated in one of several qualitative studies of sexual violence. Unique outcomes stories identified from the interview transcripts were categorized according to the type of experiences described, and the nature of men an women's stores were compared. FINDINGS. Six types of unique outcomes stories were identified in the women's narratives (rebellion, breaking free, resurgence, refuge, determination, confidant) and three types in the men's narratives (reawakening, buddy and normal guy, champion). CONCLUSIONS. Unique outcomes stories are common in narratives otherwise focused on abuse. Common themes are apparent, and the nature of men's and women's stories differ markedly. [source]

The grobal in the sporting glocal

GLOBAL NETWORKS, Issue 2 2007
DAVID L. ANDREWS
Abstract This article provides a counterpoint to analyses of contemporary sport culture that falsely polarize the global and the local, in a manner that tends to privilege, and indeed romanticize, expressions of the sporting local. Rather than treating them as mutually exclusive categories, this discussion seeks to further the understanding of the constitutive interdependence linking the (sporting) global and the (sporting) local. In looking to further the understanding of the contemporary sporting landscape, we offer an alternative approach that reinscribes the influence of the global in shaping structures, practices, and experiences of the sporting local. The processual and empirical continuum through which we conceptualize globalization is bounded by grobalization (the imperialistic ambitions of nations, corporations, organizations, and the like and their desire, indeed need, to impose themselves on various geographic areas) and glocalization (the interpenetration of the global and the local, resulting in unique outcomes in different geographic areas): the grobal and the glocal. We discuss four sport scenarios, and illustrate the manner in which they exhibit , in varying inflections and to varying intensities , the necessary, but never guaranteed, interpenetrative relationship between the grobal and the glocal. This is achieved by both problematizing the very possibility of the sporting local within conditions of intensive and extensive globalization (leading to the concept of the glocal), and simultaneously explicating the importance of the global (through the concept of the grobal) to the structure and experience of everyday sport cultures. [source]

Heart failure self-management education: a systematic review of the evidence

INTERNATIONAL JOURNAL OF EVIDENCE BASED HEALTHCARE, Issue 3 2009
Suzanne Austin Boren PhD MHA
Abstract Objective, The objective of this systematic review is to identify educational content and techniques that lead to successful patient self-management and improved outcomes in congestive heart failure education programs. Methods, MEDLINE, CINAHL and the Cochrane Central Register of Controlled Trials, as well as reference lists of included studies and relevant reviews, were searched. Eligible studies were randomised controlled trials evaluating congestive heart failure self-management education programs with outcome measures. Two of the investigators independently abstracted descriptive information, education content topics and outcomes data. Results, A total of 7413 patients participated in the 35 eligible congestive heart failure self-management education studies. The congestive heart failure self-management programs incorporated 20 education topics in four categories: (i) knowledge and self-management (diagnosis and prognosis, pathophysiology of how congestive heart failure affects the body, aims of treatment, management and symptoms, medication review and discussion of side-effects, knowing when to access/call the general practitioner, communication with the physician, follow up for assessment or reinforcement); (ii) social interaction and support (social interaction and support, stress, depression); (iii) fluids management (sodium restriction, fluid balance, daily measurement of weight, ankle circumference, self-monitoring and compliance relative to fluids); and (iv) diet and activity (dietary assessment and instructions, physical activity and exercise, alcohol intake, smoking cessation). A total of 113 unique outcomes in nine categories (satisfaction, learning, behaviour, medications, clinical status, social functioning, mortality, medical resource utilisation and cost) were measured in the studies. Sixty (53%) of the outcomes showed significant improvement in at least one study. Conclusion, Educational interventions should be based on scientifically sound research evidence. The education topic list developed in this review can be used by patients and clinicians to prioritise and personalise education. [source]