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Drawing is described as the bases of all art work when an art idea is conceived. It can only materialize into concrete form when it has gone through a process of designing which basically involves drawing. The ability of an artist to draw is very paramount in the art profession. The bases for selecting students to pursue an art programme is their ability to pass the requisite examination which includes drawing but still this research would show that standard of drawing among some students in Takoradi Polytechnic is very low. Descriptive research method based on qualitative research approach was adopted. This method was used to describe research methodology, through results discussion and findings. This paper examines the problem of poor drawing standards in an attempt to find solutions. The paper would provide insight into the problems which include poor foundation of students drawing abilities, inadequate facilities for teaching drawing in the polytechnics, the methodology used in teaching and the general attitudes of students towards drawing lectures. The paper finally prescribes remedies that would address the listed problems above.

As universities are undergoing transformations produced by trends towards marketisation, massification, new public management, and 'third mission' of socio-economic impact, higher education (HE) researchers are increasingly concerned with the implications of the HE sector change on academic practice, professional identities, and even wellbeing. This paper is situated within the complex interplay of policy incentives and governance mechanisms that appear to be resulting in the rising bifurcation and precariousness of academic careers and identities. In this context, drawing on a pilot study of 'third space' academic identities, and the methodology that combines work diaries and narrative interviews, it discusses the use(fulness) of (inter)action-, positionality-, and affect-driven methods in studying the academic identity construction. It argues that diverse methods that go beyond the usual interview- and questionnaire-based approaches are needed to better understand and support the existing and emergent academic practices and communities.

In this paper I seek to inquire upon audience's perceptions of creativity in online advertising--a heretofore poorly understood area. This paper initially outlines current academic understanding of creativity in online advertising, mainly derived from quantitative assessments. It then advances a qualitative methodology including diary-interviews and ethnographic online interviews across 41 participants. My starting point is a critique of the most comprehensive conceptual intervention in the area of advertising creativity--Smith and Yang's (2004) typology of "relevance" and "divergence". I assess to what extent this typology emerges from my participants' data. Two key features of relevance--contextual relevance and intrusiveness--are explored in depth, producing deeper insights into their nature as perceived by participants. (Contains 2 figures.)

Innovation Education and Practical Use of Knowledge was introduced into the Icelandic National Curriculum for compulsory schools in 1999, where it is defined by the curriculum writers as a "school subject" but is not allocated any direct time in the recommended guidelines for subjects. This paper describes a master's research project from the University of Iceland, Faculty of Pedagogy and Education which focuses on how Innovation Education emerged in Iceland and how the subject has developed; what makes the subject special; and what factors, internal and external, have influenced its dissemination. The paper will include an overview of the data collection and analysis methods and an overview of the findings.

Indigenous Australians represent 2.2% of the working age population, yet account for only 1.4% of all university enrolments. In relation to higher degree research students, Indigenous Australians account for 1.1% of enrolments, but only 0.8% of all higher degree research completions. This paper reports on findings that emerged from an Australian Research Council-funded study which aimed to establish a model of best practice for the supervision of Indigenous doctoral students. The project identified the dissertation examination as one of the critical factors underpinning the success of doctoral candidates. Whilst research into the examination process for doctoral students is limited, the research that specifically explores the examination of dissertations submitted by Indigenous students is entirely inadequate. Our research identified key epistemological concerns that impact approaches to the examination process, to demonstrate how the dominance of Western methods of research impact the examination process for Indigenous doctoral students. This paper explores the experiences of 50 successful Indigenous Australian doctors with a specific focus on their examiner preference and disciplinary requirements. It highlights the limitations that some Indigenous students and their supervisors experience in finding an appropriate examiner.

This paper investigates whether the new EFL teacher training curriculum provides an efficient ICT training or not through both a quantitative and a partially qualitative research methodology. One hundred twenty-four prospective EFL teachers participated in this study and the results of a series of Independent Samples T-tests highlight that the prospective teachers having five ICT-related courses displayed better attitudes in comparison to those not completing this training period by reflecting that the success of technology integration into education varies from curriculum to curriculum, depending on the ways in which it is applied. In this study, parametric analysis such as Independent samples t-Test was utilized to explore any statistically significant differences between prospective EFL teachers' ICT attitudes before and after ICT-interwoven training. Moreover, the qualitative information was analyzed from the transcriptions of the interviews, and synthesized with the results from the quantitative study. A questionnaire made up of nine items and an interview consisting of nine questions were employed as data collection tools. (Contains 4 tables.)

This paper provides qualitative student-centered research from an online Research Methodology course taught partly within the immersive, 3-D environment of Second Life with fifty-eight graduate psychology students for the purpose of suggesting a constructivist-based instruction model for immersive environments. A qualitative method approach was applied through open ended questions, a satisfaction survey, the capturing of graphical images, student recorded perceptions and authors observations. Although the data was mixed on students' perception of Second Life as an effective medium for learning, the study showed that slightly more than half of participants (53%) found the experience positive and a large number (81%) felt that being part of a constructivist group in-world aided in the individual learning of research method concepts. With this in mind, a new teaching model for immersive environments is proposed.

Engineering communication studies indicate the importance of oral presentations as an indispensable component of workplace oral communication activities; however, since there is limited literature regarding stakeholder perceptions of effective presentation skills and attributes in technical oral presentations or final year engineering project presentations, the authors conducted a mixed method to seek the perceptions of selected members of the academic and professional engineering community involved in technical oral presentations regarding effective presentation skills and attributes required in these technical oral presentations. The paper describes the quantitative and qualitative research methods employed to seek participant feedback involved in the study. (Contains 1 table.)

This paper examines the attitudes of student teachers in social studies towards an educational research assignment, undertaken in an educational research methods course given at the Fatih Faculty of Education at Karadeniz Technical University, Turkey. A questionnaire containing open-ended questions and an interview were used in the data-collection process of this research. 74 student teachers answered the questionnaire; 20 of these teachers were selected for interview through a random sampling method, and they then participated in a semi-structured interview. In the light of the data, it can be said that the majority of student teachers gained basic educational research skills as a result of the course, and specifically learned how to conduct a small-scale research project. By conducting a small-scale education research project and writing a report on it, student teachers learned important educational research skills, such as how to detect problems, construct hypotheses, review literature, select a suitable research methodology, choose data collecting instruments, gather and analyse data, cite references and write up an educational research project.

Introduction: The paper is based on the study of library users in Slovakia as part of a larger research project on the use of information. Method: A large-scale questionnaire survey was conducted in 2002 in sixteen academic and research libraries with 793 subjects, especially students and educators. Analysis: The data were analysed with the use of statistical package SPSS. Gender differences are analysed with regard to ways of information seeking, use of electronic resources and publishing. Results: Results indicate that men prefer individual information seeking and women apply collaborative information use. By sorting user types it was found out that women tended to manifest a pragmatic way of information use (the S type). Men confirmed analytic information processing (the A type). Women declared less experience in the use of electronic resources and publishing. Differences in orientation, collaboration and feelings have been noted. Conclusion: Gender as a variable can be productive for better understanding of cognitive and social background of human information processing. Findings can inform design of services and systems and information literacy policies.

This paper explores auto-photography as a form of research practice in the area of identity and self-esteem research. It allows researchers to capture and articulate the ways identity guides human action and thought. It involves the generation and examination of the static images that participants themselves believe best represent them. Auto-photography is an important tool for building bridges with marginalized groups in the research process, since it offers researchers a way to let participants speak for themselves. Furthermore, by using this method researchers can avoid exclusive reliance on survey questionnaires and other such research instruments that may be culturally biased. I present two research projects using auto-photography: one involving adolescent Latina girls and one involving Indian women. Based on the experience of these projects, I discuss auto-photography's importance in identity and self-esteem research. Finally, I discuss some of the benefits and challenges of working with this method. (Contains 1 table.)

Inactivity amongst children and adults in the UK is currently of great concern. Attitudes towards physical activity develop during childhood and may influence physical activity patterns in later life. This research investigated the experiences and perceptions of physical education (P.E.) amongst primary school pupils. The study established overall attitudes towards P.E. amongst 296 primary school (age 5-11) pupils (male = 150; female = 146) in an affluent U.K. primary school. Following completion of a simple questionnaire, 50% of pupils indicated a very positive attitude towards P.E. and just 1% indicated a very negative attitude towards the subject. A progressive focusing approach was used to examine individuals reporting negative attitudes towards P.E., with the aim of establishing how and why these attitudes had developed. Several factors were identified and those most regularly cited were: a lack of self-efficacy, a lack of perceived autonomy, family and peer factors and individual physical and personality factors. A set of ten guidelines was produced with the aim of promoting positive P.E. experiences for all pupils; these included a focus on enjoyment of P.E., development of an environment where pupils have a sense of autonomy and developing self-efficacy amongst all learners.

Purpose: The purpose of this paper is to describe the research preferences and differences of education for sustainable development (ESD) researchers. A model with the continuums assimilation-accommodation and adaptation-agency was applied resulting in quantitative, qualitative, theoretic and participative research orientations. Design/methodology/approach: Reunamo's general model of agentive perception was used to design the 32-item questionnaire, Research for ESD so as to reveal the degree to which the researchers are accommodating their thoughts and actions to real phenomenon, and considering their research as having theoretical or practical agency. The questionnaire was administered to 83 ESD researchers, mainly from European countries. Findings: The most valuable discovery was the desire of ESD researchers to contribute to societal development. The results describe the first continuum of research activity with the need for opening up to the requisites and possibilities of environmental change while applying the existing prerequisites of scientific rigour and validity. The second continuum highlights the research as a knowledge resource for just political or individual choices on the one hand, and the direct application of the models and actions for needed change on the other hand. Research limitations/implications: It would be difficult to create a reliable register of ESD researchers worldwide. Thus, the opportunity sample of ESD researchers available to the authors was used in the study. Practical implications: The model, after adjustments, appears to be a promising tool in the study of research orientations. To study complex and controversial subjects such as sustainable development, the researchers need to be aware of their preferences and orientations. Originality/value: The paper shows the possibilities of the agentive perception model in the case of ESD researchers. (Contains 1 table.)

To achieve its aim of deepening understanding of the complexities of learning in Further Education (FE), the Transforming Learning Cultures in FE (TLC) project developed a model of learning as a cultural activity. The purpose of this paper is to explore the implications of taking a cultural view, not of learning, but of the research itself. The paper provides a description of the TLC project in cultural terms, but is also of general interest in the field of research methodology, with the account of this project serving as an illustration of how research generally might be described in this way. The paper draws heavily on Activity Theory and on the work of Bourdieu, showing how the latter further enriches the former. It concentrates on two examples of cultural analysis of the project: (i) managing large multiple case studies; (ii) integrating qualitative and quantitative methods within a consistent interpretivist approach. In describing the multiple case studies, the paper identifies the key boundary objects that enabled the different teams to collaborate on building a project-wide understanding of learning cultures in FE thus avoiding the risk that our large project could become little more than a series of loosely connected smaller case studies. In describing the combination of qualitative and quantitative enquiry, it shows how similar boundary objects enabled us to move iteratively across the qualitative/quantitative boundary. In both analyses, the paper shows how the habitus of the members of the project team was influential in allowing these boundary objects to come into full play, and how the details of the field affected our decision-making about optimal ways of working. We argue that our research decisions were particularly influenced by aspects of habitus and field when these showed an element of synergy, and illustrate the negative impact of a lack of synergy on one aspect of our project.

Background: Those engaged in research might argue that we are involved in a process of explaining the world to others and to ourselves. The way in which we go about that process differs. The kind of questions we are concerned about answering will determine the approach we use, the information we gather and how we analyse the data. Some research questions are best answered using qualitative methods. Aims: To explain the place of qualitative research methods within the context of different approaches to scientific enquiry. To describe qualitative research through an examination of the characteristics that differentiate it from quantitative approaches, to describe the types of strategies used, and the roles the researcher may adopt. To show how these methods have been applied to the study of stuttering. Methods & Procedures: Stuttering research was reviewed with the aim of finding studies using a range of qualitative methods. Work for discussion was selected based on historical importance, the methods used and the contribution the work has made to our understanding of stuttering and qualitative methods. Main Contribution: Papers using explorative qualitative research and mixed methodologies are described and their various contributions to our understanding of stuttering are discussed. Conclusions: The qualitative research reviewed in this paper has added to our understanding of the experiences, thinking and views of people who stutter. The reports on people's experiences of therapy show that we still have much to learn and that we need to listen to our clients and involve them in therapy and in outcome planning. (Contains 1 table and 2 notes.)

Two basic data sources required for research studies have been secondary and primary. Secondary data collection helps the researcher to provide relevant background to the study and are, in most cases, available for retrieval from recorded sources. Primary data collection requires the researcher to venture into the field where the study is to take place; armed with the relevant instruments--questionnaire, interview schedules or arranged meetings with the selected population--to solicit the necessary information. Data collected assist the researcher to answer the research questions and address the research problem. The collection, treatment, analysis and interpretation of both secondary and primary data combine to make the researcher produce a report. This paper proposes to present a systematic methodological application where data collected for a research study can be conveniently treated, analysed and interpreted. Attempt to present the collected primary data in both quantitative and qualitative spheres will be made so that researchers who use either method or both are able to apply them confidently. (Contains 3 figures.)

Filipino Americans are one of the largest immigrant groups in the United States and the second largest Asian American/Pacific Islander ethnic group. However, there is little research focusing on the unique experiences of this group, particularly in higher education. This paper presents a qualitative exploration of the experiences of Filipino American graduate students utilizing consensual qualitative research methodology. Results were categorized into domains and themes, with an example of a domain being "deficiencies and lack of resources" and an example of a theme being "Filipino Americans as different from Asian Americans." Implications for higher education administrators and researchers are discussed.

Although there is dissimiliarity in theoretical research approaches to subjective well-being and to assessments of well-being, there is agreement regarding the value of well-being, especially among student populations. In the highly structured, achievement-oriented, non-optimal context of a classroom, individual well-being is a necessary pre-condition for learning. Among student populations well-being should not be construed as an achievement enhancer; but, rather, recognized and measured as an educational value of its own. However, it is necessary for the positive bias towards learning at least in highly structured, achievement-orientated, non-optional learning contexts like school [cf. Hascher, T. (2004). "Wohlbefinden in der Schule." Munster: Waxmann]. How can it be measured? Since different research approaches lead to a variety of instruments, the following paper will focus on two ways of assessing well-being in school: a questionnaire on student well-being (N=2014) and a semi-structured daily diary about relevant emotional situations in school (N=58, period 3x2 weeks). Both methods are introduced and their methodological quality is discussed in terms of reliability, validity and in terms of their usefulness for improving school practice. Furthermore, the research potential of combining quantitative and qualitative data on students' well-being is addressed. (Contains 7 tables and 1 figure.)

The study reported in this paper, a Multistage Longitudinal Comparative (MLC) Design Stage II evaluation conducted as a planned preliminary efficacy evaluation (psychometric evaluation of measures, short-term controlled outcome studies, etc.) of the Changing Lives Program (CLP), provided evidence for the reliability and validity of qualitative measures under development as well as the utility of unifying qualitative (e.g., open coding, theoretical sampling/saturation, etc.) and quantitative (e.g., quasi-experimental designs, advanced statistical analysis, psychometric analysis, etc.) research methods and procedures for evaluating intervention programs. Specifically, when analyzed using Relational Data Analysis, response data from the Future Possible Selves Questionnaire yielded theoretically meaningful categories with robust levels of reliability and construct and concurrent (external) validity. Additionally, the pattern of qualitative change for participants in the intervention condition, the CLP, were found to be positive, significant, and in the hypothesized direction relative to the comparison group, providing support for the feasibility of creating evidence-based youth development programs for promoting positive development in self and identity in troubled youth. (Contains 1 table and 1 figure.)

Teacher effectiveness is an issue that has received increased attention in recent years, as researchers have become aware of limitations in models that see the school as the key arena for improving pupil learning outcomes. This renewed interest makes it timely to look again at the methods used in teacher effectiveness research. This article presents an overview of some key issues in researching teacher effectiveness from a process-product perspective. The choice of outcome measure is a first key area. Traditionally most teacher effectiveness research has utilised externally published standardised tests. However, it will be argued that this is too limited in the light of societal demands on education. Actually measuring teacher factors is an issue the difficulty of which has often been underestimated. Classroom observation, surveys of teachers and students, and qualitative methods such as interviews have been most frequently employed. The advantages and disadvantages of each are discussed. In the final section, the main analysis methods suitable for teacher effectiveness research are outlined.

This paper reports on research carried out at the Contemporary Music-making for Amateurs (COMA) Summer School. A range of qualitative research methods were used to investigate participants' reasons for making music, and from these data a number of educational themes emerged: (i) general interactions between tutors and participants; (ii) evaluation of teaching, particularly at 'crisis' moments; (iii) motivation and responsibility of participants. These are explored here through diary and questionnaire extracts, revealing the high expectations and levels of motivation shared by the participants, and considering their implications for music teaching in schools and universities. The suggestion is made that considering music learning outside the institutional setting can shed new light on familiar practices, and help to encourage a pragmatic idealism that keeps the student learning experience at the heart of educational thinking.

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This paper presents a narrative literature review on the evidence relating to the youth worker role with young people in the hospital setting, within which the research gaps and inconsistencies within the body of knowledge available are highlighted. Medline, CINAHL, PsycINFO, AMED and British Nursing Index databases were searched and screened for papers which involved the youth worker role with young people in a hospital setting. Data relating to the youth workers who worked with young people in the hospital setting were extracted by two independent reviewers. A total of 11 papers were identified dating from 1971 to 2018, from a range of countries. In order to present the available body of knowledge, this narrative synthesis of the literature is presented under three headings: descriptive work, service evaluation and empirical research. The findings suggest that the youth worker role in the hospital setting has a positive impact upon the lives of young people and this was accomplished through the interventions the youth worker employed when working with young people. Equally, challenges were highlighted relating to the youth worker undertaking their role in the hospital setting. However, changes during this time period in attitudes towards adolescent health particularly within the United Kingdom, along with the loss of funding for youth work has had an impact on the research in this area of clinical practice. The number of descriptive papers in this review, highlights the necessity for empirical evidence in both quantitative and qualitative research in order to gain a greater understanding of what the youth worker role in the hospital provides to young people and the impact of their interventions from the perspectives of young people, parents, youth workers and members of the multi-disciplinary team. [ABSTRACT FROM AUTHOR]

Purpose: Despite a known risk of cellulitis recurrence, the management of the wider impact and risk factors has been neglected. The innovative National Cellulitis Improvement Programme (NCIP) addresses this by providing evidence-based and individualised care to improve patient reported outcomes and reduce the risk of recurrence. The aim of this paper is to examine the longer-term impact of cellulitis and to identify a suitable and clinically relevant Patient Reported Outcome Measure (PROM). Methods: A review of existing cellulitis-specific PROMs was undertaken, alongside literature detailing the patient-focused impact of cellulitis, to identify a suitable PROM for clinical use. A group of expert therapists and patient representatives (n = 14) shared their individual and collective experiences over a series of events to discuss and debate the impact of cellulitis and review available PROMs. CELLUPROM© is introduced with anonymised PROM data and case study information reported to establish the impact of CELLUPROM© within usual NCIP care. Results: No cellulitis-specific PROMs were identified. Literature focused on the signs and symptoms of an acute episode of cellulitis, with outcome measures primarily used to evidence the impact of an intervention. An enduring physical, social and emotional impact of cellulitis was identified in this study, providing the basis for the new cellulitis-specific PROM (CELLUPROM©), which has been implemented with good effect in clinical care. Conclusion: This study has highlighted the lasting impact of cellulitis. Using CELLUPROM© within the risk-reduction NCIP has helped develop Value-Based Healthcare and support programme evaluation. [ABSTRACT FROM AUTHOR]

Rationale A multidisciplinary primary care clinic in Sydney, Australia, was planning to use electronic questionnaires to measure patient-reported outcomes. Methods Semi-structured interviews with 20 patients were undertaken to explore, among other things, practical issues regarding different questionnaire formats. The response rates and costs of email versus postal invitations were also evaluated. Results Compared with postal invitations, email invitations offered a cost-effective and practical alternative, with a greater proportion of patients volunteering for an interview. Assuming the interface is well-designed and user-friendly, many patients were happy to use the Internet to answer questionnaires. Most patients thought alternate formats should also be offered. Patients discussed advantages and disadvantages of the Internet format. Although more younger patients and females had given the clinic an email address; both sexes, and young and old patients, expressed strong preferences for either wanting or not wanting to use the Internet. Conclusion Researchers should consider using email invitations as a cost-effective first-line strategy to recruit patients to participate in health services research. Internet questionnaires are potentially cheaper than paper questionnaires, and the format is acceptable to many patients. However, for the time being, concurrent alternate formats need to be offered to ensure wider acceptability and to maximize response rates. [ABSTRACT FROM AUTHOR]

Accessible Summary: What Is Known about the Subject?: One in five mothers and birthing parents are affected by postpartum depression (PPD), yet only a small proportion of those with PPD receive treatment.Given cost and accessibility barriers to treatment, brief therapies (e.g. 1 day) could help address PPD on a large scale, though understanding participants' unique experiences with this novel treatment will help guide its refinement and use. What this Paper Adds to Existing Knowledge?: This paper describes the experiences, perspectives and satisfaction of participants who attended a 1‐day workshop for PPD.Participants appreciate being taught practical techniques and the receipt of social support from facilitators and other attendees in the group setting, while some recommended further 'booster sessions' to enhance effectiveness. What Are the Implications for Practice?: One‐day CBT‐based workshops may be an effective, low‐intensity treatment option that provides helpful skills and builds social networks for individuals with PPD.Additional post‐workshop booster sessions may enhance participant satisfaction with this new treatment by providing a reinforcement of their learning and an opportunity to re‐connect with other birthing parents. Introduction: Postpartum depression (PPD) affects up to one in five mothers and birthing parents. Understanding their perceptions of therapeutic interventions is key to their effectiveness and scalability. Aim: The aim of the study was to understand participants' experiences attending an in‐person or online 1‐day cognitive behavioural therapy (CBT)‐based workshop for PPD and compare their experiences participating in either modality. Method: This descriptive qualitative study was embedded in two separate randomized controlled trials evaluating the effectiveness of 1‐day CBT‐based workshops for PPD delivered in‐person or online. Responses were provided by 94 in‐person and 95 online participants about their experiences. Content analysis was used to code and categorize the data. Results: Participants appreciated learning skills to improve PPD symptoms and joining a community of individuals with shared experiences. Integrating practical coping techniques after the workshop was reported to be most useful, though some wanted additional post‐workshop support. Online participants identified additional barriers to workshop engagement. Discussion: Participants who attended either workshop found them to be valuable and effective. Participants valued psychoeducation, social connections and applying practical CBT techniques. Implications for Practice: One‐day CBT‐based workshops may be an accessible treatment option for individuals with PPD, providing new skills and social support, though some prefer to receive additional post‐workshop support. [ABSTRACT FROM AUTHOR]

This paper investigates the potential of the Gamified Metaverse as a platform for promoting library services. The study compares the effectiveness of a traditional library program with a Metaverse- based library program in terms of knowledge acquisition and library anxiety. The research also examines students' perceptions of implementing gamification within the context of the Gamified Metaverse platform. A mixed-methods approach was adopted, including pre- and post-test analysis, statistical analysis, and qualitative data collection. The results indicate that both the traditional and Metaverse-based library programs effectively increased the participants' knowledge, with no significant difference between the two approaches. However, the Metaverse-based program was found to be less effective in facilitating interaction with librarians and reducing library anxiety. Additionally, students expressed positive perceptions of implementing gamification in the Gamified Metaverse platform, finding it engaging and motivating. These findings contribute to the understanding of the effect of the Metaverse as a tool for promoting library services and enhancing knowledge acquisition. However, it is not as effective in reducing library anxiety, particularly in terms of interaction with librarians and staff. It should be noted that the platform may have limitations such as high costs and potential side effects of virtual reality, making it more suitable as an additional tool for promoting library services, taking into account its feasibility and potential benefits for specific student populations and larger libraries. [ABSTRACT FROM AUTHOR]

Aim: To explore how nurses working in general practice experienced remote and technology-mediated working during the COVID-19 pandemic. Design: Exploratory qualitative study with nursing team members working in general practices in England and national nurse leaders. Methods: Data were collected between April and August 2022. Forty participants took part in either semi-structured interviews or focus groups. Data were analysed using Framework Analysis informed by the PERCS (Planning and Evaluating Remote Consultation Services) Framework. University of York ethics approval [HSRGC/2021/458/I] and Health Research Authority approval were obtained [IRAS:30353. Protocol number: R23982. Ref 21/HRA/5132. CPMS: 51834]. The study was funded by The General Nursing Council for England and Wales Trust. Results: Participants continued to deliver a significant proportion of patient care inperson. However, remote and technology-mediated care could meet patients' needs and broaden access in some circumstances. When remote and technology-mediated working were used this was often part of a blended model which was expected to continue. This could support some workforce issues, but also increase workload. Participants did not always have access to remote technology and were not involved in decision-making about what was used and how this was implemented. They rarely used video consultations, which were not seen to add value in comparison to telephone consultations. Some participants expressed concern that care had become more transactional than therapeutic and there were potential safety risks. Conclusion: The study explored how nurses working in general practice during the COVID-19 pandemic engaged with remote and technology-mediated working. It identifies specific issues of access to technology, workload, hybrid working, disruption to therapeutic relationships, safety risks and lack of involvement in decision-making. Changes were implemented quickly with little strategic input from nurses. There is now an opportunity to reflect and build on what has been learned in relation to remote and technology-mediated working to ensure the future development of safe and effective nursing care in general practice. Impact: The paper contributes to understanding of remote and technology-mediated working by nurses working in general practice during the COVID-19 pandemic and indicates to employers and policy makers how this can be supported moving forward. Reporting method: Standards for Reporting Qualitative Research (O'Brien et al., 2014). Patient or public contribution: This was a workforce study so there was no patient or public contribution. Implications for the profession and patient care: The paper highlights specific issues which have implications for the development of remote, technology-mediated and blended working for nurses in general practice, care quality and patient safety. These require full attention to ensure the future development of safe and effective nursing care in general practice moving forward. [ABSTRACT FROM AUTHOR]

Objective: This study aimed to describe the development and implementation of a co-designed value-based healthcare (VBHC) framework within the public dental sector in Victoria. Methods: A mixed-method study was employed. Explorative qualitative design was used to examine patient, workforce and stakeholder perspectives of implementing VBHC. Participatory action research was used to bring together qualitative narrative-based research and service design methods. An experience-based co-design approach was used to enable staff and patients to co-design services. Quantitative data was sourced from Titanium (online patient management system). Results: Building a case for VBHC implementation required intensive work. It included co-designing, collaborating, planning and designing services based on patient needs. Evidence reviews, value-stream mapping and development of patient reported outcomes (PROMs) and patient reported experience measures (PREMs) were fundamental to VBHC implementation. Following VBHC implementation, a 44% lower failure to attend rate and 60% increase in preventive interventions was reported. A higher proportion of clinicians worked across their top scope of practice within a multi-disciplinary team. Approximately 80% of services previously provided by dentists were shifted to oral health therapists and dental assistants, thereby releasing the capacity of dentists to undertake complex treatments. Patients completed baseline International Consortium for Health Outcomes Measurement PROMs (n = 44,408), which have been used for social/clinical triaging, determining urgency of care based on risk, segmentation and tracking health outcomes. Following their care, patients completed a PREMs questionnaire (n = 15,402). Patients agreed or strongly agreed that: the care they received met their needs (87%); they received clear answers to their questions (93%); they left their visit knowing what is next (91%); they felt taken care of during their visit (94%); and they felt involved in their treatment and care (94%). Conclusion: The potential for health system transformation through implementation of VBHC is significant, however, its implementation needs to extend beyond organisational approaches and focus on sustaining the principles of VBHC across healthcare systems, policy and practice. What is known about the topic? Value-based healthcare (VBHC) has gained significant momentum within the healthcare sector and is seen as a driver for improving patient outcomes and equitable use of resources. What does this paper add? The paper describes firsthand experience and lessons learnt from implementing VBHC within a Victorian public healthcare system; the learnings are applicable to other organisations wanting to implement VBHC. What are the implications for practitioners? In implementing a co-designed VBHC framework, we ensured that its principles are applicable at both patient and population levels, centres on equity of access to care, achieves the best possible health outcomes and sustainable use of resources. This article belongs to the Special Issue: Value-based Healthcare. [ABSTRACT FROM AUTHOR]

Accessible Summary: What is known on the subject?: Quitlines are known to be effective in helping people quit smoking, including those with mental health conditions. It is particularly important to address smoking in this population as the prevalence of smoking ranges from 40% to 75%. However, professionals working in quitlines often face barriers due to their limited training and resources to effectively support these smokers quit, especially if they are not mental health professionals. Therefore, training programmes should be developed to enhance their knowledge and skills in providing smoking cessation support to this vulnerable population. What the paper adds to existing knowledge?: The '061 QUIT‐MENTAL study' evaluated the efficacy of a proactive telephone‐based intervention for smoking cessation among smokers with severe mental health disorders. Conducted through a quitline service in Catalonia, Spain, the study focused on training non‐mental health specialized nurses and other health professionals to provide evidence‐based interventions for promoting smoking cessation among individuals with mental health disorders. The objective of this study is to assess the changes in nurses' knowledge and readiness to treat smokers with mental health conditions, while also capturing their insights and perceptions regarding the facilitators and barriers to providing smoking cessation interventions. The training and insights of the nurses were integral to conducting this research and providing valuable information for the future sustainability of such interventions. This is particularly important as quitlines hold the potential to offer cessation support to these patients at the community level. What are the implications for practice?: While the training programme was successful in improving non‐mental health specialized nurses' knowledge and motivation skills to help patients with mental health disorders quit smoking, they encountered obstacles in delivering this intervention over the phone. These difficulties were mainly due to challenges in reaching participants and delivering the intervention as detailed in the protocol. The study highlights the need of reducing barriers for providers in attending to these patients, particularly if they are non‐mental health specialized professionals. By minimizing the stigmatization associated with caring for mentally ill individuals and promoting coordination with specialists, innovative approaches may be introduced to alleviate the burden of tobacco‐related diseases among this population. Introduction: The viewpoint of those who implement a programme for the first time is crucial for understanding its impact and ensuring its long‐term viability. The 061 QUIT‐MENTAL study was a pragmatic randomized controlled trial evaluating a proactive telephone‐based intervention addressed to mental health patients conducted by non‐psychiatric specialized nurses. Aim: We assessed nurses' knowledge of smoking cessation interventions addressed to this population before and after receiving training and their insights after delivering the intervention. Method: Mixed methods study: (1) Pre‐post evaluation to assess self‐reported knowledge, self‐efficacy and opinions about smoking cessation. (2) In‐depth interviews with key nurses to ascertain their perceptions regarding the impact of the training received in delivering the study intervention. Results: The training enhanced nurses' knowledge of psychological and pharmacological resources to aid these patients, as well as their ability to increase their motivation to quit. However, nurses reported difficulties in delivering population‐based interventions to individuals with mental health disorders. These challenges primarily arose from participants being hard to reach, exhibiting low motivation to quit, struggling to comprehend instructions or follow recommendations, and nurses feeling unsure about their capacity to assist individuals with mental illnesses in quitting, despite the training they received. Discussion: Despite the training and protocol designed to facilitate the delivery of the intervention, nurses faced difficulties in providing population‐based interventions to individuals with mental health disorders. Implications for Practice: Future quitline programmes aimed at the population with mental health disorders should strive to reduce barriers for providers in attending to these patients, particularly if they are non‐mental health specialized professionals. By minimizing the stigmatization associated with caring for mentally ill individuals and promoting coordination with specialists, innovative approaches may be introduced to alleviate the burden of tobacco‐related diseases among this population. [ABSTRACT FROM AUTHOR]

Social work in the German rehabilitation sector is practiced with great variation and its interventions lack research evidence. The SWIMMER project aims to develop a program theory of social work in rehabilitation to explain this variation and to discuss possible conditions. The dealing with ethical dilemmas by social workers is one possible influence and the focus of this paper. The social workers' practice was analyzed using the triple mandate, a German-Swiss concept that describes three possible, sometimes simultaneous directives without a concrete call to action from society, the client or the profession. This qualitative, case-comparative research project collected data from interviews with social workers and managers, participant observation and counseling sessions in ten German rehabilitation facilities. Social workers were confronted with all three mandates. They prioritized either the societal mandate or the client mandate. A consequence for social work practice was the limitation of options under social law (mandate by society). Social workers relied on their professional experience to reflect on the mandates. They used a variety of strategies when faced with conflicting mandates. The research project has succeeded in systematizing the orientations of social workers in goal conflicts. Further investigation on this topic on a broader basis would be beneficial. [ABSTRACT FROM AUTHOR]

Objectives: A new patient-reported outcome (PRO) instrument to measure fatigue symptoms and impacts in relapsing multiple sclerosis (RMS) was developed in a qualitative stage, followed by psychometric validation and migration from paper to an electronic format.Methods: Adult patients with relapsing-remitting multiple sclerosis (RRMS) were interviewed to elicit fatigue-related symptoms and impacts. A draft questionnaire was debriefed in cognitive interviews with further RRMS patients, and revised. Content confirmation interviews were conducted with patients with progressive-relapsing multiple sclerosis (PRMS) and relapsing secondary-progressive multiple sclerosis (RSPMS). Psychometric analyses used data from adult patients with different RMS subtypes and matched non-RMS controls in a multicenter, observational study. After item reduction, the final instrument was migrated to a smartphone (eDiary) and usability was confirmed in interviews with additional adult RMS patients.Results: The qualitative stage included 37 RRMS, 5 PRMS, and 5 RSPMS patients. Saturation of concepts was reached during concept elicitation. Cognitive interviews confirmed that participants understood the instructions, items, and response options of the instrument-named FSIQ-RMS-as intended. Psychometric validation included 164 RMS and 74 control patients. Internal consistency and test-retest reliability were demonstrated. The symptoms domain discriminated along the RMS symptom-severity continuum and between patients and controls. Patients were able to attribute fatigue-related symptoms to RMS. Usability and conceptual equivalence of the eDiary were confirmed (n = 10 participants).Conclusions: With 7 symptom items and 13 impact items (in 3 impacts subdomains: physical, cognitive and emotional, and coping) after item reduction, the FSIQ-RMS is a comprehensive, valid, and reliable measure of fatigue-related symptoms and impacts in RMS patients. [ABSTRACT FROM AUTHOR]

The emergence of the COVID-19 pandemic significantly changed the prenatal care experience, specifically regarding medical appointments and social opportunities. It is critical to capture this change through the narratives of pregnant people, particularly those of marginalized populations, whose voices may often be underrepresented in the literature. This mixed-methods paper summarizes the experiences of 40 pregnant Black/African American (AA) women during the COVID-19 pandemic. A cross-sectional, online survey was administered between 2020 and 2021 to assess prenatal health and the impacts of the COVID-19 pandemic on patients' pregnancy experience. Coping behaviors during the pandemic were self-reported using the COPE-IS. Univariate analyses were conducted. An additional analysis of participants (n = 4) was explored through a week-long qualitative exercise using a photo documentation procedure. Photo-Elicitation Interviews (PEI) were conducted to capture and center their pandemic pregnancy experiences. Sources of stress during the pandemic varied, with the most common being financial concerns (n = 19, 47.5%). Over half of the sample (n = 18, 54.5%) self-reported increases in their positive coping behaviors during the pandemic, such as communicating with friends and family, talking to healthcare providers, listening to music, and engaging in spiritual practices–such as prayer. The four PEI study participants reflected on the impacts of social distancing on their prenatal experience and mentioned hospital and provider-related weariness due to their race. The findings of this study suggest that during the COVID-19 pandemic, Black/AA pregnant women in Charlotte, NC used social support, mindfulness practices, self-advocacy, and health literacy to navigate challenges present during their prenatal health experience. This paper highlights the personal, social, and structural experiences of pregnant women during a public health crisis so that responsive and effective programs or policies can be planned in the future. [ABSTRACT FROM AUTHOR]

Research that 'grows apart' from its original design and proposal is not uncommon, especially when involving participatory and creative methods. However, the disconnect between research intentions and research realization is seldom probed for the insights offered; this paper addresses this gap. Taking up the conceptual lens of research imaginaries, this paper dives into the tensions and discoveries experienced in between the design and the practice of a multi-site participatory research project. The study involved two groups of young people, in two cities in two countries, with a focus on digital lives. In a commitment to collaboration with artists, senior researchers, research assistants, and young people in community spaces, a complex project emerged. This paper describes the tensions and possibilities of an emergent methodology and in doing so argues for increased attention to the movement of research designs; rather than the adherence to them. [ABSTRACT FROM AUTHOR]

There has been a major growth in global health networks in recent decades to address health issues including tobacco use, alcohol abuse, and maternal mortality. Most conditions that incur high costs have provoked networks of advocates working to mitigate the impact, increase investment in research, and establish campaigns. Global health networks often work simultaneously across policy, knowledge creation, and advocacy. Until recently there has been limited activity in global health networks and advocacy addressing hearing loss and deafness which has contributed to its relatively low visibility with policymakers compared to other health conditions. This discussion paper reports on a global consultation that explored the views of advocacy groups and individuals on advocacy for the management of hearing loss, and cochlear implantation (CI). It focussed on stakeholders' views of current advocacy endeavours, opportunities and barriers, and the possible development of a global advocacy network to improve access to cochlear implantation and the supporting services. The subsequent development of a global health network, the Cochlear Implant International Community of Action (CIICA) is discussed and the conditions necessary for the successful development of health networks are explored. This paper will be of interest to those wishing to understand the factors influencing the development of health networks and advocacy. [ABSTRACT FROM AUTHOR]