Search

The analysis of exemplars of different quality is a potentially powerful tool in enabling students to understand assessment expectations and appreciate academic standards. Through a systematic review methodology, this paper synthesises exemplar-based research designs, exemplar implementation and the educational effects of exemplars. The review of 40 empirical exemplar-based studies indicated frequent use of post-intervention evaluation designs. The integrated use of exemplars and strategies such as rubrics, peer or self-assessment was a major pedagogic feature to enhance students' understanding of standards and aid their generation of internal feedback for self-monitoring. There was evidence suggesting that the combined use of exemplars with these strategies could advance students' academic performance and development of self-regulated learning. The review results set future directions for exemplar-based studies: quantitative research would benefit from controlled manipulation of variables to disentangle the effects of exemplars and those of other strategies; qualitative research could profitably use self-reflective diaries, think aloud protocols or classroom observations to develop deeper understandings of exemplar implementation. The key pedagogical implication recommends students' production of an assignment draft prior to exposure to exemplars so that they can compare their own work with exemplars and then make improvements independently of teachers.

The increasing number of migrants and refugees arriving in Europe places new demands on European education systems. In this context, the role that free digital learning (FDL) could play in fostering inclusion has attracted renewed interest. While the existing literature highlights some general design principles for developing FDL for migrants and refugees, there is little information on the use of FDL at specific education levels, or for specific learning purposes. This paper presents the results of a qualitative study that was carried out as part of the Moocs4Inclusion project of the Joint Research Centre (JRC) between July and December 2016. The study, which has a European focus, disaggregates the analysis of FDL initiatives by what were identified as its three most common purposes: (a) language learning, (b) civic integration and employment, and (c) higher education. For each of these topics, the study sheds light on the approaches used by a wide sample of initiatives, users' levels of awareness of what is available and take up, and migrants' and refugees' perceptions of the current offer. In order to collect the information needed to cover different approaches and perspectives, semi-structured interviews with 24 representatives of 10 FDL initiatives and four focus groups with 39 migrants and refugees were carried out. The results show that there are indeed overlaps between the purposes of FDL initiatives and their design principles. Specific recommendations on how to better design FDL initiatives for migrants and refugees, taking into account their specific purposes, have also been identified.

The aim of this research was to classify the opinions of the disabled participants and educators on Erasmus+ Key Action 2 Project on non-formal learning regarding whether they knew the meaning of non-formal learning, through which non-formal learning activities happening during the Project workshop, and whether this learning had a contribution to their personal and professional development. The research is a qualitative study with a multiple holistic case study design. Data were collected from interviews using semi-structured interview forms. At the end of the research, conclusions were classified under five themes. The first theme was that they did not know the exact meaning of non-formal learning. The second theme was that there were some non-formal learning activities which the participants were engaged in during the Project workshop. The third and fourth themes were that the non-formal learning had a positive effect on their personal and professional development. The fifth theme was metaphors they produced for non-formal learning. [This article was presented at the 9th International Congress on New Trends in Education, 10-12 May, 2018 in Antalya in Turkey.]

In the light of the European Union's interest in creativity and innovation, this paper, drawing on data from the EU project Creative Little Scientists (2011-2014), explores the teaching and learning of science and creativity in Early Years education. The project's conceptual framework, developed from detailed analysis of relevant literatures, highlighted the potential existence of a number of pedagogical synergies between inquiry-based science and creativity-based approaches in Early Years education. The science and creativity literature reviews were thus re-examined to identify synergistic features of teaching and learning in the Early Years. These were seen to include: play and exploration, motivation and affect, dialogue and collaboration, problem-solving and agency, questioning and curiosity, reflection and reasoning, and teacher scaffolding and involvement. Field work undertaken over a 4-month-period in 48 sites across the 9 partner countries provided the opportunity to examine the existence of these synergies in Early Years settings and primary classrooms with learners aged 3-8 years. Qualitative in nature, the fieldwork was framed by a case study strategy encompassing multiple methods of data collection: sequential digital images capturing interactions; observations supplemented by audio recording; timelines; and interviews with teachers and groups of children. The data set comprised 71 cases in early science (and mathematics), with 3 episodes of activity per case encapsulating creativity in these domains, resulting in 218 episodes for analysis. A deductive-inductive analytical approach was undertaken in two phases with cross-case analysis both within and between countries. The paper exemplifies the pedagogical synergies innovatively identified in the conceptual framework and documented in the fieldwork, and highlights the potential for creativity in exploratory science contexts. Additionally, it highlights differences between practice observed in preschool and primary settings and advances a new conceptual definition of creativity within Early Years science education.

This research paper addresses the issues of integration of technology enhanced learning (TEL) into an educational organization. Good practice experience cannot be directly transferred to new organisations due to different contextual conditions. The TEL integration depends significantly upon a very rapid development of services and information communication technologies (ICT). Some organizations have managed to go step by step with the developments and have become leaders in TEL provision, however others, though having successful examples, have not succeeded in reaching the service level they want. While many positive examples exist in research literature, it is rare that institutions have complete strategies or solutions for integrating TEL that meet their specific pre-conditions and satisfy quality assurance parameters at the same time. The research reported here aims at the development of a theoretical framework for quality assurance of TEL integration into educational organizations. During the research, the development of the TEL concept has been discussed, success indicators for TEL integration in an educational organization have been described, the quality parameters of TEL integration into an educational organization have been identified and the model for TEL integration into an organization has been developed.

The purpose of this paper is to investigate how PBL student teams develop specific leadership configurations when implementing interdisciplinary projects and whether or not tutors help in dealing with the group interactions that are subsequently generated. The data set was drawn from 2 cohorts of first-year students engaged in PBL activities in an engineering school in Belgium in 2011 and 2012. Following qualitative content analysis of tutor and student feedback and the use of sociometric testing, findings for 2011 showed that students developed 4 specific leadership configurations, each of them being positively correlated to specific perceived work outcomes. Findings for 2012 were based on using the sociogram as a pedagogical tool to enable tutors to describe and regulate group dynamics. We found that tutors positively perceive their role in facilitating production outcomes but are more uncomfortable when it comes to regulating the interpersonal problems that arise in student self-managed teams.

The paper presents the results of an international research on a comparative assessment of the current status of computer science education at the secondary level (ISCED 3A) in Slovakia, the Czech Republic, and Belgium. Evaluation was carried out based on 14 specific factors gauging the students' point of view. The authors present qualitative findings from the following nine analyzed factors: the popularity of computer science/informatics as a subject, the potential of using knowledge gained by studying informatics at school in everyday life, the attractiveness and demands of the curriculum content, the clarity and attractiveness of teacher presentation of the subject matter to students, the engagement of tasks solved while studying informatics, the degree of comprehensibility of informatics textbooks, and the usability of knowledge acquired in school for solving practical problems. Based on the results, the authors identify the strengths and weaknesses of computer science education in the observed countries.

The adolescence represents one of the most complex and unpredictable periods of human life. A teenager could be considered mature from physical, intellectual or moral point of view, but not from emotional one, because he is like a "sponge" able to absorb a lot of information, care and love. On the other hand, moral behaviour could be associated with social competence to establish a good relationship with others, to help them, to cooperate in a team and to have a positive attitude regarding general society. In the following paper, we will try to analyse the moral attitude of 182 Romanian teenagers and 210 Flemish ones regarding to different life situations. Our conclusions are that in spite of all intercultural differences, the majority of interviewed teenagers have an honest conduct and a respect for law and moral values.

This paper investigates the impact of national policies for improving teaching and the school learning environment (SLE) on student achievement. In each participating country (i.e., Belgium/Flanders, Cyprus, Germany, Greece, Ireland, and Slovenia), a sample of at least 50 schools was drawn and tests in mathematics and science were administered to all Grade 4 students (N = 10,742) at the beginning and end of school year 2010-2011. National policies were measured through (a) content analysis of policy documents, (b) interviews with policymakers, and (c) head-teacher questionnaires. Multilevel analyses revealed that most aspects of national policies for teaching and SLE were associated with student achievement in each subject irrespective of the source of data used to measure them. Implications are, finally, drawn.

An e-TextBook can serve as an interactive learning environment (ILE), facilitating more effective teaching and learning processes. In this paper, we propose the novel concept of an EPUB 3-based Hybrid e-TextBook, which allows for interaction between the digital and the physical world. In that regard, we first investigated the gap between the expectations of teachers with respect to e-TextBook functionalities, on the one hand, and the ILE functionalities offered by e-TextBooks, on the other hand. Next, together with teachers, we co-designed and developed prototype EPUB 3-based Hybrid e-TextBooks that make it possible to connect their learning content to smart devices in classrooms, leveraging both digital publishing and Semantic Web tools. Based on experimentation with our prototype Hybrid e-TextBooks, we can argue that a semantically enriched EPUB 3-based Hybrid e-TextBook is able to act as a comprehensive ILE, providing the tools needed by teachers in smart classrooms. Furthermore, expert observations and Smiley o'meter results demonstrate an effective impact on student cognition and motivation.

This paper examines how and what teachers learn from their older and younger colleagues. Data were gathered from interviews and written reports from 27 Belgian and Finnish teachers. Thematic qualitative analysis was used. The results revealed differences in what teachers learn from older and younger colleagues. Teachers reported learning innovative teaching methods and ICT skills from younger colleagues, whereas practical information, classroom management skills, self-regulation and community building were learned mainly from older colleagues. Attitudes regarding teaching and different ways of being a teacher were learned from both younger and older colleagues alike. Similarities were also found in how teachers learned from their older and younger colleagues. Informal activities and relationships, different forms of mentoring, and working in subject teams or seminars were important sources of learning. An intergenerational learning perspective is important with respect to demographic changes in school staff and in preventing knowledge loss and teacher dropout.

In the higher education literature, there seems to be a growing consensus that contemporary higher education institutions (HEIs) are trapped in conformity. From a new institutional perspective, higher education scholars argue that HEIs tend to comply with widely endorsed institutionalized values (e.g. academic excellence) and this widespread compliance leads to field homogeneity, at least in the missions of HEIs. In this paper, we introduce an alternative perspective drawing on recent insights in Scandinavian institutionalism. From this perspective, it has been argued that organizations tend to develop organization specific, heterogeneous definitions of institutionalized values to establish a fit with the modalities of the specific organizational context. Based on a comparative case study in Flanders, we investigate translation rules that shape heterogeneous definitions of the institutionalized value of socio-demographic diversity. The major contribution of our study is that it sheds new light on the dynamics underlying field homogeneity versus heterogeneity in higher education.

Purpose: This paper aims to explore the intersection of cultural processes and immigration in parental understanding of adolescent mental health and mental health seeking behaviors among African immigrants in Western countries. The present study examines the perspectives of Congolese immigrant parents on adolescent mental health in Brussels, Belgium, and Raleigh, North Carolina, USA – two geographic regions with relatively large Congolese migrant populations. This study highlights a needed understanding of cultural and acculturative context in shaping the beliefs of Congolese immigrants and explores potential barriers of seeking health services. Additionally, it recognizes health issues among this underrepresented and underserved population. Design/methodology/approach: Fifteen Congolese immigrant parents, eight in the USA and seven in Belgium, participated in structured qualitative interviews using an adapted version of Kleinman Questions and behavioral scenarios on depression, post-traumatic stress disorder and oppositional defiant disorder. Interviews were audio recorded, and participants were assigned pseudonyms to de-identify responses. English interviews were transcribed verbatim by a trained team of undergraduate research assistants, and French interviews were transcribed verbatim by the first author and a graduate research assistant. Following transcription, the first and second authors used a rapid analytic approach (Hamilton, 2013). The first and second authors conducted a matrix analysis to observe thematic patterns. Findings: Parents interpreted adolescent behavior to be more problematic when the scenarios were overtly outside of their cultural realm of values and beliefs. Parents preferred methods of intervention through religious practices and/or family and community efforts rather than seeking mental health services in their host countries as a secondary option. The authors' findings provide an understanding of the values and beliefs of this underrepresented demographic, which may be useful to guide health professionals on how to support this community in a culturally responsive way. Research limitations/implications: Limitations to the current study include the structured nature of the interview guide that did not allow for in-depth qualitative exploration. Interviewed participants had lived in their host countries for more than 10+ years. Thus, the authors' findings are not reflective of new immigrants' experiences. Parents' perspectives were likely shaped by exposure to Western beliefs related to support for mental health (e.g. knowledge of psychologists). Future studies should focus on recent refugees due to exposure to traumatic events and experiences reflective of the Democratic Republic of Congo's (DRC's) current socio-political situation, and how these are understood in the context of adolescent mental health. Further, due to the hypothetical nature of the scenarios, the authors cannot be sure that participants would engage in the identified approaches with their children. Additionally, hearing from the youth's perspective would provide a clearer insight on how mental health and seeking professional help is viewed in a parent–child relationship. Finally, the data for this study were collected in 2019, prior to the COVID-19 pandemic. Although the authors cannot speak directly to Congolese refugee and immigrant experiences during this significant historical period, given the rise in mental health concerns in refugee populations more broadly (Logie et al., 2022), the authors' findings speak to how parents may have responded to increased mental health symptoms and point to additional barriers that these populations may have faced in accessing support. The authors' study emphasizes the need for dedicating resources and attention to this population, especially the development of culturally tailored messaging that invites community members to support the mental health needs of their community. Practical implications: The authors' findings provide important implications for mental health professionals. This study provides a clearer understanding of how Congolese immigrant parents view mental health and help-seeking within their cultural frame. Although parents may seek professional help, a distrust of mental health services was expressed across both cohorts. This suggests that mental health professionals should acknowledge potential distrust among this population and clarify their role in supporting the mental health of adolescent immigrants. Clinicians should inquire about familial cultural beliefs that are parent- and child-centered and modify their interventions to fit these belief structures. Originality/value: This paper addresses the gap in knowledge about mental health perspectives of Sub-Saharan African immigrant populations, specifically those from the DRC. [ABSTRACT FROM AUTHOR]

Introduction: Previous research has explored euthanasia's ethical dimensions, primarily focusing on general practice and, to a lesser extent, psychiatry, mainly from the viewpoints of physicians and nurses. However, a gap exists in understanding the comprehensive value-based perspectives of other professionals involved in both somatic and psychiatric euthanasia. This paper aims to analyze the interplay among legal, medical, and ethical factors to clarify how foundational values shape the ethical discourse surrounding euthanasia in both somatic and psychiatric contexts. It seeks to explore these dynamics among all healthcare professionals and volunteers in Belgium., Methods: Semi-structured interviews were conducted with 30 Dutch-speaking healthcare workers who had encountered patients requesting euthanasia for psychiatric conditions, in Belgium, from August 2019 to August 2020. Qualitative thematic analysis was applied to the interview transcripts., Findings: Participants identified three pivotal values and virtues: religious values, professional values, and fundamental medical values encompassing autonomy, beneficence, and non-maleficence, linked to compassion, quality care, and justice. These values interwove across four tiers: the patient, the patient's inner circle, the medical realm, and society at large. Irrespective of their euthanasia stance, participants generally displayed a blend of ethical values across these tiers. Their euthanasia perspective was primarily shaped by value interpretation, significance allocation to key components, and tier weighting. Explicit mention of varying ethical values, potentially indicating distinct stances in favor of or against euthanasia, was infrequent., Conclusion: The study underscores ethical discourse's central role in navigating euthanasia's intricate landscape. Fostering inclusive dialogue, bridging diverse values, supports informed decision-making, nurturing justice, and empathy. Tailored end-of-life healthcare in psychiatry is essential, acknowledging all involved actors' needs. The study calls for interdisciplinary research to comprehensively grasp euthanasia's multifaceted dimensions, and guiding policy evolution. While contextualized in Belgium, the implications extend to the broader euthanasia discourse, suggesting avenues for further inquiry and cross-cultural exploration., (© 2024. The Author(s).)

Background: Compassionate communities have been put forward as a promising model for community-based support for people facing serious illness, caregiving, dying, and loss. In particular, educational institutions are increasingly acknowledged as potential settings to function as compassionate schools and compassionate workplaces, cultivating acceptance and validation of these experiences beyond the university setting. Objectives: This paper investigates the activities and outcomes of a compassionate community initiative—the Compassionate University program at the Vrije Universiteit Brussel in Belgium. Design: Ripple Effects Mapping was used to guide the focus group and individual interviews conducted with core team members responsible for the development and implementation of the Compassionate University program. Methods: During the focus group and individual interviews, the core team members reflected on the program contributions, with their narratives visually depicted via a hand-drawn mind map. Qualitative data derived from this mind map were entered into XMIND mapping software and fine-tuned based on the focus group and individual interview transcripts and additional project records. Results: Thematic analysis identified four outcome areas that encapsulate the key contributions of the Compassionate University program: (i) increased acceptance and integration of topics such as serious illness, death, and bereavement into existing practices; (ii) broader support for and formalization of compassionate procedures and policies; (iii) emergence of informal networks and internal collaboration on the topics; and (iv) diffusion of compassionate ideas beyond the university. Conclusion: The Compassionate University program facilitates a cultural shift within the university environment, fostering greater acceptance of integrating topics such as serious illness, death, and bereavement into existing practices. Additionally, compassionate procedures and policies for students and staff have been formalized, and core team members are increasingly called upon to provide support on these matters. Notably, Compassionate University stands out as one of the pioneering initiatives in Europe, attracting different educational institutions seeking guidance on cultivating a more compassionate environment. [ABSTRACT FROM AUTHOR]

Researchers' reflexivity usually focuses on the spatiality and sociality of their ethnographic fieldwork. As a result, the temporal context of their positionality, whereby their various identities interact with one another at different research phases, is often overlooked. This paper adopts an agentic intersectional approach and draws from our separate studies of Thai migrant women in Belgium and Hong Kong to unpack the temporality of the power dynamics between study participants and us (the researchers). Through this reflexive exercise, we identify three salient aspects: first, different identities of the researchers intersect at each phase of the study; second, researchers are dependent on gatekeepers and study participants, notably during the data-gathering phase; and third, the changing researcher–participant dynamics throughout the research process are embedded in broader relations of power that encompass social institutions and migrant/ethnic networks. Hence, researchers' self-discipline and constant awareness of positionality are of utmost importance for achieving well-situated knowledge (re)production. [ABSTRACT FROM AUTHOR]

The current study investigates the learning of student teachers in alternative programmes in which they combine a teaching job with an in-service teacher-training program at the university. The aim of this paper is to explore which work-related and training-programme related factors facilitate the learning of these teachers-in-training in the workplace. Starting from the framework of the Job-Demands-Control-Support model, a total of 11 teachers were interviewed. Results of the qualitative analyses indicated that high levels of job demands, autonomy and social support were important for in-service student teachers' learning in the workplace. Social support and guidance from colleagues in the workplace seemed more relevant for learning than the support and guidance from the supervisors from the teaching program at the university. Implications for practice and for further research are discussed.

Background: While, an extensive literature reveals the many risk factors associated with truancy, less is known about the way truancy develops, intensifies and persists. In recent years, authors have argued that the development of truancy should not be understood as an individual phenomenon, but as a process of complex interactions between the adolescent and his/her parents, peers, teachers and school staff. There is, however, little research on "how" relationships between these parents, peers, teachers and school staff operate and influence the development of truancy. Purpose: In this paper, we try to fill this gap by analysing the narratives of truanting adolescents, and by investigating their experiences of the onset and persistence of their own truancy. Sample, design and methods: As part of a larger study, 20 adolescents from Flanders, the Dutch-speaking part of Belgium, were individually interviewed. Data were analysed qualitatively. Results and conclusions: The stories suggest that what begins as occasional truancy can easily evolve into persistent truancy that eventually could lead to permanent non-attendance. For many of the interviewed pupils, the development of their truancy can best be described as "truant spirals". Compared to the seemingly easy transition towards truanting for the first time, the narratives suggest that it is extremely difficult to curtail the pattern of persistent and intensifying truant behaviour.

The Bologna Process is an important factor which has had an impact on higher education in Europe. In this paper the implementation of the Bologna Process in Poland, the Netherlands and Flanders is discussed, to show how the different contexts influenced its realization. In order to study the transformation of higher education, new institutionalism and resource dependence theory were applied. Research focuses on six case studies--different universities, which are seen as organizations operating in a specific context and which respond to changes in this context.

This article describes a qualitative study into the occurrence of the side effects of school inspection through in-depth interviews in five case schools. The study investigates the extent to which strategic activities, disturbing effects and emotional side effects occur in the case schools. The study also aims to understand features that may explain these side effects. Most research to date has been conducted in England, which is considered a "high-stakes" inspection context whilst "low-stakes" inspection contexts are generally regarded as causing fewer undesirable side effects. This hypothesis, however, is not confirmed by the results of this study. Although the Flemish education context provides a "low-stakes" inspection context, schools in this study engage strongly in strategic activities to produce a better image of the school and school staff members suffer from severe emotional side effects due to the inspection. By contrast, only limited disturbing effects on normal school life were observed. These side effects are affected by principals' attitude towards the inspection, by schools' perception of inspectors' behaviour and by the inspection judgement. The article includes a discussion of the impact on side effects of several particularities of the Flemish education context, such as the absence of central examinations.

This paper investigates the role of ethnic majority staff in the perpetuation of monocultural education that excludes non-western, ethnic minority cultures and reproduces institutional racism in schools. Based on qualitative data collected through semi-structured interviews in four ethnically diverse schools in the Flemish educational system, we specifically investigate the role of ethnic majority staff in the reproduction of monocultural school practices through a discursive theoretical lens. The study advances the current literature on institutional racism by showing how situated meanings of monocultural school practices at the micro level of individuals are discursively inter-linked with the macro-level monocultural model of education.

One possible way of evaluating set curricula is to examine the consistency of study programmes with students' psycho-cognitive development. Three theories were used to evaluate matching between developmental theories and content proposed in the mathematics programmes (geometry section) for primary and the beginning of secondary education. These were considered in the light of more recent work. Qualitative analysis was performed on the basis of the geometrical thinking model proposed by Van Hiele and this paper focuses on this model. The results obtained can be used to identify gaps where the programmes fail to take adequate account of child development. These results highlight the lack of precision in the wording of programme items, which makes them hard to analyse on the basis of scientific knowledge. The classifications performed revealed instances of lack of coherence that raise doubts about the supposedly progressive nature of the set content.

In many European countries, one needs a permanent address to be entitled to social rights. To address this minimum prerequisite, mechanisms for administrative inclusion are in place for persons experiencing homelessness, such as the reference address in Belgium. This paper disentangles the non-take-up mechanisms behind this reference address by drawing on interviews with professionals. Our evidence suggests this is a minimum minimorum of social protection, albeit it can reflect and reinforce exclusion of the beneficiaries. This article contributes to the debate on the entitlement and non-take-up of rights, and the possibility of an administrative address that includes the most excluded. [ABSTRACT FROM AUTHOR]

Teacher evaluation policy is implemented in many countries to improve the teaching quality in schools. This paper explores the implementation of teacher evaluation policy in secondary schools in Flanders (Belgium). The case study method is used to explore the implementation process in six schools, which are selected based upon teachers' perception of practicality of new teacher evaluation policy. We contrast three schools in which teachers perceive this policy positively with three schools in which teachers perceive this policy negatively. Due to the generic policy, responsibility for the implementation is shifted to the school. Our study focuses on school leadership actions and on teacher evaluation development characteristics during the implementation process. The results identify a difference in leadership actions and teacher evaluation development characteristics in positive perceiving schools compared to negative perceiving schools. In positive perceiving schools, school leaders formulate high expectations towards teachers, emphasize the importance of appreciation and trust and provide clear communication to teachers about teacher evaluation. Also, two teacher evaluation development characteristics, namely the meso-level support and the goals of teacher evaluation differ in the two subsets of schools. This leaves us wondering whether governments should take greater responsibility in supporting schools and local networks in order to implement policy successfully.

Students' workload has been recognised as a major factor in the teaching and learning environment. This paper starts by structuring the different conceptualisations of workload described in the scientific literature. Besides the traditional distinction between objective and subjective or perceived workload, a distinction between conceptualisations focusing on the perception of quantitative and qualitative aspects of workload comes to the fore. This qualitative study investigates what workload means for students in higher education. Forty Civil Engineering and Educational Sciences Master's students were interviewed. The results show that "having time" is a precondition for experiencing a manageable workload. When this precondition is fulfilled, the interest of a student and the ability to plan and set priorities play an important role in the perception of workload. Finally, the results show that several aspects of the learning environment can influence this interest and the perception of workload.

Introduction: Non-communicable diseases, such as arterial hypertension (HTN) and type-2 diabetes (T2D), pose a global public health problem. Integrated care with focus on person-centred principles aims to enhance healthcare quality and access. Previous qualitative research has identified facilitators and barriers for scaling-up integrated care, however the lack of standardized terms and measures hinder cross-country comparisons. This paper addresses these gaps by presenting a generic codebook for qualitative research on integrated care implementation for HTN and T2D. Description: The codebook serves as a tool for deductive or deductive-inductive qualitative analysis, organizing concepts and themes from qualitative data. It consists of nine first level and 39 second level themes. First level codes cover core issues; and second level codes provide detailed insights into facilitators and barriers. Discussion: This codebook is more widely applicable than previously developed tools because it includes a broader scope of stakeholders across micro, meso, and macro levels, and the themes being derived from highly diverse health systems across highand low-income countries. Conclusion: The codebook is a useful tool for implementation research on integrated care for HTN and T2D at global scale. It facilitates cross-country learning, contributing to improved implementation, scale-up and outcomes. [ABSTRACT FROM AUTHOR]

Collaboration has become a main characteristic of academic research today. New forms of research organizations, colaboratories, have come to the fore, with distributed research centres as their most complex example. In this study, we aim to provide some insight into the collaboration strategies of researchers in their daily researching activities within a distributed research centre. More specifically, we wish to understand to what extent information and communication technologies facilitate collaboration within distributed research centres. We will do this by presenting the case of the Interdisciplinary Institute for Broadband Technology (IBBT), a research organization active in Flanders, Belgium. The paper will draw from a qualitative-ethnographic study carried out within the 16 academic research groups that are part of IBBT. The discussed topics include the effects of the introduction of such a virtual collaborative organization, the internal organization of the research groups and the collaboration between these groups.

Individual behaviour change is fast becoming a kind of "holy grail" to tackle climate change, in environmental policy, the environmental movement and academic literature. This is contested by those who claim that social structures are the main problem and who advocate collective social action. The objective of the research presented in this paper is to better understand why environmentally concerned citizens choose one of these two types of engagement. Our focus is on the role of experiences of and/or convictions about power in shaping this choice. Within the framework of an explorative qualitative study, we engaged in in-depth interviews with 12 young environmentally concerned citizens. On this basis, five main findings are elaborated. Firstly, powerlessness is shown to be a crucial experience, whatever the respondents' engagement. Secondly, "strategy scepticism" seems to be a more important obstacle for engagement than "climate scepticism". Thirdly, many respondents express significant resistance towards being "conditioned" by awareness-raising campaigns. Fourthly, a "gap" is observed between respondents' analysis and their strategy proposals. Finally, we underscore another important gap between concrete and abstract levels in respondents' discourses. All these findings disclose paradoxical aspects of the role of power in shaping the concerned citizens' engaged choices. (Contains 8 notes.)

This paper addresses the question of what meaning urban public space has in relation to the process of children's socialisation. It builds on data from qualitative research into the social-pedagogical meaning of three contrasting neighbourhoods in the city of Ghent. In this research, the neighbourhood was studied as a social and spatial context in which particular socialising practices are constantly constructed and reconstructed through the everyday social actions and practices of people, including children, and hence influence the socialisation processes of children. The research shows that different patterns influence the strategies through which children learn to deal with issues like diversity, otherness and unpredictability in different ways, ranging from excluding this diversity from the everyday lifeworld, through enclosing oneself within one's own social group, to learning through the everyday confrontation with diversity.

Purpose: The goal of this inquiry is to indicate which individual, organisational and external environment factors contribute to a better understanding of the well-being of Flemish primary school principals. Design/methodology/approach: Data from a representative sample of primary schools in Flanders (n = 46) were gathered through questionnaires (principals and teachers) and semi-structured interviews (principals). Findings: The quantitative and qualitative outcomes suggest that well-being is a complex psychological phenomenon affected by a myriad of factors. The analyses indicate that general self-efficacy and achievement orientedness are significantly correlated with several aspects of positive (i.e. job satisfaction and job enthusiasm) and negative well-being (i.e. cynicism and personal accomplishment). With respect to school culture and structural characteristics, very weak almost negligible effects are noted. In addition, the analysis demonstrates the significant role school boards fulfill in explaining both positive and negative well-being. Finally, the role of central government in generally is found to affect well-being in a negative way. Practical implications: The findings of this paper provide important information for policy makers concerned with the improvement of the well-being of primary school principals. Originality/value: Although prior research investigated the influence of different antecedents on well-being, several limitations in method and conceptual framework yielded information of which the usefulness must be considered tentative. In this inquiry an attempt is made to overcome these limitations and contribute to the literature in a double way: this study adopts a concurrent mixed method approach of data collection; and well-being is examined from a positive psychology (job enthusiasm and job satisfaction) and negative psychology approach (burnout), whereas prior research almost exclusively looked at the negative pole of well-being. (Contains 4 tables and 1 figure.)

The COVID-19 pandemic has disrupted societies globally. Public health institutions were tasked with responding to the pandemic in a dynamic and uncertain context. This paper sheds light on the experiences of COVID-19 response actors as they navigated multi-dimensional crises associated with the pandemic in general and vaccine hesitancy in particular. This research was conducted during the initial phase of the COVID-19 vaccine rollout in Flanders, Belgium. Participants included informants across all levels of the COVID-19 vaccination strategy including but not limited to those producing scientific knowledge, providing policy input, or implementing public health directives locally. 'Crisis' was identified as a recurring theme in interviews with informants. The paper highlights multi-dimensional crises experienced by informants such as the: (i) crisis of prioritization, (ii) crisis of communication, (iii) crisis of the changing image of science, (iv) crisis of epistemic agency and autonomy, and (v) crisis of trust. [ABSTRACT FROM AUTHOR]

Genetic relatedness figures heavily in contemporary ethical debates on egg freezing, although the arguments lack empirical‐based evidence. Rather than adding another theoretical view on the moral relevance of genetic connections, this paper instead proposes an empirically grounded perspective based on two independent qualitative interview‐based studies conducted in Belgium and France. Three themes emerge from our empirical data: (1) prioritizing family building; (2) centering the gestational experience of motherhood; and (3) identifying the complexities and limitations of adoption. These themes suggest that the relationship between egg freezing, genetics, biological motherhood, and adoption is highly complex and less straightforward than what is often assumed in the egg freezing debate. Our study provides more detailed insights into women's ambivalent experiences regarding those reproductive options. We discuss the ethical implications of our empirical findings and hold that pursuing genetic desire is not necessarily the main moral reason why women freeze their eggs. [ABSTRACT FROM AUTHOR]

Background: Assessing the speech production of multilingual children is challenging for speech‐language therapists (SLTs) around the world. Scientific recommendations to improve clinical practice are available, but their implementation has mostly been described in studies from English‐speaking countries. Aims: This survey aimed to describe the perspectives and practices of SLTs in assessing the speech production of multilingual children in French‐speaking Belgium. Methods & Procedures: An online survey was completed by 134 SLTs in French‐speaking Belgium. Outcomes & Results: SLTs predominantly used norm‐referenced assessment approaches, which are not recommended for use with multilingual children, and lacked necessary training and resources to implement recommended practices in the assessment of speech production of multilingual children. The shift towards more appropriate practices with multilingual children seems to be in its infancy among SLTs in French‐speaking Belgium. Some challenges identified by the SLTs were common to those in other countries and languages, such as the difficulty to distinguish between speech differences and speech disorders. Other challenges were specific to the French language and/or the Belgian context, such as the lack of appropriate tools in French. Conclusions & Implications: Action is required to improve clinical practice in assessing the speech production of multilingual children in French‐speaking contexts: better training for SLTs regarding linguistic diversity, more implementation research in the field of SLT, and advocacy for linguistic diversity with decision makers. What this paper adds: What is already known on this subject: Existing research indicates that assessing the speech production of multilingual children is challenging for speech‐language therapists (SLTs). Scientific recommendations for best practices have been published, and the shift to more appropriate assessment practices may be progressing differently across countries. SLTs' practices have been described in surveys, mostly conducted in English‐speaking countries. Although French is the fifth most spoken language in the world, data about SLTs' perspectives and practices in French‐speaking regions are scarce. What this study adds: The implementation of recommended practices in assessing multilingual children's speech production was limited among SLTs in French‐speaking Belgium. The norm‐referenced approach to assessment was predominant and few SLTs used recommended practices (e.g., criterion‐referenced measures, dynamic assessment, assessment of the child's speech production in the home language). Some challenges were identified that related specifically to practices in French‐speaking contexts (e.g., lack of French tools) and Belgian context (e.g., health policies unfavourable to multilingualism). These findings confirm that specific understanding of a situation is needed to develop context‐ and/or language‐specific solutions—and ultimately improve clinical practice. What are the clinical implications of this work?: SLTs in French‐speaking Belgium require specific training and support to provide appropriate assessment of speech production in multilingual children. Efforts to improve practices in French‐speaking contexts should focus on increasing understanding and consideration of cultural and linguistic diversity at all levels of the child's environment. Evidence‐based knowledge, assessment tools and multilingual resources are available to SLTs on websites in French and in English. [ABSTRACT FROM AUTHOR]

Accessible Summary: What is known on the subject?: Aggression towards caregivers is a global phenomenon in mental health care.Although attempts have been made to define aggression, there is no globally accepted definition. Discrepancies in defining aggression can lead to differences in judgement and a sub‐par management of aggression. The fact that different disciplines work together in mental health care makes it an even more pressing matter as no research was found regarding a multidisciplinary definition of aggression.Currently, coercive measures, such as isolation, sedation or restraints, are the most common ways of managing aggression. What this paper adds to existing knowledge?: Mental healthcare nurses and psychologists defined aggression by previous experiences, and they also agree that there are no alternatives in managing aggression when non‐coercive techniques do not work.Several opportunities and examples of best practice were given by the participants, but the consensus was that caregivers are in need of alternatives when they are face to face with acute aggression. What are the implications for practice?: It is vital for residential units to agree on a definition of aggression and acute aggression. It is our belief that this can aid them in preventing and de‐escalating aggression as well as diminishing the use of coercive measures.Further primary research exploring the opportunities of non‐coercive techniques, a multidisciplinary approach and the relationship between a workplace culture normalizing aggression and the mental well‐being of healthcare workers is also needed. Introduction: Aggression by patients against healthcare workers is a global recurring phenomenon in mental health care. Discrepancies in defining aggression can lead to differences in judgement, which in turn causes difficulties in managing aggression. The multidisciplinary nature of mental healthcare makes a standardized definition an even more pressing matter. No studies, however, were found exploring the way different disciplines approach the definition of aggression. Although traditional methods of managing aggression rely on coercive methods, current research favours the use of non‐coercive measures. Aim: The aim of this study was to explore the different ways mental healthcare nurses and psychologists define and manage aggression in a residential unit. Method: A qualitative research design was used, consisting of interviews and focus groups. Transcripts were analysed using a reflexive thematic approach. Results: Three major themes were found: (1) approaches towards defining aggression, (2) experiencing aggression and (3) managing aggression: the need for alternatives. Discussion: In this study, aggression is defined by how aggression has been experienced, both mental health nurses and psychologists agree that there are no alternatives in managing aggression when non‐coercive techniques do not work. Aggression is considered an integral part of the job indicating an "aggression‐tolerating" workplace. Implications for Practice: Three implications for practice were identified: (1) It is vital for residential units to agree on a broad‐based definition of aggression, (2) further primary research exploring the opportunities of non‐coercive techniques and a multidisciplinary approach is crucial and (3) the relationship between a workplace culture normalizing aggression and the mental well‐being of healthcare workers also needs further study. [ABSTRACT FROM AUTHOR]

Background: Big data research requires public support. It has been argued that this can be achieved by public involvement and engagement to ensure that public views are at the centre of research projects. Researchers should aim to include diverse communities, including seldom‐heard voices, to ensure that a range of voices are heard and that research is meaningful to them. Objective: We explored how researchers involve and engage seldom‐heard communities around big data research. Methods: This is a qualitative study. Researchers who had experience of involving or engaging seldom‐heard communities in big data research were recruited. They were based in England (n = 5), Scotland (n = 4), Belgium (n = 2) and Canada (n = 1). Twelve semistructured interviews were conducted on Zoom. All interviews were audio‐recorded and transcribed, and we used reflexive thematic analysis to analyse participants' experiences. Results: The analysis highlighted the complexity of involving and engaging seldom‐heard communities around big data research. Four themes were developed to represent participants' experiences: (1) abstraction and complexity of big data, (2) one size does not fit all, (3) working in partnership and (4) empowering the public contribution. Conclusion: The study offers researchers a better understanding of how to involve and engage seldom‐heard communities in a meaningful way around big data research. There is no one right approach, with involvement and engagement activities required to be project‐specific and dependent on the public contributors, researchers' needs, resources and time available. Patient and Public Involvement: Two public contributors are authors of the paper and they were involved in the study design, analysis and writing. [ABSTRACT FROM AUTHOR]

This paper analyzes how labor inspectors deal with ambiguous legal boundaries between those who can and who cannot be identified as a labor exploitation victim. Street-level bureaucracy research has largely overlooked how frontline officers deal with victims. We combine the street-level bureaucracy framework with insights from symbolic interactionism and criminology about 'ideal/iconic victims' to explain how inspectors use heuristics based on societal norms about victimhood to deal with legal ambiguity when dealing with potential labor exploitation cases. Using qualitative vignette studies in Belgium and the Netherlands, our results show that the perceived vulnerability and blamelessness of employees have a crucial role in inspectors' assessment of who is and is not a labor exploitation victim. More specifically, migrant workers are seen as more vulnerable than native workers, particularly if they are female, and perceived complicity of social fraud reduces the chance that workers are seen as exploitation victims. Furthermore, also perceived employer characteristics have a role in case assessment. Our findings thus show that within the context of legal ambiguity, labor inspectors use stereotypical societal victim perceptions as heuristics, which can result in legal uncertainty and the risk that those suffering exploitations do not receive the support they need. [ABSTRACT FROM AUTHOR]

Background: Globally, health systems have been struggling to cope with the increasing burden of chronic diseases and respond to associated patient needs. Integrated care (IC) for chronic diseases offers solutions, but implementing these new models requires multi-stakeholder action and integrated policies to address social, organisational, and financial barriers. Policy implementation for IC has been little studied, especially through a political lens. This paper examines how IC policies in Belgium were developed over the last decade and how stakeholders have played a role in these policies. Methods: We used a case study design. After an exploratory document review, we selected three IC policies. We then interviewed 25 key stakeholders in the field of IC. The stakeholder analysis entailed a detailed mapping of the stakeholders' power, position, and interest related to the three selected policies. Interview participants included policy-makers, civil servants (from ministry of health and health insurance), representatives of health professionals' associations, academics, and patient organisations. Additionally, a processual analysis of IC policy processes (2007-2020) through literature review was used to frame the interviews by means of a chronic care policy timeline. Results: In Belgium, a variety of policy initiatives have been developed in recent years both at central and decentralised levels. The power analysis and policy position maps exposed tensions between federal and federated governments in terms of overlapping competence, as well as the implications of the power shift from federal to federated levels as a consequence of the 2014 state reform. Conclusion: The 2014 partial decentralisation of healthcare has created fragmentation of decisive power which undermines efforts towards IC. This political trend towards fragmentation is at odds with the need for IC. Further research is needed on how public health policy competences and reform durability of IC policies will evolve. [ABSTRACT FROM AUTHOR]

This qualitative study investigates through a realist evaluation how the work training programme of 10 community health workers (CHWs) contributed to culturally competent home care services. A European Social Fund project trained 10 jobseekers with migration backgrounds to become CHWs in Brussels (Belgium). Three research questions were formulated: (a) What increase in the cultural competence of the home care organisations can be identified at the end of the project? (b) How did the training contribute to this increase? (c) Which factors and preconditions made the positive outcomes of the training more likely? This study analysed 10 mid‐term interviews with individual CHWs in training and four focus groups at the end of the project with CHWs, care employees, trainers and project coordinators (N = 25). First, the results showed that the increase in cultural competence was located mostly on the surface structure of the organisation (e.g. adapting communication materials) and not in its deeper structure. Second, the principles of strengths‐based education proved to be important during the training (e.g. getting to know, recognise and address the competences and skills of the CHWs). Third, contextual factors at the micro‐level (e.g. interest in care and cultures), the exo‐level (e.g. management culture) and the macro‐level (e.g. policy regulations) could foster or hinder the process of increasing cultural competence. This paper concludes that although the project contributed to a shift in organisational culture towards cultural competence, it remains challenging to effect a similar shift in the deep structure of care organisations. [ABSTRACT FROM AUTHOR]

Research shows that older people tend to not only be underrepresented on television (TV), but also to be represented within a number of fixed types. These correspond to cultural myths about ageing, which emphasise vulnerability and decline but also increasingly stress the individual's responsibility for successful ageing. This paper analyses the representation of older people on Flemish public TV, using qualitative content analysis to identify patterns of representation in a sample of 44 programmes broadcast in 2019 and 2020, including the first months of the COVID-19 pandemic. To complement our own analysis, we also interviewed eight experts on ageing. Our research shows that representations of older people on Flemish public TV tend to gravitate towards two types related to different age groups: vulnerable and passive old-old people (over 80 years old), particularly those in nursing homes who feature prominently in reporting on the COVID-19 pandemic; and dynamic and active young-old people (65–80 years old), connected to the ideals of successful ageing. The two predominant types correspond to cultural myths about ageing and are also connected to recurrent themes: sexual intimacy, loneliness and death. Our research highlights the need for a more diverse representation, reflecting the variety of individual life conditions and the functional age of older people. [ABSTRACT FROM AUTHOR]

Background: During the last decade, the possibility for women to cryopreserve oocytes in anticipation of age-related fertility loss, also referred to as social egg freezing, has become an established practice at fertility clinics around the globe. In Europe, there is extensive variation in the costs for this procedure, with the common denominator that there are almost no funding arrangements or reimbursement policies. This is the first qualitative study that specifically explores viewpoints on the (lack of) reimbursement for women who had considered to uptake at least one social egg freezing cycle in Belgium.Methods: To understand the moral considerations of these women, drawing from twenty-one interviews, this paper integrates elements of a symbiotic empirical ethics approach and thematic analysis.Results: We identify four themes: (1) being confronted with unclear information; (2) financial costs as ongoing concern; (3) necessity of coverage; (4) extent of reimbursement. In the first theme, we found that some women were concerned about the lack of clear information about the cost of social egg freezing. In the second theme, we report moral sentiments of injustice and discrimination which some women attributed to their struggles and needs not being recognised. The third theme illustrates diverse views on reimbursement, ranging from viewing social egg freezing as an elective treatment not appropriate for reimbursement to preferences for greater public responsibility and wider access. Finally, we describe the participants' varying proposals for partial reimbursement and the idea that it should not be made available for free.Conclusions: This research adds important empirical insights to the bioethics debate on social egg freezing, in particular by presenting (potential) users' views on the lack of reimbursement. While there is much more to say about the ethical and political complexities of the reimbursement of this procedure, our study highlighted the voices of (potential) users and showed that at least some of them would welcome the coverage of SEF through the public healthcare insurance. [ABSTRACT FROM AUTHOR]

Despite mounting evidence of disparities in health service provision for migrants and ethnic minorities (MEM) across EU countries, there has been limited research into how services (meso) and policy (macro) can contribute to reducing these disparities. In Flemish (Belgian) substance use treatment (SUT) policy making, no systematic attention is given to MEM. Nevertheless, preliminary studies have identified some disparities, especially among non-Belgian MEM. For this paper we studied the factors related to these disparities and ways forward based on 21 semi-structured interviews with SUT coordinators and experts. The low representation of MEM populations in psychiatric hospitals due to language exclusion criteria stands out as the main disparity. Moreover, respondents indicated that exclusion may be anticipated by general practitioners in the referral process, causing additional disparities. The exclusion of MEM from policy making processes, waiting lists and the structure of the federalized Belgian health system are identified as indirect macro contributors to disparities. Respondents specified four main ways to reduce disparities in SUT among MEM: targeted treatment and policy making, installing diversity policies in SUT services, enhancing training and education, and community-based treatment. [ABSTRACT FROM AUTHOR]

Background: This paper presents the findings from a qualitative research project that explored what ten people with intellectual disabilities who receive care and support in a residential care facility deem valuable for living a good life and what the opportunity to manage resources for care and support themselves means to them. Method: With the use of photovoice, the 10 participants documented their care and support, and by extension, their own lives. We describe how the project was carried out and the facilitating and obstructing factors we encountered. Results: The collected images and related personal stories teach us about the central importance of significant others to the lives of the participants and their vital role as "necessary others" who nurture a multitude of possibilities. Conclusions: The increasing policy focus on independence and self-sufficiency is opposed to the vital role of relationships in the participants' view of a good life. [ABSTRACT FROM AUTHOR]

Copyright of European Journal of Social Work is the property of Routledge and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

European societies struggle with the question of how to deal best with, and organize care for, those children who, for various reasons, need to be placed out of their home. In an attempt to protect these children, states organize different forms of care. Under the influence of testimonies of abuse and neglect, the image of residential care has become tainted and the placement of looked‐after children in foster families has become increasingly favoured. This evolution towards a manifest choice for foster care is defended as being more in "the interests of the child." However, the "best interests of the child" notion is applicable in decisions concerning substitute care in many different ways. During the last decade, the shift towards a child's perspective away from a family‐preservation perspective is noticeable. We argue in this paper that this focus on children's needs is at the expense of the rights and identity of the parents. Based on an analysis of 342 complaints concerning foster care reported to the Flemish Office of the Children's Rights Commissioner, we analysed which "alarming situations" are reported and highlight a number of pressing concerns from the perspective of parents. [ABSTRACT FROM AUTHOR]

This qualitative paper examines the importance of both situational factors and adoption constructs in the decision to use online grocery services for the first time. To that end, we have conducted semi-structured in-depth interviews with (one or more representatives of) 15 households in Flanders (the Dutch-speaking part of Belgium), who all use Collect & Go, Belgium's most popular online grocery service. The content analysis shows that adoption is often induced by situational factors (such as health problems or changes in family circumstances), but not in isolation from an evaluation of technology adoption constructs (such as performance expectancy and social influence). Indeed, we find that immediately or soon after the emergence of the initial trigger, consumers start thinking of the service in terms of innovation characteristics. Moreover, unlike what the literature suggests, adoption is not discontinued when the initiating trigger disappears. [ABSTRACT FROM AUTHOR]

Background: People who use illicit drugs cumulate medical and psychosocial vulnerabilities, justifying a rounded health approach. Both caregivers and patients can form barriers to accessing care, leading to inadequate care. This study aimed to identify the needs and expectations of such patients in general practice. Methods: Qualitative research was conducted using semi-structured interviews with 23 people with illicit substance use disorder in Brussels in 2020. Multicentric recruitment was conducted to obtain a heterogeneous mix of sociodemographic profiles and care trajectories. Thematic analysis was performed using RQDA package software. Results: Participants highlighted several vulnerabilities. These include the presence of significant self-stigmatization and guilt, sometimes to the extent of self-dehumanization, even after years of care, and overdoses masking suicide attempts and early memory disorders. Multiple substance use, smoking in almost all participants, and misuse of benzodiazepines were also noted. The majority of participants expressed the need for an open-minded, non-stigmatizing and empathic GP with a holistic approach that could guide them throughout their life course. The competencies of the GPs in the field of addiction seemed secondary to the participants. Knowledge and good collaboration with the mental health network were assets. Conclusion: Participants expressed the need for GPs with good interpersonal skills, including a non-stigmatizing attitude. The care coordinator role of the GP was highlighted as a key element, as it was a holistic approach focusing on global health (including the social determinants of health) and not only on substance use disorders. [ABSTRACT FROM AUTHOR]

Introduction: Persons with substance use disorders (SUD) make up a considerable proportion of mental health care service users worldwide. Since 2010, Belgian mental health care has undergone a nationwide reform ('Title 107') aiming to realize a mental health care system that fosters more intensive collaboration, strengthens the cohesion and integration across and between different services, and is more responsive to the support needs of all service users. Although persons with SUD were named as a prioritized target group, how this reform impacted the lives and recovery journeys of persons with SUD remains understudied. This study aims to investigate how persons with SUD, regardless of whether they have co-occurring mental health issues, experience the accessibility of mental health care in light of the 'Title 107' reform. Methods: Data were collected by means of in-depth interviews with a heterogeneous sample of persons with SUD (n=52), recruited from five regional mental health networks in Belgium. In-depth interviews focused on experiences regarding (history of) substance use, accessibility of services and support needs, and were analyzed thematically. Results: Five dynamic themes came to the fore: fragmentation of care and support, the importance of "really listening", balancing between treatment-driven and person-centered support, the ambivalent role of peers, and the impact of stigma. Discussion: Despite the 'Title 107' reform, persons with SUD still experience mental health care services as 'islands in the stream', pointing to several pressing priorities for future policy and practice development: breaking the vicious cycles of waiting times, organizing relational case management, tackling stigma and centralizing lived experiences, and fostering recovery-promoting collaboration. [ABSTRACT FROM AUTHOR]

Aim: To investigate nursing/midwifery students, Clinical Mentors, Link Teachers and Head Nurses experiences within "Dedicated Education Unit" model in 6 European clinical placements and analyse the necessary elements for a powerful clinical learning environment. Design: A multi‐country, phenomenological, qualitative study. Methods: Focus group interviews were performed to identify the personal and organizational factors of importance for students and nurses/midwives. Results: Data analysis produced 4 main themes (1) Clinical placement organization, (2) students' clinical knowledge and skill acquisition, (3) students, and nurses/midwives' experiences within the DEU model and (4) factors for creating an effective learning environment. Conclusions: A close educational‐service collaboration, a realistic clinical placement planning, a focus on student learning process and an investment in professionals' education and development among others, are elements to set up a powerful clinical learning environment. Implications for the profession: It is considered advisable and urgent to improve the working conditions of nurses/midwives and the learning environments of students as a strategy to alleviate the global shortage of nurses and respond to the increasingly demanding health needs of the population. Impact: Due to the close relationship between students' learning and features of the clinical environment nurse educators seek innovative models which allow students to manage patient care and their transition to professional practice. To implement new learning strategies, identifying students, nurses and midwives perceptions and suggestions is a powerful information to evaluate implementation process and outcomes. Public Contribution: Our findings could help academic and clinical managers to meet the human and organizational requirements to create a successful learning environment in every student placement. [ABSTRACT FROM AUTHOR]

Summary The informational context in which social work has been operating over the past decade has gained much more significance. In this context, Electronic Information Systems are often implemented with the aim of being responsive to the needs of children and families. However, research has critically identified some major concerns with using Electronic Information Systems in ways that tend to reduce social work to a technical practice. As a result, practitioners and managers are using their discretion to shape and bend regulations precisely in order to achieve responsive social work practice. In this paper, our aim is to capture the meaning of these strategies for the development of responsive social work. To do so, we interviewed social practitioners working with Electronic Information Systems on a daily basis. Findings Our results show how practitioners develop a diversity of strategies to recreate the relational aspect of social work, thereby challenging the hypothesis that this was curtailed by the use of Electronic Information Systems. Applications By fleshing out the meaning of the strategies practitioners use in their daily practice, we aim to contribute to the contemporary debate about the use of these strategies in social work practice. At the same time, it is also important to understand the meaning of these strategies in relation to the development of responsive social work as this development cannot be reduced to a mere relational practice where principles of justice, equality and solidarity are not equally considered. [ABSTRACT FROM AUTHOR]