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Introduction: Surgery for the management of individuals with long head of the biceps tendon (LHBT) tendinopathy is common. Little is known about physical therapy (PT) utilization prior to surgery. The purpose of this review was to investigate the use of PT prior to biceps tenodesis and tenotomy surgeries by assessing the number of visits and the types of interventions. A secondary objective was to report on themes of PT interventions. Methods: A retrospective observational cohort study design was used to analyze medical records and report on patient visits, procedure codes based on active or passive interventions, and themes of interventions utilized by PT. Results: Patient records (n=308) were screened for eligibility, n=62 (20.1%) patients attended PT prior to surgery. The median number of PT visits was four (IQR=3.5), and 39/62 (63%) patients had four or more visits to PT. Active interventions were used in 54.5% (533/978) of the codes billed; passive interventions were used in 45.5% (445/978) of the codes. There was high utilization of therapeutic exercise [93.4% (498/533) of active procedure codes] including muscle performance/resistance, functional activity, motor control and stretching. Manual therapy [84.3% (375/445) of passive procedure codes] included soft tissue mobilization, non-thrust manipulation (glenohumeral joint and cervical spine) and thrust manipulation (thoracic spine). Conclusions: PT was not commonly utilized prior to undergoing biceps tenodesis and tenotomy surgery. Further research is needed to understand the reasons for low utilization. Level of Evidence: 3b [ABSTRACT FROM AUTHOR]

Background: The challenging transition to parenthood affects both mothers and fathers; yet, the strain intensifies with a premature birth in the neonatal intensive care unit (NICU), underscoring the importance of acknowledging and addressing potential differences in parental roles. Purpose: This paper aimed to investigate how parental role conflicts among mothers and fathers of preterm-born infants hospitalized in German NICUs manifest and investigated potential parental resources. Methods: Twenty-four participants, 17 mothers, and seven fathers of very low birth-weight infants were interviewed. A thematic content analysis was performed at a semantic level. Results: Fathers feel pressured to fulfill the role expectations, often leading to the suppression of paternal feelings and needs. For mothers, deviating from societal expectations regarding their expressive roles can be distressing, as they worry that such deviation might hinder their infants from having a successful start in life. Consulting with healthcare professionals shows to ease challenges for both parental roles. Implications for Practice and Research: Maternal and paternal challenges are often rooted in expectations placed on their societal roles. Highlighting these challenges can be essential for increasing awareness and effectively addressing them. Tailored nursing practices may have the potential to facilitate individuals' navigation of uncertainties and fulfillment of caregiving roles. [ABSTRACT FROM AUTHOR]

Background and Significance: In neonatal intensive care, the communication of difficult news can have lingering repercussions throughout the lives of those receiving such information. Uncertainty and stress associated with the COVID-19 pandemic may negatively influence this sensitive yet essential communication process. Purpose: To analyze the communication of difficult news during the COVID-19 pandemic from the perspective of parents of newborns admitted to a neonatal intensive care unit. Methods: A qualitative, descriptive research study was completed in a hospital in Brazil. Individual and semistructured interviews were conducted with 21 parents of newborns hospitalized in an intensive care unit and submitted to thematic analysis. Results: Three themes were built: "Tools and strategies to manage difficult news," "What makes difficult news hard to listen," and "The importance of being prepared to receive difficult news." When comparing these findings with prepandemic literature, the COVID-19 period changed communication dynamics, including coping tools and altered family dynamics. Additionally, assessing healthcare providers' positive and negative behaviors by parents could clarify essential skills to support the family's hospitalization process during a crisis. Implications for Practice and Research: Applying and investing in skills training such as spirituality assessment, providing clear and straightforward information, and empathy can reduce the impact of difficult news and, thus, requires both recognition and action from healthcare professionals. Knowing some of the effects COVID-19 had on the communication process for parents with critically ill infants, healthcare providers can better prepare themselves for communication in several scenarios and establish successful interactions. [ABSTRACT FROM AUTHOR]

The LGBTQ hotel selection criteria are considered one of the most important determinants to improve and maintain global hotel room occupancy. However, the existing literature has failed to offer a holistic taxonomy of such phenomenon because the current researchers have concentrated primarily on Western locations and overlooked Asian contexts. Gaining insights from the Asian context, Cambodia in particular, may provide a better picture of such a phenomenon. LGBTQ online comments on the TripAdvisor website were analyzed, and the findings suggest that six dimensions of customer value (condition, function, emotion, reputation, epistemic, and social value) are accountable for LGBTQ hotel selection criteria. The findings are important because they guide hoteliers in building their marketing strategies to attract this target market. [ABSTRACT FROM AUTHOR]

Metastatic breast cancer (MBC) is a complex disease with variability in disease subtype, length of survival, treatment selection, symptom burden, and, ultimately, end-of-life (EOL) care. Influencing factors that contribute to the complexity of this disease are socioeconomic factors, provider differences, and patient and family preferences. Because of this variability, it is challenging for health care providers to know when treatments are no longer helpful but contribute to a poor quality of end-of-life care and a poor death experience for both patients and their families. Determining the unique point, based on their own values and goals, at which patients and their family members feel that MBC treatment becomes unhelpful and unwanted, is difficult to ascertain. Of the 25 individuals who participated in the Quality of Death and Dying survey, 16 individuals participated in an interview to provide a reflection of the patient's EOL experience and its congruence with their wishes. Four major categories emerged as primary priorities essential to high quality end-of-life care, that is, resilience, communication, support, and knowledge. Without tailored and precise care, patients with MBC will continue to receive prolonged, inappropriate, and costly treatment, resulting in a potentially unacceptable poor-quality EOL and death experience. [ABSTRACT FROM AUTHOR]

This pilot study explored the feasibility of a Forever Heart Program and the impact it has on oncology nurses' perception of the dying experience and their own compassion competence. Guided by Kubler-Ross's framework, the Forever Heart Program consists of a gemstone keepsake offered to patients and families during end-of-life care to support the grieving process. A mixed-methods approach utilized pretest/posttest design in a convenience sample of oncology nurses in an academic medical center over a 3-month period. The study collected demographics, Compassion Competence Scale scores, and qualitative responses via survey and an optional focus group. Twenty-five nurses participated in the presurvey, and 14 participated in the postsurvey. Seven nurses attended the focus groups. Overall, compassion competence scores were high, both pre and post. Qualitative themes included appreciation, connection, positive nursing, patient and family experience/relationships, grieving guidance, program benefits, and process opportunities. Although the study did not show statistically significant differences in compassion, it did show program feasibility and the potential positive impact that keepsakes like the Forever Heart Program can have on nurses and their role in the dying experience. [ABSTRACT FROM AUTHOR]

The demand for palliative and end-of-life nursing is increasing with the aging US population. The American Association of Colleges of Nursing published recommendations for incorporating palliative and end-of-life care across nursing curriculum to prepare the future workforce. However, recommendations regarding teaching end-of-life content are limited. This project aimed to integrate and evaluate the outcomes of end-of-life education introduced in a prelicensure nursing program. Using a documentary created by the American Nurses Foundation, students had the opportunity to discuss common themes in end-of-life care, practice morgue care in the simulation laboratory, and practice reflective journaling. The students' preevaluations and postevaluations indicated that the educational program significantly increased their confidence in providing end-of-life care and support to patients and families, demonstrating the importance of end-of-life curricula in nursing school. [ABSTRACT FROM AUTHOR]

Transparent patient-centered communication is essential to providing quality hospice care for patients at the end of life. This study aimed to determine and describe the current state of aid-in-dying policies in California and their effect on hospice nursing in response to narratives about leave-the-room policies presenting professional and moral challenges. In total, 97 hospice program policies were analyzed with a focus on the role of nurses at the bedside and intent to discharge patients who pursue medical aid-in-dying. It is necessary to clarify the important role of hospice nurses who care for terminally ill patients pursuing their legal right to assisted dying. The results of this study underscore the need for improved policy transparency and organizational support to enhance hospice engagement, particularly by nurses, with their patients at the end of life. [ABSTRACT FROM AUTHOR]

Neuropalliative care as a clinical speciality aims to address the unique end-of-life needs and concerns of patients with neurologic disease. Although literature has outlined clinical hurdles, a more nuanced understanding of how neuropalliative care was experienced, conceptualized, and enacted could provide context and depth to better outline practice and research priorities. This article presents findings from an ethnographic study of neuropalliative care conducted in a university-affiliated, tertiary care neurological hospital in Canada with a dedicated neuropalliative consultation service. Specifically, this article examines how clinical hurdles outlined in the neuropalliative literature were experienced and addressed by multiple stakeholders, including patients, families, and clinicians. These clinical hurdles include locating the scope of neuropalliative care, ascertaining the impact of prognostic uncertainty and poor recognition of the dying patient, and navigating the tensions between curative and palliative philosophies. In the discussion, the implications of these clinical hurdles are addressed, concluding with reflections on the role of ethnography, palliative care in the context of functional changes, and broadening approaches to uncertainty. [ABSTRACT FROM AUTHOR]

Introduction.: The purpose of this mixed-methods study was to explore perceptions of work–life balance (WLB) of full-time faculty in professional physical therapist (PT) education programs. Review of Literature.: Studies show that faculty are at risk of diminution of WLB and subsequent burnout due to job expectations and changing educational landscapes. Limited evidence exists to describe perceived WLB of faculty in professional PT education. Subjects.: Full-time faculty in professional PT education programs (n = 239) responded to an online survey and 16 participated in focus group discussions. Methods.: The Work/Nonwork Interference and Enhancement Survey (W/NW Scale), faculty characteristic prompts, and open-ended questions were disseminated electronically to all accredited professional PT education programs within the United States. Focus groups were conducted to further explore nuances of WLB. Frequencies and percentages were calculated for survey categorical variables with means and standard deviations for continuous variables. Differences in W/NW Scale and faculty characteristics were analyzed using independent-samples Mann–Whitney U tests. Open coding and an iterative process of thematic analysis was used to analyze the qualitative data. Results.: Medians for all W/NW Scale dimensions were between 2 and 3 out of 5. W/NW Scale dimension scores differed significantly in each of the faculty characteristics of gender, defined workload, and faculty job searching (Z = −2.399 to −3.517, P ≤.016). Qualitative data yielded 3 main themes: 1) implicit and explicit job duties ; 2) leadership ; and 3) individual boundaries. Ebb and flow of WLB emerged as an overarching theme. Discussion and Conclusion.: This study offers a portrayal of the lived experience of faculty regarding WLB. Results offer useful information about faculty demographics, work-related factors, and personal responsibilities. One limitation was that cultural, community, and religious demands were not explored. Findings may facilitate improved understanding of faculty WLB perceptions and can guide leadership to optimize the balance between faculty's paid work and personal life. [ABSTRACT FROM AUTHOR]

Supplemental Digital Content is Available in the Text. Introduction.: Letters of recommendation (LOR) are an integral component of physical therapy residency applications. Identifying the influence of applicant and writer gender in LOR will help identify whether potential implicit gender bias exists in physical therapy residency application processes. Review of Literature.: Several medical and surgical residency education programs have reported positive, neutral, or negative LOR female gender bias among applicants and writers. Little research exists on gender differences in LOR to physical therapy education programs or physical therapy residency programs. Subjects.: Seven hundred sixty-eight LOR were analyzed from 256 applications to 3 physical therapy residency programs (neurologic, orthopaedic, sports) at one institution from 2014 to 2020. Methods.: Thematic categories were developed to identify themes in a sample of LOR. Associations between writer and applicant gender were analyzed using summary statistics, word counts, thematic and psycholinguistic extraction, and rule-based and deep learning Natural Language Processing. Results.: No significant difference in LOR word counts were found based on writer or applicant gender. Increased word counts were seen in sports residency LOR compared with the orthopaedic residency. Thematic analysis showed LOR gender differences with male applicants receiving more positive generalized recommendations and female applicants receiving more comments regarding interpersonal relationship skills. No thematic or psycholinguistic gender differences were seen by LOR writer. Male applicants were 1.9 times more likely to select all male LOR writers, whereas female applicants were 2.1 times more likely to choose all female LOR writers. Discussion and Conclusion.: Gender differences in LORs for physical therapy residencies were found using a comprehensive Natural Language Processing approach that identified both a positive recommendation male applicant gender bias and a positive interpersonal relationship skill female applicant gender bias. Applicants were not harmed nor helped by selecting LOR writers of the opposite gender. Admissions committees and LOR writers should be mindful of potential implicit gender biases in LOR submitted to physical therapy residency programs. [ABSTRACT FROM AUTHOR]

Supplemental Digital Content is Available in the Text. Introduction.: In contrast to the increased diversity of the US population, historically excluded racial and ethnic groups remain underrepresented in the physical therapist profession. As decision-makers, faculty exert direct influence on enrollment through evaluating applications and determining which applicants are deserving of admission to physical therapist programs. Review of Literature.: Faculty decision-making in admissions is a cultural process which can reproduce inequities and perpetuate underrepresentation if faculty fail to recognize systemic disparities in legitimized forms of merit. No studies within physical therapist education have directly investigated faculty habitus and patterns of thought and behavior which reinforce admissions decision-making. The purpose of this study was to describe patterns of faculty habitus which influence judgments of admission merit and equity in US physical therapist education programs. Subjects.: Sixteen physical therapy faculty across 3 physical therapist education programs. Methods.: Using interpretative research methodology and a constructivist approach, semistructured interviews were conducted with each participant. Faculty social actions were also observed during field observations. Thematic analysis using Bourdieu's social reproduction theory was used for coding and establishment of themes. Results.: Two predominant patterns of faculty habitus with corresponding themes emerged from the data: Transformative habitus oriented faculty toward a sense of responsibility to promote equity, construct a more contextualized understanding of merit, and formulate compelling applicant storylines; gatekeeping habitus positioned faculty to support a meritocratic process, reinforce traditional notions of academic rigor, and support the necessity of adjusting standards to address underrepresentation. Discussion and Conclusion.: Findings revealed contrasting patterns of faculty habitus which legitimized certain criteria, knowledge, and experiences on which decisions of merit were based. Attention to the individual dispositions of faculty decision-makers in addition to criteria and processes used in holistic review may shape equitable access to physical therapist education programs. [ABSTRACT FROM AUTHOR]

Paramedics play a pivotal role in delivering emergency medical care, contributing to excellence in the prehospital environment and ensuring a seamless continuum of healthcare. Achieving this objective is subject to various factors. This review aims to explore, the relationship between paramedic personality profiles and key factors including stress, burnout and employment retention or attrition. The JBI approach was used to perform a scoping review. Key words including paramedic* , ambulance* , personalit* , retention OR attrition and burnout OR stress were inserted into the search engines OVID, CINAHL Plus, Scopus, Web of Science Core Collection, Psychology ProQuest, and Nursing ProQuest. Titles and abstracts of 226 results were screened and inclusion and exclusion criteria applied. Full texts of the remaining 18 results were screened to inform the results. Three themes emerged relevant to the objective including the correlation of neuroticism with stress and burnout, personality types and mental illness with the ability to cope during stressful situations and finally resilience and burnout with the intention to quit. Further research should be completed into specific personality characteristics, including neuroticism, perfectionism, and excitability to facilitate the development of strategies aimed at improving the health and wellbeing of paramedics and EMT workers internationally. [ABSTRACT FROM AUTHOR]

During the last decades, several students who are deaf or hard of hearing (SDHH) attend higher education institutions. The level of lecturers' awareness regarding accessible practices and the provision of such practices or accommodations during lectures play a major role in students' access. The purpose of this study was to investigate the educational practices and accommodations that lecturers used during lectures to enhance academic access to SDHH. In total, 51 lecturers were interviewed. The interviews were analysed using a thematic analysis and a three-stage coding procedure. Lecturers adopted various practices and accommodations that enhanced the access of SDHH during lectures, such as using visual educational tools, explaining difficult terms, monitoring comprehension, maintaining visual contact, repeating and providing environmental accommodations. Lecturers pointed out the importance of accessible educational practices for all students. The study indicates the need to make lecturers aware of the use of flexible teaching approaches and accommodations that benefit SDHH and other students promoting a culture of inclusion. [ABSTRACT FROM AUTHOR]

Universal design for learning (UDL)-an instructional design framework that promotes expert learning by promoting accessibility and reducing of barriers to learning-is gaining momentum on the global stage. However, UDL implementations with deaf or deafdisabled learners remain limited. This study examined how UDL enabled educators of deafdisabled learners to design instruction that promoted independence. This study asked, (1) What patterns emerged when teachers used UDL to design instruction for deafdisabled students? and (2) How did teachers of deafdisabled students use UDL to promote learner-centered skills and independence? Following a UDL training, teachers designed, implemented, and reflected on a UDL-based lesson. Results indicate that the use of teacher-driven guidelines was impacted by characteristics of the students, teacher, and lesson. While teachers noted the importance of learner-driven guidelines, they experienced challenges that limited implementation. This study illustrates how instruction targeting learner-driven UDL guidelines can promote independence in students who are deafdisabled. Findings indicate that engaging in additional teacher education and research is key to ensuring educators of deafdisabled learners have opportunities to develop the knowledge and skill to understand and apply UDL. [ABSTRACT FROM AUTHOR]

Copyright of Nordic Nursing Research / Nordisk Sygeplejeforskning is the property of H. Aschehoug & Co. (W. Nygaard) AS 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.)

Background: Despite evidence of alarming declines in physical activity levels after anterior cruciate ligament reconstruction (ACLR), very little is known about how young athletes perceive their experiences with engagement in sports and physical activity in the years following ACLR. Hypothesis/Purpose: The purpose of this study was to answer the research question, "what are the lived experiences and perceptions of factors that facilitate or hinder physical activity among young athletes following ACLR?" Study Design: Qualitative Study Methods: Ten participants were included in this qualitative study at a median of 5.9 (4.3-10.2) years after adolescent ACLR. Using an interpretive phenomenological methodology, semi-structured interviews were conducted with each participant. Data collection focused on participants' lived experiences related to physical activity participation in the years after ACLR. Iterative coding with two independent coders and a peer debriefing process were used to identify themes from the data. Results: Factors perceived to influence physical activity after ACLR spanned all levels of the socioecological framework. Three overarching themes were generated during thematic analysis: 1) navigation of barriers (common obstacles, injury-related limitations, unique adaptations), 2) movement motives (ingrained desire to move, external motivators, internal motivation), and 3) movement mindset (envisions for future physical activity, perceived impact of injury, belief in the power of sports). Conclusion: The themes identified in this study indicate that the adolescent ACLR experience has the potential to significantly influence one's physical activity into young adulthood, both positively and negatively. These findings serve as an important foundation for future studies to explore the psychological and environmental factors identified as important to one's physical activity participation in the years following adolescent ACLR. Level of Evidence: Level 3 [ABSTRACT FROM AUTHOR]

Copyright of Przegląd Socjologii Jakościowej is the property of Redakcja Przegladu Socjologii Jakosciowej 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.)

Pressure injuries are associated with significant clinical complications with negative effects on the patient's emotional, psychological, social and physical wellbeing. However, in Australia little is known about the knowledge and attitudes of nurses towards hospital-acquired pressure injuries. To determine nurse knowledge and attitudes towards hospital-acquired pressure injuries and to identify barriers towards prevention. A cross-sectional study following the STROBE statement was conducted between May to July in 2017. All nurses at a major metropolitan teaching hospital in Western Australia were invited to participate. Nurse knowledge and attitude to pressure injury were assessed using validated Pressure Ulcer Knowledge Assessment tool, and Attitude towards Pressure Ulcer Prevention tool. An open-ended question asked about the barriers to pressure injury prevention. Quantitative data were analysed using descriptive and inferential statistics and answers for the open-ended question were analysed using thematic analysis. Data from 224 nurses (response rate 19.0 %) were analysed. While nurses displayed a satisfactory attitude towards hospital-acquired pressure injury prevention, most nurses lacked adequate knowledge of the stages, causes and prevention of pressure injuries. Thematic analysis of responses to the open-ended question yielded two main themes: modifiable barriers to pressure injury prevention were lack of knowledge, attitude of pressure injury prevention and the scarcity of resources. Non-modifiable barriers to pressure injury prevention were the nursing environment and patient characteristics. Most nurses have satisfactory attitude towards pressure injury prevention, but inadequate knowledge about pressure injuries. Barriers to pressure injury prevention are attributed to nurse working environments, particularly impeded by staffing, time constraints and resources. • Pressure injuries are painful, distressing and regarded as an adverse event. • International studies suggest that nurses lack knowledge of pressure injuries. • We found nurses have a satisfactory attitude toward pressure injury prevention. • But most nurses lacked knowledge of stages, causes and prevention of pressure injury. • Barriers to prevention include knowledge, attitude, nursing environment and lack of resources. Summary of relevanceProblem or issue Pressure injuries are painful, distressing and regarded as an adverse event when they occur within a healthcare setting. What is already known Reports from international studies, suggest that a lack of nurse knowledge regarding hospital-acquired pressure injury is a global issue across diverse clinical settings.What this paper adds Nurses have a satisfactory attitude towards hospital-acquired pressure injury prevention, however, most nurses lacked adequate knowledge of the stages, causes and prevention of pressure injuries. Barriers to pressure injury prevention include knowledge, both nurse and patient attitude, nursing environment and lack of resources. [ABSTRACT FROM AUTHOR]

Importance: The U.S. Supreme Court overturned Roe v. Wade in 2022, changing access to abortion in many states. The impact of these changes on occupational therapy practice has not yet been explored through empirical research. Objective: To explore the perspectives of occupational therapy practitioners on how restrictions to abortion in the United States may have influenced their clients' needs and thus their practice. Design: This was a qualitative research study. We used an interpretivist epistemological approach and an inductive, thematic content analysis. Participants were recruited through state occupational therapy associations and social media. Two independent researchers coded data and had an initial agreement percentage of 88%. Data trustworthiness was enhanced through documentation of decisions, reflexive thinking about our positionality and the data, and team-based discussions. Participants: Occupational therapy practitioners (N = 15) working in states with new abortion law changes at the time of interviews. Results: The four key themes of this study were as follows: (1) abortion restriction laws are affecting some occupational therapy clients' mental health, (2) clients are discussing reproductive health with occupational therapy practitioners across a variety of settings, (3) occupational therapy practitioners are using clinical judgment and their personal beliefs to support clients affected by abortion restrictions, and (4) occupational therapy practitioners are seeking guidance and evidence-based resources to best support clients in the wake of abortion-related legislation changes. Conclusions and Relevance: Our findings underscore the relevance of reproductive health to occupational therapy practice and highlight the importance of preparing occupational therapy practitioners to respond to client needs related to abortion care. Plain-Language Summary: We sought to determine whether occupational therapy practitioners perceive that the 2022 abortion-related restrictions are affecting occupational therapy practice; specifically, we wanted to know whether and how practice is being affected and what resources occupational therapy practitioners might need to address clients' needs. Fifteen occupational therapy practitioners were interviewed and revealed that many of their clients were experiencing stress and anxiety (i.e. mental health challenges) specifically related to abortion access. We also found that occupational therapy practitioners who routinely discuss reproductive health with clients were commonly hearing from clients about abortion-related needs. Overall, this research uncovers a need for resources and guidance from state or national occupational therapy organizations so that occupational therapy practitioners can better support their clients given these new changes in abortion access. Positionality Statement: We are a team of three researchers who identify as cisgender women, and we reside in an urban area in the northeastern United States. Two of us identify as White, and one identifies as a person of color. We have all participated in reproductive health access advocacy and critically examined our own lenses as we engaged in this analysis. The authors sought to determine whether and how occupational therapy practice is being affected by the 2022 overturning of Roe v. Wade and subsequent abortion-related restrictions as well as what resources practitioners might need to address clients' needs. [ABSTRACT FROM AUTHOR]

This concurrent, mixed-methods case study explores faculty valuation of economic and social rewards after participating in at least one of four educational development programs offered by our Center of Teaching and Learning (CTL) at a large, public, R1 institution. We wanted to know if the effectiveness of such programs might vary depending on the availability of economic or social rewards. To find out, we used factor analysis, t-tests, and thematic analysis on quantitative and qualitative responses from 108 faculty in an 11-item survey. Faculty reported that the value of community and importance of a stipend were important for collaborative pedagogical growth and motivation for sharing results, respectively. Both are essential for implementing change in pedagogical knowledge and practice. The findings underscore the importance of integrating both economic and social rewards because each works differently to engage faculty participants. Study implications include considerations for program design and suggestions for future research. [ABSTRACT FROM AUTHOR]

Background A major lower limb amputation profoundly affects patients' lives. Shared decision-making (SDM) can play a crucial role when a sensitive decision such as determining the appropriate level of amputation has to be made. Despite clinicians aiming for SDM and patients wanting active participation, barriers persist for implementation. Aim To explore facilitators and barriers to SDM among orthopaedic and vascular surgeons when deciding amputation levels. Methods An electronic survey was distributed November 2023 at 21 hospitals in Denmark, yielding responses from 28 vascular and 24 orthopaedic surgeons. The questionnaire covered four domains known to influence SDM and assessed respondents' viewpoints on the potential use and implementation of an SDM tool. Descriptive statistics and inter-specialty comparisons were performed. Results More vascular surgeons than orthopaedic surgeons believed an SDM support tool would enhance patients' decisionmaking experience (77% vs 48%); benefit their praxis (62% vs 35%); and that they would use such a tool (65% vs 48%). While both groups agreed on patients' desire to participate in SDM (75%), 35% thought patients would find it difficult to understand the advantages and disadvantages of amputation at different levels. Vascular surgeons described being left out of the decision of amputation level and 63% of the orthopaedic surgeons reported a lack of a genuine choice of amputation level. Conclusions The study identified facilitators and barriers to SDM in amputation level decisions, emphasising the need for enhanced interdisciplinary collaboration between vascular and orthopaedic surgeons. Implementing a decision support tool could facilitate collaboration between surgeons in favour of patient treatment satisfaction. [ABSTRACT FROM AUTHOR]

Background: Depression is a common mental illness that increases the risk of suicide, substance abuse, and chronic pain. Nationally, 21 million adults have had one untreated depressive episode, 1.4 million people have had suicide attempts, and 1 death occurs every 10 minutes. Depression has an annual economic burden of $326 billion for the American economy. Objectives: This quality improvement project aims to review the existing literature on depression, audit local businesses, survey clients, and team members to identify a gap in practice and then collect and analyze data to draw conclusions and make recommendations based on the findings. Methods: This initiative used four Plan–Do–Study–Act rapid quality improvement cycles. Data were collected and analyzed, and the results were used to make iterative changes. Results: Depression screening improved by 90%, and 317 clients were screened over 8 weeks. Twenty-eight percent of those screened had depression and were engaged in managing their symptoms. Both screening and care improved, and the aim of 89% was met. Conclusions: This initiative bridged a gap in depression screening and care. It also demonstrated a positive outcome, had the potential for sustainability, and spread to other faith communities. Implications for Nursing: A system should be put in place for depression screening, care, and referrals. [ABSTRACT FROM AUTHOR]

Health graduates must competently apply theory in their practice, but this is challenging for students to learn. This study explored student experiences of a program-level curriculum design aimed at supporting theory-to-practice translation in occupational therapy. Annual 'Transition Workshops' targeted theoretical tenants of the program and supported students to transition their learning from one year to the next. The Transition Workshops were evaluated using pre- and post-workshop surveys and focus groups. There were 223 post-workshop surveys completed by student participants and four focus groups with 18 student participants. The quantitative survey data were analysed using Wilcoxon signed rank tests. Qualitative survey data were analysed using content analysis and group interview transcripts were inductively analysed using thematic analysis. Students conveyed that the Transition Workshops were beneficial and their perceived levels of theoretical knowledge, and confidence in applying that knowledge, increased after engaging in them. The workshops assisted students to transition their learning across the degree by providing opportunities to revise and prime for their next stage of learning, learn how to apply theory-into-practice, and build selfconfidence for practice education learning within their degree. Transition Workshops, designed at a program-level, can be incorporated into curriculum to assist occupational therapy students to develop their theoretical knowledge and support theory-into-practice. This approach may be of value within other clinical and professional programs and that inclusion in university policy is required to guide academic practices. [ABSTRACT FROM AUTHOR]

The aims of this research are to describe recent, global, empirical understandings of the recognition of prior learning (RPL) and to synthesise and extant knowledge in a way that assists stakeholders in uplifting the transitions to education, employment, or training. RPL matters are particularly important to current sector policy initiatives as reforms to the Australian government's approach to widening participation in higher education have helped in the development of the 2021 National Microcredentials Framework to define, standardise and consolidate RPL for Australian citizens. Furthermore, the recent 2024 Australian Universities Accord Final Report highlights the importance of RPL to facilitate lifelong learning. A systematic review guided by the PRISMA and PICO frameworks identified 65 articles published between 2013-2023, that empirically examined RPL. Using manual thematic analysis, 17 core themes were organised into five meta-themes: 1) the benefits of RPL; 2) the challenges of RPL; 3) RPL processes; 4) institutional processes; and 5) national RPL policy. This article provides timely insights to shape the future RPL research agenda as well as RPL practice and policy in Australia and beyond. [ABSTRACT FROM AUTHOR]

This study reports on a school-wide project conducted in a UK higher education institution with the aim of informing enhancements to assessment feedback processes within the institution. Data were collected using online questionnaires (n = 127) and semi-structured interviews (n = 20). Participants were undergraduate students (from 9 programmes) and postgraduate students (from 21 programmes) from the Education Faculty. Qualitative data were coded and analysed using thematic analysis, while quantitative data were processed by frequency analysis. Findings indicate that students valued written feedback more than other forms of feedback. Regarding effective feedback, students attached considerable importance to specificity, consistency, and developmental orientation of assessment feedback. The findings also contribute to a discussion of feedback literacy by offering some potential approaches to improving students' strategies for understanding and capitalising on feedback, including offering chances for students to have collective and live communication about the given feedback. Findings also reveal the tension between students' high expectations of assessment feedback and the time allocated by institutions to marking within the staff workload tariff, and the sufficiency of this time for the creation of high-quality feedback. [ABSTRACT FROM AUTHOR]

In 2021, recognising the perceived strengths and risks, along with the tumult experienced by students in a Covid-19 university context, a coaching program was wrapped around the Global Enterprise Experience (GEE) to support student learning. This program involved the training, development and support of a 59 strong volunteer coach team. This paper reports the experiences of these coaches and the perceived impact of the coaching program from their perspective. Coaches participated in a semi-structured interview comprising open-ended questioning. Each coach was asked to voice their sense of did they have impact? Narrative responses were transcribed, collated within NVivo, and analysed using thematic analysis and concept mapping techniques (Braun & Clarke, 2006, 2019; Terry, Hayfield, Clarke & Braun, 2017). Findings suggest a volunteer coach belief that they had impact upon student learning. Impact was described in numerous ways. The program was valuable to coaches and team leaders alike. Most especially that as an offering the program has impact and is scalable and sustainable. This finding is noteworthy as scalability and sustainability in the mix of offering students support within experiential learning contexts remains challenging for educators and institutions to resource. These findings suggesting the coaching program impacted our volunteer coaches, an unanticipated positive finding, reveals a potent sustainability factor that might now be leveraged creating benefits for both coaches and team leaders alike. In so doing, this study contributes to understanding of coaching undergraduates engaging in experiential GVTs, with practical implications of structuring support. [ABSTRACT FROM AUTHOR]

This study examines the parental use of social media within autism spectrum disorder (ASD) families in the United Arab Emirates (UAE), focusing on perspectives and challenges in promoting social inclusion. Through semi-structured interviews with 21 participants, including 16 females and 5 males aged between 36 and 47, insights were gained into their experiences navigating social media platforms. Using thematic analysis, findings reveal varied approaches to leveraging social media for fostering social inclusion, alongside challenges such as misinformation and stigma. The study underscores the importance of understanding parental strategies and barriers in utilizing social media for supporting children with ASD in the UAE. [ABSTRACT FROM AUTHOR]

Over the past 20 years, significant developments have occurred in Jordan to create more inclusive school settings. This is in part due to new national policies such as 2017 Public Law no. 20, Rights of Persons with Disabilities, and partly a result of international organizations' support and funding. The collective efforts are dismantling historical attitudes and beliefs about disability, yet often, intellectual disabilities remain marginalised in schools and communities. The current study explores the perceptions of parents whose children are attending inclusive public schools. Data was collected through focus groups in three districts representing central, northern and southern Jordan as a part of a needs assessment for broader inclusion work in these districts. Past research reveals that parents in Jordan are often divided on their support of inclusive education, and the survey research results do not clearly explain this division. The data indicates that parents welcome the idea of their children attending inclusive schools while expressing concerns about bullying and isolation at the hands of the other students. This is compounded by a worry that teachers lack sufficient experience supporting students with disabilities. These findings align with international research with parents of youth with disabilities and have significance within Jordan, where inclusion continues to be at the forefront of the educational agenda. The implications for this research indicate that while inclusive education is more prominent and disability is more widely discussed, there are still traditional challenges to enactment. [ABSTRACT FROM AUTHOR]

For decades, differentiated instruction (DI) has been utilized as a generalist teaching approach and an inclusive practice in order to enhance the participation of all learners in the mainstream classroom, including learners with special educational needs. The extensive use of differentiation in mainstream classrooms as the gateway to inclusive education denotes the academic and social participation of all learners in a diverse environment. However, the lack of consensus on the specific implementation of DI has the potential for exclusionary tendencies based on nuances in its implementation and approach. While several educational systems prescribe differentiation in their policies as the main way of inclusive practice, it comes with minimal guidance or training on how it should actually be implemented. In the case of Bahrain, DI is infused through pre-service and in-service education programs, as well as advised and expected by the main quality assurance agency in the kingdom. This article discussed the dichotomy of DI and how the undermining dualism to its execution can have a counterproductive impact on students' academic and social inclusion. The research questions pertaining to this study are therefore: how is DI conceptualized and implemented in primary classrooms in Bahrain? How does the degree to which this was observed contribute or hinder the academic and social inclusion of diverse learners? Data were collected from four participating teachers through a series of classroom observations and follow-up interviews. The article examined the qualitative data in primary level classrooms through a multiple case study design which elicited six main themes relating to the practice of DI: diverse teaching in response to classroom heterogeneity, mixed ability grouping arrangements, collaborative work, the peer pairing strategy, learning through play, and tiered assignments. Inductive thematic analysis was used to analyze the data based on a pre-conceived construction of the main factors of DI including differentiating content, process, and product; in response to students' readiness, learning profile, and interests. The article proposed an approach to DI that is more conducive for both the academic and social inclusion of all learners. These practices are assigned as inclusionary or exclusionary practices based on: overt versus covert differentiation; individual versus collaborative work; teacher's choice of differentiated task versus student's choice of task; and teacher's conceptualization of differentiation. [ABSTRACT FROM AUTHOR]

The study examines issues related to achieving meaningful participation in class activities as an element of social inclusion of learners with cognitive disabilities aged 14–19 years that are enrolled in educational institutions (schools/centres) during COVID-19 in United Arab Emirates. The paper relied on a qualitative approach with 5 sessions of virtual observation and 18 semi-structured virtual interviews with learners themselves and their care givers/parents as the main methodological tool given lack of access to physical means at the time of data collection during the global pandemic (2021–22). The analysis was thematic, focusing on explored and extracted main issues that impact one important aspect of the social inclusion of such learners, which is their active participation during a difficult time. The results showed that learners with cognitive disabilities faced additional several issues in addition to what members of the surrounding community dealt with during the disaster. Data revealed that they were immensely affected by the pandemic, with another layer of social isolation, lack of peer interaction as well as family restriction that is directed at them with additional measures than everyone in the household. It also showed that despite the efforts and programmes designed by schools/institutes that were in place to support their engagement in academic and social activities, participation as an important social aspect of their school lives was badly impacted. Despite calls for prioritizing such learners, the study revealed that learners with cognitive disability were constructed as 'last on the list' among class community members in terms of their participation and active engagement in different class activities. The data were purposefully collected at a time that is unlikely to be replicated for many years to come (a global pandemic), the purpose was to give a reflection on the status allocated to such individuals during hard, unusual and/or difficult times for any future practice. The paper forwards recommendations to support educational institutions to promote active participation of learners with cognitive disabilities. [ABSTRACT FROM AUTHOR]

This study explored the perceptions of special education teachers of students with intellectual disabilities at three elementary schools in Saudi Arabia regarding the instructional practices and content used for teaching such students mathematics. The research employed a qualitative multiple case study design and used an open-ended questionnaire, artifacts, and teacher interviews with 14 special education teachers. By employing thematic analysis of the data collected, the following major issues were identified: (a) there is a strong focus on teaching only numbers; (b) there is an emphasis on teaching functional life skills rather than academic mathematics skills; and (c) mathematics instruction emphasizes procedural mathematics rather than mathematical understanding, also known as conceptual mathematics. These findings illustrated that elementary school students with ID in the sample did not receive comprehensive mathematics education in terms of either content or instructional practices. It might be beneficial for future studies to replicate and extend this research to incorporate observations of the classroom to obtain objective data on teachers' actual practices while instructing students with ID in mathematics. [ABSTRACT FROM AUTHOR]

Introduction: Constraint-induced movement therapy has been shown to be effective in a sub-group of sub-acute stroke survivors but has not been widely implemented in the United Kingdom. This study explored therapist and stroke survivor perceptions and experiences of constraint-induced movement therapy and explored the non-agreement (incongruence) and agreement (congruence) of these perspectives. Method: Consenting occupational therapists (n = 3) and physiotherapist (n = 5) participated in a focus group discussion. Four-stroke survivors undertook pre- and post-constraint-induced movement therapy interviews. Stroke survivor participants selected and undertook an evidence-based constraint-induced movement therapy protocol. Focus groups and interview audio recordings were independently analysed thematically. Therapist and stroke survivor views were subsequently synthesised using meta-ethnographic principles. Findings: Four over-arching themes were identified: motivation and determination to participate in constraint-induced movement therapy; who benefits; which protocol; making constraint-induced movement therapy feasible. The final over-arching theme comprised five sub-themes: fatigue and sleep; pain; transport; need for support; training, support and mentorship for therapists. Stroke survivors and therapists held contrasting views on three themes. Conclusion: Participating stroke survivors successfully undertook a self-selected, evidence-based constraint-induced movement therapy protocol. The identified enablers and barriers should inform future constraint-induced movement therapy protocol development. The contrasting views held by therapists and stroke survivors reinforce the need for collaborative communication and opportunity for choice during constraint-induced movement therapy. [ABSTRACT FROM AUTHOR]

Introduction: This paper explores the impact that early-stage dementia has on everyday activities from the perspective of people living with dementia, their supporters and occupational therapy practitioners. Method: People living with dementia and their supporters (n = 10), and occupational therapy practitioners (n = 21) took part in semi-structured interviews, with transcripts analysed thematically. Findings: Six primary themes were identified across participants, namely: (1) 'Everybody seems to be different, [but] they are similar'; (2) An awareness of change: 'Something's not quite right'; (3) ' Changes ' and ' difficulties ' associated with complex and unfamiliar activities; (4) Social withdrawal and exclusion: 'I've felt like I was a leper'; (5) Post-diagnostic mental health: '... a dark place '; and (6) A process of adaptation: 'I'm still who I am, I can still do things...' Conclusion: Findings indicate that occupational therapy intervention programmes for people living with early-stage dementia should target difficulties associated with a broad range of activity types, and include components that target mental health and motivational needs. The study adds to existing knowledge about the need to personally tailor interventions to ensure that they meet individual needs, experiences, and circumstances. Findings will inform the development of an occupational therapy intervention programme theory (theory of change) for early-stage dementia. [ABSTRACT FROM AUTHOR]

Introduction: Fatherhood is a significant transition in a man's life, introducing new challenges. Yet men's experiences of this period remain poorly understood. Occupational therapists possess skills and knowledge to support individuals during transition. This study explored the experiences of men during the transition to fatherhood over the first postnatal year. Method: Underpinned by an occupational therapy theoretical perspective, a systematic review was conducted. Following searches of databases: AMED, CINAHL, Medline and PsycINFO, qualitative studies meeting selection criteria were retrieved and quality assessed. Data was extracted and synthesised using an established meta-ethnographic approach. Findings: Seven articles were included in the review. Four interconnected themes: (1) A New Occupational Identity, (2) Relationship Changes, (3) Challenges and Impact, (4) Unmet Occupational Needs, and four subthemes: Roles and Responsibilities, and Adjusting Priorities (theme 1); An Emotional Journey and Exhaustion (theme 3) were identified. Discussion: Fathers' postnatal transitional experiences were reflective of a journey of adjustment and growth. Experiences indicated the requirement for greater support of fathers throughout the antenatal and postnatal transition. Occupational therapists have the skills to work with fathers to balance occupations, manage fatigue and adjust to new roles. Further research should focus on understanding experiences of men in under-represented groups. [ABSTRACT FROM AUTHOR]

Introduction: Assistive equipment and technology (AE&T) is often part of occupational therapy practice for individuals with multiple sclerosis (MS). We aim to explore the acceptability and usability of AE&T by people with MS from the perspective of occupational therapists. Methods: Our study applied a qualitative descriptive design, using semi-structured interviews conducted with five qualified occupational therapists with at least 6 months of experience in providing occupational therapy to adults with MS. Reflexive thematic analysis was used for data analysis. Findings: Three developed themes describe the occupational therapists' experiences: 'The cognitive impact of the illness rather than the physical', 'There's a drive to not let the MS win' and 'They have to experience it by doing'. Therapists perceive cognitive changes, the meaning of technology and a person-centred approach as elements influencing the acceptability and usability of AE&T. Conclusion: Our findings highlight the importance of using core occupational therapy principles and approaches to best support people with MS in using AE&T effectively. [ABSTRACT FROM AUTHOR]

To date, most efforts to decolonise curricula have focussed on the arts and humanities, with many believing that science subjects are objective, unbiased, and unaffected by colonial legacies. However, science is shaped by both contemporary and historical culture. Science has been used to support imperialism, to extract and exploit knowledge and natural resources, and to justify racist and ableist ideologies. Colonial legacies continue to affect scientific knowledge generation and shape contemporary research priorities. In the biomedical sciences, research biases can feed into wider health inequalities. Reflection of these biases in our taught curricula risks perpetuating long‐standing inequities to future generations of scientists. We examined attitudes and understanding towards decolonising and diversifying the curriculum among students and teaching staff in the biomedical sciences at the University of Bristol, UK, to discover whether our current teaching practice is perceived as inclusive. We used a mixed methods study including surveys of staff (N = 71) and students (N = 121) and focus groups. Quantitative data showed that staff and students think decolonising the curriculum is important, but this is more important to female respondents (P < 0.001). Students are less aware than staff of current efforts to decolonise the curriculum, while students from minority ethnic groups feel less represented by the curriculum than white students. Thematic analysis of qualitative data revealed three themes that are important for a decolonised curriculum in our context: rediscovery, representation and readiness. We propose that this '3Rs framework' could guide future efforts to decolonise and diversify the curriculum in the biomedical sciences and beyond. [ABSTRACT FROM AUTHOR]

BACKGROUND: Pulmonary function tests (PFTs) have historically used race-specific prediction equations. The recent American Thoracic Society guidelines recommend the use of a race-neutral approach in prediction equations. There are limited studies centering the opinions of practicing pulmonologists on the use of race in spirometry. Provider opinion will impact adoption of the new guideline. The aim of this study was to ascertain the beliefs of academic pulmonary and critical care providers regarding the use of race as a variable in spirometry prediction equations. METHODS: We report data from 151 open-ended responses from a voluntary, nationwide survey (distributed by the Association of Pulmonary Critical Care Medicine Program Directors) of academic pulmonary and critical care providers regarding the use of race in PFT prediction equations. Responses were coded using inductive and deductive methods, and a thematic content analysis was conducted. RESULTS: There was a balanced distribution of opinions among respondents supporting, opposing, or being unsure about the incorporation of race in spirometry prediction equations. Responses demonstrated a wide array of understanding related to the concept and definition of race and its relationship to physiology. CONCLUSIONS: There was no consensus among providers regarding the use of race in spirometry prediction equations. Concepts of race having biologic implications persist among pulmonary providers and will likely affect the uptake of the Global Lung Function Initiative per the American Thoracic Society guidelines. [ABSTRACT FROM AUTHOR]

Background: Informal caregivers contribute substantially to the self-care of people with heart failure (HF) by helping with concrete and interpersonal tasks. Time perception and management are essential issues among caregivers. However, investigators have not explored this topic in caregivers of people with HF. Objectives: The aim of this study was to describe the perceptions and challenges of the timemanagement experience among caregivers who support the self-care efforts of their relatives with HF. Methods: Adult informal caregivers of patients with HF, taking care of the patient for at least 3 months and without cognitive limitations, were recruited from Spain, Italy, and the Netherlands. Data were collected using semistructured interviews. Maryring's qualitative content analysis strategy with both a deductive and an inductive approach was used for analysis. Results: We enrolled 50 participants (20 Italians, 19 Spanish, and 11 Dutch). Caregivers had a mean (SD) age of 62.8 (12.8) years and were mostly female (84%). They dedicated 31.2 (SD, 21.7) hours per week to providing caring activities for their patients. After extracting 33 codes from their qualitative interview data, we summarized them into 8 categories and identified 4 main themes: (1) time for yourself, (2) housemanagement, (3) time for the patient (dedicated to directing care), and (4) time for own socialization. Conclusion: Caregivers navigate the complexity of time management by balancing dedicated time for supporting patients with HF and their own personal time. [ABSTRACT FROM AUTHOR]

Experiencing extreme adversity — such as homelessness, abuse, or incarceration — creates barriers for educational success. Yet, there is a dearth of literature on the higher education pathways of students who experienced adversity (SEA). A researcher-practitioner collaboration aimed to understand the structural challenges SEA navigated on campus and the factors promoting their resilience and retention. Ten SEA-identified students participated in semi-structured in-depth interviews. Using thematic analyses, we constructed three themes describing challenges they encountered, including experiencing a lack of community, safety concerns, and stigmatization. We also noted four themes reflecting resilience, including how SEA found a sanctuary through a campus program, gave back to similar others, reframed stigmatization, and gained personal strength through networks. An anti-deficit framework helped identify how SEA are leveraging their community strengths and past experiences to thrive in institutions still not fully prepared to serve them. We offer recommendations for how institutions can be more inclusive of SEA. [ABSTRACT FROM AUTHOR]

Copyright of Nordic Nursing Research / Nordisk Sygeplejeforskning is the property of H. Aschehoug & Co. (W. Nygaard) AS 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.)

Population aging is becoming one of society’s priority issues. An assumption is that it is beneficial (the benefits for the individual and society are shown in the text) for people currently of working age (representatives of Generation X) to anticipate their old age. In this article, the results of a qualitative study are presented. The aim is to identify the adaptation strategies of representatives of Generation X toward their old age. The theoretical basis was set by reflections on generations, enriched by the metaphor of the “imperceptibly narrowing diamond.” The data collection method was an unstructured interview with a standardized list of information sought, conducted with ten people (with higher education) from Generation X. As a result of the thematic analysis, two adaptation strategies toward old age emerged for the representatives of Generation X: proactive and reactive. [ABSTRACT FROM AUTHOR]

Objective: The objective of this study was to explore childbirth experiences during COVID-19 visitor restrictions. Methods: We used a descriptive phenomen-ological approach in our study, which took place in a postpartum unit at a level IV birthing hospital in the Mideastern United States, where 3617 births occurred in 2019. Results: A total of 22 participants who were older than 18 years, who gave birth at 37 weeks gestation or more, and who had at least 1 birth experience in the United States prior to the COVID-19 pandemic participated in this study. We assessed participants' birth experiences before and during COVID-19 visitor restrictions through in-depth interviews. Participant perspectives revealed the following 6 themes after an iterative analysis: A Shared Personal Connection is a Valued Trait, A Female Support Person is Important, Nurses Went the Extra Mile, Support People Help with Decision-Making, Two is an Ideal Number of Support People, and Increased Psychological Burden. Discussion: These findings are vital to inform hospital visitor policies moving forward in the endemic reality of COVID-19 pandemic. [ABSTRACT FROM AUTHOR]

Objectives: This study aimed to explore the effects of a cognitive behavioral therapy (CBT) program on stroke patients, as well as their experiences participating in the program. Methods: This study employed a mixed-methods design, integrating qualitative case studies with quantitative analysis. We included 20 stroke patients, randomly divided into 2 groups of 10 each: an experimental group and a control group. The experimental group underwent a CBT program comprising 20 sessions, in addition to receiving general occupational therapy. Conversely, the control group participated in meditation relaxation sessions alongside their general occupational therapy. Both interventions were administered daily for 60 minutes, 5 days a week, over a 4-week period. Results: After the intervention, the experimental group exhibited significant improvements in depression, anxiety, self-efficacy, and rehabilitation motivation (p<0.01, p<0.05). In contrast, the control group only demonstrated a significant reduction in anxiety (p<0.05). A comparison of the changes between the 2 groups showed significant differences in depression and anxiety (p<0.01), but no significant differences in self-efficacy and rehabilitation motivation (p>0.05). In-depth interviews with 10 participants from the experimental group were conducted and analyzed, revealing 4 core themes: "psychological stability," "physical symptom relief," "altered daily routines," and "challenges and hopes for change." Conclusion: The findings of this study suggest that CBT programs may serve as a valuable intervention, offering psychological support and rehabilitation for stroke patients. [ABSTRACT FROM AUTHOR]

Purpose: Teacher agency plays a crucial role in teachers' professionalism and makes them capable of acting powerfully in their teaching context. The purpose of this study was to explore the role of case-based instruction (CBI) on the agency development of EFL (English as a foreign language) student-teachers. Design/methodology/approach: The study followed a descriptive narrative design and involved ten student-teachers in five CBI sessions. The data collected through different data sources, such as narratives, interviews, recorded sessions and focused groups, were analyzed using a deductive-inductive thematic analysis. Findings: The results showed that CBI has a constructive role in developing the agency of EFL student-teachers. Active participation in CBI sessions helps teachers consider their future desires. The exploration of cases in CBI sessions helps them recall past experiences that led to the development of their agency. Brainstorming ideas in CBI sessions helps teachers consider their beliefs in decision-making and analyze their past experiences. In conclusion, CBI can help develop teacher professionalism and acknowledgment of the importance of teacher agency. Originality/value: The research has addressed student-teachers' agency development through an ecological perspective and CBI. [ABSTRACT FROM AUTHOR]

Studies offering curriculum framework for institutional internalisation of criminology and forensics studies and Work-Integrated Learning (WIL) within the Criminal Justice System (CJS) are scarce. This article gives a scoping review of these concepts, which are currently presented separately, as they are from distant study fields. As a result, the objective of this article is to establish the current link between criminology and forensic studies to enhance the South African CJS and Higher Education Institutions (HEIs) curriculum frameworks, while integrating theory and practice. This qualitative scoping review was supported by the adapted version of methodology framework by Arksey, Hilary and O'Malley, Lisa of 2005 to search for approximately 9 031 relevant studies from fundamental databases and 139 000 internet sources focusing on South African context and other international countries. The Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) was used for data analysis, coupled with the inductive Thematic Content Analysis (TCA). This article confirmed that combining forensic criminology features could transform the South African CJS and HEIs offerings. For recommendations, the Qualifications Board should expedite the registration of forensic criminology as a profession consisting of professional qualification, guided by ethical and disciplinary rules. Overall, limited prioritisations, slow registration process to a "Scientific Board" and advancement of this discipline negatively affect immediate responses to achieve the WIL. The knowledge, attitudes, skills and values gained during participating in the South African Future Professors Programme (FPP) Phase 2 Cohort 1 2022-2023 offered contributions to the field of professorship thereof. [ABSTRACT FROM AUTHOR]

Copyright of African Journal of Reproductive Health is the property of Women's Health & Action Research Centre 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.)

Copyright of African Journal of Reproductive Health is the property of Women's Health & Action Research Centre 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.)

Copyright of African Journal of Reproductive Health is the property of Women's Health & Action Research Centre 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.)

Copyright of Konuralp Medical Journal / Konuralp Tip Dergisi is the property of Duzce University Medical School 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.)