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Background: Non-suicidal self-injury (NSSI) is a behaviour many counselling psychologists encounter in practice, and the way clinician's respond can have an important impact on the individual's experience of recovery. The person-centred NSSI recovery framework incorporates the voices of lived experience in understanding the multi-faceted nature of recovery. Objectives: This paper outlines important considerations for how the recovery framework can guide clinicians with respect to both therapeutic stance and intervention targets in order to support clients in navigating their experience of NSSI and recovery. Implications: Clinicians should adopt a strengths-based approach and foster self-efficacy and self-compassion with persons with lived experience. This paper provides specific recommendations for counselling psychologists and their clients, including encouraging clinicians to avoid making assumptions about the causes, meanings, and outcomes of self-injury, and to be cognizant of the non-linear nature of the recovery process. [ABSTRACT FROM AUTHOR]

This commentary brings together thoughts on the papers in this special issue and integrates research on adolescent development, resilence, and positive youth experiences that promote character development. We apply the Protective and Compensatory Experieces (PACEs) framework to the papers in the special issue. We also discuss future directions for research and interventions promoting positive youth development and characters strengths. [ABSTRACT FROM AUTHOR]

The commitment to a more sustainable world in social and environmental terms requires product design and development (PDD) models that will help achieve this goal. Based on a dialogue between theory and practice, this paper presents the reflections that led to such a sociotechnical model, including its main principles: Ergonomics Quality in Design (EQUID) 4.0. It is grounded on a broad concept of ergonomics and human factors (E/HF), going beyond the traditional, narrow view of E/HF in PDD. EQUID 2.0 included the organisational dimension in the design process but left its role only in the immediate sphere of product design. EQUID 4.0 recognises that E/HF quality in the design process depends on a higher level, i.e. the organisation itself and integrates the contributions of preceding versions in an expanded E/HF concept: one that proposes that E/HF should always include not just the social but also the environmental dimension of sustainability. THEORETICAL RELEVANCE: If a tool or method that aims to contribute to inserting E/HF into production spheres is to be proposed, there is a need to establish a conceptual framework derived from a dialogue between E/HF theory and practice in relation to quality, sustainability, and product design and development. [ABSTRACT FROM AUTHOR]

Background: Advance care planning is a process through which people communicate their goals and preferences for future medical care. Due to the complexity of the decision‐making process, decision aids can assist individuals in balancing potential benefits and risks of treatment options. Objective: While decision aids have the potential to better promote advance care planning, their characteristics, content and application effectiveness are unclear and lack systematic review. Therefore, we aimed to explore these three aspects and establish a foundation for future research. Design: Scoping review. Methods: This scoping review adheres to the framework proposed by Arksey and O'Malley and the PRISMA‐ScR list. Six English‐language databases were systematically searched from the time of construction until 1 December 2023. Two researchers conducted the article screening and data extraction, and the extracted data was presented in written tables and narrative summaries. Results: Of the 1479 titles and abstracts, 20 studies fulfilled the inclusion criteria. Types of decision aids were employed, mainly websites and videos. Decision aid's primary components center around 11 areas, such as furnishing information, exploring treatment and care preferences. The main manifestations were a significant increase in knowledge and improved recognition of patients' target value preferences. Among the aids, websites and videos for advance care planning have relatively high content acceptability and decision‐making process satisfaction, but their feasibility has yet to be tested. Conclusions: Decision aids were varied, with content focused on describing key information and exploring treatment and care preferences. Regarding application effects, the aids successfully facilitated the advance care planning process and improved the quality of participants' decisions. Overall, decision aids are efficient in improving the decision‐making process for implementing advance care planning in cancer and geriatric populations. In the future, personalised decision aids should be developed based on continuous optimization of tools' quality and promoted for clinical application. Reporting Method: The paper has adhered to the EQUATOR guidelines and referenced the PRISMAg‐ScR checklist. No Patient or Public Contribution: This is a review without patient and public contribution. Registration: https://doi.org/10.17605/OSF.IO/YPHKF, Open Science DOI: 10.17605/OSF.IO/YPHKF. [ABSTRACT FROM AUTHOR]

Intersectoral collaborations are recommended as effective strategies to reduce health inequalities. People most affected by health inequalities, as are people living in poverty, remain generally absent from such intersectoral collaborations. Community-based participatory research (CBPR) projects can be leveraged to better understand how to involve people with lived experience to support both individual and community empowerment. In this paper, we offer a critical reflection on a CBPR project conducted in public housing in Québec, Canada, that aimed to develop intersectoral collaboration between tenants and senior executives from four sectors (housing, health, city and community organizations). This single qualitative case study design consisted of fieldwork documents, observations and semi-structured interviews. Using the Emancipatory Power Framework (EPF) and the Limiting Power Framework (LPF), we describe examples of types of power and resistance shown by the tenants, the intersectoral partners and the research team. The discussion presents lessons learned through the study, including the importance for research teams to reflect on their own power, especially when aiming to reduce health inequalities. The paper concludes by describing the limitations of the analyses conducted through the EPF–LPF frameworks and suggestions to increase the transformative power of future studies. [ABSTRACT FROM AUTHOR]

Introduction: Implementing occupation‐based practice in low‐resourced settings can be challenging especially when working with children with HIV/Aids whose daily occupation of play is often affected by their health condition and other contextual factors such as poverty or stigma. Aim: The aim of this paper is to obtain consensus from experts on the content and application of a play‐based intervention for children with HIV/Aids living in a low‐resourced setting. Methods: A Delphi study involving two rounds using an online survey format was conducted with experts from the field of child development, play and/or HIV/Aids. Consensus agreement was reached when at least 70% of Delphi experts rated each item at 3 or higher on a 5‐point Likert scale. Consumer and Community Involvement: This paper is part of a multi‐stage study that involved input and feedback from families of children who were born HIV/Aids, occupational therapists working with families of children with HIV/Aids, and input from local and international experts working with people with HIV/Aids. Results: Thirty‐seven experts completed the first round, and 35 completed the second round of the study. Consensus was achieved on the application of the Cooper's Model of Children's Play, techniques to be used and the structure of the intervention. Experts also agreed on the inclusion of a pre‐intervention workshop as part of the play‐based intervention. Discussion and conclusion: The consensus on the content and application of a play‐based intervention framework through a process of gaining expert perspectives provides confidence that the intervention planned to promote play for children with HIV/Aids living in low‐resourced settings is likely to be effective. Key Points for Occupational Therapy: Occupation‐based practice is challenging when working with children with HIV/Aids in low‐resourced settings.Consensus was achieved on the play‐based intervention's theoretical model, techniques to be used, and the structure.Consensus from experts provides confidence that the intervention planned is likely to be effective. [ABSTRACT FROM AUTHOR]

Background: AI can positively influence teaching by offering support for classroom management, creating inclusive learning environments, enhancing digital skills, personalizing teaching methods, and strengthening teacher‐student relationships. Objectives: This quantitative research study investigates the opportunities, difficulties, and consequences of incorporating AI into teacher education. Methods: Data were collected through structured questionnaires from 202 college students and 68 staff members. The analysis was conducted using SPSS software. Results: The study provides a novel contribution by its thorough investigation of the diverse effects of AI on teacher education. It offers beneficial perspectives on the possible benefits and challenges, illuminating the far‐reaching changes that AI could bring to the terrain of learning and instruction and teaching methods in the time yet to come. The research sought to assess the effect of AI adoption in teacher education across five main dimensions: (i) its influence on teaching support and classroom management, (ii) its role in creating inclusive and accessible learning environments, (iii) its contribution to improving teachers' digital literacy and computer skills, and enhancing access to digital teaching resources, (iv) its positive influence on identifying students' learning styles and facilitating the adoption of diverse teaching methods, and (v) its role in strengthening teacher‐student relationships through improved interactions. Conclusion: The findings elucidate the promising opportunities that AI presents in the field of teacher education, along with the obstacles that require resolution for the effective fusion of AI educational settings. Lay Description: What is currently known about this topic?: AI has the potential to enhance various aspects of teaching, including classroom management and personalizing teaching methods.Incorporating AI into education has garnered significant interest due to its perceived benefits in improving learning outcomes. What does this paper add?: This paper provides a comprehensive investigation into the effects of AI adoption in teacher education, highlighting both the opportunities and challenges associated with its implementation.It offers insights into how AI can influence different dimensions of teaching, such as classroom management, learning environment inclusivity, and teacher‐student relationships. Implications for practice/or policy: The findings of this study underscore the importance of integrating AI into teacher education programs to leverage its potential benefits in enhancing teaching practices.Policymakers and educators should consider the implications of AI adoption in education and develop strategies to address challenges while maximizing the advantages of AI technologies in teaching and learning. [ABSTRACT FROM AUTHOR]

Background: Instructional videos constitute a pivotal component in flipped learning. Despite their significance, there is a dearth of research specifically dedicated to instructional videos within the context of flipped classrooms. This paucity has led to an empirical void in verifying the efficacy of instructional videos in flipped learning environments. Objectives: The present study endeavours to contribute to the extant literature on flipped pedagogical practices by providing empirical evidence regarding the effectiveness of instructional videos in flipped learning environments. Methods: This study employs a convergent mixed‐methods design. Forty‐five instructional videos in three subtypes were administered in two classes over a 15‐week semester. Data, both quantitative (log data from the learning management system) and qualitative (from focus group discussions at two time points), were concurrently collected from a flipped class (n = 25) and a blended class (n = 28) with the aim of gauging student engagement and learning outcomes in the flipped class and understanding video‐viewing features typical of the flipped class. Results: Both datasets corroborated that participants in the flipped class outperformed their counterparts in the blended class in terms of video‐watching, peer interaction, knowledge retention, and transfer skills. Conclusions: The instructional videos within the flipped classroom setting serve to enhance student engagement in the learning process and improve learning outcomes. The efficacy of these instructional videos in flipped learning can be further augmented through strategic approaches in both their design and implementation. Lay Description: What is currently known about this topic: The flipping pedagogy is conducive to learning.Videos play a crucial role in flipped learning.Videos prepared students for classroom activities.However, engaging students with pre‐class videos presents a challenge. What this paper adds: This paper furnishes direct empirical evidence supporting the effectiveness of instructional videos in flipped learning.It uncovers factors affecting student engagement with videos in flipped learning.It offers insights into the design and implementation of videos in flipped learning. Implications for practice: Considering facilitating conditions and affective factors when creating videos.Acknowledging learner characteristics when designing videos.Utilizing instructional strategies when implementing videos. [ABSTRACT FROM AUTHOR]

Background: Both socially regulated learning and cognitive quality are important factors affecting collaborative knowledge building, but the current research lacks a joint quantified evaluation method that combines these two aspects. Objectives: Based on the existing framework, we proposed a joint evaluation method for regulated learning and cognitive quality in collaborative knowledge building, and further extracted the evaluation indicators. Methods: This study involved 74 learners enrolled in a course named 'the Application of Modern Educational Technology' as the subject of study, and made a case analysis with this method. Results and Conclusions: First, the indicators of this joint evaluation method could complement the indicators of traditional frequency statistics methods and facilitate an analysis of regulated learning and cognitive quality in collaborative knowledge building. Second, the group with a higher proportion of high‐level cognitive quality and socially shared regulation in collaborative knowledge building achieved better final scores. Finally, four types of groups were obtained through clustering: excellent, risky, mixed group, and highly collaborative group. This study introduced a joint evaluation method for regulated learning and cognitive quality in collaborative knowledge building and provides suggestions for future research. Lay Description: What is currently known about this topic?: Online collaborative knowledge building is increasingly important.Regulated learning and cognitive quality are considered very important for successful collaborative learning.Without quantitative methods, it is difficult to assess regulated learning and cognitive quality during collaborative knowledge building in a timely manner. What does this paper add?: This paper provided a joint evaluation method of regulated learning and cognitive quality (JERC) for online collaborative knowledge building.A case study was conducted to identify JERC's usefulness. Using descriptive statistics and visualization, it was determined that indicators of JERC can not only capture the state of cognitive quality and regulated learning status, but also elucidate the nature of that status (i.e., comprehensive, dynamic, cyclical).Through clustering analysis, four distinct groups were identified, each exhibiting different characteristics and moving patterns of regulated learning and cognitive quality over time. These patterns indicate that the quality of cognitive and regulatory learning cannot be determined solely by behavioural frequency. Moreover, an excessive proportion of individual regulation cannot predict better learning performance. Implications for practice: A computable representation model of regulated learning and cognitive quality was constructed to support automated perception and intervention in regulated learning and cognitive processing.With JERC, it is possible for researchers to capture, process, analyse and predict dynamic data to examine online collaborative knowledge building combined with shared physiological arousal events.The results of JERC can be used by researchers to develop advanced techniques, such as AI deep learning, for designing adaptive supports that can foster students' online collaborative knowledge building. [ABSTRACT FROM AUTHOR]

This paper proposes a multi-method olfactory inquiry to document the rich ways in which children's sense of smell is embodied and embedded in an interplay of senses and socio-spatial relationships. I approach olfaction as a conceptual strategy and connect it to socio-material and socio-spatial theories to illustrate the ways in which close empirical attention to olfaction can provide new insights into children's sensory experiences. An olfactory research inquiry rests on traditional (e.g. SmellMaps and SmellLogs) and speculative (e.g. Ododata and Olfactoscapes) olfactory techniques that invite adults' and children's agentic responses to odours through relational, dynamic, and non-linguistic modes. As a critical sub-methodology of sensory inquiries, olfactory inquiry can help us re-think normative, homogenizing, mind-body relations in early childhood research and practice. [ABSTRACT FROM AUTHOR]

Aim: To identify barriers and facilitators impacting the implementation of a comprehensive transfer program aimed at parents of adolescents with chronic illness in clinical practice. Design: A real‐time, qualitative process evaluation. Methods: Individual interviews were conducted with 10 nurses and seven physicians from paediatric and adult outpatient clinics: Nephrology, hepatology, neurology, and rheumatology. Data were analysed through the lens of normalization process theory. Results: Themes were framed within the theory's four components. (1) Coherence: Healthcare professionals' views on their core tasks and on the parents' role influenced their perception of the program. (2) Cognitive participation: A named key worker, autonomy, and collaboration impacted healthcare professionals' involvement in the program. (3) Collective action: Department prioritization and understanding of the program's aim were key factors in its successful delivery. (4) Reflective monitoring: Participants experienced that the program helped parents during transfer but questioned if the program was needed by all families. Conclusion: We identified three barriers: Healthcare professionals' lack of understanding of the parental role during transfer, top‐down decisions among nurses, and physicians' uncertainty about their role in joint consultations. Facilitators: Healthcare professionals' understanding of the program's purpose and expected effect, the nurses' significant role as named keyworkers, and good collaboration across paediatric and adult departments. Implications for the Profession and/or Patient Care: Implementation strategies should be developed before implementing a transfer program in clinical practice. Impact: Implementing a parental transfer program in clinical practice can be challenging. Therefore, for successful implementation, it is crucial to identify barriers and facilitators.Barriers and facilitators exist at the personal, professional, and organizational levels, and it is important to understand them.The results of this qualitative study could support the implementation of transfer programs in other settings. Reporting Method: Consolidated criteria for reporting qualitative studies (COREQ). Patient or Public Contribution: No patient or public contribution. What does this paper contribute to the wider global clinical community?: Nurses' and physicians' experiences of ownership of the transfer program is essential for successful implementation.Clinics should appoint a named keyworker, preferably a nurse, as the driving force during the implementation of a transfer program.Nurses and physicians should receive training about the purpose, justification, and expected effect of a transfer program before implementation. [ABSTRACT FROM AUTHOR]

Aim: To highlight the value of utilizing the Listening Guide methodology for nursing research and provide an exemplar applying this methodology to explore a novel concept in an underrepresented group—inner strength in persons newly diagnosed with mild cognitive impairment along with their care partners. Design: Methodology discussion paper. Methods: The exemplar study used the Listening Guide methods for data elicitation and analysis. Methods included adaptations for the study population and novice qualitative researchers. Results: The Listening Guide methodology with adaptations enabled the research team to centre the voices of persons living with mild cognitive impairment, highlight an abstract phenomenon and attend to the influences of the sociopolitical context. Further, this methodology helped address common challenges emerging qualitative researchers encounter, including understanding methods of application, engaging reflexively and immersing in the data. Conclusion: The Listening Guide is a voice‐centred qualitative methodology that is well suited to foreground the experiences of groups underrepresented in research and explore emerging phenomena. Implications for Nursing: Nurses are central to striving for health equity. The Listening Guide methodology offers a valuable and accessible research tool to understand the experiences and needs of underrepresented groups and shape healthcare in response. Impact: The Listening Guide methodology can be broadly applied to research with persons with mild cognitive impairment, and other underrepresented groups, to explore other phenomena beyond inner strength and move the science forward in representing the perspectives of groups underrepresented by research. Patient or Public Contribution: Persons living with cognitive impairment and their care partners participated in study conceptualization, interview guide development, methods development and dissemination plans. [ABSTRACT FROM AUTHOR]

Cryoablation is a well-established medical procedure for surgically treating atrial fibrillation. Cryothermal catheter therapy induces cellular necrosis by freezing the insides of pulmonary veins, with the goal of disrupting abnormal electrical heart signals. Nevertheless, tissue damage induced by cold temperatures may also lead to other complications after cardiac surgery. In this sense, the simulation of catheter ablation can provide safer environments for training and the performance of cryotherapy interventions. Therefore, in this paper, we propose a novel approach to help better understand how temperature rates can affect this procedure by using computer tools to develop a simulation framework to predict lesion size and determine optimal temperature conditions for reducing the risk of major complications. The results showed that a temperature profile of around −40 °C caused less penetration, reduced necrotic damage, and smaller lesion size in the tissue. Instead, cryotherapy close to −60 °C achieved a greater depth of temperature flow inside the tissue and a larger cross-section area of the lesion. With further development and validation, the framework could represent a cost-effective strategy for providing personalized modeling, better planning of cryocatheter-based treatment, and preventing surgical complications. [ABSTRACT FROM AUTHOR]

A broad range of health professionals can obtain the authority to prescribe in the UK upon successful completion of an accredited non-medical prescribing programme. Since the Covid-19 pandemic, many approved education institutions have adopted more permanent blended approaches to their programmes. This literature review aims to explore blended approaches to delivering postgraduate education to health professionals, with a view to improving the performance and satisfaction of students undertaking non-medical prescribing programmes. Seven papers were selected from a database search; five were research literature and two practice literature. The results suggest that social constructivism and laying a 'foundation' for effective study are key to student satisfaction. Advising students to engage with the provider's Virtual Learning Environment before a programme commences, dividing students into small groups that are designed to create communities of practice, scheduling face-to-face activities to provide early opportunities for social interaction and further research are recommended to enhance education for non-medical prescribers. [ABSTRACT FROM AUTHOR]

Community-based participatory action research can facilitate counseling psychologists' engagement in social justice to benefit Black people's mental health. One way to improve Black mental health is to equip credible and trustworthy community members with mental health knowledge and skills to support other community members experiencing mental health challenges. This study presents the Neighborhood Healers Project—a community-based participatory action research project that trains Black adults (Neighborhood Healers Fellows) in Mental Health First Aid (MHFA). During the inaugural 12-month fellowship year, we collected longitudinal qualitative data from N = 20 Fellows on the relevance of MHFA to Black people. In this paper, we examined their responses using reflexive thematic analysis. Findings included two themes with affiliated subthemes: (a) Liberatory Paradigm Shift and (b) For Us By Us: Culturally Relevant Curriculum. We conclude with implications for counseling psychologists. [ABSTRACT FROM AUTHOR]

Introduction: The World Health Organization (WHO) adopted the International Classification of Functioning, Disability and Health (ICF) in 2001. The classification provides a framework for the standardised description of functioning and disability using health and health-related domains. The implementation of the ICF is diverse and has a wide range of applications. A thorough understanding of the ICF classification is essential for successful implementation. We developed and delivered an in-person interactive ICF training to facilitate the implementation of the ICF in Germany. The aim of this paper is to present the evaluation of this in-person interactive ICF training. Methods: The evaluation was conducted with questionnaires assessing the organisation of the workshops and the knowledge gained during the training using Likert scaled questions. Open-ended questions were used to gather feedback on the further development of the ICF training. Data were analysed descriptively using absolute and relative frequencies. Open-ended questions were analysed qualitatively. Results: Between 2017 and mid-2020, a team of trainers at the Chair of Public Health and Health Services Research (IBE) at LMU Munich organised 12 inperson interactive ICF trainings with a total of 191 participants. In total 151 participants filled in the questionnaires (response rate: 79.1%). The participants professional backgrounds were primarily in the social sector (n = 76; 50.3%), clinical sector (n = 36; 23.8%), and administrative sector (n = 31; 20.5%). 42.4% of the participants strongly agreed that the content was relevant to their work, while an additional 51.0% almost agreed. According to this evaluation, 82.1% of the participants would recommend the training to others. Discussion: A numberof constructive suggestions and proposalswere made for the further development of the training programme. Thesemainly related to the content of the training, such as the themes of children and youth and integration assistance. [ABSTRACT FROM AUTHOR]

The use of a common language in interprofessional collaboration is essential. The World Health Organization's International Classification of Functioning, Disability and Health (ICF) has been identified as a unifying framework for interprofessional collaboration and the identification of client needs. Higher education institutions (HEIs) offer ICF framework education to students but is it enough to enable graduated professionals to implement the ICF in clinical work? In our experience, the ICF education provided by HEIs does not meet the requirements of clinical practice, which might be due to gaps in teaching ICF to students (education) and specific requirements for teaching ICF to professionals already working in rehabilitation (training). This paper discusses the need for the ICF training in practice and ways to address it. Although many rehabilitation center professionals had previously received ICF education provided by the HEIs, the rehabilitation centers felt the need to develop their own practical training materials that could be applied to their own environment. Overall, 18 different ICF-based materials were developed during the Erasmus+ project called INPRO to promote person-centered and interprofessional practice in the rehabilitation centers. The practical training using real cases was considered valuable. It could be further developed in cooperation with HEIs and vice versa. It could also be used to teach students, i.e., future colleagues. To deepen and broaden the integration of the different materials based on the ICF, it is important to continue the interactive discussion between HEIs and clinical practice, and between management and its staff. [ABSTRACT FROM AUTHOR]

Introduction: The United Nation's Sustainable Development Goal (SDG) 6 calls for universal access to clean water, sanitation and hygiene (WASH), which are crucial elements of health and well-being and fundamental for a life in dignity. Early childhood caries (ECC) is a preventable disease affecting health and quality of life of millions of young children worldwide. This scoping review aims to explore the connection between ECC and access to clean water and sanitation. Methods: This scoping review, registered on the Open Science Framework and following PRISMA-ScR guidelines, conducted a thorough search in databases (PubMed, Web of Science, Embase, Google Scholar, SciELO) and websites (via Google) in November 2023. The search, without date limitations, targeted studies in English and Spanish linking ECC to SDG6. Exclusions were made for studies solely focusing on ECC without a direct connection to clean water and sanitation. Descriptive statistics summarized the retrieved papers. Results: The initial search yielded 303 articles. After removing duplicates, 264 articles remained for title and abstract screening after which 244 were excluded and one report was added through citation searching. The 21 remaining articles underwent full text review. There were no studies on a direct association between access to clean water and sanitation and the prevalence of ECC. There were nine studies that showed indirect associations between ECC and access to clean water and sanitation through the links of: water and sanitation access as a marker for poverty (n = 1), water consumption as a feeding practice (n = 4), and the effectiveness of water fluoridation (n = 4). These were used to develop a conceptual model. Conclusions: While it is conceivable that a direct link exists between ECC and access to clean water and sanitation, the available body of research only offers evidence of indirect associations. The exploration of potential pathways connecting water access to ECC warrants further investigation in future research. [ABSTRACT FROM AUTHOR]

Emotionally-based school avoidance (EBSA) is an important driver of persistent school absenteeism and may have worsened in the context of COVID-19. This paper describes the development of a brief parent-focused psychosocial intervention with the goal to address the lack of accessible early interventions for EBSA. The developmental process used a person-based approach with two phases. In Phase 1, qualitative data were collected about intervention preferences and priorities from N = 10 parents and N = 7 practitioners in a series of co-design workshops. Phase 2 refined an intervention blueprint based on iterative consultations with N = 4 parents and N = 3 practitioners. Framework analysis was used to organise findings around key intervention parameters, including relevant mechanisms, content, and delivery methods needed to provide effective, acceptable and feasible support for families affected by EBSA. The resulting blueprint incorporates three online modules to be delivered over three weeks with each module consisting of psychoeducational videos, self-completed learning tasks and a corresponding coaching session. Respective module content includes: (i) self-care strategies to increase parent wellbeing and self-efficacy; (ii) parenting strategies to change behavioural patterns that maintain child distress and avoidance of school; and (iii) strategic communication strategies to increase the quality of home-school relationships. The blueprint has been developed into a full prototype for a forthcoming feasibility study. Plain language summary: Since the onset of the Covid-19 pandemic, there has been a noticeable increase in children missing school. One significant contributor to this rise in absences is Emotionally-Based School Avoidance (EBSA). EBSA refers to a situation where a child stays home from school due to feelings of anxiety and distress about attending. Accessing timely support for children with EBSA can be difficult due to lengthy waiting lists for child and adolescent mental health services. This paper outlines the creation of a new, brief psychosocial intervention aimed at helping parents support their child experiencing EBSA. The development process involved two phases. In the first phase, we collaborated with 10 parents and 7 practitioners to gather ideas about the kind of support families require, what should be included in the intervention, and how to make it practical for families to use. Based on these discussions, we formulated a plan for the new intervention. The second phase refined this plan of the intervention to ensure its suitability for families. The intervention is called ISAAC: Intervention for School Anxiety and Absenteeism in Children. ISAAC consists of three online modules to be completed by parents over a three-week period. Each module includes videos, reflection activities and homework tasks which help the parent learn a new skill or try a different way of responding to their child's anxiety about attending school. Parents are also supported by a coach. The first module encourages parents to take care of their own wellbeing and manage stress. The second module helps parents to learn new ways to respond to their child's distress related to school attendance, while the third module provides guidance on effective communication with the child's school. The next step for this intervention is to see whether it is agreeable to parents and practical to deliver in the real-world. [ABSTRACT FROM AUTHOR]

This paper examines moral dilemmas faced by family caregivers of older adults who employ live-in migrant care workers. Being both a family caregiver as well as an employer of a live-in migrant care worker often puts family members at a crossroad, where moral decisions must be made. Lacking a formal role, family members do not have a professional code of ethics or other clear rules that can guide their actions, and their choices are rooted in cultural, community, familial, and personal values. This paper discusses moral dilemmas that result from family caregivers' dual commitment, to the wellbeing of their older sick relative who is the recipient of care, and to the wellbeing of the live-in care worker whom they employ. The paper uses relational ethics as a theoretical framework to discuss three cases that involve complex moral decision making in real life. [ABSTRACT FROM AUTHOR]

This paper reports on how service providers and academic researchers partnered to support the journey of a primary prevention organization in western Canada as they reviewed their programming against an evidence-based practice (EBP) framework. The process allows the organization to increase their EBP culture by encouraging staff understanding and uptake of their nine family support programs. It also informs service users and other stakeholders of the evidentiary status of different kinds of support services. In this way, the families become more informed and engaged partners who might easily evaluate the respective risks and benefits of the various applications. As part of the process, an evidence-based framework used a common language to assess the efficacy of the respective nine programs. All nine programs are now mapped into the EBP framework. This review allows staff to become more intentional and informed about the EBPs they employ to support vulnerable families and to use this knowledge to better inform the families with whom they work. This paper and the process the agency followed can be a model for other organizations who serve families experiencing short-term housing crisis, provide infant nursery care, and other support services for families with young children. [ABSTRACT FROM AUTHOR]

Background: Maintenance of speech outcomes following speech‐language therapy (SLT) in Parkinson's disease (PD) is an unmet expectation of people with PD (PWPD) and poorly defined in SLT practice. PD Check‐In, a model for supported self‐managed maintenance of speech following Lee Silverman Voice Treatment (LSVT) LOUD was investigated. Aims: To investigate the impact of the semi‐structured component of PD Check‐In on the adoption of self‐management concepts and behaviours and the identification of facilitators, barriers and strategies for speech maintenance by PWPD over 24 months post‐treatment. Methods and procedure: Following LSVT LOUD, 16 PWPD participated in individual PD Check‐In semi‐structured discussions with a SLT at 6 and 12 weeks, and 6, 12 and 24 months post treatment. A two‐stage qualitative content analysis was applied: directed content analysis using categories from the theoretical framework of PD Check‐In followed by inductive content analysis to identify subcategories. Outcomes and results: Statements from PWPD indicated adoption of seven concepts of self‐management across participants and across time. Six concepts from the theoretical framework of PD Check‐In (partnerships, self‐reflection, maintenance barriers and facilitators, revision of LSVT LOUD skill, goal setting and maintenance strategies), and one new category, participation, emerged from the analysis. Self‐reflection, maintenance facilitators and barriers and participation were most prevalent in discussions. PWPD identified facilitators, barriers and strategies for maintenance across time points. Conclusions and implications: Statements from PWPD indicated a positive impact of SLT‐supported self‐management of speech using self‐tailored strategies for sustainable maintenance according to their individual circumstances and needs. WHAT THIS PAPER ADDS: What is already known on this subject: People with Parkinson's disease (PWPD) have expressed their need for speech‐language therapy (SLT) services that are accessible for the duration of the condition and responsive to their expectation of maintaining speech following treatment. Outcomes for maintenance of the treatment effect following Lee Silverman Voice Treatment (LSVT) LOUD are variable. What this paper adds to existing knowledge: This study presents the outcomes of five PD Check‐In interventions delivered in semi‐structured discussions between PWPD and a SLT over 24 months following LSVT LOUD for the development of self‐management skills and behaviours. PWPD adopted self‐management positively using self‐tailored strategies for sustainable maintenance according to their individual circumstances and needs. What are the potential or actual clinical implications of this work?: PWPD responded positively to the individual development of self‐management skills and behaviours over time. Individuality and flexible responsivity are features of PD Check‐In which resonate with PWPD and speak to SLT supported self‐managed maintenance of speech as a long‐term model for PD. [ABSTRACT FROM AUTHOR]

Background: Early language delay is exacerbated by social disadvantage. Factors such as parents' low levels of literacy, confidence and self‐perception can affect the capacity to act on advice received, critical to empowerment. Methods used to achieve successful health outcomes in socially disadvantaged clinical populations may need enhancing. Aims: To compare the impact of standard parent‐based intervention (PBI) to enhanced PBI for young children with speech, language and communication needs (SCLN) and their families living in more socially disadvantaged populations. Methods and Procedures: A multicentre clustered blind randomised controlled trial was used to compare the effect of parent‐based group interventions to improve early language development with children (mean age 27.5 months) from more socially disadvantaged populations with an expressive vocabulary of 40 or less single words. Intervention sessions were delivered by a speech and language therapist, over a 20‐week period. Participants received one of two interventions: (1) Standard Care – indirect group PBI – (PBI) (2) Enhanced Care: indirect group enhanced PBI – (EPBI). Both standardised and non‐standardised measures were used as outcomes. Parent engagement in the intervention was captured through analysis of attendance and the Parent Activation Measure – Speech & Language Therapy (PAM‐SLT) (Insignia Health, 2014). The PAM measures a person's knowledge, skills and confidence to manage their own health and well‐being (NHS England, 2018). In this study, activation referred to parents' knowledge, skills and confidence to manage their child's language development. Outcomes and Results: One hundred fifty‐five participants were randomised at baseline. Children in both groups made significant improvements in the outcome on MacArthur‐Bates Communicative Development Inventories Sentence Length, from pre‐intervention to post‐intervention and 6 months post‐intervention (p < 0.05). Changes in vocabulary and expressive language skills were more equivocal, showing wide variation in confidence intervals for both groups. Where parents attended at least one intervention session almost all effect sizes were in favour of the EPBI intervention. Parents' activation levels significantly increased for both groups (EPBI p < 0.001, PBI p = 0.003), with a moderate effect size in favour of EPBI (Hedges' G 0.37, confidence interval –0.02 to 0.76), although wide variation was found. Conclusions and Implications: This trial provides some evidence of facilitating the language development of children with SLCN from more socially disadvantaged areas through supporting caregivers. However, we found variation in outcomes; some children made excellent progress, whilst others did not. Further exploration of parent engagement and its relationship to child language outcomes will be valuable to understanding more about mechanisms of change in interventions that involve parents. WHAT THIS PAPER ADDS: What is already known on the subject: Speech, language and communication needs (SLCN) have a knock‐on effect on emotional well‐being, school readiness, literacy and school attainment, putting children at increased risk of long‐term consequences such as poor literacy, mental health problems and unemployment. In disadvantaged areas, the prevalence of language difficulties is higher than elsewhere. Factors such as parents' low levels of literacy, confidence and self‐perception can affect the capacity to act on advice received, critical to empowerment. What this paper adds to existing knowledge: Children with SLCN from more socially disadvantaged areas can make improvements in their language development through parent intervention, although wide individual variation was found. There was some evidence that children achieve better outcomes with EPBI, which employed an interagency collaborative approach. Parent's engagement (activation levels) increased significantly over time with intervention, with the increase twice as big for EPBI. What are the potential or actual clinical implications of this work?: This trial provides some evidence that it is possible to facilitate the language development of children from more socially disadvantaged areas through supporting their caregivers. Further research would be useful to determine whether increases in parent engagement are related to adherence to intervention and change in child outcomes. [ABSTRACT FROM AUTHOR]

Purpose: Sociometric studies and adult reports have established that children with Language Disorder (LD) are at risk of peer relationship difficulties. However, we have limited knowledge of how children with LD understand friendship, whom they deem as a good or bad friend, and what role their friendship concepts play in their relationships with peers. This exploratory study aimed to conduct a qualitative investigation into the friendship concepts that children with LD hold and to explore their strategies for making friends. Methods: We conducted multiple, art‐informed interviews on the topic of friendship with 14 children with LD at the age of 6–8 years. Participating children were based in the United Kingdom and Republic of Ireland. They attended enhanced provision, specific speech and language classes and mainstream classrooms. We used framework analysis to map children's responses to Selman's (1979) developmental model of interpersonal understanding, which espouses a theory of children's social development within the context of peer relationships. Results: The understanding of friendship formation in children with LD varied from physical presence to mutual support and sharing. Children's ideas about a good/bad friend represented the lowest developmental stage. Participants from the mainstream classroom demonstrated the highest stages of interpersonal understanding. Children with LD did not mention their language abilities as a barrier to making friends. Conclusion: There are limited studies exploring friendship directly from children with LD, and this study provides insights into this gap, by utilising art‐informed interviews. Children's immature understanding of a good/bad friend points towards a potential susceptibility to false friends, which we suggest needs further empirical validation. We also found that children with LD did not pay attention to their language difficulties when making friends, which raises questions about the ways diagnoses are shared with children. WHAT THIS PAPER ADDS: What is already known on the subject: Children with Language Disorder (LD) are at risk of peer relationship difficulties. Studies to date are based on sociometrics and adult reports. Only a few studies employ participatory approaches to research with children, directly engaging children with LD when exploring their friendships What this paper adds: This paper directly asks children with LD about their understanding of friendship and strategies for making friends.Physical proximity and play are important to children.s understanding of friendship especially in recognising good and bad friends. This indicates potential reasons for children with LD being susceptible to false friendsAdditionally, children with LD do not perceive language and communication as a barrier to making friends. What are the potential or actual clinical implications of this work?: Concepts around friendship and good/bad friends should be routinely assessed and targeted (if appropriate) in interventions. The study highlights the need to continue discussing practices around sharing diagnoses with children with LD. [ABSTRACT FROM AUTHOR]

Background: The role of participatory health research (PHR) is increasingly acknowledged by funding bodies, researchers and civil society globally; however, it continues to be under‐represented in the speech and language therapy (SLT) research literature. This collaborative research approach is associated with the increased application of research evidence, and the generation of positive impacts in practice, policy, health systems and society. Aims: To increase researchers' and other participatory partners' understanding of PHR, and to demonstrate its applicability to research in the SLT field. Methods & Procedures: This aim is achieved through a discussion on PHR, its principles, benefits and challenges, and the evaluation of its impact. A recently developed evaluation framework to support the implementation of best engagement practices is examined, and recommendations for how this framework can be used to plan and evaluate engagement in participatory stuttering research is presented. Main contribution: This paper serves as an important conversation on the value of PHR to SLT research, and presents guidance to support its increased implementation in this research field. Conclusions & Implications: Conclusions & Implications: PHR remains an under‐represented research approach in the SLT literature, despite increasing evidence demonstrating its effectiveness and value. It offers a potential solution to the research–practice gap, and challenges the ongoing research hierarchies by democrating the process of knowledge production. WHAT THIS PAPER ADDS: What is already known on this subject: PHR is increasingly attracting the attention of funders, researchers and decision‐makers due to a growing body of evidence in support of this collaborative research approach. Despite its potential to bridge the research–practice gap, PHR remains significantly under‐represented in the SLT research literature. What this paper adds to the existing knowledge: This paper discusses the principles, benefits, challenges and impact evaluation of PHR. A recently developed evaluation framework for supporting the implementation of best engagement practices is examined. A demonstration of how this framework can be used to plan and evaluate engagement in participatory stuttering research is presented. What are the potential or actual clinical implications of this work?: Speech and language therapists play a key role in PHR, as co‐researchers contributing essential context‐based knowledge. It is therefore imperative that they understand the principles and practices of this approach in order to maximize their input in future participatory partnerships. [ABSTRACT FROM AUTHOR]

Introduction: It is necessary to re‐imagine nursing curriculums utilizing a postmodern approach, as outdated teacher‐centred methods of nursing education with emphasis on memorization versus critical thinking no longer meet the needs of the contemporary learner and the current challenges of the healthcare environment. There is an explicit need to redesign nursing curriculums that are future‐oriented, adaptive and flexible and serve the learners' best interests. Background: Distilled from a decade of teaching experience in an undergraduate, second‐degree entry, accelerated nursing program, this paper describes the construction of a learner‐centred, postmodern, concept‐based nursing curriculum that aims to foster learners' inquiry skills, critical thinking, problem‐solving, and experiential learning—all which develop learners' autonomy, self‐direction, and lifelong learning. The objective is to foster learners' transformational and emancipatory learning and metacognition. Discussion: An extensive review of the current trends, contemporary nursing knowledge for the past decade (2013–2023), and seminal literature on theories and frameworks paralleled with the review of current and future trends in Canadian and global health care, including the socio‐economic, politico and environmental contexts, led to the formulation of a concept‐based curriculum. Grounded in the constructivist paradigm, the curriculum applies interperetivist, critical, feminist, and indigenous lenses. The Strength‐Based Nursing framework was selected as the core guiding framework. The curriculum's four curricular themes and foundational pillars were adopted directly from the framework to provide a starting point for concept development. These initial themes were then juxtaposed with relevant nursing, and social theories, policies, and frameworks, ensuring a robust coverage of modern nursing knowledge and allowing for the core concepts of the curriculum to emerge. A total of 21 concepts and 192 sub‐concepts were developed. Conclusion: Implications for future practice require nursing educators to receive support and professional development opportunities in developing skills and confidence in entering a classroom as co‐learners and facilitators. [ABSTRACT FROM AUTHOR]

Purpose: This paper compares two iterations (in-person and online) of a multi-stage continuing education program for improving high-risk decision-making among mental health workers. Methods: The mixed-methods study analyzed the following: (1) physiological and psychological arousal during simulated patient interviews; (2) physiological and psychological arousal recorded during real-time decision-making over four months; and (3) thoughts on the process and outcomes of the intervention raised in reflective interviews. Findings: Quantitatively, there were no statistical differences in stress measures between in-person and online simulated interviews or decision-making logs, suggesting they were effective in eliciting reactions commonly found in challenging clinical situations. Qualitatively, participants in both iterations indicated that the intervention caused them to reflect on practice, consider a wider range of factors related to the decisions, and enact approaches to improve decision-making. Conclusions: A carefully constructed online continuing education experience can result in outcomes for experienced social workers that are equivalent to an in-person iteration. [ABSTRACT FROM AUTHOR]

Healthy aging requires the maintenance of good physical and cognitive activity. However, as they age, older adults often experience a decline in physical and cognitive activity, leading to a more sedentary lifestyle. Some older adults may not have a choice but to become increasingly sedentary as they age due to injury or deteriorated physicality. As such, they require assistive technologies to aid in their daily lives and activities to maintain healthy cognitive function. Social Robots are a newer form of assistive technology, specifically designed for social interactions and gameplay. As with other assistive technologies, compliance barriers to their acceptance and use for meaningful, seated activities among older adults are expected. To better explore this phenomenon, improve quality of life and understand what drives older adults to accept and use newer forms of technology like social robots, this conceptual paper conjoins two theoretical frameworks: The Activity Theory of Aging (ATA) and the Unified Theory of Acceptance and Use of Technology (UTAUT). As social robots hold great promise for improving the quality of life for older adults, exploring what driving factors could enable their greater acceptance and use is essential to furthering this field of study within Australia. [ABSTRACT FROM AUTHOR]

Purpose: India has been on the pathway of improvement concerning healthcare and health outcomes of its population. However, India must overcome its unique challenges and cover a long journey ahead. This mandates a need for a high-quality, contemporary and community-based health system that promises consistent and quality healthcare, is trusted and valued by all its citizens, considers the changing population needs and should be affordable and accessible. Design/methodology/approach: The study examines various dimensions and elements associated with the integrated healthcare system in India and uses input, process and output structural measures. Findings: The present paper proposes an integrated, comprehensive healthcare system in India that endorses participation from diverse stakeholders such as the government, organizations, the community and individuals who can contribute uniquely. It also focuses on defined and measurable output that can make health a topic of social movement or "Jan Andolan" and create a sustainable and integrated care system. Originality/value: The study is unique as it focuses on the role of stakeholders in health care. The research emphasized the involvement of the government, community, people and organizations in developing an integrated healthcare ecosystem that includes modern technology, skilled employees, enough finance, governance, efficient delivery platforms and top-tier infrastructure. The model's output is focused on healthcare that is inexpensive, accessible, available, accountable and user-centered. This would gradually improve everyone's health and well-being. [ABSTRACT FROM AUTHOR]

This study analyzes the existing literature on ISO 9001 to identify trends, key scholars, influential journals, significant papers, and this body of work's overall intellectual, social, and conceptual landscape. The study also proposes potential avenues for further research based on its findings. Bibliometric and content analysis were used to examine 929 relevant journal articles published between 1987 and 2023 and indexed by Scopus or Web of Science (WoS). Bibliometric analysis and visualization of results were conducted using the Bibliometrix R package and Biblioshiny application. This investigation unveils the intellectual, social, and conceptual structures within the literature concerning ISO 9001, shedding light on bibliographic features such as prominent scholars, leading journals, and noteworthy papers. Nine distinct research clusters were identified: integrated management systems; the effects of ISO 9001 implementation and certification; the diffusion of management system standards; ISO 9001:2015; the effective implementation of ISO 9001; levels and difficulties in management system integration; internalization of ISO 9001, withdrawal of ISO 9001 certification, and critical success factor of ISO 9001 implementation; ISO 9001 implementation and lessons learned; and diffusion of ISO 9001-based quality management systems. Key findings from each cluster were synthesized. This research is a valuable resource for scholars and practitioners seeking insights into the current state of ISO 9001 research and areas that warrant further exploration. [ABSTRACT FROM AUTHOR]

Purpose: The purpose of this paper is to discuss the methodological challenges to evaluating one of the 50 vanguard sites of the new care model (NCM) programme for integrated care in England, and make the case for a modified realist approach to this kind of evaluation. Design/methodology/approach: The paper considers three challenges to evaluating the NCM in this particular vanguard: complexity, strategy and rhetoric. It reflects on how the realist approach negotiates these philosophical challenges to delivering integrated care, in order to provide contextualised accounts of who a programme works for, in what context, and why. Findings: The paper argues that, in the case of this particular vanguard site, the tangible benefit of the realist approach was not in providing a firm epistemological basis for evaluation, but rather in drawing out and articulating the ontological rhetoric of such large-scale transformation programmes. By understanding the work of the NCM less as an objective "system", and more as a dynamic form of persuasion, aimed at securing the "adherence of minds" (Perelman and Olbrechts-Tyteca, 2008, p. 8) in multiple audiences, the paper suggests that realist evaluation can be used to address both the systematic issues and localised successes the NCMs encountered. Originality/value: The paper identifies a number of aspects of new models of integrated care for evaluators to consider. It offers ways of negotiating the challenges to conventional outcome-focused evaluation, by drawing attention to the need for contextualised, time-situated and audience-sensitive value of NCMs. [ABSTRACT FROM AUTHOR]

This paper is based on Victoria Charnock's MA dissertation carried out as part of her Masters in Leadership and Management in Healthcare at the University of Salford and supervised by Professor Hardiker. A review of current literature was conducted to provide a robust and dimensional definition of data quality in the field of health care. This was used as the basis on which to assess the effect that electronic health care records has had in practice, specifically on data quality and according to the dimensions of accuracy, completeness and use of data. All of the papers reviewed referred to the importance of accuracy and completeness, identifying the advantages of electronic health records in their use of standardized data entry controls. Drawing on the third dimension in the definition, use of data, the impact that system design may have on data quality and implications for staff training is further discussed and recommendations made. F.J. [ABSTRACT FROM AUTHOR]

Background: Given the advancement of mobile and sensing technology, the incorporation of augmented reality (AR) in context‐aware ubiquitous learning (CAUL) has offered significant benefits to oral communication development in foreign language learning. Although a great number of studies have been dedicated in this field, only a little research was conducted to formulate a facilitation framework aligning with established learning theories or pedagogies. Objectives: This review thereby examined the facilitation tenets conducive to the best practice of AR‐based CAUL projects for oral communication enhancement and further established a AR‐guided CAUL framework. Methods: The researchers systematically reviewed 17 related empirical AR studies from Web of Science from 2000 to 2021 and synthesized the results with focused second language acquisition theories. Results and Conclusions: Three practical tenets were identified, including facilitating learner‐centred pedagogies with personal and contextual learning supports, incorporating constructivist learning design, and encouraging collaborative learning and higher‐order cognitive skills. Furthermore, in accordance with the synthesized results, a facilitation framework combining situated learning, learning‐by‐doing, and social constructivist design was developed to engage students in a learning, applying, and reflecting process in formal and informal learning contexts. Major Takeaways: For the best practice of oral communication through AR, this review study offers practical facilitation tenets and theoretical framework which are in alignment with research‐proven theories. It is expected that the framework could provide frontline educational practitioners with guidance to foster students' learning outcomes and interactions. Lay Description: What is already known about this topic?: Foreign language learning has become interactive, contextual, and ubiquitous due to the development of mobile computing and sensing technologyThe incorporation of augmented reality (AR) an context aware ubiquitous learning (CAUL) is beneficial for the facilitation of oral communication in foreign language learning What this paper adds?: This paper offers practical facilitation tenets for oral communication development through AR‐based CAUL applicationsA theoretical framework is created for the best practices of AR and CAUL‐based listening and speaking projects Implications for practice and/or policy: The facilitation framework provides clear steps and details of implementation with learning theories to guide frontline educational practitioners and learnersThis paper can assist interested stakeholders to develop learning designs and effectiveness with the combination of theoretical foundation and pedagogical applications [ABSTRACT FROM AUTHOR]

Background: Learning analytics (LA) collects, analyses, and reports data from the learning environment, to provide evidence of the effects of a particular learning design. Learning design (LD) outlines the conceptual framework for a meaningful interpretation of Learning analytics data. Objectives: The study aims to identify the most relevant concepts at the intersection of learning design and learning analytics, how these concepts are integrated into more general thematic areas, and the implications for the research and practice of the learning design and learning analytics synergy. Methods: To this end, the study employs a critical interpretive synthesis (CIS) of the selected papers, and complements it with elements of systematic literature review as well as qualitative content analysis and text analytics that employ machine learning and language technology. Results and conclusions: The most important themes identified are 'analytics', 'learning', 'data', 'tools', 'research', 'framework', 'informed', 'model‐driven', 'participatory', 'technique', 'impact', insight', and 'findings'. The text analytics detected two topic rarely explicitly discussed in the literature: 'evidence‐informed instructional design approaches' and 'design‐based research'. Future research should attempt a holistic perspective towards the LD and LA synergy considering evidence‐informed instructional design approaches as part of a design‐based research methodology that implements evidence‐based teachers' practice and research‐based findings. Lay Description: What is currently known about the subject matter?: The number of studies exploring different aspects of the relationship between learning design (LD) and learning analytics (LA) has significantly increased.LD provides the context of LA and outlines the conceptual framework for a meaningful interpretation of LA data.LA collect, analyse and report data from the learning environment to improve learning design.LD and instructional design (ID) are closely related concepts and practices, although misinterpretation remains of their nature and relationship. What this paper adds to this?: Critical interpretative synthesis (CIS) approach for literature review is introduced.Text analytics to analyse the literature linking LD and LA is applied.The text analytics shows the most relevant concepts, their relationships, and how are they grouped into broader themes.The text analytics identifies 'design‐based research'(DBR) and 'evidence‐informed instructional design approaches' as important concepts that could be used in the future for improving research investigating the relationship between LD and LA. Implications of study findings for practitioners: Integrate the principles and guidelines of evidence‐informed instructional design approaches into a design‐based research process to promote effective, efficient and enjoyable learning implementing process and content types LA indicators.DBR is a natural way of integrating teachers' evidence‐based practice (LD) and research‐based findings (ID). [ABSTRACT FROM AUTHOR]

Purpose: Most abuse affecting older adults in the UK, as across Europe, takes place within caring relationships, where one person is disabled and needs care/support. This paper critically appraises two of the key theoretical explanations. First, feminist theories of "intimate partner abuse" tell us that it is mostly men who perpetrate abuse against women. Second, "carer strain": the stress caused by caring responsibilities, often with inadequate help from services. Neither fully reflects the complex dynamics of "dangerous care" leading to a lack of voice and choice in safeguarding responses. This paper aims to articulate the need for an overarching theoretical framework, informed by a deeper understanding of the intersectional risk factors that create and compound the diverse experiences of harm by disabled people and family carers over the life course. Design/methodology/approach: The critical synthesis of the theoretical approaches informing UK policy and practice presented here arises from a structured literature review and discussions held with three relevant third sector agencies during the development of a research proposal. Findings: No single theory fully explains dangerous care and there are significant gaps in policy, resources and practice across service sectors, highlighting the need for joint training, intersectional working and research across service sectors. Originality/value: Drawing both on existing literature and on discussions across contrasting policy and practice sectors, this paper raises awareness of some less well-acknowledged complexities of abuse and responses to abuse in later life. [ABSTRACT FROM AUTHOR]

Research suggests that students and underserved students benefit from transparent instruction. The purpose of this teaching tip was to describe changes made by the instructor and student team of authors to a community health plan assignment in a Master of Healthcare Administration (MHA) course. The Transparency in Learning and Teaching (TILT) framework was the primary conceptual model leveraged in this study. In addition to sharing an original assignment redesign checklist adapted from TILT principles, pre- and post-assignment prompts are presented, highlighting pedagogical enrichments such as deliverable choice, reflection, and consideration of accessibility design principles. Lastly, a partial post-TILT rubric is offered. This teaching tip contributes to the body of knowledge surrounding transparency and equitable opportunity in graduate and healthcare curricula via a succinct before and after approach. [ABSTRACT FROM AUTHOR]

Purpose: Serious case reviews remind us that there is much to learn about inter-agency activity. Professional identity is a key phenomenon influencing work behaviour, especially during inter-agency activity. Yet, this link is complex and not well understood within the context of UK children's services. With an agenda of improving outcomes for children and their families, The purpose of this research paper is to conduct a systematic literature review on this topic to develop a conceptual model aimed at informing how practitioners mobilise their professional identity during inter-agency activity. Design/methodology/approach: This paper used meta-ethnography to synthesise the available research. This method is suitable for researchers who are interested in conceptual or theoretical understandings of a particular phenomenon as opposed to describing individual accounts or experiences. Findings: The findings support postmodern accounts of identity and show the construct as fluid, contingent and constituted within interaction. Professional identities are mobilised through the sharing of professional knowledge, which is underpinned by the performative nature of language. Mobilisations can lead to both positive and negative consequences, which can act as a barrier to and facilitator of inter-agency activity. Originality/value: Inter-agency working is integral to the function of children's services but remains an undertheorised concept, and this had led to a dearth of guiding theory on inter-agency practice. By drawing on relevant psychological theory, the proposed model provides a unique psycho-social perspective that articulates the important role of identity during inter-agency activity, which would be of interest to professionals working in children's services. [ABSTRACT FROM AUTHOR]

This paper reflects on the paradigmatic assumptions and ideologies that have shaped algorithmic management research. We identify two sets of assumptions: one about the "ontology of algorithms" (which holds that human resource management [HRM] algorithms are non‐human entities with material agency) and one about the "ontology of management" that HRM algorithms afford (which understands algorithmic management as a form of control for maximizing economic/shareholder value). We explain how these core assumptions underpin existing research of HRM algorithms, causing blind spots that hinder new ways of understanding and studying algorithmic management. After identifying and unpacking the assumptions and blind spots, we offer avenues to overcome these blind spots, allowing for future research based on new ideological assumption grounds that will help move algorithmic management scholarship further in significant ways. [ABSTRACT FROM AUTHOR]

Background: Social inclusion has been explored using a wide range of theories and methods. Belonging and reciprocity have been identified as key components of social inclusion. This systematic methodological review identifies and evaluates the theoretical frameworks and qualitative approaches adopted to explore belonging and reciprocity in the lives of adults with intellectual disabilities. Method: A systematic search was conducted across ten databases. Screening and quality appraisal were carried out independently by two researchers, and data were extracted to provide detailed accounts of the theories and methods employed. Results: Seventeen papers met inclusion criteria. Clear conceptualisations of belonging and reciprocity were lacking, and these concepts were rarely the focus of the research. Theoretical and methodological shortcomings across this literature were identified and discussed. Conclusions: More nuanced conceptualisations of belonging and reciprocity may be helpful in future research, to better capture the context and meaning of individual lives and relationships. [ABSTRACT FROM AUTHOR]

Whether novices can be guided to produce valued critical reflections is a subject widely-discussed in fields of practice where placement is essential. This research enters into this conversation. However, the question is considered with a new framework by deconstructing evidence of successful critical reflection using an increasingly significant social realist framework, Legitimation Code Theory (LCT). Students and teachers involved in fields where critical reflection writing is important can be guided to notice how semantic gravity from Legitimation Code Theory (LCT) makes more visible what is valued by experts evaluating novice critical reflections. The findings discussed in this paper stem from an interdisciplinary collaboration between academic literacy and nursing experts. Over ten months from 2018 to 2019, analyses of 200 first year student nurse critical reflection assignments were conducted. General patterns distinguishing high and low scoring critical reflection assignments were observed. A high and a low scoring paper reflecting these general patterns are discussed in detail in the results. The research seeks to contribute to both research on improving the practice of critical reflection in higher education, and approaches exploring Legitimation Code Theory (LCT) in educational research to better understand knowledge practices in applied disciplines. [ABSTRACT FROM AUTHOR]

This paper reports a study of the use of activity theory in human–computer interaction (HCI) research. We analyse activity theory in HCI since its first appearance about 25 years ago. Through an analysis and meta-synthesis of 109 selected HCI activity theory papers, we created a taxonomy of 5 different ways of using activity theory: (1) analysing unique features, principles, and problematic aspects of the theory; (2) identifying domain-specific requirements for new theoretical tools; (3) developing new conceptual accounts of issues in the field of HCI; (4) guiding and supporting empirical analyses of HCI phenomena; and (5) providing new design illustrations, claims, and guidelines. We conclude that HCI researchers are not only users of imported theory, but also theory-makers who adapt and develop theory for different purposes. [ABSTRACT FROM AUTHOR]

Purpose: This conceptual paper connects the literature on the experiences and needs of youth in therapeutic residential care, trauma-informed frameworks utilized in these settings, and early research on trauma-informed design to facilitate an understanding of these connections and move towards developing a blueprint for trauma-informed design in residential settings for traumatized youth. Methods: A critical literature review drawing on trauma theory, trauma-informed care, evidence-based design, and trauma-informed design was conducted to inform the argument presented in this conceptual paper. Results: While many therapeutic residential care models engage trauma-informed care approaches to support staff in promoting healing environments for youth who have histories of complex trauma, the focus has remained on the psychosocial environment of care, and has yet to be systematically applied to the design of the built environment in which these programs are implemented. By applying the principles of trauma-informed care to the built environment, trauma-informed design has the potential to reduce retraumatization and promote resiliency among youth in care. Conclusions: Ultimately, this conceptual paper illustrates the value of further developing trauma-informed design principles to apply to settings that serve traumatized youth, such as therapeutic residential care facilities. [ABSTRACT FROM AUTHOR]

Objectives: The paper offers an expanded framework for conducting empirical research on resilient aging. Methods: We review the conceptual frameworks for resilient aging and incorporate the role of economic factors as resources that contribute to resilience, in addition to social and psychological factors emphasized in the existing literature. Moreover, the idea of reinforcing cycles of resilience is incorporated in the framework. Existing empirical evidence that supports the conceptual arguments is presented. Results: Examples from Mexico and other low-middle-income countries are included, as well as from high-income countries. Data requirements for applying the conceptual framework in empirical analysis and the state of data availability are examined. We illustrate the measures that are available for this purpose using the Mexican Health and Aging Study. Discussion: We discuss and conclude that the state of the field is rich in data to conduct empirical work on resilience in old age. [ABSTRACT FROM AUTHOR]

The biopsychosocial model (BPSM) was proposed by George Engel in 1977 as an improvement to the biomedical model (BMM), to take account of psychological and social as well as biological factors relevant to health and disease. Since then the BPSM has had a mixed reputation, as the overarching framework for psychiatry, perhaps for medicine generally, while also being criticized for being theoretically and empirically vacuous. Over the past few decades, substantial evidence has accumulated supporting the BPSM but its theory remains less clear. The first part of this paper reviews recent well-known, general theories in the relevant sciences that can provide a theoretical framework of the model, constituting a revitalized BPSM capable of theorizing causal interactions within and between biological, psychological, and social domains. Fundamental concepts in this new framework include causation as regulation and dysfunction as dysregulation. Associated research paradigms are outlined in Part 2. Research in psychological therapies and social epidemiology are major examples of programs that have produced results anomalous for the BMM and consistent with the BPSM. Theorized models of causal mechanisms enrich empirical data and two biopsychosocial examples are models of chronic stress and pain perception. Clinical implications are reviewed in Part 3. The BPSM accommodates psychological and social as well as biological treatment effects evident in the clinical trials literature. Personal, interpersonal, and institutional aspects of clinical care are out of the scope of the BMM, assigned to the art of healthcare rather than the science, but can be accommodated and theorized in the BPSM. [ABSTRACT FROM AUTHOR]

Aims: The aims of this study are to assess the acceptability and feasibility of a multicomponent intervention to support breastfeeding women and their families and explore its effectiveness. Methods: A pilot study with control and intervention groups was conducted using the complex intervention framework in two primary healthcare centres. Overall, 44 childbearing women, their partners/relatives and 20 healthcare professionals participated in the study. The intervention's feasibility and acceptability were measured. The percentage of exclusive breastfeeding rates and women's self‐efficacy were measured at pre‐intervention, at 10 days postpartum, and again at 2, 4 and 6 months postpartum. Postpartum depression risk was measured at 2 and 6 months postpartum. Professional self‐efficacy was measured at pre‐intervention and 3 months later. Results: The intervention was feasible and acceptable. No difference in self‐efficacy existed between the intervention and control groups. Preliminary effects of the intervention were found in exclusive breastfeeding percentage and postpartum depression risk in the intervention group. Conclusion: The intervention is feasible and acceptable. The results are promising not only for breastfeeding maintenance but also for preventing postpartum depression and recovering exclusive breastfeeding during pandemics. Trial registration: ClinicalTrials.gov ID: NCT03944642. Summary statement: What is already known about this topic? Breastfeeding is the gold standard for infant and young child nutrition.However, national and global prevalence is lower than expected.Breastfeeding support has focused on a biomedical approach with a predominantly clinical approach to breastfeeding difficulties.What this paper adds? Establishes an intervention proposal from an integral approach centred on a woman, her child and her family.Considers the perspective of health professionals in relation to their strengths and difficulties in supporting mothers with breastfeeding.Estimates the effect of the intervention on the self‐efficacy of professionals and mothers.The implications of this paper: This intervention was feasible and accepted by participants and health professionals working in primary health care centres. Therefore, the exploratory trial can be subjected to a full trial following the protocol and recommendations from the findings at this stage.Although the effects measurements of the intervention effects are preliminary, they show promising results regarding breastfeeding (BF) maintenance rates, together with a recovery of exclusive breastfeeding at 4 months and a decrease in maternal postpartum depression risk. [ABSTRACT FROM AUTHOR]

It is recognised that there is a correlation between precarity and affective mental health conditions that is typically overlooked due to the individualisation of wellbeing discourses and interventions. This paper aims to explore alternative psychotherapeutic practices that foreground relational, embodied and ecological approaches to mental health and wellbeing. It considers precarity's effects through the context of the moving body and an openness to human and more-than-human inter-connections. Using a socio-new materialist and critical-posthuman framework, precarity is conceptualised as an assemblage of affects and emergent capacities. It is within this framing that empirical data – taken from nine qualitative interviews with practitioners from the fields of dance/movement psychotherapy, embodied-relational therapy and eco-psychotherapy – is discussed. The study identifies that precarity can also provide opportunities to affirm our inter-dependencies within an inter-connected human and more-than-human world. Alternative practices can help cultivate the relational capacities through which precarity's complexities may be navigated. [ABSTRACT FROM AUTHOR]

BACKGROUND: There is a widespread acceptance and shift towards sustainable, inclusive and smart mobility solutions around the world. However, in Karachi, poorly coordinated urban planning, lack of effective governance structure and investment in transport, has allowed the growth of an almost unregulated and ungovernable informal transport sector. Women are more severely affected by the poor service since men not only have more space allocated to them on public transport but also have the freedom to use alternative and cheaper private vehicles such as motorbikes and cycles. Poor representation of women in the transport sector further aggravates the situation. OBJECTIVE: The paper aims to highlight the gender-disaggregated effects of poor transport design, provision and lack of personal agency on mobility, for emphasising the social and cultural attitudes faced by female employees. It argues that not integrating the gender-based disadvantages faced by women into planning, reinforces their disadvantaged position and force them to take complex trips. METHODS: Scenario-based questions were designed for focus group discussion which covered not only the everyday mobility challenges but also their reactions to the potential solutions. For a gender-based comparative analysis, two separate focus group discussions were organised. RESULTS: Adopting a sector-based mapping approach of the issues discussed in the groups helped understand the complexity of female user experience at various levels, starting from planning or discussing the trips with families, to making modal choices. It also helped to tease out the impact of these issues on their employment opportunities as early-career women. CONCLUSION: The model proposed in this paper can help illustrate where changes can be made in the system considering the social aspects of transport. [ABSTRACT FROM AUTHOR]

Background and Objectives: People living with dementia have historically been excluded from qualitative research and their voices ignored due to the perception that a person with dementia is not able to express their opinions, preferences and feelings. Research institutions and organizations have contributed by adopting a paternalistic posture of overprotection. Furthermore, traditional research methods have proven to be exclusionary towards this group. The objective of this paper is to address the issue of inclusion of people with dementia in research and provide an evidence-based framework for dementia researchers based on the five principles of human rights: Participation, Accountability, Non-discrimination and equality, Empowerment and Legality (PANEL). Design: This paper adapts the PANEL principles to the research context, and uses evidence from the literature to create a framework for qualitative research in people with dementia. This new framework aims to guide dementia researchers in designing studies around the needs of people with dementia, to improve involvement and participation, facilitate research development and maximize research outcomes. Results: A checklist is presented with questions related to the five PANEL principles. These questions cover ethical, methodological and legal issues that researchers may need to consider while developing qualitative research for people with dementia. Conclusions: The proposed checklist offers a series of questions and considerations to facilitate the development of qualitative research in patients with dementia. It is inspired by current human rights work of recognized dementia researchers and organizations who have been directly involved in policy development. Future studies need to explore its utility in improving participation, facilitating ethics approvals and ensuring that outcomes are relevant to people with dementia. [ABSTRACT FROM AUTHOR]

Safeguarding for healthcare involves working together to protect adults, children, and young people at risk of harm. Despite global research and national guidance outlining health professionals' roles in this regard, there is limited knowledge about the type of strategies used to mobilise safeguarding research to practitioners in England. Our critical interpretive synthesis (CIS) sought to explore how safeguarding knowledge is mobilised to enable practitioners to use research effectively. This synthesis aimed to bridge the theory-practice gap in mobilising safeguarding knowledge to practitioners. Knowledge mobilisation (KMb) is an emerging discipline concerned with moving knowledge across communities to catalyse change. This review aimed to build understanding about how safeguarding knowledge is mobilised for healthcare in England and to synthesise the type of approaches undertaken to protect adults and children from harms, including abuse. A critical interpretive synthesis was undertaken using KMb theory and computer-assisted modelling technologies for secondary thematic analysis of complex literature of relevance, including qualitative research, reviews, and reports. Few papers informed how safeguarding knowledge is mobilised for healthcare in England. Learning from experience dominated the literature in three ways: (i) crisis response, (ii) practice engagement, and (iii) influencing actions (for "best" practice). Embedding safeguarding knowledge and skills in healthcare settings usually followed a crisis response. Learning from experience showed movement between practice engagement and influencing actions for adult and/or child protection. KMb might be useful in supporting the implementation of evidence-based safeguarding for practice. CIS identified a gap in how safeguarding research is mobilised to practitioners for healthcare. KMb theory provided an analytical bridge to computer-assisted modelling of factors associated with moving learning from experience to learning in practice. Future research could build on hybrid synthesising of safeguarding functions and impacts for healthcare, to enable practitioners to protect adults and children from multiple harms, including violence and abuse. [ABSTRACT FROM AUTHOR]