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Psychedelics, combined with talk therapy, indicate promise with challenging clients, such as those struggling with PTSD. Furthermore, groupwork, with the emphasis on social connections, can be an effective modality. There appears, however, little movement with integrating psychedelics with professional counseling and even less in groupwork. Societal perceptions of psychedelics and the concern of practicing outside one's scope may cause practitioners to hesitate. This article provides a brief overview for the lack of progression in implementing psychedelics in group counseling. I explain what potentially inhibits the utilization of psychedelics, then offer a resolution to these issues by advocating for a psychedelic-assisted groupwork (PAG) model. The argument is that psychedelic approaches can be an innovative and transformative method for group facilitators. I conclude with an overview depicting what a PAG with an interdisciplinary team could entail, including recruitment, screening, selection, therapeutic processes, and termination. [ABSTRACT FROM AUTHOR]

Purpose: This paper studies the impact of certain characteristics of companies to training programs in the Industry 4.0 (I4.0) context. Partial objective is to rank the main human barriers companies have to overcome so that they can digitalize. Design/methodology/approach: To accomplish the objectives, a closed-ended questionnaire was sent to Slovak and Italian companies and analyzed using statistical nonparametric tests. The partial objective was achieved using the so-called Henry-Garrett's ranking method. Findings: Results show the significance impact of companies' characteristics such as foreign participation and company dimension on training practices whereas economic situation (financial health) seems not to influence it. Research limitations/implications: The study may lack generalizability as only 102 answers were collected. Perhaps, the outcome would be different with another sample from other countries. Moreover, using closed-ended questions, certain features may not have been covered. Practical implications: Companies should always guarantee training for the resulted benefits. It is fundamental for organizations to find a time gap, resources and professionals who can teach these programs. Even when companies are incurring financial problems they should do so since human capital development can increase their competitiveness. The most critical barriers should be carefully addressed by companies. Training can help to overcome I4.0 barriers related to Human Resources (HR) and contribute to its growth. Originality/value: This paper gives insights of the impact of certain characteristics of companies to the training programs. Because past research has limited their analysis on the identification of barrier, its novelty lies in the attempt to rank the most significant barriers among those detected by other authors in previous research. [ABSTRACT FROM AUTHOR]

This systematic review of qualitative evidence contributes to the understanding of individual factors that influenced Emergency Remote Teaching and the use of educational technology by lecturers during the COVID-19 pandemic. A coding scheme aimed at identifying these key factors was developed using a comprehensive theoretical framework based on the model of triadic reciprocity. A narrative synthesis of 49 studies revealed that lecturers had unique starting points for the transition, which were influenced by factors such as prior experience with educational technology and online teaching, their attitudes and beliefs towards it, and their technological knowledge. Despite varying levels of preparedness and different attitudes, lecturers were able to leverage their pedagogical knowledge, adaptability, and motivation to continue education under extraordinary circumstances. On the other hand, a lack of experience in educational technology integration, negative attitudes and beliefs towards it, and insufficient technological knowledge hindered the transition to Emergency Remote Teaching. Lecturers therefore actively sought out appropriate educational technologies that would cater to their needs and those of their students. The initial autodidactic effort required that lecturers learn new technologies, along with how to effectively use them for teaching. A significant proportion of the use of educational technology was aimed at augmenting conventional teaching practices and providing students with an interactive learning environment, in terms of social embeddedness and personalized learning pathways. However, many lecturers attempted to replicate the pre-pandemic classroom in an online setting by substituting conventional teaching practices in an online classroom. This systematic review suggests the need to implement institutional onboarding measures for lecturers to level the "unique starting points" to ensure technology-enhanced learning in emergencies. This can be achieved by equipping lecturers with digital competence and pedagogical knowledge and by fostering self-efficacy, thus preparing them for future scenarios that require rapid adaptation and for digital transformation in general. [ABSTRACT FROM AUTHOR]

This study focuses on undergraduate student paraprofessionals who facilitated peer study groups for academically challenging college courses. A grounded qualitative research study of these student facilitators at an institution identified their professional identity development in unexpected ways that went against written policies for teacher attitudes and behaviors. Rather than perceiving themselves as peer study group facilitators following a narrow job description, many of them referred to themselves as teachers and acted accordingly, breaking the boundaries of behavior established by the study group program administrator. This article unmasks this professional identity emergence, postulates the mechanism for this choice, presents a model to explain it, and makes recommendations for talking openly about this identity and the subsequent behaviors that occurred as a result by the facilitators and the implications for the PAL program. [ABSTRACT FROM AUTHOR]

Background: Despite the health benefits of physical activity, increasing regular physical activity levels among low-income, ethnic-minority mothers has remained a significant challenge. Yet, few studies have examined the feasibility of implementing interventions to address physical activity barriers often experienced by this population. Methods: The current mixed-methods pilot study assessed the feasibility, impact, and acceptability of a 3-month community-based (CBI) and a home-based intervention (HBI) designed to improve physical activity and fitness levels, as well as psychosocial outcomes (self-efficacy and social support), among low-income, ethnic minority mothers. Mothers were randomized to either a 3-month CBI or HBI and completed pre- and post-intervention assessments of physical activity, fitness, self-efficacy, and social support. Intervention feasibility was assessed by tracking recruitment, retention, and adverse event rates, whereas intervention acceptability was assessed through post-intervention focus groups. Results: Although participant recruitment was lower than expected (30 vs. target of 52 mothers), retention and adverse event feasibility goals were met (> 60% retention rate, 0% adverse events). Mothers in both groups (CBI and HBI) showed significant improvements in their physical activity and fitness levels and short-term improvements in receiving social support for physical activity. However, only mothers in the CBI group showed improvements in their self-efficacy for physical activity. Mothers also reported both types of interventions (CBI and HBI) to be acceptable with minor modifications highlighted, including the potential for graduates of these programs to serve as group facilitators. Conclusions: Overall, the study protocol was feasible, impactful, and acceptable to low-income, ethnic minority mothers with modifications required before large-scale evaluation. (TRN: NCT05540509; 9/12/22; retrospectively registered; ClinicalTrials.org). [ABSTRACT FROM AUTHOR]

Historically Black Colleges and Universities (HBCUs) were established to further the education of Black Americans and have a long history of service to minority, first-generation, and low-income students. HBCUs are also struggling financially, due to federal and state underinvestment, small endowments, low alumni giving, and decreasing enrollment. Financial constraints not only have a direct impact on physical facilities and resources, but also on human resources. Faculty at HBCUs are tasked with heavy teaching loads and, in research-focused institutions, high research expectations, especially in science, technology, engineering, and mathematics (STEM) fields. However, HBCUs can provide only limited support for these research endeavors; thus, faculty at these institutions need to pursue external grants and contracts to support their research. In the present study, we surveyed faculty at five research-focused HBCUs to determine the major difficulties they encounter when applying for external funding (barriers) and the things their institution could do to facilitate this process (facilitators). Time constraints and difficulties with internal functioning and policies emerged as the most relevant barriers, whereas providing training and mentoring and improving internal functioning and policies emerged as the most relevant facilitators. The PATHs program is proposed as a model of faculty support anchored around mentoring and institu-tional awareness, and which could be adapted to different institutions to increase their faculty's success in attaining external funding. [ABSTRACT FROM AUTHOR]

This paper reports on a new model for faculty hiring workshops involving three components. The first part (Part 1) of the work is an asynchronous, self-guided course that includes video reflections and commentaries from some of our own colleagues about inclusive excellence, hiring legalities, and departmental culture. The second part (Part 2) is a virtual 90-minute interactive session with breakout room discussions overseen by a facilitator. The last part (Part 3) is a monthly offering of optional one-hour discussion sessions to answer additional questions, support university-wide conversations and allow participants to probe more deeply into diversity hiring opportunities and challenges. To evaluate the workshops, we administered a survey immediately following Part 2 and later conducted interviews with participants at the conclusion of their faculty search. Survey results show that nearly all elements of the workshops were well-received and participants reported feeling confident in their understanding of inclusive excellence, legal issues associated with hiring, and the potential for unintended bias in reviewing candidate files. The paper also provides an analysis of the interview and survey data as well as some conclusions about the impact of these new efforts on inclusive hiring. [ABSTRACT FROM AUTHOR]

Background: Children and young people's (CYP) involvement is an increasing priority in UK healthcare and in heath research, alongside recognition that involving CYP in research requires different considerations to involving adults. Underpinned by children's rights and a co-production ethos this paper, co-authored with young evaluators, explores the learning from a co-produced evaluation of eyeYPAG, a young persons' research advisory group (YPAG) for eye and vision research based at Moorfields Eye Hospital, London, UK. Methods: A team of young evaluators, supported by the eyeYPAG facilitator, conducted focus groups and online surveys with YPAG members, their parents and carers, researchers, group facilitators and funders. Qualitative data was analysed using a collaborative reflexive thematic analysis approach. Quantitative data, limited by the small number of participants, was analysed in Excel and reported as descriptive data. Results: CYP valued the social and creative aspects of the group as well as learning about research and developing skills and confidence. Learning was a two-way process, with both researchers and facilitators reflecting on how much they had learnt from working with the YPAG. All participants talked about the importance of impact, feeling that CYP are making a difference to research, as well as CYP's right to be involved. Effective planning and facilitation were key to the success of the group, in relation to accessibility and the development and delivery of sessions both online and in-person. Resourcing and administration were key challenges to this, as was engaging researchers who were not already converted to the public involvement cause. As the nature of a YPAG is that it primarily focuses on advising researcher-led projects, co-production was identified as something that the group was 'working towards', including through this evaluation. Co-producing with CYP involves building up knowledge, confidence and acknowledging power dynamics. Conclusions: Co-producing an evaluation enabled us to learn about the benefits and challenges of involving CYP in research, as well as how to involve them in the development of that evidence. An ethos of co-production and children's rights helped to shift the balance of power and develop more engaging and inclusive ways of working. Plain English summary: Children and young people (CYP) have a right to be involved in things that affect them, including research. There is growing interest in children and young people's involvement in health research in the United Kingdom (UK), as well as understanding that what works for CYP is often different to what works for adults. This paper presents an evaluation of the Young Person's Advisory Group (YPAG) at Moorfields Eye Hospital in London. Evaluation uses research methods to find out how well a service or project is working and meeting the needs of those who use it, and how to improve things that could be better. A group of young evaluators, supported by adult researchers, designed and ran the evaluation; three of the young evaluators also helped write this paper. In our evaluation we used focus (discussion) groups and online surveys with young group members, their parents and carers, researchers who had worked with the group, the group's facilitators (adults who help manage the group) and funders. We found that group members valued the social and creative aspects of the group as well as learning about research and developing skills and confidence. Learning was a two-way process, with both researchers and facilitators talking about how much they had learnt from working with the YPAG. All participants talked about the importance of feeling that CYP are making a difference to research, as well as of CYP's right to be involved. Planning and support were important to the group working well, but we found that having the money and time to do this well was not always easy. And, while lots of researchers were keen to work with the group, and talked about how this had helped their research, we need to do more to engage researchers who have yet to be convinced. We also found that, while we wanted to 'co-produce' the group and share power for all big decisions, this was something we had to work towards, especially when group members were young and/or new to research and involvement. Co-producing an evaluation helped us to learn about the benefits and challenges of involving CYP in research, as well as how to involve them in evaluating that involvement. [ABSTRACT FROM AUTHOR]

This paper tries to emphasise the importance of pedagogy in higher education. The impact of teachers and facilitators being trained and aware of the pedagogical methodologies to effectively facilitate the teaching and learning outcomes in students. [ABSTRACT FROM AUTHOR]

Background: Avoidable hospital readmission is a major problem among health systems. Although there are effective peri-discharge interventions for reducing avoidable hospital readmission, successful implementation is challenging. This systematic review of qualitative studies aimed to identify barriers and facilitators to implementing peri-discharge interventions from providers' and service users' perspectives. Methods: We searched four databases for potentially eligible qualitative studies from databases' inception to March 2020, and updated literature search for studies published between January 2020 to October 2021. Barriers and facilitators to implementing peri-discharge interventions were identified and mapped onto the Consolidated Framework for Implementation Research (CFIR) constructs. Inductive analysis of the CFIR constructs was performed to yield thematic areas that illustrated the relationship between various facilitators and barriers, generating practical insights to key implementation issues. Results: Thirteen qualitative studies were included in this systematic review. Key issues were clustered in the CFIR constructs of Design Quality and Complexity of the intervention, strength of Network and Communication, being responsive to Patient Needs with sufficient Resource support, and External Incentives. The three thematic areas were rationality of the interventions, readiness and effort of multidisciplinary implementation teams, and influence of external stakeholders. Common barriers included (i) limited resources, (ii) poor communication among team members, (iii) incompatibility between the new intervention and existing work routine, (iv) complicated implementation process, (v) low practicality of supporting instruments, and (vi) lack of understanding about the content and effectiveness of the new interventions. Common facilitators were (i) information sharing via regular meetings on implementation issues, (ii) organizational culture that values quality and accountability, (iii) financial penalties for hospitals with high avoidable readmissions rates, (iv) external support offered via quality improvement programs and community resources, and (v) senior leadership support. Conclusion: This study synthesized commonly-presenting barriers and facilitators to implementing peri-discharge interventions among different healthcare organizations. Findings may inform development of implementation strategies in different health systems after appropriate tailoring, based on a consensus-based formative research process. [ABSTRACT FROM AUTHOR]

Background: Integrated Community Case Management (iCCM) of malaria, pneumonia and diarrhoea is an equity focused strategy, to increase access to care for febrile illness in children under-5 years of age, in rural communities. Lay community members are trained to diagnose and treat malaria, pneumonia and diarrhoea in children, and to identify and refer very ill children. Today, many low-income countries including Uganda, have a policy for iCCM which is being rolled out through public sector community health workers (CHWs). Ten years after the introduction of the iCCM strategy in Uganda, it is important to take stock and understand the barriers and facilitators affecting implementation of the iCCM policy. Methods: We conducted an iCCM policy analysis in order to identify the challenges, enablers and priorities for scale-up of the iCCM strategy in Uganda. This was a qualitative case study research which included a document review (n=52) and key informant interviews (n=15) with Ugandan stakeholders. Interviews were conducted in 2017 and the desk review included literature up to 2019. Results: This paper highlights the iCCM policy trajectory since 2010 in Uganda and includes a policy timeline. The iCCM policy process was mainly led by international agencies from inception, with little ownership of the government. Many implementation challenges including low government funding, weak coordination and contradicting policies were identified, which could contribute to the slow scale up of the iCCM program. Despite the challenges, many enablers and opportunities also exist within the health system, which should be further harnessed to scale up iCCM in Uganda. These enabling factors include strong community commitment, existing policy instruments and the potential of utilizing also the private sector for iCCM implementation. Conclusion: The iCCM program in Uganda needs to be strengthen through increased domestic funding, strong coordination and a focus on monitoring, evaluation and operational research. [ABSTRACT FROM AUTHOR]

The article presents participatory research with 6 Chilean rural schools and focuses on facilitators and barriers to inclusion. This is in the context of highly segregated education, with an accelerated closure of rural schools and the Inclusion Law, focused on access to school. Through participatory workshops with teachers and meta-analysis of the team, results are organized at the school, intermediate and public policy levels. The participants emphasize the contextualization of the practices, the fundamental role of the holders of the schools and the need for specific public policies for the sector. It is concluded that the teacher can not be positioned as responsible for solving the problems of social segregation in the classroom, and that rural education has specificities not contemplated by the intermediate level or urban-urban public policy. [ABSTRACT FROM AUTHOR]

The purpose of this study was to investigate the Effects of Demographic Characteristics on the Facilitators' Attitudes and Engagement in Advocacy towards the Inclusion of Adults with Disabilities in the Literacy Training Program in the Gedeo Zone, Ethiopia. To this end, the explanatory sequential design of a mixed research method was used. The study involved 224 respondents and among these 214 facilitators were selected by stratifying sampling technique to fill the questionnaire and a total of 13 principals, supervisors, adults with disabilities, and literacy training program experts were selected by purposive sampling technique for interview. Data were collected through questionnaires and interviews. The quantitative data were analyzed through SPSS version 23 and presented by Step-wise regression while the qualitative data were analyzed by word-by-word narrative analysis. The results from both quantitative and qualitative data revealed that their educational qualifications had slight effects on the facilitators' attitudes and engagement in advocacy towards the inclusion of adults with disabilities in the literacy training program; while the other demographic characteristics had no effects. Finally, the different challenging factors within the training centers that tend to shape the facilitators' attitudes and their engagement in advocacy differently regarding patience, tolerance, and accommodation would be researched. [ABSTRACT FROM AUTHOR]

Purpose - The objective of this research is to assess the correlation between the independent variables i.e., conduct of course, relationship between facilitators, content and materials with course supervisors, facilities and support service, personal beliefs, learning opportunity of the participants and their learning opportunity. Methodology - This study employs a longitudinal research comprising 582 from a total of 645 participants from fiscal year 2010/2011 to fiscal year 2019/2020. The sampling method used in this research is quota sampling. Findings - The findings of this research concluded that there is a significant relationship between the variables and the learning opportunities of the participants. Additionally, there are 3 factors that influence the learning opportunity for participants which are the conduct of course, content and materials, and personal beliefs while the other three factors were not affected. Significance - The findings showed that only three independent variables significantly influenced the participants' learning opportunity i.e., Conduct of Course, Content and Materials, and Personal Beliefs. This research provides a clearer justification for RECSAM's future regular based on the findings and may suggest improvement on other variables that can be employed in making sure better learning opportunities courses in the future. [ABSTRACT FROM AUTHOR]

I examine the career advancement facilitators of organizational stakeholders who may be identified as simultaneously "core" and "fringe" in this article, via the insights of 21 leaders with disabilities. To navigate barriers and advance their careers, these leaders benefited from three categories of facilitators, including career self-management strategies, social networks, and organizational and societal factors. Facilitators are synthesized with a metaphor, the three-legged stool, which depicts three foundational pillars that underlie the leaders' success. Focusing on an understudied element of the social networks pillar, I examine how leaders' external networks (family, friends, acquaintances, and role models) facilitated their career advancement. Findings point to the role of strong and weak ties in developing leaders' career self-management strategies as well as their access to core stakeholder positions. Last, contributions, implications, and limitations of this article are discussed. [ABSTRACT FROM AUTHOR]

Purpose: This study aims to investigate the aspects that influence reflective practice during an action learning approach to management development programmes (MDPs). Design/methodology/approach: A narrative inquiry approach was used to gather interview and pictorial data from 16 participants who had attended an action learning oriented MDP. Data were translated into interpretive stories using McCormack's lenses, which were further analysed using thematic analysis. Findings: Two key themes emerged: dealing with emotions and practising reflection. Participants initially found reflecting uncomfortable, but showed courage by persevering. Participants had to learn how to reflect and set aside time for it, while valuing support and guidance from their action learning facilitator. Research limitations/implications: The findings and recommendations may not be relevant to all types of action learning as action learning forms and contexts differ. Practical implications: Reflective practice is the responsibility of both the participant and the action learning facilitator. Participants need to create the time and space to learn, be fully present during reflection, practice mindfulness and have the courage to be uncomfortable while reflecting. Action learning facilitators could encourage reflection by creating a safe learning environment, selecting a diverse action learning team, designing reflection time into the MDP and helping participants apply reflection tools. Originality/value: Reflective practice enhances learning; yet there is a need to better understand reflective practice in an action learning context. This study provides empirical evidence of the aspects that influence the reflection process and outcomes as well as practical guidelines to participants and facilitators on how to promote reflection. [ABSTRACT FROM AUTHOR]

This article provides insight into how some groups achieve extraordinary levels of creativity by reconsidering the collective process through which new ideas develop. Previous research has been premised on a model in which idea generation stimulated by divergent input increases the variance in ideas a group generates and therefore increases the chance that one of the group’s ideas will be a radical, breakthrough creative product. In contrast, I present a dialectical model in which the integration of group members’ perspectives (which I label creative synthesis) is the foundation for new ideas. I propose that the process of creative synthesis improves the chance that each of a group’s ideas is a breakthrough. I elaborate the process facilitators of creative synthesis and the implications of the dialectical model for understanding extraordinary group creativity. Creative synthesis provides an alternative way for groups to combine their cognitive, social, and environmental resources into extraordinary output. [ABSTRACT FROM AUTHOR]

Background: Unemployment rates for persons with disabilities in low- and middle-income countries (LMICs) are high. This is despite the call to action by the United Nations Convention on the Rights of Persons with Disabilities and Sustainable Development Goals aimed at improving the economic well-being of the marginalised. To improve the employment outcomes of persons with disabilities in these countries, factors that facilitate and hinder employment should be explored. Objectives: This study explored barriers to and facilitators of employment for persons with disabilities in LMICs through a scoping review. Methods: A search strategy included a systematic search of nine databases using specific keywords. The International Classification of Functioning, Disability and Health (ICF) framework was used as a conceptual framework and barriers and facilitators were reported according to the domains of the ICF. Articles published between 2008 and 2020 were reviewed using a predefined criteria. Results: Thirty-two studies were identified in the review. Factors were identified in all domains of the ICF: (1) body function and body structure (12; 39%); (2) activities and participation (13; 42%); (3) personal factors (23; 74%); (4) environmental factors (27; 84%). Conclusion: Factors that hinder and facilitate the participation of persons with disabilities in LMICs were mainly found in the environment, with personal factors also influencing participation. The presence of negative attitudes and lack of services mainly in health and transport were major factors within the environment whilst personals factors included the lack of educational qualifications and skills. These results indicate the importance of consideration of contextual factors when developing intervention strategies aimed at facilitating the employment of persons with disabilities in LMICs. [ABSTRACT FROM AUTHOR]

The article discusses research which examined the overlapping nature of professional role performance in the news. Topics include the interaction and co-occurrence of the interventionist, watchdog, loyal-facilitator, service, civic and infotainment roles, the three main types of role co-occurrence and the influence of organizational structures, journalistic routines, and local contexts on the interaction of different roles in professional practice.

A key characteristic of a learner-centered educational process is its realization as a subject-to-subject interaction between participants. At present, a view that the goal of the pedagogical process is to create conditions for the development of a creative and moral personality, independent in cognitive and practical activities, free to choose a professional, social, family career can be considered customary. A rounded actualized personality is, first of all, the subject of human relations and conscious self-work. That is, this is a person who has a conscious and stable system of relations to themselves and the world, who is able to realize the motives of their activities, set a goal, and independently regulate their own actions to achieve it. A teacher positions oneself as a facilitator in this interaction, and a firm promotion of the student’s ability to be the subject of one’s own relationships, behavior, becomes the main principle of professional work of both each teacher taken separately and the teaching staff as a whole. [ABSTRACT FROM AUTHOR]

Today, many design projects are collaborative in nature. This means that designers must navigate multiple concerns held by a range of involved actors. This article investigates the expansion of the designer role from creative expert to stager and facilitator of negotiations during the design process. In doing so, the metaphorical notion of an inviting stage director is used to develop a new framework termed 'staging negotiation spaces'. This framework is informed by experiences and practices from participatory design and analytical insights from actor-network theory. To illustrate the applicability of the framework, it is used to analyse and understand the staging, facilitation, and reframing of negotiations during a co-design process in a large international electronics company. • Identifies gap in research related to how designers stage and navigate negotiations. • Presents a case study which highlights the role of designers as strategic navigators. • Staging involves configuring spaces with changing actors, object and frames. • Conceptualizes and introduces a framework termed staging negotiation spaces. • Staging negotiation spaces is suggested as a sensitising device for practitioners. [ABSTRACT FROM AUTHOR]

Background: Enhancing diabetes self-management (DSM) in patients with type 2 diabetes (T2D) can reduce the risk of complications, enhance healthier lifestyles, and improve quality of life. Furthermore, vulnerable groups struggle more with DSM. Aim: To explore barriers and facilitators related to DSM in vulnerable groups through the perspectives of patients with T2D and healthcare professionals (HCPs). Methods: Data were collected through three interactive workshops with Danish-speaking patients with T2D (n=6), Urdu-speaking patients with T2D (n=6), and HCPs (n=16) and analyzed using systematic text condensation. Results: The following barriers to DSM were found among members of vulnerable groups with T2D: 1) lack of access to DSM support, 2) interference and judgment from one's social environment, and 3) feeling powerless or helpless. The following factors facilitated DSM among vulnerable persons with T2D: 1) a person-centered approach, 2) peer support, and 3) practical and concrete knowledge about DSM. Several barriers and facilitators expressed by persons with T2D, particularly those who spoke Danish, were also expressed by HCPs. Conclusion: Vulnerable patients with T2D preferred individualized and practice-based education tailored to their needs. More attention should be paid to training HCPs to handle feelings of helplessness and lack of motivation among vulnerable groups, particularly among ethnic minority patients, and to tailor care to ethnic minorities. [ABSTRACT FROM AUTHOR]

Objectives: The purpose of this study was to determine changes in awareness, behavior, and relationships among facilitators who were involved in facilitating the conduct of the participatory workplace improvement program and to examine the facilitators' outcomes as a result of their active involvement in the program. The outcome components were also examined in relationship to their associations with various factors. Methods: An anonymous self‐administered questionnaire survey was conducted for 83 facilitators. Exploratory factor analysis was applied to determine the facilitators' outcomes. The relationship between those elements which influenced the outcomes was taken into account by means of hierarchal multiple regression analysis. Results: The outcomes for facilitators consisted of four sub‐concepts: "knowing practical ways and strategies to ensure full participation," "building confidence and self‐development," "improving safety and health‐risk sensitivity," and "gaining better‐than‐expected results based on developing relationships with workers." According to the results of hierarchal multiple regression analysis, facilitators' outcomes were significantly associated with the realization of creativity, sense of solution for safety and health issues, and facilitators' involvement. Conclusions: It is suggested that the role of a facilitator dynamically changes through a participatory workplace improvement program as a key person in the workplace. Supporting acting facilitators' initiatives in the process of workplace improvement programs, as well as promoting the active involvement of workers and managers were considered useful for effective implementation of workplace improvement programs. [ABSTRACT FROM AUTHOR]

Background: Use of monitoring technologies (e.g. wearable or environmental sensors) in long-term care generates extensive ethical debate, primarily about their potential to enhance resident safety weighed against concerns about their impacts upon resident autonomy. There are a number of other ethical aspects which are far less debated, including questions about the monitoring of the workforce, and equality of access to technologies. In this paper, we explore the extent to which remote monitoring of the workforce, and equality of access to technologies, were seen to influence the implementation of monitoring technologies within long-term care facilities.Methods: An embedded multiple-case study design was used with three dementia-specialist care facilities in England that had experience using a range of monitoring technologies. Data were collected through 175 h' observation of daily practice, semi-structured interviews with 36 staff, residents and relatives, and examination of organisational documentation and technology manufacturer literature. Data were analysed using Framework Analysis.Results: Use of technologies for workforce monitoring was understood in relation to the ethical obligations to fulfil a duty of care to residents. There was little recognition of any negative implications for the workforce, but staff were susceptible to rumours that technologies were being used for performance management even when this was not the case. There were questions about how far data collected by monitoring technologies could constitute 'evidence' of appropriate care delivery. Equality and access to technologies involved a need to compromise between generic designs that were not universally suitable, but were more affordable than bespoke designs. Contracts with suppliers imposed limitations on product choice.Conclusions: There is an urgent need for greater consideration of the ethical and legal implications that remote technological monitoring might have upon workforce morale, recruitment and retention. Ensuring variety of technological design to facilitate equitable access for residents is financially extremely challenging. It is possible that considerations of equitable access are not deemed a priority due to the current generation of residents' low levels of technological familiarity and expectation. It might be overstated and unrealistic to view expensive technologies as the pinnacle of innovative practice in care homes. [ABSTRACT FROM AUTHOR]

Study Question: What are the moral considerations held by donors, recipients and professionals towards the ethical aspects of the intake and distribution of donor bank oocytes for third-party assisted reproduction?Summary Answer: Interviews with oocyte donors, oocyte recipients and professionals demonstrate a protective attitude towards the welfare of the donor and the future child.What Is Known Already: The scarcity of donor oocytes challenges the approach towards the many ethical aspects that arise in establishing and operating an oocyte bank for third-party assisted reproduction. Including experiences and moral considerations originating from practice provides useful insight on how to overcome these challenges.Study Design, Size, Duration: The project was set-up as a qualitative interview study and took place between October 2016 and August 2017.Participants/materials, Setting, Methods: We conducted 25 semi-structured interviews with professionals engaged in the practice of oocyte banking (n = 10), recipients of donor oocytes (n = 7) and oocyte donors (n = 8). Key themes were formulated by means of a thematic analysis.Main Results and the Role Of Chance: Based on the interviews, we formulated four main themes describing stakeholders' views regarding the ethical aspects of the intake and distribution of donor bank oocytes. First, respondents articulated that when selecting donors and recipients, healthcare workers should prevent donors from making a wrong decision and safeguard the future child's well-being by minimizing health risks and selecting recipients based on their parental capabilities. Second, they proposed to provide a reasonable compensation and to increase societal awareness on the scarcity of donor oocytes to diminish barriers for donors. Third, respondents considered the prioritization of recipients in case of scarcity a difficult choice, because they are all dependent on donor oocytes to fulfil their wish for a child. They emphasized that treatment attempts should be limited, but at least include one embryo transfer. Fourth and finally, the importance of good governance of oocyte banks was mentioned, including a homogenous policy and the facilitation of exchange of experiences between oocyte banks.Limitations, Reasons For Caution: The possibility of selection bias exists, because we interviewed donors and recipients who were selected according to the criteria currently employed in the clinics.Wider Implications Of the Findings: Respondents' moral considerations regarding the ethical aspects of the intake and distribution of donor oocytes demonstrate a protective attitude towards the welfare of the donor and the future child. At the same time, respondents also questioned whether such a (highly) protective attitude was justified. This finding may indicate there is room for reconsidering strategies for the collection and distribution of donor bank oocytes.Study Funding/competing Interest(s): This study was funded by ZonMw: The Dutch Organization for Health Research and Development (Grant number 70-73000-98-200). A.M.E.B. and B.C.J.M.F. are the initiators of the UMC Utrecht oocyte bank. J.J.P.M.P. is the director of the MCK Fertility Centre. IMC is working as a gynaecologist at the AMC Amsterdam oocyte bank. During the most recent 5-year period, BCJM Fauser has received fees or grant support from the following organizations (in alphabetic order): Actavis/Watson/Uteron, Controversies in Obstetrics & Gynaecologist (COGI), Dutch Heart Foundation, Dutch Medical Research Counsel (ZonMW), Euroscreen/Ogeda, Ferring, London Womens Clinic (LWC), Merck Serono (GFI), Myovant, Netherland Genomic Initiative (NGI), OvaScience, Pantharei Bioscience, PregLem/Gedeon Richter/Finox, Reproductive Biomedicine Online (RBMO), Roche, Teva and World Health Organization (WHO). The authors have no further competing interests to declare.Trial Registration Number: N/A. [ABSTRACT FROM AUTHOR]

PURPOSE: The burden of cancer in Africa is growing rapidly, and increased cancer research on the continent is a critical component of an effective response. In 2010, the US National Cancer Institute, in partnership with the African Organization for Research and Training in Cancer, launched the Beginning Investigator Grant for Catalytic Research (BIG Cat) initiative to support cancer research projects conducted by early-career African investigators. METHODS: To date, BIG Cat has provided 18 awards of up to $50,000 to support 2-year cancer research projects. In 2017, the National Cancer Institute evaluated BIG Cat's early outcomes for cancer research and impacts on career development and local cancer research capacity. Data collection consisted of a review of project documentation and a survey fielded to the 12 investigators who had completed their BIG Cat awards. RESULTS: BIG Cat–supported research projects have generated locally relevant findings that address a range of cancer sites and multiple areas of scientific interest. The 11 survey respondents produced 43 scholarly products (e.g., publications, presentations) about findings from their BIG Cat research. They reported increases in cancer research funding applications and awards after receipt of the BIG Cat award compared with before the award. They also reported increased resources for cancer research, participation in teaching and mentoring on cancer research, and supervision of cancer research staff. Investigators identified scientific mentoring as a key facilitator of the success of their BIG Cat projects and limited time and funding as key challenges. CONCLUSION: Findings provide early evidence that BIG Cat advanced locally relevant cancer research and facilitated career advancement and development of local cancer research capacity. Findings have implications for the design of future related efforts. [ABSTRACT FROM AUTHOR]

Introduction: As a result of global migration, health professionals in destination countries are increasingly being called upon to provide care for women and girls who have experienced female genital mutilation/cutting (FGM/C). There is considerable evidence to suggest that their care experiences are sub-optimal. This systematic review sought to illuminate possible reasons for this by exploring the views, experiences, barriers and facilitators to providing FGM-related healthcare in high income countries, from health professionals’ perspectives. Methods: Sixteen electronic databases/resources were searched from inception to December 2017, supplemented by reference list searching and suggestions from experts. Inclusion criteria were: qualitative studies (including grey literature) of any design, any cadre of health worker, from OECD countries, of any date and any language. Two reviewers undertook screening, selection, quality appraisal and data extraction using tools from the Joanna Briggs Institute (JBI). Synthesis involved an inductive thematic approach to identify descriptive themes and interpret these into higher order analytical constructs. Confidence in the review findings was assessed using GRADE-CERQual. The review protocol was registered with PROSPERO (CRD420150300042015). Results: Thirty papers (representing 28 distinct studies) from nine different countries were included. The majority of studies focused on maternity contexts. No studies specifically examined health professionals’ role in FGM/C prevention/safeguarding. There were 20 descriptive themes summarised into six analytical themes that highlighted factors perceived to influence care: knowledge and training, communication, cultural (mis)understandings, identification of FGM/C, clinical management practices and service configuration. Together, these inter-linked themes illuminate the ways in which confidence, communication and competence at provider level and the existence and enactment of pathways, protocols and specialist support at service/system level facilitate or hinder care. Conclusions: FGM/C is a complex and culturally shaped phenomenon. In order to work effectively across cultural divides, there is a need for provider training, clear guidelines, care pathways and specialist FGM/C centres to support mainstream services. [ABSTRACT FROM AUTHOR]

Abstract Objectives We aimed to assess patient-related determinants potentially influencing antibiotic use. Methods Studies published in MEDLINE until 30 September 2015 were searched. We included: qualitative studies describing patients' self-reported determinants of antibiotic use; and quantitative studies on either self-reported or objectively assessed determinants associated with antibiotic use. Whenever possible, reported determinants were categorized as 'barriers' or 'facilitators' of responsible antibiotic use. Results A total of 87 studies from 33 countries were included. Seventy-five (86.2%) were quantitative and described self-reported (45/75, 60.0%), objectively assessed (20/75, 26.7%) or self-reported and objectively assessed (10/75, 13.3%) patient-related determinants. Twelve (12/87, 13.8%) were qualitative studies or had a qualitative and quantitative component. Eighty-six of the studies (98.8%) concerned the outpatient setting. We identified seven broad categories of determinants having an impact on different aspects of antibiotic use (in descending order of frequency): demographic and socio-economic characteristics, patient–doctor interactions (e.g. counselling), treatment characteristics (e.g. administration frequency), attitudes (e.g. expecting antibiotics), access to treatment (e.g. patients' direct costs), characteristics of the condition for which the antibiotic was prescribed (e.g. duration of symptoms), knowledge (e.g. regarding indications for treatment). Most determinants were classified as 'barriers' to responsible antibiotic use. Conclusion A large variety of patient-related determinants impact antibiotic use. The most easily 'modifiable' determinants concern patient–doctor interactions, treatment characteristics and knowledge. Data from the inpatient setting and low- and middle-income countries were underrepresented. Further studies should develop and test interventions that take these determinants into account with the ultimate aim of improving responsible use of antibiotics. [ABSTRACT FROM AUTHOR]

Background: Non-attendance of treatment groups in the community has been a long-standing problem in mental health care. It has been found to have financial ramifications for services, worsen outcomes for those that do not attend and negatively impact on therapeutic group processes. There is a need to gain a better understanding of patients’ reasons for attending or not attending. This study aimed to explore patient views on facilitators and barriers to the attendance of treatment groups in the community. Methods: The study used interview data collected as part of three studies that investigated treatment groups for psychiatric patients in the community. Sixty-seven interview transcripts were analysed using the framework method. Results: Five themes relating to facilitators of group attendance were identified: opportunity for autonomy; self-acknowledging need and therapist encouragement; optimal group format and safe environment; interest in content and enjoyment; actual and expected benefits of attendance. Four themes related to barriers: not being sufficiently informed; concerns about social interactions and the unknown; limited accessibility; and negative group dynamics. Conclusion: To facilitate attendance and reduce attrition to treatment groups in the community clinicians should address patient’s wishes for information, capture their interest in the group modality, and potentially offer a ‘trial’ session. Furthermore, they should make the group location and time as accessible as possible and create a moderately sized group of six to eight patients. In these groups, mutual respect, feelings of safety and encouragement appear essential to make patients feel they can benefit from attendance. [ABSTRACT FROM AUTHOR]

Context: Palliative care for homeless people is often given late, if at all. Professionals in both palliative care and shelter care are often insufficiently equipped to provide this complex care.Objectives: To provide insights into the palliative care experiences of professionals and homeless people, including barriers and facilitators to care, and to investigate whether a consultative function can help improve palliative care for homeless people.Methods: Six focus groups were included; four with professionals (n = 19) and two with severely ill homeless people (n = 15). Professionals were sampled purposively in organizations providing (palliative) care to the homeless. Homeless people were recruited by opportunity sampling.Results: Palliative care for homeless people is especially complex and differs substantially from regular palliative care. It differs greatly among professionals, institutions, and cities. Homeless people get less autonomy than they would like. Homeless people and professionals have different perceptions of the care provided. Trusting relationships between professionals and homeless people is essential and easily accessible, and flexible care is needed. Consultation, in particular involving exchange of expertise between professionals, can provide added value to professionals. Homeless people consider consultation primarily as an opportunity to train professionals to show more understanding, provide tailored palliative care, and enhance professional collaboration. The local situation, characteristics of a consultant, and role of a consultant in providing information and education must be considered when developing the consultation process.Conclusion: Consultation can play an important role in improving palliative care by linking disciplines, providing support to professionals and appropriate palliative care to homeless people. [ABSTRACT FROM AUTHOR]

Key points Early career researchers (ECRs) consider journals the central form of communication – but are concerned about pressure to publish. ECRs want to share but currently accept the closed publishing system because of the need to build a traditional reputation. ECRs know – and appear to care – little about publishers but trust them as publishing and reviewing facilitators. Editors are criticized for not managing peer review with better selection of reviewers. Megajournals are not seen as the future journal form and criticized for lack of selectivity. ECRs want open access/science in principle but are circumspect about their contribution to it. ResearchGate is a key force for change as ECRs consider it a mainstay communication and reputation platform. [ABSTRACT FROM AUTHOR]

Background: As part of the global effort to eliminate hepatitis C virus (HCV), it is important to understand the barriers to and facilitators of HCV screening and testing. Objective: To examine the barriers and facilitators experienced by health care providers offering HCV screening and testing and patients seeking HCV testing. Methods: A literature search was conducted using Embase, Medline and Scopus databases to collect studies published between January 2012 and July 2017. We extracted the following data: author, year of publication, study design, population, setting, country, method of data collection, and knowledge and awareness outcomes. Results: A total of 16 articles were identified. Barriers to HCV screening and testing among patients included low self-perceived risk of acquiring HCV, perceived stigma and fear of a positive result. Facilitators of HCV screening and testing, as reported by patients, included increased knowledge of transmission and manifestations of HCV infection and having HCV testing included as part of routine care with or without HIV testing. Barriers to offering HCV screening and testing included time constraints, lack of specific knowledge about HCV and discomfort in asking about risk behaviours. Facilitators of offering HCV screening and testing included testing reminders and working in locations with a higher HCV caseload. Conclusion: Lack of knowledge and fear of stigma and discrimination remain barriers to HCV testing at the patient level and lack of time, knowledge and discomfort in asking about risk behaviours remain barriers to offering HCV testing by health care providers. This identifies potential areas for future public health action. [ABSTRACT FROM AUTHOR]

The authors conducted this study at a Spanish university to find out what barriers and aids students with disabilities identified during their university trajectories. The authors used a biographical narrative method, and specifically, life histories. Our analysis concentrated on the life-lines and interviews, showing the histories of three students with disabilities. We analyzed data through a narrative system, approaching each life history separately and making a global analysis of it. The results section presents the university trajectory of three students with disability, Javier, Luz María and José Manuel. Each student made a personal narration of his own university experience in a first-person history, describing aids and barriers. The conclusions discuss the main barriers and facilitators each student perceived at the university and suggest the potential of this technique for construing life histories. [ABSTRACT FROM AUTHOR]

Dialogue journals are useful pedagogical tools for developing communicative written fluency. While instructors often respond to student writing by modeling, questioning and providing feedback, visual aids are also sometimes used to enhance communication. In this study, findings from an examination of 12 adult English Language Learners' dialogue journals reveal that the instructor demonstrated an understanding of visual aids, which included instructor-drawn pictures and textual enhancements. Some students responded with hand-drawn pictures of their own and noted that visuals increased their interest in writing and helped them to understand unfamiliar topics. The use of instructor-drawn pictures and textual enhancements as a part of dialogue journals facilitates communication and strengthens the rapport-building for which dialogue journals are well-known. [ABSTRACT FROM AUTHOR]

Introduction: Female sex workers (FSWs) are at high-risk for HIV acquisition in South Africa, where the advent of new HIV prevention and treatment interventions represent the potential to significantly impact the epidemic. This paper focuses on aspects of PrEP acceptability as a new intervention within the context of a larger service delivery programme including the simultaneous rollout of early ART. This paper explores PrEP acceptability among the FGD participants as future potential users. Methods: FGDs were conducted in two clinic-based sites in Johannesburg and Pretoria. They aimed to explore community-level, multi-dimensional acceptability of PrEP within the context of imminent implementation alongside early ART in the TAPS Demonstration Project. Sex worker peer educators recruited participants from varying sex work locales. Facilitation was in English with adaptation by facilitators into local languages as needed. Transcripts were translated and transcribed into English. Thematic analysis was used to analyse the data. Results: Four FGDs were conducted in each site for a total of eight FDGs and 69 participants. Demographics were largely similar across the sites. Overall, there was strong acceptability of PrEP among participants and positive anticipation for the imminent delivery of PrEP in the local sex worker clinics. Themes arising from the discussions exploring aspects of PrEP acceptability included: awareness and understanding of PrEP; PrEP motivations including choice, control, and vulnerability, managing PrEP risks and worries; and, de-stigmatizing and empowering PrEP delivery. Participant discussions and recommendations highlighted the importance of developing clear education and messaging to accurately convey the concept of PrEP, and intervention integration into supportive and tailored services. Conclusions: Through the course of these FGDs, PrEP became a positive and highly anticipated prevention option among the FSWs participants who endorsed implementation in their communities. Effective integration of PrEP into existing services will include comprehensive health programming where ART is also available, appropriate messaging, and support. [ABSTRACT FROM AUTHOR]

Achieving success in technology transfer (TT) projects remains a difficult proposition in developing economies. Such projects need to accomplish not only their TT objectives, but also get delivered within schedule and costs. Literature is replete with TT models, analysis of contractual arrangements, governing processes and influencing factors. Earlier studies have conceptualized TT outcome enablers and validated through practitioner surveys. However, studying sector-wide TT programs in their natural settings for developing economies has remained an unexplored area. This study adopted a seven step Grounded Theory methodology, applied inductive and deductive reasoning on open-coded granular case data to derive causal factors. These factors were then classified into facilitators and inhibitors and mapped onto TT outcome enablers. Findings from an independent survey of equipment manufacturers were used to finalize the set of causal factors for TT outcome enablers, which were then taken forward for structural equation modeling (SEM). Inferences drawn from successive SEMs, validated by findings from equipment manufacturer survey, distinguished the dominant TT outcome enabler. Further, it established two significant facilitators and one inhibitor. Insights drawn showed that absorptive capacities of ‘mid-range’ economies may have accelerated thereby beginning to differentiate them from other developing economies. The study findings can provide insights to policy makers and leaders for improving effectiveness of sector-wide TT programs. [ABSTRACT FROM AUTHOR]

Background: Availability of basic mental health services is limited in rural areas of India. Health system and individual level factors such as lack of mental health professionals and infrastructure, poor awareness about mental health, stigma related to help seeking, are responsible for poor awareness and use of mental health services. We implemented a mental health services delivery model that leveraged technology and task sharing to facilitate identification and treatment of common mental disorders (CMDs) such as stress, depression, anxiety and suicide risk in rural areas of the state of Andhra Pradesh, India. The intervention was delivered by lay village health workers (Accredited Social Health Activists - ASHAs) and primary care doctors. An anti-stigma campaign was implemented prior to this activity. This paper reports the process evaluation of the intervention using mixed methods. Methods: A mixed methods pre-post evaluation assessed the intervention using quantitative service usage analytics from the server, and qualitative interviews with different stakeholders. Barriers and facilitators in implementing the intervention were identified. Results: Health service use increased significantly at post-intervention, ASHAs could followup 78.6% of those who had screened positive, and 78.6% of the 1243 Interactive Voice Response System calls made, were successful. Most respondents were aware of the intervention. They indicated that knowledge received through the intervention empowered them to approach ASHAs and share their mental health symptoms. ASHAs and doctors opined that EDSS was useful and easy to use. Medical camps organized in villages to increase access to the doctor were received positively by all. However, some aspects or facilitators of the intervention need to be improved, including network connectivity, booster training, anti-stigma campaigns, quality of mental health services provided by doctors, provision of psychotropic medications at primary health centers and frequency of health camps. Conclusion: The respondents' views helped to understand the barriers and facilitators for improving the likely effectiveness of the intervention using Andersen's Modified Behavioral Model of Health Services Use, and identify the mechanisms by which those factors affected mental health services uptake in the community. [ABSTRACT FROM AUTHOR]

The authors talks about how he uses educational games in futures studies. Topics discussed include the use of role playing to present the findings from the futures triangle, the tasks for the participants in the games, and the role of workshop facilitators in conducting the games. Also mentioned are benefits of games such as the development of insight, brain-body-spirit learning, and improved cognition.

Background: Even though the importance of a facilitator during an implementation process is well described, the facilitator's role is rarely problematized in relation to the organizational context in terms of power and legitimacy; themes which have recently been brought to the fore when studying change in health care organizations. Therefore, in this article, we present a qualitative study with the aim of identifying key aspects of the experience of being in a facilitator role. The data collection involved ethnographic fieldwork encompassing observations and field notes, as well as two qualitative interviews with the facilitator. The data were analysed using a phenomenological hermeneutical method in order to formulate thematic aspects of the implementation process. The study was conducted in southern Sweden between January 2013 and August 2014. Results: One main theme, "walking a tightrope", and four sub-themes, all of which involved balancing acts of different levels and different ways, were identified. These included: being in control, but needing to adjust; pushing for change, but forced to stand back; being accepted, but dependent; and being reasonable, but culturally sensitive. Conclusion: Instead of listing the desirable qualities and conditions of a facilitator, this study shows that being a facilitator can be described more completely by applying the concept of role, thus allowing a more holistic process of reflection and analysis. This in turn makes it possible to move from the reactive stance of balancing to a more proactive stance of negotiating. [ABSTRACT FROM AUTHOR]

There is a gap in understanding the barriers and facilitators related to guideline implementation in Saudi Arabia. A descriptive cross sectional study was conducted to identify the factors that may act as barriers or facilitators of clinical practice guidelines used by physicians working in Riyadh, Saudi Arabia. A survey was distributed to 215 physicians working at universities and government hospitals in Riyadh city. The survey was pilot-tested on a small group of physicians to improve the clarity and limit response bias. A total of 157 physicians completed the questionnaire. About 88.5% of the physicians indicated that they did implement clinical practice guidelines in their practice while 9.6% declared that they did not implement any guidelines. Clinical practice guideline implementation was not affected by the physician role, years of experience or nationality. There were less female physicians that opted for clinical practice guidelines (P<0.5). Eighty four percent of the physicians chose them because they are evidence-based while only 40.1% incorporated them because it was part of their institutions' regulation. There was a weak positive relation between the total scores of barriers and facilitators assessment tool and the nationality of the physician. The reasons for choosing specific guidelines were not determined by the physician role, years of experience, nationality or gender. Most agreed that clinical practice guidelines served as a good foundation for self-study and still provide space for them to come to their own conclusions, but at the same time, they would like to know more about them before they decide to apply it. The implementation of guidelines was obstructed by three barriers, which were lack of support by the leadership, lack of awareness and lack of knowledge. On the other hand, the ease of access and autonomy has driven the implementation of clinical practice guidelines. Nonetheless, the barriers and facilitators experienced by the physicians may differ depending on their ethnicity and gender. [ABSTRACT FROM AUTHOR]

The article offers information on Facing the Nakba project of periodical to engage American Jews regarding Nakba, the expulsion and dispossession Palestinians by the Zionist movement from Israel during 1947-1949. Topics discussed include analysis of stories about Zionism, the testimonies from Palestinians in the project, and a guide for facilitators.

The article talks about teaching lifelong learners in lifelong education, focusing on several institutes such as the Osher Lifelong Learning Institute (OLLI). Topics discussed include the difference in teaching seniors than teaching undergraduates, the teaching of the works of Jewish playwright Tony Kushner by the author at OLLI, and the importance of facilitators.