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This paper describes a study in which one specific form of follow-up, the action plan, was used to assess the effectiveness of a teachers' course with 15 German teachers of English and offers an evaluation of the plan's potential as a program evaluation instrument. The course was taught for 20, 1.5 hour sessions, in the mornings; afternoons were composed of a self-directed project, optional lectures, and local educational site visits. The action plan was introduced to participants on the last day of the course, with the objective that in 2-3 months, they would be asked to report on their progress toward the objectives they had formulated for the action plan. After 3 follow-up letters/postcards to all 15 students, 11 responses total, had been received. Analysis and comparison of action plans and responses revealed that action plans do seem to offer a feasible and economical way of gathering information that is of value to course organizers, especially regarding input to course design. The most difficult thing for the teachers was to find the time to adapt materials or to think through a different way of doing things. The action plans proved to be useful instruments for both evaluation and awareness-raising. (NAV)

Aim and objective: The aim of this study is to explore the health‐related quality of life outcomes and ostomy‐related obstacles among patients with ostomy in Saudi Arabia. Background: Negative effects on quality of life for patients following ostomy creation are a globally important health concern. Paucity of understanding factors that influenced quality of care after ostomy surgery hinders the ability of healthcare providers to offer appropriate care to improve patient's quality of care. Methods: This mixed‐methods study was undertaken through survey (COHQOL‐Q Arabic version) for collecting the quantitative data (n = 421) and semi‐structured interview for collecting qualitative data (n = 12). This study employed STROBE and GRAMMS checklists. Results: Multiple health‐related quality of life challenges was indicated by Saudi patients with intestinal stomas. Ostomy surgery interferes with religious practice in Muslim people, particularly obtaining Hajj worship and fasting for Ramadan. The overall QOL mean score was moderate level (M = 7.57) for ostomy patients in Saudi Arabia. The highest domain mean score was the social well‐being (M = 7.84) and the lowest in the physical well‐being (M = 7.18). Reshaping of religious practices, apprehension and adaptation to living with a stoma were the most common themes that participants discussed related to ostomy issues they experienced following ostomy surgery. Conclusion: The study findings reported a greater understanding of challenges that patients with stoma experience in Saudi Arabia. The process of the adaptation and the change of their lifestyle also affects patient's quality of life. The healthcare providers can use the study results to create a supportive intervention strategy that needed for maximise QOL for people with stoma. Relevance to clinical practice: This study identifies issues associated with stoma creation among Saudi people and can help in planning and providing the required nursing care which may support in the reduction of predictable problems. Recommendations for future studies related to nursing professional practice are indicated. [ABSTRACT FROM AUTHOR]

This paper describes a study of ICT-related teacher development in the context of a national reform of College English teaching in China. The reform, in which emphasis was placed on use of information and communications technology (ICT) in classroom teaching and self-access learning, had challenged teachers of English as a foreign language to adapt to new teaching materials, student-centred classroom teaching and to guide students in their autonomous learning. The study examined teachers' attitudes towards ICT use in education and ICT-related continuing professional development (CPD) policies and practices in a university in southern China. Mixed methods were used: questionnaires to teachers, classroom observation, interviews with teachers, management and administrative staff, and focus groups with both teachers and students. The findings indicated that limited ICT skills and pedagogic expertise were obstacles to the use of ICT in English language teaching. Moreover, although initially the majority of teachers had held positive attitudes towards ICT use in English teaching and the national reform, their enthusiasm was waning in the light of inadequate support and training. Implications for policy and teacher education are discussed and an ICT-based CPD model for language teachers is proposed. (Contains 2 figures.)

This article describes a case study conducted at an International Baccalaureate World School in mainland China in which the majority of faculty and over 98 per cent of students are Chinese. The purpose of the study was to investigate and compare the teacher-student relationships of Chinese and non-Chinese teachers, with a specific focus on the teachers' role and time spent with students. The study also explored students' perspectives on any differences. The overall intention was to provide an in-depth and systematic interpretation of the nature of any differences and the reasons for these in an attempt to contribute to a better understanding of co-constructed pedagogy. (Contains 2 tables and 1 figure.)

This paper builds on previous work on metaphor analysis from the perspective of a teacher educator working with practising teachers. The benefits for teachers and teacher educators of surfacing teachers' beliefs, as reflected in their use of metaphoric language, are outlined, and a collection of some 200 images (metaphors and similes) elicited from Brazilian teachers of English is presented and discussed. These images, representing teachers' views of their English-language teaching textbooks, suggest varying degrees of textbook dependence. The implications of this finding for in-service teacher education are explored and possible directions suggested for related research. (Contains 1 note and 1 table.)

If, as has been widely claimed, our attitudes and beliefs are reflected in the language we use, it should be possible to gain some insight into teachers' views of English-language coursebooks from the metaphors they use to describe them. A small collection of teacher metaphors (and similes), drawn largely from Hong Kong, is presented and discussed. This is then compared with metaphors supplied by secondary school learners in the same context. The conclusion is drawn that there is value in teachers researching their learners' beliefs and attitudes--in relation to coursebooks and other aspects of the teaching-learning environment--and reflecting on and comparing these with their own. Metaphors may be a conveniently economical way of focusing such reflection.

This paper re-visits, in the light of a recent survey in Hong Kong, issues in relation to how people are represented in educational materials for language-learners. Consideration is given to stereotyping in the way men and women are depicted and broader questions concerning the "visibility" of women, the divorced and other groups, and the possible effects of such representation on school-age learners.

This article provides context to the establishment of advance statements within the Australian mental health setting, in the state of Victoria. A movement to legislate for a more humane and liberal approach to mental health consumer care resulted in changes to the Victorian Mental Health Act (2014a). This Act mirrored legislative changes across the western world and resulted in a socially progressive movement embracing recovery focussed care and consumer clinician partnerships. Thus, we purport that an identified need for a more liberal way to work with individuals who have a diagnosis of mental ill health was a major aim of this law reform. The advance statement model is seen as a tool in addressing a growing recognition of how mental health providers engage consumers of mental health services, and value their preferences to care received. This article arises from a larger study which has aimed to explore the role and scope of advance statements. This research has sought to demonstrate how advanced statements can be used within mental health services by providing recommendations for the mental health nursing workforce in relation to the implementation and deliverables for training. [ABSTRACT FROM AUTHOR]

Older adults with dual diagnosis remain an under-diagnosed population in mental health services, with complex needs and high rates of medical comorbidity. Dual diagnosis is a significant challenge to contemporary mental health services, with recognition of the increased rate of relapse and costs of care of poorly managed dual diagnosis identified through comprehensive research. Unfortunately, the research attention paid to those with dual diagnosis in younger age groups has not been replicated in the older adult cohort, with few studies specifically exploring the treatment needs of these individuals. Of the studies that do exist, many identify poor screening and assessment, clinician frustration and a lack of cohesive treatment for co-occurring alcohol and other drug use disorders for older adults. We draw from a mixed methods exploratory study conducted in an inner Melbourne community older adult mental health service providing care to consumers with dual diagnosis to formulate recommendations to improve the care provision to this cohort. We discuss changes to the way older adult mental health services operate that are essential to improve the care and response to consumers presenting with dual diagnosis. Ultimately, we aim to discuss how older adult mental health services can improve to provide timely, responsive care to those with dual diagnosis. [ABSTRACT FROM AUTHOR]