Purpose This study explores the relationship between sleep quality and fatigue in medical imaging students using biometric devices. It examines the impact that objectively measuring and discussing sleep data has on students’ understanding and appreciation of the role of sleep in their academic and professional practices. Design The study adopts a case-based approach, with participants engaging in open collaborative discussions and personal investigation of their sleep data. Biometric devices were used to record sleep data over the course of one semester. Findings Results show that while all students recognised the importance of sleep, they had very little knowledge about sleep patterns, the effects of sleep on performance and memory, or sleep consistency. However, students engaged with their data and showed interest in learning more about sleep. As the study progressed, participants moved away from discussing sleep duration and focused more on the impact of sleep types on patterns of sleep quality. Some students used this newfound knowledge to try and change their sleep behaviours and optimize their performance, while others struggled to change their habits. Implications Overall, this study highlights the need for a more comprehensive approach to sleep education and the potential for personal analytics to facilitate understanding and behaviour change.
{"title":"Sleep Patterns and Awareness in Medical Imaging Students Using Wearable Technology","authors":"K. O'Callahan, Russell Butson, Jason Mair","doi":"10.33966/hepj.7.1.18045","DOIUrl":"https://doi.org/10.33966/hepj.7.1.18045","url":null,"abstract":"Purpose \u0000This study explores the relationship between sleep quality and fatigue in medical imaging students using biometric devices. It examines the impact that objectively measuring and discussing sleep data has on students’ understanding and appreciation of the role of sleep in their academic and professional practices. \u0000Design \u0000The study adopts a case-based approach, with participants engaging in open collaborative discussions and personal investigation of their sleep data. Biometric devices were used to record sleep data over the course of one semester. \u0000Findings \u0000Results show that while all students recognised the importance of sleep, they had very little knowledge about sleep patterns, the effects of sleep on performance and memory, or sleep consistency. However, students engaged with their data and showed interest in learning more about sleep. As the study progressed, participants moved away from discussing sleep duration and focused more on the impact of sleep types on patterns of sleep quality. Some students used this newfound knowledge to try and change their sleep behaviours and optimize their performance, while others struggled to change their habits. \u0000Implications \u0000Overall, this study highlights the need for a more comprehensive approach to sleep education and the potential for personal analytics to facilitate understanding and behaviour change.","PeriodicalId":119792,"journal":{"name":"Health Education in Practice: Journal of Research for Professional Learning","volume":"37 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-08-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141922849","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Peter Stubbs, Christopher Altre, Arianne P Verhagen, N. Bartley, Alana B McCambridge, Jereme Borja, Lauren Haylock, Kayla Dang, J. W. Pate
Purpose: To assess the attitudes towards research in a two-year, graduate-entry Master of Physiotherapy course. Methodology: All students starting (T0) and ending (T1) their degrees in 2020 and 2021 were invited to complete the revised Attitudes Towards Research Questionnaire. This is a three-factor instrument with 13 statements assessing Research Usefulness (four statements, scores ranging from 4 to 28), Research Anxiety (five statements, scores ranging from 5 to 35), and Positive Research Predispositions (four statements, scores ranging from 4 to 28). Each statement was scored using a seven-item Likert scale ranging from ‘Strongly Agree’ (1) to ‘Strongly Disagree’ (7). Student responses between T1 and T0 for factor scores were compared using independent samples t-tests and summarised using mean differences (95% CIs). We defined the minimally important difference as 15% of the scale range. Findings: Ninety-seven percent (n=124/129) of students completed the survey at T0 and 57% (n=79/125) at T1. We found no difference between T0 and T1 in research anxiety (0.2 points, 95% CI: –1.5 to 2.0) and research usefulness (–0.9 points, 95% CI: –1.8 to 0.1), but a significant (although not meaningful) decrease in positive research predispositions between T0 and T1 (–1.7 points, 95% CI –3.2 to –0.2). Research implications: Qualitative research could complement these quantitative findings and provide in-depth reasons for student scores. Practical implications: Educators need more active strategies to improve attitudes and engagement in research-focused subjects to further engage students. Originality/value: This is the first study to document attitudes towards research in an Australian graduate-entry Master of Physiotherapy program. Limitations: There is likely bias (unclear in which direction) at T1 given that 57% of students completed the survey. Surveys were not linked, so group differences were assessed independently. Keywords: Evidence-based practice; research methods; Master of Physiotherapy, UTS Physiotherapy Student surveys (PHYSS) study
{"title":"Attitudes towards research in graduate-entry Australian physiotherapy students: a survey","authors":"Peter Stubbs, Christopher Altre, Arianne P Verhagen, N. Bartley, Alana B McCambridge, Jereme Borja, Lauren Haylock, Kayla Dang, J. W. Pate","doi":"10.33966/hepj.7.1.18040","DOIUrl":"https://doi.org/10.33966/hepj.7.1.18040","url":null,"abstract":"Purpose: To assess the attitudes towards research in a two-year, graduate-entry Master of Physiotherapy course.\u0000Methodology: All students starting (T0) and ending (T1) their degrees in 2020 and 2021 were invited to complete the revised Attitudes Towards Research Questionnaire. This is a three-factor instrument with 13 statements assessing Research Usefulness (four statements, scores ranging from 4 to 28), Research Anxiety (five statements, scores ranging from 5 to 35), and Positive Research Predispositions (four statements, scores ranging from 4 to 28). Each statement was scored using a seven-item Likert scale ranging from ‘Strongly Agree’ (1) to ‘Strongly Disagree’ (7). Student responses between T1 and T0 for factor scores were compared using independent samples t-tests and summarised using mean differences (95% CIs). We defined the minimally important difference as 15% of the scale range.\u0000Findings: Ninety-seven percent (n=124/129) of students completed the survey at T0 and 57% (n=79/125) at T1.\u0000We found no difference between T0 and T1 in research anxiety (0.2 points, 95% CI: –1.5 to 2.0) and research usefulness (–0.9 points, 95% CI: –1.8 to 0.1), but a significant (although not meaningful) decrease in positive research predispositions between T0 and T1 (–1.7 points, 95% CI –3.2 to –0.2).\u0000Research implications: Qualitative research could complement these quantitative findings and provide in-depth reasons for student scores.\u0000Practical implications: Educators need more active strategies to improve attitudes and engagement in research-focused subjects to further engage students.\u0000Originality/value: This is the first study to document attitudes towards research in an Australian graduate-entry Master of Physiotherapy program.\u0000Limitations: There is likely bias (unclear in which direction) at T1 given that 57% of students completed the survey. Surveys were not linked, so group differences were assessed independently.\u0000 Keywords: Evidence-based practice; research methods; Master of Physiotherapy, UTS Physiotherapy Student surveys (PHYSS) study","PeriodicalId":119792,"journal":{"name":"Health Education in Practice: Journal of Research for Professional Learning","volume":" 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141830563","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Purpose: For students enrolled in tertiary education courses, learning to work rurally is mainly reliant on placement experiences. An international scoping review (Adams 2023) found that rural placement and other learning experiences are seldom supported by published evidence or evaluative research related to rural theory, specific curricula content, pedagogy or assessment. The implications of the scoping review findings are discussed using relevant theoretical perspectives. This argument aims to raise awareness amongst health professional educators of opportunities and outcomes that may support confident, capable, autonomous work in broader scopes of practice through specific, structured rural content in health professional curricula. Findings: Once theoretical foundations of rural education are established, structured evaluation of educational design and advancement of the scholarship of learning and teaching can occur. Research implications: Extension of research into educational practice in rural contexts can contribute to rural health professional retention and improved health outcomes for rural populations. Originality/value: This paper highlights a novel approach to rural health professional education for rural practice beyond standardised curricula delivered in rural contexts. Limitations: The lack of published research does not mean that rural curricula and pedagogy do not exist in health professional curricula. Instead, it highlights that rural health education rarely includes analysis/evaluation of health programme content. [1] The terms ‘rural’, ‘remote’ and ‘regional’ are often poorly differentiated and used interchangeably in the literature. ‘Rural’ is used throughout this document, although the authors wish to acknowledge the considerable differences between the practice contexts.
{"title":"Changing how ‘rural’ is understood in health professional education","authors":"Margaret Adams, Margaret Yen","doi":"10.33966/hepj.7.1.17713","DOIUrl":"https://doi.org/10.33966/hepj.7.1.17713","url":null,"abstract":"Purpose: For students enrolled in tertiary education courses, learning to work rurally is mainly reliant on placement experiences. An international scoping review (Adams 2023) found that rural placement and other learning experiences are seldom supported by published evidence or evaluative research related to rural theory, specific curricula content, pedagogy or assessment. The implications of the scoping review findings are discussed using relevant theoretical perspectives. This argument aims to raise awareness amongst health professional educators of opportunities and outcomes that may support confident, capable, autonomous work in broader scopes of practice through specific, structured rural content in health professional curricula.\u0000Findings: Once theoretical foundations of rural education are established, structured evaluation of educational design and advancement of the scholarship of learning and teaching can occur.\u0000Research implications: Extension of research into educational practice in rural contexts can contribute to rural health professional retention and improved health outcomes for rural populations.\u0000Originality/value: This paper highlights a novel approach to rural health professional education for rural practice beyond standardised curricula delivered in rural contexts.\u0000Limitations: The lack of published research does not mean that rural curricula and pedagogy do not exist in health professional curricula. Instead, it highlights that rural health education rarely includes analysis/evaluation of health programme content. \u0000[1] The terms ‘rural’, ‘remote’ and ‘regional’ are often poorly differentiated and used interchangeably in the literature. ‘Rural’ is used throughout this document, although the authors wish to acknowledge the considerable differences between the practice contexts.","PeriodicalId":119792,"journal":{"name":"Health Education in Practice: Journal of Research for Professional Learning","volume":" 21","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140686334","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Anna Joy, Leeanne M. Carey, C. Neilson, Kylee J Lockwood, Katherine Harding
Purpose: To synthesise evidence on the effectiveness of online learning platforms for facilitating knowledge translation in allied health professionals. Methodology: A systematic review of the literature searched three databases (Medline-OVID, CINAHL, Embase) in November 2023 for studies measuring outcomes of knowledge translation initiatives targeting allied health professionals delivered using online learning platforms. Papers were eligible if allied health professionals made up at least 50% of the sample, most of the learning component was online, and comparative data was reported. Data were extracted using a customised form. Quality of studies was appraised using the Downs and Black checklist. Meta-analyses were conducted where sufficient homogenous data were available. Findings: Twenty-three studies published over a 13-year period were included in this review primarily using pre-post study designs. All reported improvements in either knowledge, skill and/or confidence, with an meta-analysis (n=9 studies) showing a significant increase in knowledge gain after exposure to online learning (SMD 1.39; 95% CI = 0.96-1.83). However, there is little evidence that participation in online learning is associated with a change in clinical practice. Research Implications: This study supports previous research that online learning can improve knowledge but highlights a need for more rigorous studies addressing the impacts on behaviour change. Practical Implications: Online learning is an effective way of improving knowledge, skill and/or confidence but additional knowledge translation strategies may be needed to lead to a behaviour change. Originality/Value: Synthesis of current knowledge of the value and limitations of online learning as a tool to facilitate the implementation of evidence into practice in the allied health professions. Limitations: This review was limited to studies published in the English language only. The quality of studies in this field is low. Few studies measure behaviour change.
目的：总结在线学习平台在促进专职医疗人员知识转化方面的有效性证据：2023 年 11 月，我们对三个数据库（Medline-OVID、CINAHL、Embase）进行了系统性的文献综述检索，以了解利用在线学习平台针对专职医疗人员开展的知识转化活动的成果评估研究。如果专职医疗人员至少占样本的 50%，大部分学习内容是在线的，并且报告了比较数据，则该论文符合条件。使用定制表格提取数据。使用 Downs 和 Black 检查表对研究质量进行评估。如果有足够的同质数据，则进行元分析：本综述共收录了 23 项研究，这些研究发表于 13 年前，主要采用前后研究设计。所有研究都报告了在知识、技能和/或信心方面的改进，一项荟萃分析（n=9 项研究）显示，在接触在线学习后，知识增长显著（SMD 1.39；95% CI = 0.96-1.83）。然而，几乎没有证据表明参与在线学习与临床实践的改变有关：本研究支持了之前关于在线学习可以提高知识水平的研究，但强调了需要进行更严格的研究来探讨在线学习对行为改变的影响：在线学习是提高知识、技能和/或信心的有效途径，但可能需要更多的知识转化策略来实现行为改变：综述了当前关于在线学习的价值和局限性的知识，在线学习是促进将证据应用于专职医疗专业实践的一种工具：局限性：本综述仅限于以英语发表的研究。 该领域的研究质量较低。衡量行为改变的研究很少。
{"title":"Online learning for allied health knowledge translation: A systematic review","authors":"Anna Joy, Leeanne M. Carey, C. Neilson, Kylee J Lockwood, Katherine Harding","doi":"10.33966/hepj.7.1.17698","DOIUrl":"https://doi.org/10.33966/hepj.7.1.17698","url":null,"abstract":"Purpose: To synthesise evidence on the effectiveness of online learning platforms for facilitating knowledge translation in allied health professionals.\u0000Methodology: A systematic review of the literature searched three databases (Medline-OVID, CINAHL, Embase) in November 2023 for studies measuring outcomes of knowledge translation initiatives targeting allied health professionals delivered using online learning platforms. Papers were eligible if allied health professionals made up at least 50% of the sample, most of the learning component was online, and comparative data was reported. Data were extracted using a customised form. Quality of studies was appraised using the Downs and Black checklist. Meta-analyses were conducted where sufficient homogenous data were available.\u0000Findings: Twenty-three studies published over a 13-year period were included in this review primarily using pre-post study designs. All reported improvements in either knowledge, skill and/or confidence, with an meta-analysis (n=9 studies) showing a significant increase in knowledge gain after exposure to online learning (SMD 1.39; 95% CI = 0.96-1.83). However, there is little evidence that participation in online learning is associated with a change in clinical practice.\u0000Research Implications: This study supports previous research that online learning can improve knowledge but highlights a need for more rigorous studies addressing the impacts on behaviour change.\u0000Practical Implications: Online learning is an effective way of improving knowledge, skill and/or confidence but additional knowledge translation strategies may be needed to lead to a behaviour change.\u0000Originality/Value: Synthesis of current knowledge of the value and limitations of online learning as a tool to facilitate the implementation of evidence into practice in the allied health professions.\u0000Limitations: This review was limited to studies published in the English language only. The quality of studies in this field is low. Few studies measure behaviour change.","PeriodicalId":119792,"journal":{"name":"Health Education in Practice: Journal of Research for Professional Learning","volume":"25 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140738930","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
A. Tapley, Parker J Magin, M. V. van Driel, B. Bonevski, Elizabeth Holliday, Jean Ball, Andrew Davey, Stephen Barnett, Colin Gunter, Jon Fogarty, Rachel Turner, N. Spike, Kristen Fitzgerald, Anna Ralston, C. Etherton-Beer, Linda Klein, Sarah N Hilmer
Purpose: To evaluate the effect of a multi-component educational program aimed at improving general practitioner (GP) trainees’ (registrars') deprescribing in patients 65 years and over. The hypothesis was that an educational program would increase registrars' deprescribing of potentially inappropriate medicines (PIMs) in older patients, relative to a control group, six months post-education. Design: This was a pragmatic, non-randomised, non-equivalent control group design nested within an ongoing cohort study of registrars' practice (the ReCEnT study). The program consisted of an online module, face-to-face sessions for registrars, webinars for their supervisors, and facilitation of the registrar–supervisor dyad, including case-based discussions of deprescribing in teaching meetings. The program was underpinned by the Behaviour Change Wheel framework and delivered to registrars of a single registrar educational/training organisation (other educational/training organisations served as controls). Primary outcome measures were deprescribing any medicines and deprescribing medicines categorised as PIMs. Secondary outcomes were deprescribing of medications taken for three months or more and dose reduction with a view to deprescribing (cessation). Findings: Data from 779 education-receiving registrars and 438 control registrars were analysed. Intervention group registrars showed no significant increase in deprescribing of any medication compared to controls (interaction aOR 1.00 (95%CI 0.69, 1.46) or of PIMs (aOR 1.29 (95%CI 0.74, 2.24), or significant changes in secondary outcomes. Research implications: Despite no differences in prescribing, in this analysis, six months post-intervention, aspects of the findings suggest extended observation and further evaluation may be indicated. Practical implications: The continuation of education for registrars around deprescribing of PIMs is essential. Further investigation is required to assess the effectiveness and efficiency of the behaviour change approach adopted in this study. Originality/value: The multi-component behaviour change theory-based approach is novel for this educational setting, and this is an initial step in evaluating the approach. Limitations: The major limitation is that randomisation in the study design was not practicable.
{"title":"GP registrars' deprescribing in older patients: a non-randomised controlled study.","authors":"A. Tapley, Parker J Magin, M. V. van Driel, B. Bonevski, Elizabeth Holliday, Jean Ball, Andrew Davey, Stephen Barnett, Colin Gunter, Jon Fogarty, Rachel Turner, N. Spike, Kristen Fitzgerald, Anna Ralston, C. Etherton-Beer, Linda Klein, Sarah N Hilmer","doi":"10.33966/hepj.7.1.17351","DOIUrl":"https://doi.org/10.33966/hepj.7.1.17351","url":null,"abstract":"Purpose: To evaluate the effect of a multi-component educational program aimed at improving general practitioner (GP) trainees’ (registrars') deprescribing in patients 65 years and over. The hypothesis was that an educational program would increase registrars' deprescribing of potentially inappropriate medicines (PIMs) in older patients, relative to a control group, six months post-education.\u0000Design: This was a pragmatic, non-randomised, non-equivalent control group design nested within an ongoing cohort study of registrars' practice (the ReCEnT study). The program consisted of an online module, face-to-face sessions for registrars, webinars for their supervisors, and facilitation of the registrar–supervisor dyad, including case-based discussions of deprescribing in teaching meetings. The program was underpinned by the Behaviour Change Wheel framework and delivered to registrars of a single registrar educational/training organisation (other educational/training organisations served as controls). Primary outcome measures were deprescribing any medicines and deprescribing medicines categorised as PIMs. Secondary outcomes were deprescribing of medications taken for three months or more and dose reduction with a view to deprescribing (cessation).\u0000Findings: Data from 779 education-receiving registrars and 438 control registrars were analysed. Intervention group registrars showed no significant increase in deprescribing of any medication compared to controls (interaction aOR 1.00 (95%CI 0.69, 1.46) or of PIMs (aOR 1.29 (95%CI 0.74, 2.24), or significant changes in secondary outcomes.\u0000Research implications: Despite no differences in prescribing, in this analysis, six months post-intervention, aspects of the findings suggest extended observation and further evaluation may be indicated.\u0000Practical implications: The continuation of education for registrars around deprescribing of PIMs is essential. Further investigation is required to assess the effectiveness and efficiency of the behaviour change approach adopted in this study.\u0000Originality/value: The multi-component behaviour change theory-based approach is novel for this educational setting, and this is an initial step in evaluating the approach.\u0000Limitations: The major limitation is that randomisation in the study design was not practicable.","PeriodicalId":119792,"journal":{"name":"Health Education in Practice: Journal of Research for Professional Learning","volume":"434 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140246869","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Matthew J Links, M. McLean, Miriam Pepper, G. Hrivnak, Cindy J Lai
Introduction Recognising the importance of social determinants of health is a key part of the curriculum for health practitioners. The ability to advocate on behalf of patients is a competency that demonstrates enacting this understanding in practice. Communication frameworks are used to structure difficult conversations in multiple settings, notably handover. There is no commonly accepted communication framework to structure a patient advocacy conversation. Approach We assembled a team with skills in patient advocacy, healthcare communication, community advocacy, education and business negotiation to identify the knowledge, skills and attitudes required and to develop a framework suitable for this purpose. We chose to adapt the ISBAR framework as an existing communication framework commonly used for handover. Outcomes ISBAR+ is a framework that is based on a person-centred approach and ‘integrated negotiation’. ‘Intention and Inquiry’ involves a compassionate understanding of the patient’s position. ‘Situation’ is a succinct framing of the problem. ‘Background’ is the information required for the decision-maker to make a person-centred decision. The next step is ‘alignment’ of the priorities of the patient, practitioner and decision-maker. ‘Response’ is the proposed solution, and ‘+’ (‘plus’) is the actions taken for implementation. Conclusions ISBAR+ provides a framework for conversations advocating on behalf of patients that draws from the literature around advocacy inside and outside health. A communication framework allows the development and evaluation of interventions to teach and promote this critical function to promote person-centred care.
{"title":"ISBAR+ a communication tool to advocate for patients","authors":"Matthew J Links, M. McLean, Miriam Pepper, G. Hrivnak, Cindy J Lai","doi":"10.33966/hepj.7.1.17511","DOIUrl":"https://doi.org/10.33966/hepj.7.1.17511","url":null,"abstract":"Introduction\u0000Recognising the importance of social determinants of health is a key part of the curriculum for health practitioners. The ability to advocate on behalf of patients is a competency that demonstrates enacting this understanding in practice. Communication frameworks are used to structure difficult conversations in multiple settings, notably handover. There is no commonly accepted communication framework to structure a patient advocacy conversation.\u0000Approach \u0000We assembled a team with skills in patient advocacy, healthcare communication, community advocacy, education and business negotiation to identify the knowledge, skills and attitudes required and to develop a framework suitable for this purpose. We chose to adapt the ISBAR framework as an existing communication framework commonly used for handover.\u0000Outcomes \u0000ISBAR+ is a framework that is based on a person-centred approach and ‘integrated negotiation’. ‘Intention and Inquiry’ involves a compassionate understanding of the patient’s position. ‘Situation’ is a succinct framing of the problem. ‘Background’ is the information required for the decision-maker to make a person-centred decision. The next step is ‘alignment’ of the priorities of the patient, practitioner and decision-maker. ‘Response’ is the proposed solution, and ‘+’ (‘plus’) is the actions taken for implementation.\u0000Conclusions \u0000ISBAR+ provides a framework for conversations advocating on behalf of patients that draws from the literature around advocacy inside and outside health. A communication framework allows the development and evaluation of interventions to teach and promote this critical function to promote person-centred care.","PeriodicalId":119792,"journal":{"name":"Health Education in Practice: Journal of Research for Professional Learning","volume":"297 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139839973","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Matthew J Links, M. McLean, Miriam Pepper, G. Hrivnak, Cindy J Lai
Introduction Recognising the importance of social determinants of health is a key part of the curriculum for health practitioners. The ability to advocate on behalf of patients is a competency that demonstrates enacting this understanding in practice. Communication frameworks are used to structure difficult conversations in multiple settings, notably handover. There is no commonly accepted communication framework to structure a patient advocacy conversation. Approach We assembled a team with skills in patient advocacy, healthcare communication, community advocacy, education and business negotiation to identify the knowledge, skills and attitudes required and to develop a framework suitable for this purpose. We chose to adapt the ISBAR framework as an existing communication framework commonly used for handover. Outcomes ISBAR+ is a framework that is based on a person-centred approach and ‘integrated negotiation’. ‘Intention and Inquiry’ involves a compassionate understanding of the patient’s position. ‘Situation’ is a succinct framing of the problem. ‘Background’ is the information required for the decision-maker to make a person-centred decision. The next step is ‘alignment’ of the priorities of the patient, practitioner and decision-maker. ‘Response’ is the proposed solution, and ‘+’ (‘plus’) is the actions taken for implementation. Conclusions ISBAR+ provides a framework for conversations advocating on behalf of patients that draws from the literature around advocacy inside and outside health. A communication framework allows the development and evaluation of interventions to teach and promote this critical function to promote person-centred care.
{"title":"ISBAR+ a communication tool to advocate for patients","authors":"Matthew J Links, M. McLean, Miriam Pepper, G. Hrivnak, Cindy J Lai","doi":"10.33966/hepj.7.1.17511","DOIUrl":"https://doi.org/10.33966/hepj.7.1.17511","url":null,"abstract":"Introduction\u0000Recognising the importance of social determinants of health is a key part of the curriculum for health practitioners. The ability to advocate on behalf of patients is a competency that demonstrates enacting this understanding in practice. Communication frameworks are used to structure difficult conversations in multiple settings, notably handover. There is no commonly accepted communication framework to structure a patient advocacy conversation.\u0000Approach \u0000We assembled a team with skills in patient advocacy, healthcare communication, community advocacy, education and business negotiation to identify the knowledge, skills and attitudes required and to develop a framework suitable for this purpose. We chose to adapt the ISBAR framework as an existing communication framework commonly used for handover.\u0000Outcomes \u0000ISBAR+ is a framework that is based on a person-centred approach and ‘integrated negotiation’. ‘Intention and Inquiry’ involves a compassionate understanding of the patient’s position. ‘Situation’ is a succinct framing of the problem. ‘Background’ is the information required for the decision-maker to make a person-centred decision. The next step is ‘alignment’ of the priorities of the patient, practitioner and decision-maker. ‘Response’ is the proposed solution, and ‘+’ (‘plus’) is the actions taken for implementation.\u0000Conclusions \u0000ISBAR+ provides a framework for conversations advocating on behalf of patients that draws from the literature around advocacy inside and outside health. A communication framework allows the development and evaluation of interventions to teach and promote this critical function to promote person-centred care.","PeriodicalId":119792,"journal":{"name":"Health Education in Practice: Journal of Research for Professional Learning","volume":"48 9","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139780044","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Women want to be informed about their healthcare. Google searches provide an accessible option for women during pregnancy, but the content is largely unmonitored. Women have expressed dissatisfaction and confusion about receiving conflicting information from clinicians across the maternity service. It is essential for providers to offer person-centred care and listen to the voices of consumers. If the aim is to provide a service women want to use, women must have the opportunity to voice what they want. The local health district (LHD) maternity website development project aimed to redesign maternity website pages over 12 months to meet community needs and increase hits to the site by 70% within six months. Consumers were approached to participate through maternity services in a regional Australian health district where approximately 3,500 babies are born yearly. In a three-phase participatory action research study, researchers identified the areas of concern for consumers, worked with them to co-design and implement a new website, and evaluated the changes. Almost 20% of women who birthed from January to March 2022 responded to the evaluation survey. Half of these had explored the website. After the upgrades, the number of hits to the district website service page increased by 875 (from 124 to 999). Post-development surveys showed that women who felt they received inconsistent information at the hospital during their pregnancy were more likely to visit the website for clarification (p = 0.009). Of women who visited the website, 78% found the information useful, and 73% said they would use it again. This study highlighted that women engaging in maternity services desire access to relevant, quality information through digital technology. Maternity website development improvements increased patient satisfaction and reduced confusion, providing a reliable source of accessible health information for consumers.
{"title":"Website redesign in a maternity setting: Co-designing a resource for consumer support and education","authors":"Taryn Elder, Leanne Cummins, Claudia Tait, Wendy Kuzela","doi":"10.33966/hepj.6.1.17086","DOIUrl":"https://doi.org/10.33966/hepj.6.1.17086","url":null,"abstract":"Women want to be informed about their healthcare. Google searches provide an accessible option for women during pregnancy, but the content is largely unmonitored. Women have expressed dissatisfaction and confusion about receiving conflicting information from clinicians across the maternity service. It is essential for providers to offer person-centred care and listen to the voices of consumers. If the aim is to provide a service women want to use, women must have the opportunity to voice what they want. The local health district (LHD) maternity website development project aimed to redesign maternity website pages over 12 months to meet community needs and increase hits to the site by 70% within six months. Consumers were approached to participate through maternity services in a regional Australian health district where approximately 3,500 babies are born yearly. In a three-phase participatory action research study, researchers identified the areas of concern for consumers, worked with them to co-design and implement a new website, and evaluated the changes. Almost 20% of women who birthed from January to March 2022 responded to the evaluation survey. Half of these had explored the website. After the upgrades, the number of hits to the district website service page increased by 875 (from 124 to 999). Post-development surveys showed that women who felt they received inconsistent information at the hospital during their pregnancy were more likely to visit the website for clarification (p = 0.009). Of women who visited the website, 78% found the information useful, and 73% said they would use it again. This study highlighted that women engaging in maternity services desire access to relevant, quality information through digital technology. Maternity website development improvements increased patient satisfaction and reduced confusion, providing a reliable source of accessible health information for consumers.\u0000 ","PeriodicalId":119792,"journal":{"name":"Health Education in Practice: Journal of Research for Professional Learning","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130567910","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Purpose This paper describes how a newly formed multidisciplinary healthcare team used photovoice as a creative way to improve team bonding and explore individual and team wellbeing Methodology A phenomenological methodology was used to explore connections and team bonds in the Stability Encompassing Endurance Direction (SEED) Team, a newly formed team of healthcare professionals, using photovoice. Findings The SEED Team’s reflections provide insights into using creative photography as a way to express feelings and the importance of wellbeing. The process encouraged individuals to take time away from their cognitive task state. Research implications The use of photovoice in a newly formed team highlighted the effectiveness of reflective practice that can strengthen team connections and provide opportunities to take a break. Originality This study explored a simple yet powerful tool from an experiential perspective. The tool has potential for use in future wellbeing activities and initiatives. The process added value to the participants’ existing facilitation skills and fostered awareness of their surroundings while taking creative photographs. Keywords: Photovoice, SEED, reflection, connections, wellbeing
{"title":"The SEED Team journey: A phenomenological study of a multidisciplinary healthcare team's experience using the new creative tool ‘photovoice’ for critical reflection.","authors":"Chris Marjoribanks, Leanne Cummins, Padmini Pai","doi":"10.33966/hepj.6.1.16582","DOIUrl":"https://doi.org/10.33966/hepj.6.1.16582","url":null,"abstract":"Purpose \u0000This paper describes how a newly formed multidisciplinary healthcare team used photovoice as a creative way to improve team bonding and explore individual and team wellbeing\u0000Methodology\u0000A phenomenological methodology was used to explore connections and team bonds in the Stability Encompassing Endurance Direction (SEED) Team, a newly formed team of healthcare professionals, using photovoice. \u0000Findings\u0000The SEED Team’s reflections provide insights into using creative photography as a way to express feelings and the importance of wellbeing. The process encouraged individuals to take time away from their cognitive task state.\u0000Research implications \u0000The use of photovoice in a newly formed team highlighted the effectiveness of reflective practice that can strengthen team connections and provide opportunities to take a break.\u0000Originality\u0000This study explored a simple yet powerful tool from an experiential perspective. The tool has potential for use in future wellbeing activities and initiatives. The process added value to the participants’ existing facilitation skills and fostered awareness of their surroundings while taking creative photographs.\u0000Keywords: Photovoice, SEED, reflection, connections, wellbeing","PeriodicalId":119792,"journal":{"name":"Health Education in Practice: Journal of Research for Professional Learning","volume":"33 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121500565","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Purpose In Australia, doctors from their third-year post graduation who are not on specialist training pathways frequently work in unaccredited posts with varying amounts of education and support. In 2019, the New South Wales Ministry of Health (NSW Health) and the Health Education and Training Institute (HETI) agreed on a pilot process for these doctors to develop a professional development plan (PDP). The pilot aimed to implement the process and evaluate its feasibility and acceptability. Methodology/approach The process was piloted at four sites in 2021. The evaluation methodology was informed by the non-adoption, abandonment and challenges to scale-up, spread and sustainability (NASSS) framework with data derived from site meetings, interviews with doctors in unaccredited positions and PDP supervisors, and analysis of PDPs and time required. Findings A total of 42 doctors undertook the PDP process, of whom 25 were interviewed. Of the 28 supervisors recruited, 13 were interviewed. Three sites reported successful implementation, with most doctors having a PDP in progress. Despite challenges associated with the diversity of the workforce and workplaces, all sites were supportive of the process being rolled out with appropriate resourcing. Research implications The research findings indicated that embedding a PDP process more widely across the state will be complex due to the diversity of the workforce and clinical workplaces. Practical implications The PDP process, while acceptable and feasible, needs to adapt to local circumstances, including the workforce, supervisory capacity and experience, individual doctor needs and available resources. Originality The evaluation supports the need for a supported PDP process for doctors in unaccredited positions. Limitations The findings may not be transferable to all NSW Health facilities or to other states or territories. Doctors who consented to be interviewed were more likely to be positive about the process than those who did not. The study did not include a cost evaluation or explore cost-effectiveness due to the short time frame.
{"title":"Developing and evaluating a professional development plan pilot for doctors in unaccredited posts: A pilot study","authors":"J. Thistlethwaite, Lara McGirr, Toni Vial","doi":"10.33966/hepj.6.1.17077","DOIUrl":"https://doi.org/10.33966/hepj.6.1.17077","url":null,"abstract":"\u0000Purpose\u0000\u0000\u0000In Australia, doctors from their third-year post graduation who are not on specialist training pathways frequently work in unaccredited posts with varying amounts of education and support. In 2019, the New South Wales Ministry of Health (NSW Health) and the Health Education and Training Institute (HETI) agreed on a pilot process for these doctors to develop a professional development plan (PDP). The pilot aimed to implement the process and evaluate its feasibility and acceptability.\u0000\u0000\u0000Methodology/approach\u0000\u0000\u0000The process was piloted at four sites in 2021. The evaluation methodology was informed by the non-adoption, abandonment and challenges to scale-up, spread and sustainability (NASSS) framework with data derived from site meetings, interviews with doctors in unaccredited positions and PDP supervisors, and analysis of PDPs and time required.\u0000\u0000\u0000Findings\u0000\u0000\u0000A total of 42 doctors undertook the PDP process, of whom 25 were interviewed. Of the 28 supervisors recruited, 13 were interviewed. Three sites reported successful implementation, with most doctors having a PDP in progress. Despite challenges associated with the diversity of the workforce and workplaces, all sites were supportive of the process being rolled out with appropriate resourcing.\u0000\u0000\u0000 Research implications\u0000\u0000\u0000The research findings indicated that embedding a PDP process more widely across the state will be complex due to the diversity of the workforce and clinical workplaces.\u0000\u0000\u0000Practical implications\u0000\u0000\u0000The PDP process, while acceptable and feasible, needs to adapt to local circumstances, including the workforce, supervisory capacity and experience, individual doctor needs and available resources.\u0000\u0000\u0000Originality\u0000\u0000\u0000The evaluation supports the need for a supported PDP process for doctors in unaccredited positions.\u0000\u0000\u0000Limitations\u0000\u0000\u0000The findings may not be transferable to all NSW Health facilities or to other states or territories. Doctors who consented to be interviewed were more likely to be positive about the process than those who did not. The study did not include a cost evaluation or explore cost-effectiveness due to the short time frame.\u0000","PeriodicalId":119792,"journal":{"name":"Health Education in Practice: Journal of Research for Professional Learning","volume":"96 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115686340","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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