Development Of Self-management Skills Research Articles

DEVELOPMENT OF SELF-MANAGEMENT, TEAMWORK, LEADERSHIP, TIME MANAGEMENT SKILLS THROUGH PROJECT ACTIVITIES

The article is devoted to the development of the principles of project activities. In the state compulsory education standard, projects are used as a form of state final certification. Because project activity arouses interest, allows you to develop social skills in the process of group interaction, acquires research experience, and forms skills such as creative thinking. Acquired skills increase the level of motivation of students, allows to increase the initiative of students.The article analyzes the contentof project activities based on documents in the field of education. Pedagogical literature was effectively used in revealing the historical aspects of the project. The effectiveness of applying project activities to students is the development of self-management skills, teamwork, leadership, and time management. The effectiveness of the formation of students' skills through project activities in the study of biological disciplines has been studied. The development of these skills in solving problems that we face in life has a positive effect on their becoming a person. In improving the quality of education, it is important to form scientific thinking in the process of teaching biology that meets academic requirements and objectively assess a specific scientific problem, determine ways to solve it. Each project action represents a specific situation in which solutions are required using logical analysis. During the experiment, experiments on the formation of cognitive interest, demonstration of biological and other methods were used. During the writing of the scientific article, the results of an experiment on the development of self-management skills, teamwork, leadership, and time management through project activities were summarized. The authors conducteda comparative analysis of the results of the assessment of students' project skills before and after the completion of the project. It can be concluded that training based on project activities and self-management skills, teamwork, leadership, and time management is in demand today.

New challenges for higher education: self-regulated learning in blended learning contexts

IntroductionThe study on self-regulated learning in blended learning (BL) environments highlights its crucial relevance for both the academic development of students and the evolution of contemporary educational methods. This research focused on conceptualizing self-regulated learning in university contexts with a BL modality, using direct student perceptions.MethodsAn inductive qualitative approach with a phenomenological design was employed. Responses from 312 undergraduate students who had completed their first or second year were analyzed; 65 participated in 10 focus groups (two per area of knowledge according to OECD classification), and 247 participated through a survey. Descriptive analysis was used to obtain a range of content and meanings associated with students’ perceptions of SRL-BL.ResultsThe study conceptualized SRL-BL as a process where students structure, monitor, and evaluate their learning using self-reflection and digital technologies, with particular emphasis on planning. Significant differences were identified between SRL-BL and traditional SRL; in face-to-face education, teacher supervision is greater, while in SRL-BL, students take on more responsibility and autonomy, developing self-management skills. Although SRL-BL fosters autonomy and responsibility, students face obstacles such as distractions from social media and leisure technologies, which affect their concentration and study planning.DiscussionIt is essential to address the new challenges students face to maintain a high level of SRL in Blended Learning environments (SRL-BL) and the strategies they use to overcome them. The need to update the concept of self-regulated learning (SRL) in the current educational context, influenced by technological advances, is concluded.

Self-leadership as the ability for self-management in relation to academic procrastination of engineering students

Introduction. In the modern educational environment, attention is increasingly focused on the development of students’ personalities. The ability to self-organize, self-discipline and self-motivation becomes a necessary skill both for achieving educational goals and for successful integration into the professional environment of a future specialist. The purpose of the study is to study the influence of self-leadership, self-management and self-esteem on the level of academic procrastination of engineering students. Materials and methods. The sample is represented by 138 students of the St. Petersburg State University of Architecture and Civil Engineering, the average age was 20 years. The following methods were used: «Questionnaire to determine the level of self-leadership», adapted by Kim E-sung, «Scale for assessing academic procrastination», adapted by M.V. Zverev, questionnaire «Ability to self-government» N.M. Peysakhova, test «Determination of the level of self-esteem» S.V. Kovaleva. Results. The self-leadership and self-management skills of engineering students are at the «above average» level, there is also an average level of procrastination, and a low level of self-esteem was found. Students' academic procrastination decreases with a high level of goal-setting ability (r=-0,19; p≤0,05), introspection (r=-0,19; p≤0,05), self-control (r=-0,20; p≤0,05). Procrastination increases when using the strategies of «self-reward» (r=0,18, p≤0,05) and «visualization of one’s own success» (r=0,19, p≤0,05), as well as with high self-esteem (r=0,23; p≤0,001). Girls are more likely to procrastinate, care about the quality of work, and reward themselves after achieving results than boys. The most significant contribution to the academic procrastination of engineering students is made by goal setting (B = -0,36) and «visualization of one’s own success» (B = 0,40). Conclusion. Academic procrastination is one of the common problems in education. Self-leadership as the ability for self-management has a significant impact on procrastination, reducing it. Further research into the phenomenon of self-leadership may contribute to the development of programs for developing selfmanagement skills, which will improve learning outcomes.

What Self-Management Skills Do Turkish Caregivers Have in Caring for People with Dementia? Results of a Qualitative Survey.

Family caregivers can be overwhelmed by the care they provide within the family without external support. The development of self-management skills and the associated ability to actively and responsibly manage one's own health or illness situation therefore plays a vital role in the home care of people living with dementia. As part of an individualized intervention for family caregivers of people of Turkish origin with dementia, existing self-management skills were examined through qualitative interviews to gain insight into health literacy and empowerment in caregiving and in interviewees' own practices to maintain their health. Ten caregivers of Turkish origin who were responsible for family members living with dementia were interviewed using problem-centered interviews. We found that the target group has very heterogeneous self-management competencies, which are based, on the one hand, on existing supportive resources and, on the other hand, on diverse care-specific, psychosocial and life-world challenges in intrafamily care that have not been overcome. Self-management skills in family caregivers are influenced by a complex interplay of both available resources that support these skills and challenging caregiving situations. This dynamic combination of resources and challenges results in varying levels of self-management ability among family caregivers. Strengthening resources can help caregivers to meet the challenges resulting from caregiving and to expand their self-management competencies. There is great need for action in promoting self-management skills among Turkish caregivers of people living with dementia in home care. Interventions to promote self-management skills must take into account the individual resources of those affected as well as their social and cultural diversity.

Development of Self-Management Skills as an Effort to Improve the Productivity of Teenagers in Babakan Banten Hamlet

Development of Self-Management Skills as an Effort to Improve the Productivity of Teenagers in Babakan Banten Hamlet

Effect of variables of sociodemographic on disease management skills on individuals with type 1 and type 2 diabetes receiving insulin therapy

Introduction: Self-care and self-management skills are at the forefront of disease management skills in individuals with Type 1 and Type 2 diabetes. An individual with diabetes who defines his/her self-care well will have increased his/her disease management skills as well as self-management skills to the desired level. The aim of this study is to evaluate the self-management skills of individuals with Type 1 and Type 2 diabetes receiving insulin therapy according to their sociodemographic characteristics. Method: The research is a prospective analytical study. Within the scope of the study, 913 individuals with Type 1 and Type 2 diabetes who applied to the diabetes polyclinic of a university hospital in Izmir in a month were included. The researchers collected the data through face-to-face interviews into Diabetes Patient Diagnosis Form and Diabetes Self-Management Skill Form. Results: In study 99.8% of the patients received diabetes education at least once and 60.8% of the individuals had never experienced hypoglycemia. When the diabetes self-management skills and self-insulin making skills of individuals with diabetes are examined; A statistically significant difference was found between the diagnostic variable categories in the sub-dimensions of medical nutrition therapy, exercise and treatment management, awareness of chronic complications, and diabetic outpatient care behaviors. It was determined that there was a significant difference between the education styles of individuals with diabetes, the frequency of blood sugar control and the frequency of hypoglycemia, and the sub-dimensions of diabetes self-management skills and the ability to make insulin on their own (p<0.001). Conclusion: Diabetes education given to individuals with diabetes contributes to their development of self-management skills. Multiple factors can affect individuals' self-management skills. As the number of educations, type of education, treatment methods, and education level of individuals with diabetes increase, their self-management skills and self-insulin making skills increase. If type 1 and type 2 diabetes patients can be followed closely and their training needs, diversity and application methods can be corrected, disease management will improve. Complications that may develop due to insulin application errors can be prevented.

The impact of PD Check-In on self-management skills for maintenance of speech after intensive treatment.

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

A68 PERCEPTIONS OF ADOLESCENTS AND YOUNG ADULTS WITH INFLAMMATORY BOWEL DISEASE REGARDING A BIOPSYCHOSOCIAL TRANSITION INTERVENTION: A QUALITATIVE STUDY

Abstract Background The transition from the pediatric to adult care healthcare system for adolescents and young adults (AYAs) with inflammatory bowel disease (IBD) is complex. This group requires support to prepare for and adapt to adult care due to the manifestation of the disease, expectations for self-management, and simultaneous life transitions. To address this need, a multi-site randomized controlled trial (RCT) is being conducted to evaluate the impact of a multimodal transition intervention on functional, clinical, and psychosocial outcomes for AYAs with IBD. An embedded qualitative study explored participants’ perspectives of the intervention's acceptability and appropriateness to support the translation of findings into practice. Aims Using in-depth individual qualitative interviews with a purposive sample of AYAs in both the intervention and control arms of the RCT, this qualitative study aimed to understand AYAs’ experiences preparing for and undergoing service transitions, developing self-management skills, and engaging with the intervention. Methods Semi-structured interviews were held via videoconference with 21 AYAs aged 16-18 years participating in the RCT (intervention arm n=11; control arm n=10) in Toronto, Canada. Purposive sampling was used to recruit AYAs with diverse demographic and clinical characteristics at different stages of the healthcare transition. Interviews were audio-recorded, transcribed verbatim, and analyzed using an inductive approach to reflexive thematic analysis. Results The analysis yielded four overarching themes related to 1) individual, familial, and system-level factors promoting transition readiness, 2) areas of strength and areas for growth regarding self-management skill development, 3) perceptions of the multimodal transition intervention, including barriers and facilitators to engagement, and 4) recommendations for future transition care, including refinement of the intervention. Findings to date indicate the criticality of considering AYAs’ support systems, learning styles, and communication preferences when designing and implementing transition interventions. The qualitative data analysis is ongoing, and the full results will be presented. Conclusions The perspectives of AYAs with IBD can inform the development and refinement of clinical interventions, ensuring they are tailored to recipients’ unique needs and preferences and promote engagement and skill development during pediatric-adult transitions. Funding Agencies CCCThe Leona M. and Harry B. Helmsley Charitable Trust

Parkwood's VIP4SCI platform: A virtual e-health self-management solution for persons with spinal cord injury across the care continuum.

Parkwood VIP4SCI platform is a virtual e-health solution adapted from a version created for Spinal Cord Injury Ontario (SCIO) that focused on self-management skill development for persons with spinal cord injury (SCI) transitioning between stages of care, in partnership with caregivers and clinicians. This evaluation of the platform informs the usability and feasibility of a model to facilitate service care aims postrehabilitation. Participants: Inpatients and outpatients admitted to the SCI Rehabilitation Program (n = 31), and a mix of interdisciplinary clinicians on the Rehabilitation Team (n = 20). Caregivers participated at the discretion of the patient.Interventions: Inpatients were randomized into two groups (Platform or Standard Care (i.e., delayed access)). Outpatients were given access at enrollment. Pre-post assessments were completed using surveys, and platform analytics were collected. Weekly check-ins were introduced to increase engagement. Focus groups were held with a subset of participants near study completion. VIP4SCI was viewed as usable and feasible. Platform satisfaction assessed on a -3 to +3 scale ranged from +0.9 to 2.5, demonstrating positive agreement. Self-efficacy related to self-management ranged from 5.4 to 7.6 out of 10. The educational resource hub was identified as the most beneficial feature. Lack of clinician uptake was a barrier to integration into day-to-day practice. Platform usage was low among all groups despite the perceived need for facilitating care coordination with consistent and intentional self-management programming. Despite the lack of uptake, partly due to challenges associated with the pandemic, conclusions on platform features and barriers to implementation will help to inform future programming.

Exploring the transition experiences of young adults with cerebral palsy.

It is important that young adults with a chronic health condition or developmental disability, such as cerebral palsy, receive adequate healthcare transition preparation and support to optimise the transition period and transfer from paediatric to adult health services. Understanding the healthcare experiences of young adults during and after the transition period will provide valuable insights into what enables a positive healthcare experience for young adults in the adult health setting. Eleven young adults with cerebral palsy who had their last appointment at the Royal Children's Hospital between 2016 and 2018 were purposively recruited for this study. Ten participants completed one-on-one telephone interviews, and one participant provided written responses to interview questions. Five participated via parent proxy. Interviews were recorded, transcribed verbatim, and analysed using the Braun and Clarke six-step thematic analysis to create an interpretive description of participants' transition experiences. Three themes were generated: (1) "preparedness of the young adult and parent," which discussed the preparation for adult healthcare, with subthemes (a) expectations of adult care and (b) development of self-management skills during transition; (2) "coordination of transfer process and continuity of care," which illustrated the impact of transfer coordination on continuity of care; and (3) "adjusting to adult services," which highlighted experiences of care in the adult setting, with subthemes (a) differences between paediatric and adult services, (b) availability and accessibility of adult and community services to meet needs, and (c) autonomy and agency. Dedicated transition support for young adults and their parents during transition from paediatric to adult healthcare plays an important role in ensuring a supportive and well-coordinated transition and transfer of care. Experience of care in the adult setting is influenced by a combination of both transition experience and the capacity of adult services to cater for young adults' needs.

Promoting resilience among adult cancer patients: An integrative review of patient education methods.

To explore the essential elements of patient education methods for promoting resilience among adult cancer patients. The PubMed, Scopus, CINAHL and PsycInfo databases were searched fromJanuary 2010 to April 2021. The outcome of interest was resilience. The integrative review applied the PRISMA statement guidelines. Nine studies were identified, which formed three main patient education strategies that fell under categories: 1. Provision of illness-related information 2. Learning self-management skills 3. Provision of emotional support and the adjustment process. The key elements include promotion of positive factors, easing patients' mental burden, highlighting the importance of illness-related information, developing self-management skills, and emotional support. Interventions prepared patients for the future, enhanced their understanding of illness and recovery process, and comfort in physical and mental aspects of life, and improved their resilience. Resilience among cancer patients is a process that helps them adjust to live with cancer. The provision of psychosocial support and illness-related information, as well as learning self-management skills, are essential elements of patient education interventions that aim to improve resilience among adult cancer patients.

Patients’ expectations of physiotherapists before and after an intensive chronic low back pain rehabilitation programme: a qualitative study based on semi-structured interviews and observations

Purpose To investigate the expectations regarding physiotherapists of patients attending an interdisciplinary CLBP rehabilitation programme and the response to these expectations. Materials and methods A thematic analysis was conducted, based on interviews of working-age patients with CLBP and without significant comorbidities. Results Twenty patients participated (9 male, 11 female, aged 21–58 years; symptoms duration 4.3 ± 3.0 years; pain VAS 53 ± 21 mm). Patients expected to learn pain and activity management. Expected outcomes were a reduction of pain, increased well-being and a return to normality. A collaborative approach involving therapeutic and relational adaptation was expected. Despite divergences concerning emotional aspects, patients expected a large range of applied psychosocial skills. The programme met the expectations of most patients, especially when its goals matched those reported by the individuals. For most participants, the pain relief was below expectations. Active therapies were valued. After the programme, patients felt more ready to take responsibility for their back. Conclusion The expectation of developing self-management skills was prevalent. Expected treatments were mostly compatible with recommendations. Expectations to resume activities and decrease pain were in line with the rehabilitation goals, although the expected reduction in pain was overestimated. Relational expectations converged towards patient-centred care.

Smartphone-assisted training with education for patients with hip and/or knee osteoarthritis (SmArt-E): study protocol for a multicentre pragmatic randomized controlled trial

IntroductionHip and knee osteoarthritis are associated with functional limitations, pain and restrictions in quality of life and the ability to work. Furthermore, with growing prevalence, osteoarthritis is increasingly causing (in)direct costs. Guidelines recommend exercise therapy and education as primary treatment strategies. Available options for treatment based on physical activity promotion and lifestyle change are often insufficiently provided and used. In addition, the quality of current exercise programmes often does not meet the changing care needs of older people with comorbidities and exercise adherence is a challenge beyond personal physiotherapy. The main objective of this study is to investigate the short- and long-term (cost-)effectiveness of the SmArt-E programme in people with hip and/or knee osteoarthritis in terms of pain and physical functioning compared to usual care.MethodsThis study is designed as a multicentre randomized controlled trial with a target sample size of 330 patients. The intervention is based on the e-Exercise intervention from the Netherlands, consists of a training and education programme and is conducted as a blended care intervention over 12 months. We use an app to support independent training and the development of self-management skills. The primary and secondary hypotheses are that participants in the SmArt-E intervention will have less pain (numerical rating scale) and better physical functioning (Hip Disability and Osteoarthritis Outcome Score, Knee Injury and Osteoarthritis Outcome Score) compared to participants in the usual care group after 12 and 3 months. Other secondary outcomes are based on domains of the Osteoarthritis Research Society International (OARSI). The study will be accompanied by a process evaluation.DiscussionAfter a positive evaluation, SmArt-E can be offered in usual care, flexibly addressing different care situations. The desired sustainability and the support of the participants’ behavioural change are initiated via the app through audio-visual contact with their physiotherapists. Furthermore, the app supports the repetition and consolidation of learned training and educational content. For people with osteoarthritis, the new form of care with proven effectiveness can lead to a reduction in underuse and misuse of care as well as contribute to a reduction in (in)direct costs.Trial registrationGerman Clinical Trials Register, DRKS00028477. Registered on August 10, 2022.

코로나 감염상황아래 간호학생의 병행수업(비대면/대면) 경험에 대한 인식

Objectives The purpose of this study is to explore the perception of online theoretical classes, online clinical practice and clinical practice conducted in hybrid(online/offline) learning of nursing students during the COVID-19 pandemic. The qualitative study was conducted to gain insight into students’ learning experiences. It is also to provide data for teaching and learning methods suitable for the new environment.
 Methods 553 statements were collected from 83 nursing students who experienced both online theoretical classes and clinical practice and offline clinical practice. The collected data were analyzed by the proposed domain analysis by Spradley(1980) and Newing et al.(2011). The meaningful experience or attributes of the statement were selected as the subject. While identifying the subject as a similar concept, the domain was constructed by categorizing statements. By confirming the relationship with the concept, the classification system was composed of major domain, middle domain, and minor domain.
 Results The data analysis results consisted of 6 major domain, 55 middle domain, and 70 minor domain. The major domain of nursing students' perception of online theoretical classes are ‘the harmony between unfamiliarity and recency’ and ‘growing pains of learning alone’. The major domain of nursing students' perception of online clinical practice are ‘diversification of ontact learning’ and ‘insecure learning journey’. The major domain of nursing students' perception of clinical practice are ‘valuing of experience’ and ‘difficulty of field sensitivity’.
 Conclusions Online classes need to be designed to be realistic and stimulate interactions. Learners are required to develop self-management skills and efforts to manage students’ stress levels in clinical practice sessions need to be continued.

‘Thinking about pain in a different way’: Patient perspectives of a neuroscience-informed physiotherapy programme for rotator cuff-related shoulder pain

BackgroundRotator cuff-related shoulder pain (RCRSP) is a common musculoskeletal problem. The multi-factorial contributors to persistent pain are often overlooked during treatment. Pain neuroscience education (PNE) contributes to a holistic approach for patients with persistent pain but has not yet been researched for patients with RCRSP. ObjectiveTo explore the perspectives and experiences of participants with RCRSP who had completed a programme of PNE-informed pragmatic physiotherapy. DesignA qualitative study using semi-structured interviews. MethodsWe included a sub-group of five males and five females, aged 46–75 years, with persistent RCRSP of at least three months. They had undertaken a three-month pragmatic physiotherapy integrated with PNE. Individual semi-structured interviews were recorded, transcribed verbatim, and analysed using the General Inductive Approach. ResultsFour themes emanated from the interviews. The first two themes were named ‘Patient Beliefs’ and overall ‘Rapport and Relationship’. Another theme, ‘Perspective and Understanding of the Resources’, indicated diverse uptake of the resource information. The participants reported developing self-management skills, active coping strategies and a reduction in fear of pain described by the theme: ‘Empowerment: My Shoulder into the Future’. ConclusionsParticipants experienced a change in their beliefs, which were enhanced by an individualised delivery and a strong therapeutic relationship through the course of the physiotherapy care. The participants appeared to value when the physiotherapist listened to and understood their beliefs. This required a shift in the patient-therapist relationship from the physiotherapist being the ‘expert’ to facilitating the patient's ability to take control of their shoulder health.

The relationship between electronic health literacy and individual factors among adults with chronic pain: A cross-sectional study

Introduction: Chronic pain requires individuals to develop self-management skills that rely on health literacy and, more recently, eHealth literacy. Very few studies have investigated potential predictors of eHealth literacy in chronic pain patients. Therefore, the purpose of this study is to explore potential predictors of eHealth literacy among individual characteristics and pain-related clinical factors, as a preliminary step to understanding the multi-variable relationships that could be examined in a larger study. Methods: A cross-sectional online survey was distributed to adults living in the United States with various chronic pain conditions using Amazon’s Mechanical Turk. A convenience sample of 196 participants was recruited. The independent variables of interest regarding their relationship with eHealth literacy (dependent variable) included demographics, health literacy, chronic pain severity, pain attitudes and coping skills. Chi square tests of association, and independent samples t-tests were used to examine the bivariate relationships. Results: The majority of the sample suffered from chronic pain for more than 2 years with 48% suffering from chronic back pain. Most of the sample (n=184, 93.9%) had high eHealth literacy. Significant relationships were found between eHealth literacy and the following variables: marital status, education level, and age, as well as health literacy, chronic pain interference with activities and chronic pain attitudes. These warrant further exploration in a larger study using logistic regression. Conclusions: our findings provide new information on the relationship between eHealth literacy levels, pain-related individual factors such as attitudes toward pain, and clinical outcomes, i.e., pain interference with physical and psychological function. Although further research is needed to investigate eHealth literacy predictors and mediators, these findings promote the evidence-based development and evaluation of interventions enhancing eHealth literacy skills, as well as self-management skills of chronic pain patients.

Study protocol: a pragmatic trial reviewing the effectiveness of the TransitionMate mobile application in supporting self-management and transition to adult healthcare services for young people with chronic illnesses

BackgroundTransition from paediatric to adult heath care services is a challenging time for many adolescents with chronic illnesses and may include deterioration in illness control as a consequence of inadequate self-management skills, poor understanding of their chronic illness and failure to engage with adult services. Successful transfer of health care requires the development of self-management skills and increased autonomy. Mobile technology has been proposed as a modality to assist this process. Evidence is limited and generally restricted to illness specific applications. The TransitionMate app (TMApp) is a generic (non-illness specific) mobile application designed to support young people with chronic illness in their transition from paediatric to adult health care services. The overall aim of the study is to assess the effectiveness of TMApp in improving engagement and retention of adolescents with chronic illness within adult healthcare services, as well as preventing the deterioration in illness control and unplanned hospitalisations.MethodsThe TransitionMate trial is a dual centre, pragmatic, single arm, mixed methods cohort study conducted within two university teaching tertiary paediatric hospitals in Australia. Data collection points are planned at 0, 6, 12 and 18 months. Outcome indicators include: usage of TransitionMate, engagement with adult services, quantitative markers of illness control, and unplanned hospital admissions. Data are collected through telephone interviews with the participants, their primary healthcare providers, electronic medical records and de-identified mobile application analytics. The development of the application involved co-design with recently transitioned young people with a number of chronic illnesses as well as online user experience in younger adolescents.DiscussionThe TransitionMate study is the first identified trial of a generic mobile application designed to support adolescents with chronic illnesses during the transition process. Results are expected to provide novel insights into the value of technological tools in the transition space, especially their effectiveness in improving both the transition process and clinical outcomes of adolescents with chronic illnesses. Furthermore, the approach of a pragmatic study design may help identify research methods better designed to overcome inherent challenges in research involving adolescents, transition of care and use of mobile application technology.Trial registrationRegistered retrospectively as of 30/1/2020 with Australian New Zealand Clinical Trials Registry: ACTRN12620000074998.

Apprentices' Attitudes Toward Using a Mental Health Mobile App to Support Healthy Coping: Mixed Methods Study.

BackgroundApprenticeships are a common pathway for young people transitioning into the workforce. Apprentices often face many employment-related challenges and have high levels of psychological distress, drug and alcohol use, and suicidal ideation. Little is known about the attitudes of apprentices toward using smartphone apps to support their mental health and the content that would engage them.ObjectiveThis study explored (1) apprentices’ interest in using an app to support their mental health and (2) the healthy coping strategies used to manage their mental well-being in the face of workplace challenges, in order to inform future app content.MethodsA mixed methods study was conducted with 54 apprentices (50/54 male, 93%) with a mean age of 22.7 (SD 5.7) years. Participants completed a survey on preferred ways of using an app to support mental health. Across 8 focus groups, participants were asked to describe healthy strategies they used to cope with occupational stressors.ResultsOnly 11% (6/54) of participants currently used a well-being app, but there was high interest in using an app to support their friends (47/54 participants, 87%) and develop self-help strategies to manage or prevent mental health issues (42/54 participants, 78%). Four major types of coping behaviors were identified: (1) social connection for disclosure, advice, and socializing; (2) pleasurable activities, such as engaging in hobbies, time-outs, and developing work-life separation; (3) cognitive approaches, including defusing from thoughts and cognitive reframing; and (4) self-care approaches, including exercise, a healthy diet, and getting adequate sleep.ConclusionsThere is interest among apprentices to use an app with a positive well-being focus that helps them to develop self-management skills and support their friends. Apprentices utilized a range of healthy behaviors to cope with workplace stressors that can be incorporated into mental health apps to improve uptake and engagement. However, many of the preferred coping strategies identified are not those focused on by currently available apps, indicating the need for more targeted digital interventions for this group.

A feasibility randomised controlled trial of a Fibromyalgia Self-management Programme for adults in a community setting with a nested qualitative study (FALCON)

BackgroundFibromyalgia is a condition associated with widespread musculoskeletal pain, fatigue and sleep problems. Fibromyalgia treatment guidelines recommend non-pharmacological interventions and the development of self-management skills. An example of a programme that fits these guidelines is the Fibromyalgia Self-management Programme (FSMP) which consists of one 2.5-hour weekly session over six successive weeks and includes education about fibromyalgia, goal setting, pacing, sleep hygiene and nutritional advice. The FSMP is currently provided in a secondary care hospital setting and co-delivered by a multidisciplinary team. Delivery in a primary care setting has the potential to improve the accessibility of the programme to people with fibromyalgia. Therefore, this feasibility study aimed to determine the practicality and acceptability of conducting a future definitive randomised controlled trial of the FSMP in a community setting.MethodAn exploratory, parallel-arm, one-to-one, randomised controlled trial. Participants were recruited from general practices across South West England, and the FSMP was co-delivered by physiotherapists and occupational therapists across two community sites. To determine the outcome measures for a future definitive trial several were tested. The Revised Fibromyalgia Impact Questionnaire, Arthritis Self-Efficacy Scale-8, Chalder Fatigue Scale, Short form 36, 5-Level EQ-5D version and Jenkins Sleep Scale were collected at baseline, 6 weeks and 6 months. Semi-structured interviews were conducted with patient participants, occupational therapists and physiotherapists to explore the acceptability and feasibility of delivering the FSMP in a community setting.ResultsA total of 74 participants were randomised to the FSMP intervention (n = 38) or control arm (n = 36). Attrition from the trial was 42% (31/74) at 6 months. A large proportion of those randomised to the intervention arm (34%, 13/38) failed to attend any sessions with six of the 13 withdrawing before the intervention commenced. The proportion of missing values was small for each of the outcome measures. Three overarching themes were derived from the interview data; (1) barriers and facilitators to attending the FSMP; (2) FSMP content, delivery and supporting documentation; and (3) trial processes.ConclusionIt is feasible to recruit people with fibromyalgia from Primary Care to participate in a randomised controlled trial testing the FSMP in a community setting. However, improvement in trial attrition and engagement with the intervention is needed.Trial registrationThe trial is registered with ISRCTN registry and was assigned on 29/04/2019. The registration number is ISRCTN10824225.

Curricular Approaches to Supporting University Student Academic Success and Wellbeing

The goal of this work was to determine whether contextualized prompting can promote student engagement with resources designed to develop self-management skills. In a second-year social and developmental psychology unit, a special section of the learning management system (LMS) contained multiple self-management tools/resources which covered topics such as time-management, study strategies, and emotional regulation. “Just-in-time” (JIT) prompts regarding selected self-management tools were delivered through LMS reminders (e.g., time-management tools early in the term). The primary measures were the number of hits on each resource and the percentage of students who accessed each resource, which allowed comparison between those resources selected for JIT LMS prompts, and those that were not. Across two studies (whereby in the second study, the LMS section was simplified, and the frequency of JIT prompts was increased), it was found that there were more hits on the JIT-prompted resources than those resources that were not prompted, and that the percentage of students accessing the JIT resources generally dropped off across the term. In addition, Study 2 suggested that increasing the frequency of JIT prompts did not increase student engagement. Limitations, implications, and future directions for this initiative are discussed.