Provision Of Education Research Articles

Orofacial pain and dysfunction in patients with special needs, with a focus on interdisciplinarity

Abstract People with special needs, like those with Down syndrome, Parkinson disease, or dementia, frequently suffer from orofacial pain conditions and dysfunction of the masticatory system. However, the accurate assessment of orofacial pain and dysfunction in such individuals is challenging. In this review, the complexities of assessing and managing orofacial pain and dysfunction in special needs populations will be described, along with their comorbid orofacial conditions like impaired oral health, salivary problems, and movement disorders of the masticatory system. In addition, the importance of maintaining or restoring a good quality of life will be highlighted, while the urgent need for oral care as part of palliative care will be stressed as well. To accomplish all this, interdisciplinary collaboration between medical doctors and dentists should be promoted in research, education, prevention, and care provision. Therefore, this review focuses specifically on this important topic.

Comparing the effectiveness of peer-led healthy aging interventions on depression and quality of life in community-dwelling older adults: A systematic review and network meta-analysis.

Healthy aging has become increasingly important owing to the rapidly growing population of older adults globally, and results from the complex interplay of multiple characteristics such as depression and quality of life. Several countries have included peer-led interventions in their health policies to promote healthy aging. Given the growing evidence for these interventions, determining their comparative effectiveness is vital and warranted. The aim of this study was to examine the relative effectiveness of peer-led interventions on the depression and quality of life of community-dwelling older adults. A systematic review and network meta-analyses were performed. The meta-analysis was performed using random-effects models. Additionally, subgroup, meta-regression, and frequentist network meta-analyses were conducted. The protocol was registered with PROSPERO (CRD 42023492659). Twelve studies with depression outcomes and 11 studies with quality-of-life outcomes were included. The effect sizes for depression and quality of life were moderate and small, respectively. For depression, face-to-face interactions and intervention duration were moderating factors. For quality of life, intervention provider was a moderating factor. The combined peer-nurse intervention was shown to have a large effect on quality of life, whereas interventions provided by professionals other than nurses or provided only by peers had a small effect. A ranking analysis found that the most effective intervention for increasing quality of life was the simultaneous involvement of both healthcare professionals and peers. The provision of education and exercise interventions showed a higher ranking than goal setting in the leading group. The peer-led interventions were sufficient for depression. The effectiveness for improving quality of life may increase when involving both peers and healthcare professionals, particularly nurses. Nursing and health policymakers could establish distinct strategies depending on whether the goal of peer-led interventions is to improve quality of life or alleviate depression for older adults.

Children with disabilities and inclusive education in general schools: pricipals’ attitudes

Abstract Background As inclusive education is being implemented nationwide in Lithuania, various attitudes towards education of children with disabilities in general schools are observed. We aimed to assess the attitudes of heads of general schools towards the provision of education to children with disabilities in general education schools of Lithuania. Methods Heads of all schools in the Lithuanian capital and its surrounding municipalities implementing general education programmes were invited to take part in this study. 115 persons agreed to participate and completed the questionnaire in spring of 2024. The distribution of the respondents by their answers to the questions about the attitudes towards the provision of inclusive education was compared according to gender, age, education level, work experience, school location (municipality), language of education, type of school, subordination, number of pupils, teachers, teaching assistants and pupils with disabilities. Results The most frequently indicated barriers for inclusive education provision were the lack of specialists, compensatory measures, methodological tools, adaptation of the physical environment, and high number of pupils (87.8%, 84.3%, 78.8% and 76.6% respectively). Attitudes of the respondents were similar in most of the cases when compared according to socio-demographic factors (p more than 0.05). Negative attitudes towards the possibilities for provision of inclusive education were more common among respondents from schools with fewer pupils and higher relative number of teachers, positive attitudes - among those from schools located in municipalities with lower number of residents and schools with more teaching assistants (p less than 0.05). Conclusions While attitudes of heads of general schools towards the provision of inclusive education for children with disabilities are similar in most of the cases, negative attitudes are more common among those from schools with fewer pupils and more teachers. Key messages • While attitudes of heads of general schools towards the inclusive education are similar in most of the cases, negative attitudes are more common among those from smaller schools. • Higher number of teaching assistants and smaller municipalities were associated with positive attitudes towards inclusive education of children with disabilies in general schools.

Revisiting values in evaluation: exploring the role of values in shaping evaluation practices and their influences on decision-making within English higher education providers

AbstractTheoretical and empirical contributions to research on evaluation have advanced our understanding of how values influence evaluation practice. Yet rather than understand how values shape evaluation and its use, research on the evaluation of widening participation (WP) programmes delivered by English higher education (HE) providers has focused on methodological deficits. Rather, this study explores the complexity of how national policy, organisational imperatives and the individual values of staff responsible for WP within HE providers influence how evaluation is practised and used to inform decision-making. The results of semi-structured interviews with 17 staff members spanning the organisational hierarchy of three diverse English HE providers highlight conflicts between staff values, job roles and responsibilities and espoused organisational values, and how they can influence symbolic and legitimising evaluation practices. Alternatively, at the individual level staff values support the process and instrumental use of evaluation to inform programme improvements. The findings identify implications for how HE providers can shape their evaluation systems, and how staff choose to enact evaluation within their programme areas.

The impact and value of the Parkinson’s nurse specialist to people with Parkinson’s and their care partners: a grounded theory qualitative study

BackgroundWhere available, Parkinson’s Nurse Specialists (PNS) provide a range of care, support, guidance, and advocacy for people with Parkinson’s (PwP), and, where appropriate, their care partners (CP). Parkinson’s is a complex and progressive condition. Consequently, evaluating health outcomes is not a reliable method to understand the value and impact of PNS. Previous research has identified PNS can improve the subjective well-being of PwP in the community, also that barriers to care include heavy caseloads and a lack of time. Yet little is known about the value of the role of the PNS, particularly about the impact of pharmacological management and review. This research aims to close this research gap by providing explanatory theories of the impact and value of PNS to PwP, their CP, and other professionals.MethodsA social constructivist grounded theory approach was used. Semi-structured interviews were conducted with three groups, PNS, PwP, and CP. Interviews were analysed using NVivo for coding and categorising and Word for memo-writing. Data was analysed inductively and iteratively to identify contexts, social processes, actions, and behaviours, before final emergent theories were identified.Results46 semi-structured interviews (PNS 18, PwP 19, CP 9) led to four data categories and 13 sub-categories that delineated PNS value. (1) Expert Counsel; provision of emotional support, education, and lifestyle guidance; CP inclusion; provision from diagnosis; and across all stages of Parkinson’s. (2) Conduit of Care; signposting, referral, and connection to PwP, CP, others; PNS barriers and facilitators; (3) Team/Partnership; continuity and partnership, ‘working together’; (4) Pharmacological Support, PNS prescribing; concordance; speed of treatment. Where PNS were accessible they could offer personalised support and partnership, so providing person-centred care that improves health and well-being.ConclusionWhere a PNS is accessible due to service availability and manageable caseloads, to provide person-centred care, they deliver several benefits to PwP and CP which improve health and perceived well-being. Where PNS are not available, PwP and CP often struggle to manage their Parkinson’s with negative impacts on health and well-being.

Skills for the energy transition: a Northern Ireland perspective

A major area of focus for anyone involved in the energy transition to net zero is attracting, growing and retaining new talent with the appropriate skills that will enable delivery of a net zero target for Northern Ireland by 2050. This article explores the ways in which NIE Networks, the network operator in Northern Ireland, is working in collaboration with the sector, Government and Education providers to address the skills shortage.

Patient engagement in drug development: dialogically problematizing participation

ABSTRACT For many years, the field of drug development remained insulated from patient engagement initiatives that became commonplace in healthcare, it is currently experiencing a participatory turn. This has been informed by a re-evaluation of the patients' insights and of the roles they can play in drug development, with both democratising and technocratic arguments invoked in support of their more substantial engagement. This article problematises the democratising potential of drug development through a knowledge co-production process between the authors of this paper - two scholars and two practitioners in this field. It scrutinises what patients can participate in drug development by zooming in on the Patient Expert Training provided by EUPATI, arguably the most influential and reputable patient education provider in Europe currently. Through their dialogue, the authors highlight the considerable epistemic requirements placed upon patients and warn about the risk of the emergence of participatory practices that rely exclusively on a narrow patient elite. They also reflect upon the benefits and challenges of close collaborations between researchers and practitioners and call for the systemic transformations needed for such knowledge co-production initiatives to become commonplace in academia.

Status of 21st-Century Liberal Arts Education: Curriculum Reform in Japanese Universities and Evaluation by Society

Ever since bachelor’s competencies were introduced as a reference standard in Japan, many Japanese higher education institutions have been exploring and practicing liberal arts education for the 21st century. This study posits that incorporating new elements into university education has been a significant trend in liberal arts education for the 21st century. Building on the results of a comprehensive survey, primarily involving universities and industry, this study provides an in-depth analysis of how 21st-century liberal arts education is evaluated and expected by companies and others. A questionnaire survey was administered to universities regarding their provision of 21st-century liberal arts education and the status of reforms toward this education, and to companies and other members of society regarding their expectations and evaluation of 21st-century liberal arts education provided by universities, as well as the content they evaluate as learning outcomes for university students and the qualities and skills they consider when employing them. The findings from the survey of universities and companies indicate that the average scores for curriculum reform and establishment of new courses at universities and host companies are relatively low, as indicated by the relatively low average scores for keywords that companies place importance on. Undeniably, universities’ efforts toward reform and the reality of such efforts should be conveyed to the public. Through dialogue with the industrial sector, we can understand the necessity of sharing and realizing openness to developing human resources through collaboration and innovation.

Theorising Relationships and Sex Education (rse) as a Children’s Rights Issue Using A Foucauldian Lens

Abstract This article seeks to analyse the problems with provision of Relationships and Sex Education (rse) in English schools using a Foucauldian perspective. Through this analysis, I demonstrate that the rse curriculum is used as a tool for “governing” or controlling children’s exercise of their sexuality to ensure conformity with norms, behaviours and attitudes that adults perceive children should ascribe to. However, adults tend to deny children’s developing agency and their autonomy to make decisions in relation to their sexual lives. This ignores the realities of children’s lives, in which they are exposed to sexual knowledge and information through their interactions with others, or via the internet. Using Foucault’s conceptualisation of bio-power, I argue for shifting some of the power around rse discourses from adults to children themselves, through a children’s rights-based approach. This approach to rse will ensure that the curriculum is adequate, appropriate and effective for children.

Social Aspects of the Demographic Situation in Uzbekistan

This article investigates the sociocultural dimensions of the demographic landscape in Uzbekistan, with a particular emphasis on population expansion, urbanization processes, and transformations in familial structures. The demographic populace of Uzbekistan has exhibited consistent growth, surpassing 36 million individuals in the year 2023, characterized by an annual increase rate of 1.5%. Current urbanization patterns indicate that half of the populace now inhabits urban locales, thereby engendering challenges in educational access, healthcare provision, and employment opportunities. The research employs data derived from national censuses alongside academic investigations to scrutinize these dynamics and offers policy recommendations aimed at alleviating their societal repercussions. Also, in this article, an attempt was made to predict the demograqfic state of birth, marriage, employment, urbanization and its prospective state in Uzbekistan.

Expanding the primary care workforce by integrating genetic counselors in multidisciplinary care teams.

Collectively, rare diseases are common, affecting approximately 8% of the population in Canada and the USA. Therefore, the majority of primary care (PC) clinicians will care for patients who are affected or at risk for a genetic disease. Considering the increasing ways in which genetics is being implemented into all areas of healthcare, one way to address these needs and expand the capacity of the PC workforce is through the integration of genetic counselors (GCs) into PC multidisciplinary teams. GCs are Masters-educated allied health professionals with specialized training in molecular genetics, communication, and short-term psychotherapeutic counseling. The current models of GCs in PC mimic other multidisciplinary models. Complex tasks related to genetics, such as pre- and post-test counseling, genetic test selection, and results interpretation, are conducted by GCs, which, in turn, allows physicians, nurse practitioners, and other PC providers to work at the top of their scope of practice. Quality genetics services provided by GCs improve clinical outcomes for patients and their families; the simultaneous provision of genetic education and psychological support by a GC is associated with an increase in patient knowledge, perceived personal control, decrease in distress, and can lead to positive health behavior changes, all of which are aligned with the goals of primary healthcare. With their extensive training in clinical care, medical communication, and psychotherapeutic counseling, integrating GCs into PC care teams will improve the care patients receive and allow PC clinicians to ensure their patients are at the forefront of the personalized medicine revolution.

A National Survey of Pharmacist Involvement in Hepatitis C Virus Management in the United States.

Models estimate that the United States will not meet its 2030 hepatitis C virus (HCV) elimination goal. Engagement of healthcare providers including pharmacists is critical for HCV elimination efforts. We aimed to characterise the involvement of pharmacists in HCV management. The study design was a cross-sectional survey. Investigators sent the questionnaire to pharmacy and HCV organisations' listservs and limited responses to licensed pharmacists with direct patient care. Questions assessed setting, HCV screening, prescribing, and management; and opinions, and perceived barriers and facilitators to pharmacists' HCV management. Two hundred and nine survey respondents across 45 states reported managing 24 patients/month, with 5.3 (±4.4) years' experience in HCV, and identified pharmacist-managed HCV at their site since 2013 (±5.8 years). Most practice at academic medical centres (29%, 58/203) under collaborative practice agreements (67%, 127/189), as ambulatory care pharmacists (70%, 131/187), in primary care (50%, 65/131). Many pharmacists provide screening, linkage to care, and/or referral (81%, 157/194); 99.5% (190/191) perform treatment evaluation and selection; 98% (180/183) provide treatment education, 93% (171/183) initiate treatment, and 90% (162/180) provide on- and/or post-treatment monitoring. Respondents indicated collaboration with prescribers as most helpful in their role in HCV management, whereas lack of reimbursement was a main barrier. Satisfying components include HCV cure, care and education provision; frustrations include socioeconomic factors impeding patients' follow-up and prior authorisations/insurance barriers. Survey results show the variety of pharmacists' roles in direct HCV patient care and may be used to increase other providers' awareness of pharmacists' services and contributions to HCV elimination efforts.

Generating and translating evidence for safe and effective medication management in aged care homes.

Generating and translating high-quality evidence is integral to providing safe and effective medication management for residents of aged care homes. Residents are often under-represented in trials of medication effectiveness and safety. This paper reviews opportunities and challenges for generating and translating evidence for safe and effective medication management in aged care homes. There are an increasing number of randomized controlled trials (RCTs) being conductedin aged care homes. Observational studies can also help address the evidence-practice gap arising from underrepresentation of residents in RCTs. Stepped-wedge and helix counterbalanced designs may help overcome limitations of traditional RCTs for evaluating medication management interventions in the aged care setting. Strategies for generating evidence include building effective partnerships with aged care homes and organizations, using novel trial designs, leveraging existing data and knowledge sharing through international platforms. Strategies for translating evidence include using quality indicators for audit and feedback, provision of education and training, engaging internal and external stakeholders, and development of local action plans and guideline implementation tools. There is an emerging interest in the role of knowledge brokers to facilitate knowledge translation. Future directions for generating and translating evidence include strengthening international research collaboration, industry partnerships, standardizing aged care home data to support national and international comparisons, and optimizing the use of technology. Initiatives may include improving access to routinely collected administrative health and medication data for conducting high-quality observational studies. Future studies should assess outcomes prioritized by residents to ensure that medication management strategies are tailored to their needs.

Global initiatives and challenges in integrating artificial intelligence literacy in elementary education: Mapping policies and empirical literature

AbstractArtificial intelligence (AI) has permeated most facets of life in the 21st century and has rapidly transformed various aspects of modern society. From entertainment to education, these advanced technologies have achieved a high level of competency in skills that once necessitated human involvement. Given AI's potential impact, ensuring students are literate in AI will support the careful integration of these advanced technologies to achieve sustainable development goals. This review hence examines the avenues for integrating AI literacy into elementary education by analyzing current global initiatives focused on implementing AI literacy education. The purpose is to support innovations within the educational framework to develop a universally accessible AI literacy education program. In line with this purpose, this study explores worldwide AI literacy initiatives that use hands‐on activities, collaborative learning, and project‐based learning to introduce AI fundamentals to diverse learners. Limitations on the provision of AI literacy education are also discussed, including professional development, openness to AI tools, and other challenges. This review aims to inform global efforts to support universal access to AI literacy education, which can ensure equitable outcomes for all learners, emphasizing the need for collaborative efforts to support the development and delivery of quality AI literacy education.

Actual problems of physical education of school- aged children in the conditions of an inclusive environment

The article examines the results of an analysis of statistical data from the Ministry of Education and Science of Ukraine on the state of inclusive education in general secondary education institutions, as well as current issues in the physical education of children with special educational needs (SEN). The study uses official reports from 2020 to 2023, along with data on access to inclusive education for children with SEN in the Lviv and Ternopil regions. It has been established that over the past four years, Ukraine has seen an increasing trend in the number of children with special educational needs involved in the educational process in general secondary education institutions, rising from 0.45% in 2020 to 0.89% in 2023. However, pedagogical approaches for each specific type of developmental disorder among children with SEN, considering their level of support and educational-methodical provision in physical education, have not been developed. Moreover, there is a pressing issue of staffing and the need to train physical education specialists for inclusive education.

EU-induced financialisation and its impact on the Greek wage share, 1999–2021

This paper examines the determinants of the income share of wage earners in the non-financial, private sectors of Greece since its introduction to the Eurozone in 1999. The main outcome of the integration of Greece into the Eurozone has been the financialisation of its economy, which has been particularly influential for households since it led to the rapid rise of household indebtedness. Building on recent research which shows that financialisation shape wage bargaining outcomes, we use quarterly data from the Eurostat and demonstrate that the relative size of the FIRE sectors and the increase in household debt have been negative drivers of the wage share in Greece over the last 22 years. Our findings also suggest that the employment-tied social benefits system and tertiary education provision have also been important determinants of workers’ income share.

Identifying and addressing the challenges experienced by nursing associates.

The nursing associate role is relatively new, with the first few registrants qualifying in 2019. Nursing associates contribute to the care of patients under the supervision of a nurse; however, they can often experience challenges in practice associated with variations in the tasks they are permitted to undertake. To explore the lived experiences of nursing associates and the perspectives of people who work with them to understand what weaknesses and threats are associated with the role. A realist ethnographic approach was used, incorporating semi-structured interviews with nursing associates ( n =8) and focus groups with healthcare professionals who had experience of working with nursing associates ( n =8). Analysis of the data identified three overarching themes relating to threats to the nursing associate role: incivility and role ambiguity; curriculum and placements; and motivations and career opportunities. The data also revealed five 'entities' that influence the nursing associate journey - the individual's status, the healthcare team, education providers, the employing organisation, and nurses' professional organisations. A framework addressing the weaknesses and threats to the nursing associate role was produced. This outlines interventions and improvements that can encourage, enable, empower and ennoble nursing associates, while also supporting the implementation of the role into practice.

A mediation model analysis of inclusive instructional practices for students with emotional disturbance

AbstractThe relationships among teachers' knowledge, use, and perceived effectiveness of inclusive instructional practices for students with emotional disturbance (ED) has implications for the provision of a free appropriate public education (FAPE). We unpacked these nuanced relationships through mediation analysis. Data for our study came from a broader survey investigation of inclusive instruction for students with ED in one of the northeastern states in the United States. The sample consisted of 176 teachers who were mostly female (85%) with an average of 12 years of teaching experiences. We found that (a) the relationship between teachers' reported knowledge and use of inclusive instructional practices was bidirectional, (b) special education teachers were far more likely to implement specialized instructional practices such as behavioural support and differentiation than general education teachers and (c) there were no reported differences in instructional practices (i.e. general practices) and classroom management between special education and general education teachers. Implications for pre‐service teacher training, professional development and teacher support are discussed.

The Demographical Analysis Of Indonesian Buy-Now-Pay-Later Users Financial Wellbeing

This study aims to understand what causes financial wellbeing among Indonesian Buy-Now-Pay-Later Users in terms of demographical. A survey from 400 respondents was collected through an online questionnaire from January to June 2024 and analyzed using descriptive statistics, and continued by using Kruksal Wallis and Mann Whitney U in SPSS to test whether there is a statistically significant difference between two or more independent variables. This study is confirmed as the study demonstrates that demographic factors significantly influence financial well-being. These insights emphasize the importance of considering demographic variables when assessing financial health and tailoring financial education, policy-making, and service provision to effectively address the diverse needs of different demographic groups.

Pupil referral units (PRUs) and alternative education provision; a think piece on making a case for parental choice for children with SEND

AbstractParental choice remains a central theme in education policy in England. Parents have the right to choose how their children are educated. For some families this choice is surrendered, with volition and intention, to their local authority which allocates school places after parents, statutory guardians and families have made their decisions. Where applicable, after parents have selected mainstream education for children with SEND, their child might be evaluated, and a recommendation made for their child to undergo a managed move; typically to join a Pupil Referral Unit (PRU) or Alternative Provision (AP). In this think piece, we advocate for PRUs and APs to sit alongside mainstream and special education schools to offer a more balanced first choice for parents. This means PRUs and APs are not ‘othered’ in this choice offer for parents. There are academic, psycho‐social, emotional, well‐being and self‐affirming complexities which could, and quite frankly, tend to result in the pupils and students accessing settings such as these which appear to be othered in this way.