Individual Interviews Research Articles

Welfare Service Providers’ Narratives of Digital Literacies Among Vulnerable Youths in Norway

AbstractThe rapid digital transformation of society has intensified the need to develop general digital competence in the population, as it has become an essential requirement for participating in education, civil society, and the workforce. Digital competence has also become vital for benefiting from digitalized welfare services in rapidly digitalized societies such as Norway. Though the majority of citizens benefit from the increased accessibility and effectivity of the public sector as the result of digitalization, some life situations increase vulnerabilities in accessing welfare services. In this paper, we explore how the welfare service providers of youths not in education, employment, or training narrate the digital literacy of this group of youths. Drawing from an ecological and intersectional perspective on socio-digital inequalities, this paper operates under the premise that these service providers bear the responsibility of disrupting the cycle of socio-digital inequalities that youths might experience. This paper presents the results of a qualitative study conducted through seven individual and group interviews and two workshops with 20 welfare service providers. The findings shed light on how welfare service providers navigate the uncertainty surrounding the concept of digital literacy which is further challenged by the absence of guidelines—a lack that may inadvertently lead to new forms of exclusion and invisibility among youths.

Impact of the COVID-19 pandemic on medical office assistants (MOAs) Working in Primary Care: A Qualitative Study.

Medical Office Assistants (MOAs), also known as receptionists and clerks, are front line workers and the most accessible member of the primary care team. Historically, their contributions to primary care have been unrecognised and undervalued. The COVID-19 pandemic put pressure on existing roles and systems in primary care: how MOAs adapted is unknown. To explore the experiences of MOAs working in primary care during the COVID-19 pandemic from the perspectives of MOAs and family physicians (FPs) who worked with MOAs during this period. A qualitative study using Constructivist Grounded Theory, conducted in Ontario, Canada METHOD: Seventeen participants were recruited through professional contacts of the research team. Individual semi-structured interviews were conducted with MOAs and FPs across the province. MOAs' many responsibilities in primary care intensified during the pandemic. MOAs leveraged their healthcare system knowledge and therapeutic relationships with patients to reduce patient distress. Unfortunately, MOAs experienced more frustration, and in some cases, abuse from patients. MOAs' ability to adapt to new systems and respond to high patient needs seemed to be positively influenced by their relationships with patients and FPs. FPs expressed concern for MOA welfare and recognised their critical role on primary care teams. MOAs made significant contributions to primary care during the COVID-19 pandemic. This study suggests MOAs have greater capacity than previously recognised which has important implications for planning in an era of under-resourced healthcare.

A live online exercise program for older adults improves depression and life-space mobility: A mixed-methods pilot randomized controlled trial.

Aging is the primary risk factor for sarcopenia and mobility limitations. Exercise reduces these risks, but older adults have low levels of participation in physical activity and exercise. We investigated the preliminary effectiveness of a live, online exercise program on community-dwelling older adults' physical activity levels. A mixed-method pilot randomized controlled trial was conducted according to CONSORT 2010 statement: extension for pilot and feasibility trials. Sedentary older adults (65-80 years) were randomly assigned to the online exercise intervention (ACTIVE) or a waitlist control (CON) group. Outcomes were measured pre-randomization and following the 8-week intervention for ACTIVE and CON and two months following the end of the intervention for the ACTIVE group. Outcomes included habitual physical activity levels, depression, anxiety, loneliness, life-space mobility, nutrition risk, and feasibility. All participants were invited to participate post-intervention in individual semi-structured qualitative interviews. Reporting of the qualitative research followed the checklist for the Consolidated Criteria for Reporting research. Seventeen older adults (71% women) were allocated to ACTIVE group, while 15 were allocated to CON group (87% women). Following the intervention, participants in the ACTIVE group reported reduced symptoms of depression (ACTIVE: pre = 4.2 ± 2.5; post = 2.2 ± 1.9; CON: pre = 3.5 ± 2.1, post = 3.5 ± 2.1; p <0.001) and improved life-space mobility (ACTIVE: pre = 62.4 ± 14.7; post = 71.8 ± 16.0; CON: pre = 65.1 ± 19.0, post = 63.6 ± 22.0; p = 0.003) compared to waitlist control participants. The ACTIVE group had good adherence (97%) and acceptability (98%). Twenty-two participants participated in qualitative interviews. Five themes were identified, including (1) Feasibility of the online exercise program; (2) Perceived health benefits and improvements; (3) Registered Kinesiologists and Physiotherapists contributed to perceived safety; (4) Social connectivity associated with synchronous/live delivery; and (5) Growing old gracefully and preventing disability. Our online exercise program was acceptable to older adults, had good adherence, reduced depression, and increased life space. Participants reported improved functional and mental health benefits. Further research is warranted to expand on these findings. NCT04627493; 13/11/2020.

INNV-23. UNDERSTANDING THE BURDEN OF MIDH1/2 DIFFUSE GLIOMA AND THE COMPLEXITY OF NAVIGATING THE PATIENT PATHWAY: INSIGHTS FROM PATIENTS AND CAREGIVERS

Abstract Diffuse gliomas with mutations in isocitrate dehydrogenase 1 or 2 (mIDH1/2) are characterized by a slow-progressing yet life-limiting disease predominantly in young people. We report interim findings from a qualitative study to describe the mIDH1/2 diffuse glioma patient pathway, experience of the disease, and treatment approaches. Patients, caregivers, and patient-association group (PAG) representatives undertook individual interviews, with patients also completing standardized exercises as pre-work. Materials were developed in collaboration with the International Brain Tumour Alliance. Patients were aged ≥12 years with mIDH1/2 glioma and last resection ≥6 months before enrollment, either undergoing active observation or receiving chemotherapy/radiotherapy. Caregivers were living with the patient. PAG representatives were active members of a brain tumor PAG. From November 2023 to March 2024, 30 patients (Australia: n=10; China: n=6; France, UK: n=5 each; Canada, Japan: n=2 each), two caregivers (China, Australia: n=1 each) and one PAG (UK) participated. Median age of patients was 41.5 years, with 17 astrocytoma and 13 oligodendroglioma diagnoses. Presentation symptoms, circumstances of diagnosis and treatment, access to care, and navigation in the healthcare system differed per patient and within countries. Surgical resection was perceived as a crucial stage, both feared and desired. A second opinion was more often sought for surgery than for subsequent treatment approaches. Patients undergoing chemotherapy/radiotherapy (n=17) or active observation (n=13) expressed substantial physical, socioeconomic, financial, and psychological burden. Patients receiving active observation experienced strong and ongoing anxiety, as the uncertainty of tumor recurrence took a toll on their emotional wellbeing in the long term. The experience of people living with mIDH1/2 diffuse glioma is heterogeneous regarding their pathway and complexity navigating the healthcare system, with a substantial psychological and socioeconomic impact. Improved education, as well as facilitating early navigation and prioritizing shared decision-making along the disease pathway, will better support people living with mIDH1/2 diffuse glioma.

Personal Networks and Cervical Cancer Screening among Black Immigrant Women.

Prior research has linked personal network characteristics with cancer screening uptake including Papanicolaou (Pap) screening, but less is known about the experiences of Black immigrant women (BIW) in the USA. We examined the relationship between network characteristics and Pap screening among BIW and explored how their network members influence their cancer related knowledge and prevention behaviors. A mixed methods study of BIW, aged 21-65years, in southeastern US included a cross-sectional survey (N = 204) and in-depth individual interviews (N = 13). We examined whether high-social connectedness, contact frequency, and social support were associated with Pap screening, using multivariable logistic regression models. Thematic analysis further assessed the roles of personal network factors on BIW's cancer preventive behaviors. Pap screening was more likely among BIW with high- versus low-social connectedness (OR: 2.68, CI: 1.12, 6.46). However, the impact of high-social connectedness was attenuated, after adjusting for demographic factors and health insurance. Our qualitative findings revealed that both BIW and their personal networks had limited knowledge on cancer and related prevention measures. Close network members, particularly mother-figures, provided support for BIW's care seeking efforts, including cancer screening, although some participants mentioned a lack of screening support. These findings suggest that Black immigrant communities may benefit from tailored cancer prevention interventions among close network members, to improve knowledge and support for cancer control behaviors.

Aging in place or aging out of place? Family caregivers' perspectives on care for older Pakistani migrants in Norway.

The aging population in Europe is increasing, with growing ethnic diversity among older individuals due to migration. Public policies emphasize 'aging in place' to address financial challenges and reduce the burden on the healthcare system. However, research often overlooks the heterogeneity among older people, especially non-European migrants. Also, research on family caregivers' role in enabling 'aging in place' for older relatives with migrant backgrounds is limited, despite many older non-European migrants' preference for family care in comparison to long-term institutional care. This study aims to explore the experiences and perspectives of family caregivers in the context of formal and informal care and their preferences regarding the place of care for older family members with migrant backgrounds, particularly the Pakistani Ahmadiyya community in Norway. Eighteen semi-structured individual interviews and two group interviews were conducted in Urdu and English with nineteen female family caregivers of older relatives, ages 25-62, residing in Norway. The analysis yielded three main themes: (1) "Nursing homes are not for the ones who love their parents", (2) Preferences for home with the possibility of sharing care, and (3) Mismatch between family care needs and formal care. Family caregivers' perception of health services has a decisive impact on their older relatives' demand and use of formal health services, emphasizing the need for trust. Even though home care services were seen as a viable option, they should be adapted so that the family caregivers can use them and feel supported in enabling 'aging in place' for older migrants.

Nurses' Advocacy in Intensive Care: What Insights Can Nurses' Experiences During the Pandemic Reveal?

Patient advocacy must be understood as an ethical component of nursing practice that involves respecting and defending patients' rights and autonomy. During the COVID-19 pandemic, the vulnerability of patients in intensive care units (ICUs) increased requiring that nurses advocate for those patients more than ever in a context in which changes in daily nursing practices of care imposed by the pandemic deeply impacted nurses' advocacy. In this study, we examined ICU nurses' patient advocacy during the pandemic, using feminist ethics as a theoretical lens. Twenty-five ICU nurses from Brazil participated in individual interviews. Our findings reflect that advocacy is a moral component of nursing identity. This moral identity represents the identity of nurses as a profession as it represents their values and responsibilities which are social in nature. Although the pandemic challenged nurses' advocacy practices these professionals had an important role to give voice to patients and to preserve their autonomy and dignity, strengthening patient-centered care.

Examining the impact of the veterans affairs community care program on mental healthcare in rural veterans: A qualitative study.

To investigate provider and administrators' perspectives about the impact of the Department of Veterans Affairs' (VA) Community Care program on acute and residential mental health treatment of rural Veterans. Primary data were collected from participants via interviews. Participants were employees of VA Healthcare Systems located in Northern New England, or employees of non-VA mental health treatment settings affiliated with VA in Northern New England. This study was informed by the Consolidated Framework for Implementation Research (CFIR), with Community Care as the implemented program. Individual, semi-structured interviews were conducted. Individual interviews were transcribed, coded deductively using the CFIR, and inductively coded by locating themes. Twenty-one people completed interviews. Commonly reported challenges included community programs not focused on Veterans' needs, poor coordination of care, communication challenges, and problems tracking Veteran care. Facilitators included increased access to care and strengthening coordination of care. The VA's Community Care program can address the acute or residential mental health needs of Veterans in rural settings in some circumstances, however there are challenges to successful implementation.

Preparing pre-service teachers for Generation Alpha: A social innovation perspective

Background: This era of exponential technological advancements makes us profoundly aware of the role that education must play to ensure that ‘humankind’ is not only able to live but thrive in a world challenged by environmental and social issues. Many of our pre-service teachers are digital natives. However, they will have to be taught to become digital integrators in a learning space where technological innovation aligns with social innovation. This calls for teacher education institutions to critically analyse their curriculum design.Aim: This study aims to investigate the extent to which pre-service teachers are prepared to teach Generation Alpha and it also highlights the imperatives for reimagining teacher education curricula for future generations within the context of social innovation.Setting: This study is conducted on fourth-year Bachelor of Education students who attend a private higher education institution and teacher educators based in teacher education institutions in Gauteng, South Africa.Methods: A qualitative case study research strategy is used in this study. Data were collected through focus group interviews and individual interviews. The raw data were analysed through content analysis.Results: The key findings of this study indicate that fourth-year BEd students believe that they are not adequately prepared to teach Generation Alpha learners within the context of social innovation. This belief is validated by teacher educators.Conclusion: Pre-service teachers must be competent in technological innovation, social innovation and global citizenship to enable them to produce learners who are socially, and ethically responsible, as well as emotionally intelligent innovators, leaders and communicators.Contribution: To mobilise and expedite these competencies, teacher education institutions must redesign their pedagogical models and teacher education curricula to align with the educational needs of the future generations.

Empathetic Leadership and Cultural Consciousness in Leading: Lessons from Iceland, Sweden, Estonia, Latvia, Lithuania, and Finland

During our cooperation in different international projects with partners from other Scandinavian and Nordic-Baltic countries, I have tested various leading styles with the goal of ensuring the personal balance and work enthusiasm in the group. The paper analyses in practical terms and at the meta-level, the cooperation and leadership model we developed working with university teachers from six different Nordic and Baltic countries (Estonia, Iceland, Sweden, Latvia, Lithuania, and Finland). I review the cooperation format, its pluses and minuses. This is done through the prism of Collectivism and Individualism. Building on the data analysis described above, suggest as a new approach, Emphatic Leadership and Culture- competent Leading. Empathetic Leadership and Culture-competent Leading is the notion I introduce to describe the model where cultural awareness, personality-related aspects, and principles of democracy and inclusion are entailed relating to the empathetic understanding of the co-workers, including their cultural preference styles. This is a qualitative piece of work that builds on experience analysis. The methodology is ethnographic research using description and theoretical analysis. the methods of participant observation and action research. Semi-structured questionnaires were administered to the participants as semi-structured individual and group interviews at the end of the first round of project periods (three different projects completed). The work period analyzed includes our five different group-leading periods (2017–2024), one of which partly coincided with the Pandemic period (2020–2022). The ongoing project period (three projects) was analyzed through interviews.

Rapid Transition to Virtual Learning in Postgraduate Medical Education during the COVID-19 Pandemic in Tanzania: A Qualitative Study.

The effect of the progressive utilization of virtual learning (VL) in postgraduate medical education (PGME) is contentious. During the COVID-19 pandemic, VL was up-scaled to bridge the education delivery gap. How this impacted learning experiences in PGME is an area that needs to be explored for the progressive context-specific application of VL. This phenomenological study aimed to explore the postgraduate medical faculty's and residents' experiences with the rapid shift to VL. Through an interpretivist paradigm, this study used in-depth individual semi-structured interviews and prompts to explore the full breadth of the participants' experiences. A purposive sampling method was used, and qualitative content analysis was employed in an iterative process until data saturation. Data was collected between January 2021 and July 2021. Member checking was done to ensure validity. The AKU-ERC granted ethical approval, with reference AKU/2020/098/fb. Ten participants were recruited for the study. Positive experiences were greater access to learning materials and improved learner confidence. In contrast, limited supervision, and lack of assurance of participants' engagement emerged as a negative VL experience. The components of critical thinking and problem-solving skills were unaffected by virtual case-based learning. However, the aspects of acquiring clinical and surgical skills emerged as a difficulty in accepting VL as a valid mode for attaining these competencies. To improve experiences of VL, participants' drive, engagement, technological inadequacies, and instructional design should be optimized.

‘Please, see me’; Informal and professional support of students with relatives with addiction problems: a three-year longitudinal qualitative study

Background and aimAddiction problems also affect the lives of family members. This study aims to examine: (1) young adult family members’ experiences with informal and professional support in coping with the impact of relatives’ addiction problems and (2) how these experiences evolve over time.MethodA three-year longitudinal qualitative study. Four rounds of in-depth, semi-structured individual interviews were conducted. Thirty students aged 18–30 years, participated in the study at baseline. 93% participated in at least two interviews, and 80% participated three or four times. The Stress-Strain-Information-Coping-Support model was used, and Directed Content Analysis was applied.FindingsFive major themes were extracted from the data: (1) Informal support; (2) Educational support; (3) Healthcare support; (4) Resilience factors; and (5) Developments over time. Informal and educational support were more often described as effective than healthcare support, although the number of participants who sought healthcare support increased over time. Effective elements of support included being able to discuss their experiences with people listening without judgment or unsolicited advice and having long-term relationships of trust with people from the social environment and professionals. Participants were mainly treated with Cognitive Behavioral Therapy (CBT) and Eye Movement Desensitization and Reprocessing (EMDR). Learning how to distinguish between accurate and inaccurate thoughts, especially about themselves, was considered effective. Body-oriented therapy was remarkably absent. Finding effective healthcare support was often a long and winding road through various therapies and therapists. Participants were not attracted to peer group interventions but needed advice on how to deal with their relatives. They also needed recognition by their relatives for harm done. This recognition was seldom given.ConclusionsIt is recommended to train educational and healthcare professionals to recognize the support needs of young people with relatives with addiction problems, to help them cope, or to refer them adequately. We also suggest broadening the scope of professional support offered to AFMs, including body-oriented and cultural interventions.

Teachers' perceptions of principals’ digital leadership practices in a school district in a developing country

The fourth industrial revolution's (4IR's) disruptive digital technologies and innovations are radically altering the educational environment. The aim and structure of schooling have become progressively digital and different from the norm. Understanding principals' digital leadership practices is particularly important in the transition to digital learning as it involves navigating the digital change process in schools. This study investigated teachers' perceptions of principals' digital leadership practices in their attempts to keep up with the digital shift. Drawing on the four core principles of transformational leadership theory, the study sought to identify leadership practices that could mobilise digital learning. A generic qualitative approach was used. The study looked at three public primary schools in the Gauteng West district in South Africa. Data were generated by means of three focus group interviews with teachers and individual interviews with three principals. The findings revealed that leadership in these schools was mainly confined to conventional leadership practices which did not promote the practice of digital leadership. The findings exposed the need for principals to improve their knowledge of digital leadership in their leadership practices. The findings further highlighted the need for system-wide change in the South African education sector to support principals in transforming schools into digital learning environments. These findings contribute to the theoretical knowledge of principals' digital leadership practices.

Introducing intermediate wheatgrass as a perennial grain crop into farming systems: insights into the decision-making process of pioneer farmers

The perennial grain intermediate wheatgrass (Thinopyrum intermedium, commercial name KernzaTM) has been proposed as a diversification crop for producing forage and grain and providing ecosystem services to farmers. Although a few studies have addressed farmers’ interests in the crop, information is lacking about the links between farmers’ goals and crop management, i.e., how farmers aim at integrating this crop in their systems. Closing this gap, this paper analyzes for the first time the introduction of intermediate wheatgrass (IWG) from a farmer perspective, as a set of decision plans and goals. The overarching orientations of the farm and organization of the production system, referred as strategic decisions, interact with short-term crop management (i.e., tactical decisions) and farmers’ goals for IWG. In total, 17 individual semi-structured interviews and 2 collective crop management prototyping workshops in France were used to analyze farmers’ rationales as a function of their farm systems, agronomic constraints, and know-how. The study demonstrates that farmers’ interests in IWG revolved around multiple ecosystem services and financial returns. Three ideal-types of farms testing IWG emerged from the relationships between existing farming systems and goals for IWG. The strategic and tactical decisions regarding the integration and management of IWG were contingent on the farming systems, the goals for IWG, the farmers’ know-how, and their ability to mitigate risks. Implications for the future development of intermediate wheatgrass as a niche innovation are considered based on farmers’ points of view. This study provides insights into the ideas and concerns of French farmers regarding IWG and proposes a framework for discussing the introduction of a new crop in a farm system.

Preparing Military Interprofessional Health Care Teams for Effective Collaboration.

Military Interprofessional Health care Teams (MIHTs) are the backbone of modern military medicine. However, these teams face distinct operational challenges, including frequent personnel rotation, diverse work environments, and the constant possibility of rapid deployment. Serving in dynamic teams that deploy for both military and humanitarian missions, MIHTs face the unique challenge of constant restructuring and reorganization. Consequently, preparing MIHT members to function effectively as a team presents a significant hurdle. This difficulty highlights the limited applicability of existing literature focused on training civilian interprofessional health care teams. To address this gap, we conducted interviews with MIHT members to understand specific training elements that equip MIHT members to effectively collaborate. By gaining a deeper understanding of their needs, we can improve training programs and ultimately optimize MIHT performance, readiness, and patient care. We conducted individual semi-structured interviews with military health care professionals. We employed purposeful sampling to ensure a diverse range of perspectives from individuals with direct experience working in or leading MIHTs. The 30 participants interviewed represented a broad spectrum of MIHT professions. The data used for this study stems from a broader research program on MIHTs conducted between 2017 and 2019. We conducted a secondary analysis focusing specifically on interview data related to education and training. Using Braun and Clarke's 6-step approach to Thematic Analysis, we identified themes from the data to build an understanding of MIHT perspectives on training effectiveness. The participants' insights allowed us to identify 3 critical themes related to the training elements they considered most beneficial for fostering collaboration within MIHTs: (1) MIHT members rely on their own predeployment readiness; (2) MIHT contexts require unique, adaptive communication skills; and (3) MIHT training is an ongoing endeavor. We need our MIHTs to be ready to deploy and effectively collaborate, which involves being clinically, emotionally, physically, and operationally ready. MIHT members describe 3 aspects of specific training elements as having significant potential to equip them to effectively collaborate: (1) MIHT members rely on their own predeployment readiness; (2) MIHT contexts require unique, adaptive communication skills; and (3) MIHT training is an ongoing endeavor at both the individual and team levels. By investing in tailored training programs that address these areas, we can empower MIHTs to continuously adapt, excel, and ultimately, positively impact patient outcomes in diverse military health care settings.

The Role of Stewards of Trust in Facilitating Trust in Science: A Multistakeholder View

AbstractTrust in science post-Covid appears to be a complex matter. On the one hand, the COVID-19 pandemic added value to the epistemic trustworthiness of scientific opinion and its potential to drive evidence-based policies, while it also spurred scientific distrust and societal polarization (e.g., vaccines), especially on social media. In this work we sought to understand the ways in which trust in science might be bolstered by adopting a multistakeholder perspective. This objective was achieved by considering stakeholders’ views on (a) how perceived key actors affect trust in science, and (b) what proposed actions can be taken by each actor identified. Data were collected using 16 focus groups and 10 individual interviews across different European contexts with general public (n = 66), journalists (n = 23) and scientists (n = 35), and were analysed using thematic analysis. Regarding how perceived key actors affect trust in science, participants viewed policymakers, media, scientific and social media actors as occupying a dual function (facilitators and hinderers of trust in science), and pointed to the value of multi-actor collaboration. Regarding what actions should be taken for enhancing trust in science, participants indicated the value of enhancing understanding of scientific integrity and practices, through science literacy and science communication, and also pointed to social media platform regulation. Implications stemming from the data are discussed, considering how multiple identified stewards of trust can contribute to an ecosystem of trust.

A learning analytics dashboard to support students' reflection on collaboration

AbstractBackgroundDashboards play a prominent role in learning analytics (LA) research. In collaboration activities, dashboards can show traces of team participation. They are often evaluated based on students' perceived satisfaction and engagement with the dashboard. However, there is a notable methodological gap in understanding how these dashboards support the nuanced process of student reflection.ObjectiveThis paper presents empirical evidence on how students from high and low‐performing groups reflect individually on their performance while using a Learning Analytics Dashboard (LAD).MethodsWe address this in the context of education in healthcare, wherein we captured actions and positioning data from a simulation‐based collaborative activity and generated a collaborative LAD. A total of 41 nursing students were invited to participate in a post‐hoc semi‐structured individual interview to use a collaborative LAD while answering a set of prompts to reflect on their individual and group performance. Students' reflections were coded and analysed using Bain's 5R reflection framework. We used epistemic network analysis to capture the dynamic reflection process and to understand the connections between the reflection stages (from low to high). We compared how different these connections were for students in high and low‐performing groups.Results and ConclusionsOur results revealed that most students were only able to achieve low and middle stages of reflection. Yet, students in low‐performing groups predominantly followed low‐to‐middle stages of reflection. In contrast, students from high‐performing groups demonstrated the ability to transition between low‐to‐middle and low‐to‐high stages of reflection. Based on these findings, we discuss implications for both research and practice, particularly emphasising the necessity to scaffold reflection when using LADs.

"It's Just Really Important for us all to be on the Same Page": Qualitative Evaluation of Factors that Influence Written Mobility Communication.

Poor interdisciplinary team communication is a known barrier to increasing inpatient mobility. Understanding why and how clinicians from different disciplines communicate about mobility would help inform communication improvements. This qualitative interview study aimed to describe and explore clinician perceptions about written mobility communication, and perceived barriers and enablers to this communication. A rapid deductive qualitative approach was used to efficiently capture information for local improvement. Clinicians (physical therapists, nurses, physicians, and occupational therapists) working on 3 internal medicine wards in a metropolitan teaching hospital in Brisbane, Australia were purposefully sampled and invited to participate in individual interviews. Questions were based on the Consolidated Framework for Implementation Research. Interviews were recorded, transcribed, and analyzed using deductive and inductive thematic methods. From 17 interviews, key themes identified that written communication about patient mobility is important and valued by clinicians; clinicians learn documentation on the job, often from physical therapists; clinicians are not aware of organizational responsibility for mobility communication; multiple purposes for written communication contribute to multiple locations and inconsistency; and clinicians perceive that improvement would require a multi-disciplinary and multi-level approach. Suggestions for improvement included use of a common language, consistent use of existing bedside communication tools, and clearer responsibility for written communication about mobility. Written communication about patient mobility was valued by clinicians and a range of barriers to effective interdisciplinary communication identified. Clear professional roles and responsibility for written mobility communication is important. Suggestions for improvement included an interdisciplinary language supported by multi-disciplinary education and organizational governance. Written communication about patient mobility is recognized as critical to safe, high-quality hospital care. Our findings suggest that successful mobility communication improvements must involve multiple disciplines and include clear organizational governance to support staff training, clear role responsibilities, and quality monitoring.

“I don’t have an answer for you. I need to hear your thoughts”: a teacher’s deliberate mentoring practice in coplanning with student teachers

ABSTRACT Using educative mentoring as a framework, the study explored in-depth the beliefs and mentoring practices of a master teacher and his three student teachers’ (PSTs) perceptions and responses to the practice in a weekly one-hour coplanning meeting for a semester. Data sources included observations and video recordings of coplanning meetings, field notes, individual interviews with participants, PSTs’ journal entries, and documents such as weekly lesson plans. All video recordings and interviews were transcribed verbatim. The results showed that both intellectually and emotionally secure learning foundations are essential for learning, mentoring, and collaboration; deliberate mentoring practices such as challenging questions, exploratory thinking, modeling, and guiding reflection help PSTs shift their way of thinking and promote an inquiry mind-set; empowering PSTs in decision-making leads to genuine collaboration and creates learning opportunities. Through intentional mentoring, PSTs become confident, experimental, and creative change agents. The complexities of mentoring practice are then discussed. To support mentors in their preparation, a comprehensive and holistic approach to mentoring practice is proposed.

Supporting vulnerable families’ meal practices: process evaluation of a nationwide intervention implemented by a retailer and social organizations

BackgroundLower socioeconomic status (SES) is associated with poorer dietary habits and fewer family meals. Therefore, initiatives to empower families with a lower SES to adopt healthier meal practices are employed. The objective of this study was to evaluate a nationwide intervention “Dinner is served at 1-2-3 euros”, developed by a Belgian retailer in collaboration with social organizations. It targets families with a lower SES and aims to promote more balanced and freshly cooked meals by providing recipe booklets of affordable meals at a guaranteed price of 1, 2, or 3 euros per portion. The process evaluation aimed to gain insight into the implementation process (Reach, Recruitment, Dose-delivered, Context), the satisfaction with the intervention (Dose-received), and the perceived impact of intervention participation.MethodsA mixed-methods study combining qualitative (i.e., focus groups and individual interviews) and quantitative research (i.e., surveys) was conducted. An interview with the retailer (n = 1), three focus group interviews with the involved social organizations (n = 15), and interviews with participants of “Dinner is served at 1-2-3 euros” (n = 26) were carried out, as well as surveys among these social organizations and participants.ResultsSocial organizations were generally satisfied with the project and appreciated the collaboration with the retailer. The main barrier to implement the project was a lack of time to help participants subscribing. Participants appreciated the inspiration from the recipe booklets, and the recipes’ ease of preparation, their healthiness, and the variety. However, the recipes were sometimes deemed too exotic for participants’ children. Participants also appreciated the budget friendliness, although the price guarantee mechanism of 1, 2 or 3 euros per portion was not always clear. Positive effects were mentioned in areas such as perceived healthy cooking and eating, improved cooking skills and ideas, and reduced financial concerns.ConclusionsIn general, participants and social organizations were satisfied with the delivery and implementation of the intervention. Participants also noted some positive effects on their meal practices. Future research should provide insight into the intervention’s effectiveness and impact on the healthiness of participants’ dietary choices.Trial registrationThe study protocol was pre‑registered prior to data collection at Clinicaltrials.gov (NCT05595551–27/10/2022).