Support Group Work Research Articles

An Evaluation Of Social Work Facilitated Peer Support Groupwork With Older Adult Inpatients In Orthopaedic Rehabilitation

Abstract Background Social work psychosocial assessments highlighted an elevated prevalence of patients experiencing low mood, isolation, and the impact of their hospital admission. Groupwork is an effective evidenced based social work tool. As psychological factors can impact acute and longer-term recovery, peer support groupwork was piloted to address these issues. This research aims to determine the success of the inclusion of social work facilitated peer support groupwork within the orthopaedic geriatric rehabilitation setting. Methods One pilot and three peer support groupwork sessions were held with 4-6 participants per group. Patients were identified with support from multidisciplinary team colleagues. Patients were over 65 years of age, medically stable and were an inpatient on the orthopaedic rehabilitation ward without any contraindications to attendance. A patient led thematic approach informed each session. Structured feedback forms were given to all participants which provided both quantitative and qualitative data. Results 100% of patients found that peer support groupwork was a beneficial addition to orthopaedic rehabilitation. Patients recognised the benefit of sharing their experiences and emotions with one another. 95% of patients said that they would reattend and many recognised the motivating influence of this forum. 17 out of 19 patients found that the peer support groupwork directly improved their mood. An incidental finding determined a better understanding of the patient and assisted social workers in identifying patients who required more focused holistic support. Conclusion Social work facilitated peer support groupwork assists in motivating and improving the mood of older adults engaging with inpatient orthopaedic rehabilitation. It was a resource efficient method which improved the psychological factors experienced by older adults in this setting. The patient led approach and careful consideration and planning generated the groups’ success. This approach has numerous benefits to the overall patient experience and has scope to be utilised within other gerontological settings.

Strategies for Supporting Equitable Group Work

Strategies for Supporting Equitable Group Work

AN ANALYSIS OF THE IMPACT OF PEER SUPPORT GROUPWORK ON THE PSYCHOLOGICAL WELLBEING OF THE LIMB RECONSTRUCTION PAEDIATRIC PATIENTS ATTENDING THE NATIONAL ORTHOPAEDIC HOSPITAL CAPPAGH, DUBLIN

AN ANALYSIS OF THE IMPACT OF PEER SUPPORT GROUPWORK ON THE PSYCHOLOGICAL WELLBEING OF THE LIMB RECONSTRUCTION PAEDIATRIC PATIENTS ATTENDING THE NATIONAL ORTHOPAEDIC HOSPITAL CAPPAGH, DUBLIN

PACMHCI V8, GROUP, January 2024 Editorial

It is our great pleasure to introduce this issue of the Proceedings of the ACM on Human-Computer Interaction, which focuses on contributions from the research community on Supporting Group Work (GROUP). This thriving community is home to researchers within CSCW, HCI for practice-centered computing, sociotechnical studies, and interdisciplinary groups who provide theoretical, methodological, and/or conceptual contributions on collaborative technologies and practices. GROUP's research community vividly raises the awareness of dimensions of growing importance in our highly connected life, as exemplified by the papers included in this issue. Information sharing and moderation in and across groups and formal organisations continue to call for complex research questions. Collaborative practices that have been the object of concern in GROUP become revisited through the lenses of new technologies, as illustrated by the papers investigating recommender systems and conversational agents in collaborative contexts. More than ever, the Internet is acknowledged as a space for social relationships, see for instance the case of dating apps or mom's chat group in this issue. Reflecting on our densely computing supported practices, ethics for research and design become an essential topic for consideration. The editorial board worked hard to organize this first submission round. The call for papers for this issue on GROUP attracted a total of 31 submissions from all over the world, of which 8 papers (25.8 %) were accepted. This issue results from the dedicated volunteer effort of 23 members of the community who served as Associate Chairs (ACs). They all lent their expertise and time to provide insightful feedback to all authors. The Editorial Board can be found on GROUP's track page. As Track Chairs, we are grateful for the community's collective efforts to continue shaping and sharing GROUP's contributions.

Developing a good practice guide for group work that transcends disciplines

Collaborative and group-based learning provides a rich opportunity to enhance student outcomes (Prince, 2004). The Australian National University (ANU) Learning and Teaching Strategy (2022) outlines a goal to promote collaborative pedagogies and ensure students experience group and team-based learning activities. Group assessment is a means to achieve this by structurally valuing and prioritising students working with their peers on complex problems and long-term projects. A small-scale exploratory study (unpublished) conducted by the Centre for Learning and Teaching (CLT) found only 11% of undergraduate courses at the ANU in 2022 had any element of group assessment, emphasising the need to support educators to incorporate more high quality group work and assessment across programs. To address this need, we developed and delivered a digital good practice guide and training workshop that aims to support educators to create and facilitate group assessments that work best for their context. At the heart of the project was a partnership with staff from the School of Engineering who expressed a keen interest in sharing their experience, knowledge, and existing resources relating to the design and support of group work with the broader University. We saw this as an opportunity to enable and enhance sharing between educators and education support staff across discipline areas and colleges, overcoming silos that exist within the University. To maximise our reach and impact, we chose to co-design a digital resource with the School of Engineering promoted through online communication channels because it offers an accessible format that is available all educators at or outside of the ANU. Our good practice guide for group work and assessment responds to the diverse needs and contexts of educators, translating theory from the literature into practical recommendations. The guide is underpinned by the theoretical framework of social constructivism (Vygotsky, 1980), and was created using a human-centred approach to design. The partnership with the School of Engineering made this design approach possible as it established a pathway for us to engage directly with end users. Importantly, we also engaged with staff from across other areas of the University to ensure the content and design of the guide addresses the learning and teaching contexts relevant to their discipline (e.g. predominantly male or International student cohorts) and the emerging context of transdisciplinary courses. This poster will present the process and outcomes of the project from the initial research and discovery phase through to the design, delivery, and evaluation of the good practice guide and accompanying workshop. Alongside this, we will present a critical reflection on how the partnership and engagement with educators across disciplines affected the design and ultimate impact of the resources.

Experience of Sudden Shift from Traditional to Virtual Problem-Based Learning During COVID-19 Pandemic at a Medical College in Saudi Arabia.

COVID-19 pandemic has resulted in a sudden shift to online education. PBL was one of the components that was transformed to online. The aim of the present study was to investigate the impact of the sudden shift to virtual PBL during COVID-19 pandemic in achieving the intended learning objectives of the PBL and to explore the students' perception of the virtual versus traditional PBL. This is a retrospective study that was conducted in the college of medicine, King Saud University. We compared the perception of third year students who participated in traditional face-to-face PBL in 2019-2020 and in the virtual PBL in 2020-2021. We compared the performance of the students in the traditional face-to-face and in virtual PBL. An online survey was distributed from October to December 2021. The survey contained 7 sections. Each section included several questions comparing virtual and traditional PBL in that aspect. Out of 284 third year medical students, 124 students responded with a response rate of 43.66%. More than half of the students (n = 77, 63%) felt significantly motivated to actively participate in PBL sessions in a virtual learning environment, motivated to learn and support group work and gained critical thinking skills (mean = 3.54 ± 0.12 versus 3.59 ± 0.14, p < 0.001). The majority of students (n = 82, 66%) felt significantly more satisfied about their learning during the virtual PBL versus traditional PBL (mean = 3.48 ± 0.42 versus 3.91 ± 0.59, p < 0.001). There was no significant difference in the students' performance in traditional versus virtual PBL (mean = 4.77 ± 0.22 versus 4.79 ± 0.29, p = 0.2). The results of this study showed that students were significantly more satisfied with the experience in the virtual versus traditional PBL. Medical students' performances in virtual PBL were comparable to the traditional face-to-face approach.

The Opinion of Polish Coeliac Patients on the Knowledge of Medical Professionals and Support Groups about Coeliac Disease-A Pilot Study.

A high quality of knowledge and how it is communicated by healthcare professionals (HCPs) let the patient understand coeliac disease (CD) and result in better adherence to therapeutic recommendations. Therefore, the aim of the current study was to assess the opinion of Polish respondents with CD on the comprehension of CD among Polish HCPs. The analysis was based on 796 responses from patients (the members of the Polish Coeliac Society) with confirmed CD diagnosis (224; 28.1% children and 572; 71.9% adults). The most frequently consulted HCPs regarding CD symptoms in the analysed group were gastroenterologists, and various support groups and associations for CD patients. Furthermore, their comprehension of CD was rated best, as 89.3% (n = 552) of the patients who had contact with support groups and associations classified their knowledge on CD as good. More than a half of the respondents (n = 310, 56.6%) who had contact with general practitioners (GPs) due to their symptoms, rated the doctor's knowledge on CD as bad. Nurses' comprehension on CD was classified as bad by 45 (52.3%) respondents who had contact with a nurse. Out of 294 Polish patients with CD who had contact with a dietician, 247 (84.0%) assessed that the dietician communicated their knowledge on CD well. The respondents rated that GPs and nurses communicated their knowledge on CD in the worst manner (60.4% and 58.1%, respectively). Out of 796 respondents, 792 (99.5%) provided information about the number of appointments with GPs due to symptoms that occurred prior to CD diagnosis. The respondents had contact with GPs 13 863 times before obtaining a CD diagnosis due to their symptoms. After the establishment of a CD diagnosis, the number of appointments with GPs decreased to 3850, and the average number of appointments decreased from 17.8 to 5.1. The respondents assessed that the knowledge on CD of HCPs is not satisfactory. The work of support groups and associations on CD, who promote reliable CD diagnosis and treatment methods, should be promoted. The cooperation between various HCPs needs to be encouraged, which may lead to better compliance.

Peer Support at the Intersection of Disability and Opioid (Mis)Use: Key Stakeholders Provide Essential Considerations.

Individuals with disabilities may experience higher rates of opioid/substance use disorders (OUD/SUD) than other individuals and are likely vulnerable to unmet treatment needs. Peer support may be beneficial to these individuals, given the evidence of benefits in target populations with similar needs and the potential for overcoming barriers to treatment suggested in the available literature. The objective of this exploratory study was to specify essential considerations in adapting peer support for this population. Diverse key stakeholders (n = 16) were interviewed to explore the experiences, needs, and available supports for individuals with disabilities and OUD/SUD. A Peer Support Work Group including members with lived experience advised each component of the study. Semi-structured interview data were content analyzed and memos generated to summarize themes related to the research question. Participants reported extensive professional and personal experience in human services, disability, and recovery. Emergent themes included the importance of accessibility and model fit, the notion of “peerness” and peer match, and essential aspects of peer recruitment, training, and support. An accessible, acceptable, effective model of peer support requires particular attention to the needs of this diverse and varied population, and the contexts in which they are identified, referred, and engaged in services.

Atelier experiences in interior architecture education: Zero waste approaches

Workshops, seminars, ateliers, and charrettes, which are vocational courses and extracurricular activities taken outside of the studio courses, support studio education to a great extent. The "learning by doing" model gains significance in 21st-century interior architecture education. In this context, the application model of two workshops/ateliers held at different times within the scope of the study will be reviewed. The first of these consists of the Zero Waste Approach in Design Education Training Workshop-1, which was held face-to-face and organized by the Hacettepe University Faculty of Fine Arts, Department of Interior Architecture and Environmental Design in 2019, and the second, the Zero Waste Approach in Design Education Training Workshop-2, held online in 2021. From the study, participation in workshops and ateliers in interior architecture education boosts students' awareness, supports group work, increases synergy and motivation, and strengthens their design skills. The cooperation of institutions, on the other hand, expands the interaction and provides important contributions to interior architecture education.&#x0D; &#x0D; Keywords: Atelier; Interior Architecture; Learning by Doing; Workshop; Zero Waste.

Editorial Introduction - GROUP 2022 Second Wave

For over a quarter century, GROUP has offered a premier yet intimate and welcoming venue for agenda-setting, diverse research. Although the traditional focus of the conference is on supporting group work, it has expanded to include research from computer-supported cooperative work, sociotechnical studies, practice-centered computing, human-computer interaction, computersupported collaborative learning, participatory technology design, and other related areas. The work presented in this issue embodies that interdisciplinary ethos. Papers in this issue cover a wide range topics, from human-AI collaboration, to collaboration in virtual reality, to perceptions of privacy and security, to the myriad impacts of the COVID-19 pandemic. The application domains are similarly wide ranging, from health data, to civic engagement, to educational settings, to government provision of social services. Similar to the 2021 issue, this issue also continues the tradition of design fiction at GROUP. This issue of PACM:HCI brings you papers from the planned 2022 ACMConference on Supporting Group Work (GROUP 2022). Typically, the GROUP conference occurs every two years. However, research developments do not necessarily follow conference deadline cycles. Thus, the GROUP conference offers authors the opportunity to submit to multiple waves. The first wave of papers for this conference were published in July 2021 in Volume 5 of PACM:HCI, and papers from this current issue were first submitted in May 2021. Both of these sets of papers published as part of the planned GROUP 2022 conference were authored and reviewed during the COVID-19 pandemic. These papers represent commendable volumes of hard work and resilience, not just from the authors, but also from the reviewers, the program committee, and the conference organizers. Additionally, the pandemic forced a major change to the conference at which these papers will be presented.

Process mining at Lufthansa CityLine: The path to process excellence

Process mining is a big data technology, which focuses on the discovery, monitoring, and improvement of business processes, based on real data from information systems. This teaching case describes the objectives of a German airline as it introduces process mining and discusses current and future value potentials of this technology. The case is particularly useful for executive MBA courses on Strategy (the value of IT investments) or master’s-level courses on Business Process Management. This case has three main learning objectives. First, students will evaluate the capabilities of different (technological) approaches to reaching the airline’s business goals and will make a justified decision on the feasibility of implementing process mining. Second, students will analyze the airline’s approach to implementing process mining and the challenges along the way. They will derive lessons learned and discuss approaches to solving challenges. Third, students will evaluate the value potentials of process mining. This will enable the students to make well-informed decisions on technology investments and to discover how these decisions can contribute to business goals. The case is designed to be taught in two formats. In a 90-min lecture, students need to prepare short assignments for classroom discussions. In a 180-min lecture, the assignments are included as group work during the lecture, but they require the students to read the case before class. Teaching Notes, including videos and additional study material to support group work, are available to eligible lecturers upon request.

Challenging suicide, burnout, and depression among veterinary practitioners and students: text mining and topics modelling analysis of the scientific literature

BackgroundWorldwide, veterinary practitioners and students are reported to be at higher risk of suicide, burnout, and depression compared to other occupational groups. The aim of the current study was to apply text mining and topic modelling analysis on scientific literature regarding suicide, burnout, and depression among veterinary practitioners and students to extract meaningful and synthetic information. These statistical approaches can be used to comprehend more in deep the phenomena involving veterinarians and veterinary students and to suggest the potential changes needed in admission to veterinary school, veterinary curricula, and post-graduation initiatives as preventive actions.ResultsA systematic search protocol was set up to identify scientific literature that published on the topic from 1985 to 2019. Two-hundred-eleven records were selected with abstracts/texts submitted to text mining and topic modelling analysis. Student, stress, work, anim*, and euthanasia resulted the most frequent terms. Topics modelling allowed to differentiate groups of words and papers in 3 areas of interest: 1) students’ difficulties encountered during their studies that increase stress and anxiety impairing their psychological health; 2) exposure to death and euthanasia as risk factor for mental health; and 3) need of support among those providing medical and health care, and of supportive group work to cope with such profession.ConclusionBased on the most frequent words included in the clouds and on the contents of the papers clusterised in them, some suggestions are interfered. It is emphasized that the veterinary curricula should include courses that prepare them early to deal with animal death and post-death grief of pet owners, to handle ethical dilemmas and moral stressors, to communicate with clients and staff members, to work in team, to balance work-family life and to promote individual and team resources. Specific courses for veterinary practitioners could keep them updated on their new roles and ways to handle them among functioning as potential feedbacks to monitor their psychological wellbeing.

The place of forward surgical teams in the system of medical support of the Defense Forces of Ukraine

The article highlights the authors' view on the peculiarities of providing surgical care in the system of medical support of the Defense Forces of Ukraine and identifies problems that need to be addressed at the organizational level. The existence of the armed conflict in eastern Ukraine, which has been going on since 2014, and the experience of the medical service gained over the years, encourages the creation of new structures that bring medical care closer to the wounded. This, in turn, allows you to keep the rule of the "golden hour", because the lack of medical care for 1 hour increases mortality by 10-15 %. The purpose of the work is to develop new structures of the medical forces of the Armed Forces of Ukraine to improve the efficiency of medical care at the second level of medical care. Tactical-special training was conducted, which worked out the main issues of deployment and operation of the advanced surgical team, as a separate stage of medical care. During the practical part, the scope of medical care was analyzed and standardized depending on the operational situation. The issues of terminology are considered in the work, definitions of separate terms are given and their semantic loading is specified. The authors considered the structure and organization of the work of advanced surgical support groups, qualitative characteristics of medical care at the stages of medical evacuation of the second level of medical care, its scope and content, options for strengthening medical care. Variants of application of advanced surgical groups in the conditions of the armed conflict of low intensity and local war – the conflict of high intensity are covered. The obtained results indicate that the creation of an advanced surgical team allows to bring medical care closer to the line of combat. The mobility of the group provides the opportunity to be directly near the center of sanitary losses.

Formative assessment strategies used to support group work

Formative assessment strategies used to support group work

Perancangan Aplikasi Go Grouph Math sebagai Sarana Penyelesaian Tugas Kelompok

&lt;p&gt;&lt;em&gt;The purpose of this research is to design an android-based groupware called Go Group Math as part of the media or application to support group work in particular which can later be used for mathematics subjects. The method used in this research was Research and Development (RnD) using the ADDIE model, namely Analyze, Design, Development, Implementation, and Evaluation. Activities in research carried out in this research have only reached the stage of designing a screen display that will be used later in the application development stage using various database sources. The results of this study discovered that there was already a display screen design that will be used as a screen display on an Android smartphone. This research was expected to be useful for various groups in the world of education, especially teachers, lecturers, students, and students.&lt;/em&gt;&lt;/p&gt;

Implementation quality of principles of reciprocal teaching in whole-classroom settings: a two-year study with low-achieving adolescents

Low-achieving adolescents are known to have difficulties with reading comprehension. This article discusses whether principles of reciprocal teaching can improve low-achieving adolescents' reading comprehension in whole-classroom settings and to what extent treatment effects are dependent on implementation quality. Over the course of two years, experimental teachers (n = 10) were given training and coaching aimed at using principles of reciprocal teaching, while control teachers (n = 10) used their regular teaching method. Observations of teacher implementation were focused on instruction of reading strategies, modeling, and support of group work, and were performed in both experimental and control classes, comprising a total of 238 students (grade 7). The study shows that overall, there is no effect of the treatment on adolescent low-achievers' reading comprehension. Interestingly however, the principle of modeling positively moderated the effect of reciprocal teaching In addition, results suggest that the quality of implementation of reciprocal teaching in whole-classroom settings should receive more attention.

A Minimal Information Model for Potential Drug-Drug Interactions.

Despite the significant health impacts of adverse events associated with drug-drug interactions, no standard models exist for managing and sharing evidence describing potential interactions between medications. Minimal information models have been used in other communities to establish community consensus around simple models capable of communicating useful information. This paper reports on a new minimal information model for describing potential drug-drug interactions. A task force of the Semantic Web in Health Care and Life Sciences Community Group of the World-Wide Web consortium engaged informaticians and drug-drug interaction experts in in-depth examination of recent literature and specific potential interactions. A consensus set of information items was identified, along with example descriptions of selected potential drug-drug interactions (PDDIs). User profiles and use cases were developed to demonstrate the applicability of the model. Ten core information items were identified: drugs involved, clinical consequences, seriousness, operational classification statement, recommended action, mechanism of interaction, contextual information/modifying factors, evidence about a suspected drug-drug interaction, frequency of exposure, and frequency of harm to exposed persons. Eight best practice recommendations suggest how PDDI knowledge artifact creators can best use the 10 information items when synthesizing drug interaction evidence into artifacts intended to aid clinicians. This model has been included in a proposed implementation guide developed by the HL7 Clinical Decision Support Workgroup and in PDDIs published in the CDS Connect repository. The complete description of the model can be found at https://w3id.org/hclscg/pddi.

The Journey: Nurses on Boards Coalition Preparation and Support Work Group.

Nurses have the knowledge, skills, and expertise to bring value and leadership to a myriad of boards throughout the United States, with nursing leadership critical to the transformation of complex health care systems. The 2011 Institute of Medicine Future of Nursing report calls on nurses to lead at all levels in systems as well as in board rooms. In 2014, the Nurses on Boards Coalition (NOBC) aligned its mission with this charge, creating a goal, as stated on its Web site, to "improve the health of communities and the nation through the service of nurses on boards and other bodies." A specific goal of NOBC was to have 10 000 nurses on boards by 2020. Through a partnership with the Robert Wood Johnson Foundation and the America Association of Retired Persons, NOBC worked strategically to achieve its goal. The accomplishments of one of its work groups, Preparation and Support, are highlighted.

Making synchronous CSCL work: a widget-based learning system with group work support

ABSTRACT This paper presents a system architecture for synchronous mobile Computer-Supported Collaborative Learning (mCSCL). The paper builds on the notion of content-independent mCSCL by adding the technology support designed according to the contemporary design principles to support young learners. The specifics of the presented architecture are the authoring application that allows for reuse of interactive web-based educational application modules named “widgets”. Widgets communicate via the Group Communication module to deliver group work educational experiences. The Group Communication module consists of the three sub-modules: Message Forwarding Sub-module, Activity Management Sub-module and History Management Sub-module. The three sub-modules are designed to deliver synchronous mCSCL experiences by distributing communication messages to the subscribed groups and their members in a timely manner and by ensuring possible state reconstruction necessary for smooth learner transition between widgets and devices. Such an approach adds to the robustness of synchronous communication which is demonstrated by utilizing the system and the developed widgets in two case studies where early primary school children learn Mathematics in pairs and triplets. The presented system is able to deliver synchronous mCSCL activities including pairs and triplets in a dynamic early primary school environment.

The contribution of group work to the goals of comprehensive primary health care.

Group work, such as peer support and health promotion is an important strategy available to comprehensive primary health care. However, group work and how it contributes to the goals of comprehensive primary health care has been under-researched and under-theorised. In this 5-year study, we partnered with seven Australian primary health care services, and drew on service reports, two rounds of staff interviews (2009-2010 and 2013, N=68 and 55), 10 community assessment workshops (N=65), a client survey (N=315) and case tracking of clients with diabetes (N=184, plus interviews with 35 clients, and five practitioners) and clients with depression (N=95, plus interviews with 21 clients, and 11 practitioners). We conducted a rapid literature review of existing research on group work, and developed a model showing a group work reinforcing cycle. We examined the nature of the groups run, and the benefits staff and clients perceived. Benefits were grouped into four main themes: (a) social support, including for clients of the Aboriginal services, opportunities to celebrate their cultural identity, (b) improving skills and knowledge, (c) increasing access to services and (d) empowerment and solidarity. The perceived collective and individual benefits aligned with a comprehensive primary health care vision. However, the individualism stressed by neoliberal-driven health policy threatened the provision of group work and its potential collectivist benefits. There are multiple benefits of group work in primary health care that cannot be achieved through individual work, highlighting the importance of policy and organisational support for group work.