Personal Support Research Articles

Abstract 4143281: The Influence of Personal and Family Support on Maternal Cardiovascular Health: Insights from a TriNetX Study

Background: Maternal cardiovascular health during and after pregnancy is influenced by various factors, including personal and family support. However, the specific impact of abnormal personal and family support on maternal outcomes remains understudied. Methods: Utilizing the TriNetX global health research network within the US Collaborative Network, we investigated the influence of abnormal personal and family support (ICD10CM:Z63) on maternal cardiovascular outcomes within one year post-pregnancy. Cohort 1 comprised women aged 15 to 60 with documented problems relating to primary and family support during or after childbirth between 2008 and 2023. Cohort 2 included a similar demographic with good primary and family support. Data were extracted from electronic health records, and the cohorts were matched based on diverse sociodemographic traits and medical comorbidities. Results: Our analysis revealed significant associations between problems relating to primary and family support during and after pregnancy and adverse maternal cardiovascular outcomes. Specifically, the presence of such challenges significantly increased the risk of major adverse cardiac and cerebrovascular events (MACCE) (OR: 4.823, 95% CI: 3.361 to 6.919, p<0.001) and all-cause mortality (OR: 8.461, 95% CI: 5.184 to 13.812, p<0.001). Interestingly, it was associated with a reduced risk of peripartum or postpartum preeclampsia (OR: 0.603, 95% CI: 0.403 to 0.903, p<0.001). However, no significant association was observed between these personal and family support challenges and acute MI (OR: 1.092, 95% CI: 0.482 to 2.747, p=NS), ischemic stroke (OR: 1.403, 95% CI: 0.623 to 3.160, p=NS), hemorrhagic stroke (OR: 1.000, 95% CI: 0.416 to 2.404, p=NS), heart failure (OR: 1.075, 95% CI: 0.636 to 1.817, p=NS), or peripartum cardiomyopathy (OR: 0.586, 95% CI: 0.322 to 1.068, p=NS). Conclusion: Our findings highlight the significant impact of abnormal personal and family support on maternal cardiovascular health outcomes during and one year after pregnancy. Addressing challenges related to primary and family support during and after pregnancy may be crucial for reducing adverse outcomes and enhancing overall maternal well-being.

Harnessing AI

Integrating digital tools in education is essential for innovative teaching and learning (Msafiri et al., 2023). However, their mere availability does not ensure effective implementation. This presentation explores the development of an AI-powered chatbot designed to assist academics and learning designers in effectively using digital tools. Guided by the Technological Pedagogical Content Knowledge (TPACK) model and the Teaching Enhanced Learning Accreditation Standards (TELAS) framework, this project aims to bridge the gap between tool availability and effective usage. Effective implementation of digital tools begins with human factors, precisely the vision and expertise of educators. To achieve this, the TPACK model highlights three critical domains: technological knowledge, content knowledge, and pedagogical knowledge (Mishra & Koehler, 2006). These domains are critical to the effective and successful implementation of digital tools in the teaching-learning ecosystem. Our AI-powered chatbot leverages the TPACK model to connect educators’ pedagogical and content knowledge by conducting a needs assessment based on user-provided inputs and recommending suitable tools for enhanced teaching and learning. The chatbot interacts with users through precise, conversational inquiries, gathering detailed information on course titles, learning objectives, students' expectations, delivery methods, interaction types, desired tool functionalities, and accessibility considerations. This comprehensive approach ensures the chatbot provides well-informed, contextually relevant responses and resources to the users, thereby enhancing instructional effectiveness. By offering continuous support through our self-enrolled teaching support Canvas site, the chatbot ensures educators have access to assistance when needed, making it particularly beneficial for busy academics and learner designers. This then breaks the traditional barriers of time and place and offers users flexibility and real-time quality digital tool solutions. The chatbot knowledge base is built from a comprehensive tool document that maps each available tool at the [university name] to the TELAS framework. This framework sets rigorous standards and criteria for evaluating the quality of online environments, making it ideal for assessing tools across critical domains, including the online learning environment, learner support, learning and assessment tasks, and learning resources. By configuring this quality resource, the chatbot empowers educators to develop a deeper understanding of effectively integrating technology into their teaching practices for a successful learning experience Additionally, the chatbot provides real-time solutions on available tools, supporting continuous professional development and helping educators stay updated with the latest digital tools for their teaching needs. It offers use cases and knowledge base articles, addressing fragmented knowledge, time constraints, and technical expertise gaps, making it a valuable resource for newly recruited learning designers or academics to easily familiarise and induct themselves in the digital tool space. It offers quality assurance in tool usage by employing the TELAS framework. Moreover, the user data collection can provide insight for organising tailored training and support for academics. In conclusion, this presentation demonstrates the practical application and benefits of our AI-powered chatbot to improve digital tool integration in education. Using the TPACK and TELAS frameworks, the chatbot provides personalised support, helping educators seamlessly incorporate technology into their teaching and offering real-time recommendations to address digital tool challenges. It helps both new and experienced educators enhance their teaching, combining technology, pedagogy, and content knowledge for effective learning.

The Future of Feedback

Research shows that feedback practices significantly impact key student outcomes, including performance, engagement, and satisfaction (Esmaeeli, Shandiz, Shojaei, Fazli & Ahmadi 2023). Feedback is a crucial component of learning in Higher Education (HE) and plays a vital role in developing critical thinking, improving retention, and enhancing student engagement. The importance of timely dialogic feedback in enhancing student engagement and potentially improving retention is well understood (Advance HE 2020). However, academic staff are increasingly time-poor, with reduced opportunities to provide regular in-depth quality feedback outside of that given for summative assessment (Henderson, Ryan & Phillips 2019). Early experimentations with using Generative AI (GenAI) such as ChatGPT to provide feedback for formative assessment recognises that students will learn and work in an AI-enabled world beyond their university studies (Bowditch 2023). GenAI can be leveraged inside and outside the classroom to achieve positive student engagement and improved skill development thereby affording them the skills and knowledge necessary to succeed (Hooda et al. 2022). Engaging with GenAI for feedback purposes offers an opportunity to increase equitable access to feedback across the student cohort, to support and further develop their critical skills and learning outcomes. As Verhoeven and Rana (2023) note, “AI disruption may present an opportunity to shift the focus from assessment of learning to assessment for learning”. Utilising GenAI for feedback purposes can provide rapid, personalised learning support, and aid with planning, drafting, and revising student work. However, this adoption of GenAI for feedback must be driven and developed by the educator, keeping the human in the loop to ensure quality (Atchley, Pannell, Wofford, Hopkins & Atchley). Our project draws on the principles of feedback literacy, current research on using AI as learning tool (Verhoeven & Rana 2023b; Tubino & Adachi 2022) and emphasises student-centred learning through dialogic feedback practices. The project draws on scholarship from Mollick and Mollick’s seven approaches to student use of AI (2023), Perkins, Furze, Roe and MacVaugh’s framework for ethical integration of AI in assessment (2024), and emerging work from Liu, Brightman, and Miller on GenAI and feedback (2023). This presentation addresses the conference theme of Technology, providing an overview and reflection on staff development and adoption of GenAI for feedback processes for the benefit of student learning. We will showcase four use cases of the use of GenAI to design and implement feedback creation for undergraduate formative assessment across the three Colleges at the University of Newcastle. All cases engage innovation in Technology Enhanced Learning (TEL) practice in developing GenAI tools to support student learning via feedback. The presentation addresses the benefits and challenges of each approach. Recognising the value of feedback in student learning, this PechaKucha is aimed at a diverse audience in HE. Our presentation will demonstrate applicability and adaptability to a range of disciplines as we explore the impact new and emerging GenAI technologies can have on HE. We will introduce the possibilities of using GenAI for feedback purposes, and encourage staff to consider experimenting with and adopting their own innovative TEL practices.

Proactive personality, social support and post-traumatic growth caused by COVID-19: mediating effect meaning in life in China

As the COVID-19 epidemic ends in China, it is worth exploring the growth after experiencing the trauma of the epidemic. China has been managing the epidemic for a relatively long time compared to other countries. Many scholars have researched trauma and post-traumatic growth in groups such as doctors and patients. However, little attention has been paid to the post-traumatic growth of ordinary people who experienced the epidemic in the Chinese context and the related influencing factors. Based on the educational system as the research context, this study proposes the effects of proactive personality and social support on PTG in the post-epidemic era through the mediation of meaningfulness of life. To empirically examine the influences of PTG in the post-epidemic era, an online survey of 1210 university students was conducted for data analysis. The analysis results suggest that proactive personality and social support positively influence meaning in life. Proactive personality, social support and meaning in life positively influence post-traumatic growth. Proactive personality and social support social support and proactive personality indirectly influence post-traumatic growth through the mediation of the meaning in life. This research empirically investigated the role of personality, social support, meaning in life, and post-traumatic growth among university students.

Thriving… or Just Surviving? Autistic Journeys in Higher Education.

Here we synthesise key recent (2021-2024) research that aims to understand the experience of autistic people, both staff and students, who navigate the Higher Education (HE) environment. Autistic students and staff continue to experience a lack of flexible, consistent and personalised support within the HE context, and tensions remain between the benefits of disclosure and the discrimination that may result. Significant missed opportunities remain for greater social, emotional and practical supports for autistic members of the HE community. Distinct barriers to both access and 'flourishing' for autistic people within HE remain. Personal narratives continue to describe a range of both positive and negative experiences within HE, yet it remains clear that HE may be inherently hostile in its setup, and that it takes a great deal of effort to fight against this.

Beyond Swipes and Scores: Investigating Practices, Challenges and User-Centered Values in Online Dating Algorithms

The reliability of online dating algorithms has sparked considerable debate, particularly regarding skepticism about their excessive emphasis on evaluating and getting evaluated, which often overshadows the quest for authentic romantic connections. To understand the multifaceted influence of dating algorithms on end-users and explore avenues for algorithmic features considering the dynamics of human relationships, we conducted a mixed-methods study comprising in-depth interviews (N = 22) and a metaphoric co-design workshop (N = 12) with active users of online dating platforms. Interviews revealed that users perceive and respond to algorithmic evaluations with varied perceptions and behaviors, often expressing concerns about the emotional burden of constant self-presentation and the pursuit of quantitative assessments over genuine connections. In the design workshop, users envisioned desired algorithmic features to overcome investigated challenges, such as prioritizing personal values, tailored matchmaking, and support for personal growth in relationships. This research contributes to unraveling the complex dynamics of human-algorithm interaction in the context of online dating. By aligning algorithmic functions more closely with user desires and relationship goals, this study paves the way for more meaningful and authentic connections in the digital dating landscape.

Wisdom of age is the main psychological geroprotector in older people (analytical review)

The article presents an analytical review of the problem of aging from the standpoint of social and spiritual forms of human life. The intensive growth in the number of elderly people has sharply reduced the quality of public attitude towards them. The foundations of social relations between elderly people and the state, intergenerational, family, and other relations have acquired a new colouring, in connection with which the importance of wisdom in solving these problems increases. The wisdom in an elderly person is potent of keeping his inner world in a state of balance. A wise person perceives his presence in life as a paradigm of integration, which determines the coexistence of all age phases during his life. It helps to cast aside regret about past failures, unfulfilled hopes, to find a lot of good even in a far from easy life. Wisdom is the universe to which a person should come in old age. Wisdom will always find something that will please and strengthen the spiritual strength of a person, make his life positions stable, lead away from despondency and a sense of helplessness. The wisdom of age creates self-confidence in an elderly person, pride in the years lived with dignity, in the benefits created, which are used by the young. The concept of “conscious aging” is based on inner strength and spiritual stability over old age. Of course, old age is full of sorrows, but life experience gives it prudence to endure them with dignity. Wisdom serves as a support for an aging person for the normal perception of all life changes, it constantly reminds him that life does not close its doors to him.

Perceived Coach Social Support and Coach-Athlete Relationship: A Moderated Mediation Model of Coach-Athlete Attachment and Proactive Personality

Objective: The purpose of this study was to investigate how perceived social support from coaches leads to favorable coach-athlete relationships via the mediation of coach-athlete attachment and the moderation of proactive personality. Method: The study consisted of a cross-sectional self-report survey with a sample of 302 professional athletes recruited and measured by psychological questionnaires of perceived coach social support, coach-athlete attachment, coach-athlete relationship, and proactive personality. The structural equation model examined the moderated mediation model. Results: The results indicated that coach-athlete attachment partially mediated the prediction of perceived coach-social support in the coach-athlete relationship. Proactive personality played a moderated role between perceived coach social support and coach-athlete attachment. Conclusions: This study suggests that coaches should pay more attention to athletes to build up the coach-athlete relationship, while they also need the athletes’ positive feedback.

A Longitudinal Multi-Method Inquiry of Educational Workers’ Use of Interventions for Positive Mental Wellbeing

Background and Objectives: Compassion fatigue and burnout are two distinct forms of mental health distress faced by educational workers. Researchers have shown a high level of both phenomena across the field of education; however, a better understanding of what educational workers already do for positive mental and emotional health is needed. Methods: This research study examined three years of data, collected via survey, inquiring into the various interventions, namely supports and resources, that educational workers use to support positive mental health. Results: Quantitative data analysis via descriptive and inferential statistics revealed that educational workers relied heavily on their personal support network followed distantly by medical professionals and other interventions, revealing a gap that needs to be addressed by employers. Qualitative thematic analysis revealed a trend towards increased use of environmental interventions to promote positive mental wellbeing. Conclusions: The data analysis suggested areas of focus required to ensure workplace wellbeing, and that programs too focused on individual or self-directed interventions would not be well received by educators. Suggestions for other interventions that might be helpful for leaders and policy-makers are provided.

Factors Affecting Urban Women Empowerment in Bangladesh

This study explored the factors (attributes) affecting women empowerment in Bangladesh focusing 24 specific attributes grouped into six categories. The primary data is collected through a questionnaire survey of 176 urban women selected through convenient sampling. The most agreed attributes are access to education, and the education of people. Next agreed factors are social security, family support, women personality, women rights, legal rights, societal perception about women, vocational training, work mobility, and NGO impact and support, Next in the row are break of study, income, voting rights, savings, dowry, employment length, profession choice, wealth, inheritance. The disagreed factors are public or private education, and sibling status. The analysis of group variables showed that environment is the most important group followed by rights, education, family dynamics, finance, and employment. The important environmental factors include social security, and societal perception about women. NGO impact and support also plays a key role. Regarding rights the significant factors are awareness of women, legal, and voting rights. In the education group, access to education, and level of education of people are the two most crucial factors. Also, vocational education, as well as break of study play important roles. But public or private education have no effect in women empowerment. Regarding family dynamics, family support, and women personality are two important variables. Dowry payment, and marital status also found to carry less weight. But sibling status have no impact on women empowerment. Financial factors playlesser role in women empowerment. In this group income and savings are key factors followed by wealth and inheritance. Employment is the least important group variable. Here work mobility found to help women empowerment followed by length of employment. Parental leave was found to have no impact. Demographically not much difference in opinion is observed.

A Digital Self‐Administered Check‐Up Assessment and Evaluation of Risk Communication in Older People

ABSTRACTBackgroundDigital health tools can significantly contribute to the continuum of care and support for persons with their self‐management role. Despite the increasing adoption of digital health tools, little is known about the uptake and comfort of use among older persons.MethodsA mixed methods design was used to assess the feasibility and utility of the check‐up (CU), a self‐administered digital health assessment for older persons. For the older person, qualitative interviews and de‐identified CU assessment data were collected. A focus group was held to gain the health provider perspective.ResultsA total of 32 online CU assessments were completed, and 17 individuals participated in interviews. Three main themes were identified: digital literacy and accessibility, communication of risk and role within the circle of care.ConclusionSelf‐administered digital assessments are feasible for older adults. Strategies for adoption should focus on accessibility and collaboration with health professionals to maximise utility and understanding of assessment results.

Activating the resources of families raising children with autism spectrum disorders

Introduction. Modern family resources in terms of supporting children with autism spectrum disorders are increasingly becoming a subject of discourse at the level of interdepartmental and intersectoral cooperation. At the same time, a large-scale investigation of parental expertise and inclusiveness as basic family resources is required. Metaprofessional qualities of parents’ personality, being a backbone characteristic, are considered as a component of their expertise and inclusiveness. The aim of the article is the analysis of deficiencies and potentialities of families raising children with autism spectrum disorders in terms of personal metaprofessional competence. Materials and methods. The study covered 160 families raising children with autism spectrum disorders and 164 assisting experts. The diagnostic material was grounded on the basic data obtained through the results of parents’ completion of a special document “Personal Card” and following the survey of families and specialists entrusted with upbringing, education, psychological and pedagogical support of children with autism spectrum disorders (the section for assessing the educative competencies group in the structure of the author’s questionnaires: “Self-assessment of parental inclusiveness” and “Expert assessment of inclusive potential”). The significance of the obtained results was evaluated through the analysis of contingency tables based on Pearson’s chi-squared test. Results. The quantitative/qualitative characterisation of resources of families raising children with autism spectrum disorders was derived, demonstrating parental expertise and inclusiveness. The relationship between the category of children and the level of education was established, which level is higher in parents bringing up children with autism spectrum disorders (χ2 = 14.655; p=0.006); in addition, significant differences in professional employment of parents bringing up children with autism spectrum disorders, mental retardation and visual impairment were established. Some differences in the extent of satisfaction with the quality and nature of assistance received by the parents were identified (χ2 = 8.433; p<0.05). The parents of children with autism spectrum disorders, unlike control groups, preferred private educational centres as the main sources of help, support and assistance. The survey established a pronounced deficit of active and effective participation of the second parent, grandparents and people from the immediate environment in the upbringing of a child (more than 26% of the respondents). The shortcomings in the mastery of special methods and techniques of interaction with a child with autism spectrum disorders were highlighted, as well as the lack of a unified, effective and sustainable system of stimulating and encouraging a child within the family. Conclusion. The obtained results are significant for further comprehensive elaboration and comprehension of the inclusive potential of families raising children with autism spectrum disorders. The most important guideline is the adoption of metaprofessional solutions designed to significantly complement the existing applied methods within the framework of realising the strategy for comprehensive support of persons with autism spectrum disorders, their parents and the immediate environment.

The Use of Snoezelen to Support People With Profound Intellectual and Multiple Disabilities: An International Survey Describing the Perspectives of Support Persons.

Snoezelen is often used for people with profound intellectual and multiple disabilities, but scarcely evaluated. This study aimed to provide insight into the application and perceived effects of snoezelen from the perspective of support persons. We conducted an international survey with professionals (n = 130) and relatives (n = 8) supporting people with profound intellectual and multiple disabilities. Information regarding the application and perceived effects was gathered. Content and descriptive analysis were used. Despite variation, common characteristics were identified regarding purpose, approach and context. Perceived positive effects mostly concerned improved mental health of the person receiving snoezelen (n = 88). A person-centred approach was reported as important element for positive effects. This study describes the use of snoezelen for people with profound intellectual and multiple disabilities. These insights can be used for future research into working elements and effects of snoezelen and facilitate evidence-based support.

Lessons learned from implementing a digital rehabilitation care planning platform to improve care access for patients with work disability: qualitative process evaluation of the RehaPro-SERVE study

BackgroundInpatient rehabilitation therapies can be applied for in Germany by patients of working age to support their return to work. However, there are some problems that impede an easy and uncomplicated application process. An interdisciplinary case management approach for rehabilitation care planning was developed to facilitate the access to rehabilitation. Case conferences (CCs) were held with relevant stakeholders and took place on a digital communication platform. We conducted a qualitative process evaluation to understand the implementation of the intervention and to identify contextual factors as well as mechanisms for a successful implementation in the context of primary care.MethodsThe process evaluation included interviews with primary care physicians (PCPs), patients and stakeholders involved in the intervention process. Reflexive thematic analysis was used to analyse the data. Emerging themes were structured according to the Donabedian framework of structure, process and outcomes.ResultsA total of 18 interviews were conducted. Important results included the desire for more patient involvement and case management. Patients especially valued the opportunity to receive support from a social worker. Limitations of the platform related to usability and limited opportunities for stakeholder communication. Despite training for PCPs, several problems arose regarding the clarity of the intervention process. Patients were satisfied with their application process and the treatments offered, while PCPs reported an increase in workload.ConclusionsA digitalisation of the application procedure for rehabilitation and further treatment options is acceptable to patients and personal support of a social worker is particularly valued. However, patients should be included in the CC in terms of a shared decision-making process. The digital platform requires sufficient training and adjustments have to be made to enhance usability and to improve the efficiency of the process for PCPs. Overall, the exchange between the various stakeholders in the CC is considered particularly useful in more complex cases.Trial registrationDRKS German Clinical Trials Register, DRKS0 00242 07. Registered on 22 March 2021.

Cancer prevention for homeless people: Qualitative evaluation of the Health Navigator Model

Abstract Background People experiencing homelessness (PEH) face significant barriers when accessing cancer preventive services. The Health Navigator Model (HNM) seeks to address these challenges by improving access and engagement with cancer preventive care through tailored navigation services. This study aimed to explore PEH’s and health navigators’ experiences with the HNM. Methods This qualitative evaluation involved semi-structured interviews with a total of 61 PEH receiving the HNM intervention and 11 health navigators across four pilot sites in Austria, Greece, Spain, and the UK. Data were analyzed thematically using a cross-national coding framework. Results Following overarching themes were identified: (1) State of health and perception of health of PEH; (2) Experiences and understanding of cancer prevention; (3) Perceived effects of the Health Navigation intervention; (4) Navigators’ experiences with the implementation of the Health Navigation intervention; and (5) Effects of the Health Navigation intervention from the navigator perspective and sustainability of the intervention. Participants reported a general lack of access to healthcare services and low cancer prevention literacy. The HNM intervention led to increased engagement in cancer prevention activities, such as screenings, facilitated by the personalized support from health navigators. Navigators played a crucial role in bridging the gap between PEH and healthcare systems, though challenges such as mistrust and logistical barriers persisted. Conclusions The HNM has shown potential in enhancing cancer preventive care access for PEH by providing personalized guidance and support. The navigators’ role was pivotal in overcoming systemic and individual barriers, suggesting the need for integrated services that cater specifically to PEH. Future implementations should consider continuous training for navigators and further integration into local health systems to expand the benefits of the intervention. Key messages • The Health Navigator Model effectively enhanced cancer prevention engagement among people experiencing homelessness and empowered them through tailored and person-centered support. • Health navigators bridged healthcare gaps for people experiencing homelessness, improving their access to cancer preventive care services in their local settings.

Thoughts on Self-Harm in Polish Pregnant and Postpartum Women During the Pandemic Period

Background: The risk of depression during pregnancy and postpartum is high and has intensified during the COVID-19 pandemic. The aim of this study was to estimate the risk of depressive disorders and self-harm thoughts in the third trimester of pregnancy and the first week postpartum in the pandemic period. Methods: This study involved a total of 317 pregnant and postpartum women. The risk and severity of depressive disorders and the prevalence of self-harm thoughts in women during the perinatal period were assessed using EPDS. Results: Pregnant women were significantly more likely to have higher EPDS scores compared to postpartum women. Mild depressive symptoms were reported by 22.08% of pregnant women and 17.18% of postpartum women, and severe symptoms were observed in 25.97% of pregnant women and 16.56% of postpartum women. Thoughts of self-harm were reported by 11.69% of pregnant women and 17.79% of postpartum women. Self-harm thoughts were significantly more common among pregnant women: multiparous women, pregnant women who received psychiatric treatment before pregnancy, those diagnosed with depressive disorders, those who suffered from prolonged periods of anxiety and sadness, and those lacking a supportive person. Among postpartum women, there were statistically significant differences in the prevalence of self-harm thoughts for place of residence, education, type of occupation, number of pregnancies, course of pregnancy, and presence of a supportive person. Conclusions: The increased prevalence of depressive symptoms and self-harm thoughts related to the COVID-19 pandemic highlights the urgent need for screening among pregnant women and the implementation of clinical interventions.

ORGANIZATION OF SOCIAL WORK WITH PERSONS RELEASED FROM CAPTIVITY

War or armed conflict is an unnatural phenomenon for human existence and nature. Participation in such a conflict or living in the territories where hostilities are taking place may result in the capture of persons. The issue of social self-realization of those released from captivity is acute: they do not see themselves either in professional activity, or in the environment of relatives, friends, and acquaintances. Providing social support to persons who have been deprived of their personal freedom as a result of armed aggression against Ukraine, as an object of social work, is a necessary component of providing social assistance to such persons after their release from captivity. The purpose of the research: highlighting the features of the process of organizing social work with persons released from captivity. Research methods applied: analysis of the regulatory and legislative framework and scientific and methodological literature, the results of modern sociological, psychological, legal research, and statistical data. The result of the study is the scientific substantiation of the forms and methods of social work, as well as highlighting the practical experience of their use in working with persons who found themselves in a difficult life situation due to the armed conflict in Ukraine. The presented material makes it possible to draw the following conclusions: the technological aspects of the organization of social support for persons released from captivity are outlined by existing legal acts, but further research requires scientific substantiation of the forms and methods of social work, as well as highlighting the practical experience of their use in working with a defined category of persons, who found themselves in a difficult life situation due to the armed conflict in Ukraine.

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.

Secondary School Students’ Enacted Self-Regulated Learning Strategies in a Computer-Based Writing Task–Insights from Digital Trace Data and Interviews

AbstractStudying in digital learning environments highlights the skills needed to regulate one’s own learning. In youth, students are acquiring and developing these skills, but for many students, effectively self-regulating their learning is challenging. To design support in this regard, an in depth understanding of how and why their self-regulated learning (SRL) is enacted is needed. This study focuses on secondary school students’ enacted SRL strategies in a computer-based, multi-source writing task to detect and explain differences between high- and low-performing students. To address this aim, the students’ SRL processes during the task were captured using digital trace data (N = 50, navigational log, mouse, and keyboard data) and supplemented with stimulated recall interviews (n = 17). Raw trace data were parsed by implementing an existing theory-based process library that automatically detects the SRL processes. The durations and network properties of and transitions between the SRL processes of students in the highest and lowest essay score tertiles were investigated, involving the novel application of network metrics, and a qualitative content analysis for the stimulated recall data was performed. The results show that successful students differed from less successful ones regarding the time they allotted for the SRL processes, the number of distinct transitions between them, as well as transition probabilities. The successful students expressed a larger proportion of and different cyclical patterns of SRL processes during the task. The student interviews contextualise these findings and complement them by revealing qualitative differences in students’ monitoring of learning. This study provides novel insights into SRL among young students in computer-based writing task and suggests approaches for designing effective, personalised support for students’ adaptive learning strategies, which can be useful in developing educational technology and teacher education.

Adapting, expanding and embedding community and culture into health ecosystems

Abstract Background Community anchor organisations (CAOs) work with communities who experience health inequalities and disadvantage, providing a range of activities and services to meet individuals’ needs in an integrated way. This study explored how CAOs use art, cultural and nature-based activities as part of their work to respond to the needs of people facing inequalities and considered how activities can be scaled in this health setting. Methods This study used community-based participatory research within a case study approach to work with four purposively sampled CAOs. Participants were community members, volunteers, staff, trustees, partner organisations and commissioners. Data collection methods included: document analysis, interviews (n = 45), workshops (n = 5) and focus groups (n = 11). This study was also supported by data collected by trained community researchers (n = 18). Framework analysis was conducted for within- and cross-case analysis. Results In the context of CAOs, the delivery of art, cultural and nature-based activities were found to be an important mechanism for developing trusted relationships with marginalised groups, who may lack trust in statutory services and health focused activities. Other facilitators to community engagement were the CAOs’ longevity, localness and co-location of services within a trusted and familiar place that connect people to personalised support. Barriers to scaling up included funding models as well as insufficient dialogue and understanding between CAOs and the local public health ecosystem. Conclusions CAOs have long term trusted relationships with disadvantaged communities and are influential in connecting individuals with projects and services. Findings suggest that the effectiveness of action to address inequality through art, cultural and nature-based activities could be improved if the role of CAOs was recognised more coherently in place-based public health plans. Key messages • Creative activities enable meaningful engagement with disadvantaged groups within place-based settings. • CAOs must be recognised more coherently in place-based strategies to reduce health inequalities.