Trained Facilitators Research Articles

Cosmology of belonging: The role of community in the therapeutic use of psychedelics.

The recent wave of clinical trials of psychedelic substances among patients with life-limiting illness has largely focused on individual healing. This most often translates to a single patient receiving an intervention with researchers guiding them. As social isolation and lack of connection are major drivers of current mental health crises and group work is expected to be an important aspect of psychedelic assisted psychotherapy, it is essential that we understand the role of community in psychedelic healing. To explore how psychedelic guides in the United States discuss the role of "community" in naturalistic psychedelic groups. This is a secondary qualitative data study of data from a larger modified ethnographic study of psychedelic plant medicine use in the US. Fifteen facilitators of naturalistic psychedelic groups were recruited via snowball sampling. Content analysis was used to identify themes. Participants viewed the concept of community as essential to every aspect of psychedelic work, from the motivation to use psychedelics, to the psychedelic dosing experience and the integration of lessons learned during psychedelic experiences into everyday life. Themes and subthemes were identified. Theme 1: The arc of healing through community (Subthemes: Community as intention, the group psychedelic journey experience, community and integration); Theme 2: Naturally occurring psychedelic communities as group therapy (Subthemes [as described in Table 2]: Belonging, authenticity, corrective experience, trust, touch). Results suggest that existing knowledge about therapeutic group processes may be helpful in structuring and optimizing group psychedelic work. More research is needed on how to leverage the benefit of community connection in the therapeutic psychedelic context, including size and composition of groups, selection and dosing of psychedelic substances in group settings, facilitator training, and role of community integration. Psychedelic groups may provide benefits that individual work does not support.

Facilitating the Sacred: The Role of Chaplains in Psychedelic Law and Policy

The law and policy surrounding psychedelic substances in the United States is in its infancy. At the time of writing, two states, Oregon and Colorado, have passed laws that create legal access points for regulated psychedelic substances and do not require a doctor’s recommendation or prescription for access. Several psychedelic substances are also being researched by pharmaceutical companies in the United States within the Food and Drug Administration’s (FDA) drug approval process. Additionally, there is federally permitted religious and spiritual use for certain psychedelic churches, as other authors in this volume discuss. Whether as a possible medicine at the federal level, a quasi-medicine/recreational substance at the state level or as a sacrament used in a spiritual community, psychedelics are administered in what I describe as a “facilitated use model.” In this model, an individual is given a psychedelic substance in a controlled setting under the supervision of a trained facilitator or clinician. As of now, there are no other models for access to regulated psychedelics in the United States outside of a “facilitated use model.”

Exploring Preparedness, Motivation, Communication Tools and Strategies for the Engagement of Facilitators in Interprofessional Education

Interprofessional education (IPE) case-based events aim to nurture effective communication and active engagement among students from diverse disciplines. Facilitators play a critical role in the success of these events, yet limited research explores how to best prepare and motivate facilitators to fully engage students. This study addresses this gap by examining structured facilitator preparedness, motivational factors, and communication tools that enhance student engagement. Seven facilitators with prior IPE experience participated in semi-structured interviews to share their perspectives on preparation, motivation, and effective communication strategies. The interviews, lasting 45 to 60 minutes, were guided by questions adapted from Dalhousie University's Interprofessional Facilitation Scale (IFS) and included standardized prompts for discussion. Transcriptions of the sessions were analyzed to identify actionable strategies for facilitator development. The results revealed that structured preparation materials, such as case study notes and facilitation guides, significantly enhanced facilitators’ confidence and readiness to lead sessions. Motivation was closely tied to facilitators’ commitment to creating interdisciplinary collaboration and improving student learning outcomes. Effective communication tools, including structured prompts and guided discussion frameworks, were found to support student engagement and meaningful group interactions.This study provides educational institutions with practical strategies for enhancing facilitator training and support, emphasizing the importance of tailored preparation, motivational reinforcement, and effective communication techniques. These findings contribute to the development of stronger interdisciplinary collaboration and enriched student learning experiences in IPE settings.

Evaluating the implementation of person-centred care and simulation-based learning in a midwifery education programme in the Democratic Republic of Congo: a study protocol

ABSTRACT Background Investing in midwives educated according to international standards is crucial for achieving Sustainable Development Goals in maternal and newborn health. Applying a person-centred care approach and using simulation-based learning to improve the learning experience for midwifery students may enhance the quality of childbirth care. This protocol describes a study evaluating the implementation of person-centred approach and simulation-based learning in childbirth as part of a midwifery education programme at the Evangelical University in Africa, DRC. Methods The research will be exploratory and guided by an implementation research framework. Ethical approval has been obtained. Facilitators working at the programme’s five clinical practice sites will be trained in: 1) Introducing person-centred childbirth care using a training programme called‘Mutual Meetings’; and 2) integrating simulation-based learning, specifically by using the three courses: Essential Care of Labor, Bleeding after Birth, and Vacuum Extraction. Data will include interviews with midwifery students, facilitators and clinical preceptors, and maternal and neonatal outcomes from birth registers. Discussion By integrating a validated and culturally adapted person-centred care training programme and simulation-based learning into a midwifery education programme and clinical practice sites, the findings from the study anticipate an improvement in the quality of childbirth care. Training facilitators in these methodologies aim to effectively mitigate maternal and neonatal adverse outcomes. The findings are expected to provide valuable recommendations for governments, policymakers, and healthcare providers in the DRC and beyond, contributing to significant improvements in midwifery education and aligning with global health priorities, including the Sustainable Development Goals. Trial registration The study was registered retrospectively with the ISRCTN registry on the 23rd of February 2024. The registration number is: ISRCTN10049855.

USE OF MOTIVATIONAL INTERVIEWING TO INTERVENE ELDER ABUSE: A RANDOMIZED CONTROL TRIAL

Abstract Elder abuse causes serious harm to individuals, families, and society. There is an urgent need to develop and test appropriate interventions to tackle it. This study tested the effectiveness of a motivational interviewing (MI)-based intervention in reducing elder abuse severity and promoting positive changes among community dwelling older Chinese in Hong Kong. The intervention involved a 90-minute individual engagement session and three 30-minute booster sessions delivered by trained MI facilitators. Personal goals for improvement of known risk factors such as poor physical and psychological health, lack of social support were set out followed by the application of MI processes. Pre- and post-test comparison of 33 intervention cases and 28 control cases are presented here. Analysis of pre-treatment differences found significant difference between the two groups in their monthly income, number of offspring and co-residing persons, physical frailty, general self-efficacy and abuse severity. Difference in differences technique was applied to mitigate the effects of extraneous factors and selection bias. Results show that intervention group performed significantly better than the control group upon completing the intervention program. Significant between group differences were found in terms of changes in psychological distress (GHQ, z=-3.043, p< 0.05), general self-efficacy (GSES, z=-4.988, p< 0.05), social support (MSPSS, z=-3.080, p< 0.05), abuse severity (CTS2, z=-2.593, p< 0.05), and perceived ability to change (z=-3.749, p< 0.05). MI has demonstrated good potential for elder abuse intervention. Further study should be conducted to identify key elements in MI leading to positive changes and refine the model for elder abuse prevention and intervention.

Restorative Justice Practices as a Foundation for Medical Education Innovation.

Restorative justice (RJ) is an ethical lens that places emphasis on a community's connection and proliferative impact of actions, promoting communication and establishing methods for accountability. RJ practices can be applied on a spectrum, including proactive community-building practices, community discussions in response to an event, and restorative conferences addressing specific incidences of harm. This article describes an intervention that utilized RJ community-building practices within a medical education environment and evaluates its acceptability and feasibility. During the summer of 2023, RJ interventions were planned, executed and assessed within two programmes involving pre-matriculant medical students, physician-assistant studies students and undergraduate students. The interventions utilized community-building circles within small group activities. Capacity building included training for facilitators. Ninety-five students participated in the RJ circles. Evaluation included mixed methods pre- and post-intervention surveys as well as qualitative interviews. Ten students (11%) responded to the pre-intervention survey, and 17 responded to the post-intervention survey (18%). Seven responses were obtained from interviews and qualitative surveys. Overall, participant survey responses indicated increased feelings of connection and perceptions of mutual understanding and that the programme provided adequate space to share one's perspective. Qualitative content analysis emphasized community building through RJ circles and their ability to promote connection, meaningful vulnerability, foster peer support and a desire to continue these activities. RJ interventions within medical education environments are feasible and show considerable promise. Participants consistently noted the benefits of greater connection between peers, feelings of support and a desire for these practices to continue.

Getting it just right – developing and piloting a speech pathology education package about facilitation in community aphasia groups

ABSTRACT Background Community aphasia groups (CAGs) can contribute significantly to the long-term psychosocial wellbeing of people living with aphasia. However, they may also contribute to negative outcomes for group members if they are not skilfully facilitated. CAG facilitation is complex and challenging, and many speech pathologists (SPs) report low knowledge, skills and confidence to facilitate. Despite this, limited facilitation training and education is available. It is likely that high-quality facilitation training for SPs may contribute to increasing the number, sustainability and quality of CAGs available in the community. However, no research has investigated the development or impact of such training. Drawing on CAG, group theory and instructional design literature, we designed and developed an evidence-based education package for SPs. The package aims to improve SPs’ self-rated competence to facilitate CAGs themselves, and their skills, knowledge and attitudes to train other CAG facilitators. Aims To investigate the acceptability of the first iteration of the education package, and the feasibility of the research design. Methods & procedures We conducted a mixed-methods phase I acceptability and feasibility pilot study. Acceptability was evaluated using quantitative satisfaction survey data analysed with descriptive statistics, and qualitative focus group data analysed using Framework Analysis. Feasibility was evaluated using recruitment rates, completion rates, and suitability of the outcome measure planned for use in a phase II study. SPs (n = 9) from a range of workplace settings and CAG experience levels participated in the pilot. Outcomes & results The education package demonstrated very high acceptability, with a mean survey score of 4.33/5 or higher for all satisfaction domains. Focus group responses reinforced this finding, expanded on factors that contributed to learner satisfaction, and provided a range of suggestions for modification. Qualitative analysis identified four themes: the learning experience was a positive one; multi-modal delivery enhanced the learning experience; implementation questions were front of mind for learners; and cohesion between Part 1 and Part 2 of the package could be improved. The study design and outcome measures were found to be feasible. Conclusions This phase I pilot demonstrated high acceptability and feasibility for our CAG facilitation education package and provided suggestions for further improvement. Findings support progression to a planned phase II trial of the education package investigating preliminary efficacy. It is our hope that the development and future dissemination of CAG facilitation education will contribute to the proliferation of confident, competent facilitators and high-quality CAGs available to people with aphasia.

Facilitating person-centered patient participation in kidney care—a process evaluation of a quasi-experimental study incorporating a tool and training of local implementation teams

BackgroundThe transfer of innovations into healthcare is laden with challenges. Although healthcare professionals are expected to adopt and fulfil new policies, a more person-centered healthcare with conditions for preference-based patient participation is anticipated.MethodsThe aim of the study was to evaluate two implementation strategies for person-centered patient participation in kidney care, including dissemination of a clinical toolkit, and additional training and support of internal facilitators. Nine Swedish kidney care units joined the study (August 2019–September 2021), strategically organized into: a control group (three sites, no support); a standard dissemination group (three sites, with a tool for patient participation and guidance disseminated to the site managers); and a facilitated implementation group (three sites, with the tool and guidance disseminated as above, plus a six-month support program for designated internal facilitators). This process evaluation was comprised of repeat interviews with managers (n = 10), internal facilitators (n = 5), recordings, and notes from the interventions, and Alberta Context Tool survey data (n = 78). Hybrid analyses comprised mixed methods: descriptive and comparative statistics, and qualitative descriptive analysis.ResultsNone of the control group sites addressed patient participation. While the standard dissemination sites’ managers received and appreciated the toolkit, they made no attempts to make further use of it. In the facilitated implementation group, five internal facilitators from three sites engaged in the support program. They welcomed the opportunity to learn about preference-based patient participation, and about implementation, including potentially enhanced opportunities for preference-based patient participation via the tool. Each site’s facilitators developed a separate strategy for the dissemination of the tool: the tool was used with a few patients in each site, and only some staff were involved. Although noting a general interest in improving patient participation, the internal facilitators described limited local support. Rather, they suggested a longer support program and more local backing and engagement.ConclusionsFacilitating person-centered patient participation is complex, given the need to address attitudes, beliefs, and behaviors. This study indicates slow uptake and change, and more efficient strategies are needed to ensure the fundamentals of care remain accessible to all.

Expanding the Scope of Narrative Medicine by Emphasizing Stories from Minoritized Communities: A Novel Facilitator Training Program.

Narrative medicine (NM) emphasizes the vital role healthcare stories play in conveying patients' experiences and expanding health professionals' reflective capacity. Though predicated on inclusivity, social justice, and equality, NM programs do not tend to include communities with marginalized health narratives due to a paucity of trained facilitators. To evaluate the impact of a novel virtual NM facilitator training intended to expand NM programming to minoritized communities. Mixed methods analysis of surveys administered before (pre), after (post), and 6months after (6mo follow-up) the training. Healthcare professionals, scholars, caregivers, and patients self-identifying as a member of (n = 25/42, 60%) and/or working with (n = 36/42, 86%) minoritized community groups. Perceived confidence and skills relating to NM and facilitating NM activities, and open-ended questions about the curriculum across three timepoints. Training occurred over eight half-day sessions with large group plenaries, facilitated small groups, and art and humanities workshops. Response rates were n = 34/42 (81%), n = 29/42 (69%), and n = 21/42 (50%), respectively, for the three timepoints. Compared to pre-training, post- and 6mo follow-up surveys showed statistical improvements on six of seven items, including confidence and skill in facilitating NM activities (mean = 3.2 vs. 5.5 vs. 5.4), creating NM curricula (mean = 3.1 vs 5.2 vs. 5.2), defining narrative competence (mean = 4.2 vs. 5.5 vs. 5.3), engaging team members (mean = 4.7 vs. 5.7 vs. 5.5), identifying humanities materials (mean = 3.3 vs 5.0 vs. 5.1), and recognizing diverse perspectives (mean = 4.6 vs. 5.5 vs. 5.5). Pairwise comparisons showed post- and 6mo follow-up responses significantly increased (p ≤ 0.01) from pre-training. Participants reported facilitating more NM activities after training (mean = 1.5 vs. 1.9; p = 0.006). We successfully recruited and engaged participants from minoritized communities to facilitate NM sessions. Future efforts should focus on objective assessments of skills, and more in-depth research using focus groups, observation, and key informant interviews.

Stop the Silence: A Self-Paced Program on Bystander Intervention for Domestic Violence for College Students

AbstractBystander intervention programs have the potential to address domestic violence in college settings by providing students with specific ways to support friends and peers experiencing abuse. However, the majority of bystander intervention programs require in-person facilitators and hours of commitment. The purpose of this study was to examine the impact of a self-paced online program focusing on bystander intervention for domestic violence. The Stop the Silence Project is a self-paced online program that can be utilized at no cost and in the absence of trained facilitators or scheduled training sessions. An experimental group of college students (n = 168) engaged with the program and completed the Bystander Intervention for Domestic Violence Questionnaire. A control group (n = 30) completed the questionnaire without engaging with the program. First, an exploratory factor analysis was performed to validate the Bystander Intervention for Domestic Violence Questionnaire. Results indicated that the questionnaire measures students’ willingness to offer support to peers, intentions to address domestic violence as a societal issue, and sense of responsibility to help one’s peers. Next, the two groups were compared on their responses to the questionnaire. College students who engaged with the program reported higher intentions to address domestic violence as a societal issue. This promising program offers one way to counter domestic violence when faced with limited resources in college and university settings.

Athletic Trainers’ Perceived Knowledge and Competence on Sexual Assault Management

One in five college females will experience sexual assault (SA), and the athletic environment increases the risk of SA occurring. Athletic trainers (ATs) must be knowledgeable and competent to handle reports, but the effectiveness of the institutional sexual violence prevention (SVP) training ATs receive is unknown. The purpose of this study was to assess how ATs’ perceived knowledge and competence in managing student-athlete reports of SA differ across training formats and facilitators. Collegiate ATs (N = 283) completed a survey assessing formal psychosocial clinical education, institutional SVP training format and facilitator, and perceived knowledge and competence on SA policies and management. Two one-way MANOVAs compared perceived knowledge and competence by format and facilitator. Overall, any form of SVP training was associated with greater perceived knowledge and competence than no training. Regarding format, ATs who received face-to-face or a combination of face-to-face and online training felt most knowledgeable and competent. Regarding facilitators, ATs whose SVP training was led by an external, professional facilitator or multiple facilitators felt more knowledgeable than ATs whose program was self-guided or led by a staff member of the institution. Lastly, ATs who had been certified longer reported feeling more knowledgeable than recently certified ATs. A face-to-face format with an external or professional facilitator or a combination of formats and facilitators appears to be the optimal method for ATs’ SVP training. Whether this translates to improved care for the athlete who experiences SA is still unknown and requires further research.

Implementation of Pancasila Student Profile Strengthening Project Training for Early Childhood Teachers in Rangkasbitung District

This study aims to evaluate the effectiveness of the Pancasila Student Profile Strengthening training for Early Childhood Education teachers using the expository method. The expository method was chosen to provide a systematic and direct understanding of the Pancasila student profile concept, where participants received material through lectures and presentations delivered by the training facilitators. This research employed a quantitative approach by collecting data through post-training evaluation tests to measure the teachers' level of understanding of the presented material. The training results showed that 80% of the participants successfully comprehended the Pancasila student profile concept and were able to design activities relevant to its objectives, while 20% of the participants did not fully grasp the material. Factors influencing these differing results include participants' prior knowledge, professional experience, and the intensity of their engagement in the training sessions. Based on these findings, it is recommended that follow-up training adopt more interactive learning methods, such as group discussions and case studies, to enhance the understanding of participants who have not yet mastered the concepts optimally.

Public engagement to refine a whole-school intervention to promote adolescent mental health.

Despite high rates of adolescent mental health problems, there are few effective school-based interventions to address this. Whole-school interventions offer a feasible and sustainable means of promoting mental health, but few have to date been evaluated. Previously we trialled the Learning Together intervention comprising local needs assessment, student and staff participation in decision-making, restorative practice, and a social and emotional skills curriculum. This was effective not only in preventing bullying (primary outcome), but also in promoting mental well-being and psychological functioning (secondary outcomes). We aimed to adapt Learning Together to develop Learning Together for Mental Health, focused on promoting mental health. This paper reports on how we refined and elaborated intervention materials to produce the Learning Together for Mental Health intervention including through patient and public involvement and engagement. We reviewed evidence to inform choice of the curriculum component and the contents of our needs assessment survey. We conducted patient and public involvement and engagement with school staff and students, and children and young people from the National Children's Bureau to adapt the intervention. We also conducted a systematic review of reviews to inform a menu of evidence-based actions, but this is reported separately. Southern England. Patient and public involvement and engagement was conducted with four staff and five students from one secondary school, and a group of two school senior leadership team members from different schools, and about eight children and young people who were members of the Young National Children's Bureau. None. We refined and elaborated our initial plans for Learning Together for Mental Health to generate an intervention supported by full materials, training and external facilitation. We focused needs assessment on mental health, added a menu of evidence-based whole-school mental health actions, and switched to a different social and emotional skills curriculum. We retained restorative practice and staff/student involvement in decisions. No further refinements were made to the intervention theory of change or overall approach. Patient and public involvement and engagement was useful, but not all suggestions were acted on either because some participants suggested dropping pre-determined elements (e.g. needs survey) or because suggestions (e.g. to include aromatherapy) lacked evidence of effectiveness. Not all of our engagements with patient and public involvement and engagement stakeholders were sustained over time. Our patient and public involvement and engagement work was affected by its having occurred within the recovery period from COVID-19 when schools were more stressed than normal. We had planned for the school involved in patient and public involvement and engagement to be above average in student free-school-meals eligibility, but the school initially recruited dropped out at the last minute. Its replacement had a lower-than-average rate of free-school-meal entitlement. This paper reports on the process of adaptation and reflects on the various ways in which engagement and evidence review were useful in this process. We found that it is possible to refine interventions and elaborate them to provide full materials and support via processes drawing on evidence review and patient and public involvement and engagement. The latter proved valuable in informing refinement of Learning Together for Mental Health in terms of ensuring its feasibility, acceptability, and inclusiveness. However, in our opinion, not all suggestions from patient and public involvement and engagement can or should be acted on, especially when they do not align with the evidence base. A feasibility study to optimise the intervention and assess whether progression to a full trial is justified. This article presents independent research funded by the National Institute for Health and Care Research (NIHR) Public Health Research programme as award number NIHR131594.

Empowering Through Group Exercise: Beat It Trainers’ Views on Successful Implementation of a Diabetes Management Program Online and In-Person

Background: The Beat It program is a clinician-led, community-based group exercise intervention for adults with Type 2 Diabetes Mellitus (T2DM). While previous studies have demonstrated its effectiveness in improving physical and mental health outcomes, this study explores the perspectives of Beat It Trainers to identify key factors contributing to the program’s success and areas for improvement. Methods: Semi-structured interviews were conducted with 11 Accredited Exercise Physiologists who had delivered both in-person and online versions of the program. Interviews were thematically analyzed using inductive approaches. Results: Eight main themes emerged: customization to individual needs, capability building, outcome improvement, affordability, accessibility, sustainability, and a holistic approach delivered in a group setting. Challenges identified included managing group dynamics, maintaining participant commitment in a fully subsidized program, and providing nutrition advice within the trainers’ scope of practice. The program’s adaptability to both in-person and online delivery modes was highlighted as enhancing its accessibility and resilience. Conclusions: This study provides valuable insights into the factors contributing to the success of the Beat It program from the implementers’ perspective. The findings suggest that investing in comprehensive training for facilitators, particularly in group dynamics management, could benefit similar programs. While the program’s fully subsidized structure reduces financial barriers to entry, innovative strategies to enhance participant engagement and perceived value should be explored. The success of the online delivery mode indicates that hybrid models offering both in-person and virtual options could increase accessibility in future supervised, community-based exercise programs for T2DM management.

Effect of a playful parenting programme on early childhood development and care outcomes of young children in vulnerable communities: findings from a quasi-experimental study

BackgroundWorld Vision launched the Inclusive Playful Parenting for a Brighter Childhood (IPP4BC) project in identified vulnerable communities in Nepal and Uganda to mitigate risk for children at risk of poor development due to COVD 19. The intervention, based on the nurturing care framework, offered a customized parenting curriculum for young children, emphasizing holistic development through behavior change approaches tailored to local contexts.ObjectiveTo evaluate the effect of the IPP4BC project, on early childhood development (ECD) and care outcomes of children under 6 years in vulnerable communities in Nepal and Uganda, particularly those affected by the COVID-19 pandemic.MethodsThe intervention was delivered by trained facilitators over a 7-month period in different arms defined by the dosage: high (10 group sessions, 4 home visits) medium (5 group sessions, 2 home visits) or low (delivery of key messages through media) dose. An endline evaluation designed as quasi-experimental non-equivalent control groups post-test only study, assessed the effect of the project utilizing the Malawi Development Assessment Tool (MDAT) for child outcomes and the Multiple Indicator Cluster Survey (MICS) for caregiver outcomes. Additionally, an implementation survey was conducted to assess program fidelity and participant engagement.FindingsIn Nepal, higher intervention doses were associated with significantly better child development outcomes (High dose M = 1.20, SD = 2.22, Medium dose M = 1.01, SD = 1.99; Low dose M = 0.43, SD = 2.32, p < 0.001) whereas in Uganda, only medium dose (M = -0.03, SD = 1.28) showed significant improvement (High dose M = -0.30, SD = 1.30; Low dose M = -0.28, SD = 1.51, p = 0.015). A higher proportion of caregivers in both high and medium dose reported engagement with early learning practices compared to low dose. With respect to uptake, in Nepal, a higher number of families received home visits compared to group sessions, while in Uganda, more families reported attending group sessions than receiving home visits.ConclusionThe study demonstrated that higher intervention doses were associated with better child development outcomes in Nepal and only with medium dose in Uganda, emphasizing the importance of implementation factors like dosage, quality and delivery modality in community-based interventions for improving ECD outcomes in vulnerable populations.

Using Virtual Reality Recreation Therapy to Enhance Social Interaction and Well-Being in Homebound Seniors

In view of Singapore’s rapidly ageing population, this study is an exploratory pilot designed to assess the feasibility and potential impact of virtual reality recreation therapy (VRRT) on homebound seniors. A tri-party research partnership was formed between the Singapore University of Social Sciences (SUSS), NTUC Health Home Care, and Vue Reality Labs. The aim was to explore the benefits of VR recreation therapy for homebound seniors, contributing to the goal of ‘aging in place’. Over two years, a 52-week VR curriculum was developed, featuring social, travel, and cultural topics tailored to the seniors. Five care associates from NTUC Health Home Care received facilitator training by Vue Reality Labs. A total of 71 homebound senior participants aged 50 to 102 engaged in over 1600 session hours during the 52-week trial; 62% had varying levels of dementia. A mixed-methods approach was adopted to explore the general impact and feasibility of VR recreation therapy, incorporating quantitative data on participants’ emotional, social, and cognitive conditions and qualitative data from facilitator interviews. The findings revealed that most senior participants enjoyed the VR sessions, perceiving them to positively impact their overall health and well-being. Caregivers reported improvements in cognitive, social, and emotional functioning of the participants. The positive effects extended to caregivers and facilitators, with renewed relationships and enhanced skills, respectively. The insights and observations gathered from this pilot study will serve as a foundation for designing a more robust study for deploying the VR recreation therapy programme in senior care.

Evaluating the Efficacy of Capacitive Resistive Monopolar Radiofrequency Combined With Proprioceptive Neuromuscular Facilitation in Managing Chronic Low Back Pain: A Randomised Controlled Trial.

This randomised controlled trial evaluates the effectiveness of capacitive resistive monopolar radiofrequency (CRMRF) combined with proprioceptive neuromuscular facilitation (PNF) training in managing chronic low back pain (CLBP). Given the multifactorial nature of CLBP, this study explores a multimodal treatment approach integrating CRMRF, known for its thermal effects and ability to alleviate pain through improved cell metabolism and microcirculation, with PNF training, which enhances muscle strength, flexibility, and proprioception. This study was designed as a single-blind, parallel, randomised controlled trial conducted in an outpatient clinical setting. Over the course of four months, 62 participants, suffering from chronic low back pain were randomly assigned to receive either the combined CRMRF and PNF treatment or PNF alone, with primary outcomes measured in terms of pain and functional disability using the Visual Analogue Scale (VAS), Oswestry Disability Index (ODI). For secondary outcome of disability associated with pain, Quebec Pain Disability Scale (QPDS) and Roland-Morris Disability Questionnaire (RMDQ) were used. The study's hypothesis was that the combined treatment would reduce pain and disability more effectively than PNF alone. Results indicated that the experimental group experienced greater improvements in pain and functional disability, surpassing the minimally clinically important difference (MCID) for the VAS, ODI, QPDS and RMDQ, suggesting the clinical relevance of the combined CRMRF and PNF approach. These findings are consistent with previous research highlighting the benefits of CRMRF in various musculoskeletal disorders and suggest that integrating CRMRF with PNF training offers a promising non-invasive treatment option for CLBP sufferers. Overall, our study contributes to the growing evidence base supporting innovative, multimodal treatment strategies for managing CLBP, with the potential to enhance patients' quality of life. ClinicalTrials.gov identifier: NCT05682287.

Enhancing Student Engagement Through Problem-Based Learning: A Case of the Built Environment

In the rapidly evolving field of the Built Environment, traditional teaching approaches often fall short in preparing students for the complex, real-world challenges they will face in their professional careers. Problem-Based Learning (PBL) has emerged as a powerful pedagogical approach that promotes active learning and student engagement by encouraging learners to collaboratively solve real-life problems. This study explores the impact of PBL on student engagement within the Built Environment at the institutions of higher learning in particular the University of Technologies. The purpose of this research is to investigate how PBL can be effectively implemented to enhance active learning and foster deeper student engagement. This study adopted a qualitative research approach employing a systematic literature review (SLR) methodology, focusing on academic sources published between 2010 and 2024. The gathered data was synthesized using thematic analysis, wherein major themes and patterns were identified within the literature. Key themes such as collaborative learning, critical thinking, and real-world application were identified. The findings reveal that PBL not only increases student engagement but also enhances critical thinking and problem-solving skills, which are essential for success in the Built Environment sector. The study also highlights challenges, including the need for facilitator training and the development of appropriate assessment strategies to support the successful implementation of PBL. The implications of this study are significant for educators and administrators in higher education. By integrating PBL into the curriculum, the University of Technology can better prepare its students for the demands of the modern workforce, fostering a learning environment that promotes both academic excellence and practical skills development. This research contributes to the growing body of literature on active learning in higher education and provides a framework for implementing PBL in the Built Environment department, with potential applicability across other disciplines.

Qualitative study of the feasibility and acceptability of implementation, and potential mechanisms of Learning Together for Mental Health, a whole-school intervention aiming to promote mental health and wellbeing in secondary schools

BackgroundDespite high rates of adolescent mental-health problems, there are few effective whole-school interventions to address this. Whole-school interventions offer a feasible and sustainable means of promoting mental health. We previously evaluated the Learning Together (LT) intervention which was effective in preventing bullying (primary outcome), promoting mental well-being, psychological functioning, and reducing substance use (secondary outcomes). We adapted LT to develop Learning Together for Mental Health (LTMH) with a new menu of evidence-based actions to address mental health and an enhanced SEL curriculum.MethodsWe undertook a feasibility study of LTMH, a whole-school intervention featuring needs assessment, student and staff participation in decision-making via action groups selecting actions from an evidence-based menu, restorative practice, and a SEL and resilience skills curriculum between 2022 and 2023. This article examines the feasibility, acceptability, and potential mechanisms of LTMH, qualitatively, drawing on interviews and focus groups with 49 students in years 8 and 10, and 20 staff across four state secondary schools in southern England.ResultsThe intervention was feasible and acceptable to implement. In terms of feasibility, the SEL curriculum was the most challenging to implement and was not prioritised by schools that had existing social and emotional learning lessons. Training and external facilitation were well-rated. Some schools struggled with the resourcing and workload implications of implementing actions from the evidence-based menu. Some aspects were not clear. Some staff were not aware that the various components worked together. Needs reports were not easy to understand for all. Students were generally supportive of restorative practice and SEL lessons. Data supported a potential mechanism involving increased school belonging and developing practical knowledge and skills to manage emotions and relationships. The intervention has little potential for harm.ConclusionsThe intervention is ready for phase III trial with minor adaptations. A phase III trial of effectiveness is justified.Trial registrationISRCTN15301591 https://doi.org/10.1186/ISRCTN15301591

Perioperative practitioners' experiences of critical incident debriefing: A qualitative explorative study.

A critical incident is described as any unplanned event which causes, or has the potential to cause, injury to a patient. Critical incident debriefing is a team discussion to gather facts and analyse the experience, evaluate lessons learned and provide staff with support. However, this phase is often neglected. This UK-based explorative qualitative study aims to explore perioperative practitioners' experiences of critical incident debriefing. Data were collected from six participants through audio-recorded, semi-structured interviews. Data were analysed using a thematic analysis framework. Five themes emerged detailing the advantages of critical incident debriefing, including addressing staff's personal needs and learning lessons from incidents, and the disadvantages such as time constraints and unsupportive/uninformative debriefs leading to poor-quality debriefs. Implementation of a short debrief immediately post-incident to address immediate concerns, a later in-depth debrief and additional training for facilitators were recommended to improve debrief quality.