6,181 results
Search Results
2. Construction of Question Paper.
- Author
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Godiyal, Pooja and Negi, Poonam
- Subjects
TASK performance ,HEALTH occupations students ,RATING of students ,EDUCATIONAL outcomes ,NURSING education ,EDUCATIONAL tests & measurements ,CONFIDENCE ,ABILITY ,SELF-perception ,TIME - Abstract
Evaluation is one of the most difficult areas of educational pursuits. The most common type of evaluation and assessment is through a written examination. The majority of the time, questions is drafted right before the examination without going through a quality control process, which might cause confusion or incorrect interpretation of the questions by the students. Students' self-confidence and self-esteem grow as a result of their increased understanding of the question paper's structure, and they then affirm their ability to complete the task. The design of the question paper is prepared, with consideration given to the objectives, the various forms and types of questions, and the various content areas, a projected time, Level of difficulty anticipated. In order to enhance the standard of student evaluation and assessment, this article focuses on offering instructions and a scientific technique for creating effective question papers. [ABSTRACT FROM AUTHOR]
- Published
- 2024
- Full Text
- View/download PDF
3. Critically appraised paper: Online education improves physiotherapists' confidence and competence with mechanical insufflation-exsufflation [commentary].
- Author
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Venville, Hayden
- Subjects
EDUCATIONAL outcomes ,CONFIDENCE ,ONLINE education ,INSUFFLATION ,PHYSICAL therapy education ,PROFESSIONAL competence - Abstract
The article focuses on the impact of online education on enhancing physiotherapists' confidence and competence in mechanical insufflation-exsufflation. Topics discussed include the effectiveness of online learning platforms, their role in advancing healthcare professionals' skills, and their implications for respiratory care practices.
- Published
- 2024
- Full Text
- View/download PDF
4. Critically appraised paper: Online education improves physiotherapists' confidence and competence with mechanical insufflation-exsufflation [synopsis].
- Author
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Cavalheri, Vinicius
- Subjects
EDUCATIONAL outcomes ,CONFIDENCE ,INSUFFLATION ,ONLINE education ,PHYSICAL therapy education ,PROFESSIONAL competence - Abstract
The article focuses on how online education enhances physiotherapists' confidence and competence in mechanical insufflation-exsufflation. Topics discussed include the effectiveness of online learning, its impact on healthcare professionals' skills development, and the role of technology in advancing medical education.
- Published
- 2024
- Full Text
- View/download PDF
5. Enabling students' writing lives: A response to McGraw and Mason's key paper.
- Author
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Manuel, Jacqueline
- Subjects
ENGLISH language education ,READING ,CONFIDENCE ,PSYCHOLOGY of students ,COMPOSITION (Language arts) - Abstract
The author offers a response to an article by Amanda McGraw and Mary Mason about teaching and learning in English. She discusses her own assumptions about English and the purpose of writing and reading, the findings of McGraw and Mason's research, and her suggestions for creating the condition to foster students' confidence, abilities and enjoyment.
- Published
- 2021
6. Applying GRADE-CERQual to qualitative evidence synthesis findings–paper 6: how to assess relevance of the data
- Author
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Jane Noyes, Andrew Booth, Simon Lewin, Benedicte Carlsen, Claire Glenton, Christopher J. Colvin, Ruth Garside, Meghan A. Bohren, Arash Rashidian, Megan Wainwright, Özge Tunςalp, Jacqueline Chandler, Signe Flottorp, Tomas Pantoja, Joseph D. Tucker, and Heather Munthe-Kaas
- Subjects
Qualitative research ,Qualitative evidence synthesis ,Systematic review methodology ,Research design ,Methodology ,Confidence ,Medicine (General) ,R5-920 - Abstract
Abstract Background The GRADE-CERQual (Confidence in Evidence from Reviews of Qualitative research) approach has been developed by the GRADE (Grading of Recommendations Assessment, Development and Evaluation) Working Group. The approach has been developed to support the use of findings from qualitative evidence syntheses in decision-making, including guideline development and policy formulation. CERQual includes four components for assessing how much confidence to place in findings from reviews of qualitative research (also referred to as qualitative evidence syntheses): (1) methodological limitations, (2) coherence, (3) adequacy of data and (4) relevance. This paper is part of a series providing guidance on how to apply CERQual and focuses on CERQual’s relevance component. Methods We developed the relevance component by searching the literature for definitions, gathering feedback from relevant research communities and developing consensus through project group meetings. We tested the CERQual relevance component within several qualitative evidence syntheses before agreeing on the current definition and principles for application. Results When applying CERQual, we define relevance as the extent to which the body of data from the primary studies supporting a review finding is applicable to the context (perspective or population, phenomenon of interest, setting) specified in the review question. In this paper, we describe the relevance component and its rationale and offer guidance on how to assess relevance in the context of a review finding. This guidance outlines the information required to assess relevance, the steps that need to be taken to assess relevance and examples of relevance assessments. Conclusions This paper provides guidance for review authors and others on undertaking an assessment of relevance in the context of the CERQual approach. Assessing the relevance component requires consideration of potentially important contextual factors at an early stage in the review process. We expect the CERQual approach, and its individual components, to develop further as our experiences with the practical implementation of the approach increase.
- Published
- 2018
- Full Text
- View/download PDF
7. Applying GRADE-CERQual to qualitative evidence synthesis findings–paper 7: understanding the potential impacts of dissemination bias
- Author
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Andrew Booth, Simon Lewin, Claire Glenton, Heather Munthe-Kaas, Ingrid Toews, Jane Noyes, Arash Rashidian, Rigmor C. Berg, Brenda Nyakang’o, Joerg J. Meerpohl, and GRADE-CERQual Coordinating Team
- Subjects
Qualitative research ,Qualitative evidence synthesis ,Systematic review methodology ,Research design ,Methodology ,Confidence ,Medicine (General) ,R5-920 - Abstract
Abstract Background The GRADE-CERQual (Confidence in Evidence from Reviews of Qualitative research) approach has been developed by the GRADE (Grading of Recommendations Assessment, Development and Evaluation) Working Group. The approach has been developed to support the use of findings from qualitative evidence syntheses in decision-making, including guideline development and policy formulation. CERQual includes four components for assessing how much confidence to place in findings from reviews of qualitative research (also referred to as qualitative evidence syntheses): (1) methodological limitations, (2) coherence, (3) adequacy of data and (4) relevance. This paper is part of a series providing guidance on how to apply CERQual and focuses on a probable fifth component, dissemination bias. Given its exploratory nature, we are not yet able to provide guidance on applying this potential component of the CERQual approach. Instead, we focus on how dissemination bias might be conceptualised in the context of qualitative research and the potential impact dissemination bias might have on an overall assessment of confidence in a review finding. We also set out a proposed research agenda in this area. Methods We developed this paper by gathering feedback from relevant research communities, searching MEDLINE and Web of Science to identify and characterise the existing literature discussing or assessing dissemination bias in qualitative research and its wider implications, developing consensus through project group meetings, and conducting an online survey of the extent, awareness and perceptions of dissemination bias in qualitative research. Results We have defined dissemination bias in qualitative research as a systematic distortion of the phenomenon of interest due to selective dissemination of studies or individual study findings. Dissemination bias is important for qualitative evidence syntheses as the selective dissemination of qualitative studies and/or study findings may distort our understanding of the phenomena that these syntheses aim to explore and thereby undermine our confidence in these findings. Dissemination bias has been extensively examined in the context of randomised controlled trials and systematic reviews of such studies. The effects of potential dissemination bias are formally considered, as publication bias, within the GRADE approach. However, the issue has received almost no attention in the context of qualitative research. Because of very limited understanding of dissemination bias and its potential impact on review findings in the context of qualitative evidence syntheses, this component is currently not included in the GRADE-CERQual approach. Conclusions Further research is needed to establish the extent and impacts of dissemination bias in qualitative research and the extent to which dissemination bias needs to be taken into account when we assess how much confidence we have in findings from qualitative evidence syntheses.
- Published
- 2018
- Full Text
- View/download PDF
8. Applying GRADE-CERQual to qualitative evidence synthesis findings—paper 4: how to assess coherence
- Author
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Christopher J. Colvin, Ruth Garside, Megan Wainwright, Heather Munthe-Kaas, Claire Glenton, Meghan A. Bohren, Benedicte Carlsen, Özge Tunçalp, Jane Noyes, Andrew Booth, Arash Rashidian, Signe Flottorp, and Simon Lewin
- Subjects
Qualitative research ,Qualitative evidence synthesis ,Systematic review methodology ,Research design ,Methodology ,Confidence ,Medicine (General) ,R5-920 - Abstract
Abstract Background The GRADE-CERQual (Grading of Recommendations Assessment, Development and Evaluation-Confidence in Evidence from Reviews of Qualitative research) approach has been developed by the GRADE working group. The approach has been developed to support the use of findings from qualitative evidence syntheses in decision-making, including guideline development and policy formulation. CERQual includes four components for assessing how much confidence to place in findings from reviews of qualitative research (also referred to as qualitative evidence syntheses): (1) methodological limitations, (2) relevance, (3) coherence and (4) adequacy of data. This paper is part of a series providing guidance on how to apply CERQual and focuses on CERQual’s coherence component. Methods We developed the coherence component by searching the literature for definitions, gathering feedback from relevant research communities and developing consensus through project group meetings. We tested the CERQual coherence component within several qualitative evidence syntheses before agreeing on the current definition and principles for application. Results When applying CERQual, we define coherence as how clear and cogent the fit is between the data from the primary studies and a review finding that synthesises that data. In this paper, we describe the coherence component and its rationale and offer guidance on how to assess coherence in the context of a review finding as part of the CERQual approach. This guidance outlines the information required to assess coherence, the steps that need to be taken to assess coherence and examples of coherence assessments. Conclusions This paper provides guidance for review authors and others on undertaking an assessment of coherence in the context of the CERQual approach. We suggest that threats to coherence may arise when the data supporting a review finding are contradictory, ambiguous or incomplete or where competing theories exist that could be used to synthesise the data. We expect the CERQual approach, and its individual components, to develop further as our experiences with the practical implementation of the approach increase.
- Published
- 2018
- Full Text
- View/download PDF
9. Applying GRADE-CERQual to qualitative evidence synthesis findings—paper 2: how to make an overall CERQual assessment of confidence and create a Summary of Qualitative Findings table
- Author
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Simon Lewin, Meghan Bohren, Arash Rashidian, Heather Munthe-Kaas, Claire Glenton, Christopher J. Colvin, Ruth Garside, Jane Noyes, Andrew Booth, Özge Tunçalp, Megan Wainwright, Signe Flottorp, Joseph D. Tucker, and Benedicte Carlsen
- Subjects
Qualitative research ,Qualitative evidence synthesis ,Systematic review methodology ,Research design ,Methodology ,Confidence ,Medicine (General) ,R5-920 - Abstract
Abstract Background The GRADE-CERQual (Confidence in Evidence from Reviews of Qualitative research) approach has been developed by the GRADE (Grading of Recommendations Assessment, Development and Evaluation) Working Group. The approach has been developed to support the use of findings from qualitative evidence syntheses in decision making, including guideline development and policy formulation. CERQual includes four components for assessing how much confidence to place in findings from reviews of qualitative research (also referred to as qualitative evidence syntheses): (1) methodological limitations, (2) coherence, (3) adequacy of data and (4) relevance. This paper is part of a series providing guidance on how to apply CERQual and focuses on making an overall assessment of confidence in a review finding and creating a CERQual Evidence Profile and a CERQual Summary of Qualitative Findings table. Methods We developed this guidance by examining the methods used by other GRADE approaches, gathering feedback from relevant research communities and developing consensus through project group meetings. We then piloted the guidance on several qualitative evidence syntheses before agreeing on the approach. Results Confidence in the evidence is an assessment of the extent to which a review finding is a reasonable representation of the phenomenon of interest. Creating a summary of each review finding and deciding whether or not CERQual should be used are important steps prior to assessing confidence. Confidence should be assessed for each review finding individually, based on the judgements made for each of the four CERQual components. Four levels are used to describe the overall assessment of confidence: high, moderate, low or very low. The overall CERQual assessment for each review finding should be explained in a CERQual Evidence Profile and Summary of Qualitative Findings table. Conclusions Structuring and summarising review findings, assessing confidence in those findings using CERQual and creating a CERQual Evidence Profile and Summary of Qualitative Findings table should be essential components of undertaking qualitative evidence syntheses. This paper describes the end point of a CERQual assessment and should be read in conjunction with the other papers in the series that provide information on assessing individual CERQual components.
- Published
- 2018
- Full Text
- View/download PDF
10. Applying GRADE-CERQual to qualitative evidence synthesis findings—paper 3: how to assess methodological limitations
- Author
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Heather Munthe-Kaas, Meghan A. Bohren, Claire Glenton, Simon Lewin, Jane Noyes, Özge Tunçalp, Andrew Booth, Ruth Garside, Christopher J. Colvin, Megan Wainwright, Arash Rashidian, Signe Flottorp, and Benedicte Carlsen
- Subjects
Qualitative research ,Qualitative evidence synthesis ,Systematic review methodology ,Research design ,Methodology ,Confidence ,Medicine (General) ,R5-920 - Abstract
Abstract Background The GRADE-CERQual (Confidence in Evidence from Reviews of Qualitative research) approach has been developed by the GRADE (Grading of Recommendations Assessment, Development and Evaluation) Working Group. The approach has been developed to support the use of findings from qualitative evidence syntheses in decision-making, including guideline development and policy formulation. CERQual includes four components for assessing how much confidence to place in findings from reviews of qualitative research (also referred to as qualitative evidence syntheses): (1) methodological limitations, (2) coherence, (3) adequacy of data and (4) relevance. This paper is part of a series providing guidance on how to apply CERQual and focuses on CERQual’s methodological limitations component. Methods We developed the methodological limitations component by searching the literature for definitions, gathering feedback from relevant research communities and developing consensus through project group meetings. We tested the CERQual methodological limitations component within several qualitative evidence syntheses before agreeing on the current definition and principles for application. Results When applying CERQual, we define methodological limitations as the extent to which there are concerns about the design or conduct of the primary studies that contributed evidence to an individual review finding. In this paper, we describe the methodological limitations component and its rationale and offer guidance on how to assess methodological limitations of a review finding as part of the CERQual approach. This guidance outlines the information required to assess methodological limitations component, the steps that need to be taken to assess methodological limitations of data contributing to a review finding and examples of methodological limitation assessments. Conclusions This paper provides guidance for review authors and others on undertaking an assessment of methodological limitations in the context of the CERQual approach. More work is needed to determine which criteria critical appraisal tools should include when assessing methodological limitations. We currently recommend that whichever tool is used, review authors provide a transparent description of their assessments of methodological limitations in a review finding. We expect the CERQual approach and its individual components to develop further as our experiences with the practical implementation of the approach increase.
- Published
- 2018
- Full Text
- View/download PDF
11. Applying GRADE-CERQual to qualitative evidence synthesis findings—paper 5: how to assess adequacy of data
- Author
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Claire Glenton, Benedicte Carlsen, Simon Lewin, Heather Munthe-Kaas, Christopher J. Colvin, Özge Tunçalp, Meghan A. Bohren, Jane Noyes, Andrew Booth, Ruth Garside, Arash Rashidian, Signe Flottorp, and Megan Wainwright
- Subjects
Qualitative research ,Qualitative evidence synthesis ,Systematic review methodology ,Research design ,Methodology ,Confidence ,Medicine (General) ,R5-920 - Abstract
Abstract Background The GRADE-CERQual (Confidence in Evidence from Reviews of Qualitative research) approach has been developed by the GRADE (Grading of Recommendations Assessment, Development and Evaluation) working group. The approach has been developed to support the use of findings from qualitative evidence syntheses in decision-making, including guideline development and policy formulation. CERQual includes four components for assessing how much confidence to place in findings from reviews of qualitative research (also referred to as qualitative evidence syntheses): (1) methodological limitations; (2) coherence; (3) adequacy of data; and (4) relevance. This paper is part of a series providing guidance on how to apply CERQual and focuses on CERQual’s adequacy of data component. Methods We developed the adequacy of data component by searching the literature for definitions, gathering feedback from relevant research communities and developing consensus through project group meetings. We tested the CERQual adequacy of data component within several qualitative evidence syntheses before agreeing on the current definition and principles for application. Results When applying CERQual, we define adequacy of data as an overall determination of the degree of richness and the quantity of data supporting a review finding. In this paper, we describe the adequacy component and its rationale and offer guidance on how to assess data adequacy in the context of a review finding as part of the CERQual approach. This guidance outlines the information required to assess data adequacy, the steps that need to be taken to assess data adequacy, and examples of adequacy assessments. Conclusions This paper provides guidance for review authors and others on undertaking an assessment of adequacy in the context of the CERQual approach. We approach assessments of data adequacy in terms of the richness and quantity of the data supporting each review finding, but do not offer fixed rules regarding what constitutes sufficiently rich data or an adequate quantity of data. Instead, we recommend that this assessment is made in relation to the nature of the finding. We expect the CERQual approach, and its individual components, to develop further as our experiences with the practical implementation of the approach increase.
- Published
- 2018
- Full Text
- View/download PDF
12. Non-professional versus professional investors’ trust in financial analysts’ recommendations and influences on investments
- Author
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Jansson, Magnus, Michaelsen, Patrik, Sonsino, Doron, and Gärling, Tommy
- Published
- 2024
- Full Text
- View/download PDF
13. Breaking the bias: perspectives of a WiSTEM2D programme inspiring female undergraduates for a technical future
- Author
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Travers, Marie, Dwivedi, Anushree, Richardson, Ita, Crowley, Katie, and Patten, James Vincent
- Published
- 2024
- Full Text
- View/download PDF
14. Going paper-lite: housebound patient perspectives on the introduction of mobile working.
- Author
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Hopkins, Danielle Frances, Visser, Renske Claasje, and Armes, Jo
- Subjects
- *
HOME environment , *DIGITAL divide , *CONFIDENCE , *RESEARCH methodology , *AGE distribution , *POCKET computers , *TELEPHONES , *INTERVIEWING , *PATIENTS' attitudes , *HEALTH literacy , *QUALITATIVE research , *MEDICAL records , *HEALTH , *INFORMATION resources , *ELECTRONIC health records , *THEMATIC analysis , *JUDGMENT sampling , *EMOTIONS , *INFORMATION technology - Abstract
Healthcare policies promote technology use as a means to modernise healthcare and support seamless, person-centred care. However, despite information technology (IT) use being common practice in clinical settings, its use in patients' homes is still developing. This study explored patients' perspectives on the use of IT and electronic health records (EHR) in their home environment. Semi structured interviews were conducted with housebound patients who received regular care from the district nursing team, and thematic data analysis was undertaken. Participants reported variable knowledge and experiences with mobile working and EHR. Most were positive and identified clear benefits for clinicians. However, few participants reported benefits to themselves. Contrary to popular belief, IT use is expected by older patients and, while barriers were identified, the overall opinion was positive. A digital divide was apparent, with some at risk of being disadvantaged by the increasing use of technology. [ABSTRACT FROM AUTHOR]
- Published
- 2022
- Full Text
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15. Promoting patient safety using electronic medical records in nursing/midwifery undergraduate curricula: Discussion paper.
- Author
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Mollart, Lyndall, Irwin, Pauletta, Noble, Danielle, and Kinsman, Leigh
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COLLEGE students ,MIDWIVES ,CONFIDENCE ,HEALTH occupations students ,DIGITAL technology ,UNDERGRADUATES ,DECISION making ,ELECTRONIC health records ,NURSING students ,PATIENT safety - Abstract
This discussion paper highlights the importance of Australian nursing and midwifery students' lack of exposure to electronic medical records during their undergraduate programs. There is pressure on universities offering nursing and midwifery programs to provide students with opportunities to learn to use patient electronic medical records. This will provide authentic rehearsal with the digital technology prior to clinical placements and increase graduate work readiness. Informed by contemporary literature, we describe the benefits of implementing electronic medical records (eMR) in health organisations and identify the challenges and barriers to implementing and integrating the education of electronic records into undergraduate nursing and midwifery programs. Undergraduate students who had not experienced eMR as part of on-campus learning felt unprepared and lacked confidence when commencing clinical practice. Some international nursing and midwifery programs have found that student's skills improve in decision-making and documenting patient observations when eMR is integrated into their university education program. Successful integration of an eMR program should consider academic/teaching staff skills and confidence in technology use, initial and ongoing costs and technical support required to deliver the program. In conclusion, Australian universities need to embed eMR learning experiences into the nursing and midwifery undergraduate curricula to increase students work-readiness with a focus on patient safety. [ABSTRACT FROM AUTHOR]
- Published
- 2023
- Full Text
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16. Is faculty practice valuable? The experience of Western Australian nursing and midwifery academics undertaking faculty clinical practice - A discussion paper.
- Author
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Fowler, Amanda C., Baker, Melanie, and Geraghty, Sadie
- Subjects
CLINICAL competence ,CONFIDENCE ,LEADERSHIP ,LEARNING ,MEDICAL teaching personnel ,MEDICAL practice ,MIDWIVES ,NURSING school faculty - Abstract
The faculty clinical practice model provides dedicated time for nursing lecturers and educators in a university school of nursing to work with supervision in the clinical environments for an agreed amount of time each year. Allowing academics to partake in faculty clinical practice this way has been shown to update skills and retain clinical competency. Some nursing and midwifery academics believe it is essential to remain clinically current and up-to-date with professional issues in the clinical environments, whereas other academics believe reading current research maintains clinical competency. This discussion paper will explore the authors' own experiences of faculty clinical practice as an opportunity to enhance their learning. Narrative accounts of time spent in the clinical areas being expressed as invaluable as it allowed the authors to become part of the health professional team, refine clinical skills, gain clinical confidence, and share knowledge. This, in turn, impacted upon the academic's teaching style as well as redefined it by introducing incidents and stories from their experience. It has been concluded by the authors that faculty clinical practice allows academics to increase confidence, encourage leadership skills, and improve their teaching abilities in their clinical area of expertise. [ABSTRACT FROM AUTHOR]
- Published
- 2017
- Full Text
- View/download PDF
17. Evaluation of investment preference with phantasy, emotional intelligence, confidence, trust, financial literacy and risk preference
- Author
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Aren, Selim and Nayman Hamamci, Hatice
- Published
- 2023
- Full Text
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18. The effects of positive behavioural support (PBS) training on the confidence of inpatient mental health staff working with behaviours that are challenging to support: practice paper.
- Author
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Mulligan, Lee D., Solomon, Ella, Scott, Lucy, Gkika, Styliani, and Swift, Elaine
- Subjects
BEHAVIORAL assessment ,PEOPLE with intellectual disabilities ,INPATIENT care ,CONFIDENCE ,SELF-perception - Abstract
Background: PBS is a proactive, person-centred approach for working with people who have behaviours that are challenging to support. Staff confidence can influence PBS delivery. This paper examined the effects of bespoke PBS training on staff confidence in working with behaviours that are challenging to support in inpatient settings and with individuals across the lifespan. Method and materials: Across 8, 2-day PBS training sessions, 115 staff completed pre and post measures of confidence and provided feedback. Non-parametric tests were used to compare pre and post means and feedback was analysed using descriptive statistics and qualitative content analysis. Results: All measures of confidence improved significantly from pre to post training. PBS training appeared highly acceptable and eight qualitative themes emerged. Conclusions: Bespoke PBS training can significantly improve the confidence of inpatient staff working with people who have behaviours that are challenging to support. Further evaluation is now needed to examine whether these changes translate to practice. [ABSTRACT FROM AUTHOR]
- Published
- 2023
19. Development, use and evaluation of a web based mental capacity assessment tool for staff working with people with learning disabilities
- Author
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Dodd, Karen, Cheung, Sai-Bo, and Chapman, Ashley
- Published
- 2023
- Full Text
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20. Secondary preservice teachers' critical reflecting practices: examining perceptions of confidence using a two-part reflection
- Author
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Smith, Jess, Shelton, Ryann N., Scholten, Nate, and McCall, Madelon
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- 2023
- Full Text
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21. Confidence and change in entrepreneurial plan upon reentry: examining the effects in crowdfunding failure
- Author
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Fan-Osuala, Onochie
- Published
- 2023
- Full Text
- View/download PDF
22. “I am surprised that it works so well”: clinicians’ views on delivering psychological assessments and therapy to young people in a fully-digital mental health service'
- Author
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May, Merle Janka Beltane, Allen, Victoria M.E., Blackley, Georgie, Julian Hare, Dougal, Burbach, Frank R., and Brown, Katherine
- Published
- 2023
- Full Text
- View/download PDF
23. Applying GRADE-CERQual to qualitative evidence synthesis findings-paper 7: understanding the potential impacts of dissemination bias
- Author
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Claire Glenton, Heather Menzies Munthe-Kaas, Andrew Booth, Brenda Nyakang'o, Arash Rashidian, Jane Noyes, Ingrid Toews, Joerg J Meerpohl, Simon Lewin, Rigmor C. Berg, GRADE-CERQual Coordinating Team, and University of St Andrews. School of Medicine
- Subjects
Research design ,Knowledge management ,Biomedical Research ,T-NDAS ,Method ,Confidence ,Publication bias ,Health informatics ,Systematic review methodology ,0302 clinical medicine ,RA0421 ,RA0421 Public health. Hygiene. Preventive Medicine ,Medicine ,030212 general & internal medicine ,Grading (education) ,lcsh:R5-920 ,Evidence-Based Medicine ,030503 health policy & services ,Health Policy ,Health services research ,General Medicine ,VDP::Medical disciplines: 700::Health sciences: 800 ,Evidence-based practice ,Data Accuracy ,Systematic review ,GRADE ,VDP::Medisinske Fag: 700::Helsefag: 800 ,0305 other medical science ,lcsh:Medicine (General) ,Decision Making ,Health Informatics ,Dissemination bias ,VDP::Samfunnsvitenskap: 200::Statsvitenskap og organisasjonsteori: 240 ,03 medical and health sciences ,SDG 3 - Good Health and Well-being ,Bias ,Qualitative research ,Confidence Intervals ,Humans ,VDP::Social science: 200::Political science and organizational theory: 240 ,Publishing ,Qualitative evidence synthesis ,business.industry ,Information Dissemination ,Public Health, Environmental and Occupational Health ,Methodology ,business ,Systematic Reviews as Topic - Abstract
Funding: This work, including the publication charge for this article, was supported by funding from the Alliance for Health Policy and Systems Research, WHO (http://www.who.int/alliance-hpsr/en/). Additional funding was provided by the Department of Reproductive Health and Research, WHO (www.who.int/ reproductivehealth/en/); Norad (Norwegian Agency for Development Cooperation: www.norad.no), the Research Council of Norway (www.forskningsradet.no); and the Cochrane Methods Innovation Fund. SL is supported by funding from the South African Medical Research Council (www.mrc.ac.za). Background: The GRADE-CERQual (Confidence in Evidence from Reviews of Qualitative research) approach has been developed by the GRADE (Grading of Recommendations Assessment, Development and Evaluation) Working Group. The approach has been developed to support the use of findings from qualitative evidence syntheses in decision-making, including guideline development and policy formulation. CERQual includes four components for assessing how much confidence to place in findings from reviews of qualitative research (also referred to as qualitative evidence syntheses): (1) methodological limitations, (2) coherence, (3) adequacy of data and (4) relevance. This paper is part of a series providing guidance on how to apply CERQual and focuses on a probable fifth component, dissemination bias. Given its exploratory nature, we are not yet able to provide guidance on applying this potential component of the CERQual approach. Instead, we focus on how dissemination bias might be conceptualised in the context of qualitative research and the potential impact dissemination bias might have on an overall assessment of confidence in a review finding. We also set out a proposed research agenda in this area. Methods: We developed this paper by gathering feedback from relevant research communities, searching MEDLINE and Web of Science to identify and characterise the existing literature discussing or assessing dissemination bias in qualitative research and its wider implications, developing consensus through project group meetings, and conducting an online survey of the extent, awareness and perceptions of dissemination bias in qualitative research. Results: We have defined dissemination bias in qualitative research as a systematic distortion of the phenomenon of interest due to selective dissemination of studies or individual study findings. Dissemination bias is important for qualitative evidence syntheses as the selective dissemination of qualitative studies and/or study findings may distort our understanding of the phenomena that these syntheses aim to explore and thereby undermine our confidence in these findings. Dissemination bias has been extensively examined in the context of randomised controlled trials and systematic reviews of such studies. The effects of potential dissemination bias are formally considered, as publication bias, within the GRADE approach. However, the issue has received almost no attention in the context of qualitative research. Because of very limited understanding of dissemination bias and its potential impact on review findings in the context of qualitative evidence syntheses, this component is currently not included in the GRADE-CERQual approach. Conclusions: Further research is needed to establish the extent and impacts of dissemination bias in qualitative research and the extent to which dissemination bias needs to be taken into account when we assess how much confidence we have in findings from qualitative evidence syntheses. Publisher PDF
- Published
- 2018
24. Applying GRADE-CERQual to qualitative evidence synthesis findings-paper 2: how to make an overall CERQual assessment of confidence and create a Summary of Qualitative Findings table
- Author
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Arash Rashidian, Andrew Booth, Ruth Garside, Jane Noyes, Özge Tunçalp, Meghan A. Bohren, Joseph D. Tucker, Christopher J. Colvin, Simon Lewin, Heather Menzies Munthe-Kaas, Claire Glenton, Benedicte Carlsen, Signe Flottorp, Megan Wainwright, Department of Public Health and Family Medicine, and Faculty of Health Sciences
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Research design ,Evidence-based practice ,Biomedical Research ,Applied psychology ,Decision Making ,Method ,Health Informatics ,Confidence ,Health informatics ,03 medical and health sciences ,Systematic review methodology ,0302 clinical medicine ,Qualitative research ,Confidence Intervals ,Medicine ,Humans ,030212 general & internal medicine ,Grading (education) ,Publishing ,lcsh:R5-920 ,Qualitative evidence synthesis ,Evidence-Based Medicine ,business.industry ,030503 health policy & services ,Health Policy ,Public Health, Environmental and Occupational Health ,Health services research ,Methodology ,General Medicine ,Evidence-based medicine ,Confidence interval ,Data Accuracy ,GRADE ,Data Display ,Guidance ,0305 other medical science ,business ,lcsh:Medicine (General) ,Systematic Reviews as Topic - Abstract
Background The GRADE-CERQual (Confidence in Evidence from Reviews of Qualitative research) approach has been developed by the GRADE (Grading of Recommendations Assessment, Development and Evaluation) Working Group. The approach has been developed to support the use of findings from qualitative evidence syntheses in decision making, including guideline development and policy formulation. CERQual includes four components for assessing how much confidence to place in findings from reviews of qualitative research (also referred to as qualitative evidence syntheses): (1) methodological limitations, (2) coherence, (3) adequacy of data and (4) relevance. This paper is part of a series providing guidance on how to apply CERQual and focuses on making an overall assessment of confidence in a review finding and creating a CERQual Evidence Profile and a CERQual Summary of Qualitative Findings table. Methods We developed this guidance by examining the methods used by other GRADE approaches, gathering feedback from relevant research communities and developing consensus through project group meetings. We then piloted the guidance on several qualitative evidence syntheses before agreeing on the approach. Results Confidence in the evidence is an assessment of the extent to which a review finding is a reasonable representation of the phenomenon of interest. Creating a summary of each review finding and deciding whether or not CERQual should be used are important steps prior to assessing confidence. Confidence should be assessed for each review finding individually, based on the judgements made for each of the four CERQual components. Four levels are used to describe the overall assessment of confidence: high, moderate, low or very low. The overall CERQual assessment for each review finding should be explained in a CERQual Evidence Profile and Summary of Qualitative Findings table. Conclusions Structuring and summarising review findings, assessing confidence in those findings using CERQual and creating a CERQual Evidence Profile and Summary of Qualitative Findings table should be essential components of undertaking qualitative evidence syntheses. This paper describes the end point of a CERQual assessment and should be read in conjunction with the other papers in the series that provide information on assessing individual CERQual components. Electronic supplementary material The online version of this article (10.1186/s13012-017-0689-2) contains supplementary material, which is available to authorized users.
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- 2018
25. Applying GRADE-CERQual to qualitative evidence synthesis findings—paper 3: how to assess methodological limitations
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Heather Menzies Munthe-Kaas, Ruth Garside, Claire Glenton, Signe Flottorp, Jane Noyes, Benedicte Carlsen, Megan Wainwright, Simon Lewin, Özge Tunçalp, Arash Rashidian, Andrew Booth, Christopher J. Colvin, Meghan A. Bohren, Department of Public Health and Family Medicine, and Faculty of Health Sciences
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Research design ,Methodological limitations, GRADE ,Biomedical Research ,Evidence-based practice ,Decision Making ,Method ,Health Informatics ,Confidence ,Health informatics ,03 medical and health sciences ,Systematic review methodology ,0302 clinical medicine ,Qualitative research ,Confidence Intervals ,Humans ,Medicine ,030212 general & internal medicine ,Grading (education) ,Publishing ,lcsh:R5-920 ,Qualitative evidence synthesis ,Evidence-Based Medicine ,business.industry ,Management science ,030503 health policy & services ,Health Policy ,Public Health, Environmental and Occupational Health ,Health services research ,Methodology ,General Medicine ,Evidence-based medicine ,Critical appraisal ,Data Accuracy ,Guidance ,lcsh:Medicine (General) ,0305 other medical science ,business ,Systematic Reviews as Topic - Abstract
Background The GRADE-CERQual (Confidence in Evidence from Reviews of Qualitative research) approach has been developed by the GRADE (Grading of Recommendations Assessment, Development and Evaluation) Working Group. The approach has been developed to support the use of findings from qualitative evidence syntheses in decision-making, including guideline development and policy formulation. CERQual includes four components for assessing how much confidence to place in findings from reviews of qualitative research (also referred to as qualitative evidence syntheses): (1) methodological limitations, (2) coherence, (3) adequacy of data and (4) relevance. This paper is part of a series providing guidance on how to apply CERQual and focuses on CERQual’s methodological limitations component. Methods We developed the methodological limitations component by searching the literature for definitions, gathering feedback from relevant research communities and developing consensus through project group meetings. We tested the CERQual methodological limitations component within several qualitative evidence syntheses before agreeing on the current definition and principles for application. Results When applying CERQual, we define methodological limitations as the extent to which there are concerns about the design or conduct of the primary studies that contributed evidence to an individual review finding. In this paper, we describe the methodological limitations component and its rationale and offer guidance on how to assess methodological limitations of a review finding as part of the CERQual approach. This guidance outlines the information required to assess methodological limitations component, the steps that need to be taken to assess methodological limitations of data contributing to a review finding and examples of methodological limitation assessments. Conclusions This paper provides guidance for review authors and others on undertaking an assessment of methodological limitations in the context of the CERQual approach. More work is needed to determine which criteria critical appraisal tools should include when assessing methodological limitations. We currently recommend that whichever tool is used, review authors provide a transparent description of their assessments of methodological limitations in a review finding. We expect the CERQual approach and its individual components to develop further as our experiences with the practical implementation of the approach increase.
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- 2018
26. Applying GRADE-CERQual to qualitative evidence synthesis findings—paper 4: how to assess coherence
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Megan Wainwright, Claire Glenton, Ruth Garside, Simon Lewin, Signe Flottorp, Heather Menzies Munthe-Kaas, Meghan A. Bohren, Arash Rashidian, Christopher J. Colvin, Özge Tunçalp, Andrew Booth, Jane Noyes, Benedicte Carlsen, Department of Public Health and Family Medicine, and Faculty of Health Sciences
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Research design ,Data Analysis ,Evidence-based practice ,Biomedical Research ,Qualitative evidence ,Decision Making ,Method ,Health Informatics ,Confidence ,Health informatics ,03 medical and health sciences ,Systematic review methodology ,0302 clinical medicine ,Qualitative research ,Confidence Intervals ,Medicine ,Humans ,030212 general & internal medicine ,Grading (education) ,Publishing ,lcsh:R5-920 ,Qualitative evidence synthesis ,Evidence-Based Medicine ,business.industry ,030503 health policy & services ,Health Policy ,Public Health, Environmental and Occupational Health ,Health services research ,Methodology ,General Medicine ,Evidence-based medicine ,Data science ,Data Accuracy ,GRADE ,Guidance ,lcsh:Medicine (General) ,0305 other medical science ,business ,Coherence ,Systematic Reviews as Topic - Abstract
Background The GRADE-CERQual (Grading of Recommendations Assessment, Development and Evaluation-Confidence in Evidence from Reviews of Qualitative research) approach has been developed by the GRADE working group. The approach has been developed to support the use of findings from qualitative evidence syntheses in decision-making, including guideline development and policy formulation. CERQual includes four components for assessing how much confidence to place in findings from reviews of qualitative research (also referred to as qualitative evidence syntheses): (1) methodological limitations, (2) relevance, (3) coherence and (4) adequacy of data. This paper is part of a series providing guidance on how to apply CERQual and focuses on CERQual’s coherence component. Methods We developed the coherence component by searching the literature for definitions, gathering feedback from relevant research communities and developing consensus through project group meetings. We tested the CERQual coherence component within several qualitative evidence syntheses before agreeing on the current definition and principles for application. Results When applying CERQual, we define coherence as how clear and cogent the fit is between the data from the primary studies and a review finding that synthesises that data. In this paper, we describe the coherence component and its rationale and offer guidance on how to assess coherence in the context of a review finding as part of the CERQual approach. This guidance outlines the information required to assess coherence, the steps that need to be taken to assess coherence and examples of coherence assessments. Conclusions This paper provides guidance for review authors and others on undertaking an assessment of coherence in the context of the CERQual approach. We suggest that threats to coherence may arise when the data supporting a review finding are contradictory, ambiguous or incomplete or where competing theories exist that could be used to synthesise the data. We expect the CERQual approach, and its individual components, to develop further as our experiences with the practical implementation of the approach increase. Electronic supplementary material The online version of this article (10.1186/s13012-017-0691-8) contains supplementary material, which is available to authorized users.
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- 2018
27. Reaping benefits from knowledge transfer – the role of confidence in knowledge
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Nair, Smitha R., Pillai, Kishore Gopalakrishna, and Demirbag, Mehmet
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- 2021
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28. Gauging Local Interest in Telemedicine Visits: Are Online Surveys Enough?
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Whitacre, Brian E.
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CONFIDENCE ,INTERNET ,RURAL conditions ,SOCIAL media ,DIGITAL health ,QUANTITATIVE research ,SURVEYS ,COMPARATIVE studies ,T-test (Statistics) ,QUALITATIVE research ,TELECOMMUNICATION ,SCALE analysis (Psychology) ,CHI-squared test ,DESCRIPTIVE statistics ,LOGISTIC regression analysis ,SOCIAL distancing ,COVID-19 pandemic ,TELEMEDICINE - Abstract
Telemedicine use surged during COVID-19, and a significant amount of recent research has relied solely on online surveys to assess patient perceptions. However, these surveys may be biased since they require an internet connection and digital literacy skills. We compare local perceptions of telemedicine visits in rural areas across two methods of data collection: online-only vs. paper surveys. We collected 100 paper and 108 online surveys in two rural counties with a total population of 10,000. The results show that significant differences exist in the demographics of people completing each type of survey and in the perceptions of telemedicine, with paper-based respondents generally demonstrating a higher degree of confidence in telemedicine. Ordered logistic regressions controlling for potentially influential underlying demographic characteristics (income, hours worked, and presence of children) show that paper-based respondents tend to have higher opinions of telemedicine, but that overall levels of comfort are similar across survey types. [ABSTRACT FROM AUTHOR]
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- 2022
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29. VOICES: a theory-driven intervention for improving relationships between police and the public
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Hill, Shawn, Giles, Howard, and Maguire, Edward R.
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- 2021
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30. Developing a Virtual Reality Simulation Program for Improving Nursing Students' Clinical Reasoning Skills in Home Settings: A Protocol Paper.
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Yoshioka-Maeda, Kyoko, Honda, Chikako, Sumikawa, Yuka, Okamoto, Yuko, Shimada, Megumi, Fujii, Hitoshi, Iwasaki-Motegi, Riho, Miura, Takahiro, and Otsuki, Mai
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COMPUTER simulation ,CONFIDENCE ,VIRTUAL reality ,HOME care services ,SELF-evaluation ,SATISFACTION ,COMMUNITIES ,CLINICAL competence ,NURSING students ,MEDICAL logic - Abstract
Most nursing simulation programs focus on persons' healthcare needs in hospital settings, and little is known about how to identify them in home settings. This study aims to develop and validate a virtual reality (VR) simulation program for nursing students to improve their clinical reasoning skills and confidence in assessing persons' healthcare needs in home settings. We developed a VR simulation program based on a literature review and expert discussion. In Phase 1, home visit nurses or public health nurses will validate the program through their interviews in 2022. In Phase 2, we will conduct a pilot and main single-blinded randomized trial for nursing students to confirm the effectiveness from 2022 and 2023. Participants will be randomly allocated into an intervention group using VR simulations and a control group receiving videos regarding three kinds of community residents' lives [1:1]. After obtaining informed consent, the students will submit their anonymous data to the researchers to prevent associating their grade evaluation. The primary outcome will be their clinical reasoning skills. The second outcome will include their satisfaction and self-confidence. This study will examine the effectiveness of improving their clinical reasoning skills and confidence in assessing persons' healthcare needs in home settings. [ABSTRACT FROM AUTHOR]
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- 2022
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31. Keeping Your Confidence Up During a Lengthy Job Search.
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Lyons, Marlo
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JOB hunting ,CONFIDENCE ,ELECTRONIC paper ,COGNITIVE dissonance ,JOB offers - Published
- 2023
32. The Use of 360-Degree Video in Developing Emotional Coping Skills (Reduced Anxiety and Increased Confidence) in Mental Health Nursing Students: A Protocol Paper.
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Laker, Caroline, Knight-Davidson, Pamela, Hawkes, David, Driver, Paul, Nightingale, Maxine, Winter, Ann, and McVicar, Andrew
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ANXIETY prevention ,PSYCHIATRIC nursing ,CONFIDENCE ,NURSING ,QUALITATIVE research ,EXPERIENCE ,ABILITY ,TRAINING ,INTERPROFESSIONAL relations ,STUDENTS ,RESEARCH funding ,PSYCHOLOGICAL adaptation ,NURSING students ,EMOTIONS ,STUDENT attitudes ,SUPERVISION of employees ,MEDICAL education ,PSYCHOLOGICAL resilience ,VIDEO recording ,EDUCATIONAL outcomes - Abstract
Higher education institutions are uniquely placed to introduce emotional coping skills to promote resilience in pre-registration nurses in order to reduce anxiety and increase confidence before they enter clinical placement for the first time. In this qualitative study, we will explore the use of a 360-degree video in developing skills for coping. The participants will be mental health nursing students. We will develop a 360-degree video in collaboration with a mental health service user. All participants will watch the video. A sub-group will receive a supportive clinical supervision discussion within a cognitive reappraisal/solution-focused/VERA framework. We will record the experiences of the participant to explore: (1) how students felt about the use of 360-degree video, as an education tool to build skills of resilience; (2) whether the students involved felt more confident and less anxious about the situation in the video as a result of participating in the cognitive reappraisal/solution-focused/VERA supervision discussion. [ABSTRACT FROM AUTHOR]
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- 2022
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33. Behavioural errors and stock market investment decisions: recent evidence from Pakistan
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Rashid, Kashif, Tariq, Yasir Bin, and Rehman, Mamoon Ur
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- 2022
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34. Critically appraised paper: Participation-focused therapy for children with cerebral palsy improves perception of leisure-time physical activity goal performance, satisfaction and confidence [synopsis].
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Spittle, Alicia
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CEREBRAL palsy treatment ,ACCELEROMETERS ,COMMUNITY health services ,CONFIDENCE ,LEISURE ,PHYSICAL therapy ,QUALITY of life ,SATISFACTION ,PATIENT participation ,BODY movement ,PHYSICAL activity ,PATIENTS' attitudes ,CHILDREN - Abstract
The article focuses on the application of participation-focused therapy in children with cerebral palsy for improvement in physical activity goal performance, satisfaction, and confidence.
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- 2020
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35. Information seeking and evaluation: a multi-institutional survey of veterinary students.
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Eldermire, Erin R. B., Fricke, Suzanne, Alpi, Kristine M., Davies, Emma, Kepsel, Andrea C., and Norton, Hannah F.
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ANALYSIS of variance ,CHI-squared test ,CONFIDENCE ,INTERNET ,MEDICAL students ,REGRESSION analysis ,SCALE analysis (Psychology) ,STUDENT attitudes ,T-test (Statistics) ,VETERINARY medicine ,EVIDENCE-based medicine ,QUALITATIVE research ,QUANTITATIVE research ,INFORMATION-seeking behavior ,THEMATIC analysis ,DATA analysis software ,DESCRIPTIVE statistics - Abstract
Objective: To practice evidence-based medicine, clinicians must be competent in information literacy (IL). Few studies acknowledge the critical role that reading strategies play in IL instruction and assessment of health professional students. The purpose of this study was to understand the information-seeking and evaluation behaviors of doctor of veterinary medicine (DVM) students in regard to scientific papers. Methods: The authors studied DVM student behaviors across eight programs in North America using a web-based survey of closed- and open-ended questions about finding and evaluating scientific papers, including a task to read a linked scientific paper and answer questions about it. Results: A total of 226 individuals responded to the survey. The sections of a scientific paper that were most commonly read were the abstract, introduction, and conclusions. Students who reported reading a higher proportion of scientific papers were more likely to feel confident in their abilities to interpret them. A third of respondents answered open-ended questions after the paper reading task. Respondents felt the least amount of confidence with one of the final steps of evidence-based medicine, that of interpreting the significance of the paper to apply it in veterinary medicine. Conclusions: DVM students may lack the skills needed to evaluate scientific literature and need more practice and feedback in evaluating and interpreting scientific papers. Librarians who support DVM students can (1) help DVM students to efficiently evaluate scientific literature, (2) seek training opportunities in alternative modes of teaching and learning IL skills, and (3) partner with veterinary faculty and clinicians to provide students with practice and feedback in information evaluation. [ABSTRACT FROM AUTHOR]
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- 2019
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36. An empirical study of the challenges facing zakat and waqf institutions in Northern Nigeria
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Ahmad, Mahadi
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- 2019
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37. From laurels to learners: leadership with virtue
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Antonacopoulou, Elena and Bento, Regina F.
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- 2018
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38. A review of how older adults' computer skills and proficiency are reported in the literature.
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Colbourne, Emma, Khan, Alishbah, and Hwang, Faustina
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COMPUTER literacy ,OLDER people ,TECHNOLOGICAL innovations ,DIGITAL libraries ,CONFIDENCE - Abstract
Participants' technology knowledge and proficiency can directly impact their experiences with new technologies and affect study outcomes. This paper presents a review of studies from the ACM Digital Library published between 2010-2020, with the aim of synthesising existing practice in reporting older adults' computer skills, proficiency and related concepts. The results highlight that there is no standard practice for reporting these characteristics, and that papers assess a range of metrics including technology use, frequency, experience, familiarity, purpose, attitude, and confidence. [ABSTRACT FROM AUTHOR]
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- 2021
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39. Applying GRADE-CERQual to qualitative evidence synthesis findings-paper 6: how to assess relevance of the data.
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Noyes, Jane, Booth, Andrew, Lewin, Simon, Carlsen, Benedicte, Glenton, Claire, Colvin, Christopher J., Garside, Ruth, Bohren, Meghan A., Rashidian, Arash, Wainwright, Megan, Tunςalp, Özge, Chandler, Jacqueline, Flottorp, Signe, Pantoja, Tomas, Tucker, Joseph D., and Munthe-Kaas, Heather
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QUALITATIVE research ,EVIDENCE ,CONFIDENCE ,DECISION making ,METHODOLOGY - Abstract
Background: The GRADE-CERQual (Confidence in Evidence from Reviews of Qualitative research) approach has been developed by the GRADE (Grading of Recommendations Assessment, Development and Evaluation) Working Group. The approach has been developed to support the use of findings from qualitative evidence syntheses in decision-making, including guideline development and policy formulation. CERQual includes four components for assessing how much confidence to place in findings from reviews of qualitative research (also referred to as qualitative evidence syntheses): (1) methodological limitations, (2) coherence, (3) adequacy of data and (4) relevance. This paper is part of a series providing guidance on how to apply CERQual and focuses on CERQual's relevance component.Methods: We developed the relevance component by searching the literature for definitions, gathering feedback from relevant research communities and developing consensus through project group meetings. We tested the CERQual relevance component within several qualitative evidence syntheses before agreeing on the current definition and principles for application.Results: When applying CERQual, we define relevance as the extent to which the body of data from the primary studies supporting a review finding is applicable to the context (perspective or population, phenomenon of interest, setting) specified in the review question. In this paper, we describe the relevance component and its rationale and offer guidance on how to assess relevance in the context of a review finding. This guidance outlines the information required to assess relevance, the steps that need to be taken to assess relevance and examples of relevance assessments.Conclusions: This paper provides guidance for review authors and others on undertaking an assessment of relevance in the context of the CERQual approach. Assessing the relevance component requires consideration of potentially important contextual factors at an early stage in the review process. We expect the CERQual approach, and its individual components, to develop further as our experiences with the practical implementation of the approach increase. [ABSTRACT FROM AUTHOR]- Published
- 2018
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40. Applying GRADE-CERQual to qualitative evidence synthesis findings-paper 5: how to assess adequacy of data.
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Glenton, Claire, Carlsen, Benedicte, Lewin, Simon, Munthe-Kaas, Heather, Colvin, Christopher J., Tunçalp, Özge, Bohren, Meghan A., Noyes, Jane, Booth, Andrew, Garside, Ruth, Rashidian, Arash, Flottorp, Signe, and Wainwright, Megan
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QUALITATIVE research ,CONFIDENCE ,EVIDENCE ,DECISION making ,METHODOLOGY - Abstract
Background: The GRADE-CERQual (Confidence in Evidence from Reviews of Qualitative research) approach has been developed by the GRADE (Grading of Recommendations Assessment, Development and Evaluation) working group. The approach has been developed to support the use of findings from qualitative evidence syntheses in decision-making, including guideline development and policy formulation. CERQual includes four components for assessing how much confidence to place in findings from reviews of qualitative research (also referred to as qualitative evidence syntheses): (1) methodological limitations; (2) coherence; (3) adequacy of data; and (4) relevance. This paper is part of a series providing guidance on how to apply CERQual and focuses on CERQual's adequacy of data component.Methods: We developed the adequacy of data component by searching the literature for definitions, gathering feedback from relevant research communities and developing consensus through project group meetings. We tested the CERQual adequacy of data component within several qualitative evidence syntheses before agreeing on the current definition and principles for application.Results: When applying CERQual, we define adequacy of data as an overall determination of the degree of richness and the quantity of data supporting a review finding. In this paper, we describe the adequacy component and its rationale and offer guidance on how to assess data adequacy in the context of a review finding as part of the CERQual approach. This guidance outlines the information required to assess data adequacy, the steps that need to be taken to assess data adequacy, and examples of adequacy assessments.Conclusions: This paper provides guidance for review authors and others on undertaking an assessment of adequacy in the context of the CERQual approach. We approach assessments of data adequacy in terms of the richness and quantity of the data supporting each review finding, but do not offer fixed rules regarding what constitutes sufficiently rich data or an adequate quantity of data. Instead, we recommend that this assessment is made in relation to the nature of the finding. We expect the CERQual approach, and its individual components, to develop further as our experiences with the practical implementation of the approach increase. [ABSTRACT FROM AUTHOR]- Published
- 2018
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41. Applying GRADE-CERQual to qualitative evidence synthesis findings-paper 4: how to assess coherence.
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Colvin, Christopher J., Garside, Ruth, Wainwright, Megan, Munthe-Kaas, Heather, Glenton, Claire, Bohren, Meghan A., Carlsen, Benedicte, Tunçalp, Özge, Noyes, Jane, Booth, Andrew, Rashidian, Arash, Flottorp, Signe, and Lewin, Simon
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QUALITATIVE research ,CONFIDENCE ,EVIDENCE ,DECISION making ,COHERENCE (Philosophy) - Abstract
Background: The GRADE-CERQual (Grading of Recommendations Assessment, Development and Evaluation-Confidence in Evidence from Reviews of Qualitative research) approach has been developed by the GRADE working group. The approach has been developed to support the use of findings from qualitative evidence syntheses in decision-making, including guideline development and policy formulation. CERQual includes four components for assessing how much confidence to place in findings from reviews of qualitative research (also referred to as qualitative evidence syntheses): (1) methodological limitations, (2) relevance, (3) coherence and (4) adequacy of data. This paper is part of a series providing guidance on how to apply CERQual and focuses on CERQual's coherence component.Methods: We developed the coherence component by searching the literature for definitions, gathering feedback from relevant research communities and developing consensus through project group meetings. We tested the CERQual coherence component within several qualitative evidence syntheses before agreeing on the current definition and principles for application.Results: When applying CERQual, we define coherence as how clear and cogent the fit is between the data from the primary studies and a review finding that synthesises that data. In this paper, we describe the coherence component and its rationale and offer guidance on how to assess coherence in the context of a review finding as part of the CERQual approach. This guidance outlines the information required to assess coherence, the steps that need to be taken to assess coherence and examples of coherence assessments.Conclusions: This paper provides guidance for review authors and others on undertaking an assessment of coherence in the context of the CERQual approach. We suggest that threats to coherence may arise when the data supporting a review finding are contradictory, ambiguous or incomplete or where competing theories exist that could be used to synthesise the data. We expect the CERQual approach, and its individual components, to develop further as our experiences with the practical implementation of the approach increase. [ABSTRACT FROM AUTHOR]- Published
- 2018
- Full Text
- View/download PDF
42. Applying GRADE-CERQual to qualitative evidence synthesis findings-paper 3: how to assess methodological limitations.
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Munthe-Kaas, Heather, Bohren, Meghan A., Glenton, Claire, Lewin, Simon, Noyes, Jane, Tunçalp, Özge, Booth, Andrew, Garside, Ruth, Colvin, Christopher J., Wainwright, Megan, Rashidian, Arash, Flottorp, Signe, and Carlsen, Benedicte
- Subjects
QUALITATIVE research ,DECISION making ,EVIDENCE ,CONFIDENCE ,METHODOLOGY - Abstract
Background: The GRADE-CERQual (Confidence in Evidence from Reviews of Qualitative research) approach has been developed by the GRADE (Grading of Recommendations Assessment, Development and Evaluation) Working Group. The approach has been developed to support the use of findings from qualitative evidence syntheses in decision-making, including guideline development and policy formulation. CERQual includes four components for assessing how much confidence to place in findings from reviews of qualitative research (also referred to as qualitative evidence syntheses): (1) methodological limitations, (2) coherence, (3) adequacy of data and (4) relevance. This paper is part of a series providing guidance on how to apply CERQual and focuses on CERQual's methodological limitations component.Methods: We developed the methodological limitations component by searching the literature for definitions, gathering feedback from relevant research communities and developing consensus through project group meetings. We tested the CERQual methodological limitations component within several qualitative evidence syntheses before agreeing on the current definition and principles for application.Results: When applying CERQual, we define methodological limitations as the extent to which there are concerns about the design or conduct of the primary studies that contributed evidence to an individual review finding. In this paper, we describe the methodological limitations component and its rationale and offer guidance on how to assess methodological limitations of a review finding as part of the CERQual approach. This guidance outlines the information required to assess methodological limitations component, the steps that need to be taken to assess methodological limitations of data contributing to a review finding and examples of methodological limitation assessments.Conclusions: This paper provides guidance for review authors and others on undertaking an assessment of methodological limitations in the context of the CERQual approach. More work is needed to determine which criteria critical appraisal tools should include when assessing methodological limitations. We currently recommend that whichever tool is used, review authors provide a transparent description of their assessments of methodological limitations in a review finding. We expect the CERQual approach and its individual components to develop further as our experiences with the practical implementation of the approach increase. [ABSTRACT FROM AUTHOR]- Published
- 2018
- Full Text
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43. The impact of consumers’ positive online recommendations on the omnichannel webrooming experience
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Orús, Carlos, Gurrea, Raquel, and Ibáñez-Sánchez, Sergio
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- 2019
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44. Homocide co-victims: confidence in the criminal justice system
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Brown, Elaine and Crego, Jonathan
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- 2019
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45. Applying GRADE-CERQual to qualitative evidence synthesis findings-paper 7: understanding the potential impacts of dissemination bias.
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Booth, Andrew, Lewin, Simon, Glenton, Claire, Munthe-Kaas, Heather, Toews, Ingrid, Noyes, Jane, Rashidian, Arash, Berg, Rigmor C., Nyakang'o, Brenda, Meerpohl, Joerg J., and GRADE-CERQual Coordinating Team
- Subjects
QUALITATIVE research ,EVIDENCE ,CONFIDENCE ,DECISION making ,METHODOLOGY - Abstract
Background: The GRADE-CERQual (Confidence in Evidence from Reviews of Qualitative research) approach has been developed by the GRADE (Grading of Recommendations Assessment, Development and Evaluation) Working Group. The approach has been developed to support the use of findings from qualitative evidence syntheses in decision-making, including guideline development and policy formulation. CERQual includes four components for assessing how much confidence to place in findings from reviews of qualitative research (also referred to as qualitative evidence syntheses): (1) methodological limitations, (2) coherence, (3) adequacy of data and (4) relevance. This paper is part of a series providing guidance on how to apply CERQual and focuses on a probable fifth component, dissemination bias. Given its exploratory nature, we are not yet able to provide guidance on applying this potential component of the CERQual approach. Instead, we focus on how dissemination bias might be conceptualised in the context of qualitative research and the potential impact dissemination bias might have on an overall assessment of confidence in a review finding. We also set out a proposed research agenda in this area.Methods: We developed this paper by gathering feedback from relevant research communities, searching MEDLINE and Web of Science to identify and characterise the existing literature discussing or assessing dissemination bias in qualitative research and its wider implications, developing consensus through project group meetings, and conducting an online survey of the extent, awareness and perceptions of dissemination bias in qualitative research.Results: We have defined dissemination bias in qualitative research as a systematic distortion of the phenomenon of interest due to selective dissemination of studies or individual study findings. Dissemination bias is important for qualitative evidence syntheses as the selective dissemination of qualitative studies and/or study findings may distort our understanding of the phenomena that these syntheses aim to explore and thereby undermine our confidence in these findings. Dissemination bias has been extensively examined in the context of randomised controlled trials and systematic reviews of such studies. The effects of potential dissemination bias are formally considered, as publication bias, within the GRADE approach. However, the issue has received almost no attention in the context of qualitative research. Because of very limited understanding of dissemination bias and its potential impact on review findings in the context of qualitative evidence syntheses, this component is currently not included in the GRADE-CERQual approach.Conclusions: Further research is needed to establish the extent and impacts of dissemination bias in qualitative research and the extent to which dissemination bias needs to be taken into account when we assess how much confidence we have in findings from qualitative evidence syntheses. [ABSTRACT FROM AUTHOR]- Published
- 2018
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46. Applying GRADE-CERQual to qualitative evidence synthesis findings-paper 2: how to make an overall CERQual assessment of confidence and create a Summary of Qualitative Findings table.
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Lewin, Simon, Bohren, Meghan, Rashidian, Arash, Munthe-Kaas, Heather, Glenton, Claire, Colvin, Christopher J., Garside, Ruth, Noyes, Jane, Booth, Andrew, Tunçalp, Özge, Wainwright, Megan, Flottorp, Signe, Tucker, Joseph D., and Carlsen, Benedicte
- Subjects
QUALITATIVE research ,EVIDENCE ,CONFIDENCE ,DECISION making ,METHODOLOGY - Abstract
Background: The GRADE-CERQual (Confidence in Evidence from Reviews of Qualitative research) approach has been developed by the GRADE (Grading of Recommendations Assessment, Development and Evaluation) Working Group. The approach has been developed to support the use of findings from qualitative evidence syntheses in decision making, including guideline development and policy formulation. CERQual includes four components for assessing how much confidence to place in findings from reviews of qualitative research (also referred to as qualitative evidence syntheses): (1) methodological limitations, (2) coherence, (3) adequacy of data and (4) relevance. This paper is part of a series providing guidance on how to apply CERQual and focuses on making an overall assessment of confidence in a review finding and creating a CERQual Evidence Profile and a CERQual Summary of Qualitative Findings table.Methods: We developed this guidance by examining the methods used by other GRADE approaches, gathering feedback from relevant research communities and developing consensus through project group meetings. We then piloted the guidance on several qualitative evidence syntheses before agreeing on the approach.Results: Confidence in the evidence is an assessment of the extent to which a review finding is a reasonable representation of the phenomenon of interest. Creating a summary of each review finding and deciding whether or not CERQual should be used are important steps prior to assessing confidence. Confidence should be assessed for each review finding individually, based on the judgements made for each of the four CERQual components. Four levels are used to describe the overall assessment of confidence: high, moderate, low or very low. The overall CERQual assessment for each review finding should be explained in a CERQual Evidence Profile and Summary of Qualitative Findings table.Conclusions: Structuring and summarising review findings, assessing confidence in those findings using CERQual and creating a CERQual Evidence Profile and Summary of Qualitative Findings table should be essential components of undertaking qualitative evidence syntheses. This paper describes the end point of a CERQual assessment and should be read in conjunction with the other papers in the series that provide information on assessing individual CERQual components. [ABSTRACT FROM AUTHOR]- Published
- 2018
- Full Text
- View/download PDF
47. Broad perspectives in understanding vaccine hesitancy and vaccine confidence: an introduction to the special issue.
- Author
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Baldwin, Austin S., Tiro, Jasmin A., and Zimet, Gregory D.
- Subjects
VACCINATION ,CONFIDENCE ,COVID-19 ,SOCIAL determinants of health ,ATTITUDE (Psychology) ,SOCIAL media ,VACCINATION coverage ,WORLD health ,VACCINE hesitancy ,HEALTH attitudes ,HEALTH equity ,COVID-19 pandemic - Abstract
The World Health Organization has designated vaccine hesitancy and vaccine confidence among the most pressing issues in global health. The COVID-19 pandemic has made vaccine hesitancy and vaccine confidence particularly salient and urgent. The purpose of this special issue is to highlight a broad range of perspectives on these critical issues. We have included a total of 30 papers that address issues related to vaccine hesitancy and vaccine confidence across multiple levels of the Socio-Ecological Model. We have organized the empirical papers into the following sections: individual-level beliefs, minority health and health disparities, social media and conspiracy beliefs, and interventions. In addition to the empirical papers, three commentaries are included in this special issue. [ABSTRACT FROM AUTHOR]
- Published
- 2023
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48. Recovery Colleges; how effective are they?
- Author
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Ebrahim, Selma, Glascott, Angela, Mayer, Heidi, and Gair, Elodie
- Published
- 2018
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49. The influence of social media on investment decision-making: examining behavioral biases, risk perception, and mediation effects.
- Author
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Sathya, N. and Prabhavathi, C.
- Abstract
The increasing use of social media platforms for investment-related information and advice has raised concerns about the impact of social media on investment choices. In this paper, we investigated the role of behavioral biases and risk perception in investment decisions. Specifically, this paper aims to explore the impact of social media on these factors and their influence on investment decisions. To achieve this aim, we investigated the existing works on the impact of social media on investment decisions, including its influence on behavioral biases and risk perception. We also collected data through an online survey from individual investors who use social media for investment-related information and advice. The survey measured their investment decisions, behavioral biases, risk perception, and the impact of social media on these factors. The valuable insights offered by this paper shed light on how social media affects the decisions made regarding investments and extend our understanding of the role of behavioral biases and risk perception in this context. Our results indicate that social media has a significant impact on the investment-related behaviors and perceptions of individual investors. Specifically, social media can exacerbate the effects of behavioral biases, such as herding and overconfidence bias, and influence risk perception. Moreover, the paper highlights the significance of managing social media use to make rational investment decisions. The paper's results can help individual investors make more informed investment decisions by understanding the impact of social media on their investment-related behaviors and perceptions. Moreover, the paper provides useful information to policymakers and financial regulators to develop guidelines for the responsible use of social media in the investment industry. [ABSTRACT FROM AUTHOR]
- Published
- 2024
- Full Text
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50. Apartheid and post-apartheid analysis of public confidence in the police : A longitudinal analysis across time
- Author
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Boateng, Francis D. and Lee, Jihye Yoo
- Published
- 2018
- Full Text
- View/download PDF
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