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The COVID-19 pandemic has significantly disrupted the world economy and health services, leading to fear, panic, and vulnerability among billions of people. Panic buying, observed in many countries, became a common phenomenon during the pandemic. However, there is still an incomplete understanding of how social media influences fear and consumer responses during such turmoil. This study aims to comprehend consumer experiences, thoughts, and emotions regarding the role of social media in driving panic buying behavior. Through an inductive thematic analysis of data from 30 consumers, the results reveal six key themes that highlight the impact of social networks on panic buying behavior during the COVID-19 crisis. These themes include the provision of evidence of uncertainty, social pressure, and social contagion; fostering interaction and discussion; facilitating the spread of messages and group thinking; the role of government communications; expert opinions; and the influence of social media influencers. This study contributes to existing theories by providing empirical evidence that supports the role of social media in generating consumer panic buying behavior during the COVID-19 pandemic. [ABSTRACT FROM AUTHOR]

Background/Objectives: This quasi-experimental study examined the effectiveness of an intensive, group-based pediatric constraint-induced movement therapy (pCIMT) program for young children. Methods: Thirty-five children aged 21 months to 6 years, with unilateral hemiparesis (HP), or weakness on one side of the body from varying etiologies, participated in a 4-week intensive, interprofessional, theme- and group-based pCIMT clinic program in the Midwest, United States. The program ran for 4 weeks with 3 h of therapy per day, 5 days per week with 3 weeks of 24 h casting for the unaffected arm, followed by 1 week of bimanual focus. Outcome measures included the Quality Upper Extremity Skills Test (QUEST), Assisting Hand Assessment (AHA), Canadian Occupational Performance Measure (COPM), and Pediatric Evaluation of Disability Inventory (PEDI). Results: The participants statistically significantly improved the unilateral function of the HP arm in four of five QUEST variables (p < 0.009), bimanual coordination as measured by the AHA (p < 0.001), and some areas of occupational performance as measured by the COPM (p < 0.001) and PEDI (p < 0.05). Conclusions: This study revealed the intensive, group-based pCIMT clinic model was effective and feasible to implement with the support from various stakeholders. [ABSTRACT FROM AUTHOR]

This research aimed to examine the effects of an eclectic group counseling intervention based on the cognitive and behavioral counseling approach and positive psychology-based practices on the rumination and life satisfaction levels of university students with childhood trauma in Turkey. The research was designed as an exploratory sequential mixed-method study. The first phase of the research focused on discovering what university students with traumatic stories needed to reduce their rumination levels and increase their life satisfaction. The themes that were obtained contributed to the content of the program. In the second phase, forty-two participants were randomly assigned to the experimental and control groups. The Rumination Scale and the Satisfaction with Life Scale were applied as data collection tools. A 12-session group psychological counseling program was provided once a week to the experimental group. No intervention was made in the control group. One week after the sessions were completed, the posttest was administered to the experimental and control groups, and follow-up measurements were carried out two months later. The participants in the experimental group showed significant improvements in decreasing rumination levels and increasing life satisfaction compared to the participants in the control group, and these improvements were maintained in the follow-up measurements. In the last phase, the qualitative data collected during the sessions were analyzed to evaluate the program. In conclusion, the group counseling intervention was effective in reducing the rumination levels and increasing the life satisfaction levels of university students. [ABSTRACT FROM AUTHOR]

The COVID‐19 pandemic triggered an unprecedented health crisis that impacted healthcare systems worldwide. This study explores how Spanish healthcare workers learned, internalised and integrated values and work behaviours during the COVID‐19 pandemic and their impact on the personal sphere. This documentary research, using images, narratives and audiovisual content, was framed within the interpretative hermeneutic paradigm. Categories and subcategories emerged after a final theoretical sampling that focused on the analysis. Data triangulation between researchers favoured theoretical saturation. A total of 117 images and 27 texts were selected. The analysis identified three stages: bewilderment, seeking functionality in the chaos and integrating chaos into care. The data reflects how the need for security and knowledge, and the exhaustion and frustration caused by the initial working conditions, prompted adaptive responses. These responses involved focusing on problem‐solving and strengthening group sentiments and solidarity. Subsequently, the data indicates the acceptance of new structural, organisational and communication aspects. The findings of the analysis will contribute towards finding a framework that can help understand community health crisis events. [ABSTRACT FROM AUTHOR]

Caregivers play a critical role in supporting youth experiencing persisting symptoms after concussion (PSAC). However, there are limited empirically validated interventions tailored to the specific needs of caregivers, such as improving concussion knowledge and supporting psychosocial wellbeing. This study aims to describe the development of a virtual group intervention for caregivers of youth experiencing PSAC, Move&Connect-Caregivers (M&C-C), and examine its feasibility. Nine mothers participated across two M&C-C groups. Feasibility metrics and semi-structured interviews were collected and analyzed using descriptive and qualitative content analysis. Results suggest that M&C-C is a feasible intervention. By merging social support, concussion psychoeducation, and active skill building, M&C-C is meaningful for caregivers supporting their children experiencing PSAC. [ABSTRACT FROM AUTHOR]

Background: For mental disorders Mutual Aid Groups (MAG) have been proposed, however, these have lack of methodologies that approach the needs of young people. The aim of the present study was to determine the impact of MAG in rural and semi-urban environments, developed through poetry, on the improvement of mental health. Methods: A quasi-experimental study was carried out in Caldas, Colombia. 171 adolescents participated, divided into 10 MAG. Child Behavior Checklist 4–18 (CBCL/4–18) was used and the nuclear components of the MAG were applied, adding elements of introduction to poetry, creation and group rituals. Results: Statistically significant associations (P <.001) were found between the number of sessions and the reduction of symptoms, as well as a decrease in Internalizing Problems and Social problems, after participating in the groups. Conclusion: Poetry applied to the core components of the MAG can improve psychiatric symptoms in adolescents. [ABSTRACT FROM AUTHOR]

In Bauchi State, northern Nigeria, communities recognise short birth interval (kunika in the Hausa language) as harmful, but family planning is a sensitive topic. This paper describes the development of a culturally safe way to communicate about kunika in a conservative Muslim setting. The objective was to co-design culturally safe communication material, based on local knowledge about short birth interval, to share with women and men in households. Six community co-design groups of women and six of men (total 96 participants) reviewed summaries of their previously created maps of perceived local causes of kunika, categorised as frequent sex, family dynamics and non-use of contraception. They advised how these causes could be discussed effectively and acceptably with women and their husbands in households and suggested storylines for three short video docudramas about the prevention of kunika. The research team created the docudramas with a local producer and fieldworkers piloted their use in households. The design groups advised that communication materials should focus on child spacing rather than on limitation of family size. Even sensitive issues could be covered. People would not change their sexual behaviour but could be advised to use contraceptives to prevent kunika. The groups approved the final videos and six focus groups of visited women and men reported they were acceptable and helpful. Community co-design of communication about kunika was feasible and led to videos about a sensitive topic that were acceptable to ordinary men and women in communities in Bauchi. [ABSTRACT FROM AUTHOR]

Background/Objectives: Understanding movement development in children with autism spectrum disorder (ASD) is critical for creating effective intervention strategies. This study aims to explore parental perspectives on the movement development of children with ASD, focusing on identifying common challenges and successful strategies. The objective is to analyze the experiences of parents to highlight the most effective approaches to support motor, communication, and social skills development in these children. Methods: Using a qualitative approach, we conducted in-depth interviews with parents of children with ASD. The data were analyzed using open and selective coding to identify key themes related to movement development challenges and strategies. The analysis included cross-referencing with the existing literature to support parental insights. Results: This study identified several key themes, including communication barriers, social interaction difficulties, and the importance of personalized movement programs. Parents reported significant challenges in understanding and addressing their children's movement needs, particularly in group settings. However, activities such as water programs, music and dance, and animal-assisted therapies were found to be highly engaging. Motivation was a critical factor, with rewards and active parental involvement enhancing participation. Conclusions: This study highlights the crucial role of a supportive environment, including professional guidance and family support, in the success of movement development programs. [ABSTRACT FROM AUTHOR]

Introduction: Blended learning is a teaching approach that integrates online self-learning and classroom teaching. It emphasizes students' self-directed learning, actively engaging, as well as communication and collaboration. Blended learning develops the qualities in nursing undergraduate students with problem-solving ability, clinical thinking, and communication skills as nurses have. Currently, learners' experience has become an important factor in determining the success of blended learning. Aim: To learn about the experiences and perceptions of undergraduate nursing students regarding blending learning in pediatric nursing. Methods: A mixed methods design beginning with a quantitative data collection and analysis phase to inform the subsequent qualitative phase was utilized. This study was conducted among undergraduate nursing students at one university in China. In the quantitative study phase, a convenience sample of 59 students completed the online survey while the qualitative study phase included nine students recruited by purposive sampling. The qualitative data were collected using individual semistructured in-depth interviews. Audio data were transcribed and subjected to thematic analysis. The findings from those two phases were integrated into the final analysis. Results: The majority (89.8%) of students reported satisfaction with blended learning. Among various teaching methods, case-based learning (CBL) was the most preferred (98.3%). Regarding the qualitative data, students reported positive experiences with blended learning including well-organized course structure, resourceful course content, and high teacher quality. They stated that blended learning improved the learning outcomes such as improving problem-solving ability and developing clinical thinking. They also provided suggestions for achieving better learning outcomes, including providing stressful learning activities, optimizing online course design, and improving the quality of group learning. Conclusions: The blended learning model of pediatric nursing based on the Community of Inquiry framework provides a positive learning experience for nursing undergraduate students. However, ongoing assessment and improvement of the blended learning process are also needed. [ABSTRACT FROM AUTHOR]

Background: Marshallese Pacific Islanders experience higher rates of obesity than other racial and/or ethnic communities. Despite the obesity rates experienced in this community, there are currently no childhood obesity prevention interventions designed for Marshallese Pacific Islanders in the United States. The purpose of this study is to assess the acceptability and feasibility of a culturally adapted group‐based pediatric intervention, Kokajjiriri, with Marshallese mothers to improve nutrition and reduce childhood obesity. Methods: A multi‐methods design was used to culturally adapt the Kokajjiriri intervention for Marshallese mothers in Arkansas (n = 17). In phase one, we conducted 24‐h dietary recalls with 20 Marshallese mothers to inform the cultural adaptation of the group‐based pediatric intervention, and then in phase two, we culturally adapted and piloted three sessions of the intervention to determine the acceptability and feasibility of the intervention. Results: Participants found the adapted intervention to be acceptable and feasible, found the location to be convenient and found the facilitator to be knowledgeable. Four themes emerged from the qualitative data: (1) Lactation Support; (2) Introducing Healthy Solids; (3) Rice Portion Control; and (4) Finding Resources. Conclusions: This is the first study to assess the acceptability and feasibility of a culturally adapted group‐based pediatric intervention, Kokajjiriri, with Marshallese mothers to improve nutrition and reduce childhood obesity. The results from this culturally adapted group‐based pediatric intervention, Kokajjiriri, will be used to inform future adaptations and implementation of the full intervention for Marshallese women and children. [ABSTRACT FROM AUTHOR]

Chronic illness affects millions worldwide, rendering the life of those affected complex to manage. Extant research points to the need for effective and supportive care for the successful treatment, yet health care encounters for this population are often filled with negative experiences, ranging from discontinuity of care to disenfranchisement from providers. One such group dedicated to sharing struggles is the NEISVoid (No End In Sight) community on Twitter. Through the use of the hashtag, #NEISVoid, they come together to share what experiences living with chronic illness look like, in vulnerable and potentially unfiltered ways. The present study analyzes the discourse surrounding the hashtag #NEISVoid in tweets published from January 1 2020, until September 1 2022 (N = 450,914 tweets) using the mixed-method analysis of topic model network (ANTMN) approach. We identify and discuss four broad discursive themes: community experiences, symptom management, efficacy solutions, and biomedical health. We analyze this discourse through the chronic care model (CCM) and in light of research on hashtag activism. We discuss practical and theoretical implications for health communicators. [ABSTRACT FROM AUTHOR]

Why you should read this article: • To recognise the importance of effective pretreatment consultations (PTCs) for patients with cancer and their relatives • To learn about the potential benefits and disadvantages of group PTCs for patients, relatives and nurses • To be aware of the need to explore the feasibility and acceptability of delivering group PTCs in practice. Background: Patients with cancer receiving systemic anticancer therapy (SACT) historically attended a one-to-one hospital pretreatment consultation (PTC) with a SACT nurse who provided educational and psychological support. However, these PTCs had limitations for patients, relatives and the SACT nurses delivering them. Aim: To develop a psychosocial and educational group intervention to support the SACT informational needs of patients with cancer and their relatives. Method: A multi-method qualitative study design was adopted. A group PTC was developed through: observations of one-to-one nurse-led PTCs and doctors obtaining patients’ consent for SACT; two focus groups with healthcare professionals (n=12); semi-structured interviews with healthcare professionals (n=6); two focus groups with patients who received SACT (n=10) and their relatives (n=2); and semi-structured interviews with patients who received SACT (n=4). The intervention was presented in a workshop and SACT nurses (n=10) were trained in its delivery. Findings: Overall, the intervention proposal appeared to be received positively by patients, relatives and healthcare professionals. However, questions remained over the feasibility and acceptability of delivering group PTCs. Conclusion: The group PTC seems to be promising, although it requires piloting. Group PTCs are expected to encourage patients and relatives to manage and report symptoms, by promoting family-centred care. It is also anticipated that the group approach will make better use of SACT nurses’ time so they are more available to provide individualised care during treatment administration, while also reducing their emotional labour. [ABSTRACT FROM AUTHOR]

Background Police work can be sedentary and stressful, negatively impacting health and wellbeing. In a novel co-creation approach, we used the Behavior Change Wheel (BCW) and Double Diamond (DD) design framework to guide the collaborative design and development of a sedentary behavior intervention in the control rooms of two British police forces. Methods Multiple stakeholders participated in four phases of research. In Phase 1, a literature review, focus groups (n  = 20) and interviews (n  = 10) were conducted to 'discover' the relationship between physical activity and wellbeing in the police. In Phase 2, a steering group consolidated Phase 1 findings to 'define' a specific behavior for intervention. Phases 3 and 4 'developed' the intervention across six workshops with control room workers and six steering group workshops. Results The co-creation process identified contextual sedentary behavior as the target behavior, driven by behavioral regulation, social influence and social norms. The sedentary behavior intervention targeted these drivers and aimed to engage control room workers in short bursts of physical activity throughout their shifts. Key intervention features targeted involvement of staff in decision-making and embedding physical activity into work practices. Conclusions The BCW and DD can be combined to co-create evidence-based and participant-informed interventions and translate science into action. [ABSTRACT FROM AUTHOR]

This paper explores the potential of Dance/Movement Therapy (DMT) as a means of contributing to social reconciliation processes. The study, conducted through a group process with migrant women living in Spain, suggests that the relationships developed between participants in the DMT group reflect some of the key elements underpinning theories of social reconciliation. The elements of trust, empathy, and a willingness to coexist with others can be understood as the return to a sense of community and belonging. Furthermore, working with migrant women appeared as an opportunity to explore the concept of social reconciliation beyond national borders as an initial step to understanding this phenomenon through DMT. In summary, it is proposed that Dance Movement Therapy, oriented towards the configuration of new forms of relationship, has the potential to contribute to the modification of polarization frameworks in group and community relationships, particularly in areas affected by conflict or social marginalization experienced by migrants and refugees. [ABSTRACT FROM AUTHOR]

Background: Social recovery capital (SRC) refers to resources and supports gained through relationships and is vital to adolescent addiction recovery. Much is known about how substance use relates to social networks, but little is known about how other dimensions of social networks influence recovery (e.g., network size/exposure, degree of conflict). Methods: This mixed-methods study sampled 28 adolescents who received treatment for alcohol and other drug (AOD) use disorder (14–19 yrs.: 71% male; M = 17.32 yrs., SD = 1.33; White 82%): 20 were recovery high school (RHS) students. Adolescents completed a social identity map for addiction recovery (SIM-AR), survey, and interview. Qualitative data were content analyzed and the data from the SIM-AR were quantified. Results: On average, participants reported belonging to five distinct groups within their network (Range, 2–9; SD = 1.63; M = 27.89 people, SD = 20.09). Of their social network connections, 51% drank alcohol and 46% used other substances, on average. Larger networks involved more conflict (r = 0.57). Participants were more likely to spend more time with groups that had greater proportions of non-substance-using members. These linkages were stronger for RHS than for non-RHS students. Qualitative analyses revealed that youth reported their recovery-oriented groups as supportive, but some reported that their substance-using friends also supported their recovery. Discussion: SIM-AR was a useful measurement tool, and, through qualitative interviews, we identified unique aspects of youths' social networks important for further examination. Research with recovering youth should examine SRC-related elements within their networks including relationship quality, belonging, and conflict, alongside the substance use behaviors of network members. [ABSTRACT FROM AUTHOR]

Fatherhood interventions have emerged as significant tools for strengthening father identity and parenting skills. Despite the growing evidence of the effectiveness and benefits of these interventions for fathers and their families, there are limited studies on fathers' and providers' perspectives and experiences with the implementation of father‐based interventions. To fill this gap, we explore the unique experiences of the Black and Latino programme staff and fathers in the implementation of the 24/7 Dad® intervention. Qualitative data were collected between October 2021 and February 2022 from all programme staff (n = 7) and selected Dad 24/7 fathers (n = 20) from the English (n = 10) and Spanish (n = 10) intervention groups. All programme staff completed a semi‐structured interview via phone and/or video conferencing. A qualitative descriptive approach was used for analysis. Average age of staff was 53 years; mean age of fathers was 43 years. Among staff, 43% were Black, and 57% were Latino. Fathers self‐identified as Black (30%) and Latino (70%). Three key staff themes were benefits to fathers, impact on fathers and facilitators, and ways to strengthen fatherhood interventions. Three key father themes were intervention benefits, intervention impact (what 'made it work') and ways to strengthen intervention services. Fathering is a key component in maintaining healthy families and communities. Fatherhood interventions have great potential for empowering fathers and strengthening families. Finding ways to a relational approach, allocating more time for robust participation and building on facilitators' experiences and assets can help strengthen the impact of fatherhood interventions. [ABSTRACT FROM AUTHOR]

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In response to calls for inventive ways to mitigate risks of physical distancing due to the COVID-19 pandemic for older adults living in residential care, the JAVA Music Club–Digital (JMC-D) was developed. The current feasibility study investigated benefits, usability, and implementation of weekly JMC-D sessions over 6 months. Employing a pre-post mixed methods study, depressive symptoms, loneliness, social isolation, and quality of life were measured at baseline, 3 and 6 months. Qualitative interviews were conducted at 3 months. Twenty-one residents were recruited. Across the three time points there was a large effect for depressive symptoms, social isolation, and quality of life, though not statistically significant. There was a significant immediate increase in happiness following engagement in the JMC-D sessions. Thematic analysis of semi-structured interviews generated two overarching themes: Experiencing the JMC-D (subthemes: Benefits, Navigating the virtual platform, Feedback) and Considerations for Implementation (subthemes: Perceived purpose, Characteristics that impact the experience, and Infrastructure and resources). Findings are encouraging and suggest that the JMC-D may support emotional and other psychosocial indices of wellness in residential care during times of physical distancing. Appropriate staffing, resources, and internet accessibility are important for implementation and uptake. [ABSTRACT FROM AUTHOR]

Background. Emergency nurses may experience various fatiguing duties and suffer more pressure, so it is necessary to promote their professional or work‐related quality of life, especially during tough periods. Aim. To describe the development of the multidimensional narrative support system and explore its effectiveness and feasibility among emergency nurses. Design. An action research was conducted in Shanghai, China, from 2022 to 2023. Methods. Two cycles of action research were adopted in the emergency departments of two tertiary general hospitals in Shanghai, China. A total of 20 and 13 emergency nurses from different posts participated in each cycle. Multiple methods and tools, such as validated instruments, self‐designed questionnaires, and individual and focus group interviews, were used to collect short‐ and long‐term data. The EQUATOR guidelines on reporting action research were used as the guideline for this study. Results. The multidimensional narrative support system was gradually modified to promote its feasibility. Involved emergency nurses actively participated in different activities and proposed relatively positive and satisfying remarks. Quantitative data showed the significantly instant or long‐lasting improvements in emergency nurses' professional and work‐related quality of life, as well as their self‐compassion, and perceived social support. Various categories were summarized about the participants' experiences, perceived long‐term effects, and suggestions on the multidimensional narrative support system. Conclusion. The multidimensional narrative support system integrates narrative methods and psychological activities and provides multidimensional support for emergency nurses. In spite of various challenges, the system shows good feasibility and significant influences on emergency nurses' well‐being and quality of life. Implications for Nursing Management. The multidimensional narrative support system may action as a novel intervention for the overall improvements of clinical emergency nurses, which can be recommended to other populations with targeted modifications and training, so as to achieve good generalization in different departments. [ABSTRACT FROM AUTHOR]

Background: This study was exclusively focused on the documentation and cross-cultural evaluation of ethnomedicinal knowledge (EMK) within the diverse linguistic groups of Kohistan situated between the Himalayan and Hindukush Mountain ranges in the north Pakistan. Methods: Data were gathered during the field survey (May 2022 to July 2023) through group conversations, semi-structured interviews, and on-site observation. Venn diagrams were employed to illustrate the comparative assessment of EMK, and different ethnobotanical indices were utilized to examine the data. Results: A total of 96 wild medicinal plant species (MPs) belonging to 74 genera and 52 botanical families were documented. The most reported MPs belong to the family Polygonaceae (11 species), followed by Asteraceae (9 species) and Lamiaceae (8 species). The ethnomedicinal uses of Leontopodium himalayanum, Pedicularis oederi, Plocama brevifolia, Polypodium sibiricum, Pteridium esculentum, Sambucus wightiana, Solanum cinereum, Teucrium royleanum, Rhodiola integrifolia, Aconitum chasmanthum were reported for the first time in this region. Among the reported taxa herbaceous species were dominated (72%), followed by trees and shrubs (17% and 10%, respectively). Digestive problems (40 taxa and 114 use reports) and skin disorders (19 taxa and 549 use reports) were the most cited disease categories, whereas M. communis, M. longifolia, Ajuga integrifolia, Ziziphus jujuba, and Clematis grata exhibited the highest percentage fidelity levels. Out of 109 documented medicinal uses, a mere 12 were shared across all linguistic groups, and Bateri emerges as a notable outlier with the highest number of medicinal uses. In addition, a significant homogeneity was noted in the reported botanical taxa (61 species) among different linguistic groups. However, since the last decade biocultural heritage of Kohistan is facing multifaceted risks that need urgent attention. Conclusion: Our findings could be valuable addition to the existing stock of ethnomedicinal knowledge and may provide ethnopharmacological basis to novel drug discovery for preexisting and emerging diseases prioritizing detailed phytochemical profiling and the evaluation of bioactive potential. [ABSTRACT FROM AUTHOR]

The aim of this article was to present students' responses to learning about community development and groupwork within the context of the natural world and human communities under threat, sometimes referred to as "greening the curriculum". Students' perceptions of such greening initiatives are currently underrepresented in the literature. The community development and group work unit under study was part of an Australian qualifying Masters of Social Work program. Students' perceptions of greening the curriculum were examined using a case study methodology, with quantitative and qualitative data collected. Their responses provided insight into efficacy of the Unit. Results indicated that students' awareness of the connections between social work, the natural environment, and ecological justice increased, and their confidence to carry this connection forward into their social work practice was strengthened. These results illustrate how students with no prior, or little, interest in "green social work" can achieve deep, meaningful, and even transformative progress towards ecological social work practice. Embedding ecological justice content into community development and group work curriculum can provide a holistic context for learning. The inclusion of ecological justice in social work curricula can be transformative for students and future social work practice. The student "voice" adds to the growing impetus of ecological justice in social work curriculum. [ABSTRACT FROM AUTHOR]

The objective of this study was to enhance understanding of team functioning in a neurorehabilitation team by identifying the factors that impede and facilitate effective interprofessional team collaboration. We focused on team identification, psychological safety, and team learning, and conducted the research at a neurorehabilitation center treating young patients with severe acquired brain injury in the Netherlands. A mixed-methods approach was employed, integrating quantitative data from questionnaires (N = 40) with qualitative insights from a focus group (n = 6) and in-depth interviews (n = 5) to provide a comprehensive perspective on team dynamics. Findings revealed strong team identification among participants, denoting a shared sense of belonging and commitment. However, limited psychological safety was observed, which negatively affected constructive conflict and team learning. Qualitative analysis further identified deficiencies in shared mental models, especially in shared decision-making and integrated care. These results highlight the crucial role of psychological safety in team learning and the development of shared mental models in neurorehabilitation settings. Although specific to neurorehabilitation, the insights gained may be applicable to enhancing team collaboration in various healthcare environments. The study forms a basis for future research to investigate the impact of improvements in team functioning on patient outcomes in similar settings. [ABSTRACT FROM AUTHOR]

This study investigates the significance of sexuality education for individuals with disabilities in Taiwan. It highlights the importance of understanding sexuality as a fundamental aspect of identity, encompassing intimate relationships and connection to others. Since the implementation of the Gender Equity Education Act in 2004, Taiwan has made efforts to include comprehensive sexuality education in the school curriculum and integrate disabled students into mainstream education. However, disabled individuals still face barriers due to ableism and heteronormativity, which impede their access to sexual and reproductive health services, including sexuality education. To address this issue, we conducted a qualitative investigation using narrative and policy data, drawing on Scott's phenomenology of nothingness and crip theory to explore the intersection of sexualities and disabilities in educational contexts. Our findings reveal that individuals with disabilities in Taiwan often rely on pornography and other erotic materials as informal sources of sex education. Hand Angels, a volunteer-based group established in 2013, has been actively promoting sexual rights within disability rights organisations, advocating for a comprehensive, sex-positive, pleasure-focused, and rights-based approach to sexuality education. However, there are still gaps in knowledge production and policy implementation, which systematically deny people with disabilities their right to sexual agency. [ABSTRACT FROM AUTHOR]

Family members are often the caregivers of stroke patients and have an important role in their care and treatment. In this study, it was aimed to support family functionality and reduce depressive symptoms of family members caring for stroke patients with group work method. Family members who care for 14 stroke patients participated in the study and the meetings, the main themes of which were predetermined, lasted for five weeks. The participants were administered the "Family Assessment Device" and "Beck Depression Scale" as pretest and posttest. It was understood that the online group work was effective in the regression of depression symptom level in the participants. Workshops and group workshops should be organized by social workers to reduce the difficulties of family members caring for stroke patients. [ABSTRACT FROM AUTHOR]

The article presents a study on the impact of the Raedwoon Program, a leadership educational program which is specifically developed to align with the unique requirements of the local healthcare system, on the enhancement of leadership skills and professional nursing practices. Topics include practices of exemplary leadership in various practical and engaging ways incorporated in the program, personal and work-related characteristics of the participants, and implications for nurse leaders.

During the COVID-19 pandemic, social isolation had a devastating effect on well-being. Veterans were among the most vulnerable given their high rates of military trauma-related conditions. Research supports that dogs can provide veterans with a sense of purpose, social support, and stress management. Digital storytelling provided a unique perspective with focus on a recognized hero, the veteran's dog, and an opportunity for engagement with other veterans during COVID-19. The purpose of the study was to assess the feasibility of this digital storytelling intervention based on Story Theory framework and tailored to encompass components of cross-generational collaboration in combination with individual and group virtual sessions as a mechanism to promote social engagement. The research was conducted using a descriptive exploratory design. Veterans (N = 8) were paired with a trained student and grouped in sets of four. There were eight guided 1-hour weekly virtual sessions to create their digital story. Demographic and pre-post intervention survey data were also collected. Based on eight established criteria, this article systematically evaluates the feasibility of the digital storytelling intervention for veterans. The findings suggest practical considerations to ensure viability of digital storytelling as a therapeutic intervention for veterans and other populations at-risk for suboptimal well-being. [ABSTRACT FROM AUTHOR]

Introduction: Protection motivation theory is one of the most effective theories in predicting preventive behaviors. It first emphasizes motivation and then the development of adaptive skills. This theory is used to understand and predict health intentions and behaviors that protect a person from traumatic events. Therefore, the present study aimed to assess the effectiveness of group training based on protection motivation theory in the lifestyle, negative thoughts, and dysfunctional attitudes of depressed people. Material & Methods: In this study, we adopted a quasi-experimental pretest-posttest control group design. The statistical population was all clients suffering from mild to moderate depression who visited the Ghaemshahr Help Center in the spring of 1402. Considering that 15-20 people are used in group training, a number of 40 people in two experimental groups and controls were selected by the available sampling method and answered the health-promoting lifestyle questionnaires of Walker and colleagues (1987), Weisman and Beck's dysfunctional attitudes by Wiseman and Beck (1978), and Kendall and Hollon's (1980) negative self-concepts. The data were analyzed by one-way analysis of variance, multivariate covariance analysis, and univariate covariance analysis. A p-value less than 0.05 was considered statistically significant. Results: The results of the analysis of covariance demonstrated that the mean scores of lifestyles, negative spontaneous thoughts, and ineffective attitudes in experimental and control groups had a statistically significant difference of less than 1% (P=0.01). Moreover, the post-test mean scores of negative self-inflicted thoughts and ineffective attitudes of subjects in the experimental group under self-protection motivation training decreased compared to the control group who were not under training. Furthermore, the effect size for group membership for lifestyle was equal to (Eta=0.83), for negative spontaneous thoughts, it was equal to (Eta=0.69), and for ineffective attitudes, it was equal to (Eta=0.62). Discussion & Conclusion: Self-protection motivation training is effective in improving lifestyle and reducing negative self-esteem and ineffective attitudes of depressed people. According to the nature of the protection motivation theory, it is suggested to be used to improve the lifestyle, negative thoughts, and ineffective attitude of depressed people. [ABSTRACT FROM AUTHOR]

Background: Lifestyle interventions can prevent type 2 diabetes (T2D) by successfully inducing behavioral changes (eg, avoiding physical inactivity and sedentariness, increasing physical activity and/or healthy eating) that reduce body weight and normalize metabolic levels (eg, HbA1c). For interventions to be successful, it is important to influence "behavioral mechanisms" such as self-efficacy, which motivate behavioral changes. Theory-based expectations of how self-efficacy, chronic stress, and mood changed over time were investigated through a group-based behavior change intervention (PREMIT). At 8 intervention sites, PREMIT was offered by trained primary care providers in 18 group-sessions over a period of 36 months, divided into 4 intervention phases. Adherence to the intervention protocol was assessed. Method: Participants (n = 962) with overweight and prediabetes who had achieved ≥8% weight loss during a diet reduction period and completed the intervention were categorized into 3 groups: infrequent, frequent, or very frequent group sessions attendance. The interactions between participation in the group sessions and changes in self-efficacy, stress, and mood were multivariate tested. Intervention sites were regularly asked where and how they deviated from the intervention protocol. Results: There was no increase in the participants' self-efficacy in any group. However, the level of self-efficacy was maintained among those who attended the group sessions frequently, while it decreased in the other groups. For all participants, chronic stress and the frequency of attending group sessions were inversely related. Significant differences in mood were found for all groups. All intervention centers reported specific activities, additional to intervention protocol, to promote participation in the group sessions. Conclusions: The results suggest that the behavioral changes sought by trained primary care providers are related to attendance frequency and follow complex trajectories. The findings also suggest that group-based interventions in naturalistic primary care settings aimed at preventing T2D require formats and strategies that encourage participants to attend group sessions regularly. [ABSTRACT FROM AUTHOR]

Background: The purpose of this study was to explore whether a sense of collective or shared group identity was developed in one established online social support group for family caregivers and, if so, what did group identification mean for the group members and how was this cultivated in the group. Methods: Eighteen semi-structured interviews were carried out with members of a family caregiver online support group in Ireland. Inductive and deductive reflexive thematic analysis drawing on the social identity approach (SIA) generated four main themes and several related subthemes. Results: The first main theme generated was The group are a Tribe and the Tribe gets it, with subthemes: Invisibility as a common experience, my Tribe understands I am more than just a carer and Just being part of the Tribe can be enough. The second main theme generated was the Tribe is a lifeline and life-changing, with related subthemes: Our connection relieves experiences of loneliness and social isolation and Sharing knowledge, experience and support made me feel visible. The third and fourth main themes generated were The leadership of group moderators helped create the Tribe identity and Lessons that can be learnt. These findings are discussed in relation to the social identity approach, social isolation and loneliness. Conclusions: We concluded that group identity can be cultivated through considered, active and balanced moderation, creating a safe, welcoming and supportive space where family caregivers are able to have fun and seek information, advice and emotional support, which helps relieve loneliness and social isolation. [ABSTRACT FROM AUTHOR]

Background: Undergraduates' collective epistemic agency is critical for their productive collaborative inquiry and knowledge building (KB). However, fostering undergraduates' collective epistemic agency is challenging. Studies have demonstrated the potential of computer‐supported collaborative inquiry approaches, such as KB—the focus of this study, and reflective assessment to foster collective epistemic agency. Objectives: This study used a quasi‐experimental design to examine the impact of reflective assessment on undergraduates' collective epistemic agency and the mechanisms of this impact. Methods: An experimental class, comprising 40 undergraduates, engaged in KB inquiry enhanced by analytics‐assisted reflective assessment, while a comparison class, comprising 41 undergraduates, engaged in portfolio‐supported reflective assessment in KB inquiry. Classroom observations, audio recordings of group discussions and reflections, and student artefacts were collected in both conditions. Results and Conclusions: The experimental class demonstrated significantly higher levels of collective epistemic agency than the comparison class, as indicated by their collective knowledge advancement and epistemic and metacognitive actions. Qualitative thematic analysis revealed that reflective assessment enhanced the undergraduates' collective epistemic agency through their collective monitoring and regulation of inquiry and ideas, negotiation and synthesis of the community's ideas, conceptualization of collective theories and identification of collective inquiry trajectories with an internal reflective structure. Major Takeaways: Higher‐level metacognitive actions are critical for productive collaborative inquiry and higher‐level epistemic agency that does not often occur naturally and should be promoted by appropriate scaffolding strategies. Students need data from learning analytics and accompanying prompt sheets to help them develop the internal metacognitive structure for agency and learning. Lay Description: What is currently known about this topic?: Undergraduates' collective epistemic agency (CEA) is critical for productive KB.Analytics‐assisted reflective assessment (AARA) are promising in fostering CEA. What does this paper add?: AARA has positive influences on students' CEAAARA helps students develop CEA through the following mechanisms.AARA supports students' collective regulation and negotiation of collective ideas.AARA enhances conceptualization and deepening of collective trajectories with an internal reflective structure. Implications for practice/or policy: Higher‐level metacognitive actions are critical for collaborative inquiry and CEAAnalytics‐assisted RA can enhance students' higher‐level metacognitive actions.Students should be provided with learning data and appropriate scaffolding strategies.These data and strategies can develop students' internal metacognitive structure crucial for agency and learning. [ABSTRACT FROM AUTHOR]

Background: Online collaboration tools have been identified as potentially effective means for enhancing student learning, motivation, and engagement in science education. However, their effectiveness in improving science education outcomes among middle school students remains uncertain. Objectives: The study aimed to investigate the impact of online collaboration tools on science education outcomes among middle school students, focusing on learning achievement, engagement, and motivation. Methods: A quasi‐experimental design with a pretest‐posttest control group was used in this study. A total of 60 eighth‐grade middle school students were involved in the study, with both the experimental and control groups comprising 30 students each. The experimental group incorporated the use of digital collaboration platforms, including Asana, Slack, and Team Viewer, as instrumental components of group project execution and discussion in their science lessons. Conversely, the control group adhered to the current educational approach in Turkey, characterized by the employment of an inquiry‐based learning strategy in their science instruction. Data was collected over eight weeks using a science achievement test, engagement scale, and science motivation scale. Results: The experimental group demonstrated significantly higher post‐test scores compared to the control group, suggesting that online collaboration tools positively impacted science education outcomes. Additionally, survey data indicated high levels of engagement and motivation among the experimental group students when using the online collaboration tools. Conclusions: The findings support the notion that online collaboration tools can effectively enhance learning, motivation, and engagement in science education among middle school students. These results have significant implications for educators, educational institutions, policymakers, and curriculum developers. Further research is needed to examine the potential of these tools in various educational contexts and with different student populations. This will help broaden the understanding of how online collaboration tools can be integrated into diverse learning environments, potentially benefiting a larger number of students and further improving science education outcomes. Lay Description: What is already known about this topic: Technology's role, particularly online collaboration tools, in enriching science education is undebatable (Donkin & Rasmussen, 2021; Rahmawati et al., 2022). Such tools have been theorized to bolster student learning outcomes, motivation, and engagement (Donnelly et al., 2013; Ekici, 2017; Khazanchi & Khazanchi, 2019). Yet, the empirical evidence validating their efficacy in science educational settings remains sparse. What this paper adds: This research delves into the influence of online collaboration tools on science learning outcomes among middle school learners. Data indicates that employing these digital tools substantially elevates student performance, as gauged by a science achievement test. Furthermore, students navigating through these online collaborative platforms recorded elevated levels of both engagement and motivation. The primary effectiveness of online collaboration tools stems from their ability to foster specific behaviours, such as increased communication frequency and structured task management, which can amplify learning and group collaboration through their facilitated structured interactions. Implications for practice and/or policy: This study's conclusions offer pivotal insights for educators, academic institutions, policy framers, and curriculum architects. Online collaborative platforms exhibit promise in amplifying student outcomes and engagement within the realm of science education. It is imperative to broaden this research scope to discern the tools' potential across varied educational environments and diverse student demographics. There is a compelling case for stakeholders, especially educators and policymakers, to contemplate incorporating these online tools into science pedagogy, aiming to magnify student learning experiences and engagement levels. [ABSTRACT FROM AUTHOR]

Background: When implementing new interventions into clinical practice, it is of great importance to investigate the implementation process to better understand factors promoting and impeding the implementation to stimulate engagement and sustainability of the intervention. It is essential to consider perspectives both from the health professionals delivering the intervention and those receiving the intervention to be open to their suggestions for enhancing the dissemination and implementation of the intervention. The aim of the study was to evaluate adoption, acceptability and appropriateness of a person‐centred group intervention (PCGI) from the perspectives of facilitators and participants with mental illness in mental health outpatient services right after delivery. Methods: A qualitative interview study design was used. Interview data from three individual interviews, one group interview with facilitators and 16 individual interviews with participants were analyzed through content analysis. Results: As described in the following three categories, the facilitators and participants found the PCGI overall useful and meaningful to deliver and receive: (1) application of a PCGI in clinical practice, (2) balancing the facilitator role and (3) establishing and maintaining a safe relationship. Conclusion: Facilitators and participants found the form and structure of the PCGI useful and meaningful. Some participants dropped out as they did not feel comfortable in a group setting. The components in the sessions, questions on cards and reflection sheets together with peer‐to‐peer interactions provided a safe environment. However, facilitation from facilitators requires appropriate skills and qualifications, which must be provided by the hospital together with supervision and the possibility for peer feedback and exchange of experiences. [ABSTRACT FROM AUTHOR]

To understand service user and therapist experiences of an outdoor arts therapies group, their views on its benefits and challenges. There is a lack of systematic research on the effectiveness of outdoor arts therapies. This article presents a systematic, qualitative evaluation of an outdoors arts therapies intervention for adults with mental health problems in the United Kingdom (UK). Semi-structured interviews were held with service users and therapists providing the intervention. A thematic analysis was conducted on the interview transcripts. Key themes identified were: Benefits of Therapy Outdoors, Inclusive Understanding of Creativity and Engagement Challenges and Support. The outdoor setting was found to have a positive effect on group cohesion as well as on mood. Nature was experienced as an active participant in the therapy and this overlaps with an inclusive understanding of what it means to be creative. These findings broadly support the findings of the extant literature. Arts therapists should be aware of the distinct therapeutic potential of outdoors arts therapies interventions and need to be creative and flexible in adapting their practice to make it suitable to the outdoor space. This study employs only qualitative methods and lacks quantitative data. Outdoor arts therapies can have a positive effect on participants' mental health and wellbeing and that the natural environment plays a significant part in this. An inclusive understanding of creativity supports service users to engage creatively and therapeutically with the environment. The arts therapies are generally provided in indoor settings but in recent years there has been a growth of outdoor provision. This is done in order to make use of the beneficial effects of natural environments, the experience of which becomes a source of sensory, aesthetic and psychological stimulation and thus an active element in the therapy. There is a growing literature on this type of provision but there is a lack of systematic investigation, including regarding provision for adults with mental health problems. This article reports on a qualitative evaluation of an outdoor arts therapies group for individuals with mental health problems in the UK National Health Service. The group met weekly in a carefully chosen, local green space in the outer zone of a large city. The location and the structure of sessions were designed to enable participants to safely explore personal thoughts and feelings in this public space. Interviews were conducted with service users and therapists from the group and these were then analysed to elicit themes. The theme Benefits of Therapy Outdoors included the sensory stimulation of the surroundings and how the surroundings prompted participants to look outside themselves as well as evoking positive associations. The theme Inclusive Understanding of Creativity included the use of natural materials and creative responses to the environment being about more than just art making. The theme Engagement Challenges and Support included challenges of 'bad' weather and anxieties about travel. The results of this evaluation broadly confirm the benefits of outdoor arts therapies as they appear in the literature. However, the data come only from people's testimony, with no quantitative data. The authors recommend that future studies contain some quantitative data. [ABSTRACT FROM AUTHOR]

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Clinical training is an essential element in nursing education, the outcomes of which are directly related to the quality of mentoring support. This quasi-experimental study aimed to examine whether the group or individual form of the mentoring approach used and the order of application of the mentoring approach contribute to the quality of mentoring support provided to students. The study comprised two measurement points with 130 nursing students, divided into two groups with different orders of application of the mentoring approach. The validated Mentoring Support Quality Evaluation Questionnaire (MSEQ) was used. Students in both groups rated the quality of mentoring support as higher following an individual mentoring approach. A significant interaction was found between the mentoring approach used and the order in which the mentoring approaches were applied (p = 0.002). The individual mentoring approach contributed significantly to a higher quality of mentoring support after the second round of clinical training (p = 0.021), while after the first round, the difference between the group and individual approaches was not as clear. The results suggest that not only the form of the mentoring approach but also the sequence of changes in the mentoring approach should be planned when implementing clinical training. [ABSTRACT FROM AUTHOR]

The study's aim was to examine students' perceptions of group work taught in a block model in the first unit of an undergraduate nursing program. The study used a qualitative descriptive design with open-ended questions. Data from 27 students were analyzed using thematic analysis. Three main themes emerged from the data: 1) unmet expectations, 2) cognitive and metacognitive strategies (subtheme, reflection), and 3) engagement. The benefits and challenges associated with group work using the block model are highlighted, along with implications for education, practice, and further research. [ABSTRACT FROM AUTHOR]

This qualitative research explored older adults' perceptions of participating in group-based walking programs set in independent-living retirement village contexts. Semistructured interviews were conducted with a subset of participants from the Residents in Action Trial. Data were analyzed through a combination of deductive and inductive thematic analysis. Findings were interpreted from a social identity perspective. Five themes were identified: (a) varying levels of social cohesion in retirement villages; (b) degree of shared identity between residents; (c) health, mobility, and preferred pace; (d) devotion to spouse; and (e) busy lives. When designing group-based walking interventions in retirement villages, it is important to consider community-level social cohesion and degree of relatedness between village residents. When attempting to build a sense of shared identity and relatedness between group members, researchers and policy makers should consider differing backgrounds, capabilities, schedules, and interests of participants. [ABSTRACT FROM AUTHOR]

Introduction: Nurses are required to fulfill many roles, including expertise, communication, and leadership and are psychologically vulnerable due to lack of manpower, emotional labor, and shift work. Among them, it is necessary to understand the psychological well-being of new nurses and junior nurses who have a high early resignation rate. Objective: The purpose of this study was to investigate psychological well-being of nurses and compare psychological well-being of nurses from the first to the fifth years of clinical experience. Methods: Cross-sectional comparative design and purposive sampling method were used. Data were collected from 148 nurses with one to five years of experience working in tertiary care general hospitals. On November 11, 2021, an online link for the structured questionnaire was sent to the group social networking service accounts for nurses. Psychological well-being was assessed using a Korean version of the Scales of Psychological Well-being including autonomy, environmental mastery, personal growth, positive relations with others, purpose in life, and self-acceptance. Results: The average psychological well-being of nurses was 194.11, with significant differences depending on years of clinical experience (p =.006, F = 3.82) and satisfaction with nursing (p <.001, F = 13.12). It was lowest at 180.08 in the first year, gradually improving, but falling again from the fourth year. Among five subfactors except positive relations with others (p =.389), psychological well-being was related to clinical experiences years using satisfaction with nursing and religion as covariates. Conclusions: This study that compared psychological well-being from the first to the fifth year according to clinical experience revealed the need for optimized intervention for each year. Nursing managers can improve the psychological well-being of nurses through active and appropriate intervention according to the passage of nursing experience. [ABSTRACT FROM AUTHOR]

Physical activity (PA) is proposed for long-term problems after traumatic brain injury (TBI) with mood, quality of life, and participation. However, COVID-19 mitigation strategies resulted in widespread closures of community-based fitness centres, including one housing a peer-assisted PA program (TBI-Health). The purpose of this study was to provide an in-depth exploration of COVID-19's impact on the TBI-Health program for adults with moderate-to-severe TBI and determine how their PA behaviours could be supported in the pandemic. Interpretative phenomenological analysis was employed to collect and analyze data from semi-structured Zoom-facilitated interviews with seven female and nine male adults with moderate-to-severe TBI (including program participants and mentors). Three major themes were identified. Need for PA after TBI included specific benefits of PA after TBI and desire for an adapted PA program. Lasting Impacts of the TBI-Health Program identified belonging to the TBI-Health community, benefits, and knowledge transfer from the program. Resilience and Loss through the Pandemic comprised the repercussions of COVID-19, loss of the PA program, adapting PA to the pandemic, and resilience after TBI. This study provides insights about impacts of participating in community-based peer-assisted PA programs after moderate-to-severe TBI and ways to support PA in unforeseen circumstances. Our community-based peer-assisted physical activity program for adults with moderate-to-severe traumatic brain injury (TBI) promoted a range of daily and social activities. Outdoor group-based physical activity programs provide physical activity and social opportunities for adults with moderate-to-severe TBI when indoor physical activity is restricted. Community-based peer-assisted physical activity programs can assist with posttraumatic growth after moderate-to-severe TBI. [ABSTRACT FROM AUTHOR]

Sexual revictimization can have a negative impact on many facets of women's wellbeing, yet limited evidence exists regarding specific interventions that support healing and the reduction of further revictimization. This paper will explore regional and rural women's experience of a group-based empowerment program, the Shark Cage program, in Victoria, Australia. The "Shark Cage" program aims to address revictimization by empowering women and girls to build personal boundaries and assertiveness within the context of gender equality and human rights. Data were collected via participant observations across the 8-week program, in combination with semi-structured interviews with participants (N = 11) pre and post intervention. All participants had access to therapeutic support outside of the program. Findings indicate that the program fostered connections among women with shared experiences of sexual revictimization, reducing feelings of isolation. Participants detailed the benefit of developing and practicing skills in reducing revictimization, such as assertiveness and boundary setting. Program learning and recovery was embedded within a network of embodied emotions, social connections, cultural norms and place-based relations that influenced how participants recovery could be understood, processed and addressed. [ABSTRACT FROM AUTHOR]

Computer-supported collaborative learning (CSCL) seeks to improve students' learning with the support of technology. Although CSCL facilitates an enriching environment for cooperation, CSCL activities might be affected by asymmetrical participation. Group awareness tools have proven to enhance learners' interactions, balancing the levels of participation and increasing the learning outcomes. This study investigates the effect of a group awareness tool (GAT) on participation within synchronous CSCL activities in the context of extracurricular activities. We designed a quasi-experimental within-subject study (GAT exposure and control condition) and tested an ad hoc GAT in a web-based CSCL platform with high school students (N = 140). The measured variables included the effect of the GAT on students' participation and the quality of discussion. A complementary analysis evaluated students' perceptions of the tool. Results revealed that the implementation of a GAT encourages students to take part in CSCL discussions without explicitly hindering its quality. Even so, the balance of participation was not significantly affected. Students further reported that they found the GAT useful to regulate collaboration. The results from the study provide further knowledge of the functioning of group awareness tools in secondary education and share an insight into how students perceive them. [ABSTRACT FROM AUTHOR]

Background and Objectives Providing preferred leisure activities appears to be an important approach to support and empower people receiving adult day services (ADS) allowing them to age in place. To provide the conceptualization for a preference instrument, we actively involved people receiving ADS in exploring the content and structure of their preferences for leisure activities. Research Design and Methods We chose a concept mapping methodology and involved 16 people receiving ADS. We systematically reviewed the literature and conducted semistructured interviews to generate a set of 80 preferences. Analysis of structuring these preferences resulted in a 3-dimensional cube with 12 clusters. A graphical representation was then interpreted , and the clusters were labeled. Results Our conceptualization divides preferences for leisure activities into the following: 1. Take a trip , 2. Revel in memories and catch up on the news (most important), 3. Do something for yourself and come to rest , 4. Play intelligence and parlor games , 5. Make/produce and try something alone or in a group , 6. Keep fit and cheer others on in sports (least important), 7. Learn, educate, and share knowledge , 8. Have contact with other people , 9. Attend at entertainment, cultural, and amusement events , 10. Enjoy music, your homeland, or other countries , 11. Engage in outdoor activities , and 12. Get involved, offer support, and provide companionship. Discussion and Implications Our results may lead to the development of instruments and thus opens the field for further research and theory building on preferences for leisure activities of people receiving ADS. [ABSTRACT FROM AUTHOR]

Background: Clinical education in medical sciences is highly stressful. Students face stressors not only related to the learning environment but also in the clinical setting. Objectives: This study aimed to investigate the impact of group counseling on clinical stress management among midwifery students at a medical university in southeastern Iran. Methods: In this quasi-experimental interventional study, a before-after design was employed using the census method involving 48 midwifery students. A researcher-designed questionnaire was utilized to evaluate factors contributing to stress. The educational interventions were conducted in eight group sessions from November 2021 to February 2022 at Pastor Educational and Medical Hospital in Bam City, Kerman province. Data analysis was conducted using the MIC-MAC model, and statistical analyses included the paired sample t-test and Pearson correlation coefficient through SPSS. Results: Overall, mean scores of stressors decreased significantly after the educational intervention (P = 0.006). Before the intervention, the highest and lowest mean scores were related to "teacher role" (3.15 ± 0.84) and "student's personality" (2.18 ± 0.61), respectively. After the intervention, these subareas continued to have the highest and lowest mean scores of stressors, (2.73 ± 0.94) and (2.19 ± 0.66), respectively. All stressors showed a significant correlation with the total stress score after the intervention. Conclusions: The presence of stress management programs tailored to the specific needs of medical science students, both in academic and clinical settings, is crucial. These programs should prioritize enhancing communication skills between teachers and students, improving interpersonal relationships, and providing incentives to boost student self-confidence. [ABSTRACT FROM AUTHOR]

Older people who are wanting to support their own ability to age well may benefit from attending community-based group programs. However, many of these programs are designed and implemented by health professionals without direct input from older people, which may limit the opportunity to ensure such programs are authentically meeting the needs of this population group. A qualitative approach, using an interpretative phenomenological analysis (IPA), was undertaken with seven (six female and one male) participants, aged between 62 and 80 years to explore the experiences of participating in a pilot Ageing Well Program. Interviews were transcribed and analysed according to IPA principles. Three themes emerged from the analysis of the interview data: (1) The value of focusing on different aspects of ageing; (2) Learning new knowledge; and (3) Transferring skills to everyday life. Participants in the pilot of the Ageing Well Program highlighted that those aspects of the Program, such as the focus on adding value through targeting multiple aspects of ageing, as well as developing strategies to successfully learn, apply, and translate new knowledge into their everyday lives, were beneficial and supported engagement. However, future programs would benefit from the inclusion of clear and coherent written material to provide an aide in remembering the strategies and new information learnt during the Program. Findings support the importance and value of engaging with older people to assist with the development of community-based programs that are authentically designed to align with the expectations of older people, through a process of quality improvement. [ABSTRACT FROM AUTHOR]

Aim: Biocultural legacy practices are intricately tied to forestry resources, ethnic identity, and social cohesiveness. This study aims to determine the plant cultural values of forest resources and identify plant cultural indicators in each ethnic group, which can aid in long-term natural resource management plans in the current debate on socio-environmental and ecological transitions. Methods: Semi-structured interviews, focus group discussions, and field observations were employed to collect data for a comprehensive and systematic ethnobotanical survey from February 2018 to October 2022. Results: A total of 330 informants reported 154 plant species from 65 families. Asteraceae was the most prominent botanical family, with herbaceous plant groups outnumbering trees and shrubs. The Gujjar and Pahari groups exhibited the highest level of overlap, followed by significant overlaps between the Gujjar and Kashmiri communities. The close affinity observed between the Gujjar and Pahari groups suggests the horizontal pattern of local plant knowledge between these communities, influenced by their sociocultural interactions and intermarriages. Notably, the Pahari community displayed a rich understanding of medicinal plants and shared unique uses for the reported taxa. This study affirms that both ecological factors and sociocultural influences have played significant roles in shaping local plant knowledge. A total of 31 plant species have been identified as plant cultural markers among all four ethnic groups. We observed a positive correlation between plant cultural values and plant use with the Gujjar and Kashmiri ethnic groups. Artemisia absinthium reported the highest use value of (0.57) with use reports of (189). Adonis aestivalis, Cynoglossum nervosum, Geum elatum, Geranium himalayense, Juncus inflexus, Oxalis acetosella, Polygonatum biflorum, and Salvia hians from the Himalayan region are among the plant taxa whose ethnomedicinal applications are described here for the first time. Conclusion: Our data show that local and indigenous forest knowledge and practices could significantly contribute to forest conservation and ecological transition. This may happen if stakeholders generate clear frameworks and biocultural conservation strategies aimed at both dynamically preserve natural habitats and ways of traditional management of local natural resources. [ABSTRACT FROM AUTHOR]

Background: Patients with acute myeloid leukemia (AML) are at increased risk of venous thromboembolic events (VTE). However, thromboprophylaxis is largely underused. Objectives: This study aimed to determine possible VTE development risk factors and to develop a novel predictive model. Methods: We conducted a retrospective cohort study of adult patients with newly diagnosed AML. We used univariate and multivariable logistic regression to estimate binary outcomes and identify potential predictors. Based on our final model, a dynamic nomogram was constructed with the goal of facilitating VTE probability calculation. Results: Out of 626 eligible patients with AML, 72 (11.5%) developed VTE during 6 months of follow-up. Six parameters were independent predictors: male sex (odds ratio [OR] 1.82, 95% confidence interval [CI]: 1.077–2.065), prior history of thrombotic events (OR 2.27, 95% CI: 1.4–4.96), international normalized ratio (OR 0.21, 95% CI: 0.05–0.95), Eastern Cooperative Oncology Group performance status (OR 0.71, 95% CI: 0.53–0.94), and intensive therapy (OR 2.05, 95% CI: 1.07–3.91). The C statistics for the model was 0.68. The model was adequately calibrated and internally validated. The decision-curve analysis suggested the use of thromboprophylaxis in patients with VTE risks between 8 and 20%. Conclusion: We developed a novel and convenient tool that may assist clinicians in identifying patients whose VTE risk is high enough to warrant thromboprophylaxis. Essentials: Acute myeloid leukemia patients are at increased risk of venous thromboembolism (VTE). Predictive model for VTE development in acute myeloid leukemia patients was created. Six parameters were included in the model: male sex, prior history of thrombotic events, international normalized ratio (iNR), Eastern Cooperative Oncology Group performance status and intensive therapy approach. This model could identify patients whose VTE risk is high enough to warrant thromboprophylaxis. [ABSTRACT FROM AUTHOR]

Background: Diabetes during pregnancy has negative effects on both mothers and their fetuses. To improve perinatal outcomes and women's experience of care, the World Health Organization (WHO) suggests implementing health system interventions to enhance the use and quality of antenatal care. The main goal of this study is to implement and evaluate the outcomes of the Centering Pregnancy group care model for pregnant women with diabetes. Methods/design: The study will consist of three phases: a quantitative phase, a qualitative phase, and a mixed phase. In the quantitative phase, a randomized controlled trial will be conducted on 100 pregnant women with diabetes receiving prenatal care in Tabriz City, Iran. The Summary of Diabetes Self-Care Activities (SDSCA) questionnaire will also be validated in this phase. The qualitative phase will use qualitative content analysis with in-depth and semi-structured individual interviews to explore pregnant women's understanding of the impact of the Centering Pregnancy group care model on their care process. The mixed phase will focus on the degree and extent of convergence between quantitative and qualitative data. Discussion: The implementation of the Centering Pregnancy group care approach is anticipated to empower women in effectively managing their diabetes during pregnancy, resulting in improved outcomes for both mothers and newborns. Furthermore, adopting this approach has the potential to alleviate the financial burden of diabetes on healthcare system. Trial registration: Iranian Registry of Clinical Trials (IRCT): (IRCT20120718010324N80/ Date of registration: 2024-01-03). URL: https://irct.behdasht.gov.ir/trial/74206. Plain Language Summary: Diabetes during pregnancy, whether pre-existing or gestational, can lead to complications for both the mother and the baby. Gestational diabetes is common and poses risks such as preterm birth and cesarean delivery. Pre-existing diabetes is on the rise globally and increases the likelihood of adverse outcomes like fetal death and birth defects. Centering Pregnancy is a group-based prenatal care model that offers comprehensive care to women with similar gestational ages. It promotes behavior modification, social support, and knowledge exchange among participants. However, there is limited research on the effectiveness of this model specifically for women with diabetes, especially in Iran. To address this research gap, the study aims to implement and evaluate the Centering Pregnancy model in pregnant women with diabetes in Iran. By employing a combined methodology, the researchers will assess the current state of care and gather comprehensive data to understand the impact of the model. The findings of this study can contribute to improving the healthcare system's burden and enhancing self-care practices for pregnant women with diabetes, ultimately leading to better pregnancy experiences and improved maternal and neonatal outcomes. [ABSTRACT FROM AUTHOR]

Background: Advanced cancer patients with good Eastern Cooperative Oncology Group (ECOG) performance status (score 0–1) are underrepresented in current qualitative reports compared with their dying counterparts. Aim: To explore the experiences and care needs of advanced cancer patients with good ECOG. Design: A qualitative phenomenological approach using semi-structured interview was employed. Data was analyzed using the Colaizzi's method. Setting/Participants: Purposive sample of terminal solid cancer patients on palliative care aged 18–70 years with a 0–1 ECOG score were recruited from a tertiary general hospital. Results: Sixteen participants were interviewed. Seven themes were generated from the transcripts, including experiencing no or mild symptoms; independence in self-care, decision-making, and financial capacity; prioritization of cancer growth suppression over symptom management; financial concerns; hope for prognosis and life; reluctance to discuss death and after-death arrangements; and use of complementary and alternative medicine (CAM) and religious coping. Conclusions: Advanced cancer patients with good ECOG have distinct experiences and care needs from their dying counterparts. They tend to experience no or mild symptoms, demonstrate a strong sense of independence, and prioritize cancer suppression over symptom management. Financial concerns were common and impact their care-related decision-making. Though being hopeful for their prognosis and life, many are reluctant to discuss death and after-death arrangements. Many Chinese patients use herbal medicine as a CAM modality but need improved awareness of and accessibility to treatment options. Healthcare professionals and policy-makers should recognize their unique experiences and needs when tailoring care strategies and policies. Key statements: What is already known about the topic? • Even in their advanced stage, cancer patients with good ECOG performance status are capable of self-care and less reliant on care provided by other. • Existing qualitative research mainly focuses on advanced cancer patients with poor ECOG, emphasizing pain management, emotional distress, and palliative care. What this paper adds? • Our findings reveal distinct experiences and care needs of advanced cancer patients with good ECOG performance status from their dying counterparts. Implications for practice, theory or policy. • Healthcare professionals should recognize and address the patient group's distinct needs. • Future research should further investigate their symptom trajectory, influencing factors, and care needs to fill the gap in their cancer journey. • Policy-makers should develop tailored policies that consider good ECOG performance status. [ABSTRACT FROM AUTHOR]

Background: Collaboration is a crucial concept in learning and has the potential to foster learning. However, the fact that collaborative groups act with a common understanding in a common task brings many difficulties. Therefore, there is a need for group regulation and guidance to support effective group regulation in collaborative learning. On the other hand, the focus should be on the effect of group regulation guidance intervention on the improvement of both individual and group performance, modes of motivational regulation strategies, and the progression of group metacognition. Objectives: In this study, group regulation guidance approaches were developed to support the collaborative learning of Computer Science university students. The developed group regulation guidance approach consists of feedback and a feedforward mechanism. The purpose of this study was to examine the effectiveness of these approaches on academic performance, group regulation performance perception, self‐, co‐, and socially shared regulation of intrinsic motivation, and group metacognition levels. Methods: The study was patterned with a quasi‐experimental design. 65 students participated in the study, and various scales were used to collect data. Data were analysed using paired sample t‐tests, analysis of covariance, and multivariate analysis of covariance. Results and Conclusion: According to the research results, academic achievement showed an increase in the experimental groups after the intervention compared with the pre‐intervention. The group in which the feedforward‐supported regulation guidance approach was used showed better learning success. In the group using the feedback‐supported regulation guidance approach, better group regulation, motivational regulation strategies, and group metacognition scores were obtained. Modes of motivational regulation strategies and group metacognition scores differed according to the experimental groups. Implications: While the results provide important clues for teachers and instructional designers, the developed approaches can be used as a framework for different fields. Lay Description: What is already known about this topic: Collaboration has the potential to foster learning.There are many obstacles for collaborative groups to act with a common understanding in a common task.Collaborative learning requires group regulation and guidance to support effective group regulation. What this paper adds: Academic achievement increased in the experimental groups after the intervention.Feedforward‐based group regulation guidance approach provides better learning success.Feedback‐based group regulation guidance approach provides better group regulation and metacognition.Modes of motivational regulation and group metacognition differ according to the groups. Implications for practice and/or policy: Teachers and instructional designers should not only focus on feedback‐based regulation processes, but also consider feedforward processes to ensure academic performance.Feedback and feedforward‐based regulation guidance approach can help computer science students, who gain first‐hand experiences through active participation, to establish more effective social interaction in their professional projects. [ABSTRACT FROM AUTHOR]

Background: Awareness and understanding of dementia remain limited in ethnically diverse populations in multicultural societies due to culturally inappropriate and inaccessible information. Objective: To establish the impact, helpers and hinderers of an online multilingual dementia awareness initiative co‐created with and for English, Arabic and Vietnamese speaking people. Design: A case study using mixed methods to assess the impact and implementation of an information session on dementia knowledge. Setting and Participants: The study was conducted with English, Arabic and Vietnamese speaking individuals in Canterbury‐Bankstown, Australia. Intervention Studied: A dementia alliance co‐created an online multilingual dementia information session, which was delivered synchronously in English, Arabic and Vietnamese by trained facilitators. Main Outcome Measures: In‐session group discussions, quizzes and a postsession survey assessed the impact on dementia knowledge. A postimplementation focus group explored the factors that helped and hindered the initiative. Results: The online dementia information session successfully supported participants understanding of dementia causes, impacts and care strategies. The initiative was hindered by competing priorities and limited accessibility to target audiences, while it was helped by the support of an established organisation and feedback mechanisms. Discussion: Ongoing dementia education and awareness‐raising campaigns that are culturally sensitive are needed in communities to promote dementia literacy and help‐seeking. Conclusions: An online multilingual dementia information session can be an effective way to improve dementia literacy and advocate for change in multicultural communities. Patient or Public Contribution: English, Arabic and Vietnamese speaking members of the Canterbury Bankstown Dementia Alliance participated in the co‐creation and evaluation of this initiative. [ABSTRACT FROM AUTHOR]