1e alinea column: Natuurlijk is de term digitale well being onzin. Het kan goed met je gaan op of via het internet maar well being blijft toch een analoge ervaring. Aan de andere kant, internet grijpt wel aan op well being. Daar kun je natuurlijk wel naar kijken en de vraag kun je natuurlijk wel stellen.
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In recent years, both scientists and the general population gained awareness of the deep entanglement between finances, health, and well-being. People cannot be reduced to a set of problems to be tackled independently, thinking that somehow these solutions add up to solve the problem as a whole.4 Researchers pay increasing attention to how problems are related, and many lessons have been learned over time. Policy-makers and practitioners who understand the complex relationship between financial, physical, and mental well-being find themselves in the unique position to use these insights in how they design their programs. This paper provides an overview of academic and grey literature and the lessons we can learn from these studies.
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Considering recent calls for change towards a more liveable tourism academia, critical participatory action research is combined with duoethnography to develop The Academic Line—a humorous comic project about academic life. Traditional theories of humour are used to leverage the effectiveness of comics as communicative devices and explored how and to what extent the project promoted solidarity, reflexivity, well-being, and change. This study reveals the concrete commitment to fostering change within and potentially improving academia, and to experiment with a form of communication, which is still underexplored in the scholarly sphere but fruitfully applied in other contexts to raise awareness of and prompt discussion about crucially important issues.
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After stroke people often experience many different consequences, such as physical, cognitive and psychosocial consequences. As a result, stroke generally has a large impact on stroke patients’ lives. This may lead to patients experiencing problems with their psychosocial well-being and their ability to resume their daily life. Therefore, it is important that in the stroke care provided enough attention is paid to this impact and how people can resume their daily lives. But it turns out that in practice insufficient attention appears to be paid to this, and this attention seems to mainly depend on the knowledge and expertise of individual healthcare professionals. Also, at present, not enough is known about how psychosocial well-being changes after stroke and about the needs stroke patients experience. Therefore, this thesis focuses on finding out what is currently done to support stroke patients on a psychosocial level and which needs these patients experience regarding the stroke care they receive. This research shows that, at this moment, most healthcare professionals mainly pay attention to physical recovery and less to psychosocial well-being after stroke. Also, a clear approach to support psychosocial well-being lacks. Stroke patients appear to mainly have a need for clarity, a personal approach where the care provided fits their personal goals and needs, and to be involved in the decisions healthcare professionals make. It is important that these needs are incorporated sufficiently in healthcare professionals’ education and in applicable guidelines and protocols. In this way, psychosocial care and psychosocial well-being of stroke patients could be improved.
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Recently, there has been an increased interest in the well-being of students in higher education. Despite the widespread consensus on the importance of student well-being, a clear definition continues to be lacking. This study qualitatively examined the student perspective on the topic through semi-structured interviews at a university of applied sciences in the Netherlands (n = 27). A major recurring theme was well-being as a balance in the interplay between efforts directed towards studies and life beyond studies. This method of perceiving well- being deviates from theoretical definitions. Students mentioned various factors that influence their well-being. Responses ranged from personal and university related factors to external factors beyond their educational institution. This study contributes to the body of knowledge on the well-being of students in higher education and provides suggestions for educational institutions, such as incorporating a holistic perspective on students and learning; and focus points for the development of policies and practices.
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Background: Up to one third of all stroke patients suffer fromone or more psychosocial impairments. Recognition and treatment of these impairments are essential in improving psychosocial well-being after stroke. Although nurses are ideally positioned to address psychosocial well-being, they often feel insecure about providing the needed psychosocial care. Therefore, we expect that providing nurses with better knowledge to deliver this care could lead to an improvement in psychosocialwell-being after stroke. Currently it is not knownwhich interventions are effective and what aspects of these interventions are most effective to improve psychosocial wellbeing after stroke. Objective: To identify potentially effective interventions – and intervention components – which can be delivered by nurses to improve patients' psychosocial well-being after stroke. Methods: A systematic review and data synthesis of randomized controlled trials and quasi experimental studies was conducted. Papers were included according to the following criteria: 1) before-after design, 2) all types of stroke patients, 3) interventions that can be delivered by nurses, 4) the primary outcome(s) were psychosocial. PubMed, Embase, PsychInfo, CINAHL and Cochrane library were searched (August 2019–April 2022). Articles were selected based on title, abstract, full text and quality. Quality was assessed by using Joanna Briggs Institute checklists and a standardized data extraction form developed by Joanna Brigss Institute was used to extract the data. Results: In total 60 studies were included, of which 52 randomized controlled trials, three non-randomized controlled trials, four quasi-experimental studies, and one randomized cross-over study. Nineteen studies had a clear psychosocial content, twenty-nine a partly psychosocial content, and twelve no psychosocial content. Thirty-nine interventions that showed positive effects on psychosocial well-being after stroke were identified. Effective intervention topics were found to be mood, recovery, coping, emotions, consequences/problems after stroke, values and needs, risk factors and secondary prevention, self-management, andmedicationmanagement. Active information and physical exercise were identified as effective methods of delivery. Discussion: The results suggest that interventions to improve psychosocial well-being should include the intervention topics and methods of delivery that were identified as effective. Since effectiveness of the intervention can depend on the interaction of intervention components, these interactions should be studied. Nurses and patients should be involved in the development of such interventions to ensure it can be used by nurses and will help improve patients' psychosocial well-being.
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The tourism industry thrives on the notion that holiday travel improves well-being. However, scientific evidence that holiday travel is more beneficial than spending free time at home is lacking. Using the Effort-Recovery and the Limited Resources model as theoretical basis, this study investigates whether workers behave, think, and feel differently during travel than during leisure time spent at home. In a five-week longitudinal field study, we followed 24 workers during free evenings after work, a free weekend at home, and on a free weekend of domestic travel. Within-person differences were investigated between these three occasions in behavior, cognition, and emotions. During travel, employees slept more, engaged more in physical and social activities and less in obligatory activities than during free evenings after work. Hedonic well-being was higher and ruminative thinking lower during travel than during free evenings after work. Physical distance from home and work was related to engagement in resource-providing rather than resource-consuming activities and seems to translate into mental distance from everyday worries. Differences between holiday travel and weekends at home were small. Still, the findings suggest that travel may provide feelings of remoteness in places with novel and fascinating qualities, free of chores.
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In the context of rapidly growing numbers of university students reporting that they have experienced mental health problems, this paper argues that doing research as an undergraduate can contribute to student well-being. Although the benefits of undergraduate research are well documented, underlying reasons for its efficacy on positive student outcomes require investigation. This paper uses Self-Determination theory, which has empirically shown that fulfilling one’s need for autonomy, competence, and relatedness fosters well-being. Using authenticity as a conceptual lens to understand undergraduate research experiences, and a novel connection to Self-Determination theory, the theoretical proposition that authenticity within undergraduate research contributes to well-being is elaborated. The paper suggests that authenticity within undergraduate research experiences offers a way to stimulate well-being among our students, which hinges on effective curriculum design and mentoring. Two case studies, drawn from Medicine and Geography, explore the way in which curriculum design coupled with mentoring pedagogy can enhance authenticity in research, student motivation, and, therefore, well-being. The paper reveals how authentic research-based learning can form an entitlement for all students through an embedded curriculum-based approach. The paper advocates for research-based learning to begin early in the undergraduate curriculum, in order to establish a sense of belonging for students and healthy learner-centred pedagogy. In addition to the framework for authenticity adopted, this paper reveals the importance of attention to the quality of learning spaces (novelty, professionalism, inclusivity) and the practice-based elements of mentoring for effective relationships between learners and teachers to ensure the well-being of all involved.
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How well-being changes over the course of a vacation is unclear. Particular understudied areas include the eudaimonic dimension of well-being, the comparison between eudaimonia and hedonia, and the role of activity type. Using an integrated model, two studies which combined survey and experiment were conducted to examine the change patterns of eudaimonia and hedonia, the difference of change patterns between eudaimonia and hedonia, and the moderating role of activity type. Hedonia and eudaimonia both significantly changed via a ‘first rise then fall’ change tendency over the course of a vacation. Compared to hedonia, eudaimonia has lower change intensity over the course of a vacation; eudaimonia achieved in a challenging (vs. relaxing) activity is more. Theoretical and managerial implications are discussed.
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