Background: Successful implementation of multifactorial fall prevention interventions (FPIs) is essential to reduce increasing fall rates in communitydwelling older adults. However, implementation often fails due to the complex context of the community involving multiple stakeholders within and across settings, sectors, and organizations. As there is a need for a better understanding of the occurring context-related challenges, the current scoping review purposes to identify what contextual determinants (i.e., barriers and facilitators) influence the implementation of FPIs in the community. Methods: A scoping reviewwas performed using the Arksey andO’Malley framework. First, electronic databases (Pubmed, CINAHL, SPORTDiscus, PsycINFO) were searched. Studies that identified contextual determinants that influence the implementation of FPIs in the community were included. Second, to both validate the findings from the literature and identify complementary determinants, health and social care professionals were consulted during consensus meetings (CMs) in four districts in the region of Utrecht, the Netherlands. Data were analyzed following a directed qualitative content analysis approach, according to the 39 constructs of the Consolidated Framework for Implementation Research. Results: Fourteen relevant studies were included and 35 health and social care professionals (such as general practitioners, practice nurses, and physical therapists) were consulted during four CMs. Directed qualitative content analysis of the included studies yielded determinants within 35 unique constructs operating as barriers and/or facilitators. The majority of the constructs (n = 21) were identified in both the studies and CMs, such as “networks and communications”, “formally appointed internal implementation leaders”, “available resources” and “patient needs and resources”. The other constructs (n = 14) were identified only in the . Discussion: Findings in this review show that awide array of contextual determinants are essential in achieving successful implementation of FPIs in the community. However, some determinants are considered important to address, regardless of the context where the implementation occurs. Such as accounting for time constraints and financial limitations, and considering the needs of older adults. Also, broad cross-sector collaboration and coordination are required in multifactorial FPIs. Additional context analysis is always an essential part of implementation efforts, as contexts may differ greatly, requiring a locally tailored approach.
DOCUMENT
Large groups in society lack the necessary skills to be sufficiently self-reliant and are in need of personal assistance. These groups could be supported by information and information technology (ICT), but only if this technology is designed to fit their (cognitive) abilities. Inclusive design theory and methods have already been developed in research contexts, but there is still a gap between theory and practice. There is a need for a practical aid, that helps to create awareness of inclusive design among ICT developers, and offers easy-to-use information and tools to actually apply the methods for diverse target groups. This paper describes the first steps taken towards an inclusive design toolbox for developing ICT applications that offer cognitive support for selfreliance. Dutch ICT companies were interviewed and participated in a co-design workshop, leading to a number of initial needs, user requirements, and an on-line community, that form input for further development of the toolbox.
DOCUMENT
Integrated approach aims at bridging the gap between theory and practice in designing persuasive eHealth applications. Developed from a didactic and educational perspective and is being implemented in our master program. It enables our master students to design user-centered persuasive eHealth applications. Inspiring educators on how to teach design of persuasive eHealth applications and support development of best practices in this area.
DOCUMENT
We examine the demise of a multi-stakeholder network that was launched to promote an inclusive dairy market in Ethiopia to better understand why nongovernmental organizations (NGOs) may develop interventions in contexts of poverty that fail to endure after they exit. We identify organizational reflexivity – the capacity to recognize and understand the recursive interplay between an intervention and the local environment – as a key explanatory mechanism for this intervention outcome. Limited reflexivity not only prevented the NGO we studied from properly aligning the intervention with the context (design failures), but also prevented the organization from adjusting its intervention when negative feedback emerged (orchestration failures), which eventually evolved into the demise of the network (maintenance failure). While our study confirms the theoretical premise that NGOs need to contextualize their interventions, we expand current knowledge by highlighting the role of organizational reflexivity in this process. Moreover, by showing how reflexivity deficits can trigger a cascade of failure, especially when intervening in voids where incumbent firms have interests in maintaining the void, our study calls attention to the politicized nature of institutional voids.
DOCUMENT
Design and research are two fields of knowledge that each has its traditions, methods, standards and practices. These two worlds appear to be quite separate, with researchers investigating what exists, and designers visualising what could be. This book builds a bridge between both worlds by showing how design and research can be integrated to develop a new field of knowledge. This book contains 22 inspiring reflections that demonstrate how the unique qualities of research (aimed at studying the present) and design (aimed at developing the future) can be combined. This book shows that the transdisciplinary approach is applicable in a multitude of sectors, ranging from healthcare, urban planning, circular economy, and the food industry. Arranged in five parts, the book offers a range of illustrative examples, experiences, methods, and interpretations. Together they make up the characteristic of a mosaic, each piece contributing a part of the complete picture, and all pieces together offering a multi-facted perspective of what applied design research is, how it is implemented and what the reader can expect from it.
MULTIFILE
Symposiumbijdrage conferentie EARLI SIG 14, 11-14 september 2018, Genève Learning across the contexts of school and the workplace is highly relevant to the VET-sector. This contribution analyses these cross-contextual learning processes with three key issues in mind: (1) guidance by vocational educators, (2) assessment of students’ development and (3) design of VET-learning environments. Guidance, assessment and overarching VET-curriculum designs form the basis for constructive alignment as an approach to optimize conditions for high quality cross-contextual learning processes. We used the theoretical framework of boundary crossing to clarify the complex, multilevel nature of these key issues.
DOCUMENT
The user experience of our daily interactions is increasingly shaped with the aid of AI, mostly as the output of recommendation engines. However, it is less common to present users with possibilities to navigate or adapt such output. In this paper we argue that adding such algorithmic controls can be a potent strategy to create explainable AI and to aid users in building adequate mental models of the system. We describe our efforts to create a pattern library for algorithmic controls: the algorithmic affordances pattern library. The library can aid in bridging research efforts to explore and evaluate algorithmic controls and emerging practices in commercial applications, therewith scaffolding a more evidence-based adoption of algorithmic controls in industry. A first version of the library suggested four distinct categories of algorithmic controls: feeding the algorithm, tuning algorithmic parameters, activating recommendation contexts, and navigating the recommendation space. In this paper we discuss these and reflect on how each of them could aid explainability. Based on this reflection, we unfold a sketch for a future research agenda. The paper also serves as an open invitation to the XAI community to strengthen our approach with things we missed so far.
MULTIFILE
Due to the variegated nature of the teaching profession system, different actors operating in this system (teachers, school leaders, policy makers) are inevitably intertwined and assumably influence each other’s sensemaking processes, especially when system-wide educational change occurs. Gaining insight into how different actors in the teacher profession system make sense of educational change is important, as it might hamper or enable the system's adaptive capacity. That is why we stretched Coburn’s model of collective sensemaking from a teacher-team lens to include different actors and focus on their interpersonal dynamics during sensemaking processes. Performing a conceptual review, we synthesized 87 articles which focus on collective sensemaking of the following actor groups: (1) teachers (micro), (2) school leaders (meso), and/or (3) district/state/national leaders, policy makers, professional development providers, curriculum developers, researchers, community members, and parents (macro). In the results we describe how actors’ involvement varied due to different role distributions and role perceptions of actors. In addition, four contextual factors influencing the interpersonal dynamics were distinguished that were closely related to leadership practices that enable actors to compare the change with their own beliefs and (organizational) practices. We describe three mechanisms which explain how actors valuate a change (valuating), how they are owning this change (owning), and which is shaped by gatekeeping of sensegivers in their social context (gatekeeping).
LINK
This chapter offers a working definition of social accountability as any citizen-led action beyond elections that aims to enhance the accountability of state actors. We view social accountability as a broad array of predominantly bottom-up initiatives, aimed at improving the quality of governance (especially oversight and responsiveness) through active citizen participation. We also trace the evolution of SA as a concept in the literature over the past decades and, then, discuss some influential theoretic approaches to SAIs, pointing out strengths and weaknesses of each model. Finally, we suggest organising Arab SAIs into one of three categories: (1) transparency; (2) advocacy; or (3) participatory governance and we review each of these existing action formats by discussing their main strengths and flaws.
MULTIFILE
Lectorale rede uitgesproken op 13 januari 2015 bij de installatie tot lector Samenlevingsvraagstukken aan Viaa (Gereformeerde Hogeschool) te Zwolle.
DOCUMENT
