BACKGROUND: As the number of cancer survivors is increasing, it is important to be able to offer exercise and physical activity (PA)-promoting interventions that are both effective and reasonably accessible. Internet-based interventions are typically less expensive and more accessible alternatives to on-site supervised interventions. Currently, little is known about the characteristics of nonparticipants in PA promotion trials in the cancer survivorship setting, both in general and specifically in trials using internet-supported interventions.OBJECTIVE: This study aims to gain insight into the characteristics associated with nonparticipation in a blended internet-based supported intervention trial to promote PA.METHODS: Breast and prostate cancer survivors, 3-36 months after primary curative treatment, were invited to participate in the PABLO trial; this trial compared an internet-based intervention to enhance PA levels, with or without additional support from a physical therapist, to usual care. Participants and nonparticipants were asked to complete a comprehensive questionnaire assessing sociodemographics, fatigue, and health-related quality of life. Baseline data for participants and nonparticipants were compared using the independent Student t test and chi-square test.RESULTS: The inclusion rate in the trial was 11.03% (137/1242). Of the nonparticipants, 13.95% (154/1104) completed the questionnaire. Participants were more highly educated (P=.04), had a paid job less often (P=.03), and were on sick leave more often (P=.03). They reported less PA per week, both moderate (P=.03) and vigorous (P<.01), before diagnosis and during leisure time (P<.01, effect size [ES]=0.44). They reported a significantly lower stage of change (P≤.01), lower self-efficacy (P<.01, ES=0.61), perceived barriers to PA (P<.01, ES=0.54), and more general fatigue (P<.01, ES=0.60). Participants reported lower health-related quality of life for most domains (ES ranging from 0.34 for mental health to 0.48 for social functioning). No significant differences were found for other sociodemographics, mood state, or attitudes toward or perceived social support for PA.CONCLUSIONS: The participants who self-selected for trial participation reported lower PA levels before diagnosis and a stronger need for support compared with nonparticipants. The trial thus included those patients who might benefit the most from internet-based supportive PA interventions.TRIAL REGISTRATION: Netherlands trial register NTR6911; https://www.trialregister.nl/trial/6733.
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A Magnet-related program has been recently adopted in the Netherlands. Support for staff nurses from nurse middle managers (NMMs) is a key component of such a program. A Bourdieusian ethnographic organizational case study in four hospitals in the Netherlands and the United States (Magnet, Magnet-related and non-Magnet) was conducted to explore NMMs’ supporting role behavior. Bourdieus concepts of habitus, dispositions, field and capital guided the analysis. Eight dispositions constitute NMMs habitus. A caring, clinical and scientific disposition enhance NMMs’ capital in particular organizations-as-fields. Further research is necessary to link Magnet (related) program characteristics to various configurations of dispositions of NMMs habitus.
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Nurse managers play an important role in implementing patient safety practices in hospitals. However, the influence of their professional background on their clinical leadership behaviour remains unclear. Research has demonstrated that concepts of Bourdieu (dispositions of habitus, capital and field) help to describe this influence. It revealed various configurations of dispositions of the habitus in which a caring disposition plays a crucial role. Objectives: We explore how the caring disposition of nurse middle managers' habitus influences their clinical leadership behaviour in patient safety practices.
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Patients undergoing major surgery are at risk of complications and delayed recovery. Prehabilitation has shown promise in improving postoperative outcomes. Offering prehabilitation by means of mHealth can help overcome barriers to participating in prehabilitation and empower patients prior to major surgery. We developed the Be Prepared mHealth app, which has shown potential in an earlier pilot study.
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Introduction: The implementation of oncology care pathways that standardize organizational procedures has improved cancer care in recent years. However, the involvement of “authentic” patients and caregivers in quality improvement of these predetermined pathways is in its infancy, especially the scholarly reflection on this process. We, therefore, aim to explore the multidisciplinary challenges both in practice, when cancer patients, their caregivers, and a multidisciplinary team of professionals work together on quality improvement, as well as in our research team, in which a social scientist, health care professionals, health care researchers, and experience experts design a research project together. Methods and design: Experience-based co-design will be used to involve cancer patients and their caregivers in a qualitative research design. In-depth open discovery interviews with 12 colorectal cancer patients, 12 breast cancer patients, and seven patients with cancer-associated thrombosis and their caregivers, and focus group discussions with professionals from various disciplines will be conducted. During the subsequent prioritization events and various co-design quality improvement meetings, observational field notes will be made on the multidisciplinary challenges these participants face in the process of co-design, and evaluation interviews will be done afterwards. Similar data will be collected during the monthly meetings of our multidisciplinary research team. The data will be analyzed according to the constant comparative method. Discussion: This study may facilitate quality improvement programs in oncologic care pathways, by increasing our real-world knowledge about the challenges of involving “experience experts” together with a team of multidisciplinary professionals in the implementation process of quality improvement. Such co-creation might be challenging due to the traditional paternalistic relationship, actual disease-/treatment-related constraints, and a lack of shared language and culture between patients, caregivers, and professionals and between professionals from various disciplines. These challenges have to be met in order to establish equality, respect, team spirit, and eventual meaningful participation.
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BACKGROUND: In typically developing children, participation in sports has been proven to be positively correlated to both physical and psychosocial health outcomes. In children and adolescents with a physical disability or chronic disease participation in both recreational and competitive sports is often reduced, while for this population an active lifestyle may be even more important in reaching optimal levels of physical and psychosocial health. Therefore, the aim of the Health in Adapted Youth Sports (HAYS) Study is to determine both negative and positive effects of sports on children and adolescents with a chronic disease or physical disability. METHODS: In this cross-sectional study differences will be compared in regards to physical and psychosocial health, cognitive functioning, school performance, daily physical activity and injuries between children and adolescents with a chronic disease or physical disability who participate in sports and those who do not. Children and adolescents, both ambulatory and wheelchair dependent, in the age of 10-19 years with a physical disability or chronic disease will be included. "Sports" is defined as participation in an organized sport at least two times a week for a duration of 3 months or more prior to the assessment. Parametric and non-parametric statistics will be used to determine the differences between the two groups. DISCUSSION: This study provides insight in the effects of sports participation in relation to health, psychosocial functioning, physical activity and school performance in children and adolescents (10-19 years) with a chronic disease or physical disability. Results will guide healthcare professionals working with these children to better guide this population in reaching optimal levels of health and physical activity levels.
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Professional development of teacher educators is an important topic, because teacher educators need to maintain and enhance their expertise in order to educate our future teachers (Kools & Koster, n.d. ; Dengerink, Lunenberg & Kools, 2015). How do teacher educators fulfil this task, especially within the hectic timeframe of everyday work? I asked four colleges to participate in a group to share their experiences, actions or behaviour in the organisation about their development in their profession of being a teacher educator. My purpose is to bring awareness and movement into that group. My research focusses on teacher educators in a large teacher education department in the Netherlands and the opportunities for action available to them. During this study we are currently creating a learning environment in which mutual cooperation increases the learning potential of all participants. In this group participants take or make time to learn, giving words to their scopes . Researcher and participants discuss and explore on the basis of equality, reciprocity and mutual understanding. By deploying methods borrowed from ‘Appreciative Inquiry’(Massenlink et al., 2008) the enthusiasm of a study group is raised and the intrinsic motivation of the participants stimulated. Our study group will convene three times. Its goal is to stimulate cooperation among teacher educators through optimisation of existing qualities, a method that could be described as empowerment, or a process of collective reinforcement ‘To learn’ involves experiencing that what one does really matters, as well as developing one’s own persona in the local community. Intervention, action, reflection and study group meetings alternate in the course of our research. In addition to audio and video recordings, data consists of reports drawn up on the basis of member checks. Data is analysed qualitatively by coding the interview texts and reports. After applying the codes, the researcher discusses the coding in a research group and with the participants of the study group (membercheck). Working collaboratively can offer learning challenges that catalyse growth as a professional, teacher educators become acquainted and approach each other from the perspective of their respective professional and functional responsibilities. This study offers perspectives for other teacher educators to recognize these possibilities in their own situation. Moreover the study offers a description of a way to organise collegial exchange. The research is related to the RDC professional development of teacher educators.
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Om te kunnen leren van participatieprocessen in de praktijk en op basis daarvan een bijdrage te kunnen leveren aan het verbeteren ervan richt dit onderzoek zich op de gesprekken tussen burgers en ambtenaren en de doorwerking hiervan op participatieprocessen. Centraal staat hoe in gesprekken wordt omgegaan met verschillende perspectieven en de betekenis die participanten hieraan toekennen voor het verdere verloop van een participatieproces. De doorwerking van gesprekken wordt vanuit het perspectief van burgers onderzocht. Door de verwachtingen en ervaringen van participerende burgers te onderzoeken komt naar voren hoe de wijze waarop in gesprekken wordt omgegaan met verschillende perspectieven op een vraagstuk, in hun beleving bijdraagt aan het vinden van oplossingen en draagvlak hiervoor.
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Ten behoeve van praktijkgericht onderzoek naar en kwaliteitsverbetering van co-creatieprocessen stellen we een aanpak voor waarmee opbrengsten van co-creatie worden geëxpliciteerd. Participanten reflecteren eerst individueel op de gepercipieerde opbrengsten met behulp van kernvragen en competentie-doel reflectiematrices. Deze geleide reflecties geven vervolgens richting aan een gezamenlijke dialoog en onderlinge afspraken met betrekking tot doelmatigheid van de samenwerking. Zowel individuele reflecties als (samenvattingen van) de daaropvolgende dialoog leveren gegevens voor onderzoek naar een specifiek samenwerkingsverband en maken ook vergelijkingen tussen cases mogelijk. De voorgestelde aanpak past in een pragmatisch onderzoeksparadigma en draagt bij aan ecologische en katalyserende validiteit. We verhelderen de aanpak, illustreren deze met praktijkvoorbeelden en reflecteren op de bruikbaarheid.
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De discussie rondom persoonsvorming in het basisonderwijs heeft zich de afgelopen jaren vooral toegespitst op de vraag naar de meetbaarheid en daarmee de verantwoording van deze vorming. Omdat persoonsvorming een proces is dat zich ook voordoet zonder dat leerkrachten er planmatig mee bezig zijn en zonder dat het effect gemeten wordt, is het in het kader van deze verantwoording noodzakelijk om meer te begrijpen over de momenten waarop persoonsvorming zich voordoet. In dit onderzoek zijn data van een groep studenten aan de pabo verzameld en geanalyseerd om antwoord te kunnen geven op de vraag wat de basale kenmerken van deze vormingsmomenten zijn. De participanten hebben tijdens het lesgeven op bureaubladen bijgehouden op welke momenten ze ervoeren persoonsvormend te handelen in termen van de vorming van persoonlijkheid, identiteit of karakter (Elshout & Enthoven, 2021). Deze bureaubladen hebben data opgeleverd over de duur van deze momenten, de betrokkenen en de vakgebieden waarop persoonsvorming zich voordeed. Ook hebben de studenten journals bijgehouden over het ontstaan van deze momenten. Leraren in opleiding blijken tijdens een schooldag uiteenlopende momenten van persoonsvorming te ervaren. Deze momenten van persoonsvorming zijn verweven met allerlei vakinhouden maar vooral ook met vrije ruimte van leerlingen. Op basis van deze resultaten kan worden geconcludeerd dat het voor het begrijpen van de plaats en functie van persoonsvorming in het curriculum van het basisonderwijs belangrijk is meer onderzoek te doen naar de manier waarop persoonsvorming plaatsvindt, welke doelen men in het onderwijs voor deze persoonsvorming stelt en op welke manier het onderwijs verantwoording kan afleggen voor deze rol in de persoonsvorming van leerlingen.
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