In the decision-making environment of evidence-based practice, the following three sources of information must be integrated: research evidence of the intervention, clinical expertise, and the patient’s values. In reality, evidence-based practice usually focuses on research evidence (which may be translated into clinical practice guidelines) and clinical expertise without considering the individual patient’s values. The shared decision-making model seems to be helpful in the integration of the individual patient’s values in evidence-based practice. We aim to discuss the relevance of shared decision making in chronic care and to suggest how it can be integrated with evidence-based practice in nursing. We start by describing the following three possible approaches to guide the decision-making process: the paternalistic approach, the informed approach, and the shared decision-making approach. Implementation of shared decision making has gained considerable interest in cases lacking a strong best-treatment recommendation, and when the available treatment options are equivalent to some extent. We discuss that in chronic care it is important to always invite the patient to participate in the decision-making process. We delineate the following six attributes of health care interventions in chronic care that influence the degree of shared decision making: the level of research evidence, the number of available intervention options, the burden of side effects, the impact on lifestyle, the patient group values, and the impact on resources. Furthermore, the patient’s willingness to participate in shared decision making, the clinical expertise of the nurse, and the context in which the decision making takes place affect the shared decision-making process. A knowledgeable and skilled nurse with a positive attitude towards shared decision making – integrated with evidence-based practice – can facilitate the shared decision-making process. We conclude that nurses as well as other health care professionals in chronic care should integrate shared decision making with evidence- based practice to deliver patient-centred care.
Educators in professional higher education experience difficulties addressing students’ self-awareness in their courses. The topic is often dismissed by students as ‘vague’ or ‘irrelevant’. This is detrimental for learning since knowing who you are and who you want to be is crucial: it guides behaviour and helps to feel balanced and in control. Support is needed to trigger students’ self-awareness and to make this process less demanding. In this paper we present guidelines for interactive triggers supporting students in developing their self-awareness. We asked students to discuss self-made photos in small groups and offered them three paper prototypes of triggers to work with. Questionnaire results and analysis of students’ discussions resulted in insights on how these triggers provoke distinct interaction and support self-awareness. Insights in advantages and disadvantages of the triggers can be used to design and implement innovative interactive systems that engage students in the process of developing self-awareness.
From the article: Though organizations are increasingly aware that the huge amounts of digital data that are being generated, both inside and outside the organization, offer many opportunities for service innovation, realizing the promise of big data is often not straightforward. Organizations are faced with many challenges, such as regulatory requirements, data collection issues, data analysis issues, and even ideation. In practice, many approaches can be used to develop new datadriven services. In this paper we present a first step in defining a process for assembling data-driven service development methods and techniques that are tuned to the context in which the service is developed. Our approach is based on the situational method engineering approach, tuning it to the context of datadriven service development. Published in: Reinhartz-Berger I., Zdravkovic J., Gulden J., Schmidt R. (eds) Enterprise, Business-Process and Information Systems Modeling. BPMDS 2019, EMMSAD 2019. Lecture Notes in Business Information Processing, vol 352. Springer. The final authenticated version of this paper is available online at https://doi.org/10.1007/978-3-030-20618-5_11.
MULTIFILE
