BACKGROUND: Older adults want to preserve their health and autonomy and stay in their own home environment for as long as possible. This is also of interest to policy makers who try to cope with growing staff shortages and increasing health care expenses. Ambient assisted living (AAL) technologies can support the desire for independence and aging in place. However, the implementation of these technologies is much slower than expected. This has been attributed to the lack of focus on user acceptance and user needs.OBJECTIVE: The aim of this study is to develop a theoretically grounded understanding of the acceptance of AAL technologies among older adults and to compare the relative importance of different acceptance factors.METHODS: A conceptual model of AAL acceptance was developed using the theory of planned behavior as a theoretical starting point. A web-based survey of 1296 older adults was conducted in the Netherlands to validate the theoretical model. Structural equation modeling was used to analyze the hypothesized relationships.RESULTS: Our conceptual model showed a good fit with the observed data (root mean square error of approximation 0.04; standardized root mean square residual 0.06; comparative fit index 0.93; Tucker-Lewis index 0.92) and explained 69% of the variance in intention to use. All but 2 of the hypothesized paths were significant at the P<.001 level. Overall, older adults were relatively open to the idea of using AAL technologies in the future (mean 3.34, SD 0.73).CONCLUSIONS: This study contributes to a more user-centered and theoretically grounded discourse in AAL research. Understanding the underlying behavioral, normative, and control beliefs that contribute to the decision to use or reject AAL technologies helps developers to make informed design decisions based on users' needs and concerns. These insights on acceptance factors can be valuable for the broader field of eHealth development and implementation.
Rationale: Head and neck cancer (HNC) patients often have adverse changes in body composition. Loss of muscle mass and strength frequently occur, even when dietary intake is adequate. Nascent evidence suggests that a healthy lifestyle, including adequate physical activity (PA) and diet, may prevent muscle wasting. HNC patients often show suboptimal health behavior pre-diagnosis, and additional barriers to PA can arise from cancer treatment. Better understanding of the behavioral mechanisms of PA in this mostly sedentary group is needed to design effective individualized PA-supporting interventions. This qualitative study explored the perspective of HNC patients on PA.Methods: We conducted 9 semi-structured interviews in HNC patients, 6-8 weeks after treatment (surgery +/-(chemo)radiation). The interviews were guided by the Theory of Planned Behavior (TPB) key concepts, including: attitude; social norm (with emphasis on role of healthcare professionals); self-efficacy; intention; barriers/facilitators, knowledge/skills; and current PA behaviour. Interviews were analysed by directed content analysis.Results: Important themes identified for PA were: physical barriers, health as stimulus, role of habits, and lack of interest. While all themes could be fitted within the key concepts of TBP, there was little interaction between intention and other concepts. In fact, PA intention was not an explicit consideration for most patients.Conclusion: HNC patients perceived physical barriers, health, habits, and lack of interest as important themes with regard to PA. Our tentative results suggest that the TPB may not be the most appropriate model for explaining PA in HNC patients. For future research aiming to understand PA in HNC patients, theories less focused on rational reasoning and more on autonomy, such as Self Determination Theory, may be better suited.
After the integration of research activities, universities of applied sciences (UASs) have formulated organisational strategies to foster connections between research and education (Daas et al., 2023). Scholars stated that the behaviour of employees within UASs influences ‘the direction and tempo in which the proposed aims are reached or resisted in the wider organisation’ (Griffioen & De Jong, 2017, p. 454). Thus, employees within UASs, such as academics and lower-level managers, play a key role in establishing research-education connections (Jenkins & Healey, 2005; Van der Rijst, 2009). A recent study has shown that academics and lower-level managers connect research and education through three types of behaviours: by involving aspects of research in education, by involving aspects of education in research, and by involving aspects of research and education equally, with the first type mentioned most often (Daas & Griffioen, in review). Similar patterns are observed in previous studies highlighting how education benefits from research rather than vice versa (Taylor, 2007). However, the beliefs underpinning this behavioural focus still remain unclear. Scholars have reported factors that could influence employees in connecting research and education, such as career stages, personal abilities and the availability of resources influencing how academics combine research and teaching tasks (Coate, Barnett & Williams, 2001; Shin, 2011), and research productivity and teaching beliefs influencing how academics integrate research in teaching (Hu et al., 2015; Magi & Beerkens, 2016). Despite the important value of these insights, these studies all focus on one (set of) behaviour(s) in connecting research and education instead of considering factors influencing behaviours in connecting research and education holistically. Moreover, most of these studies consider academics instead of managers. Therefore, the purpose of this study is to investigate the beliefs underpinning the behaviour of academics and lower-level managers in UASs in connecting research and education.To study the underpinning beliefs we applied the Theory of Planned Behaviour (TPB; Ajzen, 1991) as a theoretical lens. According to the TPB, a person’s behavioural intentions are shaped through three determinants (Ajzen, 1991). Behavioural beliefs (1) refer to a person’s conceptions about the expected positive/negative outcomes of practicing the behaviour. Normative beliefs (2) consist of a person’s conceptions about whether others approve/disapprove of practicing the behaviour. Control beliefs (3) are a person's conceptions about the presumed factors that could enable/hinder in practicing the behaviour. The research question is: Which behavioural, normative and control beliefs underpin the behaviour of academics and lower-level managers in connecting research and education?
