This thesis describes an Action Research (AR) project aimed at the implementation of Evidence Based Practice in a mental health nursing setting in the Netherlands. The main research question addressed in this thesis is: In what way is Action Research with an empowering appropriate to implement Evidence Based Practice in a mental health nursing setting in the Netherlands and what is the effect of this implementation on the care experienced by the client, the nursing interventions and the context in this setting compared to a comparative setting? To answer this main research question, the following questions derived from it were addressed: What is Evidence Based Practice? What is known about implementing evidence-based practice in nursing through Action Research? Which factors have to be dealt with in a mental health nursing setting, so the implementation of EBP with AR with an empowering intent will be more successful? Which factors have to be dealt with in a mental health nursing setting, so the implementation of EBP with AR with an empowering intent will be successful? How is EBP implemented through AR with an empowering intent and what are the outcomes for the use of evidence, the context and the facilitation in the setting? What is the effect of the implementation of EBP in mental health nursing using AR with an empowering intent on the care experienced by the client, the nursing interventions and the context compared to a comparison setting? The first two questions were answered by a search of the literature while the remaining questions were answered during the AR study conducted in two mental health organisations in the Netherlands.
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Participant empowerment is a foundational goal of selforganisedhomeless care. We aim to understand how a selforganisedsetting contributes to participants' empowerment.The data we analysed (56 interviews, both open and semistructured)were generated in a longitudinal participatorycase study into Je Eigen Stek (Your own place, JES), a lowcostshelter for people experiencing homelessness in theNetherlands. JES participants experienced the freedom ofchoice and influence on their living environment. JES' fluidstructure allowed participants to adapt the program to theirdesires and needs, though participants were sometimes aspects to be either enabling or entrapping. We found someaspects (e.g., size, freedom of choice) could be entrapping orenabling, depending on personal factors. Our analysis revealedindividual freedom of choice, balancing freedom of choicewith support, offering opportunities for engagement andmaintaining fluidity in program management as core aspectsof how JES contributed to participants' empowerment.negative about having to live together. Most participantspreferred JES over regular shelters. Unlike empowermentliterature, participants mostly emphasised freedom of choiceover capacity development. JES offered opportunities forsocial and organisational engagement, through which participantsdeveloped roles, skills and self-image. However, alimited number of participants developed leadership rolesthrough self-management. Literature suggests setting
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University teacher teams can work toward educational change through the process of team learning behavior, which involves sharing and discussing practices to create new knowledge. However, teachers do not routinely engage in learning behavior when working in such teams and it is unclear how leadership support can overcome this problem. Therefore, this study examines when team leadership behavior supports teacher teams in engaging in learning behavior. We studied 52 university teacher teams (281 respondents) involved in educational change, resulting in two key findings. First, analyses of multiple leadership types showed that team learning behavior was best supported by a shared transformational leadership style that challenges the status quo and stimulates team members’ intellect. Mutual transformational encouragement supported team learning more than the vertical leadership source or empowering and initiating structure styles of leadership. Second, moderator analyses revealed that task complexity influenced the relationship between vertical empowering team leadership behavior and team learning behavior. Specifically, this finding suggests that formal team leaders who empower teamwork only affected team learning behavior when their teams perceived that their task was not complex. These findings indicate how team learning behavior can be supported in university teacher teams responsible for working toward educational change. Moreover, these findings are unique because they originate from relating multiple team leadership types to team learning behavior, examining the influence of task complexity, and studying this in an educational setting.
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University teacher teams can work toward educational change through the process of team learning behavior, which involves sharing and discussing practices to create new knowledge. However, teachers do not routinely engage in learning behavior when working in such teams and it is unclear how leadership support can overcome this problem. Therefore, this study examines when team leadership behavior supports teacher teams in engaging in learning behavior. We studied 52 university teacher teams (281 respondents) involved in educational change, resulting in two key findings. First, analyses of multiple leadership types showed that team learning behavior was best supported by a shared transformational leadership style that challenges the status quo and stimulates team members’ intellect. Mutual transformational encouragement supported team learning more than the vertical leadership source or empowering and initiating structure styles of leadership. Second, moderator analyses revealed that task complexity influenced the relationship between vertical empowering team leadership behavior and team learning behavior. Specifically, this finding suggests that formal team leaders who empower teamwork only affected team learning behavior when their teams perceived that their task was not complex. These findings indicate how team learning behavior can be supported in university teacher teams responsible for working toward educational change. Moreover, these findings are unique because they originate from relating multiple team leadership types to team learning behavior, examining the influence of task complexity, and studying this in an educational setting. https://www.scienceguide.nl/2021/06/leren-van-docentteams-vraagt-om-gezamenlijk-leiderschap/
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Writing as soul work refers to the active engagement of students in transformative writing activities in a group setting with the aim to enable students to develop new, more empowering narratives. This article explains how soul work through writing can be used to foster career adaptability, expressed in the form of increased awareness and self-direction. We summarize the labour market realities that underlie a need for more narrative approaches and introduce writing as soul work as a potential method to respond to these contemporary career challenges. We define what is meant by soul work and writing, illustrate its use with several stories from practice, and make recommendations for teachers and implementation in institutions. “This is an Accepted Manuscript of an article published by Taylor & Francis in "British Journal of Guidance and Counsellingon" on 04/16/2016 available online: https://doi.org/10.1080/03069885.2016.1169366 LinkedIn: https://www.linkedin.com/in/reinekke-lengelle-phd-767a4322/
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An important challenge for facility management is to integrate the complex and comprehensive construct of different service processes and physical elements of the service facility into a meaningful and functional facility design. The difficulty of this task is clearly indicated by the present study that shows that different employee categories for interpersonal services have quite different perceptions of the facility design that stem from different but coherent needs and interests. Employees with management perspectives (i.e. top managers and facility managers) were significantly more positive about the facility design than frontline employees and their supervisors with providers’ perspectives. Also, providers attributed a more important role to facility design with respect to delivering interpersonal services than management did. We found strong indications for the need for cross-functional cooperation in decision making about the facility design, creating a more balanced setting and possibly empowering providers for the service encounter.
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Een actieonderzoek naar de ontwikkeling van een leerlingversterkend onderwijsprogramma met het doel leerlingen met een visuele beperking beter voor te bereiden op hun transitie naar volwassenheid en waar mogelijk een betaalde baan. Belangrijke thema's: inclusie en exclusie, empowerment, stem van de leerling, transitie naar volwassenheid en het burgerschapsmodel tegenover het medische model.
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Since the introduction of Family Group Conferences (FGCs) in the Netherlands, there has been a steady growth in conferences being organised each year. Government policy emphasises the importance of empowering families to strengthen their ability to take responsibility for their own well-being. A recently adopted amendment in the Dutch Civil Code reflects this commitment and designates FGC as good practice. However, there is little knowledge on the application of FGCs in mental health care, let alone in a setting even more specific, such as public mental health care (PMHC). Clients in PMHC often have a limited network. The starting point of this study is the assumption that conferences promote involvement, expand and restore relationships and generate support. Over the next two years, we will research the applicability of FGCs in PMHC by evaluating forty case studies. The aim of our study is to provide an answer to the question of whether Family Group Conferencing is an effective tool to generate social support, to prevent coercion and to promote social integration in PMHC. Although making contact and gaining trust is a goal of PMHC, it is an aim to study whether FGCs can elevate or replace the work of professionals.
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In ons dagelijkse leven hebben we veel met technologie te maken, vaak met interactieve, informatie-gerichte technologie: als consument doen we online boodschappen – zeker in deze pandemische tijd; als reiziger in het openbaar vervoer plannen en betalen we onze reis met interactieve technologie – nu weliswaar even wat minder; als weggebruiker navigeren we op basis van technologie; en ons energieverbruik in huis wordt ‘smart’ gemeten en geadministreerd. Als burger staan we steeds vaker middels technologie in contact met overheden. Denk aan alle online communicatie met de overheid, zo als de belastingdienst en gemeenten die middels apps, websites en de ‘Berichtenbox’ van ‘MijnOverheid’ met burgers communiceren. En er wordt over burgers en ons gedrag al heel wat data verzameld, door gemeenten, de politie, door bijvoorbeeld de zorgsector. En ook in de publieke ruimte wordt data verzameld – met smart city technologie, zoals camera’s en sensoren – met als doel om de stad veiliger, efficiënter en leefbaarder te maken. Al die ‘big data’ maakt het mogelijk om inzichten te genereren – al dan niet met kunstmatige intelligentie – en besluiten te nemen. We gebruiken technologie ook om als burger zelf actie te ondernemen. Bij de overheid kunnen we met apps melden wat er op straat verbeterd of onderhouden moet worden. Met onze buren zitten we in een WhatsApp groep of NextDoor, om bij te dragen aan de leefbaarheid en veiligheid van de buurt. We kunnen met smart home tools of citizen science kits de luchtkwaliteit meten, binnenshuis, maar ook buitenshuis. We tekenen petities, doen mee aan peilingen en enquêtes. En social networking sites (SNS) worden intensief gebruikt, voor sociale en professionele relaties, maar ook om maatschappelijk actief te zijn, voor het organiseren van het samenleven in een buurt. We weten inmiddels dat social media ook een effectief kanaal zijn om de democratie te beïnvloeden. Burgers komen dus in aanraking met veel verschillende technologieën, met verschillende doelstellingen, resultaten en bijeffecten, en waaraan mensen in allerlei functies en rollen deelnemen. Wat centraal staat in het vakgebied Civic Technology is dat de technologie in dienst staat van het burgerschap.
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Currently, various higher education (HE) institutes develop flexible curricula for various reasons, including promoting accessibility of HE, the societal need for more self-regulated professionals who engage in life-long learning, and the desire to increase motivation of students. Increasing flexibility in curricula allows students to choose for example what they learn, when they learn, how they learn, where they learn, and/or with whom. However, HE institutes raise the question of what preferences and needs different stakeholders have with regard to flexibility, so that suitable choices can be made in the design of policies, curricula, and student support programs. In this workshop, we focus on student preferences and share recent insights from research on HE students' preferences regarding flexible education. Moreover, we use participants’ expertise to identify new (research) questions to further explore what students’ needs imply for several domains, namely curriculum-design, student support that is provided by educators/staff, policy, management, and the professional field. Firstly, a conceptual framework on flexible education and student’s preferences will be presented. Secondly, participants reflect in groups on student personas. Then, discussion groups have a Delphi-based discussion to collect new ideas for research. Finally, participants share the outcomes on a ‘willing wall’ and a ‘wailing wall’.
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