Purpose: Aftercare for curatively treated breast cancer patients includes support and information provision. As patients differ in their needs, personalization of aftercare is advocated, but clear guidelines on how to achieve personalization are currently missing. This study investigates patients’ preferences regarding assessment of care needs and information provision. Method: Semi-structured interviews were conducted with 18 breast cancer patients (15 female, 3 male) who received aftercare for at least three months in five Dutch hospitals. Interviews were analyzed using thematic analysis. Results: Several patients perceived current aftercare as too intensive or too little, therefore they preferred to discuss their needs beforehand with their health care provider to align aftercare with their needs. Patients preferred more attention to needs on the domains of social and emotional wellbeing and return to work. Patients preferred a comprehensive resource of information on potential (late) effects of cancer and its treatment and of available support options, enabling them to self-manage the dosage and timing of desired information. Patients had positive expectations about an aftercare plan, as it would provide a better overview of their care needs, support options and agreements about the aftercare trajectory. Conclusions: To facilitate personalization in aftercare, information and care needs should be better addressed and summarized in an aftercare plan. Patients and healthcare practitioners should create the aftercare plan together in shared decision-making. A supporting tool is needed to improve assessment of care needs on multiple domains, to provide layered information and facilitate use of aftercare plans.
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The purpose of this study was to describe the care needs of adult traumatized refugees and asylum seekers. DESIGN AND METHODS. A mixed-methods design was used. A survey was conducted using the Camberwell Assessment of Need (CAN) among 30 patients. Semistructured in-depth interviews were subsequently conducted with eight of these patients. FINDINGS. Key themes among refugees are loneliness and grief. Refugees are in severe psychological distress. They also encounter all kinds of practical problems that influence their quality of life. Furthermore, many of them suffer from serious psychiatric and trauma-related problems. PRACTICE IMPLICATIONS. The results of this explorative study can contribute to the quality of care for traumatized refugees.
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The European Primary Physical Education Teacher Program (EPRIME) project sees a need and opportunity to help teachers to reimagine their PE lessons and PA offering at pre-school and primary school levels. With it, we seek to improve the quality of PE and the promotion of an active andhealthy lifestyle from an early age across Europe.To reach this goal, 6 partners from 5 countries with 1 European network develop a teachers’ education program that empowers to better impact on the motor skills and psycho-social development of 4-to-7-year-old pupils. Plus, we provide applicable resources that supportawareness-raising initiatives to better include children, parents, sport coaches and other stakeholders in our learning objectives.In order to ensure that the educational program is in line with the wishes and needs of the teachers we organized focus group sessions in the different partner countries, and set out to identify challenges and weak points at personal, organizational and system levels. Furthermore, we identified good practices within the different partner countries to use as assets for the EPRIMEproject.The results of the focus group sessions were categorized into four main themes, factors associated with (1) the teacher, (2) the PE class, (3) other stakeholders, (4) practical considerations.
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Person-centeredness refers to an individually-tailored, holistic approach to meeting a person's needs and recognizing the client as an expert and active participant in the rehabilitation process. This article focuses on a study conducted in Estonia to analyze the perceptions of persons with disabilities about person-centeredness by exploring their experiences about received disability services and participation in an initial rehabilitation needs assessment process. Twelve in-depth interviews were conducted in different regions of Estonia with persons with disability. Data were analyzed using qualitative thematic analysis. The aim of the research project (2010–2015) was to design a person-centered initial rehabilitation needs assessment instrument. Results revealed that in describing their experiences, study participants identified important components of person-centeredness: (1) understanding service users and meeting their individual needs, (2) connecting and partnering with service users, (3) providing appropriate information, and (4) addressing issues of power and empowerment. If these components are included, service users are more likely to become motivated to consider their situation and take more control of their lives. These findings may be of relevance for countries considering needs-based referrals to rehabilitation services and refocusing disability services using a person-centered approach
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Objective: To conduct a capacity and needs assessment identifying important factors for the successful implementation of an oral health coach (OHC) at well-baby clinics. This Toddler Oral Health Intervention (TOHI) provides oral health promotion to parents to prevent early childhood caries. Methods: A two-round Delphi study was conducted with an expert panel consisting of OHCs and paediatric staff. The survey was based on the Consolidated Framework for Implementation Research (CFIR), consisting of 39 constructs divided over 5 domains: intervention characteristics (8), inner setting (14), outer setting (4), characteristics of individuals (5) and the process of implementation (8). Results: Constructs relating to the inner setting, outer setting and implementation process were identified as essential. Availability of resources, information on how to execute or facilitate the intervention, and the integration of the intervention into existing work tasks were also essential. Alignment and partnership between OHCs and paediatric staff, along with the prioritization of parents' and children's needs were emphasized. A formally appointed internal implementation leader within each organization, capable of transferring their enthusiasm to the team, and regular meetings for progress and experience sharing were considered essential. Conclusion: Specific strategies are needed in the implementation phase to increase the adoption, implementation and maintenance of the TOHI, ultimately leading to improved oral health in children. This study provides valuable insights into important factors for implementation of an oral health intervention in a public health setting.
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Formative assessment (FA) is an effective educational approach for optimising student learning and is considered as a promising avenue for assessment within physical education (PE). Nevertheless, implementing FA is a complex and demanding task for in-service PE teachers who often lack formal training on this topic. To better support PE teachers in implementing FA into their practice, we need better insight into teachers’ experiences while designing and implementing formative strategies. However, knowledge on this topic is limited, especially within PE. Therefore, this study examined the experiences of 15 PE teachers who participated in an 18-month professional development programme. Teachers designed and implemented various formative activities within their PE lessons, while experiences were investigated through logbook entries and focus groups. Findings indicated various positive experiences, such as increased transparency in learning outcomes and success criteria for students as well as increased student involvement, but also revealed complexities, such as shifting teacher roles and insufficient feedback literacy among students. Overall, the findings of this study underscore the importance of a sustained, collaborative, and supported approach to implementing FA.
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OBJECTIVES: The INTERMED Self-Assessment questionnaire (IMSA) was developed as an alternative to the observer-rated INTERMED (IM) to assess biopsychosocial complexity and health care needs. We studied feasibility, reliability and validity of the IMSA within a large and heterogeneous international sample of adult hospital in- and outpatients, and its predictive value for health care utilization (HCU) and quality of life (QoL).METHODS: 850 participants aged 17 to 90 from 5 countries completed the IMSA and were evaluated with the IM. The following measurement properties were determined: feasibility by percentages of missing values; reliability by Cronbach's alpha; interrater agreement by intraclass correlation coefficients (ICCs); convergent validity of IMSA scores with mental health (SF-36 emotional well-being subscale and HADS), medical health (CIRS) and QoL (EQ-5D) by Spearmans rank correlations; predictive validity of IMSA scores with HCU and QoL by (generalized) linear mixed models.RESULTS: Feasibility, face validity and reliability (Cronbach's alpha 0.80) were satisfactory. ICC between IMSA and IM total scores was .78 (95% CI .75-.81). Correlations of the IMSA with the SF-36, HADS, CIRS and EQ-5D (convergent validity) were -.65, .15, .28 and -.59, respectively. The IMSA significantly predicted QoL and also HCU (emergency room visits, hospitalization, outpatient visits, and diagnostic exams) after 3 and 6 months follow-up. Results were comparable between hospital sites, in- and outpatients, and age groups.CONCLUSION: The IMSA is a generic and time-efficient method to assess biopsychosocial complexity and to provide guidance for multidisciplinary care trajectories in adult patients, with good reliability and validity across different cultures.
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Full text met HU account. In this article we report a study into the Dutch probation service about the question whether structured decision making about case management plans does or does not improve the quality of these plans, and subsequently improves the effectiveness of offender supervision. Two samples of nearly 300 case management plans each were compared. In the first sample a tool for risk/needs assessment was used to assess the risks and needs but decision making about the subsequent case management plan was not structured (RISc2-sample). In the second sample professionals used the same tool for risk and needs assessment but now it also contained a section for structured decision making about the case management plan (RISc3-sample). Results showed that in the RISc3-sample the quality of the plans was significantly better than in the RISc2-sample: a better match between criminogenic needs and goals, a better match between goals of the offender and goals in the plan, more focus on strengthening social bonds, and a better match between risk of recidivism and intensity of the plan. Some significant correlations between the quality of the plans and the effectiveness of offender supervision were found, indicating that improving case management plans by structured decision support indeed can contribute to probation practice.
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In the Netherlands and in the United States, the assessment process is changing for children who present learning and behavioural challenges in school. Evaluations for eligibility determinations and support planning are shifting along with disability models and tensions over the provision of inclusive schooling. Legislative edicts influence the assessment process differently in these two countries while both nations seem to be headed in a similar direction. This paper relates evolving disability models to the changing assessment process in each country and proposes that a solution-focused perspective offers an assessment concept which supports the goal of inclusive education. Specifically discussed are the implications of a solution-focused approach on the identification of disability, the assessment of special educational needs, individualized support planning, and the essential cooperation within evolving schools as well as the environment beyond.
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In the Netherlands and the USA, the assessment process is changing for children who present learning and behavioural challenges in school. Evaluations for eligibility determinations and support planning are shifting along with disability models and tensions over the provision of inclusive schooling. Legislative edicts influence the assessment process differently in these two countries while both nations seem to be headed in a similar direction. This paper relates evolving disability models to the changing assessment process in each country and proposes that a solution-focused perspective offers an assessment concept which supports the goal of inclusive education. Specifically discussed are the implications of a solution-focused approach on the identification of disability, the assessment of special educational needs, individualised support planning and the essential cooperation within evolving schools as well as the environment beyond.
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