We designed and held a romantic speed-dating experience at three locations, one in the Netherlands, one in the US, and one in China. We manipulated self-disclosure and tried to predict matches from participants' physiological body reactions.
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Objective To synthesise qualitative studies on women’s psychological experiences of physiological childbirth. Design Meta-synthesis. Methods Studies exploring women’s psychological experiences of physiological birth using qualitative methods were eligible. The research group searched the following databases: MEDLINE, CINAHL, PsycINFO, PsycARTICLES, SocINDEX and Psychology and Behavioural Sciences Collection. We contacted the key authors searched reference lists of the collected articles. Quality assessment was done independently using the Critical Appraisal Skills Programme (CASP) checklist. Studies were synthesised using techniques of meta-ethnography. Results Eight studies involving 94 women were included. Three third order interpretations were identified: ‘maintaining self-confidence in early labour’, ‘withdrawing within as labour intensifies’ and ‘the uniqueness of the birth experience’. Using the first, second and third order interpretations, a line of argument developed that demonstrated ‘the empowering journey of giving birth’ encompassing the various emotions, thoughts and behaviours that women experience during birth. Conclusion Giving birth physiologically is an intense and transformative psychological experience that generates a sense of empowerment. The benefits of this process can be maximised through physical, emotional and social support for women, enhancing their belief in their ability to birth and not disturbing physiology unless it is necessary. Healthcare professionals need to take cognisance of the empowering effects of the psychological experience of physiological childbirth. Further research to validate the results from this study is necessary.
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Background: In order to internalize the midwifery philosophy of care and to learn how to advocate for physiological childbirth, student midwives in the Netherlands need learning experiences that expose them to physiological childbirth practices. Increased hospital births, wide variation in non-urgent referrals and escalating interventions impact on learning opportunities for physiological childbirth. Midwifery educators need to find ways to support student agency in becoming advocates of physiological childbirth. Objective: To gather students’ opinions of what they need to become advocates of physiological childbirth. Methods: Focus groups with student midwives (n = 37), examining attitudes regarding what educational programs must do to support physiological childbirth advocacy. Results: Students reported feelings of personal power when the midwifery philosophy of care is internalized and expressed in practice. Students also identified dilemmas associated with supporting woman-centered care and promoting physiological childbirth. Perceived hierarchy in clinical settings causes difficulties, leading students to practice in accordance with the norms of midwife preceptors. Students are supported in the internalization and realization of the midwifery philosophy of care, including physiological childbirth, if they are exposed to positive examples of care in practice and have opportunities to discuss and reflect on these in the classroom. Key conclusion: Midwifery education should focus on strategies that include navigating dilemmas in practice and helping students to express the midwifery philosophy of care in communication with other professionals and with women. Preceptors need to be supported in allowing student midwives opportunities to realize the midwifery philosophy of care, also when this differs from preceptor practice.
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If brief and easy to use self report screening tools are available to identify frail elderly, this may avoid costs and unnecessary assessment of healthy people. This study investigates the predictive validity of three self-report instruments for identifying community-dwelling frail elderly.
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This study was motivated by a desire to help working-age individuals gain a better understanding of their daily nutritional intakes with a new self-reported dietary assessment method because an unhealthy eating behavior increases the risks of developing chronic diseases. In this study, we present the design and evaluation of NutriColoring, a food diary that leverages doodling on sketches to report and reflect on everyday diet in the working context. Through a 2-week field study involving 18 participants, the usefulness of NutriColoring in facilitating dietary assessment was tested by making comparisons with the typical bullet diary method. Our quantitative results showed that NutriColoring provided users with improved dietary assessment experience and intrinsic motivations, with significantly low task frustration and high enjoyment. Because of the freedom and playfulness in reporting intakes at work, the interview findings showed a high acceptance of employing NutriColoring at work. This article is concluded with a set of implications for the design and development of a Doodling toolkit to support healthy eating behaviors among office workers.
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Background: The aim of this study is to validate a newly developed nurses' self-efficacy sources inventory. We test the validity of a five-dimensional model of sources of self-efficacy, which we contrast with the traditional four-dimensional model based on Bandura's theoretical concepts. Methods: Confirmatory factor analysis was used in the development of the newly developed self-efficacy measure. Model fit was evaluated based upon commonly recommended goodness-of-fit indices, including the χ2 of the model fit, the Root Mean Square Error of approximation (RMSEA), the Tucker-Lewis Index (TLI), the Standardized Root Mean Square Residual (SRMR), and the Bayesian Information Criterion (BIC). Results: All 22 items of the newly developed five-factor sources of self-efficacy have high factor loadings (range .40-.80). Structural equation modeling showed that a five-factor model is favoured over the four-factor model. Conclusions and implications: Results of this study show that differentiation of the vicarious experience source into a peer- and expert based source reflects better how nursing students develop self-efficacy beliefs. This has implications for clinical learning environments: a better and differentiated use of self-efficacy sources can stimulate the professional development of nursing students.
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Background Psychological aspects of labor and birth have received little attention within maternity care service planning or clinical practice. The aim of this paper is to propose a model demonstrating how neurohormonal processes, in particular oxytocinergic mechanisms, not only control the physiological aspects of labor and birth, but also contribute to the subjective psychological experiences of birth. In addition, sensory information from the uterus as well as the external environment might influence these neurohormonal processes thereby influencing the progress of labor and the experience of birth. Methodology In this new model of childbirth, we integrated the findings from two previous systematic reviews, one on maternal plasma levels of oxytocin during physiological childbirth and one meta-synthesis of women´s subjective experiences of physiological childbirth. Findings The neurobiological processes induced by the release of endogenous oxytocin during birth influence maternal behaviour and feelings in connection with birth in order to facilitate birth. The psychological experiences during birth may promote an optimal transition to motherhood. The spontaneous altered state of consciousness, that some women experience, may well be a hallmark of physiological childbirth in humans. The data also highlights the crucial role of one-to-one support during labor and birth. The physiological importance of social support to reduce labor stress and pain necessitates a reconsideration of many aspects of modern maternity care. Conclusion By listening to women’s experiences and by observing women during childbirth, factors that contribute to an optimized process of labor, such as the mothers’ wellbeing and feelings of safety, may be identified. These observations support the integrative role of endogenous oxytocin in coordinating the neuroendocrine, psychological and physiological aspects of labor and birth, including oxytocin mediated. decrease of pain, fear and stress, support the need for midwifery one-to-one support in labour as well as the need for maternity care that optimizes the function of these neuroendocrine processes even when birth interventions are used. Women and their partners would benefit from understanding the crucial role that endogenous oxytocin plays in the psychological and neuroendocrinological process of labor.
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Music interventions are used for stress reduction in a variety of settings because of the positive effects of music listening on both physiological arousal (e.g., heart rate, blood pressure, and hormonal levels) and psychological stress experiences (e.g., restlessness, anxiety, and nervousness). To summarize the growing body of empirical research, two multilevel meta-analyses of 104 RCTs, containing 327 effect sizes and 9,617 participants, were performed to assess the strength of the effects of music interventions on both physiological and psychological stress-related outcomes, and to test the potential moderators of the intervention effects. Results showed that music interventions had an overall significant effect on stress reduction in both physiological (d = .380) and psychological (d = .545) outcomes. Further, moderator analyses showed that the type of outcome assessment moderated the effects of music interventions on stress-related outcomes. Larger effects were found on heart rate (d = .456), compared to blood pressure (d = .343) and hormone levels (d = .349). Implications for stress-reducing music interventions are discussed.
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Music interventions are used for stress reduction in a variety of settings because of the positive effects of music listening on both physiological arousal (e.g., heart rate, blood pressure, and hormonal levels) and psychological stress experiences (e.g., restlessness, anxiety, and nervousness). To summarize the growing body of empirical research, two multilevel meta-analyses of 104 RCTs, containing 327 effect sizes and 9,617 participants, were performed to assess the strength of the effects of music interventions on both physiological and psychological stress-related outcomes, and to test the potential moderators of the intervention effects. Results showed that music interventions had an overall significant effect on stress reduction in both physiological (d = .380) and psychological (d = .545) outcomes. Further, moderator analyses showed that the type of outcome assessment moderated the effects of music interventions on stress-related outcomes. Larger effects were found on heart rate (d = .456), compared to blood pressure (d = .343) and hormone levels (d = .349). Implications for stress-reducing music interventions are discussed.
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Toenemende prevalentie van overgewicht en obesitas onder jeugd wordt, in ieder geval ten dele, veroorzaakt door te weinig fysieke activiteit. Omdat ieder kind een groot deel van zijn of haar jeugdige leven op school doorbrengt kunnen scholen een centrale rol spelen in het tegengaan van deze bewegingsarmoede. Het meest voor de hand liggende schoolvak lijkt hierbij de lichamelijke opvoeding1 (LO) te zijn. De belangrijkste doelstelling van het schoolvak LO is immers om leerlingen dusdanig te motiveren en enthousiast te maken voor sport en bewegen zodat dit uiteindelijk resulteert in een actieve leefstijl, zowel buiten school als in het verdere leven. Daarnaast is LO tevens het enige verplichte schoolvak waar fysieke activiteit een centrale plek inneemt; de les zelf is in potentie ook een structurele bron van fysieke activiteit. Globaal gezien kan LO dus op een indirecte en een directe manier bijdragen aan de fysieke activiteit van leerlingen, een tweedeling die werd geïntroduceerd in hoofdstuk 1. Waar echter tot op heden onduidelijkheid over bestaat, zeker wat betreft de Nederlandse situatie, is hoe groot de bijdrage van de LO aan dagelijkse fysieke activiteit feitelijk is. De vraag die daarom centraal staat in dit proefschrift is in hoeverre het vak LO, zoals dat op dit moment gegeven wordt op basis- en voortgezet onderwijs, een bijdrage levert aan de fysieke activiteit van kinderen en adolescenten, zowel direct (de les als bron van fysieke activiteit), als indirect (motivatie voor een actieve leefstijl). Voor de beantwoording van deze vraag zijn een aantal studies uitgevoerd. Allereerst is in hoofdstuk 2 door middel van een literatuurstudie onderzocht in hoeverre interventies met een LO-component effectief zijn in het stimuleren van fysieke activiteit. Hieruit blijkt dat er alleen overtuigend bewijs bestaat voor een directe bijdrage van de les LO aan de fysieke activiteit van kinderen en adolescenten. Oftewel, in de les LO zelf wordt er matig-tot-intensief bewogen. De effecten van interventies met een LO component op de fysieke activiteit buiten school of in het latere leven zijn minder overtuigend of zelfs afwezig. In hoofdstuk 3 wordt een cross-sectionele studie beschreven waarin middels het combineren van gegevens vanuit een hartslag-versnellingsmeter met de gegevens uit een activiteitendagboek voor het eerst inzicht verkregen wordt in de daadwerkelijke bijdrage van een reguliere les LO (naast andere fysieke activiteiten zoals fietsen) aan de totale dagelijkse fysieke activiteit van middelbare scholieren. De resultaten wijzen uit dat 17% van de totale hoeveelheid beweging onder schooltijd zijn oorsprong vindt in de lessen LO en dat op dagen dat een leerling een les LO heeft, deze les verantwoordelijk is voor ongeveer 30% van de totale fysieke activiteit op die dag. Opvallend is daarnaast dat 15% van de totale fysieke activiteit op een weekdag zijn oorsprong vindt in het actief transport naar school, voornamelijk fietsen. Hoofdstuk 4 beschrijft een studie waarin de focus ligt op de intensiteit van lessen LO in het voortgezet onderwijs (VO) en het basisonderwijs (BO). Tevens is gekeken naar factoren die de intensiteit van een les beïnvloeden. De resultaten wijzen uit dat 47% en 40% van een les LO op respectievelijk het VO en het BO voldoet aan de intensiteit van bewegen zoals omschreven in de Nederlandse Norm voor Gezond Bewegen (matig-tot-intensief fysiek actief). Dit komt overeen met ongeveer een derde van de dagelijks aanbevolen hoeveelheid beweging voor deze doelgroep. Opvallend is dat op het VO jongens significant actiever zijn tijdens de lessen LO dan meisjes. Dit verschil blijkt zijn oorsprong te hebben in lessen waarin competitieve spelvormen (basketbal, voetbal etc.) centraal staan. Mogelijkerwijs verhindert de dominantie van jongens tijdens spelvormen dat meisjes in een les even actief kunnen zijn als jongens. Dit is een serieuze beperking van de mate waarin een les LO kan bijdragen aan het totale beweeggedrag van meisjes, gezien het feit dat ongeveer 60% van het Nederlandse LO curriculum uit (veelal competitieve) spelvormen bestaat.
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