You Matter: Finding your self-compassion education for health professionals (Nurses and midwives): A sequential explanatory mixed methods study protocol (Preprint)

2021 ◽  
Author(s):  
Mary Steen ◽  
Shwikar Mahmoud Etman Othman ◽  
Annette Briley ◽  
Rachael Vernon ◽  
Steven Hutchinson ◽  
...  
Keyword(s):  
Health Professionals ◽  
Research Study ◽  
Phase 1 ◽  
Health And Wellbeing ◽  
Self Compassion ◽  
Human Research Ethics ◽  
Explanatory Mixed Methods ◽  
Nurses And Midwives ◽  
And Training

BACKGROUND There have been a few recent studies that have reported how having the ability to give self-compassion can reduce a health professional's levels of anxiety, stress, risk of compassion fatigue, burnout, and generally improve their wellbeing. Therefore, there is evidence to support further research into the investigation and exploration of self-compassion education and training for health professionals. OBJECTIVE This study aims to increase knowledge and understanding of self-compassion and how this may enhance the health and wellbeing of health professionals. METHODS The proposed research study will adopt a sequential explanatory mixed methods design. This study will be undertaken in three phases. Phase 1 will utilize a pre-educational self-compassion questionnaire (online survey) to collect data from participants at three-time points (pre, immediately after, and post-follow-up at 6-8 weeks) after attending the self-compassion education. Phase 2 will utilize an interview schedule to explore the participants' views and experiences through a follow-up focus group or individual interview. Finally, phase 3 will include data integration and dissemination of the key findings and recommendations. This study has ethical approval from the Women's and Children's Health Network, Human Research Ethics Committee, and Human Research Ethics Committee at the University of South Australia – 26 June 2021 (Application ID: 204074). RESULTS A scoping review has been previously undertaken to inform this research study (focussing on nurses and midwives). The preparatory phase was completed in April 2021. Phase 1 is expected to be completed by June 2022, and phase 2 will commence in July 2022. CONCLUSIONS The key findings from the data integration of this research project will provide in-depth details and insights to broaden the discussion about self-compassion and its influence upon health professionals' health and wellbeing. Health professionals (nurses and midwives) may benefit from self-compassion education and training programs to improve their health and wellbeing.

scholarly journals Nurses’ Perspectives on Patient and Visitor Violence: A Qualitative Study

2018 ◽  
Vol 3 (2) ◽  
pp. 117
Author(s):  
Lannette Henderson ◽  
Brittany Kamp ◽  
Keri Niedbalski ◽  
Samuel P. Abraham ◽  
Deborah R. Gillum
Keyword(s):  
Lived Experiences ◽  
Research Study ◽  
Work Related ◽  
Need For Support ◽  
Qualitative Phenomenological ◽  
Phenomenological Design ◽  
And Training ◽  
Consequences Of Violence

The profession of nursing is at high risk for work-related threats and violence from patients and visitors. The purpose of this study was to investigate nurses’ perspectives on patient and visitor violence. In this research study, a qualitative, phenomenological design was used. The study question was, “What are your lived experiences as a nurse with patient and visitor violence?” This study included what nurses have personally experienced and how they handled violent situations while performing their job. A total of 19 registered nurses were interviewed. Open-ended questions and follow-up probes evoked responses. Sequential interviews were conducted until all concepts were repeated multiple times without new themes emerging. Four common themes emerged were violence (punching, kicking, tackling, pinching, and spitting), long-term consequences of violence, need for education and training for violence, and the need for support from the organization. Taylor’s cognitive adaptation adjustments to threatening events theory helped guide the study.

scholarly journals The Mental Health and Wellbeing of University Students: Acceptability, Effectiveness and Mechanisms of a Mindfulness-Based Course

2021 ◽  
Vol 18 (11) ◽  
pp. 6023
Author(s):  
Emma Medlicott ◽  
Alice Phillips ◽  
Catherine Crane ◽  
Verena Hinze ◽  
Laura Taylor ◽  
...  
Keyword(s):  
Mental Health ◽  
Graduate Students ◽  
University Students ◽  
Academic Outcomes ◽  
Mental Health Problems ◽  
Academic Goals ◽  
Post Intervention ◽  
Health And Wellbeing ◽  
Self Compassion

Mental health problems are relatively common during university and adversely affect academic outcomes. Evidence suggests that mindfulness can support the mental health and wellbeing of university students. We explored the acceptability and effectiveness of an 8-week instructor-led mindfulness-based course (“Mindfulness: Finding Peace in a Frantic World”; Williams and Penman, 2011) on improving wellbeing and mental health (self-reported distress), orientation and motivation towards academic goals, and the mechanisms driving these changes. Eighty-six undergraduate and post-graduate students (>18 years) participated. Students engaged well with the course, with 36 (48.0%) completing the whole programme, 52 (69.3%) attending 7 out of 8 sessions, and 71 (94.7%) completing at least half. Significant improvements in wellbeing and mental health were found post-intervention and at 6-week follow-up. Improvements in wellbeing were mediated by mindfulness, self-compassion, and resilience. Improvements in mental health were mediated by improvements in mindfulness and resilience but not self-compassion. Significant improvements in students’ orientation to their academic goal, measured by “commitment” to, “likelihood” of achieving, and feeling more equipped with the “skills and resources” needed, were found at post-intervention and at 6-week follow-up. Whilst exploratory, the results suggest that this mindfulness intervention is acceptable and effective for university students and can support academic study.

scholarly journals Education and training in public health: is there progress in the European region?

2019 ◽  
Vol 30 (4) ◽  
pp. 683-688
Author(s):  
Ulrich Laaser ◽  
Vesna Bjegovic-Mikanovic ◽  
Dejana Vukovic ◽  
Helmut Wenzel ◽  
Robert Otok ◽  
...  
Keyword(s):  
Public Health ◽  
Social Media ◽  
Health Professionals ◽  
Qualitative Data ◽  
Organizational Structures ◽  
European Region ◽  
Public Health Professionals ◽  
Set Up ◽  
And Training

Abstract Background The Association of Schools of Public Health in the European Region (ASPHER) is confronted with challenges to improve education for public health professionals. In this article, we attempt to answer the question: Did ASPHER members improve their organization and programmes to enable their graduates to acquire the competences to tackle the diverse areas of public health defined in the Ten Essential Public Health Operations (EPHOs)? Methods ASPHER run two surveys among its membership: In 2011, 66 Schools and Departments of Public Health (SDPHs) took part (82.5%), while in 2015–16, 78 SDPHs (81.3%). The performance of graduates was estimated using a Likert scale. Results In 2015–16, the SDPHs delivered 169 academic programmes (2.2 on average per SDPH). Among the SDPHs participating in both surveys, significant differences could not be determined, neither for the organization (except increasingly using social media) nor for teaching areas. The performance of graduates did not show significant differences except for the deterioration of EPHO-8 (‘assuring sustainable organizational structures and financing’). However, the qualitative data revealed progressive dynamics regarding innovations in the organizational set-up, digitalization, teaching/training, introduction of new modules and research. Conclusions The results generated do not allow us to state that the innovative elements introduced after the first survey in 2011 have had a clear impact reflected in the second survey carried out in 2015–16, but perhaps this is due to the need for a broader follow-up in order to objectify the potential consequences derived from the boost generated by the changes introduced.

Pendayagunaan Sampah Menjadi Produk Kerajinan

2017 ◽  
Vol 17 (1) ◽  
pp. 83
Author(s):  
Nur Fatoni ◽  
Rinaldy Imanuddin ◽  
Ahmad Ridho Darmawan
Keyword(s):  
Waste Management ◽  
Raw Materials ◽  
Economic Value ◽  
Waste Materials ◽  
Waste Collection ◽  
Garbage Disposal ◽  
Waste Separation ◽  
And Training

Waste management is still defined as limited to collection, transportation and garbage disposal. The follow-up of the meaning is the provision of facilities such as garbage bins, garbage trucks and waste collection land. Waste management has not included waste separation. Segregation of waste can minimize the amount of waste that must be discharged to the final place. Segregation of waste can supply recyclable raw materials and handicrafts made from garbage. The manufacture of handicraft products from garbage is still local and requires socialization and training. It is needed to increase the number of craftsmen and garbage absorption on the crafters. Through careful socialization and training, citizens' awareness of waste management becomes advanced by making handicrafts of economic value from waste materials.

scholarly journals Quantitative Checklist for Autism in Toddlers (Q-CHAT). A population screening study with follow-up: the case for multiple time-point screening for autism

2021 ◽  
Vol 5 (1) ◽  
pp. e000700
Author(s):  
Carrie Allison ◽  
Fiona E Matthews ◽  
Liliana Ruta ◽  
Greg Pasco ◽  
Renee Soufer ◽  
...  
Keyword(s):  
Phase 1 ◽  
Autism Spectrum ◽  
Population Screening ◽  
Diagnostic Assessment ◽  
Test Accuracy ◽  
Multiple Time ◽  
Phase 2 ◽  
Time Points ◽  
Screening Study

ObjectiveThis is a prospective population screening study for autism in toddlers aged 18–30 months old using the Quantitative Checklist for Autism in Toddlers (Q-CHAT), with follow-up at age 4.DesignObservational study.SettingLuton, Bedfordshire and Cambridgeshire in the UK.Participants13 070 toddlers registered on the Child Health Surveillance Database between March 2008 and April 2009, with follow-up at age 4; 3770 (29%) were screened for autism at 18–30 months using the Q-CHAT and the Childhood Autism Spectrum Test (CAST) at follow-up at age 4.InterventionsA stratified sample across the Q-CHAT score distribution was invited for diagnostic assessment (phase 1). The 4-year follow-up included the CAST and the Checklist for Referral (CFR). All with CAST ≥15, phase 1 diagnostic assessment or with developmental concerns on the CFR were invited for diagnostic assessment (phase 2). Standardised diagnostic assessment at both time-points was conducted to establish the test accuracy of the Q-CHAT.Main outcome measuresConsensus diagnostic outcome at phase 1 and phase 2.ResultsAt phase 1, 3770 Q-CHATs were returned (29% response) and 121 undertook diagnostic assessment, of whom 11 met the criteria for autism. All 11 screened positive on the Q-CHAT. The positive predictive value (PPV) at a cut-point of 39 was 17% (95% CI 8% to 31%). At phase 2, 2005 of 3472 CASTs and CFRs were returned (58% response). 159 underwent diagnostic assessment, including 82 assessed in phase 1. All children meeting the criteria for autism identified via the Q-CHAT at phase 1 also met the criteria at phase 2. The PPV was 28% (95% CI 15% to 46%) after phase 1 and phase 2.ConclusionsThe Q-CHAT can be used at 18–30 months to identify autism and enable accelerated referral for diagnostic assessment. The low PPV suggests that for every true positive there would, however, be ~4–5 false positives. At follow-up, new cases were identified, illustrating the need for continued surveillance and rescreening at multiple time-points using developmentally sensitive instruments. Not all children who later receive a diagnosis of autism are detectable during the toddler period.

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