Bridging the gap between attitudes and action: A qualitative exploration of clinician and exercise professional’s perceptions to increase opportunities for exercise counselling and referral in cancer care

ObjectiveThis study aimed to 1) understand factors impacting the implementation of exercise communication and referral, and 2) explore integrated clinical approaches to exercise communication and referral in cancer care.MethodsSeven focus groups (N = 53) were conducted with clinicians and exercise professionals throughout Sydney, Australia. A sub-sample of participants (n = 9) attended a half-day workshop to identifying best practice approaches for moving forward. Data were analysed using thematic content analysis.ResultsTwo themes emerged: 1) Factors impacting the knowledge-to-action gap, inclusive of limited exercise specific knowledge and training opportunities, funding structure, and current referral process, and 2) Recommendations for a consistent and efficient way forward, detailing the need for oncologist-initiated communication, distribution of cancer-exercise resources, and access to exercise professionals with cancer expertise.ConclusionsThis study identified factors (e.g., cancer-exercise specific training, integration of exercise physiologists) influencing exercise counselling and referral. A potential implementation-referral approach accounting for these factors and how to incorporate exercise into a standard model of cancer care, is described. Future testing is required to determine feasibility and practicality of these approaches.Practical ImplicationsA pragmatic model is provided to guide implementation-referral, inclusive of oncologist-initiated communication exchange, relevant resources, and access to exercise professionals with cancer expertise.     

讨论式教学法在温病学中的教学设计——以温病的祛湿法为例

文章以温病的治法祛湿法为例,提出讨论式教学法的教学设计,包括建立"三人为师"规则、"发言签"规则,营造讨论气氛,角色分配包括向导、刺头、记录员、法官、汇报人,然后按照"领结模型"展开讨论,最后按照表达意愿、思维技能、学生间互动、内容知识掌握情况等进行评估,旨在培养学生温病学临床思维能力与团队协作能力。     

聚焦解决护理模式结合健康教育对银屑病患者心理状态、应对方式的影响

目的 探讨聚焦解决护理模式结合健康教育对银屑病患者心理状态、应对方式的影响。方法 选取2020年2月至2021年2月我院收治的100例银屑病患者,随机分为观察组(聚焦解决护理模式结合健康教育)与对照组(常规健康教育)。比较两组的心理状态及应对方式。结果 干预后,观察组的焦虑自评量表(SAS)、抑郁自评量表(SDS)评分低于对照组(P<0.05)。干预后,观察组的面对评分高于对照组,屈服、回避评分低于对照组(P<0.05)。干预后,观察组的病耻感评分低于对照组(P<0.05)。结论 聚焦解决护理模式结合健康教育可有效改善银屑病患者的不良情绪,减轻病耻感,转变疾病应对方式。     

情景模拟联合案例讨论在急诊护理临床带教中的应用体会

目的探究急诊护理临床带教中采用情景模拟、案例讨论联合教学法效果。方法在本院实习的若干名护生中,选取124名护生分按照教学方法分组,对照组62名实施传统急诊护理带教,观察组62名实施案例讨论、情景模拟联合教学法,对比临床带教效果。结果两组实践与理论成绩相比,观察组成绩更高(P<0.05)。思维、急救及应激能力自我评价相比,观察组的总提高率高于对照组(P<0.05)。实施案例分析结合情景模拟教学模式后,问卷调查中观察组无护生不赞同此模式,非常赞同此教学模式的护生占总人数的90%以上。结论实施案例讨论、情景模拟联合教学模式后,护生急诊护理实践与理论水平均提升,护生我评价较高。     

Mental health care professionals' accounts of actions and responsibilities related to managing physical health among people with severe mental illness

Background

Life expectancy of people with severe mental illness (SMI) is greatly shortened compared to the general population, and despite extensive research, this issue is unsolved. Although it is widely recognised that people with SMI need support from health care services to manage health related issues, profound health inequalities exist within provision of health care. The aim of this study was to examine how mental health care professionals accounted for their actions and responsibilities related to managing physical health issues among people with SMI.

Practicalities in doctorate research of using grounded theory methodology in understanding nurses’ behaviours when caring for culturally diverse patients

This article provides a critical review of how grounded theory methodology was used to explore student and registered nurses' experiences of caring for culturally diverse patients, as part of a doctorate of philosophy. It illustrates how a continuous cycle of data collection, constant comparative analysis and theoretical sampling was operationalised and explains how these methods were consistent with classic grounded theory methodology. It describes how a theory of resigned Indifference was generated, which explains how nurses used a raft of disengagement strategies as a means of dealing with their uncertainties, during cross cultural encounters. Disengagement was allowed and sometimes even facilitated within clinical practice and as a result nurses became indifferent to people they knew little about and appeared resigned that this was acceptable. This study highlights the need for greater consideration into how cultural competence development is taught, learnt and more importantly, applied in clinical practice. The detailed explanation of the methodology and methods used is intended to provide a practical guide for researchers considering using the methodology. It describes how new insights into nurses’ behaviours towards culturally diverse patients were generated, which has relevance and utility for practising nurses and nurse educators.     

SEE-diabetes,a patient-centered diabetes self-management education and support for older adults: Findings and information needs from providers’ perspectives

Background and aimsDiabetes self-management education and support (DSMES) can improve clinical and health outcomes of people with diabetes. However, DSMES has been underutilized because of many barriers. We aimed to develop a patient-centered educational aid, SEE-Diabetes (Support-Engage-Empower-Diabetes), that facilitates shared decision-making about DSMES between patient and provider during the follow-up visit. We investigated the information needs to inform the design of the SEE-Diabetes from the providers’ perspective.MethodsWe conducted an online survey (N = 42) and three focus groups (N = 13) involving providers who have experience managing diabetes in older patients. Survey collected demographics and assessed knowledge of DSMES. During the subsequent focus groups, participants evaluated the Assessment and Plan section of three clinic notes of older people with diabetes. We also demonstrated the potential workflow of DSMES documentation using SEE-Diabetes during clinical practice.ResultsThe survey showed 60% of providers were familiar with DSMES. Focus group findings showed clinic notes should convey concise information at an appropriate reading level, numbered problems, and less medical jargon to improve the readability of clinic notes. Application of SMART (Specific, Measurable, Attainable, Relevant, Time-bound) goals was suggested to deliver effective diabetes self-care information.ConclusionsProviders should consider adopting validated DSMES guidelines along with goal-setting strategies to provide patient-centered care. The research team will integrate the provider recommendations when we develop SEE-Diabetes.     

全科医生对未分化疾病诊治观点的质性研究

目的 通过了解全科医生对未分化疾病（medically unspecified disease，MUD）的诊治观点，提出临床实践建议，为MUD规范诊治提供理论依据。方法 采用目的抽样法，选取浙江省不同地区全科医生17名，组成焦点小组，进行全员团体半结构式深入访谈，采用现象学质性研究方法，对逐字转录所获得的访谈资料进行编码，并运用Colaizzi现象资料七步分析法分析资料，提炼主题。结果 通过全科医生对MUD诊治观点的分析，形成3个主题结果：MUD诊断定义不统一，医生思维差异大，反复就医导致过度医疗。结论 根据全科医生对MUD诊治观点的分析，提出“掌握疾病规律，统一定义及诊断标准；加强培训，提高对疾病早期识别能力；加强医患沟通，促进医患共同决策”等建议，为MUD诊治规范化提供理论依据。