Search results
1 – 4 of 4
Elizabeth Mansfield, Jane Sandercock, Penny Dowedoff, Sara Martel, Michelle Marcinow, Richard Shulman, Sheryl Parks, Mary-Lynn Peters, Judith Versloot, Jason Kerr and Ian Zenlea
In Canada, integrated care pilot projects are often implemented as a local reform strategy to improve the quality of patient care and system efficiencies. In the qualitative study…
Abstract
Purpose
In Canada, integrated care pilot projects are often implemented as a local reform strategy to improve the quality of patient care and system efficiencies. In the qualitative study reported here, the authors explored the experiences of healthcare professionals when first implementing integrated care pilot projects, bringing together physical and mental health services, in a community hospital setting.
Design/methodology/approach
Engaging a qualitative descriptive study design, semi-structured interviews were conducted with 24 healthcare professionals who discussed their experiences with implementing three integrated care pilot projects one year following project launch. The thematic analysis captured early implementation issues and was informed by an institutional logics framework.
Findings
Three themes highlight disruptions to established logics reported by healthcare professionals during the early implementation phase: (1) integrated care practices increased workload and impacted clinical workflows; (2) integrating mental and physical health services altered patient and healthcare provider relationships; and (3) the introduction of integrated care practices disrupted healthcare team relations.
Originality/value
Study findings highlight the importance of considering existing logics in healthcare settings when planning integrated care initiatives. While integrated care pilot projects can contribute to organizational, team and individual practice changes, the priorities of healthcare stakeholders, relational work required and limited project resources can create significant implementation barriers.
Details
Keywords
Edward W. Miles, Jeff Schatten and Elizabeth Chapman
Face threat sensitivity (FTS) has been found to influence objective negotiated outcomes when the threat to face is activated. The purpose of this study is to extend that research…
Abstract
Purpose
Face threat sensitivity (FTS) has been found to influence objective negotiated outcomes when the threat to face is activated. The purpose of this study is to extend that research by testing whether FTS – which is defined as a propensity to act – is associated with the outcomes of negotiators when the threat has not been specifically activated. Face theory specifies that face threats can cause individuals to take proactive steps to avoid threats before they might occur.
Design/methodology/approach
Drawing on face theory and social role theory, the authors conduct a negotiation experiment and use hierarchical regression to test hypotheses concerning the relationship between FTS for sellers and buyers on negotiated outcomes in both distributive and integrative negotiations. The authors also use moderated regression to test if gender moderates the relationship between buyer and seller FTS and negotiation outcomes.
Findings
Results show that, when the threat is not activated, high FTS buyers pay more than low FTS buyers. Consistent with face theory and social role theory, this effect is moderated by gender, with the association being stronger for women buyers than for men buyers.
Originality/value
This paper exhibits that FTS can influence negotiator behavior even when FTS is not activated. This is valuable to negotiation scholars and practitioners who are interested in the role that individual characteristics play in negotiation behavior.
Details
Keywords
The purpose of this paper is to make the case for bringing compassion to students in educational settings, preschool through graduate school (PK-20).
Abstract
Purpose
The purpose of this paper is to make the case for bringing compassion to students in educational settings, preschool through graduate school (PK-20).
Design/methodology/approach
First, the author defines what is meant by “compassion” and differentiates it from the related constructs. Next, the author discusses the importance of bringing compassion into education, thinking specifically about preschool, K-12 (elementary and middle school/junior high/high school), college students, and graduate students (e.g. law, medical, nurses, counselors and therapists-in-training). The author then reviews the scant empirical literature on compassion in education and makes recommendations for future research. In the final section, the author makes specific and practical recommendations for the classroom (e.g. how to teach and evaluate compassion in PK-20).
Findings
While there is a fair amount of research on compassion with college students, and specifically regarding compassion for oneself, as the author reviews in this paper, the field is wide open in terms of empirical research with other students and examining other forms of compassion.
Research limitations/implications
This is not a formal review or meta-analysis.
Practical implications
This paper will be a useful resource for teachers and those interested in PK-20 education.
Social implications
This paper highlights the problems and opportunities for bringing compassion into education settings.
Originality/value
To date, no review of compassion in PK-20 exists.