Search results

This integrated care study seeks to highlight how voluntary sector “wellbeing co-ordinators” co-located in a horizontally and vertically integrated, multidisciplinary community hub within one locality of an Integrated Care Organisation contribute to complex, person-centred, co-ordinated care.

This is a naturalistic, mixed method and mixed data study. It is complementing a before-and-after study with a sub-group analysis of people receiving input from the wider hub (including Wellbeing Co-ordination and Enhanced Intermediate Care), qualitative case studies, interviews, and observations co-produced with embedded researchers-in-residence.

The cross-case analysis uses trajectories and outcome patterns across six client groups to illustrate the bio-psycho-social complexity of each group across the life course, corresponding with the range of inputs offered by the hub.

To consider the effectiveness and mechanisms of complex system-wide interventions operating at horizontal and vertical interfaces and researching this applying co-produced, embedded, naturalistic and mixed methods approaches.

How a bio-psycho-social approach by a wellbeing co-ordinator can contribute to improved person reported outcomes from a range of preventive, rehabilitation, palliative care and bereavement services in the community.

To combine knowledge about individuals held in the community to align the respective inputs, and expectations about outcomes while considering networked pathways based on functional status, above diagnostic pathways, and along a life-continuum.

The hub as a whole seems to (1) Enhance engagement through relationship, trust and activation, (2) Exchanging knowledge to co-create a shared bio-psycho-social understanding of each individual’s situation and goals, (3) Personalising care planning by utilising the range of available resources to ensure needs are met, and (4) Enhancing co-ordination and ongoing care through multi-disciplinary working between practitioners, across teams and sectors.

This paper aims to investigate how Bruneian secondary school students employ code-switching in peer interactions. The functions of students' code-switching were analysed using Reyes' (2004) and Appel and Muysken's (2005) typologies.

The data collected are based on audio-recorded group discussions designed to elicit students’ code-switched utterances.

The results indicate that the students used 11 functions of code-switching: referential, discourse marker, clarification, expressive, quotation imitation, turn accommodation, insistence, emphasis, question shift, situation shift and poetic.

As the study only focusses on a specific secondary school, results from this school will not represent secondary school students in Brunei.

This paper hopes to provide insight into how students' code-switching can be seen in a positive light. Moreover, understanding how students use code-switching in the classroom is essential for successful knowledge transfer and for cultivating competent bilinguals, which is what the country's education system aims for.