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Interventions that improve timely access to outpatient health services are essential in managing demand. This process evaluation aimed to describe the implementation, mechanism of impact and context of an intervention to reduce waiting for first appointments in an outpatient epilepsy clinic.

The UK Medical Research Council framework was used as the theoretical basis for a process evaluation alongside an intervention trial. The intervention, Specific Timely Appointments for Triage (STAT), is a data-driven approach that combines a one-off backlog reduction strategy with methods to balance supply and demand. A mixed methods process evaluation synthesised routinely collected quantitative and qualitative data, which were mapped to the domains of implementation, mechanisms of impact and contextual elements.

The principles of the STAT model were implemented as intended without adaptation. The STAT model reached all patients referred, including long waiters and was likely generalisable to other medical outpatient clinics. Mechanisms of impact were increased clinic capacity and elimination of unwanted variation. Contextual elements included the complexity of healthcare systems and the two-tier triage practice that contributes to prolonged waiting for patients classified as non-urgent.

This process evaluation shows how a data-driven strategy was applied in a medical outpatient setting to manage demand. Improving patient flow by reducing waiting in non-urgent, outpatient care is a complex problem. Understanding how and why interventions work is important for improved timeliness of care, and sustainability of public health services.

This article sets out to show how principles and questions about method that underlie a way of interpreting the discipline of conservation and restoration can find results in research and studies, aiming at achieving even conscious reuse process. The occasion is the very recent research performed on the former Church of Saints Gerolamo and Francesco Saverio in Genoa, Italy, the Jesuit church annexed to the 17th-century College of the order. It is a small Baroque jewel in the heart of the ancient city, former University Library and actually abandoned, forgotten for years, inaccessible and awaiting a new use.

The two-year work carried out on the monumental building was conducted according to a study and research methodology developed and refined over the years within the activities of the School of Specialisation in Architectural Heritage and Landscape of the University of Genoa. It is a multidisciplinary and rigorous approach, which aims to train high-level professionals, up-to-date and aware of the multiple problems that interventions on existing buildings, especially of a monumental nature, involve.

The biennal study has been carried out within the activities of the Post-Graduate Programme in Architectural Heritage and Landscape of the University of Genoa. The work methodology faces the challenges of the contemporary complexity, raised by the progressive broadening of the concept of cultural “heritage” and by the problems of its conservation, its active safeguard and its reuse: safety in respect of seismic risk, fire and hydro geological instability, universal accessibility – cognitive, physical and alternative – resource efficiency, comfort and savings in energy consumption, sustainability, communication and involvement of local communities and stakeholders.

The goals of the work were the following: understanding of the architectural heritage, through the correlated study of its geometries, elements and construction materials, surfaces, structures, spaces and functions; understanding of the transformations that the building has undergone over time, relating the results of historical reconstructions from indirect sources and those of direct archaeological analysis; assessment of the state of conservation of the building recognising phenomena of deterioration, damage, faults and deficits that affect materials, construction elements, systems and structures; identification of the causes and extent of damage, faults and deficits, assessing the vulnerability and level of exposure of the asset to the aggression of environmental factors and related risks; evaluation of the compatibility between the characteristics of the available spaces, the primary needs of conservation, the instance of regeneration and possible new uses; the definition of criteria and guidelines for establishing the planning of conservation, restoration and redevelopment interventions.

The purpose of this study is to explore the contributions of peace and security to the self-development of educators in Syria. It focuses on understanding how these elements impact the equitable distribution of benefits, treatment, facilities and resources. The study aims to uncover the intricate relationship between a secure, peaceful educational environment and the personal and professional growth of educators, thereby shedding light on how these factors synergistically enhance the educational landscape in Syria.

This study employs the Partial Least Squares Structural Equation Modelling (PLS-SEM) method for data analysis. Data were gathered through an online survey distributed to 472 Syrian educators from 14 provinces. The questionnaire, provided in Arabic, consisted of sections on demographics, peace and security, religion and cultural values, core values for self-development and government intervention. The data were analysed using IBM SPSS for descriptive analysis and PLS-SEM for causal effect analysis, allowing for the modelling of latent variables and handling non-normality in small to medium-sized samples.

The study found a positive correlation between peace and security, government intervention and self-development among Syrian educators. However, government intervention was identified as a poor moderator due to the unfavourable connection between past government actions and current expectations. The findings challenge the government to be proactive in addressing issues and concerns related to fair treatment and creating a harmonious academic environment. Educators seek equality in support and assistance across various academic activities for their self-development.

The study’s primary limitation is the use of convenience sampling, as the researchers faced difficulties in disseminating the questionnaires due to being non-local. This might affect the generalizability of the findings. Future research could employ a more randomized sampling method and expand the scope to include more diverse educational settings. The implications of this study are significant for policymaking, suggesting that targeted government interventions are necessary to foster a supportive and secure environment for educators.

The study underscores the need for more effective government policies that prioritize peace and security in educational settings. These interventions are crucial for the well-being and development of educators, ultimately improving educational quality in Syria. Practical recommendations include continuous support for educators through professional development programmes and equitable distribution of resources. By fostering a supportive environment, educators can better contribute to the educational sector and broader societal development.

By highlighting the critical role of peace and security in educators' self-development, the study contributes to broader social stability and cohesion. It advocates for policies that address the diverse needs and challenges faced by educators in Syria, ensuring they are well-supported in their roles. Enhancing educators' well-being and effectiveness can lead to improved educational outcomes, benefiting students and contributing to the nation’s long-term social and economic development.

This study provides a unique contribution by focusing on the nexus of peace, security and self-development among educators in Syria, an area previously underexplored. The findings offer valuable insights into the specific challenges and needs of educators in a conflict-affected region. The research emphasizes the importance of a peaceful and secure educational environment for the professional growth of educators, offering a foundation for future studies and policy discussions aimed at enhancing the educational landscape in Syria.

The purpose of this paper is to report on an interprofessional (IPE) student training scheme recently conducted in three care homes across the Northwest of England. The intervention was designed as a feasibility study to explore the impacts such schemes have on residents, students and care home staff. Additional lessons emerged that contribute to the design and direction of future IPE initiatives in other care homes and care settings.

This case study outlines how the intervention was designed and implemented and the findings from its evaluation. This paper uses Biggs’ (1993) presage–process–product framework to evaluate the process of setting up care homes as a site of collaborative learning.

Collaborative working between stakeholders is necessary for the successful implementation of IPE in care home settings. The process is complex and requires communication and commitment across all levels of engagement. For this model to grow and have a beneficial impact on older people’s lives, there are layered factors to consider, such as the socio-political context, the characteristics of the individuals who participate and diverse approaches to learning.

This case study reports the subjective views of the research collaborators. While this raises the potential for bias, it presents an “insider” perspective of the research process and offers learning that might be beneficial in efforts to run future IPE training schemes.

To the best of the authors’ knowledge, no other research studies or published interventions have been identified that explicitly address the experiences of implementing an IPE training scheme in UK care home settings. This paper will therefore be useful to academic researchers, individuals managing student placements and to health and social care staff who wish to learn about of the value of IPE learning schemes.

This study aims to investigate the optimization of coordination mechanisms in humanitarian action and focuses on the challenges posed by the COVID-19 pandemic.

Conducted as a case study in collaboration with an international humanitarian organization, this research examines the components and associated coordination mechanisms of humanitarian action phases.

The analysis reveals the complexities of managing humanitarian crises, emphasizing the need for adaptive coordination strategies. Four key crisis response coordination mechanisms are explored – structural configuration, outcome standardization, process standardization and mutual adjustment. The study particularly assesses the emergency-development phase.

This study is limited to a single humanitarian organization and the COVID-19 context. Future research could explore additional case studies and broader contexts to enhance understanding of coordination mechanisms in humanitarian crises.

This research has practical implications for humanitarian organizations, policymakers and practitioners involved in crisis response. Enhancing coordination mechanisms and strategies can improve the efficacy of response efforts and facilitate navigation of the complexities of humanitarian crises.

Effective coordination is crucial in mitigating the impact of humanitarian crises and promoting social resilience. By optimizing coordination mechanisms, this research contributes to building more adaptive societies in the face of global challenges.

This study innovatively applies the activities-resources-actors (ARA) model to the humanitarian context and concentrates on the response to COVID-19 of one international humanitarian organization. By adapting the ARA model to a real-world scenario, this research provides insights into optimizing coordination mechanisms in crisis management.

Higher education is undergoing a significant transformation, demanding a rethinking of instructional methods, the establishment of novel assessment frameworks and the incorporation of state-of-the-art technologies to advance the development of learning competencies. The use of simulations is an alternative that offers satisfactory results and favors learning in new generations. This study aims to present a methodology for assessing the advancement of self-directed learning (SDL) in participants through simulation techniques and show that the incorporation of simulations can improve participants’ SDL skills.

This study uses a quantitative approach to evaluate the evolution of various competencies related to SDL among participants. Includes the application of scales specifically designed to measure readiness for SDL, the use of factor analysis to identify and validate essential factors and conducting hypothesis testing to verify shifts in students’ perceptions regarding the significance of SDL-related skills.

The findings of this study reveal a positive impact of simulations on the SDL readiness. Factor analysis identified five key factors: self-management skills, openness to learning opportunities, initiative and independence in learning, self-concept as an effective learner and desire for Learning. The use of simulations significantly improved critical thinking, logical reasoning, analysis and decision-making capabilities. These results demonstrate the effectiveness of this technique as a valuable tool for developing SDL skills and highlight the potential of such interventions in complex and uncertain learning environments.

The study provided valuable insights into the impact of simulations in the logistics field, particularly in the development of SDL-related skills. There is a need for studies in other areas of knowledge that would allow for the generalization of these results. Likewise, it is advisable to use scales that measure the development of other types of skills. Additionally, the study’s focus on short-term effects may not fully capture the long-term development of SDL-related skills. Future research should address these limitations, expand the sample size, conduct longitudinal studies and explore possible contextual and external factors that may influence SDL outcomes in various educational settings, leading to broader and more robust conclusions.

The practical implications of this study are significant for both higher education institutions and educators in the logistics domain. The positive impact of the serious game on participants’ SDL skills highlights the potential of incorporating interactive and engaging learning tools in the curriculum. Educators can leverage serious games to foster critical thinking, logical reasoning and decision-making abilities in their students. Moreover, the identified key factors influencing SDL development provide valuable guidance for designing targeted interventions to enhance students’ self-management, initiative and love for learning.

The social implications of this study underscore the importance of equipping individuals with SDL skills in a rapidly changing world. By integrating serious games and fostering SDL competencies, higher education institutions can contribute to a more adaptable and resilient workforce. Empowering students with critical thinking, innovative thinking and independent learning, they can enhance their ability to navigate the challenges of the labor market. This, in turn, may lead to a more informed and proactive society capable of addressing complex issues and making well-informed decisions.

This article arises from empirical exploration with students from two countries in Latin America (Mexico and Colombia), examining the importance of games in developing SDL skills. Furthermore, it promotes the use of a methodology with a low level of complexity, and that can be replicated with different games. This perspective adds valuable insights to the existing literature, offering practical implications for educators and institutions seeking effective strategies to promote SDL skills among students.

This paper aims to build on Part 1 which generated a theory representing the experiences of charity peer leaders facilitating well-being interventions (Burns, 2024). This study (Part 2) examines the process of peers [1] becoming peer leaders using the generated theory.

Following the Medical Research Council Process Evaluation Framework (Moore et al, 2015), the methods for this study were as follows: discussion and informal questions with all project staff (skilled group facilitators and peer leaders) at the start of the Refugee projectx; in-depth, self-report questionnaire with the skilled group facilitators; researcher observations of the peer leaders learning to lead and leading the groups; and group interview with peer leaders.

When analysed in line with the theory, the data showed the following: being empathic and validating someone’s story helps the person feel like their journey counts and is of worth; the “dance” of rapport and relationship is a vital ingredient for a successful group; the process of sharing stories and giving hope bring rewards; hope can be gained, given and given again without diminishing hope within the giver.

The theory that emerged in this study is unique to Part 1 and therefore Part 2 is also original, to the best of the author’s knowledge. The demonstration of the use of the theory in practise could support mental health peer work in offsetting statutory health-care costs.

This paper aims to investigate the e-waste aspect of sustainability in education, with a specific interest in engineering education. Specifically, it focuses on recycling through reclaiming electronic components from e-waste and reusing them in repairs or in the design and construction of new devices.

A systematic literature review is performed according to the PRISMA methodology. In total, 27 articles are analysed as to publication parameters, characteristics and evaluation of educational interventions on e-waste and evaluation results across major domains of learning (cognitive, affective and 21st century skills).

The reviewed subject is under-research; publications are rare and mostly in conference proceedings. The majority of interventions take place at university level, in face-to-face mode, using a practical approach in hands-on labs. Educational methods draw from modern, learner-centred pedagogies such as collaborative learning and constructionism. Topics focus on innovative design and construction, while interventions tend to become embedded in engineering curricula/courses. Evaluation of learners’ gains across domains of learning is rare and follows informal procedures that shake the reliability of results. Domains other than the cognitive are scarcely and subjectively evaluated.

Contrary to other aspects of sustainability, the aspect of e-waste has not been reviewed. The applied, hands-on approach and the analytic, synthetic, collaboration and creativity skills it requires are all much valued in education. The current review, therefore, comes to inform, inspire and guide educators and researchers in planning and implementing activities on this subject.

This paper aims to explore the trends in academic research on elder abuse from 1990 to 2023 using bibliometric analysis. It seeks to identify research trends, hotspots and gaps and proposes future research directions.

Using bibliometric analysis method, this study analyzes 2,404 documents related to elder abuse from the Scopus database. Visual analysis is conducted using VOSviewer software to reveal research trends, thematic clusters and their interrelationships.

The study shows a rising concern for elder abuse, especially in nursing homes, domestic settings and among dementia patients. However, research on prevention and intervention measures is lacking, despite increasing international collaboration. Yet, deeper exploration of cross-cultural and regional differences remains limited.

This study reveals that improving care conditions for nursing home residents and dementia patients requires increased funding, professional training for caregivers, the strengthening of regulations and the establishment of clear guidelines for reporting abuse. Additionally, promoting international cooperation, sharing best practices, raising public awareness and supporting ongoing research are essential measures to ensure the safety and dignity of older adults.

To the best of the authors’ knowledge, this study represents the first systematic review of elder abuse research using bibliometric analysis, providing researchers and policymakers with a comprehensive knowledge framework of the field’s development trends and research hotspots.

The number of university students seeking mental health support is rapidly increasing. To provide additional psychological support to students accessing well-being services, this study aimed to pilot a mental health Web application (app) called Orpheus®.

Guided by student consultations, a multi-methods approach was adopted, including an examination of in-app data, chart reviews of routinely collected student information and interviews with mental health practitioners. Usage data were analysed descriptively. Changes in mental health outcomes were examined using means, standard deviations and reliable change indices for anxiety and depression scores. Inductive and deductive thematic analysis was conducted on qualitative data from staff interviews and student feedback.

A total of 26 students registered an account with 39 completed app visits. On 37 of the 39 (94.9%) occasions, students reported reductions in the intensity of unwanted negative emotions. Statistically significant reductions in the average pooled anxiety and depression scores were observed. Of the 15 students who completed pre- and post-routine outcome measures, between 20% and 60% showed reliable and meaningful symptom improvements. Students reported that the app was helpful and easy to set up and use, with no adverse events. Practitioners highlighted barriers and facilitators related to the technology features, situational contexts and individual differences.

Integrating Orpheus in real-world settings resulted in promising implementation processes, potential for future uptake and positive outcomes. However, ongoing research, staff training and app testing are needed to further improve the implementation processes for digital mental health interventions.