Search results

The purpose of this paper is to outline how personal health budgets and a universal, integrated model of support, can positively transform the way in which individuals with a learning disability experience their health and support needs.

The review recognises that Integrated Personal Commissioning, as a policy approach, provides the framework to offer personalised care, and enables people to live an independent, happy, healthy and meaningful life.

Evidence suggests that a personalised and integrated approach to both health and social care not only offers better outcomes on all levels for the individual, but also benefits the system as a whole.

The study reveals that a personalised care leads to people to have choices and control over decisions that affect in better health and wellbeing outcomes for people.

The purpose of this study is to identify and synthesise the best evidence on health-care leaders’ and professionals’ experiences and perceptions of compassionate leadership.

A mixed-methods systematic review was conducted in accordance with the Joanna Briggs Institute methodology for mixed-methods systematic reviews using a convergent integrated approach. A systematic search was done in January 2023 in PubMed, CINAHL, Scopus, Medic and MedNar databases. The results were reported based on Preferred Reporting Items for Systematic Reviews and Meta-analyses. The data was analysed using thematic analysis.

Ten studies were included in the review (five qualitative and five quantitative). The thematic analysis identified seven analytical themes as follows: treating professionals as individuals with an empathetic and understanding approach; building a culture for open and safe communication; being there for professionals; giving all-encompassing support; showing the way as a leader and as a strong professional; building circumstances for efficient work and better well-being; and growing into a compassionate leader.

Compassionate leadership can possibly address human resource-related challenges, such as health-care professionals’ burnout, turnover and the lack of patient safety. It should be taken into consideration by health-care leaders, their education and health-care organisations when developing their effectiveness.

This review synthesised the knowledge of compassionate leadership in health care and its benefits by providing seven core elements of health-care leaders’ and professionals’ experiences and perceptions of compassionate leadership.

The learning outcomes of this case study are to understand the business-to-business (B2B) consumer outlook on mental health care in emerging markets; analyse the challenges faced in creating a need for mental health care in Indian workplaces; explore the business attractiveness of the B2B model and understand the business potential of the B2B segment at heyy,; and contemplate different innovative strategies that could change consumer mindset on mental health care in emerging markets.

Ankit, the founder and CEO of heyy, was facing a conundrum. “heyy,” was built on normalizing mental well-being at workplaces. His mental health-care app heyy, had crossed 50,000 subscribers within a few months of launch. The mobile app was designed to spread mental health awareness and provide various levels of mental well-being interventions. Business-to-consumer and B2B customer segmentation had been targeted by this start-up. The B2B space consisted of employees working with partner organizations. The adoption rates of employees using the features of heyy, declined after the initial app download. The employees had yet to fully become acclimatized to the features of heyy,. Exploring the business potential and investigating the business attractiveness of the B2B segment were the focus of the present study. Ankit contemplated various strategies he could adopt to increase user adoption of “heyy,” services by employees in his partner organizations. The case study strives to address the question – “What are the risks faced by organizations when entering the mental health-care industry in emerging markets like India, where mental health care is still not openly discussed?”

This case study is designed to be taught as part of the “entrepreneurship development” and “strategic management” courses for undergraduates, postgraduates and students of executive programmes in management. Students need to be aware of basic strategic management concepts such as BCG matrix, SWOT analysis and business canvas before working on this case study, so they could dissect the case from multiple perspectives to get a comprehensive outlook on the case.

Teaching notes are available for educators only.

CSS 11: Strategy.

In times of organizational thirst for employee engagement and meaning through designing corporate stories, the aim of this article is to explore and identify key sources (engines) of engagement during LEGO® SERIOUS PLAY® (LSP) corporate learning pre-pandemic events of various types and size in Poland.

This is a conceptual paper. The research was conducted using participant observation from the perspective of a certified facilitator of the method. This position ensures a prime access to the organizational events. Eight training sessions (four LSP and four non-LSP workshops) have been analysed using thematic analysis. The structure of thematic codes has been conceptualized and reflected as the EPIC framework.

The findings include (1) the importance of the experience of emerging realities as a key generator of engagement, (2) the significance of social collaboration and peer-to-peer interactions (experience of collective intelligence), (3) the observable rise in engagement and willingness to contribute when real business situations, especially labelled as “strategic issues” are discussed and (4) the role of image-capturing (“snapshot experience”) in creation of an engaging learning experience.

The limitations refer to the potential conflict of interests as the researcher is also the facilitator of the workshop. To ensure the neutral point of view of the researcher, the sessions have been recorded to enable transparency of the observation and non-biased logic of key findings. The “learning experience” research is also culture- and context-sensitive, thus it may be problematic to replicate the research procedure in different countries, however, the EPIC model can be treated as a universal framework to explore and identify the engines of engagement.

The concept of this paper is designed from the practical point of view. The findings are adaptable to the corporate practices aimed at empowering employees and are compatible with management models such as agile, human enablement and human-centred design in organizations.

Serious play methods of learning and experiencing are said to be of the highest importance when finding new ways of organizational learning in the pandemic situation and work from home as a standard learning environment.

The contribution of this paper is visible in the conceptualization of the moments that shape an engaging experience. This is also the first academic paper presenting the perspective of a certified facilitator of LSP from Central and Eastern Europe region.

This work aligns with two of the following NAPDS Essentials: Clinical Preparation and Learning and Leading. The authors collaborated with district partners to determine how to best meet their needs. Additionally, our institution continues to develop a reciprocal relationship; pre-service teachers can hone skills during the clinical field experience, and the university will better support the professional development initiatives of districts with whom we partner. Clinical field assignments are designed with intentionality to align with the needs of our districts. Consequently, pre-service teachers will be better equipped to immerse themselves in the field experiences and effectively address the diverse needs of students. The authors will continue to engage our preservice and in-service teachers and personalize supports.

A needs assessment was conducted to determine the most appropriate supports for our district partners. A survey was disseminated, and individuals ranked their area for support. The authors followed up with in-service teachers and district leaders to discuss specific strategies that could strengthen academic achievement and social emotional development. Additionally, the data were used to determine how to better equip teacher candidates to serve in the partner districts.

Two programs that have been highly successful have been the Teacher Assistant to Teaching Professional program which is a specialized grow your own and bringing high school students to campus that are interested in becoming educators their junior year, lastly, the use of Mixed Reality Simulations to strengthen educator preparation. Creating diverse partnerships is not a one-size-fits-all approach in every district. Needs assessment and ongoing conversations are needed to ensure both the district and the Educator Preparation Program are able to support pre-service and in-service teachers along with the needs of PreK–12 students.

This paper highlights diverse approaches to strengthening partnerships and the teacher pipeline.

The purpose of this commentary is to comment on Fischer's et al. (2022)

This commentary responds to Fischer's et al. (2022) call on envisioning alternate conceptualizations of learning for the digital era. In doing so, the author argues for reconsidering learning in its socio-material condition, situated and made of a web of social and technological relations. In this context, the author takes a relational lens on learning to interrogate taken-for-granted views of (1) personalizing data increasingly used for student learning, (2) emerging educational infrastructures for higher education and (3) the student–teacher relationship mediated by data and algorithms.

In this commentary, the author suggested unpacking assumptions about learning that get reflected in the design and discourses about socio-technical arrangements and transformations in education. Taking the example of personalized learning, the author has illustrated a relational mode of thinking that leads the author to argue that, renewed definitions of learning must be discussed multidimensionally and, most importantly, situated in the material world that learning is already part of.

Following Fischer et al. (2022, this issue), the author agrees that the focus should be on finding “new ways of organizing learning by exploring opportunities for radically new conceptualizations and practices.” In order to do that it is of utmost importance to problematize the social and material conditions that actively configure learning today and infrastructure tomorrow's learning. Hopefully, these observations will entice others to discuss further the educational transformations at stake in the age of datafication and algorithmic decision-making.

The author argues for reconsidering learning in its socio-material condition, which is situated and made of a web of social and technological relations. In this context, the author argues that any attempt to reconceptualize learning from a transformational perspective in the 21st century, as mentioned by Fischer et al. (2022), needs to interrogate views and assumptions about the socio-technical relationships researchers, practitioners and educators are contributing to via their practices and discourses.

Self-regulated learning (SRL) is crucial for successful learning and lifelong learning in today’s rapidly changing world, yet research has shown that many learners need support for SRL. Recently, learning analytics has offered exciting opportunities for better understanding and supporting SRL. However, substantial endeavors are still needed not only to detect learners’ SRL processes but also to incorporate human values, individual needs and goals into the design and development of self-regulated learning analytics (SRLA). This paper aims to examine the challenges that lifelong learners faced in SRL, their needs and desirable features for SRLA.

This study triangulated data collected from three groups of educational stakeholders: focus group discussions with lifelong learners (n = 27); five teacher interviews and four expert evaluations. The groups of two or three learners discussed perceived challenges, support needs and willing-to-share data contextualized in each phase of SRL.

Lifelong learners in professional development programs face challenges in managing their learning time and motivation, and support for time management and motivation can improve their SRL. This paper proposed and evaluated a set of design principles for SRLA.

This paper presents a novel approach for theory-driven participatory design with multistakeholders that involves integrating learners, teachers and experts’ perspectives for designing SRLA. The results of the study will answer the questions of how learners’ voices can be integrated into the design process of SRLA and offer a set the design principles for the future development of SRLA.

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.

The purpose of this paper is to demonstrate the advancements in artificial intelligence (AI) and conversational agents, emphasizing their potential benefits while also highlighting the need for vigilant monitoring to prevent unethical applications.

As AI becomes more prevalent in academia and research, it is crucial to explore ways to ensure ethical usage of the technology and to identify potentially unethical usage. This manuscript uses a popular AI chatbot to write the introduction and parts of the body of a manuscript discussing conversational agents, the ethical usage of chatbots and ethical concerns for academic researchers.

The authors reveal which sections were written entirely by the AI using a conversational agent. This serves as a cautionary tale highlighting the importance of ethical considerations for researchers and students when using AI and how educators must be prepared for the increasing prevalence of AI in the academy and industry. Measures to mitigate potential unethical use of this evolving technology are also discussed in the manuscript.

As conversational agents and chatbots increase in society, it is crucial to understand how they will impact the community and how we can live with technology instead of fighting against it.