Search results
1 – 10 of 142Corey Burke, John Broughan, Geoff McCombe, Ronan Fawsitt, Áine Carroll and Walter Cullen
“Integrated care” (IC) is an approach to health and social care delivery that aims to prevent problems arising from fragmented care systems. The collective content of the IC…
Abstract
Purpose
“Integrated care” (IC) is an approach to health and social care delivery that aims to prevent problems arising from fragmented care systems. The collective content of the IC literature, whilst valuable, has become extensive and wide-ranging to such a degree that knowing what is most important in IC is a challenge. This study aims to address this issue.
Design/methodology/approach
A scoping review was conducted using Arksey and O'Malley's framework to determine IC priority areas.
Findings
Twenty-one papers relevant to the research question were identified. These included studies from many geographical regions, encompassing several study designs and a range of populations and sample sizes. The findings identified four priority areas that should be considered when designing and implementing IC models: (1) communication, (2) coordination, collaboration and cooperation (CCC), (3) responsibility and accountability and (4) a population approach. Multiple elements were identified within these priorities, all of which are important to ensuring successful and sustained integration of care. These included education, efficiency, patient centredness, safety, trust and time.
Originality/value
The study's findings bring clarity and definition to what has become an increasingly extensive and wide-ranging body of work on the topic of IC. Future research should evaluate the implementation of these priorities in care settings.
Details
Keywords
Jorge Sanabria-Z and Pamela Geraldine Olivo
The objective of this study is to propose a model for the implementation of a technological platform for participants to develop solutions to problems related to the Fourth…
Abstract
Purpose
The objective of this study is to propose a model for the implementation of a technological platform for participants to develop solutions to problems related to the Fourth Industrial Revolution (4IR) megatrends, and taking advantage of artificial intelligence (AI) to develop their complex thinking through co-creation work.
Design/methodology/approach
The development of the model is based on a combination of participatory action research and user-centered design (UCD) methodologies, seeking to ensure that the platform is user-oriented and based on the experiences of the authors. The model itself is structured around the active and transformational learning (ATL) framework.
Findings
This study highlights the importance of addressing 4IR megatrends in education to prepare students for a technology-driven world. The proposed model, based on ATL and supported by AI, integrates essential competencies for tackling challenges and generating innovative solutions. The integration of AI into the platform fosters personalized learning, collaboration and reflection and enhances creativity by offering new insights and tools, whereas UCD ensures alignment with user needs and expectations.
Originality/value
This research presents an innovative educational model that combines ATL with AI to foster complex thinking and co-creation of solutions to problems related to 4IR megatrends. Integrating ATL ensures engagement with real-world problems and critical thinking while AI provides personalized content, tutoring, data analysis and creative support. The collaborative platform encourages diverse perspectives and collective intelligence, benefiting other researchers to better conceive learner-centered platforms promoting 21st-century skills and co-creation.
Details
Keywords
Lisa Rogers, Aoife De Brún, Sarah A. Birken, Carmel Davies and Eilish McAuliffe
Implementing change in healthcare is difficult to accomplish due to the unpredictability associated with challenging the status quo. Adapting the intervention/practice/program…
Abstract
Purpose
Implementing change in healthcare is difficult to accomplish due to the unpredictability associated with challenging the status quo. Adapting the intervention/practice/program being implemented to better fit the complex context is an important aspect of implementation success. Despite the acknowledged influence of context, the concept continues to receive insufficient attention at the team-level within implementation research. Using two heterogeneous multidisciplinary healthcare teams as implementation case studies, this study evaluates the interplay between context and implementation and highlights the ways in which context influences the introduction of a collective leadership intervention in routine practice.
Design/methodology/approach
The multiple case study design adopted, employed a triangulation of qualitative research methods which involved observation (Case A = 16 h, Case B = 15 h) and interview data (Case A = 13 participants, Case B = 12 participants). Using an inductive approach, an in-depth thematic analysis of the data outlined the relationship between team-level contextual factors and implementation success.
Findings
Themes are presented under the headings: (1) adapting to the everyday realities, a key determinant for implementation success and (2) implementation stimulating change in context. The findings demonstrate a dynamic relationship between context and implementation. The challenges of engaging busy healthcare professionals emphasised that mapping the contextual complexity of a site and adapting implementation accordingly is essential to enhance the likelihood of successful implementation. However, implementation also altered the surrounding context, stimulating changes within both teams.
Originality/value
By exposing the reciprocal relationship between team-level contextual factors and implementation, this research supports the improved design of implementation strategies through better understanding the interplay and mutual evolution of evidence-based healthcare interventions within different contexts.
Details
Keywords
Shane Dunlea, Geoff McCombe, John Broughan, Áine Carroll, Ronan Fawsitt, Joe Gallagher, Kyle Melin and Walter Cullen
Throughout the world, healthcare policy has committed to delivering integrated models of care. The interface between primary–secondary care has been identified as a particularly…
Abstract
Purpose
Throughout the world, healthcare policy has committed to delivering integrated models of care. The interface between primary–secondary care has been identified as a particularly challenging area in this regard. To that end, this study aimed to examine the issue of integrated care from general practitioners’ (GPs) perspectives in Ireland.
Design/methodology/approach
This multimethod study involved a cross-sectional survey and semi-structured interviews with GPs in the Ireland East region. A total of 1,274 GPs were identified from publicly available data as practising in the region, of whom the study team were able to identify 430 GPs with email addresses. An email invite was sent to 430 potential participants asking them to complete a 34-item online questionnaire and, for those who were willing, an in-depth interview was conducted with a member of the study team.
Findings
In total, 116 GPs completed the survey. Most GPs felt that enhancing integration between primary and secondary care in Ireland was a priority (n = 109, 93.9%). Five themes concerning the state of integrated care and initiatives to improve matters were identified from semi-structured interviews with 12 GPs.
Originality/value
The uniqueness of this study is that it uses a multimethod approach to provide insight into current GP views on the state of integrated care in Ireland, as well as their perspectives on how to improve integration within the Irish healthcare system.
Details
Keywords
Aimee O'Farrell, Geoff McCombe, John Broughan, Áine Carroll, Mary Casey, Ronan Fawsitt and Walter Cullen
In many healthcare systems, health policy has committed to delivering an integrated model of care to address the increasing burden of disease. The interface between primary and…
Abstract
Purpose
In many healthcare systems, health policy has committed to delivering an integrated model of care to address the increasing burden of disease. The interface between primary and secondary care has been identified as a problem area. This paper aims to undertake a scoping review to gain a deeper understanding of the markers of integration across the primary–secondary interface.
Design/methodology/approach
A search was conducted of PubMed, SCOPUS, Cochrane Library and the grey literature for papers published in English using the framework described by Arksey and O'Malley. The search process was guided by the “Preferred Reporting Items for Systematic Reviews and Meta-Analyses” (PRISMA).
Findings
The initial database search identified 112 articles, which were screened by title and abstract. A total of 26 articles were selected for full-text review, after which nine articles were excluded as they were not relevant to the research question or the full text was not available. In total, 17 studies were included in the review. A range of study designs were identified including a systematic review (n = 3), mixed methods study (n = 5), qualitative (n = 6) and quantitative (n = 3). The included studies documented integration across the primary–secondary interface; integration measurement and factors affecting care coordination.
Originality/value
Many studies examine individual aspects of integration. However, this study is unique as it provides a comprehensive overview of the many perspectives and methodological approaches involved with evaluating integration within the primary–secondary care interface and primary care itself. Further research is required to establish valid reliable tools for measurement and implementation.
Details
Keywords
Daniel Capistrano, Seaneen Sloan, Jennifer Symonds, Elena Samonova, Ciaran Sugrue and Dympna Devine
This paper aims to discuss the construction of two composite indices to assess children’s experiences with violence and peace in primary schools in Sierra Leone.
Abstract
Purpose
This paper aims to discuss the construction of two composite indices to assess children’s experiences with violence and peace in primary schools in Sierra Leone.
Design/methodology/approach
The authors provide a conceptual framework based on the three dimensions of the violence index (direct, structural and cultural violence) and the three dimensions of the positive peace index (inclusion, citizenship and well-being). After that, this work proposes an operationalisation of these concepts based on a survey administered with 2,000 pupils and examine the correlates of the indices.
Findings
Results indicate not only a substantial level of violence among the sampled schools but also a considerable level of positive peace. These indices are negatively correlated, suggesting that lower levels of violence are related to higher levels of positive peace. Further analysis also shows that socioeconomic variables and school characteristics such as headteacher experience and teacher qualification are associated with levels of violence and peace. Finally, based on longitudinal evidence, this study also indicates that the prevalence of violence is a significant predictor of reading development among children.
Originality/value
The indicator presented is the first to combine children’s experiences with violence and experiences with positive peace in schools. It is a unique contribution to the measurement of school outcomes that are usually overlooked in the literature.
Details
Keywords
Mykola Makhortykh, Aleksandra Urman, Teresa Gil-Lopez and Roberto Ulloa
This study investigates perceptions of the use of online tracking, a passive data collection method relying on the automated recording of participant actions on desktop and mobile…
Abstract
Purpose
This study investigates perceptions of the use of online tracking, a passive data collection method relying on the automated recording of participant actions on desktop and mobile devices, for studying information behavior. It scrutinizes folk theories of tracking, the concerns tracking raises among the potential participants and design mechanisms that can be used to alleviate these concerns.
Design/methodology/approach
This study uses focus groups composed of university students (n = 13) to conduct an in-depth investigation of tracking perceptions in the context of information behavior research. Each focus group addresses three thematic blocks: (1) views on online tracking as a research technique, (2) concerns that influence participants' willingness to be tracked and (3) design mechanisms via which tracking-related concerns can be alleviated. To facilitate the discussion, each focus group combines open questions with card-sorting tasks. The results are analyzed using a combination of deductive content analysis and constant comparison analysis, with the main coding categories corresponding to the thematic blocks listed above.
Findings
The study finds that perceptions of tracking are influenced by recent data-related scandals (e.g. Cambridge Analytica), which have amplified negative attitudes toward tracking, which is viewed as a surveillance tool used by corporations and governments. This study also confirms the contextual nature of tracking-related concerns, which vary depending on the activities and content that are tracked. In terms of mechanisms used to address these concerns, this study highlights the importance of transparency-based mechanisms, particularly explanations dealing with the aims and methods of data collection, followed by privacy- and control-based mechanisms.
Originality/value
The study conducts a detailed examination of tracking perceptions and discusses how this research method can be used to increase engagement and empower participants involved in information behavior research.
Details