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Life expectancy is 15–20 years shorter for individuals with than for people without mental illness. Assuming that undiagnosed and undertreated somatic conditions are significant causes, the Central Denmark Region set out to implement joint psychiatric and somatic emergency departments (EDs) to support integrated psychiatric/somatic care as an effort to prolong the lifetime of individuals with mental illness. Through the lens of Normalization Process Theory, the authors examine healthcare frontline staff’s perceptions of and work with the implementation of integrated psychiatric/somatic care in the first joint-specialty ED in Denmark.

A single-case mixed-methods study using Normalization Process Theory (NPT) as an analytic framework to evaluate implementation of psychiatric/somatic integrated care (IC) in a joint-specialty emergency department. Data were generated from observations, qualitative interviews and questionnaires distributed to the frontline staff.

Implementation was characterized by a diffuse normalization leading to an adaption of the IC in a fuzzy alignment with existing practice. Especially, confusion among the staff regarding how somatic examination in the ED would ensure prolonged lifetime for people with mental illness was a barrier to sense-making and development of coherence among the staff. The staff questioned the accuracy of IC in the ED even though they recognized the need for better somatic care for individuals with mental illness.

This study highlights that a focus on outcomes (prolonging lifetime for people with mental illness and reducing stigmatization) can be counterproductive. Replacing the outcome focus with an output focus, in terms of how to develop and implement psychiatric/somatic IC with the patient perspective at the center, would probably be more productive.

In 2020, the Danish Health Authorities published new whole-system recommendations for emergency medicine (EM) highlighting the need for intensifying integrated intra and interorganizational care including psychiatric/somatic IC (ref). Even though this study is not conclusive, it points to subjects that can help to identify resources needed to implement psychiatric/somatic IC and to pitfalls. The authors argue that the outcome focus, prolonging the lifetime for individuals with mental illness by identifying somatic illness, was counterproductive. In accordance with the recommendations of contemporary implementation studies, the authors recommend a shift in focus from outcome to output focus; how to develop and implement psychiatric/somatic IC.

Previous research suggests that self-presentation causes people to have a reflective tendency to produce electronic word-of-mouth (eWOM). Drawing on the theory of the reflective-impulsive model (RIM), this paper aims to examine whether self-presentation also could motivate an impulsive tendency to produce eWOM. Self-monitoring is suggested as a possible moderator in the relationship between self-presentation and impulsive eWOM production.

Data were collected based on an online survey of members from a consumer panel. The effective sample size was 574 respondents. Structural equation modeling (SEM) was used to analyze the data.

The findings show that self-presentation may drive both impulsive and reflective eWOM tendencies; however, that the relationship between self-presentation and impulsive eWOM tendency is contingent on high levels of self-monitoring.

By including self-monitoring as a moderator, this study is the first to show a relationship between self-presentation and impulsive eWOM production. Moreover, the findings show that both impulsive and reflective eWOM tendencies are associated with an enhanced tendency to produce eWOM, thereby demonstrating the usefulness of the RIM theory in understanding eWOM behavior. Overall, the findings shed light on how companies may stimulate eWOM production, and consequently provide insight into creating more effective eWOM campaigns.

In a collective effort to build a patient-centered and coordinated health care system, social workers and psychologists are being progressively introduced to primary health care (PHC) settings worldwide. The present study aims to explore the current status of integration through the narrative of social workers and psychologists in PHC settings in Kazakhstan.

In this paper purposive snowball sampling was utilized to recruit social workers and psychologists who work, or used to work, in PHC settings since the onset of integration in Nur-Sultan for participation in an in-depth interview. A semistructured interview guide was based on normalization process theory (NPT). Interviews were conducted via video conference, in Russian language, lasted no more than 50 min, and transcribed verbatim. Cross-case analysis of eight cases was performed using NPT constructs.

Cross-case analysis included findings from the interviews from five social workers and three psychologists. Four major constructs of implementation process from NPT were reflected in the findings: coherence (believes integration improves patient care, functions within integrated care), cognitive participation (individual changes to role performance, mechanisms of work), collective action (status of support from stakeholders, cooperation within a multidisciplinary team) and reflective monitoring (existing mechanisms for monitoring the integration).

Despite organizational integration, there is a lack of successful clinical integration of social workers and psychologists in PHC settings of Kazakhstan, which is manifested by a lack of understanding of responsibilities and functions of these mental health care specialists. Consensus was reached by all participants that both social workers and psychologists are valuable assets in a multidisciplinary team.

The present study contributes to the current knowledge of integrated PHC service delivery by addressing the status of integrated care in Kazakhstan from interviews with key stakeholders in social work and mental health. Moving forward, improvements are needed to (1) establish the monitoring mechanism to evaluate the status of integration, (2) enhance effective collaboration within multidisciplinary teams in PHC settings and (3) increase awareness among medical workers and community members on mental health issues and the available support offered by social workers and psychologists to promote quality of life in a holistic, integrated manner.

During the COVID-19 outbreak, clinical schools across the UK were forced to switch their learning from face-to-face to online platforms. This paper aims to describe the experiences of psychiatry teachers and medical students at Cambridge University of the online psychiatry case-based tutorials during the COVID-19 outbreak and the lessons learned from this implementation.

The authors conducted qualitative focus groups with students followed by in-depth individual interviews with students and teachers.

In a data-led systematic text condensation analysis, this study found seven themes: the COVID-19 context, the structure of the course, teachers’ educational ethos, beyond the (teaching) script, possibilities for learning or teaching reflective practice, attitudes to online learning and suggestions for future development. The authors then applied the normalisation process theory (NPT) as the theoretical frame of reference. This model has previously been applied to the implementation of telemedicine in psychiatry, to understand how new technology can become embedded in clinical care.

This study’s results show how the NPT model can be modified to support the delivery of medical education online, including reflective learning and practice as an iterative process at every stage of the implementation and delivery of the teaching.

The purpose of this research is to study and examine the influence of systematic supply risk management (SRM) on the buyer's firm performance, mainly focussing on the Indian electronics industry.

The study has framed a set of hypotheses on the risk management model. A thorough literature review and experts' opinion were considered in framing constructs and hypothesis for the model. We adopted self-administration questionnaires mainly focusing on the Indian electronics industry. The derived hypothesis is tested using partial least squares (PLS) method from 140 survey data pertaining to small, medium and large scale industries.

Study justify that constructs with high loadings for risk identification, risk assessment, risk reduction, and risk monitoring supports all hypothesized relation to better risk management. The model captures superior risk identification, risk control and risk monitoring for overall firm performance, but fails to justify with organization supply risk assessment process on overall firm performance.

The study mainly focused on SRM process on firm performance. Study mainly focused on single survey responses and expert's perceptions on SRM practices in Indian electronics industry.

Research empirically justifies the effects of SRM process on organization performance. Furthermore, effective SRM practices assist decision makers framing corrective strategies to mitigate risk occurrences and their negative impact.

This empirical work provides a deep understanding of SRM process on the Indian electronics industry and their perception towards firm performance. Moreover, this is one of the few empirical studies addressing SRM practices in the Indian electronics industry.

The purpose of this paper is to place the growing body of research on leadership self‐efficacy in context for practicing or aspiring leaders.

The paper highlights, synthesizes, and frames research on leadership self‐efficacy for leaders who seek to improve their effectiveness. It uses a case study to illustrate how a leader can apply the findings of research to become a better leader.

Performance‐enhancing strategies are recommended based on the literature for practitioners who strive to become better leaders by improving their self‐monitoring and reflective skills.

The paper seeks to provide practitioners with useful strategies to improve their leadership self‐efficacy.

A decade ago the authors published a handful of articles about the implications of self‐efficacy for educators and remain interested in the topic, finding that while research on leadership self‐efficacy is growing, it has not reached leaders in the workplace.

This chapter introduces how the teaching of leadership, within negotiation, conflict transformation, and peace building uses adult education strategies. In turn, adult education effectively prepares learners, especially those concerned about poverty, and injustice, to be active agents working on behalf of community development. Optimally, the pedagogy of conflict transformation and peace building incorporates the best of both adult and leadership education. The chapter begins with a case study where the ecumenical Services for Peace (SEP) inspired an agricultural cooperative and other response to community need between conflicted communities in Cameroon. SEP did so through using adult education in mediation and peace building strategy that prioritized reflective practice (assessment, monitoring, and evaluation). The chapter then shows how these same and other adult learning activities are used in the authors’ classroom to teach conflict transformation so that students master collaborative skills. As a result, they are potently equipped to act as effective leaders on behalf of social justice concerns.

Sets out to examine five school‐based initial teacher training schemes and to assess the most successful aspects of each. Aims in particular to investigate the ways in which student teachers are encouraged and assisted systematically to reflect on their practice. All those interviewed (student teachers, mentors and university tutors) recognized reflection as a crucial component of the mentoring process for structuring the analysis of teaching, but considered it a complex and challenging activity. Mentors lacked confidence in their ability to analyse and make explicit their implicit theories of teaching. Furthermore, they were inhibited by a lack of training, the time available and by the absence of a collaborative and supportive working environment. Learning to teach undoubtedly involves the mastery of reflective practice in which teaching performance is developed simultaneously with thinking about teaching.

The purpose of this paper is to test and develop a new tool for lesson observation and feedback within the context of initial teacher education. The tool was designed to align with the practitioner enquiry model of teacher learning underpinning the course, and as such it drew mentors into the mode of responding to their students’ questions.

The research was undertaken as a Design Study. The design of the tool led to an iterative, collaborative, process‐focused approach to the development of the observation tool. Students and their mentors were encouraged to experiment with and report on their observation experience.

The observation tool altered the quality of the mentoring relationship through focusing on enquiry as its foundation. Feedback from student teachers and their mentors helped us to define the role of observation in the process of professional learning and to review the nature of the mentoring relationship which emerged.

Significant professional development and learning can be triggered by crossing both real and metaphorical boundaries and as such it is essential that the tools offered to students and their mentors are supportive of divergent learning outcomes, through which each student teacher has the opportunity to transform teaching practices, not simply replicate existing ones.

Observation and feedback in the classroom can be viewed as a “boundary” practice. This new tool can be regarded as a “boundary object” which promotes the use of questions to support the “framing and reframing” necessary for the professional learning and development of the beginning teachers.