-
Sociology of Health & Illness Mar 2018Pain is difficult to communicate and translate into language, yet most social research on pain experience uses questionnaires and semi-structured interviews that rely on...
Pain is difficult to communicate and translate into language, yet most social research on pain experience uses questionnaires and semi-structured interviews that rely on words. In addition to the mind/body dualism prevalent in pain medicine in these studies pain communication is characterised by further value-laden binaries such as real/unreal, visible/invisible, and psychological/physical. Starting from the position that research methods play a role in constituting their object, this article examines the potential of participatory arts workshops for developing different versions of pain communication. Twenty-two participants were involved in workshops using drawing, digital photography, sound and physical theatre to explore pain communication. The use of arts materials made pain tangible. By manipulating pain-related objects, participants could consider alternative relationships to their pain. Pain's sociality was also explored, with relations with clinicians and others emerging as potentially cooperative rather than adversarial. Discussions considered whether pain felt internal or external, and whether it was possible to conceive of a self without pain. We argue that the socio-material context of participatory arts workshops enabled these alternative versions of pain. Such methods are a useful addition to medical sociology's heavy reliance on qualitative interviewing.
Topics: Art Therapy; Chronic Disease; Communication; Emotions; Humans; Pain; Photography; Physician-Patient Relations; Psychodrama; Qualitative Research; Research Design; Surveys and Questionnaires
PubMed: 29441591
DOI: 10.1111/1467-9566.12669 -
International Journal of Environmental... Apr 2021This study is focused on the massively multiplayer online games' acceptance. In general, while specialized literature reveals that the online gaming industry has grown...
This study is focused on the massively multiplayer online games' acceptance. In general, while specialized literature reveals that the online gaming industry has grown strongly in recent years, little evidence is identified on its user acceptance. In this manner, the present study is an attempt to fill this gap. Concretely, two aims are defined: (1) proposing an acceptance model to predict the continuance usage of massively multiplayer online games, and (2) knowing how this continuance usage encourages social well-being. The model proposed employing the structural equation modeling with partial least squares (PLS-SEM) methodology. This PLS-SEM model has been defined using a combination of the technology acceptance model (TAM) and the self-determination theory (SDT), comprising eight constructs: (1) autonomy and competence, (2) relatedness, (3) achievement and challenge, (4) flow experience, (5) perceived enjoyment, (6) social well-being, (7) perceived ease of use, and (8) continuance intention. The findings reveal that continuance intention impacts on social well-being. Moreover, the pivotal role of flow experience for continuance intention has been demonstrated. Additionally, continuance intention has been impacted by the perceived enjoyment, showing that it is a key construct for the acceptance of massively multiplayer online games. Thus, two contributions are highlighted. First, these results provide the gaming industry and software developer companies with considerations on gamers' motivations in the online game design, in order to stimulate and incentivize its use. Second, the present study can be useful for academicians and practitioners to understand the online gamers' emotions and well-being, showing some light over their psychology and mental health. Finally, limitations and future directions are exposed.
Topics: Internet; Interpersonal Relations; Motivation; Role Playing; Technology; Video Games
PubMed: 33916169
DOI: 10.3390/ijerph18073687 -
Journal of General Internal Medicine Nov 2011Patients want all their concerns heard, but physicians fear losing control of time and interrupt patients before all concerns are raised. (Randomized Controlled Trial)
Randomized Controlled Trial
BACKGROUND
Patients want all their concerns heard, but physicians fear losing control of time and interrupt patients before all concerns are raised.
OBJECTIVE
We hypothesized that when physicians were trained to use collaborative upfront agenda setting, visits would be no longer, more concerns would be identified, fewer concerns would surface late in the visit, and patients would report greater satisfaction and improved functional status.
DESIGN AND PARTICIPANTS
Post-only randomized controlled trial using qualitative and quantitative methods. Six months after training (March 2004-March 2005) physician-patient encounters in two large primary care organizations were audio taped and patients (1460) and physicians (48) were surveyed.
INTERVENTION
Experimental physicians received training in upfront agenda setting through the Establishing Focus Protocol, including two hours of training and two hours of coaching per week for four consecutive weeks.
MAIN MEASURES
Outcomes included agenda setting behaviors demonstrated during the early, middle, and late encounter phases, visit length, number of raised concerns, patient and physician satisfaction, trust and functional status.
KEY RESULTS
Experimental physicians were more likely to make additional elicitations (p < 0.01) and their patients were more likely to indicate agenda completion in the early phase of the encounter (p < 0.01). Experimental group patients and physicians raised fewer concerns in the late encounter phase (p < 0.01). There were no significant differences in visit length, total concerns addressed, patient or provider satisfaction, or patient trust and functional status
CONCLUSION
Collaborative upfront agenda setting did not increase visit length or the number of problems addressed per visit but may reduce the likelihood of "oh by the way" concerns surfacing late in the encounter. However, upfront agenda setting is not sufficient to enhance patient satisfaction, trust or functional status. Training focused on physicians instead of teams and without regular reinforcement may have limited impact in changing visit content and time use.
Topics: Adolescent; Adult; Aged; Aged, 80 and over; Female; Humans; Male; Middle Aged; Models, Educational; Physician-Patient Relations; Physicians; Program Development; Program Evaluation; Psychometrics; Qualitative Research; Role Playing; Self Report; Surveys and Questionnaires; Tape Recording; Time Management; Videotape Recording; Young Adult
PubMed: 21735348
DOI: 10.1007/s11606-011-1773-y -
Frontiers in Psychology 2020This article presents the framework and explores the measurement, correlates, and outcomes of creative adaptability (CA), proposed here as the...
This article presents the framework and explores the measurement, correlates, and outcomes of creative adaptability (CA), proposed here as the cognitive-behavioral-emotional ability to respond creatively and adaptively to stressful situations. Data collection was in April 2020, during the peak of the outbreak of the Coronavirus pandemic (COVID-19) in Israel. In Study 1, a sample of 310 adults completed the newly developed CA scale, as well as spontaneity, openness to experience, creative self-efficacy, and well-being measurements. The results of exploratory and confirmatory factor analyses corroborated the 9-item CA scale's theorized underlying construct. The scale's validity and reliability were also supported. Exploratory analyses suggested that the association between CA and well-being was mediated by creative self-efficacy and that CA may buffer the impact of individuals' concern about Coronavirus on their well-being. In Study 2, short-term longitudinal data based on a sample of 71 students suggested that CA may predict lower psychological stress over time. Support for the CA scale's internal consistency reliability was obtained and its test-retest reliability was established. Overall, the results shed light on this new construct as a potential protective factor. Implications for theory, research, and practice are discussed.
PubMed: 33510671
DOI: 10.3389/fpsyg.2020.588172 -
BMC Medical Education Jun 2019We believe junior doctors are in a unique position in relation to reporting of incidents and safety culture. They are still in training and are also 'fresh eyes' on the...
The co-design, implementation and evaluation of a serious board game 'PlayDecide patient safety' to educate junior doctors about patient safety and the importance of reporting safety concerns.
BACKGROUND
We believe junior doctors are in a unique position in relation to reporting of incidents and safety culture. They are still in training and are also 'fresh eyes' on the system providing valuable insights into what they perceive as safe and unsafe behaviour. The aim of this study was to co-design and implement an embedded learning intervention - a serious board game - to educate junior doctors about patient safety and the importance of reporting safety concerns, while at the same time shaping a culture of responsiveness from senior medical staff.
METHODS
A serious game based on the PlayDecide framework was co-designed and implemented in two large urban acute teaching hospitals. To evaluate the educational value of the game voting on the position statements was recorded at the end of each game by a facilitator who also took notes after the game of key themes that emerged from the discussion. A sample of players were invited on a voluntary basis to take part in semi-structured interviews after playing the game using Flanagan's Critical Incident Technique. A paper-based questionnaire on 'Safety Concerns' was developed and administered to assess pre-and post-playing the game reporting behaviour. Dissemination workshops were held with senior clinicians to promote more inclusive leadership behaviours and responsiveness to junior doctors raising of safety concerns from senior clinicians.
RESULTS
The game proved to be a valuable patient safety educational tool and proved effective in encouraging deep discussion on patient safety. There was a significant change in the reporting behaviour of junior doctors in one of the hospitals following the intervention.
CONCLUSION
In healthcare, limited exposure to patient safety training and narrow understanding of safety compromise patients lives. The existing healthcare system needs to value the role that junior doctors and others could play in shaping a positive safety culture where reporting of all safety concerns is encouraged. Greater efforts need to be made at hospital level to develop a more pro-active safe and just culture that supports and encourages junior doctors and ultimately all doctors to understand and speak up about safety concerns.
Topics: Games, Experimental; Hospitals, Teaching; Humans; Ireland; Medical Staff, Hospital; Patient Safety; Role Playing; Safety Management; Surveys and Questionnaires
PubMed: 31238936
DOI: 10.1186/s12909-019-1655-2 -
British Medical Journal Jul 1973Under supervision five nurse-therapists have treated phobic patients as successfully as have psychiatrists and psychologists using similar psychological treatments in...
Under supervision five nurse-therapists have treated phobic patients as successfully as have psychiatrists and psychologists using similar psychological treatments in comparable psychiatric populations. Nurses have also had good results in other neurotic disorders. Intensive training is required. Nurse-therapists find their work rewarding, but the present Salmon gradings make no provision for their advancement should they retain their clinical function. Results suggest that the use of selected psychiatric nurses as skilled therapists can ease the current critical shortage of treatment personnel in psychiatry.
Topics: Abreaction; Adult; Anger; Behavior Therapy; Education, Nursing; Family Therapy; Fantasy; Female; Humans; Phobic Disorders; Psychiatric Nursing; Psychodrama; Social Behavior Disorders; United Kingdom
PubMed: 4720767
DOI: 10.1136/bmj.3.5872.156 -
BMC Medical Education Apr 2018Standardized patients (SP) have been successfully utilized in medical education to train students' communication skills. At the Medical University of Vienna...
BACKGROUND
Standardized patients (SP) have been successfully utilized in medical education to train students' communication skills. At the Medical University of Vienna communication training with SPs in psychiatry is a mandatory part of the curriculum. In the training, the SP plays the role of four different patients suffering from depression/suicidal tendencies, somatoform disorder, anxiety disorder, or borderline disorder while the student attempts to gather the patient's medical history. Both the instructor and SP then give the student constructive feedback afterwards.
METHOD
The aim of the study was to evaluate the quality of the SP's roleplay and feedback, using a self-created questionnaire. Additionally, we wanted to gauge the differences between the students' and teachers' evaluations of the SP's role playing performance and feedback.
RESULTS
The questionnaire was completed by 529 students and 29 teachers who attended the training. Overall, both students and teachers evaluated the SPs' performance and feedback very well. In comparison to the responses given by the teachers, more students reported that the "SP overacted" while fewer students believed that the "SP could be a real patient". The feedback given by the SP was evaluated similarly by students and teachers, suggesting that students are able to recognize the quality of constructive feedback. Furthermore, the SP's quality of roleplaying was evaluated as the poorest while playing the psychiatric disorder "depression/suicidal tendencies."
CONCLUSIONS
Our study showed that students and teachers appreciate SPs' competence of role play and of giving feedback. However, further studies should be performed to figure out why both students and teachers alike evaluated the played psychiatric disorder "depression/suicidal tendencies" to be the worst.
Topics: Clinical Competence; Communication; Depression; Faculty, Medical; Formative Feedback; Humans; Patient Simulation; Physician-Patient Relations; Psychiatry; Role Playing; Students, Medical; Suicidal Ideation; Surveys and Questionnaires
PubMed: 29625572
DOI: 10.1186/s12909-018-1184-4 -
Revista Brasileira de Enfermagem 2020to understand how the dramatic therapeutic play session occurs within the care of hospitalized children.
OBJECTIVES
to understand how the dramatic therapeutic play session occurs within the care of hospitalized children.
METHODS
qualitative multiple case study, using theoretical references, such as symbolic interactionism and Vygotsky's theory of symbolic play. Twenty play sessions performed with six children from 3 to 10 years old were analyzed, each corresponding to one case.
RESULTS
these sessions demonstrated that a dramatic therapeutic play session is a process of four interdependent and complementary steps: bonding, exploring, dramatizing, and play cessation. They also revealed the imaginary situations externalized by the child, the importance of the exploration step for which they manage the imaginary situation and catharsis, and how her higher psychological faculties are articulated during this process.
FINAL CONSIDERATIONS
the results contribute to the understanding of the conduct and analysis of the dramatic therapeutic play session, reinforcing the importance of its use in pediatric nursing care practice.
Topics: Child; Child, Hospitalized; Child, Preschool; Female; Humans; Male; Pediatric Nursing; Play Therapy; Psychodrama; Qualitative Research
PubMed: 32520094
DOI: 10.1590/0034-7167-2018-0812 -
Psychiatric Rehabilitation Journal Dec 2013Persons with serious mental illness frequently receive inadequate medical care and are more likely to experience difficulty navigating the health care system compared...
OBJECTIVE
Persons with serious mental illness frequently receive inadequate medical care and are more likely to experience difficulty navigating the health care system compared with the general population. To address this gap in quality, we developed a program of peer co-led collaborative activation training for primary care (CAT-PC) designed to improve "patient activation" and person-centered care in primary care visits for middle-aged and older adults with serious mental illness and cardiovascular risk. This report presents pilot study feasibility and participant outcomes for CAT-PC.
METHOD
A pre-post pilot evaluation of CAT-PC included N = 17 adults (age ≥ 50) with serious mental illness and cardiovascular health risk conditions, and N = 6 primary care providers. CAT-PC consists of 9 weekly peer co-led patient education and skills training sessions and a 45-min video-based training for primary care providers. Pre-post measures included the Patient Activation Measure (PAM), Perceived Efficacy in Patient-Physician Interactions (PEPPI), Autonomy Preference Index (API) for preferred role in primary care encounters, and Social Skills Performance Assessment (SSPA) role-play test for medical visits.
RESULTS
All 17 participants attended 5 or more sessions. Post-intervention improvement was found for patient activation and simulated performance of medical visit communication skills. Trends were observed for improved self-efficacy in provider interactions and greater preference for a more collaborative role in decision-making.
CONCLUSIONS AND IMPLICATIONS
CAT-PC is a brief, peer co-led education and skills training intervention potentially improving patient activation in primary care encounters and providing an important missing component in emerging models of "patient-centered behavioral health homes" for this high-risk group.
Topics: Cardiovascular Diseases; Community Mental Health Centers; Cooperative Behavior; Female; Health Services Accessibility; Health Status Disparities; Healthcare Disparities; Humans; Male; Mental Disorders; Middle Aged; Office Visits; Outcome Assessment, Health Care; Patient Education as Topic; Patient Participation; Patient Satisfaction; Peer Group; Personal Autonomy; Physician-Patient Relations; Pilot Projects; Primary Health Care; Risk Factors; Role Playing; Self Efficacy; Self-Help Groups; Social Behavior
PubMed: 24219769
DOI: 10.1037/prj0000024 -
International Journal of Environmental... Dec 2020This study was conducted to identify and compare the effects of two education programs for infection control-a simulation using standardized patients and a peer...
This study was conducted to identify and compare the effects of two education programs for infection control-a simulation using standardized patients and a peer role-play-on standard precaution knowledge, standard precaution awareness, infection-related anxiety, and infection control performance. This study used a nonequivalent control group pretest-posttest design. A total of 62 undergraduate nursing students in their 3rd year participated in the study, and were assigned to the experimental and control groups, accordingly. The infection control education program was developed based on the analysis, design, development, implementation, and evaluation model. The program for the experimental group included lectures, skills training, simulation using standardized patients, and debriefing, while the control group participated in the usual infection control education, consisting of lectures, skills training, and peer tutoring practices. Both groups exhibited statistically significant increases in knowledge, awareness of standard precaution, and infection control performance after the intervention. Infection-related anxiety and infection control performance were significantly higher in the simulation using a standardized patient group. Both education programs influenced compliance with the standard precaution for infection control. The results of this study contribute to the evidence regarding effective educational methods to improve infection control.
Topics: Clinical Competence; Education, Nursing; Humans; Infection Control; Patient Simulation; Role Playing; Students, Nursing
PubMed: 33375222
DOI: 10.3390/ijerph18010107