The objective of this study is to foster the sustainability of the higher education enrollment system in developed countries, where declining student enrollment is eminent, by promoting study abroad programs through utilizing service trade strategy. The methodology used in the current study is based on a co-orientation model adopted from the field of psychology. Using the co-orientation theory, this study investigates perceptual gaps (created from services’ intangibility, convergence, and internationalization) between the service provider (university staff) and the customers (international students) for multiple selection criteria. The survey questionnaires were constructed based on co-orientation survey questionnaires and modified using the selection criteria that were indicated from previous studies. In conclusion, it was found that international students and the university staffs in the sample have very different perceptions on most of the international students’ university selection criterion. As an implication, this study shows the factors which have the most significant difference between the perception of international students and the university staffs and offers appropriate actions to amend such gaps.
Background: People who have attempted suicide are at high risk of further suicide attempts. Telephone-delivered interventions have merits of easily accessible and costeffectiveness, and may be useful in follow-up management of suicide attempters. Objective: To assess the efficacy of telephone-delivered interventions for preventing suicide re-attempts in suicide attempters. Methods: We searched PubMed, EMBASE, Cochrane Library, and PsycINFO to April 2014. This review included randomized controlled trials comparing telephone-delivered interventions for preventing suicide re-attempts with usual care in suicide attempters. Studies which used phones for calling or messaging or as a part of their intervention were included. But studies which are unclear whether they used phones were excluded. Two independent reviewers appraised study quality and extracted data. Results: Out of 142 studies, 7 studies were included in this review. Studies had good methodological quality features, and were categorized as telephone contact (n ¼ 3), crisis card which enable 24-hour crisis telephone consultation (n ¼ 2), mixed (phone plus other interventions) (n ¼ 2). Meta-analyses found that telephone contact did not significantly reduce proportion of repeaters (RR 0.78, 95% CI 0.58 to 1.07), deaths by suicide (RR 0.70, 95% CI 0.12 to 4.16), and losses to follow-up (RR 0.86, 95% CI 0.68 to 1.08) during the following year. One of the telephone contact studies proved effect in psychological symptom. Crisis card showed no significant effect on proportion of repeaters (RR 0.64, 95% CI 0.27 to 1.54). Although mixed interventions were not effective in repeated suicide attempt, one of them was effective in suicidal ideation and depression. Discussion: There was little evidence that telephonedelivered interventions can effect in suicide attempters. Most of included studies provided brief and a few times interventions, so more aggressive interventions are required. Conclusion: Telephone-delivered interventions may have a role in reducing suicidal ideation, depression, and psychological symptom, but there is a need for more research because current evidence is scarce.Background: The background of this study was to adapt institution's current fall prevention guidelines based on various evidence guidelines. Objective: This study was conducted to adapt institution's current fall prevention guidelines based on various evidence guidelines. Methods: This adaptation is based on guideline adaptation methodology, Adaptation Manual version 2.0 developed by National Evidence-based Collaborating Agency. We reviewed 3 fall prevention guidelines in the National Institute for Clinical Excellence, National Guideline Clearinghouse, Registered Nurses' Association Ontario and 13 best practice in the Joanna Briggs Institute. Clinical guidelines were evaluated by Appraisal of Guidelines for Research and Evaluation II, 9 modules including a total of 22 steps. Then the guideline was translated into Korean and a preliminary guideline was established after checking content v...
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