In this grounded theory study we explored the process of recovery following total hip replacement (THR) surgery from the perspective of the older adult. In-depth interviews were conducted with 10 patients aged more than 65 years who had been discharged from hospital for a period of 4 to 6 months following THR surgery. Findings showed that three distinct but interrelated processes constitute the physical, psychological, and social recovery process: reclaiming physical ability, reestablishing roles and relationships, and refocusing self. Intervening conditions affecting the recovery process include comorbid conditions, the personal outlook of the patient, patients' relationships, and social support. The recovery process can lead to changes in personal and social functioning that patients might not anticipate. Awareness of potential changes will inform patient education and enable clinicians to develop strategies that facilitate THR patients' return to health.

An almost immediate impact on quality of life was evident, probably indicating successful pain alleviation. Service use indicated adequate discharge planning and successful recovery. Having ward nurses as researchers was instrumental to continuity of communication between patients, families and service providers, which suggests increased potential for continuity of care.

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The quality of early care and education has been at the forefront of research in the early childhood field. In early intervention, the definition of quality inclusion is evolving. In this study we conducted 92 interviews to examine understandings of quality inclusive child care from the perspectives of parents and practitioners who had experienced these services. The findings confirm suggestions in the literature that quality inclusion be considered two-dimensional, encompassing general early childhood practices and principles as well as individualization, traditionally associated with early intervention and special education programs. In this study we extend this notion by delineating program features within each of these dimensions and identifying resources, strategies, and outcomes thought to be associated with high-quality inclusion. The results have implications for future efforts aimed at evaluating and improving the quality of early childhood inclusion.

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