A strategy for practice-based education and research

Hiim, Hilde

doi:10.1163/9789087903190_009

Cited by 4 publications

(7 citation statements)

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“…Assessed on the basis of the didactic relations model [18,19], the lack of effect on distress, self-efficacy and functional consequences may have many explanations. It may be due to factors relevant to the participants' learning abilities such as age, education, motivation and the disease and its consequences.…”

Section: Discussionmentioning

confidence: 99%

“…As the participants applied to take part in the SMP, it can, however, be assumed that they are motivated. Lack of effect may also be due to the content and contextual factors such as professionals' skills or the organisation of the programme [18,19]. Also, a one week programme may be too intensive or the content may not be in accordance with participants' needs.…”

Section: Discussionmentioning

confidence: 99%

“…In other studies evaluating the effect of SMPs, the interventions are organised in shorter sessions over a longer period of time, which position the participants in a process where changes in knowledge, attitudes and behaviour can take place throughout the entire programme [8,44]. Teaching methods such as imparting information, counselling, exercises and exchange of experiences may contribute to the lack of effect [18,19]. In the qualitative study participants expected the SMP to facilitate acceptance, help them gain new knowledge and to be a forum in which to share their experiences.…”

Section: Discussionmentioning

confidence: 99%

“…These are topics that are not currently prominent in the programme except the sharing of experiences. The didactic model also includes the choice of evaluation instruments and the suitability of the timing of the evaluation [18,19]. …”

Section: Discussionmentioning

confidence: 99%

“…This model contains six interrelated concepts which are central in patient education: The participant's learning abilities, pedagogical framework(s), teaching goals, contents, learning/teaching methods and evaluation. The model is developed to help teachers analyse, improve and evaluate didactic relations in practice [18,19]. The SMP programme is based on a cognitive-behavioural approach and focuses on enhancing self-efficacy and coping with the disease and daily life [20].…”

Section: Methodsmentioning

confidence: 99%

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Effects of a one week multidisciplinary inpatient self-management programme for patients with fibromyalgia: a randomised controlled trial

Hamnes¹,

Mowinckel

Kjeken

et al. 2012

BMC Musculoskelet Disord

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BackgroundSelf-management programmes (SMP) are recommended for patients with fibromyalgia. The purpose of this study was to evaluate effects of a one week multidisciplinary inpatient self-management programme on psychological distress, skills as a consumer of health services, self-efficacy, and functional and symptomatic consequences of fibromyalgia (FM).MethodsA randomised controlled two-armed, assessor-blinded trial with three-week follow-up to evaluate SMP. Primary outcomes were the General Health Questionnaire (GHQ-20) and the Effective Musculoskeletal Consumer Scale (EC-17), while secondary outcomes included the Fibromyalgia Impact Questionnaire (FIQ) and Self-efficacy scales for pain, function and symptoms (ASES).Results150 patients with FM were randomised to one week one SMP (n = 75) or to a waiting list control group (n = 75). Of these, 58 participants in the treatment group and 60 in the control group completed the study. At three weeks’ follow up there was a significant difference in EC-17 (0-100) in favour of the treatment group (mean difference 4.26, 95 CI 0.8 to 7.7, p = 0.02). There were no differences between the groups for any of the other outcomes.ConclusionThis study shows that in patients with FM the SMP had no effect on psychological distress, functional and symptomatic consequences and self-efficacy, except for a small short-term effect on skills and behaviour that are important for managing and participating in health care (EC-17). Clinical Trials.gov Id: NCT01035125.Trial registrationClinical Trials.gov Id: NCT01035125

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

See 3 more Smart Citations

Effects of a one week multidisciplinary inpatient self-management programme for patients with fibromyalgia: a randomised controlled trial

Hamnes¹,

Mowinckel

Kjeken

et al. 2012

BMC Musculoskelet Disord

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Action Research in Teacher Education: Practical and Theoretical Challenges and Opportunities From Norway

Husebø

2022

Research Methods in Language Teaching and Learning

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Developing ACTIVE SCHOOL—The Design Process for Two School-Based Physical Activity Interventions

Jeppesen,

Bugge,

Smedegaard

et al. 2024

Transl J ACSM

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Introduction Physical activity (PA) interventions in schools can improve children’s overall PA levels and positively affect academic performance. However, implementing PA during the school day can be challenging in the complex school setting. Many school-based PA studies do not present their interventions’ design processes, although this knowledge is important to replicate the intervention. Purpose This article aims to provide insights into the collaborative design process of the two PA interventions for third-grade pupils of the ACTIVE SCHOOL project. The evidence-based interventions focus on PA integrated into academic content (Move & Learn intervention) as embodied learning or PA as moderate to vigorous activity performed during the school day (Run, Jump & Fun intervention). The study’s objective was to engage teachers and pedagogues early in the design process to ensure the design was tailored to practice. Methods A team consisting of researchers, school staff, and experts were involved in the design process. The process lasted one school year and comprised three phases: exploration and analysis, construction and design, and reflection and evaluation. Multiple methods were used, including focus group interviews, a design workshop, and observations of iterative in-school testing. Results The result of the analysis and exploration phase was a set of learning points based on information about school culture, school staff competences, and needs. The design and construction phase produced a set of intervention skeletons, which were the actual elements of the interventions. The evaluation and reflection phase created the main results, which are specific principles and multifaceted implementation strategies for Move & Learn and Run, Jump & Fun, respectively. Finally, dose and timing of the interventions were specified. Conclusion Collaboration with schools and an iterative approach were determinants for designing interventions appropriate to the Danish school context and school staff practice.

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A strategy for practice-based education and research

Cited by 4 publications

References 0 publications

Effects of a one week multidisciplinary inpatient self-management programme for patients with fibromyalgia: a randomised controlled trial

Effects of a one week multidisciplinary inpatient self-management programme for patients with fibromyalgia: a randomised controlled trial

Action Research in Teacher Education: Practical and Theoretical Challenges and Opportunities From Norway

Developing ACTIVE SCHOOL—The Design Process for Two School-Based Physical Activity Interventions

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