Project description:Course leaders in rehabilitation healthcare professionals' higher education face challenges stemming from multi-disciplinarity and the co-existence of different stakeholders. So far, the literature mainly attributed to course leaders' managerial tasks, neglecting other fundamental transversal skills. Students represent an essential source of information for understanding the expected characteristics and roles of course leaders in rehabilitation healthcare degree programmes. This study explored students' expected features of the course leaders in the rehabilitation healthcare professionals' higher education. A qualitative interview study was carried out. A group of recent graduates and students of the MSc in 'Healthcare Professionals Rehabilitation Sciences' (University of Verona, Verona, Italy) was recruited using purposive sampling. Data were analysed using 'Reflexive Thematic Analysis' by Braun & Clarke. Ten healthcare professionals agreed to partake in the study (age 30 ± 9; men N = 2; women N = 8). Five themes were generated from the analysis: 1) 'A Collaborative Manager', as students perceived course leaders as non-authoritarian managers who involved all the stakeholders in the decision-making process addressing aspects such as curriculum adjustments, program improvements, and any challenges faced; 2) 'A Diplomatic yet Honest Communicator', as students needed course leaders capable of communicating transparently; 3) 'A Flexible Mediator', as course leaders should actively listen to all stakeholders, mitigating conflicts; 4) 'An Empathic and Available Guide', as students need course leaders available and ready to help; 5) 'An Experienced Healthcare Professional', as students felt course leaders should have a clinical background related to the course they lead. The results of this study suggested that students expect the course leaders to have a wide range of qualities and attitudes about soft (i.e., adaptation, communication, organisation skills, teamwork) and hard skills (i.e., clinical experience, evidence-based practice updated). They expect a course leader to consider all stakeholders' needs and preferences to guarantee course harmony and satisfaction.

Project description:IntroductionHealth professionals that act as lecturers in higher education necessitate the acquisition of pedagogical skills along with clinical ones. Consequently, pedagogical training courses have been introduced as part of professional development or within university curricula. While several studies explored the experiences of attending courses on pedagogical methodology, there is a notable gap in the literature within the rehabilitation field. Hence, this qualitative study explored the experience of Italian postgraduate health professionals in rehabilitation about the experience of attending pedagogical methodology courses in their postgraduate education.Materials and methodsA qualitative focus group study was carried out. Specifically, the authors purposefully recruited participants with different professional backgrounds (physiotherapy, speech therapy, and others) with or without lecturing experience. Recent graduates and students of the Master of Science in 'Rehabilitative Sciences of the Health Professions' at the University of Verona (Verona, Italy) were recruited. The focus groups were analysed following a 'Reflexive Thematic Analysis' by Braun & Clarke within a social constructionist framework.ResultsThree focus groups were conducted with seventeen Italian participants (age: 33 ± 9; 71% women, n = 12; 29% men, n = 5). The analysis identified three main themes: 1) "A Brave New Pedagogical World," reflecting participants' exposure to innovative teaching approaches; 2) "Becoming a Cutting-Edge Lecturer," highlighting skills acquired for delivering inspiring lectures; and 3) "Something Beyond Pedagogy," where participants reported skills applicable to other professional contexts, including clinical practice.ConclusionThe results of this study showed that pedagogical courses provide a positive learning experience for rehabilitation health professionals, helping them develop relevant pedagogical skills. Although our findings suggest the potential benefits of these courses in preparing healthcare professionals for teaching roles, further studies are needed to evaluate their direct impact on educational practices and patient outcomes.

Project description:BackgroundThis study aimed to quantitatively assess stress, anxiety and obsessive thinking related to coronavirus disease-19 (COVID-19) and qualitatively appraise perceptions in patients after acute myocardial infarction (AMI) undergoing cardiac rehabilitation (CR) during the COVID-19 pandemic.MethodsWe used mixed-methods design in patients referred for CR in 2 centres which delivered uninterrupted service during COVID-19 pandemic. Coronavirus Anxiety Scale (CAS), Obsession with COVID-19 Scale (OCS), COVID-19 Stress Scale (CSS), Hospital Anxiety and Depression Scale (HADS), and in-person interviews (combination of a priori questions and probing) were used to evaluate patient experience and perceptions with COVID-19 and the healthcare services during pandemic.ResultsIn total, 109 patients (mean age 59 ± 10, 20% women) were included in quantitative part and in 30 of them we conducted the in-person interviews. About a quarter of patients met HADS threshold for anxiety and depression while CAS and OCS results demonstrated extremely low possibility of coronavirus related dysfunctional thinking (3%) and anxiety (2%). The CSS indicated the most prevalent concerns were related to COVID-19 vaccines safety (60%) and fear of getting infected (60%). During interviews, patients perceived the CR as well as health care providers as safe, trustworthy and with enough support to avoid or manage COVID-19 related health risks.ConclusionsOverall, patients reported AMI affected their lives more than the COVID-19 pandemic. The COVID-19 related stress and anxiety were relatively low and mostly related to general views of infectious disease. CR was perceived safe and trustworthy in terms of primary disease and COVID-19.Lay summaryThis mixed-method study included 109 patients with acute myocardial infarction who underwent cardiac rehabilitation during the COVID-19 and focused on their experience and perceptions with COVID-19 and the healthcare services during pandemic.-Patients reported acute myocardial infarction affected their lives more than the COVID-19 pandemic.-The COVID-19 related concerns were mostly related to general views of infectious disease (vaccine safety, fear of getting infected) whilst cardiac rehabilitation was perceived safe and trustworthy environment during COVID-19.

Project description:BACKGROUND:The World Health Organization describes the perpetuation of human rights violations against people with mental health problems as a global emergency. Despite this observation, recent studies suggest that coercive measures, such as seclusion, restraints, involuntary hospitalization, or involuntary treatment, are steadily or increasingly being used without proof of their effectiveness. In nursing, several literature reviews have focused on understanding nurses' perspectives on the use of seclusion and restraints. Although many studies describe the ethical dilemmas faced by nurses in this context, to this date, their perspectives on patient's rights when a broad variety of coercive measures are used are not well understood. The aim of this review is to produce a qualitative synthesis of how human rights are actually integrated into psychiatric and mental health nursing practice in the context of coercive work. METHODS:Noblit and Hare's meta-ethnographic approach will be used to conduct this systematic review. The search will be conducted in CINAHL, Medline, PsycINFO, ERIC, and Scopus databases, using the PICo model (Population, phenomenon of Interest, Context) and a combination of keywords and descriptors. It will be complemented by a manual search of non-indexed articles, gray literature, and other applicable data sources, such as human rights related documents. Qualitative and mixed-method study designs will be included in this review. Empirical and peer-reviewed articles published between 2008 and 2019 will be selected. Articles will be evaluated independently by two reviewers to determine their inclusion against eligibility criteria. The quality of the selected papers will then be independently evaluated by two reviewers, using the Joanna Briggs Institute's Checklist for Qualitative Research. Data extraction and content analysis will focus on first- and second-order constructs, that is, the extraction of research participants' narratives and their interpretation. DISCUSSION:This review will provide a synthesis of how psychiatric and mental health nurses integrate human rights principles into their practice, as well as it will identify research gaps in this area. The results of this review will then provide qualitative evidence to better understand how nurses can contribute to the recognition, protection, and advocate for human rights in a psychiatric context. SYSTEMATIC REVIEW REGISTRATION:PROSPERO, CRD42019116862.

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Rehabilitation Professionals’ Perspectives on Human Rights, Disability, and Science: A Qualitative Study

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