102 research outputs found
Dave - the Evanescent Man
No full textHow is it like to live with dementia and want to plan ahead?This monologue is a composite stories of people with dementia who participated in Tharin Phenwan ’s online interviews in the study ”Advance Care Planning initiation and transformation in home-dwelling people with dementia”. It shows when, why, how and with whom people with dementia plan their future. The monologue reveals challenges people with dementia face when creating their Advance Care Planning (ACP) and in their daily lives. All parts of the monologues were verbatim quotes from people with dementia.The composite was created using the Narrative Portraits method as a part of the workshop hosted by Dr Edgar Rodriguez-Dorans. The workshop was a part of the training programmes supported by Scottish Graduate School of Social Science (SGSSS)https://www.sgsss.ac.uk/Edited and written by Tharin PhenwanPerformed by Gordon HoustonMore information about ACP is available at:https://ihub.scot/project-toolkits/an...https://www.nhsinform.scot/campaigns/..
Appendix_1 – Supplemental material for Body image transformation after breast cancer diagnosis and treatment in southern Thai women
No full textSupplemental material, Appendix_1 for Body image transformation after breast cancer diagnosis and treatment in southern Thai women by Thanarpan Peerawong, Tharin Phenwan, Somrit Mahattanobon, Kandawsri Tulathamkij and Uraiwan Pattanasattayavong in SAGE Open Medicine</p
Teaching of reflection in higher education:a narrative review
Full text linkBackground: Healthcare professional students (HCPs) are encouraged to utilise reflection during and after their study programmes as a part of their life-long learning skill and professional competencies. However, the way in which the concept of reflection is taught and its’ influence students’ capacity to reflect have not been fully explored. This narrative review aimed to explore how the concept of reflection is taught in higher education and how the teaching of reflection influences HCP students’ capacity to reflect.Methods: Articles that were published during 2014-2024 within three databases, PubMed, CINAHL and ERIC were searched. 1929 articles were eligible for screening. 93 articles were further assessed for eligibility.Results: 18 articles were included. The included articles were geographically well-distributed in both the Global North and Global South countries, indicating universal interest in the topic. Eight articles had qualitative study designs; six had quantitative designs and four had mixed-method designs.Conceptually, the teaching of reflection could be categorised as a spectrum, ranging from: i) structured format (reflective templates or debriefing); ii) semi-structured format (physical/virtual small group discussions, video recordings, AI generative arts, in-verse reflection and concept mapping) and iii) flexible and creative (art-based pedagogy or narratives).All included articles indicated students actual and perceived better understanding of reflection. This claim is supported both quantitatively and qualitatively via either validated instruments or narratives and themes based on students’ textual outputs.Conclusions: This review identified several teaching methods that help facilitating students’ capacity to reflect. Findings are unable to recommend the most efficient way to teach reflection since it depends on students’ progress in their programmes. However, a more relational approach to teaching of reflection is recommended. Students might begin their reflective journey with a structured format of teaching of reflection then gradually move to less-rigid format of the teaching to empower students’ autonomy
Relieving total pain in an adolescent:a case report
Full text linkBackground: Total pain is a concept that approaches pain holistically: physically, psychologically, socially, and spiritually. Any individual may experience pain in each domain at a different level. This is the case report of an adolescent who suffered from total pain and how his healthcare team and peers helped to relieve it.Case presentation: A 15-years-old Thai male was diagnosed with recurrent T-cell lymphoma and readmitted to hospital. He was admitted to an adult ward and suffered from pain due to his disease and from the fear of being alienated. As a result, he had an existential crisis. His parents felt unsure whether they or the patient should make the medical decisions and advance care plan.Conclusions: This case report emphasises the importance of total pain assessment in the relief of total pain in an adolescent whose needs are different from both children and adults. It also highlights the role of medical decision-making in adolescents and the importance of the social support of peers in the alleviation of pain.</p
Enhancing nursing students’ reflection through Padlet:an action research
Full text linkBackground: Reflective practice is encouraged amongst healthcare students, including nursing students. However, students do not have a ‘safe space’ to practice reflection before being assessed. Padlet is an interactive platform that can potentially facilitate students’ reflection via its features that enables anonymous participation, asynchronous participation and collaborative learning environment. This study aims to explore the influence of current reflection teaching method on students’ reflective practice and how Padlet can facilitate students’ reflective practice.Methods: An action research was undertaken with 22 first year nursing students from Feb to May 2023. Participants answered questions anonymously pre-class and post-class in two Padlet boards. The researcher gave constructive feedback and signposted good examples of reflection to participants thus enabling ‘champion’ students to emerge during the process. Anonymous texts from two Padlet boards were analysed using reflexive thematic analysis technique.Results: Three themes were generated: i) Unpacking variation in students baseline understanding of reflection; ii) Co-constructed understanding of reflection and iii) Prompting reflective practice through tools and triggers. Students joined the study with different presumptions and understanding of reflection, ranging from descriptive understanding of the concept, a total misunderstanding of the concept and in-depth understanding of reflection. They all indicated a changed understanding of reflection post-class and emphasized the benefits of a socially constructed learning process. Participants suggested the use of reflective tools (via reflective models) and triggers (via probing questions and feedback) as useful to facilitate their reflection.Conclusions: This study indicates that the current teaching materials enable students to enhance their understanding of reflection. Nevertheless, students could potentially benefit from tools and triggers that will initiate and support their reflection. To that end, Padlet proves a promising tool to enhance students’ reflection via its function to enable anonymity, asynchronous participation and socially constructed learning environment
Poppies, Politics, and Power: Afghanistan and the Global History of Drugs and Diplomacy
No full textLibrarian, Judy Pinnolis, interviews author and Associate Professor of Liberal Arts and Sciences, James Tharin Bradford about his book, Poppies, Politics, and Power: Afghanistan and the Global History of Drugs and Diplomacy.
Video editing by Stacey Snyder.https://remix.berklee.edu/library-books-at-berklee/1012/thumbnail.jp
Exploring the initiation and revision of Advance Care Planning with and for people with dementia in Scotland: a multimethod qualitative study
Full text linkReflective and feedback performances on Thai medical students’ patient history-taking skills
Full text linkBackground: Reflective practice (RP) plays a crucial role in encouraging learners to think critically and consciously about their performances. Providing constructive feedback can further enhance RP. But non-Western learners might face different learning barriers compared to learners in the West, where RP originated.Methods: In this retrospective study, we assessed RP and feedback performances on Thai medical students’ patient history-taking skills. We applied RP and peer feedback, along with feedback from the instructors, during the history-taking sessions of the ten-week introduction course for fourth-year medical students. Twelve history-taking sessions were used for the analysis. Two instructors assessed students’ reflective performance and categorised them into one of the six stages of Gibbs’ reflective cycle; their feedback performances were analysed using Pendleton’s model. We investigated the correlations between students’ overall grade point average (GPAX) and patient history-taking scores on the Objective Structured Clinical Examination (OSCE). Students’ opinions of the RP teaching method were also collected.Results: All (n = 48) students participated in our study. The students’ mean age was 21.2 ± 0.5 years. The majority of the students were female (64.6%). The data indicated that 33 and 4% of the participants were categorised into the evaluation stage and action plan stage of Gibbs’ reflective cycle, respectively. In addition, 22 and 15% of the participants were able to state what their peers did well and suggest how peers could improve their skills, respectively. All students passed the minimum passing level of four history-taking OSCE stations. Participants agreed that RP was a useful tool (mean 9.0, SD 0.1), which enhanced their thought processes (mean 8.4, SD 0.2) and future performances (mean 8.2, SD 0.2). However, there was no correlation between the students’ highest Gibbs’ reflection levels and their history-taking OSCE scores.Conclusions: RP, together with feedback, proved to be a useful technique to help fourth-year Thai medical students improve their reflection skills, enhance their medical knowledge, and improve patient history-taking skills. Further study with longer monitoring is required to further explore negative and positive influential factors affecting students’ achievement of better reflection performances
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