Global ETD Search

51	Synpunkter och klagomål från patient och närstående till vårdgivare via en e-tjänst : eHälsa som bidrar till kvalitetsförbättring och ökad patientsäkerhet / Patient complaints to healthcare providers via an e-service : eHealth which contributes to quality improvement and increased patient safety Turunen Olsson, Pernilla January 2023 (has links) Bakgrund: Nya bestämmelser för klagomålshantering togs i bruk 2018 med syfte att stärka patienternas ställning och utveckla det systematiska arbetet med patientsäkerhet. En patient kan rapportera synpunkter och klagomål direkt till sin vårdgivare som är skyldig att ta emot ärendet och utreda vad som har hänt och vidta åtgärder. Forskning har visat att systematik saknas i hur verksamheter tar tillvara innehållet i ärenden som tas emot och det saknas en gemensam kategorisering. En process utvecklades inom Region Stockholm där patienter kan lämna synpunkter och klagomål via en e-tjänst på 1177 som sedan hanteras i regionens IT-stöd för avvikelsehantering. Syfte: Studiens syfte var att på aggregerad nivå undersöka inom vilka problemområden patienter rapporterar synpunkter och klagomål till vårdgivare inom akutsjukvård och primärvård via e-tjänsten samt om dessa ärenden kan bidra till lärande samt kvalitetsförbättring och ökad patientsäkerhet. Metod: Kvantitativ och kvalitativ forskningsansats det vill säga en blandad metod användes. Intervjuer genomfördes med vårdgivare och analyserades med en tematisk innehållsanalys utifrån en induktiv ansats. Problemområden kategoriserades om och jämfördes med Healthcare Complaints Analysis Tool (HCAT). Resultat: De flesta synpunkter och klagomål rapporterades inom problemområdet kommunikation med delproblemet bemötande. Det förelåg ingen markant skillnad i problemområden mellan akutsjukvård och primärvård. Intervjuer visade att vårdgivarna tog tillvara innehållet i synpunkter och klagomål på olika sätt för lärande och i sitt arbete med kvalitet och patientsäkerhet. HCAT-verktyget uppvisade ett överensstämmande resultat vid kategorisering av de tre största problemområdena av klagomål. Slutsats: Genom att systematiskt hantera synpunkter och klagomål på aggregerad nivå kan vårdgivarna få underlag till att bedriva ett ändamålsenligt arbete med kvalitet och patientsäkerhet. Användande av gemensamma kategoriseringar är en förutsättning för regionala och nationella jämförelser. / Background: New regulations for handling complaints were introduced in 2018 with the aim of strengthening the position of patients and developing the systematic work with patient safety. A patient can report complaints directly to their healthcare provider who is required to receive the case and investigate what has happened and act. Research has shown that there is a lack of systematicity in how caregivers make use of the content of cases that are received and there is a lack of common categorization. A process was developed within Region Stockholm where patients can submit complaints via an e-service, which is then handled in the region's IT -system for deviation management. Aim: The aim of the study was to investigate on an aggregated level in which problem areas patients report complaints to care providers in emergency care and primary care via the e-service and in if they can contribute to learning, quality improvement and increased patient safety. Method: A mixed methods approach has been used. Interviews were conducted with caregivers and analyzed with a thematic content analysis based on an inductive approach. Problem areas were recategorized and compared using the Healthcare Complaints Analysis Tool (HCAT). Results: Complaints reported to the caregivers were most common in communication and personal treatment. There was no difference in problem areas between emergency care and primary care. Interviews showed that the caregivers used the content of complaints in different ways for learning and in their work with quality and patient safety. The HCAT-tool showed consistent results in categorizing the top three problem areas of complaints. Conclusion: By the systematically handling of complaints on an aggregated level, the care providers can obtain a basis for carrying out an appropriate work with quality and patient safety. Use of collective categorizations is a prerequisite for regional and national comparisons. Patient complaints patient safety eHealth health informatics interpersonal skills HCAT Patientklagomål patientsäkerhet eHälsa hälsoinformatik bemötande HCAT Information Systems, Social aspects Other Health Sciences Annan hälsovetenskap
52	Verband tussen emosionele intelligensie en werkprestasie in 'n gesondheidsorgomgewing Henning, Ingrid 30 November 2006 (has links) Text in Afrikaans / Health care has typical challenges and stress factors as employees deal with people in a very personal manner. This exclusively client-centred environment requires special skills from employees if they wish to perform well. In addition to excellent interpersonal and stress management skills, they need to be able to handle their own and patients' emotions well. These skills can be referred to as emotional intelligence competencies. Emotional intelligence is a relatively new concept with many possibilities if applied correctly. This study involves 114 employees, their colleagues and supervisors in two health-care organisations. The 360° Emotional Competency Profiler was used together with the internal performance evaluation scores, and statistical techniques such as t-tests and discriminant analysis were utilized. It was found that certain emotional intelligence dimensions and work performance are related to a certain extent. However, other factors also need to be considered if one wants to make predictions in this regard. / Die gesondheidsorgomgewing het unieke uitdagings en stresfaktore omdat werknemers op 'n baie persoonlike vlak met mense werk. Die uitsluitlik klientgesentreerde omgewing verg spesiale vaardighede indien werknemers goed wil presteer. Buiten uitstekende interpersoonlike- en streshanteringsvaardighede, moet hulle ook in staat wees om hulle eie en huile pasiente se gevoelens te kan hanteer. Hierdie vaardighede kan na verwys word as emosionele intelligensievaardighede. Emosionele intelligensie is 'n relatief nuwe konsep wat baie toepassingsmoontlikhede het indien dit reg aangewend word. Hierdie studie betrek 114 beskikbare werknemers en hulle kollegas en toesighouers in twee gesondheidsorgorganisasies. Die 360° Emotional Competency Profiler is saam met die interne prestasie-beoordelingstellings gebruik en daar is gebruik gemaak van statistiese tegnieke soos f-toetse en diskriminantontleding. Daar is bevind dat sekere emosionele intelligensie dimensies in 'n sekere mate 'n onderlinge verband toon met werksprestasie. Ander faktore moet egter ook in ag geneem word indien mens 'n voorspelling in hierdie verband wil maak. / Industrial and Organisational Psychology / MCOM (Industrial and Organisational Psychology) Client relations Emotional literacy Adaptability Models of emotional intelligence Health care personnel Interpersonal skills Performance evaluation performance management Emotional intelligence skills Health care environment Work performance Emotional intelligence Emosionele intelligensie Werksprestasie Gesondheidsorgomgewing Emosionele intelligensievaardighede Prestasiebestuur Prestasiemeting Interpersoonlike vaardighede Gesondheidsorgpersoneel Emosionele intelligensiemodelle Aanpasbaarheid Emosionele geletterdheid Klienteverhoudings Emosionele intelligensievermoens 152.4 Emotional intelligence Performance standards Performance -- Evaluation Interpersonal relationship Employees -- Rating of
53	Implementering van 'n skoolgebaseerde sosial-emosionele program as strategie teen misdaad en geweld Van der Merwe, Petro 06 1900 (has links) Text in Afrikaans / This study, which was undertaken within a qualitative and quantitative methodological framework, is a collaborative action research project that focuses on the impact of emotional intelligence (EI) teaching in the classroom as intervention to prevent the inappropriate behaviour of learners that could lead to violence and crime. The study also concentrates on how action research can enhance the educator’s teaching practices. The objective was to prevent learners from misbehaving by implementing EI as a teaching strategy in the classroom on the basis of various definitions and models of EI. This research project also explored the coordinated and integrated management of positive learner behaviour, overall school development and the management of a culture of positive behaviour. The empirical study concludes that there is a correlation between EI teaching methods and learners’ behaviour. In view of the fact that the use of EI in the classroom can prevent the inappropriate behaviour of learners it can therefore be regarded as preventative discipline. / Psychology / M.A. (Sielkunde) Misbehaviour Learners Teachers Classroom Classroom practices School management School violence Emotional intelligence Emotional creativity Socio-emotional interventions Social behaviour Interpersonal skills 371.780968 School discipline -- South Africa Emotional intelligence Interpersonal relations in children
54	Exploring the impact of emotional intelligence training in the workplace Jansen van Rensburg, Anna Susanna 11 1900 (has links) The complexity of mental development in humans together with human interaction in the social context presents itself to be a continued source of investigation and exploration. Emotional Intelligence (EI) is such a field of study in the discipline of psychology. Researchers emphasized the importance and value of emotional development ("soft-skills") equal to cognitive development (“hard-skills”). EI abilities are associated with key skills and competencies required for operating successfully in today’s organizations. This study focused on this theme specifically and tried to determine how EI training impacted on the success of the individual who fits the modern working profile and how emotionally intelligent employees are beneficial to organisational success overall. An ethnographic qualitative study (including an autoethnography) was performed on individuals of different participant groupings who completed the Neuro-Link EI Program. The aim was to assess if they showed increased growth in areas of EI, specifically addressed in the program namely self-awareness, self-management, social awareness, and social management. Findings indicated that EI training works with positive results. It was of great value to the individual having an immense impact on their personal lives. It further had a major positive impact on the group dynamics of individuals who attended the training. At companies where facilitators presented the program, EI training had a positive impact. A conclusion on the impact that such training had on the two companies whose staff members directly participated in this study, was not yet possible at the time of the study. The development of an awareness model for the promotion of EI training in the workplace is recommended. This may increase available knowledge regarding corporate EI training but also accelerates an emerging, but a too slowly growing movement. / Psychology / M.A. (Psychology) Emotional intelligence Self-awareness Intrapersonal skills Interpersonal skills Self-reflection Self-directed change Social and emotional learning Emotional intelligence training outcomes Context Autoethnography Self-management Self-understanding Social understanding Social awareness Social cohesion Relationship management Soft-skills Hard-skills 152.40683 Behavioral assessment -- Organization Career development -- Training of Self-actualization (Psychology)
55	Exploring the impact of emotional intelligence training in the workplace Van Rensburg, Anna Susanna Jansen 11 1900 (has links) Text in English / Exploring the Impact of Emotional Intelligence Training in the Workplace. The complexity of mental development in humans together with human interaction in the social context presents itself to be a continued source of investigation and exploration. Emotional Intelligence (EI) is such a field of study in the discipline of psychology. Researchers emphasized the importance and value of emotional development ("soft-skills") equal to cognitive development (“hard-skills”). EI abilities are associated with key skills and competencies required for operating successfully in today’s organizations. This study focused on this theme specifically and tried to determine how EI training impacted on the success of the individual who fits the modern working profile and how emotionally intelligent employees are beneficial to organisational success overall. An ethnographic qualitative study (including an autoethnography) was performed on individuals of different participant groupings who completed the Neuro-Link EI Program. The aim was to assess if they showed increased growth in areas of EI, specifically addressed in the program namely self-awareness, self-management, social awareness, and social management. Findings indicated that EI training works with positive results. It was of great value to the individual having an immense impact on their personal lives. It further had a major positive impact on the group dynamics of individuals who attended the training. At companies where facilitators presented the program, EI training had a positive impact. A conclusion on the impact that such training had on the two companies whose staff members directly participated in this study, was not yet possible at the time of the study. The development of an awareness model for the promotion of EI training in the workplace is recommended. This may increase available knowledge regarding corporate EI training but also accelerates an emerging, but a too slowly growing movement. / Psychology / M.A. (Psychology) Emotional intelligence Self-awareness Intrapersonal skills Interpersonal skills Self-reflection Self-directed change Social and emotional learning Emotional intelligence training outcomes Context Autoethnography Self-management Self-understanding Social understanding Social awareness Social cohesion Relationship management Soft-skills Hard-skills 152.4071 Emotional intelligence Work -- Psychological aspects Psychology, Industrial Affective education Social intelligence
56	Le développement d’habiletés personnelles et sociales à travers un programme de thérapie par le plein air pour jeunes contrevenants ; effets sur le niveau d’antisocialité et l’insertion socio-professionnelle Paquette, Julie 04 1900 (has links) La thérapie par le plein air représente une alternative aux programmes d’intervention conventionnels pour jeunes antisociaux. Elle donne à ses participants l’occasion de modifier leurs pensées et leurs comportements dans un contexte d’expédition, à travers la participation à diverses activités de plein air. Ce faisant, ils développent leur répertoire d’habiletés personnelles et sociales, ce qui pourrait faciliter le désistement d’une conduite antisociale. Un devis expérimental prospectif, avec pré-test et post-tests à trois et six mois, a été utilisé afin d’évaluer l’effet de la durée d’une intervention de thérapie par le plein air sur le niveau d’antisocialité et l’insertion socio-professionnelle de jeunes contrevenants. De plus, l’effet potentiellement médiateur des progrès réalisés au chapitre des habiletés interpersonnelles et de la motivation d’accomplissement a été examiné. Un échantillon de 220 jeunes contrevenants a été observé, divisé aléatoirement selon deux conditions expérimentales, soit un programme de 8 à 10 jours et un programme de 17 à 20 jours. Il apparaît que la durée n’a pas d’effet direct significatif sur le niveau d’antisocialité et l’insertion socio-professionnelle des participants. En revanche, la durée du programme a un effet positif indirect sur le niveau d’antisocialité subséquent des participants, à travers l’amélioration des habiletés interpersonnelles et la motivation d’accomplissement des sujets. Aucune des variables mises en jeu n’a eu un impact significatif sur les progrès observés au niveau de l’insertion socio-professionnelle des sujets. La thérapie par le plein air semble favoriser le désistement d’une conduite antisociale en encourageant le développement de certaines habiletés personnelles qui font habituellement défaut chez les jeunes antisociaux. / Wilderness therapy is an alternative to more traditional interventions for antisocial youth. This expedition-based intervention requires participation in various outdoor activities, through which participants have the opportunity to modify thought patterns and behaviors. In doing so, they broaden their existing, and often poor, repertoire of personal and social skills, heightening the possibilities of desistence from an antisocial path. An experimental and prospective design, with pre-test and post-tests at three and six months, was used to evaluate the influence of the length of the program on the antisociality and socio-professional status of young offenders. The potential impact as mediators of interpersonal skills and accomplishment motivation was also observed. A sample of 220 young offenders was used, which was divided at random into two conditions; a program lasting between 8 to 10 days or one lasting between 17 and 20 days. Length of program had no direct and significant influence on the antisociality levels or the socio-professional status of the participants. However, length had a positive indirect effect on lowering the level of antisociality of the subjects, through the development of their interpersonal skills and accomplishment motivation. None of the variables had a significant impact on the socio-professional status progress noted for most subjects. Wilderness therapy appears to support young offenders in desisting from an antisocial pathway by facilitating the development of personal and social skills. conduite antisociale thérapie par le plein air jeunes contrevenants habiletés sociales habiletés interpersonnelles motivation d’accomplissement insertion socio-professionnelle. Wilderness therapy outdoor therapy youth offenders antisocial conduct accomplishment motivation interpersonal skills social skills socio-professional status
57	Verband tussen emosionele intelligensie en werkprestasie in 'n gesondheidsorgomgewing Henning, Ingrid 30 November 2006 (has links) Text in Afrikaans / Health care has typical challenges and stress factors as employees deal with people in a very personal manner. This exclusively client-centred environment requires special skills from employees if they wish to perform well. In addition to excellent interpersonal and stress management skills, they need to be able to handle their own and patients' emotions well. These skills can be referred to as emotional intelligence competencies. Emotional intelligence is a relatively new concept with many possibilities if applied correctly. This study involves 114 employees, their colleagues and supervisors in two health-care organisations. The 360° Emotional Competency Profiler was used together with the internal performance evaluation scores, and statistical techniques such as t-tests and discriminant analysis were utilized. It was found that certain emotional intelligence dimensions and work performance are related to a certain extent. However, other factors also need to be considered if one wants to make predictions in this regard. / Die gesondheidsorgomgewing het unieke uitdagings en stresfaktore omdat werknemers op 'n baie persoonlike vlak met mense werk. Die uitsluitlik klientgesentreerde omgewing verg spesiale vaardighede indien werknemers goed wil presteer. Buiten uitstekende interpersoonlike- en streshanteringsvaardighede, moet hulle ook in staat wees om hulle eie en huile pasiente se gevoelens te kan hanteer. Hierdie vaardighede kan na verwys word as emosionele intelligensievaardighede. Emosionele intelligensie is 'n relatief nuwe konsep wat baie toepassingsmoontlikhede het indien dit reg aangewend word. Hierdie studie betrek 114 beskikbare werknemers en hulle kollegas en toesighouers in twee gesondheidsorgorganisasies. Die 360° Emotional Competency Profiler is saam met die interne prestasie-beoordelingstellings gebruik en daar is gebruik gemaak van statistiese tegnieke soos f-toetse en diskriminantontleding. Daar is bevind dat sekere emosionele intelligensie dimensies in 'n sekere mate 'n onderlinge verband toon met werksprestasie. Ander faktore moet egter ook in ag geneem word indien mens 'n voorspelling in hierdie verband wil maak. / Industrial and Organisational Psychology / MCOM (Industrial and Organisational Psychology) Client relations Emotional literacy Adaptability Models of emotional intelligence Health care personnel Interpersonal skills Performance evaluation performance management Emotional intelligence skills Health care environment Work performance Emotional intelligence Emosionele intelligensie Werksprestasie Gesondheidsorgomgewing Emosionele intelligensievaardighede Prestasiebestuur Prestasiemeting Interpersoonlike vaardighede Gesondheidsorgpersoneel Emosionele intelligensiemodelle Aanpasbaarheid Emosionele geletterdheid Klienteverhoudings Emosionele intelligensievermoens 152.4 Emotional intelligence Performance standards Performance -- Evaluation Interpersonal relationship Employees -- Rating of
58	Implementering van 'n skoolgebaseerde sosial-emosionele program as strategie teen misdaad en geweld Van der Merwe, Petro 06 1900 (has links) Text in Afrikaans / This study, which was undertaken within a qualitative and quantitative methodological framework, is a collaborative action research project that focuses on the impact of emotional intelligence (EI) teaching in the classroom as intervention to prevent the inappropriate behaviour of learners that could lead to violence and crime. The study also concentrates on how action research can enhance the educator’s teaching practices. The objective was to prevent learners from misbehaving by implementing EI as a teaching strategy in the classroom on the basis of various definitions and models of EI. This research project also explored the coordinated and integrated management of positive learner behaviour, overall school development and the management of a culture of positive behaviour. The empirical study concludes that there is a correlation between EI teaching methods and learners’ behaviour. In view of the fact that the use of EI in the classroom can prevent the inappropriate behaviour of learners it can therefore be regarded as preventative discipline. / Psychology / M.A. (Sielkunde) Misbehaviour Learners Teachers Classroom Classroom practices School management School violence Emotional intelligence Emotional creativity Socio-emotional interventions Social behaviour Interpersonal skills 371.780968 School discipline -- South Africa Emotional intelligence Interpersonal relations in children
59	Le développement d’habiletés personnelles et sociales à travers un programme de thérapie par le plein air pour jeunes contrevenants ; effets sur le niveau d’antisocialité et l’insertion socio-professionnelle Paquette, Julie 04 1900 (has links) No description available. Conduite antisociale Thérapie par le plein air Jeunes contrevenants Habiletés sociales Habiletés interpersonnelles Motivation d’accomplissement Insertion socio-professionnelle Wilderness therapy Outdoor therapy Youth offenders Antisocial conduct Accomplishment motivation Interpersonal skills Social skills Socio-professional status
60	Evaluating Improvisation As A Technique For Training Pre-service Teachers For Inclusive Classrooms Becker, Theresa 01 January 2012 (has links) Improvisation is a construct that uses a set of minimal heuristic guidelines to create a highly flexible scaffold that fosters extemporaneous communication. Scholars from diverse domains: such as psychology, business, negotiation, and education have suggested its use as a method for preparing professionals to manage complexity and think on their feet. A review of the literature revealed that while there is substantial theoretical scholarship on using improvisation in diverse domains, little research has verified these assertions. This dissertation evaluated whether improvisation, a specific type of dramatic technique, was effective for training pre-service teachers in specific characteristics of teacher-child classroom interaction, communication and affective skills development. It measured the strength and direction of any potential changes such training might effect on pre-service teacher’s self-efficacy for teaching and for implementing the communication skills common to improvisation and teaching while interacting with student in an inclusive classroom setting. A review of the literature on teacher self-efficacy and improvisation clarified and defined key terms, and illustrated relevant studies. This study utilized a mixed-method research design based on instructional design and development research. Matched pairs ttests were used to analyze the self-efficacy and training skills survey data and pre-service teacher reflections and interview transcripts were used to triangulate the qualitative data. Results of the t-tests showed a significant difference in participants’ self-efficacy for teaching measured before and after the improvisation training. A significant difference in means was also measured in participants’ aptitude for improvisation strategies and for self-efficacy for their implementation pre-/post- training. Qualitative results from pre-service teacher class iv artifacts and interviews showed participants reported beneficial personal outcomes as well as confirmed using skills from the training while interacting with students. Many of the qualitative themes parallel individual question items on the teacher self-efficacy TSES scale as well as the improvisation self-efficacy scale CSAI. The self-reported changes in affective behavior such as increased self-confidence and ability to foster positive interaction with students are illustrative of changes in teacher agency. Self-reports of being able to better understand student perspectives demonstrate a change in participant ability to empathize with students. Participants who worked with both typically developing students as well as with students with disabilities reported utilizing improvisation strategies such as Yes, and…, mirroring emotions and body language, vocal prosody and establishing a narrative relationship to put the students at ease, establish a positive learning environment, encourage student contributions and foster teachable moments. The improvisation strategies showed specific benefit for participants working with nonverbal students or who had commutation difficulties, by providing the pre-service teachers with strategies for using body language, emotional mirroring, vocal prosody and acceptance to foster interaction and communication with the student. Results from this investigation appear to substantiate the benefit of using improvisation training as part of a pre-service teacher methods course for preparing teachers for inclusive elementary classrooms. Replication of the study is encouraged with teachers of differing populations to confirm and extend results. Pre service teacher novice teacher expert teacher improvisation improv improvisational performance inclusive classrooms children with disabilities exceptional student education (ese) exceptional education nonverbal children empathy affective instructional strategy interpersonal skills teacher communication teacher child interaction teacher child relationships teacher self efficacy addie improvisation training in flight decision making novice expert arts based research simulated mastery playback theater interactive theater affective instruction extemporaneous communication affective communication disciplined improvisation drama based instruction teacher training mixed methods research qualitative research teacher sense of efficacy scale (tses) yes and... vocal prosody nonverbal communication teacher immediacy emotional mirroring teacher attrition embodied cognition constructivism interactive instructional strategy classroom management co teaching spontaneity teacher agency positive classroom climate interaction rapport frustration in learning english language learners (ell) social intelligence emotional intelligence Education

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