Healthcare: action research with trans people living on the streets

ABSTRACT Objectives: to analyze the representations of healthcare provided to trans people living on the streets. Methods: ten women (three trans) and three cisgender men participated in this action research. Popular health education groups, focus groups, seminars and interviews were held, the data of which were organized in the software Nvivo®, submitted to content analysis and interpreted in the light of intersectionality theory. Results: healthcare was represented by the technical, relational, structural and citizenship dimensions. The relationship between gender and poverty determines the specific health needs of trans people living on the streets. Final Considerations: the need to expand conceptions and practices on healthcare to meet the specific health needs of trans people living on the streets was evidenced. Nursing, with competence and cultural sensitivity, can contribute to positive health outcomes and, consequently, break with the logic of exclusion, illness and poverty.

COVID-19 Testing: Perceived Barriers Among the Urban Slum Dwellers of Dhaka, Bangladesh

Background: Urban slum dwellers are unduly affected by COVID-19, and low testing rates among them are worsening their situation. This study aimed to explore the perceived barriers to COVID-19 testing in the slums, which is crucial to its surveillance, tracking, and allocating resources to combat the pandemic. Methods: A quantitative study with a cross-sectional design was conducted among 149 urban slum dwellers (≥11 years of age), who had previously experienced COVID-19 like symptoms. They were identified from an existing slum cohort at Bauniabadh, Dhaka. Information related to their testing status and perceived barriers was acquired by a telephone survey from October to November 2020. Results: The mean age of the respondents was 34.4±15.6 years, and 58.4% of them were female. Fever (79.2%) and cough (74.5%) were the most common symptoms mentioned. Only 6.7% of the respondents had undergone COVID-19 testing. Fast relief (within 1-3 days) from symptoms (87.6%) was the most prevailing barrier to testing, seen across all age and education groups. Negative advocacy regarding the testing from family and friends (46.7%), participants uncertainty about the guidelines, site, cost, and schedule of testing (15.3%), and a general belief that ‘COVID-19 is not a disease of slum people instead, it is an affliction of the rich folk’ (20.4%), were the other cited barriers. Conclusions: The COVID-19 testing rate remained very low among the urban slum dwellers. To remove the barriers to testing, tailored behavioral change communication and augmenting the resources for testing are necessary to curb the spread in the slums.

Emoční inteligence příslušníků policie České republiky a běžné populace: vybrané demografické charakteristiky

Objectives. The study focuses on the emotional intelligence (hereafter „EI“) of members of the Police of the Czech Republic and on its differences according to the selected demographic characteristics (gender, age, and education). The outcomes are subsequently compared with the results of the general population. Sample and setting. The research sample comprised 531 adult respondents (222 police officers and 309 members of the general population). SEIS self-description questionnaire and anamnestic questionnaire were used to measure selected variables. Hypotheses. The authors assumed that the police officers would show a higher level of overall EI and particular EI factors than the general population. A higher level of overall EI would occur in female, higher age, and higher education groups – for both police members and the general population. Statistical analysis. The analysis of the data was focused on the determination of the factors forming EI by exploratory factor analysis, non-parametric tests were used to verify the hypotheses. Results. There was no statistically significant difference found between the police officers and the common population in total EI, only in particular EI factors. While no difference between gender, age, or education groups and overall EI was indicated among the police officers, significant differences between all variables were revealed among the general population. When dividing the sample according to gender and type, statistically significant differences were found with the men from the general population scoring the lowest compared to the highest score of policewomen. Study limitation. Given the sampling method, caution must be exercised to generalise the findings. A self-description method was used to measure EI.

A social-cognitive study of Indonesian Google educator groups

<p>Self-directed professional learning is distinct from the traditional approach of directed professional development. The introduction of the Internet into Indonesian society provides the opportunity for teachers to use digital tools for their teaching and to access professional learning without attending mandated professional development. An emerging phenomenon in Indonesia is the establishment and use of Google Education Groups (GEGs) for professional learning about the use of educational technology (ed-tech) in the schooling sector. Two research questions guided the examination of Indonesian educators’ experiences of GEGs: (1) how do Indonesian educators participate in the GEGs for ed-tech professional learning? and (2) how do the GEGs function to enable Indonesian educators’ ed-tech professional learning? Collective case study methodology was applied, and three Google Education Groups were examined, one from a metropolitan area, one from an urban area and the third from a rural context. In each case study, the leader of the group and three group members with varying levels of online engagement were interviewed and online forum conversations were examined. Data were analysed using Stake’s method of categorical aggregation leading to within-case assertions and cross-case analysis. A social cognitive perspective was used as a framework to analyse and interpret findings. It was found that the Indonesian educators had an agentic approach to professional learning, which was context-dependent with three major interrelated aspects: the regional-technological environment as context, the individuals as agentic learners, and the connectedness as social learners enabled meaningful learning experiences. The regional-technological environment influenced how the GEGs functioned. The Metropolitan group was innovative and collaborative, focusing on the use of web-based tools to improve productivity of ed-tech practices. The Urban group aimed to explore how they could use web-based tools to improve efficiency through paperless classroom practices and school administration. The Rural group sought to use of web-based tools for simple teaching and learning practices within a context of low bandwidth and limited ICT infrastructure. In addition, certain conditions that support online collaboration and factors that can minimise and optimise ed-tech learning opportunities are identified. Participants overcame limitations and constraints by enacting agency and developing social connectedness in learning through the groups. The group leadership positions were voluntary and found to be driven by a desire to share expertise and practices that support, inspire, and empower others rather than about gaining positional authority. Participation in online informal groups such as Google Education Groups appears to be a supportive method of professional learning that facilitates agentic and experiential learning about the use of educational technology in Indonesia. This model can enhance professional learning opportunities for Indonesian educators. It can also be implemented into the design of government-supported ed-tech PD programmes, to create an empowering and safe learning environment that can optimise their potential in learning and improve practice.</p>

A social-cognitive study of Indonesian Google educator groups

<p>Self-directed professional learning is distinct from the traditional approach of directed professional development. The introduction of the Internet into Indonesian society provides the opportunity for teachers to use digital tools for their teaching and to access professional learning without attending mandated professional development. An emerging phenomenon in Indonesia is the establishment and use of Google Education Groups (GEGs) for professional learning about the use of educational technology (ed-tech) in the schooling sector. Two research questions guided the examination of Indonesian educators’ experiences of GEGs: (1) how do Indonesian educators participate in the GEGs for ed-tech professional learning? and (2) how do the GEGs function to enable Indonesian educators’ ed-tech professional learning? Collective case study methodology was applied, and three Google Education Groups were examined, one from a metropolitan area, one from an urban area and the third from a rural context. In each case study, the leader of the group and three group members with varying levels of online engagement were interviewed and online forum conversations were examined. Data were analysed using Stake’s method of categorical aggregation leading to within-case assertions and cross-case analysis. A social cognitive perspective was used as a framework to analyse and interpret findings. It was found that the Indonesian educators had an agentic approach to professional learning, which was context-dependent with three major interrelated aspects: the regional-technological environment as context, the individuals as agentic learners, and the connectedness as social learners enabled meaningful learning experiences. The regional-technological environment influenced how the GEGs functioned. The Metropolitan group was innovative and collaborative, focusing on the use of web-based tools to improve productivity of ed-tech practices. The Urban group aimed to explore how they could use web-based tools to improve efficiency through paperless classroom practices and school administration. The Rural group sought to use of web-based tools for simple teaching and learning practices within a context of low bandwidth and limited ICT infrastructure. In addition, certain conditions that support online collaboration and factors that can minimise and optimise ed-tech learning opportunities are identified. Participants overcame limitations and constraints by enacting agency and developing social connectedness in learning through the groups. The group leadership positions were voluntary and found to be driven by a desire to share expertise and practices that support, inspire, and empower others rather than about gaining positional authority. Participation in online informal groups such as Google Education Groups appears to be a supportive method of professional learning that facilitates agentic and experiential learning about the use of educational technology in Indonesia. This model can enhance professional learning opportunities for Indonesian educators. It can also be implemented into the design of government-supported ed-tech PD programmes, to create an empowering and safe learning environment that can optimise their potential in learning and improve practice.</p>

Late Working Life Patterns in Sweden

Late working life patterns differ across different social groups and birth cohorts. The mechanisms of these participation differences and role of working life policies can be understood better by using additional working life indicators and historical perspective. This paper investigates how late working life patterns of different age, gender, education groups and birth cohorts are structured in Sweden using participation, employment type, employment break and exit trajectories of different groups. Using Swedish National Registry Data, employment trajectories of the age groups of 60-68 of the birth cohorts 1930, 1935, 1940, 1945 and 1950 are followed. Results show that for all birth cohorts, participation is higher for younger age groups, men and higher educated; leaving the working life before 61 is more common among primary educated; changing employment type in late working life is observed more among higher educated men and usage of sickness compensation is higher among primary educated and women. However, the peak age that individuals exit, and experience employment breaks differs over the years. In addition, although higher educated individuals have lower shares in usage of unemployment and sickness compensation for all birth cohorts, the structure of benefits usage of the other education and gender groups change over the years. Overall, results give important insights how changes in working life policies affect working life patterns of different groups over the years.

Depression education fotonovela for engagement of Hispanic patients in treatment: a randomized clinical trial

Background We report the primary outcomes from a randomized clinical trial testing a novel culturally-adapted patient education intervention to increase engagement of Hispanic patients in depression treatment. The Depression Education Fotonovela (DEF), Secret Feelings, incorporates popular images, cultural norms, and vivid pictures embedded within a soap opera narrative to increase depression knowledge and dispel myths about treatment. We then assessed engagement in a integrated care treatment model in response to the education intervention and subsequent changes in depression symptoms in a large community-based clinic whose patient population is majority Hispanic. Method The sample included 150 adult Hispanic patients with a confirmed diagnosis of depression who were randomly assigned to either: [1] integrated care + fotonovela; or [2] integrated care + standard education. Differences between treatment groups were examined as were changes in depression, anxiety, depression knowledge, and stigma scores over time and engagement in treatment. Results Results indicated that while depression scores significantly decreased over time for participants (F [2.811, 416.054] = 197.69, p < .001, η2 = .572), no differences between the two education groups were found (F [1, 148] = 0.70, p = .403, η2 = .005). At 12-month follow-up, 101 patients (80.8%) reported a 50% of greater reduction in depression scores from baseline. Conclusions We found little difference between the two education groups, suggesting that either may helpful for engaging Hispanic patients into care. Better tailoring of patient education, with the fotonovela or similarly adapted tools, will require more directly addressing the stigma associated with antidepressant medication. Trial registration The study was registered with www.clinicaltrials.gov: NCT02702596, on 03/20/2016. Retrospectively registered.

Psychometric Properties of the Health Literacy Survey European Questionnaire-12

The importance of health literacy has increased as the public awareness of health has increased. Health Literacy Survey European Questionnaire-47 (HLS-EU-Q47) is a representative assessment tool for evaluating health literacy, and its psychometric properties have been examined in various countries. This study analyzed the item-level psychometric properties of a short version of the HLS-EU-Q47 using a Rasch measurement model. We collected 254 Korean adults who completed the 12 items of the HLS-EU-Q47 in hospital settings. We used confirmation factor analysis (CFA) to examine the unidimensionality assumption of the HLS-EU-Q12. We analyzed item fit, precision, and differential item functioning (DIF) across sex, age and education groups. The CFA model confirmed that HLS-EU-Q12 satisfies the unidimensionality assumption (CFI = 0.96, TLI = 0.96, RMSEA = 0.09) and no local independence in the 12 test items (residual correlations ranged from -0.16 to 0.19). The HLS-EU-Q12 demonstrated high reliability (Cronbach’s α = 0.90) and no DIF across sex, age and education groups (p &gt; 0.05). The person strata by the instrument were 3.80, which is equivalent to a traditional reliability value of 0.87. In short, the study findings indicate that the HLS-EU-Q12 has good psychometric properties with the 254 Korean adults. Since the HLS-EU-Q12 can accurately and precisely evaluate the health literacy of Korean adults, this instrument could be used in clinical settings.

COVID-19 Testing: Perceived Barriers Among the Urban Slum Dwellers of Dhaka, Bangladesh

Background: Urban slum dwellers are unduly affected by COVID-19, and low testing rates among them are worsening their situation. This study aimed to explore the perceived barriers to COVID-19 testing in the slums, which is crucial to its surveillance, tracking, and allocating resources to combat the pandemic. Methods: A quantitative study with a cross-sectional design was conducted among 149 urban slum dwellers (≥11 years of age), who had previously experienced COVID-19 like symptoms. They were identified from an existing slum cohort at Bauniabadh, Dhaka. Information related to their testing status and perceived barriers was acquired by a telephone survey from October to November 2020. Results: The mean age of the respondents was 34.4±15.6 years, and 58.4% of them were female. Fever (79.2%) and cough (74.5%) were the most common symptoms mentioned. Only 6.7% of the respondents had undergone COVID-19 testing. Fast relief (within 1-3 days) from symptoms (87.6%) was the most prevailing barrier to testing, seen across all age and education groups. Negative advocacy regarding the testing from family and friends (46.7%), participants uncertainty about the guidelines, site, cost, and schedule of testing (15.3%), and a general belief that ‘COVID-19 is not a disease of slum people instead, it is an affliction of the rich folk’ (20.4%), were the other cited barriers. Conclusions: The COVID-19 testing rate remained very low among the urban slum dwellers. To remove the barriers to testing, tailored behavioral change communication and augmenting the resources for testing are necessary to curb the spread in the slums.

Policy Feedback and the Polarization of Interest Groups

We use the case of education interest groups to examine how and when policy changes lead interest groups to polarize in their support for political parties. Using over 145,000 campaign contributions from all 50 states from 2000 to 2017, we test whether the passage of private school choice, charter laws, and labor retrenchment policies led to the polarization of education interest groups over time. In 2000, teachers unions were the dominant group and mostly aligned with Democrats. Meanwhile, Republicans lacked support from any education groups. This pattern was consistent across states. Over time, coalitions in some states became polarized, meaning unions grew even more aligned with Democrats and reform groups with Republicans, while other states did not experience such polarization. We show that private school choice programs, but not labor retrenchment or charter laws, contributed to this changing partisan alignment. Our findings demonstrate that policy feedback can shape both the electoral mobilization and party alignments of interest groups.