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Background: The development of mobile interventions for noncommunicable diseases has increased in recent years. However, there is a dearth of apps for patients with peripheral arterial disease (PAD), who frequently have an impaired ability to walk.
Objective: Using a patient-centered approach for the development of mobile interventions, we aim to describe the needs and requirements of patients with PAD regarding the overall care situation and the use of mobile interventions to perform supervised exercise therapy (SET).
Methods: A questionnaire survey was conducted in addition to a clinical examination at the vascular outpatient clinic of the West-German Heart and Vascular Center of the University Clinic Essen in Germany. Patients with diagnosed PAD were asked to answer questions on sociodemographic characteristics, PAD-related need for support, satisfaction with their health care situation, smartphone and app use, and requirements for the design of mobile interventions to support SET.
Results: Overall, a need for better support of patients with diagnosed PAD was identified. In total, 59.2% (n=180) expressed their desire for more support for their disease. Patients (n=304) had a mean age of 67 years and half of them (n=157, 51.6%) were smartphone users. We noted an interest in smartphone-supported SET, even for people who did not currently use a smartphone. “Information,” “feedback,” “choosing goals,” and “interaction with physicians and therapists” were rated the most relevant components of a potential app.
Conclusions: A need for the support of patients with PAD was determined. This was particularly evident with regard to disease literacy and the performance of SET. Based on a detailed description of patient characteristics, proposals for the design of mobile interventions adapted to the needs and requirements of patients can be derived.
Towards a strategic management framework for engineering of organizational robustness and resilience
(2020)
The Convention on the Rights of the Child (CRC) is a human rights framework in the context of multi-level governance child protection policies central to social work education and practice (United Nations, 1989). In line with this statement, children’s rights-based education introduces undergraduate social work students to the principles of the CRC, namely participation, protection, harm prevention and provision, to facilitate knowledge acquisition by building core competencies for critical practice (IFSW, 2002). It equips social workers with analytical and advocacy skills that foster critical thinking and creativity in the juxtaposition between child protection, autonomy and self-determination.
This chapter provides insights for social work education to locate and analyse the underlying casualties of social problems using a problem and resource framework, the w-questions (Geiser, 2015). The framework is used to develop theory driven social work interventions as illustrated against the backdrop the anonymised case study, Amira, an accompanied child asylum seeker in Austria (Fritsche, Glawischnig, & Wolfsegg, 2019). Correspondingly, CRC is addressed along a continuum between human needs fulfilment and human right entitlements (Obrecht, 2009; IFSW, 2002; Ife, 2012). The concept of need is understood as tension in our concrete biological and psychological bio-values and states (Obrecht, 2009, p. 27). The assertion is that when children lack support or are obstructed from achieving their equal right to education due to social, cultural or economic barriers, this exacerbates social marginalisation because it deprives them of membership in the school social system. Social marginalisation thwarts the fulfilment of needs and weakens social cohesion by causing alienation and anomie (Mayrhofer, 2015). The tentative conclusion is that knowledge and practice models that link human needs and children’s rights equip social workers with the expertise to reduce children’s vulnerability whilst strengthening their protection, autonomy and self-determination.
This chapter is about school suspension through a social work lens. Young people like Martin require the collective to belong, to be a member of a group, to realise their social needs. This is the basic requirement of human mental and social stability. Suspension stands in opposition because it legitimises social exclusion and disregards the linkage between the individual and collective (Bunge 2003). This chapter advocates for a whole systems approach to tackle social problems and develop sustainable interventions that facilitate young peoples’ needs realisation at school.