Background People living with axial Spondyloarthrtis (axSpA) have an increased risk of cardiovascular diseases, which can be reduced by regular physical activity (PA) and its subset of... Show moreBackground People living with axial Spondyloarthrtis (axSpA) have an increased risk of cardiovascular diseases, which can be reduced by regular physical activity (PA) and its subset of cardiorespiratory training (CRT). To fulfil their crucial role in PA promotion, physiotherapists and other health professionals need to understand the beliefs that people living with axSpA possess concerning general PA and CRT. The aim of this study is to explore these behavioural, normative and control beliefs. Methods A qualitative descriptive design approach was chosen. Five semi-structured focus group interviews with 24 individuals living with axSpA were performed. Data was analysed using structured thematic qualitative content analysis. Results People with axSpA possessed multifaceted behavioural, normative and control beliefs concerning general PA and CRT. Behavioural beliefs revealed a positive attitude towards general PA, with participants mentioning numerous physical, psychological, and social benefits and only few risks. However, the conceptual difference between general PA and CRT, and the relevance of CRT, was unclear to some participants. Normative beliefs were expressed as the beliefs of significant others that influenced their motivation to comply with such beliefs, e.g. spouses, other people living with axSpA, rheumatologists. Regarding control beliefs, general PA and CRT were both mentioned as effective self-management strategies to control the disease. From experience, a high level of self-discipline, as well as technology, were shown to be useful. Conclusions General PA is understood to be an important self-management strategy for people with axSpA and most participants build general PA into their daily routines. They believe that general PA beneficially impacts personal health and wellbeing. However, some participants are unaware of the difference between general PA and CRT and the important impact that this difference could have on their health. The consequences of CRT promotion for people living with axSpA should be the subject of further research. Show less
Bever, S. de; Rhijn, S.C. van; Kramer, A.W.M.; Bont, J.; Dijk, N. van; Visser, M.R.M. 2022
Background: Work-based learning depends on patients' consent to have trainees involved in their care. However, patients can refuse trainees, which might lead to the loss of learning experiences.... Show moreBackground: Work-based learning depends on patients' consent to have trainees involved in their care. However, patients can refuse trainees, which might lead to the loss of learning experiences. Improved understanding of patients' views on consulting trainees may provide useful insights to further optimise learning for trainees. Methods: We performed a qualitative study with 28 patients in The Netherlands. Participants were recruited from GP practices, and were purposively sampled on (un)willingness to consult GP trainees. In semi-structured interviews patients' perspectives and willingness to consult a trainee were explored. Transcripts were thematically analysed using an inductive approach. Results: Two themes explained patients' views on consulting GP trainees: Presenting complaint-driven preferences and Trust in trainees' capabilities. Patients select their doctor based on complaint-driven preferences and chose trainees if they fulfilled these preferences. For urgent, gender-specific and minor complaints, patients prefer timeliness, gender concordance or availability. Patients with more complex, long-term problems prefer to consult a trusted doctor with whom they have a longitudinal relationship. Through repeated visits and empathic behaviour trainees can become this doctor. Before patients consider consulting a trainee, they need to have trust in the trainee's capabilities. This trust is related to the basic trust patients have in the education of the trainee, their knowledge about trainees' capabilities and supervisory arrangements. Conclusions: Patients' decision to visit a trainee is fluid. Patients will visit a trainee when their complaint-driven preferences are satisfied. Influencing trainees' fulfilment of these preferences and patients' trust in trainees can make patients more willing to consult trainees. Show less
While Dutch actor Johannes Jelgerhuis (1770–1836) is best known for his acting treatise Theoretische Lessen (1827), his lesser-known private writings reveal the passionate actor behind the theory.... Show moreWhile Dutch actor Johannes Jelgerhuis (1770–1836) is best known for his acting treatise Theoretische Lessen (1827), his lesser-known private writings reveal the passionate actor behind the theory. Particularly detailed, his manuscript Toneel Studien of 1811, casts light on Jelgerhuis’s thoughts and preparations behind the creation and performance of six roles. Show less
This study explored the readiness of teachers to learn about learning and teaching supportive modes of ICT use with the lens of the Unified Model of Task-specific Motivation (UMTM). According to... Show moreThis study explored the readiness of teachers to learn about learning and teaching supportive modes of ICT use with the lens of the Unified Model of Task-specific Motivation (UMTM). According to the UMTM readiness for action is driven by feelings of activities and thoughts about the value of consequences of activities, which both can be positive and negative, and which in turn are influenced by aspects of autonomy and competence, by social relatedness, and by subjective norm. The twofold goal of this study was to test the merits of the model in general and for ICT integration in education in particular. A sample of 282 teachers provided answers about different aspects of their motivation to learn about the two types of ICT use. There were some differences between these two types of learning activities, but for both, thoughts about the value of the consequences of the activities were more important than feelings about them. Furthermore, although sense of competence was relatively more important for leaning about learning supportive ICT use than for learning about teaching supportive ICT use, teachers’ sense of autonomy, a variable that is completely ignored in research on ICT integration, was in general far more important for learning about ICT use than sense of competence. Show less
Brandes, K.; Linne, A.J.; Van Weert, J.C.M.; Verdam, M.G.E.; Smit, E.G. 2019
