فهرست مطالب oriana piskorz-ryń

his study explores healthcare providers' perspectives on the implementation of patient-centered care (PCC) models in hospitals. It aims to identify key themes related to understanding, experiences, perceived benefits, and challenges associated with PCC to inform better practices and policies.A qualitative research design was employed, utilizing semi-structured interviews to collect data from 21 healthcare providers, including doctors, nurses, and administrative staff, in various hospitals. Participants were selected through purposive sampling to ensure diverse perspectives. Data collection continued until theoretical saturation was achieved. The interview data were transcribed and analyzed using NVivo software, following a thematic analysis approach to identify and refine key themes.The analysis revealed four main themes: understanding of PCC, experiences with implementation, perceived benefits, and challenges faced. Providers described PCC as holistic, individualized care requiring effective communication and cultural competence. Implementation experiences highlighted the importance of planning, resource allocation, interdisciplinary collaboration, and feedback mechanisms. Benefits of PCC included improved patient satisfaction and outcomes, better work environments, efficiency in care delivery, patient trust, and enhanced staff morale. Challenges encompassed resistance to change, resource limitations, training and support deficiencies, interpersonal dynamics, and systemic barriers.The study underscores the critical role of comprehensive training, effective communication, and adequate resources in implementing PCC. Despite significant challenges, the benefits of PCC for patients and providers are evident. Addressing implementation barriers through continuous education, supportive policies, and robust feedback mechanisms can enhance the adoption and sustainability of PCC models. Future research should focus on expanding sample diversity, quantitative measures, and the impact of technology on PCC.

This study aims to explore the role of sports in promoting social inclusion and health within marginalized communities.

Methods and Materials: 

A qualitative research design was employed, utilizing semi-structured interviews to gather in-depth insights from participants. Individuals from various marginalized communities, including ethnic minorities, low-income groups, and those with disabilities, were purposefully sampled. Data collection continued until theoretical saturation was achieved, with interviews being transcribed verbatim and analyzed using NVivo software. A thematic analysis approach was used to identify and categorize recurring themes and patterns in the data.

The study identified three main themes: social inclusion, health and well-being, and personal development and growth. Participants reported that sports participation significantly enhanced their social networks, community cohesion, and broke down social barriers, fostering a sense of belonging and empowerment. Physical health benefits included improved fitness and reduced chronic diseases, while mental health improvements encompassed stress relief, anxiety reduction, and mood enhancement. Sports also facilitated personal development by fostering leadership skills, teamwork, and providing educational and career opportunities.

Sports play a crucial role in promoting social inclusion and health within marginalized communities. The findings underscore the multifaceted benefits of sports participation, including enhanced social connections, improved physical and mental health, and personal empowerment. The study suggests that increasing access to inclusive sports programs and addressing barriers to participation can further amplify these benefits.

Parental involvement in education is widely recognized as a critical factor influencing children's academic success. This qualitative study seeks to explore the varied aspects of parental engagement and understand its direct and indirect effects on student outcomes. The objective is to delineate how different forms of involvement contribute to academic achievement and to identify the barriers that parents face in engaging with their children's educational processes.

The study employed a qualitative methodology, focusing exclusively on semi-structured interviews to gather comprehensive data from 24 participants, including parents, students, and teachers. The interviews aimed at achieving theoretical saturation and were analyzed using NVivo software to facilitate a thorough thematic analysis. The participant selection was purposive, ensuring a diverse demographic representation to capture a wide range of experiences and insights.

Three main themes were identified from the analysis: Types of Parental Involvement, Impact of Involvement on Student Outcomes, and Barriers to Parental Involvement. Under these themes, multiple categories were explored, such as Emotional Support, Academic Assistance, and Financial Support, which significantly enhanced academic performance and student well-being. Barriers identified included work and time constraints, economic factors, and cultural attitudes, which hindered effective parental engagement.

The study underscores the significant positive effects of diverse types of parental involvement on students' academic outcomes and emotional well-being. It also highlights several socio-economic and cultural barriers that can restrict parental engagement. Addressing these barriers is crucial for facilitating more effective parental involvement, which is essential for optimizing student achievement.

The objective of this study was to examine the relationship between hopelessness, cultural adaptation stress, and social competence among international students. The aim was to identify how these factors interact to influence the psychological well-being of this population.

This cross-sectional study involved 430 international students selected through stratified random sampling. Participants completed the Beck Hopelessness Scale (BHS), the Acculturative Stress Scale for International Students (ASSIS), and the Social Skills Inventory (SSI). Data analysis was conducted using SPSS version 27, employing Pearson correlation to explore bivariate relationships and linear regression analysis to investigate the predictive power of cultural adaptation stress and social competence on hopelessness.

Descriptive statistics revealed mean scores of 9.45 (SD = 3.27) for hopelessness, 70.34 (SD = 15.62) for cultural adaptation stress, and 80.23 (SD = 12.48) for social competence. Pearson correlation analysis showed significant positive correlations between hopelessness and cultural adaptation stress (r = 0.52, p < 0.001) and significant negative correlations between hopelessness and social competence (r = -0.48, p < 0.001). The regression model was significant (F(2, 427) = 238.29, p < 0.001), with cultural adaptation stress (B = 0.11, SE = 0.01, β = 0.45, t = 11.98, p < 0.001) and social competence (B = -0.10, SE = 0.01, β = -0.41, t = -10.86, p < 0.001) as significant predictors, explaining 53% of the variance in hopelessness (R² = 0.53).

The study demonstrates that cultural adaptation stress significantly increases hopelessness, while social competence serves as a protective factor reducing hopelessness among international students. These findings underscore the need for educational institutions to develop support systems that address cultural adaptation challenges and enhance social competence to promote the mental health and well-being of international students.