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Background: Experience of crisis care may vary across different care models.
Aims: To explore the experience of care in standard care and 'open dialogue' (a peer-supported community service focused on open dialogue and involving social networks for adults with a recent mental health crisis) 3 months after a crisis.
Method: We conducted semi-structured interviews with 11 participants (6 received open dialogue; 5 received treatment as usual (TAU)) in a feasibility study of open dialogue and analysed the data using a three-step inductive thematic analysis to identify themes that (a) were frequently endorsed and (b) represented the experiences of all participants.
Results: Four themes emerged: (a) feeling able to rely on and access mental health services; (b) supportive and understanding family and friends; (c) having a choice and a voice; and (d) confusion and making sense of experiences. Generally, there was a divergence in experience across the two care models. Open dialogue participants often felt able to rely on and access services and involve their family and friends in their care. TAU participants described a need to rely on services and difficulty when it was not met, needing family and friends for support and wanting them to be more involved in their care. Some participants across both care models experienced confusion after a crisis and described benefits of sense-making.
Conclusions: Understanding crisis care experiences across different care models can inform service development in crisis and continuing mental healthcare services.
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http://www.ncbi.nlm.nih.gov/pmc/articles/PMC9345646 | PMC |
http://dx.doi.org/10.1192/bjo.2022.542 | DOI Listing |
Trauma Surg Acute Care Open
September 2025
Medical Center of the Rockies, Loveland, CO, USA.
Introduction: Developing and implementing trauma clinical guidance is integral to providing quality care to all trauma patients while maintaining a minimum standard of treatment. A mixed-methods novel consensus-building approach was used to identify the current barriers to developing and implementing trauma clinical guidance and highlight the priority areas for change to better support end users.
Methods: As part of year 1 of the Design for Implementation: The Future of Trauma Clinical Guidance and Research Conference Series, preconference participant surveys and hybrid, professionally facilitated, structured dialogue were used to define the ideal future state of trauma clinical guidance development and dissemination.
Open Access J Contracept
September 2025
Coordinator for Centre for SET-SRHR Lira University, Lira, Uganda.
Background: Conventional top-down health interventions often exclude adolescents and community stakeholders from service design and implementation, resulting in low uptake and a mismatch with young people's needs. The CAFFP-PAC initiative in Northern Uganda sought to explore how a community-led, adolescent-centered inception process could support integration of adolescent-friendly family planning and post-abortion care into primary healthcare services.
Methods: A participatory qualitative design was employed during an inception meeting in Lira City on April 1, 2025, guided by principles of community-based participatory research and citizen science.
Front Psychol
August 2025
Faculty of Education, Universiti Kebangsaan Malaysia, Bangi, Malaysia.
Introduction: Tripartite interaction among teachers, parents, and young children is a cornerstone of early childhood education, especially in China's parent-child programs designed to support children's development and enhance parental engagement. Despite their intentions, these interactions often follow rigid patterns, limit children's agency, and involve minimal communication between adults. This research investigates the dynamics and challenges of such tripartite interactions within Chinese preschools.
View Article and Find Full Text PDFNurse Educ Pract
September 2025
School of Nursing, Inha University, 100 Inha-ro, Michuhol-gu, Incheon 22212, Republic of Korea. Electronic address:
Aim: This study evaluated the use of a generative pre-trained transformer (GPT)-based virtual patient in nursing education.
Background: In nursing education, conventional training methods such as interactions with real-life or standardized patients exhibit limitations such as psychological distress, repetitive training and insufficient cost- and time-effectiveness. Because of their capacity to emulate human-like dialogue, GPTs have emerged as a valuable resource for educational nursing activities.