ObjectiveTo explore the characteristics and outcomes of vibroacoustic therapy (VAT) in adults experiencing pain. To give directions for future research and clinical applications of VAT in pain management for adults.DesignScoping review.Data sourcesBMČ, CINAHL Plus, Cochrane Library, EBSCOhost, EBM Reviews, EMBASE, Epistemonikos, ERIC, MEDLINE complete, Scopus, Web of Science, Google Scholar, ProQuest, hand search in unpublished sources.Study selectionAll quantitative and qualitative research studies and systematic reviews, without any date or language limit.Data extractionTwo independent reviewers extracted data on the study design, location and setting, the causes of pain, participants, vibroacoustic intervention, measurement tools, and key findings related to pain.ResultsFrom 430 records, 20 were included for narrative synthesis. Fifteen studies researched chronic pain, two studies acute pain, two studies both types of pain and one study experimentally induced pain. The description of VAT applied in studies usually included the description of research experiments, vibroacoustic devices and frequencies of sinusoidal sound. There was high heterogeneity in study protocols, however, 40 Hz was predominantly used, most sessions ranged between 20 and 45 min, and the frequency of treatment was higher for acute pain (daily) compared with chronic pain (daily to once a week). Outcomes related to pain focused mainly on perceived pain; however, other surrogate measures were also considered, for example, an increased number of treatment days or pain medication usage.ConclusionsResearch in this area is too sparse to identify properties of VAT that are beneficial for pain management. We suggest VAT researchers describe a minimum of four measurements—frequency, amplitude, pulsation and loudness. Randomised controlled trials are needed to establish reliable scientific proof of VAT effectiveness for both acute and chronic pain. Furthermore, clinical practice would benefit from researching patients’ experiences and preferences of vibroacoustic treatment and its psychosocial components.
Changes in legislation in the Czech Republic in 2016 moved the system of education towards inclusion and created more favorable conditions for joint education, but we still do not have enough information about experiences of learners with cerebral palsy educated in an inclusive environment. A qualitative design was chosen to explore the lived experiences of Czech learners with cerebral palsy educated in inclusive schools. Semi-structured interviews combined with biographical narration of learners with cerebral palsy, aged 12–20, and a brief questionnaire for demographic data were used for data collection. Data analyses were carried out according to van Manen’s approach, including defining the main themes and description of the lived experiences of learners. The following four themes were identified: 1) barriers, 2) strategies for overcoming obstacles, 3) values in relation to peers, 4) and the future. The results of this qualitative study point to a number of obstacles and pressures that these learners face in their education, as well as to the ways of solving some problems. The results indicate that it is important to realize that the consequences of interpersonal relationships significantly influence the formation of self-concept and personality development of these learners, and therefore it is necessary for teaching staff to deal with the support of positive relationships at schools. When creating a supportive inclusive environment, it is also necessary to pay attention to the learners’ future, because the present Czech society does not offer sufficiently inclusive conditions in further education and occupation.
Background: The objective of this study is to explore experiences of Czech mothers caring for children with profound intellectual and multiple disabilities.Methods: Semistructured interviews combined with biographical narration of mothers of children with profound intellectual and multiple disabilities and a short questionnaire for demographic data were used for data collection. Data analyses were carried out according to Van Manen's approach, including defining the main themes and description of the lived experiences of mothers. Findings:The dominant themes that emerged from the interviews were (1) losses and limits, (2) increased demands and exhaustion, (3) worries, (4) challenges connected to help and support, (5) transformation, ( 6) pleasures with contentment of the child and a small development and (7) functional support. Conclusions:The findings demonstrate that mothers of children with profound intellectual and multiple disabilities are at risk of facing many kinds of life difficulties, but the children have also positive impact on the mothers' lives. Relevant professionals and policy makers should be aware of the needs and challenges experienced by this vulnerable population.
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Česká pedagogika byla doposud poměrně netečná vůči hnutí vzdělávání založeného na důkazech (evidencebased education, dále EBP), což je možné doložit několika argumenty. Do nedávné doby v České republice neexistovaly výzkumná centra a instituce, které by se v oblasti vzdělávání této problematice věnovaly, a v minulosti zde nevznikly kvalitní výzkumné práce zaměřené na syntézu pedagogického výzkumu a implementaci důkazů do vzdělávací praxe. Pedagogická literatura publikovaná v českém jazyce koncept EBP až na výjimky (Mareš, 2009;Chrastina, 2019; Kantor et al., v tisku) nezná a alarmující je zejména nedostatek porozumění jeho základním principům. To se týká nejen tvůrců vzdělávací politiky, ale také výzkumníků a dalších zúčastněných stran. Neexistují domácí data, na základě kterých by bylo možné doložit, do jaké míry se v pedagogické praxi dodržují nejlepší vědecké důkazy (mimo jiné i proto, že bez EBP metodik je obtížné vyhodnotit, které studie přinášejí nejlepší vědecké důkazy). Avšak zjištění ze zahraničních analýz, např. britské organizace Education Endowement Foundation (White, 2020), jsou poměrně depresivní, a to navzdory tomu, že málokterý jiný
The project aimed to understand the lived experience with inclusive education in the case of a secondary school student with diabetes mellitus type 1 (DM1), his mother and a teacher. Data collected by semi-structured interviews were analyzed by van Manen's thematic analyses of lived experience, whereas three significant themes were identified. Firstly, the quality of communication between school and parents; secondly, the level of empathy, understanding and helpfulness, and thirdly, collaboration between colleagues. Research shows the necessity to expand the education of teachers on the issue of special needs of learners with chronic diseases and extend the educational goals to psychological factors associated with their increased emotional burden. Mutual collaboration of all participants and self-reflection of teachers, supporting good peer relationships and positive school climate is essential.
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