Browsing by Subject "participation"

Now showing 1 - 7 of 7
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    Experimental Evidence on Minority Participation and the Design of Community-Based Natural Resource Management Programs
    (Elsevier, 2024-04) Cook, Nathan J.; School of Public and Environmental Affairs
    In many Global South countries, experiences with CBNRM to date suggest that members of marginalized groups are often less likely to participate in CBNRM compared to members of the dominant groups. This study provides evidence on two institutional features of CBNRM that may help to narrow this gap: (1) targeted benefits that are funded from the proceeds from CBNRM and earmarked for participants belonging to marginalized groups, and (2) mandated representation of marginalized groups on the local decision-making bodies that govern CBNRM. Evidence from a framed vignette experiment with respondents in rural Nepal suggests that these two institutional features have positive effects on intentions to join CBNRM-related groups, attend meetings, and speak up at meetings among members of marginalized ethnic and caste groups, ultimately narrowing gaps in intentions to participate.
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    Impact of the Stringency of Attendance Policies on Class Attendance/Participation and Course Grades
    (Indiana University Office of Scholarly Publishing, 2019-01-05) Zhu, Liugen; Huang, Edgar; Defazio, Joseph; Hook, Sara Anne; Department of Human Centered-Computing, School of Informatics and Computing
    The purpose of this preliminary study was to investigate the impact of three diverse attendance and participation policies in face-to-face and online courses and the effect on students’ final grades in each course. We examined nine different undergraduate courses taught between Fall 2010 and Spring 2015. The results suggest that a more stringent attendance policy significantly impacts student attendance, absences were negatively correlated with course grades, and that course delivery methods were not predictive of either attendance/participation or course grades. Additional research is needed to determine what other factors might influence attendance and participation and correlation to course grades.
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    Impact of the Stringency of Attendance Policies on Class Attendance/Participation and Course Grades
    (Indiana University, 2019) Zhu, Liugen; Huang, Edgar; Defazio, Joseph; Hook, Sara Anne; Human-Centered Computing, School of Informatics and Computing
    The purpose of this preliminary study was to investigate the impact of three diverse attendance and participation policies in face-to-face and online courses and the effect on students’ final grades in each course. We examined nine different undergraduate courses taught between Fall 2010 and Spring 2015. The results suggest that a more stringent attendance policy significantly impacts student attendance, absences were negatively correlated with course grades, and that course delivery methods were not predictive of either attendance/participation or course grades. Additional research is needed to determine what other factors might influence attendance and participation and correlation to course grades.
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    Increasing Knowledge on Intensive Occupational Therapy Interventions and Adaptive Equipment for Children with Developmental Disabilities
    (2023-05-04) Payne, Chafin; Van Antwerp, Leah; Department of Occupational Therapy, School of Health and Human Sciences; Thompson, Melanie
    Children with disabilities experience a lack of inclusivity and participation in both recreational and educational settings when compared to their peers without disabilities. Barriers to participation in activities include the lack of experience and education that individuals have on intensive therapy interventions and strategies with adaptive equipment. This capstone project was done in collaboration with a non-profit organization in Gilbert, Arizona with the purpose of promoting improved participation and quality of life for children with developmental disabilities. The capstone student identified a gap that prevented the carryover of skills learned within intensive occupational therapy treatment to everyday life. The capstone student aimed to close this gap through the creation of evidence-based educational materials for pediatric occupational therapists, teachers, aides, and caregivers of children with developmental disabilities. The educational materials were delivered through the capstone site’s social media platform. Results of the capstone project and study indicated an increase in knowledge and confidence to carry out intensive therapy interventions and adaptive equipment strategies.
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    Power Wheelchair Skills Training for Pediatric Power Wheelchair Users
    (2025) Seigel, Brynn; Wasmuth, Sally; Department of Occupational Therapy, School of Health and Human Sciences; Chase, Tony
    Skills on Wheels (SOW) is a wheelchair skills training program for children who use manual wheelchairs. Although it is recommended that all individuals who receive a manual or power wheelchair participate in wheelchair skills training, very limited training is available. Literature suggests that play-based wheelchair skills training in a safe environment that reflects the values of the child and family leads to improvements in skills capacity, performance, participation, self-efficacy, and quality of life. Unfortunately, clinicians often lack guidance on how or when to provide training and may focus only on basic skills. The effect of wheelchair skills training on participation can be explained using the Person-Environment-Occupation Performance (PEOP) model, which emphasizes how occupational performance is shaped by the interaction of personal abilities and values, with environmental supports and barriers. This model emphasizes strengths over deficits and illustrates how improved mobility skills can support participation in meaningful activities. The capstone student used the recommendations provided in the literature to implement play-based power wheelchair skills training into SOW’s existing program by planning games and activities that target wheelchair skills, recruiting participants, recruiting and training volunteers, and ensuring safe and effective skills training. The participant who attended the program demonstrated increased skill performance, confidence, and frequency of skill use. However, there was no increase in participation, possibly due to environmental barriers and limited time for generalization to everyday environments. This project may lead to future research on power wheelchair skills training programs and continued power wheelchair skills training at SOW.
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    Understanding Ethical Issues of Research Participation from the Perspective of Participating Children and Adolescents: A Systematic Review
    (Wiley, 2017-06) Crane, Stacey; Broome, Marion E.; School of Nursing
    Background The past twenty years have seen distinct shifts in the way the participation of children and adolescents in research is viewed. This has been emphasized by the growing pediatric research enterprise. Additional information on children’s and adolescents’ experiences during research participation is needed to better inform researchers on the ethical conduct of research with this vulnerable population. Aims The objective of this analysis was to examine ethical issues in research with children and adolescents from their perspective as participants, including: assent, parental consent, risk perception, impact of research participation, and incentives. Methods This systematic review was conducted per the Long et al. framework by means of an iterative searching process. Using the key words ‘research ethics’ and ‘child or pediatric or adolescent’, PubMed, CINAHL, and EBSCOhost databases were searched to identify articles. Limitations placed on the original searches were: English language, year of publication between 2003–2014, humans, abstract available, and age birth–18 years. Findings Twenty-three empiric studies were identified and formed the sample. Included studies represented a diverse range of areas of research, methods, settings, sample demographics, authors, and journals. Discussion Even young children demonstrated the ability to understand essential elements of research, although there is variability in children’s level of understanding. Trust was a significant contributing factor to children’s and adolescents’ participation in research, and also shaped their assessments of risk. Research participation was mainly beneficial for children and adolescents. Incentives were mainly viewed positively, although concerns of possible undue influence were expressed. Linking Evidence to Action This systematic review highlights the importance of including the perspectives of children and adolescents and provides researchers and nurse clinicians with best practices for involving children in research.