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With the increasingly serious aging problem, getting around in communities has become an important means of socializing for older adults. This study proposes a new community aging-friendly transportation service system from the perspective of service design, so as to help realize the sustainable development of community services. To achieve this objective, the pain points and demands of older adults while traveling in communities were collected through a questionnaire survey, focus group interview, and user journey map. In addition, the grounded theory was applied to encode the qualitative data obtained in the focus group interview, so as to explore the path composition and dimension connotation of designing community transportation services. Based on the research results, we found that service strategy, service foundation, service support, and service effect are the key factors influencing customized transportation services. The established model covers the design framework of the service system, customized traffic service process, design strategy of community stakeholders, and traffic service system diagram. These research results provide references for community managers, community service providers, and designers.

<p>The New Zealand Health Strategy in 2000 highlighted significant health inequalities and the need to improve the health status of individuals with severe mental illness (Ministry of Health, 2000). Mental health users die at 2.5 to 4.3 times the rate of the general population, even when suicide is factored out (Handiside, 2004). It is estimated that one quarter of the world's population have Metabolic Syndrome and that they are twice as likely to die from and have a five-fold greater risk of developing type two diabetes mellitus (International Diabetes Federation, 2009). The time has long past when Registered Nurses can only afford to focus on a patient's mental health and to do so would negatively impact on a patient's quality of life. A patient's quality of life encompasses their physical, functional, emotional, spiritual and social well-being (Cella, 1994). This study highlights that Registered Nurses working in inpatient psychiatric units are well positioned to detect, prevent and manage Metabolic Syndrome in patients with severe mental illness as they spend the greatest amount of time in close patient contact. An exploratory qualitative descriptive approach was used for the study to describe the perceived barriers that Registered Nurses encounter in their practice in the reduction of Metabolic Syndrome in patients with severe mental illness. The study was conducted on a forensic psychiatric unit at one DHB in New Zealand. A sample of five Registered Nurses consented to participate in a focus group interview, which was the main data collection tool used for this study. Thematic analysis was used to establish the major themes that emerged from the focus group interview. The findings of this study revealed that there are significant barriers that Registered Nurses have in helping to reduce Metabolic Syndrome in this patient group. These barriers include a patient's mental illness, knowledge of patients and staff, staff provision of care, diet and insufficient resources on the forensic unit. The focus group interview also encouraged Registered Nurses to suggest possible solutions to these barriers and these are reflected upon in this study.</p>

<p>The New Zealand Health Strategy in 2000 highlighted significant health inequalities and the need to improve the health status of individuals with severe mental illness (Ministry of Health, 2000). Mental health users die at 2.5 to 4.3 times the rate of the general population, even when suicide is factored out (Handiside, 2004). It is estimated that one quarter of the world's population have Metabolic Syndrome and that they are twice as likely to die from and have a five-fold greater risk of developing type two diabetes mellitus (International Diabetes Federation, 2009). The time has long past when Registered Nurses can only afford to focus on a patient's mental health and to do so would negatively impact on a patient's quality of life. A patient's quality of life encompasses their physical, functional, emotional, spiritual and social well-being (Cella, 1994). This study highlights that Registered Nurses working in inpatient psychiatric units are well positioned to detect, prevent and manage Metabolic Syndrome in patients with severe mental illness as they spend the greatest amount of time in close patient contact. An exploratory qualitative descriptive approach was used for the study to describe the perceived barriers that Registered Nurses encounter in their practice in the reduction of Metabolic Syndrome in patients with severe mental illness. The study was conducted on a forensic psychiatric unit at one DHB in New Zealand. A sample of five Registered Nurses consented to participate in a focus group interview, which was the main data collection tool used for this study. Thematic analysis was used to establish the major themes that emerged from the focus group interview. The findings of this study revealed that there are significant barriers that Registered Nurses have in helping to reduce Metabolic Syndrome in this patient group. These barriers include a patient's mental illness, knowledge of patients and staff, staff provision of care, diet and insufficient resources on the forensic unit. The focus group interview also encouraged Registered Nurses to suggest possible solutions to these barriers and these are reflected upon in this study.</p>

<p>The aim of this qualitative study was to explore four contract clinical tutors’ perceptions of their role in facilitating Bachelor of Nursing students’ learning in the practice setting of the health sector in New Zealand. Participants were asked to share their personal experiences including the positive aspects and the difficulties and challenges they encountered when working with students. Contract clinical tutors, are employed because of their clinical experience and expertise to enable students to apply the knowledge learned in theory and the professional competencies learned in the laboratory into the reality of clinical practice. This requires that clinical tutors be familiar with the curriculum so their role as supervisor, teacher, facilitator, guide and mentor can assist the student in fulfilling their learning requirements when in clinical practice. They are not, however, involved in the development or the teaching of the theoretical component of the programme. The difficulties and challenges identified by the contract clinical tutors in this study, resulted in discussion concerning strategies that could be adopted by the faculty to support clinical tutors in their role of ensuring the students receive the best possible learning opportunities when assigned to the clinical areas. Focus group interviews were chosen as a means of collecting data from four registered nurses currently or previously employed as contract clinical tutors to work with students from an undergraduate degree programme at a small polytechnic. A two-hour focus group interview was held as a means of uncovering the shared thoughts and experiences of participants. A second focus group interview was conducted to qualify information and elaborate on some issues. From the data collected a number of recommendations were identified which if adopted by polytechnics will enhance quality teaching by contract clinical tutors.</p>

<p>The aim of this qualitative study was to explore four contract clinical tutors’ perceptions of their role in facilitating Bachelor of Nursing students’ learning in the practice setting of the health sector in New Zealand. Participants were asked to share their personal experiences including the positive aspects and the difficulties and challenges they encountered when working with students. Contract clinical tutors, are employed because of their clinical experience and expertise to enable students to apply the knowledge learned in theory and the professional competencies learned in the laboratory into the reality of clinical practice. This requires that clinical tutors be familiar with the curriculum so their role as supervisor, teacher, facilitator, guide and mentor can assist the student in fulfilling their learning requirements when in clinical practice. They are not, however, involved in the development or the teaching of the theoretical component of the programme. The difficulties and challenges identified by the contract clinical tutors in this study, resulted in discussion concerning strategies that could be adopted by the faculty to support clinical tutors in their role of ensuring the students receive the best possible learning opportunities when assigned to the clinical areas. Focus group interviews were chosen as a means of collecting data from four registered nurses currently or previously employed as contract clinical tutors to work with students from an undergraduate degree programme at a small polytechnic. A two-hour focus group interview was held as a means of uncovering the shared thoughts and experiences of participants. A second focus group interview was conducted to qualify information and elaborate on some issues. From the data collected a number of recommendations were identified which if adopted by polytechnics will enhance quality teaching by contract clinical tutors.</p>

Systematic research and comprehensive analyses allow to monitor the implementation of the sustainable development goals. Obviously, when you are interested in the selected issue of sustainable development, it is worth using data from the secondary sources in the first place. This e-book presents a few selected methods that will allow you to answer the questions: how to gather data and how to analyse them? Among the data collection methods presented in this book, we have chosen both: qualitative, in particular focus group interview, and quantitative—based on a questionnaire. In terms of data analysis methods, we present three methods: factor analysis, structural equation modelling and data envelopment analysis. The examples presented in this book relate to sustainable development, for example: sustainable consumption, ecological culture, better nutrition, agricultural development and many more. The book consists of five chapters. Chapter 1 “Qualitative methods” presents the issues concerning the methodology of qualitative research, designing a focus group interview, conducting a focus group interview and analysis of qualitative data using the CAQDAS programs. The main goal of Chapter 2 titled “Quantitative methods” is to exhibit the basics of survey research that can be used in analyses of sustainable development. In particular, this part presents the measurement levels, questionnaire design, population and sample, and the ways of presenting the results of quantitative research. Chapter 3 “Factor analysis in sustainable development research” describes the basic theoretical aspects of factor analysis. The second part of this chapter presents an example of the use of this method in research on sustainable consumption. The last part of this chapter presents case study of the use of factor analysis in research on managers’ ethics in retail industry. Chapter 4 titled “Structural equation modelling in sustainable development research” is dedicated to the structural equation modeling methods applied to solve sustainable development research problems. A structural equation model is an abstraction of reality, and the researcher's job is to build a model that approximates that reality as closely as possible. And the aim of Chapter 5 “Data envelopment analysis methods in sustainable agricultural development research” is to determine the relative technical efficiency of representative agricultural farms from the individual European Union countries.