Now showing items 1-5 of 5

  • Consequences, control and appraisal: cues and barriers to engaging in self-management among people affected by colorectal cancer – a secondary analysis of qualitative data. 

    Kidd, Lisa (Wiley http://dx.doi.org/10.1111/j.1369-7625.2012.00785.x, 2014-08)
    KIDD, L., 2014. Consequences, control and appraisal: cues and barriers to engaging in self-management among people affected by colorectal cancer – a secondary analysis of qualitative data. Health Expectations, 17 (4), pp. 565-578.
    Background  Little is known about peoples’ self-management experiences and their desires or expectations to engage in self-management. As such, there is little understanding about individuals’ perceived cues and barriers ...
  • Contesting agendas of participation in the arts. 

    Price, Jonathan (Intellect http://dx.doi.org/10.1386/jaac.7.1-2.17_1, 2015-06-01)
    PRICE, J., 2015. Contesting agendas of participation in the arts. Journal of Arts and Communities, 7 (1-2), pp. 17-31.
    Forms of participatory practice have become ever more widely employed across the arts in recent years, operating across various institutional settings and social contexts. It is misleading, however, to assume that a single ...
  • Creating connections: an investigation into the first year experience of undergraduate nursing students. 

    Taylor, Ruth Fiona (The Robert Gordon University School of Nursing and Midwifery, 2009-03)
    OVERVIEW OF THE THESIS The aim of the research is to explore the first year experiences of two groups of undergraduate student nurses. The research takes a holistic approach to the investigation of the first year experience. ...
  • Engaging the future. 

    MacDonald, Stuart (2014-08-13)
    Whilst design thinking and user needs and experience remain important to the debate about design and design as a driver of innovation, this paper suggests that greater attention should be given to the increasing importance ...
  • Nurturing supportive and engaging induction environments for distance learning students. 

    Martzoukou, Konstantina; Kemp, Vanessa (Elsevier https://dx.doi.org/10.1016/j.sbspro.2016.07.082, 2016-08-04)
    MARTZOUKOU, K. and KEMP. V. 2016. Nurturing supportive and engaging induction environments for distance-learning students. Procedia: social and behavioral sciences [online], 228, Proceedings of the 2nd international conference on higher education advances (HEAd'16), 21-23 June 2016, València, Spain, pages 535-540. Available from: https://dx.doi.org/10.1016/j.sbspro.2016.07.082
    Distance learning (DL) students typically learn with very limited or no requirements for physical presence and this often means that learning may be perceived as a more isolating or less 'natural' experience. Postgraduate ...