289 Developmentof a booklet providing information to schools and parents on how to support apupil with JIA
Notice bibliographique
Résumé
Background: Since the launch of our JIA service in 2013, we have gathered data from families of children with JIA who attended family events and we talked to children, young people and adults with JIA. These discussions advised us of the need for practical information about how to support young people with JIA in an educational setting. Therefore, we decided to develop a booklet on managing JIA in school to accompany our JIA explained booklet. Methods: In early autumn 2016, JIA service Manager contacted 50 schools across the country to ascertain their knowledge of JIA and how they currently receive and share information on JIA (and other long-term conditions) with staff and students. How they would like to receive information on JIA? What kind of content? Health professionals (HCPs) would be the primary distributors of these booklets, their design should be in a format that was easy to store and distribute. We studied material provided to schools on other long-term conditions. Finally, NRAS hosted a focus group comprising HCPs, parents, young people and adults with JIA. There was honest discussion on content, look, feel and purpose of the booklet, taking account of personal experiences. Results: Work began on writing the content for the identified subject headings comprising 11 key topics including medication and treatment, helping students to manage their condition and what does a bad day look like? NRAS submitted this content to headteachers, HCPs and parents for peer and reader review. Conclusion: Managing JIA in School was published at the end of 2016, over 15,000 copies have been sent throughout the UK. Whilst the content has been based on the English schools’ system, it is being used widely through the devolved nations as well. Managing JIA in School has also been requested from HCPs and parents from countries outside the UK, including the USA, Tehran, Australia, Eire and India. This unique and practical publication has helped parents and young people have a more positive experience at school. Managing JIA in School has enabled school staff to better understand the condition and put the support in place to facilitate a better outcome for the student. JIA-at-NRAS, part of the National Rheumatoid Arthritis Society, is an active member of the Health Conditions in Schools Alliance (HCSA). This Alliance comprises over 30 organisations, including charities, healthcare professionals and trade unions, collaborative work ensures children with long-term conditions get the care they need in school. Managing JIA in School promotes their work and provides signposting to the HCSA and other organisations. Disclosures: The author has declared no conflicts of interest.
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction machine sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Le volet Gemma est une étiquette directe du modèle pour chaque travail de la base, lue sur la notice réduite au titre. Le volet Codex est un classifieur appris des 10 348 étiquettes directes de Codex et calibré sur les taux pondérés de l'échantillon; les champs sans appui suffisant ne portent aucun appel Codex. Le mode candidate est l'union des deux volets; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont pas des étiquettes humaines.
Scores du classifieur distillé par catégorie (deux têtes)
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,003 | 0,008 |
| Méta-épidémiologie (sens strict) | 0,001 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,001 |
| Bibliométrie | 0,001 | 0,000 |
| Études des sciences et des technologies | 0,001 | 0,000 |
| Communication savante | 0,002 | 0,002 |
| Science ouverte | 0,001 | 0,002 |
| Intégrité de la recherche | 0,002 | 0,002 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,114 | 0,027 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule source (Gemma direct ou Codex distillé), pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».