Wednesday 22nd July 2015

Practitioner role resilience: applying a 5^th wave collaborative approach to support the early career phase.

Caroline Hudson Senior Lecturer

Abstract

A ‘critical point’ for practitioner resilience is the early career phase (Hunter and Warren, 2014), otherwise termed the preceptorship period. Tailored to the needs of novice professionals (preceptees), the preceptorship literature has focused on the preceptees’ experience without addressing the adversity faced by the experienced professionals (preceptors), or their support needs (Muir et al, 2013). Challenges to the preceptor role are regularly referred to in the literature, including role strain, time restraints and workload pressures (Rooke, 2014; Morton, 2013; Chen et al, 2011).

Given the potential for role fatigue and preceptor burnout (Blozen, 2010), and the transitional stress for novice professional, practitioner resilience can be defined as the capacity to withstand and change adversity in practice (emerging 5^th wave of resilience research – Hart, Gagnon, Aumann, & Heaver, 2013). This participatory study seeks to capture the counter-narratives of both preceptees and preceptors to determine what positively influences preceptorship relationships, using realist evaluation to examine, ‘What works for whom, in what circumstances and in what respects, and how?’ (Pawson and Tilley, 2004 p2). Based on Heron’s (1996) earlier co-inquiry process, this thesis involves researching alongside preceptees and preceptors as co-researchers.

Co-researchers will identify ways of challenging and overcoming some of the issues, and co-produce knowledge leading to outputs, such as a Preceptorship Resilience Framework. Co-researchers will be involved in the research process throughout the study, and this will be as important to the research design as to the findings. This presentation reports on the early phases of a collaborative study on practitioner resilience, linking with the resilience research and practice programme, co-ordinated by Professor Angie Hart and collaborators (boingboing.org.uk) and will share some of the innovative approaches to researching alongside co-researchers at the early stages of a doctoral thesis.

Reference and resources:

Chen, Y., Duh, Y., Feng, Y., & Huang, Y. (2011). Preceptors’ Experiences Training New Graduate Nurses: A Hermeneutic Phenomenological Approach. Journal of Nursing Research, 19(2), 132–40.

Hart, A., Gagnon, E., Aumann, K., and Heaver, B. (2013). in Uniting resilience research and practice development with activism to challenge social adversity. Resilience forum presentation by Hart and Gagnon Accessed 11/01/15 Available at: boingboing.org.uk/index.php/resources/category/1-resilience

Hunter, B. and L Warren. (2014) Midwives experiences of Workplace resilience. Midwifery 30(8):92-934

Morton, S. (2013). What support do Health visitor mentors need? Community Practitioner, 86(8), 32–35.

Muir, J., Ooms, A., Tapping, J., Marks- Maran, D., Philips, S., and Burke, L. (2013). Preceptors’ perceptions of a preceptorship programme for newly qualified nurses. Nurse Education Today, 33, 633–638 .

Pawson. R. and N. Tilley. (2004) Realist Evaluation. Sage: London

Rooke, N. (2014). An evaluation of Nursing and midwifery sign off, new mentors and nurse lecturers’ understanding of the sign off mentor role. Nurse Education in Practice, 14(1), 43–8

Biography

Caroline Hudson – I am a Senior lecturer in the School of Health Sciences with a nursing background and an MSc in Professional Health Care Education. I have worked at the University of Brighton, for over 10 years and lead on practice based education programmes and embedding resilience across curriculum. I am currently undertaking a PhD doctoral study, entitled, ‘A realistic evaluation of role resilience in preceptorship: development of a Preceptorship Resilience Framework using a co-operative inquiry process’ and have a special interest in developing practitioner resilience using collaborative research approaches.

Keywords: Role resilience, Practitioners, Preceptorship, realist evaluation and co-researchers

Wednesday July 8th 2015

Pre-registration student nurses’ collaborative e-learning exploring the role of the clinical research nurse

Ian Taylor Senior Lecturer

Abstract

This presentation will detail an informal evaluation of blended learning activities developed and implemented in a level five pre-registration nursing module ‘Developing Clinical Research Nurse Careers’.  This module aims to develop in students an understanding of the role of the clinical research nurse, career pathways for research nurses, and their relevance for practice.  The digital transformation of its courses is a key aspiration of the University of Brighton, supported by the creative and innovative use of technologies for learning, teaching and research.  Blended learning generally incorporates the use of online media with traditional face-to-face contact with students, and may offer more satisfactory learning outcomes than either face-to-face approaches or stand-alone online media.  The SOLO taxonomy was applied to the module design to help match students’ activities with the intended learning outcomes through a process called ‘constructive alignment’.  This involved balancing and matching the module learning outcomes with students’ blended learning activities and the assessment task.  These were closely aligned to promote students’ deeper understandings of traditionally ‘dry’ key concepts, and to apply them to the professional context of the clinical research nurse.  Use of blended learning approaches was evaluated positively by students who achieved higher than average grades and pass rates in the module summative assessment when compared to modules using traditional learning and teaching approaches alone.

Biography

Dr Ian Taylor is a Senior Lecturer in the School of Heath Sciences.  His professional nursing background is in acute inpatient services, community mental health nursing and substance misuse, within the NHS in Scotland.  Ian has been involved in nurse education since 1996. His teaching interests include undergraduate continuing professional development research and evidence based practice teaching within the School.  Most recently, Ian has developed an interest in blended learning approaches and has designed and implemented an innovative Clinical Nurse Research Careers module for pre-registration nurses on the BSc (Hons) Nursing programme. Ian received an Excellence in Facilitating/Empowering Learning award from the university in 2014, recognising his commitment to students to work creatively to improve the quality of their learning.

Wednesday 24th June 2015

Searching for Equity in Health Visiting Perinatal Mental Health Policy, Services and Practice Using Case Study Research.

Palo Almond Senior Lecturer

Abstract

Research studies have shown that there are efficient and effective methods to assess and screen women for postnatal depression and there are also a range of effective ways to treat women using talk based and/or pharmacological interventions.  However the literature has shown that whilst some women are screened or assessed by health visitors, GPs or midwives there are many who are not. A research study was designed to try and understand why inequity in service provision existed. The aim of this presentation is to describe the way CSR was used a strategic framework to plan and implement the study rather than the findings.

 Method

Single case with embedded cases.

Sample and Data Collection

• Observations of 21 home visits involving screening, assessment or treatment of women with postnatal depression.
• interviews with 20 Health visitors,
• Interviews with 6 managers and team leaders
• Interviews with 9 Bangladeshi women (some were had British citizenship)
• Interviews with 12 British women (all white)
• Policy, Business plans and other documents

Data Analysis

Thematic analysis using Framework Analysis methods of interview data and documents. http://onlinelibrary.wiley.com/doi/10.1111/j.1365-2648.2011.05669.x/pdf

Biography

Dr Palo Almond recently joined the University of Brighton having previously held posts at the King’s College London, University of Southampton and Anglia Ruskin University where she led primary care and public health departments and programmes or conducted PH related research. Her role here is to draw on her public health research and scholarship to support the Specialist Community Public Health Nursing courses, contribute to public health teaching and lead on the development of a new BSc (Hons) in Public Health which is to be delivered from the new Hastings campus. Dr Almond’s research, scholarship and pedagogy has largely centred on public health, health promotion, maternal mental health, child health, and more recently suicide prevention in adolescents and young people. Palo’s preferred methodologies are qualitative however she has led on a RCT incorporating surveys and qualitative elements and written a book on Interpreting Statistics a Guide for Health Professionals and Students (Walker J and Almond P 2010).

Wednesday 17th June 2015

Aldro 113,Eastbourne 1pm-2pm

The Neater Uni-wheelchair: Developing Evidence through mixed methods

Dr Anne Mandy PhD, MSc, BSc(Hons) Reader, Director of Post Graduate Studies

Abstract

This presentation will detail the stages and types of research and development that were undertaken to produce a viable, clinically acceptable wheelchair. Wheelchair provision for users with hemiplegia are inadequate. This research evolved from a clinical issue and involved users, clinicians and a manufacturing partner to solve the problem. The research commenced 10 years ago, with the production of a basic prototype. The different stages of research, the funding difficulties and political arena will be discussed.

Biography

Dr Anne Mandy is a Reader and Director of Doctoral Post Graduate Research Students. Her research is centred around assisting mobility. She works inter-professionally with users, research engineers,rehabilitation therapists and manufacturers to provide an evidence base for therapists and greater choice for users.

Wednesday 10th June 2015

Aldro 113, Eastbourne 1pm-2pm

Straight leg raise treatment for individuals with spinally referred leg pain: exploring characteristics that influence outcome: an quantitative experimental design

Colette Ridehalgh, Senior Lecturer

Abstract

The presentation will discuss the findings of my PhD study which aimed to assess the differences in the immediate response to a Physiotherapeutic neural intervention (a straight leg raise treatment) between 3 sub-groups of individuals with spinally referred leg pain (somatic referred pain, radicular pain and radiculopathy). It has been proposed that individuals with spinally referred leg pain may have poorer prognosis than individuals with low back pain alone, and that one reason for this may be greater levels of disability or psychosocial factors such as fear avoidance beliefs or higher levels of emotional distress. In addition, individuals with chronic low back pain may complain of a complex pain presentation called central sensitisation. Such characteristics could impact on immediate changes to treatment. This presentation will discuss the rationale for the study, the preliminary studies that were carried out in preparation for the main clinical study, and the overall results and implications.

Biography

Dr Colette Ridehalgh is a senior lecturer in the Physiotherapy division of the School of Health Sciences. She has been lecturing in both undergraduate and postgraduate neuromusculoskeletal Physiotherapy since 2002. She gained her PhD in July 2014, and MSc in Manipulative Physiotherapy (leading to membership of the Musculoskeletal Association of Physiotherapists) in 2002. She has published work from her PhD and other collaborative work and presented her work on nerve excursion and neurodynamic treatment at several National and International conferences.

Wednesday 27th May 2015

Aldro 113, Eastbourne 1pm-2pm

A session on NVivo

Hubert Van Griensven, Research Fellow