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Uniting voice and vision: NASNA and SAPHNA's strategic affiliation
No full textContemporary school nursing requires a united and informed voice, this is why NASNA is teaming up with SAPHNA through a strategic affiliation. Melanie Hayward and Madeleine Jenkins explai
Co‐Creation Methodology for Developing a Racial Inclusivity Training Resource in Physiotherapy Education
No full textBackground: Attainment disparities and experiences of racism among physiotherapy students from racially minoritised groups highlight the need for inclusive training resources. Co‐creation actively involves end users in the development process, ensures relevance and efficacy, and was considered necessary for creating such a resource. Objectives: This paper outlines co‐creation methodology and processes in developing a training resource to raise awareness of racial discrimination and challenge practice in physiotherapy practice education. It examines the potentialities and challenges of co‐creation within this context. Participants: Physiotherapy students (n = 5), practice educators (n = 5) and project team members (n = 4) participated, ensuring diverse representation. Methods: A design thinking approach guided the process, beginning with an initial scoping exercise with stakeholders (n = 60), followed by six online workshops. Workshops focused on defining key issues, integrating insights from prior interviews, and developing prototypes. The final stages involved iterative refinement following pilot testing of the resource. Main Findings: The co‐creation process was underpinned by principles of inclusivity, collaboration, support and safety. It involved exploration, scope‐setting, delivery and evaluation, reflecting the commitment of all parties. Discussion: Key considerations include resource sustainability, time investment and challenges in quantifying co‐creation's impact. The project highlights the ongoing role of co‐creators in maintaining resource relevance and promoting systemic change. Conclusion: This paper provides a review of a methodology for co‐creating a racial inclusivity training resource in physiotherapy education. The approach demonstrates its potential, offering a valuable reference for future inclusivity initiatives. Public Contribution: Co‐creators, including physiotherapy students and practice educators from racially minoritised backgrounds, contributed their lived experiences to all stages, shaping the resource to reflect real‐world challenges and solutions. Their involvement ensured authenticity and impact
Research on Path Planning Algorithm for Mobile Robots Integrating Improved A* and Dynamic Window Method
No full textExperiences and perceptions of health professionals in using telehealth for managing long-term health conditions
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The WISE Room: An innovative multisensory space for self‐regulation and immersive support for neurodivergent students
No full textThe evolving landscape of higher education necessitates a nuanced approach to accommodating the diverse needs of neurodivergent students, including those identifying as having autism, dyslexia, dyspraxia, attention deficit hyperactivity disorder, dyscalculia or Tourette's syndrome. Traditional settings often fail to provide adequate support, with measures implemented without consulting those directly affected. This can lead to conditioned apologetic behaviour, thoughts of withdrawal from education and diminished student well‐being. Recognising this gap, the well‐being in student education (WISE) room was conceptualised to offer a tailored space conducive to neurodivergent students' academic journey. Given that approximately 20% of students within the Faculty of Health and Life Sciences at Northumbria University identify as neurodivergent, this explorative study examines their perspectives on shaping an inclusive environment. Using workshops and an in‐situ trial involving 18 neurodivergent students as experts by experience, we coalesced individual insights with communal aspirations. Thematic analysis of the qualitative data revealed the key factors influencing the creation of an inclusive digital environment. Findings highlight a pervasive sense of disconnection among neurodivergent students due to the lack of dedicated spaces, exacerbating feelings of marginalisation and impeding integration into campus life. A one‐month reflective follow‐up revealed optimism and appreciation for efforts towards inclusiveness. This study contributes to broader discussions about accessibility in higher education. By foregrounding neurodivergent perspectives, initiatives like The WISE Room hold promise for fostering equitable educational environments. Our findings raise critical questions about providing accessible spaces that truly meet the needs of neurodivergent students
