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Reducing stigma in voice hearing: using patient‑centred language to foster trust and engagement
Get PDFIn this article, the author highlights the importance of using patient-preferred and culturally sensitive language to describe the experiences of voice hearing in people living with mental illnesses, including approaches for mental health nurses to build trust and strengthen therapeutic relationships
Methodological Strategies for Measuring Diversity in Organisational Settings: The Case of Boards of Directors
No full textThis guide provides methodological advice for researchers examining diversity in organisational settings, with particular focus on boards of directors. Despite substantial academic interest in the relationship between board diversity and firm outcomes, empirical findings remain inconsistent, partly due to measurement strategies that fail to capture diversity's multifaceted nature and complex effects on group dynamics and performance. Drawing on an established theoretical typology, I distinguish between diversity-as-variety (the breadth of categories represented) and diversity-as-separation (the degree of distance between categories). Using board nationality as the primary illustration, I demonstrate how these two aspects can be measured for statistical analysis. This distinction matters because variety and separation may have countervailing effects on outcomes, which remain unobservable when researchers model only net effects using simpler measures. For diversity-as-variety, I explain the Blau Index and Normalized Diversity By number of links (NDBL). For diversity-as-separation, I describe cultural distance measures between group members. These distinctions have been shown to matter in a recent study that reports nationality diversity-as-variety positively affects firm value, but this relationship is negatively moderated by cultural separation between board members. Such nuanced findings would be impossible to detect using simple dummy, count, or proportional measures of diversity. The guide provides directions for practical implementation, including worked examples and a comprehensive reference table showing how to measure variety and separation for different board attributes. While focused on boards of directors, these measurement principles apply more broadly to research on diversity in small decision-making groups across organisational settings
Faith, Silence, and Voice: A review of The Colour of God
No full textThis blog post reviews The Colour of God, which is neither a conventional theological text nor a simple memoir. Ayesha S. Chaudhry offers RE teachers a resource for exploring lived religion, ethical courage, and Muslim feminist thought. It is a courageous, reflective work that brings questions of faith, gender, power, and suffering into the light. For RE teachers, particularly those working with older pupils, the book offers something unique: an account of ‘lived Islam’ that is intellectually and ethically unsettling, and pedagogically valuable
Co-production in Youth Justice
No full textCo-production in Youth Justice offers both theoretical contributions and empirical evidence to shed light on the extent and nature of participatory and engaging practices within the field of youth justice. Examining co-production initiatives from different youth justice systems, this book demonstrates how co-production connects with lived experience, trauma-informed practice, creative research methods, and child friendly practices. It illustrates new ways of viewing and working with children and young people in conflict with the law, including the extent to which they can influence youth justice systems. It also offers new insight into under researched areas, such as creative co-production with Black and Mixed heritage children, and child friendly forms of co-production within the context of Violence Reduction Partnerships.Co-production in Youth Justice is an important new resource for students and scholars within criminology and criminal justice, as well as professionals working within youth justice services, relevant charities, and inspectorates
Introduction
No full textThis book emerges from the Arts and Humanities Research Council (AHRC)-funded project ‘Multispecies Storytelling: More than human narratives about landscape’ (AH/T006188/1), which ran in the United Kingdom from 2019 to 2022. The project was driven by a central objective: to explore how multispecies storytelling practices can reshape human understanding of landscape and how this can inform community decision-making and valuation of landscape. The project brought together academic researchers with non-academic collaborators, primarily community organisations and artists, to co-produce knowledge about how shared multispecies environments are inhabited and narrated. The project consisted of interlinked events including conferences, symposia, workshops, and meetings, which were designed not only to generate interdisciplinary discussion but also to directly inform the development of methods and approaches for a subsequent AHRC-funded project: ‘Multisensory multispecies storytelling to engage disadvantaged groups in changing landscapes’ (2020–2023; AH/T012293/1). In this way, the first project functioned both as a space of conceptual experimentation and as a foundation for further applied and participatory research
Cultural reproduction of knowledge and identity:Impact of a competency-based curriculum on knowledge engagement and identity construction in second year undergraduate nursing students in England – A constructivist grounded theory study
Get PDFBackgroundNursing knowledge is neither fixed nor uncomplicated but outcomes driven and competency-based standards underpinning nurse education can result in the dilution of pedagogical principles and a prescriptive and cultural reproduction of knowledge in nursing students. AimTo examine how student nurses navigate the second year of an undergraduate degree programme in the UK and how different learning environments (practice and university) and previous experiences influence their perceptions, meanings and identity.DesignLongitudinal constructivist grounded theory design underpinned by symbolic interactionism and social realism using focus groups and individual interviews.SettingOne Higher Education Institution in Northwest England.ParticipantsYear 2 BSc Nursing students (n = 11)FindingsA substantive theory, ‘Navigating the second-year landscape: How student nurses construct an identity and engage with knowledge in the second year of an undergraduate degree’ was underpinned by six categories: (1) the perceived identity of year two; (2) re-evaluating past, present, future; (3) constructing and balancing identities; (4) engaging with knowledge; (5) reference groups: significant others and the generalized other; and (6) the hidden curriculum: professional socialisation.ConclusionsStudents place importance on and seek familiarity in the clinical environment and this can constrain opportunities for deeper critical engagement and hinder the development of autonomous practitioners capable of independent, reflective and critical thinking. Year two marks a pivotal stage in professional identity development and students seek knowledge and guidance from ‘significant others’ - typically their peers. Informal and hidden elements of the curriculum can influence students' learning and professional identity formation. Findings may have wider implications for opening international discourse on competency-based education including potential transferability to other practice-based professions
Biopsychosocial pain assessment and management in paediatric inflammatory vs non-inflammatory musculoskeletal conditions: a vignette study
Get PDFObjectives There is no research evidence about how healthcare professionals prioritise assessment and management of pain in different paediatric chronic musculoskeletal conditions (e.g. inflammatory or non-inflammatory). This study investigated and compared paediatric rheumatology healthcare professionals’ pain assessment/management priorities in inflammatory and non-inflammatory chronic musculoskeletal conditions and explored perceived barriers to implementation of prioritised pain assessment/management approaches. Methods Participants were presented with online vignettes describing a young person with an inflammatory (juvenile idiopathic arthritis) or non-inflammatory (diffuse idiopathic pain) chronic musculoskeletal condition. Participants completed closed questions on pain assessment/management priorities and open questions on perceived barriers to implementation of these priorities in clinical practice. Data were analysed using within-subjects bivariate statistical analysis and content analysis. Results Results from 56 healthcare professionals (11 countries) found that broadly similar pain assessments were selected for both conditions. Biomedical management approaches were more frequently selected for the inflammatory condition whereas psychosocial approaches were primarily selected for the non-inflammatory condition. Barriers to implementation of assessment/management approaches included: limited time, resources, knowledge and skillset, and healthcare professionals’ habits and beliefs about pain care (e.g. limiting access to components of biopsychosocial pain management due to preconceived beliefs about the musculoskeletal condition). Conclusion Paediatric rheumatology healthcare professionals generally prioritise similar pain assessments for inflammatory and non-inflammatory chronic musculoskeletal conditions. However, some healthcare professionals perceive psychosocial pain management approaches as less important for managing pain in inflammatory conditions. Importantly, pain is always biopsychosocial in nature and clinical guidelines (which emphasise the biopsychosocial perspective) should ideally be followed regardless of condition-type
How to … Maximise Your Clinical Education Research Impact
Get PDFResearchers are increasingly expected to demonstrate that their work leads to impact beyond academia, particularly when seeking research funding. Yet practical guidance on how to plan for, achieve and evidence impact in Clinical Education Research (ClinEdR) remains limited. This guide offers pragmatic advice to support postdoctoral researchers in designing fundable projects and producing work that leads to meaningful change. We argue that impact should be considered from the start of a research project, not added at the end. Early and ongoing engagement with potential research beneficiaries, including educators, learners, institutions, professional bodies, policymakers and patients, helps ensure that research addresses real-world priorities. Such engagement can shape research questions, study design and outputs, strengthening both grant applications and the likelihood of downstream uptake. This how to guide outlines the value of articulating a clear impact goal and mapping a credible pathway to impact that distinguishes between outputs, outcomes and longer term benefits. We discuss how methodological choices can enable impact, with attention to participatory, design-based and implementation-focused approaches that have change embedded within them. We also highlight the importance of embedding impact checkpoints throughout a project, recognising that impact is often non-linear, delayed and context dependent. Finally, we describe deliberate, audience-specific dissemination strategies and practical ways to evidence impact beyond traditional academic metrics. Embedding impact thinking across the research lifecycle can enhance the relevance, reach and value of ClinEdR, while supporting postdoctoral researchers to meet funder, institutional and societal expectations
Medical Students’ Perspectives on Inclusivity Within Clinical Environments:A Pilot Study
Get PDFPurpose: Limited resources including staff, technology, and space in United Kingdom National Health Service (NHS) environments present challenges for working teaching and learning. Cumulative pressures impact mental health and prompt medical students to question career choices, leave the profession, or emigrate. There is little understanding of the experience of inclusivity in clinical environments for medical students. This pilot study explores students’ perspectives of these environments, the barriers to formulating change, and possible solutions. Materials and Methods: Six diverse clinical medical students from the University of Manchester, based at a single NHS Trust, voluntarily participated in one of four recorded focus groups facilitated by a near-peer with protected characteristics. Low participation emphasised the importance of undertaking this pilot study to consider methods for future study design. Transcriptions were independently analysed by two reviewers to generate themes using NVivo. Results: Key themes included positive experiences with resident doctors; negative interactions with patients; negative attitudes and poor role modelling from some staff; perceived lack of institutional support; and poor learning opportunities. Students suggested staff training and better support structures to improve learning environments. Conclusion: This study highlights universal issues from the perspectives of minoritised students and emphasises their low participation in research. Authors suggest exploring clinical faculty support and training to improve learning environments, and innovations in study design for wider, more democratic and culturally sensitive participation.</p