11237 research outputs found
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Simulation in Nursing Education: An Evidence Base for the Future
No full textExecutive summary: The purpose of this research project was to investigate how simulated learning can transform practice learning by comparing existing learning approaches with emerging simulated and technologyenhanced learning approaches. The project also maps the ability of simulation to meet the NMC (2018) future nurse standards of proficiency for registered nurses. Methods • Phase one – A systematic review of primary studies and regulatory and national standards. • Phase two – A cross-sectional survey to explore organisational readiness for simulation-based education (SBE) and opportunities and challenges of SBE in pre-registration nursing courses in the UK. • Phase three – A case study involving two self-reporting student surveys and a focus group with academic staff acting as practice supervisors. • Phase four - Focus groups with Council of Deans of Health (CoDH) members who have NMC approval for SPL to capture their experiences in the delivery of SPL in pre-registration nursing programmes. Findings and Conclusion This report provides an evidence base demonstrating how simulated learning can transform practice learning in nursing education and meet the NMC (2018) future nurse standards of proficiency for registered nurses. The findings emphasise the significant contribution of simulated practice learning (SPL) in the delivery of pre-registration nursing programmes. The systematic review indicated that, on average, SBE is more effective than traditional clinical education in improving nurse assessment outcomes. The cross-section survey of higher education institutions (HEIs) with pre-registration nursing programmes highlighted their commitment to SBE with the recognition that infrastructure, commitment by faculty leadership, access to facilities, resources and funding were critical for ensuring success and sustainability. SPL was acknowledged as an effective method that complements learning in clinical placements and enables attainment of the future nurse standards of proficiency for registered nurses. This research highlighted the difficulties HEIs face when delivering SPL. There was a strong desire for clarity and a benchmarking tool to ensure consistency in the approach of HEIs. In addition, the planning, design and delivery of simulation was viewed as an advanced skill for academic staff and thus they require sufficient training. There is a need to develop the evidence base of SPL and measure the impact and benefit on student learning and achievement of proficiencies. Creating a standardised tool to evaluate the outcomes of SPL would provide a benchmark for all HEIs to use. It would also be useful for the NMC to monitor the impact of the new definition of SPL. This research has been undertaken after several HEIs have already incorporated SPL into their programmes. In line with ambitions in the NHS England Long Term Workforce Plan, there is now an opportunity to expand the number of HEIs integrating SPL into their pre-registration nursing programmes. The findings provide an important bedrock of evidence for future decisions such as regulatory and financial support for simulated learning. Relevant stakeholders may take a range of positions on this subject, but this evidence base will further inform the conversations ahead.</p
A Tale of Two Cities: Exploring Factors Affecting Online Learning Equity
No full textThe Covid pandemic has caused a significant shift in the education sector, pushing for rapid integration of technology in education worldwide. This has resulted in a move from traditional classroom learning to online and blended modes of learning, which is likely to continue. Though access to technology is crucial for driving innovation and equity in education, regional disparities have been widely pervasive, affecting overall educational governance at national, regional, and local levels. This paper delves into the problem of equity in online learning in Delhi and Varanasi, with a total of 2,563 responses and data analysis based on regression charts identifying key trends and patterns affecting equity in learning. Our findings show that students enrolled in private schools had better access to online education in both cities. The study also revealed the significance of cultural inclusivity in online learning. The diversity of students’ cultural backgrounds affects the process and outcomes of online learning. The findings from this research can serve as valuable guidance to enhance pedagogical designs that adapt better to online learning practices for school students during the COVID-19 pandemic or any future unexpected crises. We provide recommendations for policymakers and educators to promote inclusivity in online education. Keywords - learning equity, online education, Delhi, Varanasi, COVID-19, digital divide, educational policy, cultural inclusivity.</p
Gratitude interventions to improve wellbeing and resilience of graduate nurses transitioning to practice: A scoping review
No full textBackground
New graduate nurses are the nursing cohort at greatest risk for turnover and attrition in every context internationally. This has possibly been heightened during the COVID-19 pandemic. Workplace conditions significantly impact nursing turnover; however, interventions under the positive psychology umbrella may have a mediating impact on the intention to leave. New graduate nurses are generally challenged most in their first three years of clinical practice, and the need for support to transition is widely accepted. Gratitude practice has been reported to improve individual control and resilient response to setbacks and, therefore, is of interest in testing if this intervention can impact turnover intention in the workforce.
Objective:
To report on a scoping review undertaken to identify whether ‘gratitude practice’ as an intervention had the potential to improve new graduate nurses’ wellbeing and resilience.
Methods:
Arksey and O'Malley's scoping review approach. Primary research papers of any methodology, published in English between January 2010 and July 2022 were included. Literature was sourced from seven databases, including CINAHL PLUS, ERIC, MEDLINE, Professional Development Collection, APA PsychInfo, APA PsychArticles, and Psychological and Behavioural Sciences Collection.
Results:
We identified 130 records, of which we selected 35 for inclusion. A large range of interventions were identified; most had some form of writing, journaling, or diarising. The next most common intervention was teaching gratitude strategies via workshops, and many interventions had some form of list or activity trigger for participants to complete. Five studies had complex combined interventions, while the rest were simple, easily reproducible interventions. Interventions were delivered both face-to-face or asynchronously, with some being online only and others sent out as a ‘kit’ for participants to work through.
Conclusion:
Our review of existing literature shows a significant gap in research on gratitude practice and its impact on nursing populations. To ensure robust future studies, we suggest defining concepts clearly and selecting outcome measures and tools that are not closely related. Intervention design may not be as important as the choice of measures and tools to measure outcomes.</p
Who coaches the coaches? Exploring the biographies of novice athletics coach education tutors.
No full textDespite coach education being a focus of academic inquiry for over twenty years, coach developers (e.g., tutors) have been neglected from the literature until recently. In recognising and understanding the role of the tutor in delivering quality learning programmes for sport coaches, it is also important to consider who tutors are and how biographical factors influence their development towards expertise. This article utilises Grenier and Kehrhahn’s Model of Expertise Redevelopment as a tool to aid understanding of the transition from sport coaching to tutoring. Narrative interviews were used with seven novice athletics coach education tutors embarking on a ‘fast-track’ tutor development programme. Data were subject to narrative thematic analysis and presented as composite vignettes. The vignettes portray six common themes highlighting that becoming a coach education tutor is a lifelong process of episodic experiences. The features of novice tutors’ biographies are a useful starting point in evidencing the development of expertise. These findings could be used to inform tutor recruitment and training. The current study adds to the emerging body of literature by providing one of the first empirical accounts exploring the developmental experiences of novice coach education tutors.</p
Agency and institutions in sport
No full textMuch like the social phenomenon which it seeks to explain, institutional theory has become an institutional and dominant theoretical research traditional within sport management. In the context of sport, institutional theory can be used to examine the complex relationship between sport organisations and their broader environment. Specifically, it explains how sport organisations are influenced by and in turn influence, broader social, political and economic forces, as well as how these institutional forces shape the behaviour and practices of athletes, coaches and fans. The five original contributions contained within this special issue seek to advance institutional scholarship and bridge the growing theoretical divide between sport management and management. Taken together, the papers in this special issue represent the potential for not only further illumination of how institutional theory can advance sport management, but also how sport management might hold the possibility for further articulation and advancement of institutional theory. In doing so, we set out a future research agenda that calls for a return to the original motivations and concepts of institutional theory and a further appreciation of the distinctiveness of the sport context for understanding institutional arrangements.</p
Associations between negative body image and sexual health practises in emerging adults from Malaysia
No full textPast findings on the association between negative body image and sexual health behaviors have been mixed and mostly derived from Western samples. The aim of the current study was to examine associations between indices of negative body image and sexual health practices that reduce the risk of disease transmission in emerging adults, and whether these associations are moderated by gender. Using an online survey, a convenience sample of 584 Malaysian adults aged 18-30 years (230 men, 354 women) completed measures of satisfaction with overall appearance, body size dissatisfaction, weight satisfaction, height satisfaction, and genital image evaluation. They also reported if they ever had partnered sex, condomless sex, and been screened for human immunodeficiency virus (HIV), as well as their lifetime number of penetrative sex partners. Hierarchical logistic and ordinal regression analyses indicated that more positive genital image evaluation, but not the other body image indices, was significantly associated with having had partnered sex and fewer lifetime penetrative sex partners. None of the body image indices were significantly associated with condomless sex. All associations were consistent across men and women. For HIV testing, a significant interaction between genital image evaluation and gender emerged. However, this was reduced to non-significance after controlling for the number of penetrative sex partners. Overall, our findings underline the importance of promoting improved genital image in interventions aimed at increasing positive sexual health behaviors.</p
PLEDGES database and input file
No full textThis excel file represent the database necessary to run the PLEDGES model. The Carbon Budget for each Member States are obtained in different conditions and different scenarios, and can be exported with the Vensim reader. </p
Together in Sound: a narrative study of music therapy groupwork with people living with dementia and their companions
No full textThis research project investigates participants’ experiences of Together in Sound, a community-based music therapy project for people with dementia and their companions. Dementia UK (2023) estimate that by 2025, over one million people in the UK will have a diagnosis of dementia. Music therapy is an effective non-pharmacological intervention that can reduce the behavioural and psychological symptoms of dementia and is being used more frequently in community settings with people living with dementia and their companions. At the time this study began (2017) there was little research focusing on music therapy groupwork with people with dementia and their companions. Drawing from relational constructionism (McNamee and Hosking, 2012), a multi-method approach was used within an iterative action-research process including narrative inquiry and arts-based approaches. These included poetic inquiry, creative writing, artefacts created by participants, a film, extracts of improvisation and musical interactions from music therapy sessions. This approach enabled different stories about dementia to be revealed alongside findings about the impact of music therapy groupwork and the nature of the music therapy experiences that were impactful, as described by participants. The narrative analysis and synthesis revealed that group music therapy provided opportunities for individual expressions of identity through verbal, embodied and interactional means. Participants valued new experiences both within and without the therapy room that were supported by attention to a safe space, boundaries and an inclusive environment. Sharing of experience within the groups and to the wider community through sharing events provided opportunities for participants to engage in active citizenship and present their own lived experience of dementia. The research has implications for training and practice. It contributes to the growing interest in and knowledge of music therapy practice with community-dwelling people with dementia and their companions. It draws attention to the importance of an improvisational approach to music therapy groupwork, practices of collaboration, and the therapist’s cultivation of a narrative sensibility.</p
COVID-19 lateral flow test image classification using deep CNN and StyleGAN2
No full textArtificial intelligence (AI) in healthcare can enhance clinical workflows and diagnoses, particularly in large-scale operations like COVID-19 mass testing. This study presents a deep Convolutional Neural Network (CNN) model for automated COVID-19 RATD image classification.MethodsTo address the absence of a RATD image dataset, we crowdsourced 900 real-world images focusing on positive and negative cases. Rigorous data augmentation and StyleGAN2-ADA generated simulated images to overcome dataset limitations and class imbalances.ResultsThe best CNN model achieved a 93% validation accuracy. Test accuracies were 88% for simulated datasets and 82% for real datasets. Augmenting simulated images during training did not significantly improve real-world test image performance but enhanced simulated test image performance.DiscussionThe findings of this study highlight the potential of the developed model in expediting COVID-19 testing processes and facilitating large-scale testing and tracking systems. The study also underscores the challenges in designing and developing such models, emphasizing the importance of addressing dataset limitations and class imbalances.ConclusionThis research contributes to the deployment of large-scale testing and tracking systems, offering insights into the potential applications of AI in mitigating outbreaks similar to COVID-19. Future work could focus on refining the model and exploring its adaptability to other healthcare scenarios.</p
Addressing climate change with behavioral science: A global intervention tournament in 63 countries
No full textEffectively reducing climate change requires marked, global behavior change. However, it is unclear which strategies are most likely to motivate people to change their climate beliefs and behaviors. Here, we tested 11 expert-crowdsourced interventions on four climate mitigation outcomes: beliefs, policy support, information sharing intention, and an effortful tree-planting behavioral task. Across 59,440 participants from 63 countries, the interventions’ effectiveness was small, largely limited to nonclimate skeptics, and differed across outcomes: Beliefs were strengthened mostly by decreasing psychological distance (by 2.3%), policy support by writing a letter to a future-generation member (2.6%), information sharing by negative emotion induction (12.1%), and no intervention increased the more effortful behavior—several interventions even reduced tree planting. Last, the effects of each intervention differed depending on people’s initial climate beliefs. These findings suggest that the impact of behavioral climate interventions varies across audiences and target behaviors.</p
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