• A partnership approach to student mentoring

      Jinks, Gavin; University of Derby (International Forum for Peer Learning, 2019-06)
      In 2015 as Year 1 Tutor on the BA Applied Social Work I initiated a student mentoring project with the aim of increasing the support to Year 1 students. In that first year I recruited 5 student mentors from Years 2 and 3 to support incoming Year 1 students. Fast forward to 2018 and the project has grown very significantly. There are now 42 mentors, they are Year 2 and Year 3 students with a handful of graduates now in employment. Mentoring is now offered to students on all 3 years of the programme. The mentor support has a number of strands to it: A Facebook group for each of the 3 years of the programme. The Facebook group for each year has mentors from the year above so that students can raise questions and queries with peers who have the ‘been there, done that’ factor. The Facebook groups are not overseen by academic staff. This highlights a fundamental element of the project, that mentors are trusted to undertake the role. The Year 1 Facebook group is set up in the summer before their studies commence. Induction for Year 1 and Year 2 students is largely run by mentors. The mentors create activities and presentations for mentees on a range of topics. Again the mentors are trusted to prepare and present these presentations without academic interference. All Year 1 and Year 2 students have a named mentor who they can contact for guidance when they would like to talk to a peer rather than a tutor. Students who have been very successful in module assessments are invited to give guidance to students undertaking those modules the following year. All decision are made between myself and the mentors. The project won a Union of Students award in 2018.
    • Patient centred care and considerations

      Hyde, Emma; University of Derby (CRC Press/ Routledge, 2020-07-15)
      This chapter shares the findings of a large scale research project into patient centred care in diagnostic radiography.
    • Patient centred care in diagnostic radiography (Part 1): Perceptions of service users and service deliverers

      Hyde, Emma; Hardy, Maryann; University of Derby (Elsevier, 2020-06-13)
      There is growing awareness of the importance of patient centered care (PCC) in health care. Within Radiography in the UK, elements of PCC are embedded within professional body publications and guidance documents. However, there is limited research evidence exploring whether perceptions of PCC are equivalent between those delivering (radiographers) and those experiencing (patient) care. This study aimed to address this gap by determining compatibility in perceptions of PCC between those using and those delivering radiography services. This is the first step in developing measurable indicators of PCC in diagnostic radiography. A multi-method two stage approach was undertaken using survey and interview data collection techniques. Ethical approval was granted by University of Derby College of Health & Social Care Ethics committee. This paper reports Stage 1 of the study, the online, cross sectional survey. Participants were asked to indicate their level of agreement to a series of attitudinal statements using a 5-point Likert scale. Statements were paired, but not co-located to increase validity. Participants were invited to provide free text comments to supplement their responses. Stage 2 of the project is reported separately. Survey responses were received from all 3 participant subgroups. A minimum response rate of 30 participants per sub-group was set as a target. Response rates varied across subgroups, with only radiography managers failing to meet the expected response threshold. Wide disparity between perceptions of service users and those delivering radiography services on what constitutes high quality PCC was evident. It is evident that there is still work required to ensure parity between expectations of service users and deliverers on what constitutes high quality PCC. Further work is required to identify measurable service delivery outcomes that represent PCC within radiographic practice.
    • Patient centred care in diagnostic radiography (Part 3): Perceptions of student radiographers and radiography academics

      Hyde, Emma; Hardy, M; University of Derby; University of Bradford (Elsevier, 2021-01-27)
      Awareness is growing of the importance of patient centered care (PCC) in diagnostic radiography. PCC is embedded within professional body publications and guidance documents, but there is limited research evidence exploring the perceptions of student radiographers and radiography academics. This paper shares the findings of a research project seeking to define PCC in diagnostic radiography from the perspective of student radiographers and radiography academics. This paper reports Stage 1 and Stage 2 of the project from the perspective of radiography academic and student radiographer participants, and compare these to the perspective of service users, clinical radiographers and radiography managers, reported previously. Stage 1 used an online survey tool to gauge participant agreement with a series of attitudinal statements. Stage 2 used situational vignettes to promote discussion and debate about PCC approaches. Ethical approval was granted by the University of Derby College of Health & Social Care Ethics committee. Response rates to the Stage 1 survey were above the minimum threshold, with 50 responses from student radiographers and 38 responses from radiography academics. Stage 1 participants were asked to participate in Stage 2 on a voluntary basis. As with service users and service deliverers, care communication, event interactions and control over environment were the key influences on PCC. However, students highlighted differences between reported and observed levels of PCC. There is some way to go to embed PCC in diagnostic radiography practice. As impartial observers of radiography practice, student radiographers highlight the difference between service users and service deliverer’s perceptions of PCC. Whilst the focus of clinical radiographers remains on efficiency it is difficult for student radiographers to challenge the accepted norm. Role models are required to promote PCC behaviours and a holistic approach in radiography practice. A package of educational support and audit tools will be made available to support both service deliverers and student radiographers to deliver PCC.
    • Patient involvement in pressure ulcer prevention and adherence to prevention strategies: An integrative review

      Ledger, Lisa; Worsley, Peter; Hope, Jo; Schoonhoven, Lisette; University of Derby; University of Southampton; Utrecht University (Elsevier, 2019-10-14)
      Chronic wounds including pressure ulcers represent a significant burden to patients and healthcare providers. Increasingly patients are required to self-manage their care but patient adherence to prevention strategies is a significant clinical challenge. It is important to increase understanding of the factors affecting patients’ ability and willingness to follow pressure ulcer prevention interventions. To investigate from a patient perspective the factors affecting adherence to pressure ulcer prevention strategies. Integrative Literature Review Data Sources: A systematic search of electronic databases (Athens, Pub Med, Web of Science, Science Direct, AMED, CINAHL, Cochrane Library, PsychInfo, Google Scholar, Delphis) was initially conducted in May 2017 (repeated August 2018). The methodological quality was assessed using the Critical Appraisal Skills Programme (CASP) principles. The Noticing, Collecting, Thinking (NCT) model of qualitative data analysis was used to identify key themes. A total of twelve studies met the inclusion criteria and were included in the review. The majority of studies were qualitative and three key themes were identified: i) individual/daily lifestyle considerations, ii) patient involvement in the decision-making process, and iii) pain and/or discomfort. There is limited research that focuses on the patient view of factors affecting adherence to prevention measures, particularly in community settings. Individual and daily lifestyle considerations and involvement in decision-making around pressure ulcer care are important aspects from the patient perspective. Further research is necessary to explore which factors affect patient adherence in order to improve clinical practice and support patient involvement in preventative strategies.
    • Peer interactions and their benefits during occupational therapy practice placement education.

      Daniels, Nikki; University of Derby (Sage, 2010-01-01)
      Peer collaboration is believed to assist in the development of critical thinking and reflection skills. However, collaboration may be difficult to achieve in the practice placement environment because students often experience placements away from peers. This study aimed to establish the frequency and types of peer contact experienced by first year occupational therapy students during practice placement education, in order to identify any benefits from interactions during this time and to establish any unmet needs that may arise from restricted peer contact. The data from responses to a survey by 53 of a cohort of 121 students demonstrated the diversity and disparity in the opportunities available. Many interactions provided support and reassurance and made a positive contribution to learning. Return-to-university days during practice placements and regional support groups to facilitate collaboration were suggested. The analysis of an online discussion board made available to all 121 students showed that only 12 students contributed to the discussions. The perceived benefits included contact with peers and practical support from tutors. Improved education and increased input from tutors were suggested as methods to encourage more effective use of this tool, in order to meet the learning and social needs of students with limited opportunities for peer interaction during placement modules.
    • Perineal Trauma & Suturing

      Chapman, Vicky; Independent Researcher (Wiley Blackwell, 2018-01-18)
    • Peripheries and borders: Pushing the boundaries of visual research

      Hogan, Susan; University of Derby,; Health & Social Care Research Centre (Taylor and Francis, 2013-07)
      In my last paper for Inscape, ‘Ways in Which Photographic and Other Images are Used in Research: An Introductory Overview’ (July, 2012), I summarised the ways in which the arts are being used by social scientists. In this paper I look at less mainstream developments which are nevertheless of interest. In particular, I outline Iain Edgar's idea of ‘imagework’, which is the use of creative visualisation within research processes (although much of what he does is rather akin to some forms of art therapy). Probably less well documented and explored is the interesting borderline between social science research and personal therapy represented by both social art therapy and phototherapy, both of which will be explored in further detail. This paper is then contextualised with reference to other recent papers discussing the potential contribution of art therapy to social science, psychological and ethnographic research projects.
    • Playback Theatre, autoethnography and generosity

      Bird, Drew; University of Derby (Taylor and Francis, 2017-03-10)
    • A pragmatic controlled trial of forest bathing compared with compassionate mind training in the UK: impacts on self- reported wellbeing and heart rate variability

      McEwan, Kirsten; Giles, David; Clarke, Fiona; Kotera, Yasuhiro; Evans, Gary; Terebenina, Olga; Minou, Lina; Teeling, Claire; Basran, Jaskaran; Wood, Wendy; et al. (MDPI, 2021-01-28)
      Forest Bathing, where individuals use mindfulness to engage with nature, has been re-ported to increase heart rate variability and benefit wellbeing. To date, most Forest Bathing studies have been conducted in Asia. Accordingly, this paper reports the first pragmatic controlled trial of Forest Bathing in the United Kingdom, comparing Forest Bathing with a control comprising an es-tablished wellbeing intervention also known to increase heart rate variability called Compassion-ate Mind Training. Sixty-one university staff and students (50 females, 11 males) were allocated to (i) Forest Bathing, (ii) Compassionate Mind Training or (iii) Forest Bathing combined with Com-passionate Mind Training. Wellbeing and heart rate variability were measured at baseline, post-intervention and three-months follow-up. There were improvements in positive emotions, mood disturbance, rumination, nature connection and compassion and 57% of participants showed an increase in heart rate variability (RMSSD -parasympathetic activity). There were no significant differences between conditions, showing that Forest Bathing had an equivalence with an established wellbeing intervention. The findings will help healthcare providers and policy makers to understand the effects of Forest Bathing and implement it as a feasible social prescription to improve wellbeing. Future research needs to involve clinical populations and to assess the effects of Forest Bathing in a fully powered randomised controlled trial (RCT) .
    • Quantitative analysis of qualitative information from interviews: a systematic literature review

      Fakis, Apostolos; Hilliam, Rachel; Stoneley, Helen; Townend, Michael; University of Derby (2013-07-05)
      A systematic literature review was conducted on mixed methods area. Objectives: The overall aim was to explore how qualitative information from interviews has been analyzed using quantitative methods. Methods: A contemporary review was undertaken and based on a predefined protocol. The references were identified using inclusion and exclusion criteria and specific key terms in 11 search databases. Results: Evidence was synthesized from 14 references that included the methods used for quantifying qualitative information, analyzing it statistically and the rationale behind this. Gaps in the existing literature and recommendations for future research were identified. Conclusions: This review highlights the need for a new mixed method based on advanced statistical modeling method that will explore complex relationships arising from qualitative information.
    • Radicalisation, de-radicalisation and counter-radicalisation in relation to families: Key challenges for research, policy and practice

      Spalek, Basia; University of Derby (Springer, 2015-12-29)
      This article explores linkages between research, policy and practice in relation to the role of families in violent and non-violent radicalisation. The article highlights that there are many similarities between the issues highlighted within the research literature and with those highlighted in policy and practice contexts. Both view families as potentially being risky, as well as potentially being a source of protection and rehabilitation. The article also takes a critical gaze towards families, suggesting that this may detract attention away from the wider socio-political factors that also play a significant role in radicalisation. A focus upon families can also inadvertently lead to the creation and perpetuation of a ‘suspect community’. The article suggests that while families can potentially provide a supportive environment for de-radicalisation and counter-radicalisation, safeguards around human rights, information exchange, and child protection must firmly be in place.
    • The rationale behind a dance movement psychotherapy intervention used in a small research pilot in a further education context to develop awareness about young people's body image

      Bunce, Jill; Heyland, Simone; Grogan, Sarah; Padilla, Talia; Williams, Alison; Kilgariff, Sarah; Woodhouse, Chloe; Cowap, Lisa; Davies, Wendy; University of Derby; et al. (2013-10-04)
      This study includes some of the comments from a small piece of quantitative research conducted in a British Further Education College. It was designed to investigate young people's experience of a Dance and Movement Psychotherapy intervention in relation to their body awareness and their body image.This study includes some of the comments from a small piece of quantitative research conducted in a British Further Education College. It was designed to investigate young people's experience of a Dance and Movement Psychotherapy intervention in relation to their body awareness and their body image.This study includes some of the comments from a small piece of quantitative research conducted in a British Further Education College. It was designed to investigate young people's experience of a Dance and Movement Psychotherapy intervention in relation to their body awareness and their body image.This study includes some of the comments from a small piece of quantitative research conducted in a British Further Education College. It was designed to investigate young people's experience of a Dance and Movement Psychotherapy intervention in relation to their body awareness and their body image.This study includes some of the comments from a small piece of quantitative research conducted in a British Further Education College. It was designed to investigate young people's experience of a Dance and Movement Psychotherapy intervention in relation to their body awareness and their body image.This study includes some of the comments from a small piece of quantitative research conducted in a British Further Education College. It was designed to investigate young people's experience of a Dance and Movement Psychotherapy intervention in relation to their body awareness and their body image.This study includes some of the comments from a small piece of quantitative research conducted in a British Further Education College. It was designed to investigate young people's experience of a Dance and Movement Psychotherapy intervention in relation to their body awareness and their body image.
    • Record, pause, rewind: a low tech approach to teaching communication (and other) skills.

      Jinks, Gavin; University of Derby (International Perspectives In Education Conference 2018, 2018-10)
      Over the last 3 years I have developed a technique for teaching communication skills on the BA Applied Social Work programme at the University of Derby. The idea for the technique was originally based on a skills course I attended which involved the use of video recording equipment. I took the view that I could achieve similar results simply by asking participants to imagine that they were being recorded! The technique involves students working with a facilitator in groups of approximately 12. They are asked to come prepared to demonstrate their skills with a character from a case study they are familiar with. The character is played by an actor (usually a member of staff). One person from the group volunteers or is asked to play the role of the professional. All are asked to imagine that once the conversation starts the scenario is being recorded on video. At any point the ‘volunteer’ can say “pause” and ask for help from everyone else. The facilitator can also pause in order to make some learning points. And those watching can pause to make suggestions or comments. The technique also allows pauses to be used to ask the ‘actor’ playing the client how they feel about the conversation. The technique allows real time ‘reflection in action’ in a safe environment. After reflection a decision is frequently made to rewind to an earlier point in the conversation to see what happens if the ‘volunteer’ tries a different approach. The technique has proved extremely popular as a learning tool and could be applied to the teaching of a wide range of skills.
    • Recreational burlesque and the aging female body: challenging perceptions

      Collard-Stokes, Gemma; University of Derby (Taylor & Francis, 2020-10-28)
      Rejecting the association between aging and asexuality that persists in the UK’s cultural representation of the female aging body, this paper reveals the importance of sensuality and maintaining physical agency to older women. It pays attention to the phenomena of participating in recreational burlesque classes to counter and negotiate potentially negative representations. Through in-depth interviews and researcher-as-participant observation, the paper explores the transformative possibilities mediated through participating in theatrically glamorized performance classes and the processes thereby initiated. The author examines the potential of burlesque to offer improvements to wellbeing and healthier self-perceptions for aging women experiencing marginalization through social invisibility.
    • Rediscovering the playful learner.

      Bird, Drew; Holmwood, Clive; University of Derby (Routledge, 2018-10-25)
    • Reduction of visual acuity decreases capacity to evaluate radiographic image quality

      Sá dos Reis, C.; Soares, F.; Bartoli, G.; Dastan, K.; Dhlamini, Z.S.; Hussain, A.; Kroode, D.; McEntee, M.F.; Mekis, N.; Thompson, J.D.; et al. (Elsevier BV, 2020-05-16)
      To determine the impact of reduced visual acuity on the evaluation of a test object and appendicular radiographs. Visual acuity was reduced by two different magnitudes using simulation glasses and compared to normal vision (no glasses). During phase one phantom images were produced for the purpose of counting objects by 13 observers and on phase 2 image appraisal of anatomical structures was performed on anonymized radiographic images by 7 observers. The monitors were calibrated (SMPTE RP133 test pattern) and the room lighting was maintained at 7 ± 1 lux. Image display and data on grading were managed using ViewDEX (v.2.0) and the area under the visual grading characteristic (AUCVGC) was calculated using VGC Analyzer (v1.0.2). Inferential statistics were calculated using SPSS. For the evaluation of appendicular radiographs the total interpretation time was longer when visual acuity was reduced with 2 pairs of simulation glasses (15.4 versus 8.9 min). Visual grading analysis showed that observers can lose the ability to detect anatomical and contrast differences when they have a simulated visual acuity reduction, being more challenging to differentiate low contrast details. No simulation glasses, compared to 1 pair gives an AUCVGC of 0.302 (0.280, 0.333), that decreases to 0.197 (0.175, 0.223) when using 2 pairs of glasses. Reduced visual acuity has a significant negative impact on the evaluation of test objects and clinical images. Further work is required to test the impact of reduced visual acuity on visual search, technical evaluation of a wider range of images as well as pathology detection/characterization performance. It seems that visual performance needs to be considered to reduce the risks associated with incomplete or incorrect diagnosis. If employers or professional bodies were to introduce regular eye tests into health screening it may reduce the risk of misinterpretation as a result of poor vision.
    • The relationship between nature connectedness and eudaimonic well-being: A meta-analysis

      Pritchard, Alison; Richardson, Miles; Sheffield, David; McEwan, Kirsten; University of Derby (Elsevier, 2019-04-30)
      Nature connectedness relates to an individual’s subjective sense of their relationship with the natural world. A recent meta-analysis has found that people who are more connected to nature also tend to have higher levels of self-reported hedonic well-being; however, no reviews have focussed on nature connection and eudaimonic well-being. This meta-analysis was undertaken to explore the relationship of nature connection with eudaimonic well-being and to test the hypothesis that this relationship is stronger than that of nature connection and hedonic well-being. From 20 samples (n = 4758), a small significant effect size was found for the relationship of nature connection and eudaimonic well-being (r = 0.24); there was no significant difference between this and the effect size (from 30 samples n = 11638) for hedonic well-being (r = 0.20). Of the eudaimonic well-being subscales, personal growth had a moderate effect size which was significantly larger than the effect sizes for autonomy, purpose in life/meaning, self-acceptance, positive relations with others and environmental mastery, but not vitality. Thus, individuals who are more connected to nature tend to have greater eudaimonic well-being, and in particular have higher levels of self-reported personal growth.
    • The role of communities in counter-terrorism: analysing policy and exploring psychotherapeutic approaches within community settings

      Spalek, Basia; Weeks, Douglas; University of Derby (Taylor and Francis, 2016-10-28)
      The role of communities in preventing or responding to terrorism and political violence is increasingly finding prominence within government strategies, nationally and internationally. At the same time, implementation of effective community based partnerships has been nominal. Adding additional complexity to this problem are policies such as Prevent in Britain which was arguably developed with good intentions but has received significant and sustained criticism by the very communities it sought to engage with. The result has been ongoing discussions within community practice and research arenas associated with radicalisation, extremism, and terrorism, as to the role, if any, that communities might play in the counter-terrorism environment. This article explores that environment and highlights some of the community based perceptions and initiatives that prevail in the UK. In particular, innovations around the development of psychotherapeutic frameworks of understanding in relation to counter-terrorism are discussed, alongside the role of connectors.
    • Routledge International Handbook of Dramatherapy

      Holmwood, Clive; Jennings, Sue; University of Derby (Routledge, 2016-05)
      From Australia, to Korea to the Middle East to Africa through Europe and into North America, dramatherapists are developing a range of working practices using the curative power of theatre and drama within a therapeutic context to work with diverse populations. This handbook covers a range of topics from esteemed academics and practitioners from around the globe that show the breadth and strength of dramatherapy as a developing and maturing profession. Divided into four main sections that look at current international developments, theoretical approaches, specific practice and new and innovative approaches, the book will appeal to academics, practitioners and students in the field.