• Influence of Dance on Embodied Self-Awareness and Well-Being: An Interpretative Phenomenological Exploration

      Braun, Nataliya; Kotera, Yasuhiro; University of Derby (Taylor & Francis, 2021-05-13)
      This qualitative research aimed at exploring personal dance experience and influence of dancing on the evolution of embodied self-awareness and well-being. Semi-structured interviews were conducted with three participants (one female, two males), and the data were evaluated using Interpretative Phenomenological Analysis. Six themes were identified: (a) freedom of expression through dance, (b) perceptions of fun and partner dance vs. dancing alone, (c) flow in dance, (d) sensations and sexuality in dance, (e) music and rhythm in dance, and (f) impact of dance on life and the self. Participants reported that dance led to higher embodied self-awareness and creative self-expression and was deemed to improve health and well-being. Our findings help increase the utility of dance as a well-being approach, stress coping intervention and countermeasure to depression and loneliness. They make aware of the use of dance as a creative tool in inducing positive transformations on individual and societal levels.
    • International nurses day 2020: The importance of the healthcare sector to society

      Williams, Alan; University of Derby (University of Derby, 2020-05-11)
      Dr Alan Williams, Academic Lead for Nursing and Perioperative Practice at the University of Derby, marks International Nurses Day 2020 (May 12) by discussing why he is proud of his profession and the wider healthcare sector and why it should be celebrated and appreciated all year round.
    • International perspectives on social media guidance for nurses: a content analysis

      Ryan, Gemma Sinead; University of Derby (RCNi, 2016-12)
      Abstract Aim This article reports the results of an analysis of the content of national and international professional guidance on social media for the nursing profession. The aim was to consolidate good practice examples of social media guidelines, and inform the development of comprehensive guidance. Method A scoping search of professional nursing bodies’ and organisations’ social media guidance documents was undertaken using google search. Results 34 guidance documents were located, and a content analysis of these was conducted. Conclusion The results, combined with a review of competency hearings and literature, indicate that guidance should consider the wider context of social media, and support nurses to navigate and negotiate the differences between the real and online domains to help them translate awareness into actions.
    • Interprofessional competencies: the poor cousin to clinical skills?

      Martin, Priya; Moran, Monica Catherine; Forman, Dawn; Darling Downs Hospital and Health Service; The University of Western Australia; University of Derby (Amee, 2017-07-07)
      The purpose of this paper is to clarify what work-based IPE is, challenge some common misconceptions about its values in clinical settings and highlight tools that will assist with its implementation in such settings.
    • Interprofessional education for first year psychology students: career plans, perceived relevance and attitudes

      Roberts, Lynne D.; Forman, Dawn; University of Derby (Taylor Francis, 2014-10-08)
      Undergraduate psychology students have been largely excluded from interprofessional education (IPE) initiatives. In contrast to many health professions, undergraduate psychology students do not engage in work placements as part of their degree, and many enter careers outside the health care context. However, the collaborative skills gained through an IPE experience may well be beneficial to students who work in this wider context. This research examines whether undergraduate psychology students’ views of IPE vary according to their planned career directions, and if so, whether the perceived relevance of IPE mediates the relationships. A sample of 188 Australian university undergraduate psychology students completed an online questionnaire following completion of a first-year IPE health sciences program. Path analysis indicated that psychology students’ attitudes towards IPE are associated with both professional identification and practitioner orientation, fully mediated through the perceived relevance of IPE to future career and study plans. Stronger professional identification and practitioner orientation were associated with greater perceived relevance and more positive and less negative attitudes towards IPE. Placing a stronger emphasis on the generalizability of IP skills taught may increase students’ awareness of the relevance outside of the health context, reducing disengagement of students planning alternative careers.
    • Interprofessional health education in Australia: Three research projects informing curriculum renewal and development

      Steketee, Carole; Forman, Dawn; Dunston, Roger; Yassine, Tagrid; Matthews, Lynda; Saunders, Rosemary; Nicol, Pam; Alliex, Selma; University of Derby; Curtin University (Elsevier, 2014-05)
      Purpose This paper reports on three interrelated Australian studies that provide a nationally coherent and evidence-informed approach to interprofessional education (IPE). Based on findings from previous studies that IPE tends to be marginalized in mainstream health curriculum, the three studies aspired to produce a range of resources that would guide the sustainable implementation of IPE across the Australian higher education sector. Method Nine national universities, two peak industry bodies and a non-government organization constituted the study team. Data were gathered via a mixture of stakeholder consultations, surveys and interviews and analyzed using quantitative and qualitative methods. Results & Conclusion An important outcome was a curriculum renewal framework which has been used to explore the implications of the study's findings on Australian nursing. While the findings are pertinent to all health professions, nursing is well placed to take a leading role in establishing IPE as a central element of health professional education.
    • Intrasexual competition as a predictor of women’s judgements of revenge pornography offending

      Fido, Dean; Harper, Craig, A; Davis, Mia; Petronzi, Dominic; Worrall, Sophie; University of Derby; Nottingham Trent University (Sage, 2019-12-25)
      Recent legislative developments have led to a marked increase in the empirical investigation of motivations and judgements of so-called acts of ‘revenge pornography’ offending. In two independently-sampled studies, we used moderation analyses to investigate whether higher levels of intrasexual competition predicted more lenient judgements of revenge pornography offences as a function of sex (Study 1, N = 241), and whether such relationships would be further moderated by physical attractiveness (Study 2, N = 402). Potential covariates of callous-unemotional traits, empathy, and victimization history were controlled for. Opposing our hypotheses, we consistently observed a trend for higher levels of intrasexual competition being associated with more lenient judgements of revenge pornography offences involving male victims by female participants. The results are discussed in terms of intrasexual competition potentially sharing variance with unobserved constructs in the wider sexological literature, and of the key relevance of these findings for future empirical investigation into judgements of non-consensual image-based offending. Open data and a preprint of this paper are available at https://osf.io/y29fq/?view_only=568a2c403fcf428280914c149063db95.
    • Introducing the individual teamwork observation and feedback tool (iTOFT): Development and description of a new interprofessional teamwork measure

      Thistlethwaite, Jill; Dallest, Kathy; Moran, Monica Catherine; Dunston, Roger; Roberts, Chris; Eley, Diann; Bogossian, Fiona; Forman, Dawn; Bainbridge, Lesley; Drynan, Donna; et al. (Taylor and Francis, 2016-06-08)
      The individual Teamwork Observation and Feedback Tool (iTOFT) was devised by a consortium of seven universities in recognition of the need for a means of observing and giving feedback to individual learners undertaking an interprofessional teamwork task. It was developed through a literature review of the existing teamwork assessment tools, a discussion of accreditation standards for the health professions, Delphi consultation and field-testing with an emphasis on its feasibility and acceptability for formative assessment. There are two versions: the Basic tool is for use with students who have little clinical teamwork experience and lists 11 observable behaviours under two headings: ‘shared decision making’ and ‘working in a team’. The Advanced version is for senior students and junior health professionals and has 10 observable behaviours under four headings: ‘shared decision making’, ‘working in a team’, ‘leadership’, and ‘patient safety’. Both versions include a comprehensive scale and item descriptors. Further testing is required to focus on its validity and educational impact.
    • Introduction to 3D displays.

      Blundell, Barry G.; Fihn, Mark; Auckland University of Technology (Springer, 2016)
      “3D display technologies are evolving very rapidly particularly in respect of autostereoscopic systems which are able to be used without viewing glasses, and which provide much greater freedom in vantage position. However, significant questions still remain in relation to the perceptual mechanisms that underpin the 3D experience. Here we provide general background discussion as a precursor to other entries which review approaches in more detail.”
    • An introduction to the origins, history and principles of ethnography

      Ryan, Gemma Sinead; University of Derby (Royal College of Nursing, 2017-03-01)
      Background Ethnography is embedded in the history of research and has been considered a methodology in its own right. Its long history means those new to ethnography may find it complex to navigate the differing perspectives and its historical context. Philosophical perspectives further compound the complexities of understanding and making decisions about method. Aim To introduce the historical context of ethnography and its wide-ranging and differing perspectives. Discussion This paper provides an overview of the historical context of ethnography and discusses the different approaches to ethnography based on philosophical paradigms. Examples of ethnographic research in nursing literature are used to illustrate how these different approaches and types of ethnography can be used in nursing.
    • An investigation uncovering how students and how tutors design learning objects for novice students to use when acquiring established resuscitation knowledge.

      Williams, Alan; University of Nottingham (2018-07-01)
      Higher education in the twenty-first century is experiencing transformational change due to the advances in technology, with this period referred to as the Fourth Industrial Revolution – the Information Age. Just as the three previous revolutions created step changes in society so will this one, and as the changes now are occurring over a much shorter time period academics, educators and universities have less time to understand and respond to these events. The three key technological changes are firstly the availability, power and pervasiveness of computers, secondly the development of the Internet and finally how these factors have affected knowledge and learning, in the new millennium. These changes in the Information Age have influenced learning theories and learners, with the rapidity meaning there is less time to consider and investigate how technology can be used to enhance student learning in higher education. The opportunities technology provide to improve student learning in higher education range from the design of small educational resources to overarching curricula and educational organisations themselves. This work investigated the design of small educational resources called learning objects and in particular, the storyboard creation aspect of this process and then the educational gains achieved from using said resources. The established knowledge of resuscitation was a suitable vehicle to investigation the design of learning objects as it has a strong internationally accepted theoretical foundation and nurses are required to learn this knowledge as part of their pre-registration education. The Storyboard Workshop (phase 1) of this research investigated how learning objects are designed by nursing students (n=7) and by tutors (n=6), by applying Tuckman’s stage of group development model revealing how each homogenous group functioned and what twelve pedagogical factors student-designers and tutor-designers felt important when analysed using the Learning Object Attributes Metric (LOAM) Tool. In the Learning and Evaluation (phase 2) of this investigation, novice nursing student were randomly assigned to view either the student-designed (n=58) or tutor-designed (n=61) learning object to acquire established resuscitation knowledge with the learning gain and acceptability of the resource viewed, assessed. The results of phase 1 revealed student-designers and tutor-designers generally discussed similar LOAM pedagogical factors though students spent more time discussing navigation and tutors focussed on the objective. When Tuckman’s model was applied the student-designers spent significantly less time forming and storming and significantly more time performing than the tutor-designers, suggesting when designing learning objects on established knowledge, students focus on the task whereas tutors may refer to professional experience that may distract from the design process. Phase two demonstrated irrespective of the designers, viewing either the student-designed or tutor-designed learning object conferred significant learning gains when pre and post viewing (knowledge, student-designed 4.3 to 8.3, p=.000; tutor-designed 4.4 to 8.2, p=.000 and confidence in knowledge, student-designed 5.4 to 7.5, p=.000; tutor-designed 5.3 to 6.9, p=.000) was assessed. However, the difference in confidence in knowledge significantly favoured the student-designed resource (2.1 v 1.5, p=.042), though both resources were very positively evaluated. In the design of a learning object it may be the student-designers are more attuned to their peers needs, and this effect could be exploited by ensuring students are integral in the design of a learning object for novice student to use when acquiring established knowledge. In addition, this effect may be applicable with projects to design learning objects for novice learners to acquire established knowledge, whether this has a clinical focus or for novice students in non-healthcare disciplines.
    • Issues, applications and outcomes in interprofessional education

      Forman, Dawn; University of Derby (MedKnow Publications, 2014-04)
      In this issue, we are very pleased to present six articles, each of which has a strong interprofessional theme and which, we believe, collectively provide a flavor of the diversity of interprofessional community-oriented education, practice and research activity occurring internationally.
    • 'It's like a frog leaping leaping about in your chest': Illness and treatment perceptions in patients with persistent atrial fibrillation

      Taylor, Elaina C; O'Neill, Mark; Carroll, Susan; Hughes, Lyndsay D; Moss-Morris, Rona; King's College London (Wiley, 2017-09-05)
      Persistent atrial fibrillation (AF) is an abnormal heart rhythm associated with low quality of life (QoL) and significant health-related costs. The purpose of the study was to examine patients’ illness and treatment beliefs and ways of coping with AF symptoms, to provide insight into promoting better QoL and treatment-specific management. Beliefs were explored across three procedural treatment-groups using a qualitative cross-sectional design. 30 semi-structured interviews were carried out with patients undertaking cardioversion (n=10), catheter ablation (n=11) and atrioventricular node ablation (n=9). Interviews were transcribed and analysed using inductive thematic analysis with elements of grounded theory. An overarching theme of a vicious cycle was evident, which related to perceived lack of knowledge and understanding of AF, attempts to control symptoms and negative emotional reactions to failed control attempts. This vicious cycle related to three subordinate themes (i) Unpredictability and uncertainty of AF and symptoms; (ii) Coping with symptoms through (a) avoidance (b) all-or-nothing- (c) slowing down behaviours; and (iii) Concerns and expectations about treatment. Patients outlined a need to gain control of unpredictable symptoms by monitoring and varying activity levels. These behaviours were often appraised as ineffective at controlling symptoms, leading to heightened uncertainty and increased activity-avoidance. Treatment concerns escalated with increasing number and invasiveness of procedures. Improving AF patients’ perceived understanding of their illness and treatment and promoting more effective symptom-management strategies may alleviate psychological distress and improve QoL. Themes elaborated on the Common-Sense-Model whereby patients’ beliefs about illness and treatment interact with coping behaviours.
    • Japanese managers’ experiences of neuro-linguistic programming: a qualitative investigation

      Kotera, Yasuhiro; Van Gordon, William; UDOL (Emerald, 2019-04-08)
      Though several work-related mental health training initiatives have been implemented in Japan, the effectiveness of such approaches remains unclear. Consequently, some Japanese corporations prefer using interventions such as neuro-linguistic programming (NLP) to improve employee mental health and wellbeing. This language-based development methodology has been the subject of debate in terms of the quality of the underlying empirical evidence. However, a perspective missing from this debate is an evidence-based understanding of the first-hand experiences of employees that have undertaken NLP training. The purpose of this paper is to inform this debate by conducting a rigorous qualitative examination of the experiences of Japanese senior managers who had recently received training in NLP. Semi-structured interviews attended by 11 Japanese NLP master practitioners were analysed using thematic analysis. Four themes emerged from the data set: improving work-related mental health, NLP fosters a better understanding of the mind, NLP helps to reframe perspectives relating to work and mental health, and challenges of NLP training. While managers found NLP training skills such as reframing and neuro-logical levels useful to their managerial practice and mental health more generally, they raised concerns about NLP’s reputation as well as the utility of some of the techniques employed in NLP.
    • Joy and calm: how an evolutionary functional model of affect regulation informs positive emotions in nature

      Richardson, Miles; McEwan, Kirsten; Maratos, Frances A.; Sheffield, David; University of Derby (Springer, 2016-08-23)
      Key theories of the human need for nature take an evolutionary perspective, and many of the mental well-being benefits of nature relate to positive affect. As affect has a physiological basis, it is important to consider these benefits alongside regulatory processes. However, research into nature and positive affect tends not to consider affect regulation and the neurophysiology of emotion. This brief systematic review and meta-analysis presents evidence to support the use of an existing evolutionary functional model of affect regulation (the three circle model of emotion) that provides a tripartite framework in which to consider the mental well-being benefits of nature and to guide nature-based well-being interventions. The model outlines drive, contentment and threat dimensions of affect regulation based on a review of the emotion regulation literature. The model has been used previously for understanding mental well-being, delivering successful mental health-care interventions and providing directions for future research. Finally, the three circle model is easily understood in the context of our everyday lives, providing an accessible physiological-based narrative to help explain the benefits of nature.
    • Laughter and humour for personal development: A systematic scoping review of the evidence

      Gonot-Schoupinsky, Freda N.; Garip, Gulcan; Sheffield, David; University of Derby (Elsevier, 2020-05-23)
      The accessibility of laughter and humour make them attractive choices for self-care, and integrative medicine. There is a growing body of literature, but both fields are fragmented and the overall evidence has not been systematically reviewed. The relationship between health and personal development is increasingly recognized. This review scopes the evidence for laughter and humour interventions from the perspective of their potential benefits on personal development. A systematic scoping review used Joanna Briggs guidelines and the Preferred Reporting Items for Systematic Reviews Scoping Review extension (PRISMA-ScR). All-population laughter and humour interventions described in primary and secondary research from 1970, and in English, were searched in Web of Science and PubMed/Medline. Analysis of 240 primary research articles (k), and 11 systematic reviews (K), identified k = 564 discrete articles with studies involving 574,611 participants (n). Twelve large studies (n >15,000) contributed 77% of participants. Classification analysis found more research relating to humour (k = 445, n = 334,996) than laughter (k = 119, n = 239,615) and identified diverse personal development outcomes associated with Biological, Psychological, Social, Environmental, and Behavioural (BPSE-B) factors. This review presents growing evidence for the diverse applications and benefits of laughter and humour. Multiple opportunities for self-care and interventional applications are described. The consideration of personal development outcomes may support tailored applications according to specific needs and objectives. An umbrella Personal Development Theory of laughter and humour, inclusive humour and laughter definitions, and a humour-laughter-affect model are proposed to unify the fields.
    • Laughter and humour interventions for well-being in older adults: A systematic review and intervention classification.

      Gonot-Schoupinsky, Freda N.; Garip, Gulcan; University of Derby (Elsevier, 2018-05-01)
      Objectives To assess the potential of laughter and humour interventions to increase well-being in a general population of adults aged 60 plus; and to develop a classification to compare approaches and potential benefits of different intervention types. Design A systematic search of Web of Science, PubMed/MEDLINE, PsychInfo, AMED, and PsychArticles used inclusive terms relating to laughter and humour interventions. A realist synthesis approach enabled heterogeneous interventions to be compared pragmatically. Setting Five laughter interventions, and one humour intervention, using one or more outcome related to well-being, were considered for inclusion after screening 178 primary research papers. The five laughter interventions, representing a sample of 369 participants, were retained. Main outcome measures Well-being related outcome measures reported in each intervention informed efficacy; Joanna Briggs Institute tools appraised design; and a realist approach enabled heterogeneous interventions to be measured on their overall potential to provide an evidence base. Results Well-being related measures demonstrated at least one significant positive effect in all interventions. Confounding factors inherent in the intervention types were observed. Individual participant laughter was not reported. Conclusions Laughter and humour interventions appear to enhance well-being. There is insufficient evidence for the potential of laughter itself to increase well-being as interventions contained a range of confounding factors and did not measure participant laughter. Interventions that isolate, track, and measure the parameters of individual laughter are recommended to build evidence for these potentially attractive and low-risk interventions. The classification proposed may guide the development of both evidence-oriented and population-appropriate intervention designs.
    • Leadership and collaboration: Further developments for interprofessional education

      Forman, Dawn; Jones, Marion; Thistlethwaite, Jill; University of Derby (Palgrave Macmillan, 2015)
      Leadership and Collaboration provides international examples of how leadership of interprofessional education and practice has developed in various countries and examines how interprofessional education and collaborative practice can make a difference to the care of the patient, client and community.
    • Leadership development for interprofessional education and collaborative practice

      Forman, Dawn; Jones, Marion; Thistlethwaite, Jill; University of Derby (Palgrave Macmillan, 2014)
      Leadership Development of Interprofessional Education and Collaborative Practice is an edited compilation of chapters written by international medical and health professional experts. The book provides historical and current perspectives on leadership in healthcare.
    • Leading research and evaluation in interprofessional education and collaborative practice

      Forman, Dawn; Jones, Marion; Thistlethwaite, Jill; University of Derby (Palgrave Macmillan, 2016)
      Expanding upon Leadership Development for Interprofessional Education and Collaborative Practice and Leadership and Collaboration, the third installment to this original and innovative collection of books considers a variety of research models and theories. Emphasizing research and evaluation in leadership aspects, Leading Research and Evaluation in Interprofessional Education and Collaborative Practice