• Story-telling: A telling approach in healthcare education

      Woodhouse, Jan; University of Chester (2008-06-23)
      This powerpoint presentation and associated notes discusses storytelling as a teaching strategy within healthcare. It gives the background to investigating the use of storytelling and discusses the findings from the literature. It is further supported by a small piece of research undertaken, which identifies ‘good reads’ recommended by healthcare lecturers.
    • Stress and palliative care

      Woodhouse, Jan; University of Chester (SAGE, 2010-10-15)
      This book chapter discusses occupational stress in the palliative care setting.
    • Striving for better maternal mental health

      Steen, Mary; Steen, Scott; University of Chester ; University of Chester (Medical Education Solutions Ltd, 2014-03-01)
      Mental health is an integral part of health and a state of wellbeing. The concept of ‘parity of esteem’ increases awareness that mental health needs to be treated as seriously as physical health. During the childbirth continuum, women and their partners can be at increased risk of mental health problems; therefore it is important to embrace the ‘parity of esteem’ concept. This article highlights links between mental and physical health problems and discusses the vital role that midwives can play in promoting better maternal mental health. It considers the challenges this can present to midwives and maternity services.
    • Student and Lecturer Partnership: Using visual research to change and address a practice problem

      Ridgway, Victoria; Cooper, Elizabeth; Parkes, Elanor; University of Chester (Journal of Educational Innovation, Partnership and Change, 2017-12-31)
      This paper reports upon a research study which was conducted in partnership between academics and a (then) student, as part of a University internally funded study. This partnership approach was taken to actively engage a student within additional Faculty activities, seeking to enhance student engagement with pedagogical research. The student, a current pre-registration nursing student (Elanor) had undertaken a placement with the Joanna Briggs Institute as part of her educational programme and this project enabled her to further the emerging interest in nursing research. Both academics were studying for doctorates and thus were beginning their research career and used the award of this project to enhance their research awareness and practice. This paper offers a short insight into the journey of the research, from planning, to completion and through to dissemination.
    • The student enrichment programme: An inter-professional collaboration

      Greenwood, Joanne M.; Thomas, Helen; Sinnott, Celia; Headon, Stephanie; Rogers, Lisa; University of Chester (2011-06-15)
      This presentation discusses how Learning Support Unit, Learning Information Services, Careers and Employability work together with academic lecturers to deliver skills sessions to nursing students.
    • Student nurses' views on respect towards service users — An interpretative phenomenological study.

      Chapman, Hazel M.; Clucas, Claudine; University of Chester (Elsevier, 2014-03-01)
      Abstract/Summary Aim: To explore student nurses’ understanding and behaviours of respect towards patients in order to inform educational strategies to optimise respectful care. Background: There is a causal relationship between the perception of being treated with respect and patient satisfaction. Concerns over standards of care prompted a commissioned report into the quality of nurse education in the United Kingdom. Design: A hermeneutic phenomenological interview study was used to identify and interpret student nurses’ behaviours and understanding of respect towards patients. Setting: University health and social care faculty in the north-west of England, United Kingdom Participants: Eight third-year student nurses (adult branch), on different university sites, with practice placements across different healthcare trusts. Methods: Interviews about their understanding of respect and their behavioural intentions of respect towards patients were recorded and transcribed, then analysed using interpretative phenomenological analysis (IPA) to produce themes from the data. Findings: Three themes of relevance to nurse education were identified. Respect is a complex concept that is difficult to apply in practice. Students are not always aware of incongruence between their feelings of respect towards patients and their behaviours towards them. Role-modelling of respectful care is variable, and essential care is often learned from healthcare assistants. Discussion: Awareness of emotional responses and their relationship to patient perceptions of respect should be facilitated in theory and practice. Rehearsal of the application of respect involving emotional labour, and reflection in and on the practice of respectful care, are needed to address student learning needs. The theory-practice gap in relation to respect, variation in professional practice and the under-recognised importance of healthcare assistants in student nurse education, are barriers to the learning of respect to patients. Conclusions: Interactive education experiences are important to develop self-awareness and insight into respectful care. Mentorship in practice should encourage reflection in and on the practice of respect towards patients.
    • Student perceptions of support in practice

      Gidman, Janice; McIntosh, Annette; Melling, Katherine; Smith, Debra; University of Chester (Elsevier, 2011-03-31)
      This paper reports on a funded research project exploring perceptions and experiences of pre-registration nursing students of support in practice in one Higher Education Institution in England. The study used a mixed method approach with samples of new students (within the first six months) and finishing students (within the last three months). Students reported that the most important areas they needed support with were clinical skills, placement situations, documentation and personal issues. The mentor qualities that were valued were personal attributes, being facilitative and being knowledgeable; newly qualified mentors and experienced students were seen as being the most supportive. Students saw their own responsibilities as learning and gaining skills, being professional and caring for patients. The finishing students also felt that accountability and teaching were part of their role. Reported challenges encompassed personal issues, including work-life balance and finances, dealing with elements such as patient death and uncertainties in new situations. The best aspects of practice emerged as being involved in patient care, feeling part of a team and experiencing positive support from mentors. The findings explicated the multi-faceted nature of student support in practice that need to be taken into account when putting support frameworks in place.
    • Student support

      McIntosh, Annette; Gidman, Janice; University of Chester (SAGE, 2010-10-29)
      This book chapter discusses the importance of student support from lecturers, mentors, peers, and within practice settings.
    • Students' and lecturers' perceptions of support in a UK pre-registration midwifery programme.

      McIntosh, Annette; Gidman, Janice; McLaughlin, Andrea; University of Chester (Elsevier, 2013-04-19)
      This paper reports on a study that explored the perceptions of students and lecturers regarding support within a pre-registration midwifery programme in one Higher Education Institution in England. A mixed method design was used: questionnaires were completed by first year and third year students and lecturers, complemented by focus groups with each of the three sets of participants. The findings showed that there are multi-focal challenges for student midwives in undertaking their programme of study. The main theme that emerged was of the difficulties involved in maintaining an appropriate work-life balance, especially within what was seen as a relatively inflexible programme structure. The value of peer support was also highlighted as a key factor in helping the students succeed in their studies. There were a number of implications for midwifery educators to consider in optimising support for students. These include ensuring that students have realistic expectations at the outset of their studies, formalising peer support mechanisms and reviewing programmes to provide more flexibility to better underpin the maintenance of an appropriate work-life balance. Further study is warranted to explore perceptions of support in practice and to identify the factors that help students to persevere in their studies.
    • A study investigating the discrepancy between actual and reported incidents of violence and aggression perpetrated by service users against nursing staff in one NHS learning disability service

      Lovell, Andy; Skellern, Joanne; University of Chester (Kavanah, 2008)
      This presentation reports on research carried out within the learning disability division of a major Mental Health NHS Trust in the North of England and relates to the violence and aggression directed towards staff by service users. It sought to identify the extent of the discrepancy between the actual and reported number of incidents of violence and aggression. A further aim of the research concerned the reasons given for such under-reporting, particularly whether these accorded with the literature. The literature review demonstrated that violence is a particular issue for nurses, especially those working in the areas of mental health and learning disability services, where studies have indicated that as many as 1 in 5 may be affected. The population selected were nursing staff currently working with people with learning disabilities in a variety of NHS settings. These settings comprised respite, assessment & treatment, medium secure, residential and community areas of care. A questionnaire was subsequently distributed to all learning disability nurses currently employed in the Trust, a total of 411, with a response rate in excess of 40%. The study revealed that a discrepancy does exist between actual and reported incidents of violence and aggression within the learning disability service. It also clearly differentiated between the reasons attributed to the prevalence of such under-reporting. It confirmed previous claims that the predominant difficulty is cultural, violence being regarded as part of the job and non-reporting primarily revolving around perceptions of incidents being considered 'minor', not worth the time to complete the paperwork. The study concludes that more work is needed to achieve a united, consistent approach across the NHS, in order that a high quality, accessible service for people with learning disabilities and complex needs can be delivered without violence being considered an acceptable part of the job; it needs to be acknowledged, though, that the systems are already in place to achieve this, they need to be utilized more effectively. It also suggests that services should re-think the notion of 'minor', which is misleading at best, when applied to the issue of violence and aggression.
    • Study skills

      Mason-Whitehead, Elizabeth; University of Chester (SAGE, 2010-10-29)
      This book chapter discusses the importance of study skills, particulary in the areas of special needs, time management, IT, writing assignments, concept maping, referencing, and guided study and self-directed learning.
    • Study skills for nurses

      Mason-Whitehead, Elizabeth; Mason, Tom; Faculty of Health and Social Care, University of Chester (Sage, 2007-12-14)
      This thoroughly revised second edition of Study Skills for Nurses will show you how to develop the skills and techniques you need for stress-free studying throughout your nursing education. Written in a lively and down-to-earth style it will help you face everyday challenges with confidence.
    • Sugar sweetened beverage consumption in the early years and implications for type 2 diabetes: A sub-Saharan Africa context

      Audain, Keiron A.; Levy, Louis; Ellahi, Basma; University of Zambia; Public Health England; University of Chester (Cambridge University Press, 2019-02-28)
      This review aims to explore trends of early consumption of sugar-sweetened beverages (SSBs) in Sub-Saharan Africa (SSA), within the context of growing child and adolescent obesity and escalating type-2 diabetes prevalence. We explore efforts to mitigate these, drawing on examples from Africa and elsewhere. SSBs including carbonated drinks and fruit juices, play a contributory role in the development of obesity and associated non-communicable diseases. SSA is an attractive market for beverage companies owing to its rapid economic growth, growing middle class and youthful populations. SSBs already contribute significantly to total sugar and energy consumption in SSA where a plethora of marketing techniques targeted at younger people are utilised to ensure brand recognition and influence purchasing and brand loyalty. Coupled with a general lack of nutrition knowledge or engagement with preventative health, this can lead to frequent consumption of sugary drinks at a young age. Many high and some middle income countries public health efforts address increasing prevalence of obesity and type-2 diabetes by focussing on strategies to encourage reduction in sugar consumption via health policy and public education campaigns. However, similar efforts are not as developed or forthcoming in low-income countries. Health care systems across SSA are ill-prepared to cope with epidemic proportions of non-communicable diseases, particularly when contextualized with the ongoing battle with infectious diseases. We conclude that greater efforts by governments and the nutrition community to educate the public on the health effects of increased and excessive consumption of SSBs are necessary to help address this issue.
    • Suggestions and instructions with reference to sites, general arrangement of buildings, construction of buildings, plans and particulars, estimates of lunatic asylums

      Commissioners in Lunacy (Commissioners in Lunacy, 1911)
      This booklet gives advice on the construction of lunatic asylums.
    • Supervising Masters and PhD students

      Mason, Tom; University of Chester (SAGE, 2010-10-29)
      This book chapter discusses the relationship between Masters and PhD students, and their supervisors. There may be different expectations, different abilities, and different degrees of knowledge. Different supervisory strategies need to be applied depending on the student.
    • Supporting nursing students from diverse cultural backgrounds.

      Wiredu, Immanuel; Roberts, Debbie; email: debbie.roberts@chester.ac.uk (2020-07-30)
    • Supporting social work managers

      Harlow, Elizabeth; University of Chester (2011-09-14)
    • Supporting women to give birth at home: A practical guide for midwives

      Steen, Mary; University of Chester (Routledge, 2011-11-17)
      This book describes and discusses the main challenges and issues that midwives and maternity services encounter when preparing for and attending a home birth. To ensure that a home birth is a real option for women, midwives need to be able to believe in a woman’s ability to give birth at home and to promote this birth option, providing evidence-based information about benefits and risks. This practical guide will help midwives to have the necessary skills, resources and confidence to support homebirth. The book includes: - the present birth choices a woman has - the implications homebirth has upon midwifery practice - how midwives can prepare and support women and their families - the midwife’s role and responsibilities - national and local policies, guidelines and available resources - pain management options With a range of recent home birth case studies brought together in the final chapter, this accessible text provides a valuable insight into those considering homebirth. Supporting Women to Give Birth at Home will be of interest to students studying issues around normal birth and will be an important resource for clinically based midwives, in particular community based midwives, home birth
    • Sustainable development and public health

      Mabhala, Mzwandile A.; Lesiamo, Peete; University of Chester ; Pholokoeo, South Africa (SAGE, 2008-11-20)
      This book chapter discusses the relationship between sustainable development and human welfare.
    • Symptom management: Complementary and alternative medicine/integrated health

      Parkes, Joy; Padmore, Sue; University of Chester (SAGE, 2010-10-15)
      This book chapter the use of complementary and alternative medicine for symptom management in palliative care.