Browsing by Author "Dowsett, Deborah"

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    Development of a tool to support managers in planning and evaluating staff training
    (Nursing Standard, 2019-06) Padley, Wendy; Long, Jaqui; Welyczko, Nikki; Dowsett, Deborah; Salter, Nick; Ford, Karen; Greenway, Carol; Brown, Jayne
    Aim To explore decision-making and evaluation strategies used by healthcare managers in relation to staff training and education, and to develop a tool to support managers with these tasks. Method Using snowball sampling, 30 healthcare managers in a variety of healthcare settings were recruited and interviewed using semi-structured interviews. Data were transcribed and analysed using thematic analysis. Findings Four overarching themes were identified in relation to decision-making regarding staff training: the nature and characteristics of courses relevant to practice; the effect of practice requirements for education and training; staff motivation and interest; and the process of staff selection for training. Managers did not use formal, structured processes to make decisions about staff selection for training, nor to evaluate the outcomes of the training. Instead, they largely relied on their personal experience, knowledge and professional judgements. Based on these findings, the study team developed the Assessment, Planning and Evaluation of Training (APET) tool to support the planning and evaluation of training, and they invited feedback from healthcare managers. Positive feedback suggests that this tool could support managers’ decision-making in relation to planning and evaluating staff training. Conclusion Healthcare managers’ decision-making in relation to the planning and evaluation of staff training relied on judgements based on their personal experience and knowledge. The APET tool developed by the study team has the potential to ensure vital resources such as time and money are used optimally, which would improve outcomes for staff, patients and healthcare organisations.
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    Post Mortem Computed Tomography: An innovative tool for teaching anatomy within pre-registration nursing curricula
    (Elsevier, 2019-02-10) Rutty, Jane; Biggs, M.; Dowsett, Deborah; Kitchener, A.; Coltman, N.; Rutty, Guy
    Background There is significant change throughout the world regarding Post Mortem Computed Tomography (PMCT) as an adjunct or a replacement to the traditional invasive autopsy. Of interest, is the ability to demonstrate visually two and three dimensional normal soft tissue, organ and skeletal anatomy, as well as natural disease and trauma pathology. Objectives The objective was to compare formal traditional methods of teaching anatomy and pathology (pictures and diagrams) to pre-registration student nurses with supplementary PMCT 2/3D generated images, videos and printed anatomical models. The specific objective was to determine if these tools would increase the students’ perception of their understanding and learning experience of the subject area. Design A quasi-experimental within-subject design was chosen. Setting A School of Nursing and Midwifery within a Higher Education Institution in the UK. Participants Purposeful sampling of 57 voluntary informed consented pre-registration student nurses. Method Students were initially exposed to teaching of normal anatomy and common fractures using traditional methods. Data was then collected following the teaching session using a questionnaire entailing both quantitative and qualitative elements. The teaching session was then repeated with the same students but with the inclusion of PMCT of all the same normal anatomy and fractures. Data was then collected again using the same questionnaire. Both questionnaires were then compared. Results The quantitative findings proved highly significantly proved (P = < 0.01) that the inclusion of Post Mortem Computed Tomography when teaching normal anatomy and pathology increases preregistration nursing students’ perception of their understanding and learning experience. The qualitative results revealed three positive themes concerning visual learning, realism and patient empathy. Conclusion Including Post Mortem Computed Tomography imagery enables nurse academics to provide students with a virtual tour of the human body and a rich, authentic learning experience of a real individual who experienced a relevant clinical scenario that nurses are likely to encounter in their careers.
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    The Views of Nursing Students and Staff surrounding Additional Academic/Pastoral Support, Pod Tutorials and Student Success: A Two-Phase Mixed Methods Study
    (Unpublished report comissioned by Health Education England, 2016) Griffin, Edward; Postance, Richard; Dowsett, Deborah; Welyczko, Nikki
    Academic difficulties, financial problems, personal and psychological issues can cause various negative outcomes for trainee nurses, which can ultimately result in course failure or dropping out of university (Orton, 2011). This research employed a two-phase sequential quan → QUAL mixed-methods design to examine the barriers surrounding the use of additional support and how access could be improved, the positive/negative aspects of group tutorials as a learning tool were examined and the strengths associated with successful students. Phase 1 involved the collection of survey data from nursing undergraduates using two Likert-type scales and a series of demographic questions. Phase 2 involved a range of data collection methods including focus-groups, qualitative questionnaires and semi-structured interviews. Qualitative data were analysed in NVivo using thematic approach. The research identified a range of views and surrounding the challenges, strengths, perceptions and beliefs in relation to student support, success and group tutorials. The majority of students thought they would benefit from additional support, but relatively high number appeared to be unaware of the support that was available to them. Many students held negative and stigmatising views about additional support, particularly those who were experiencing difficulties. Students with greater awareness of student support options were more likely to perceive themselves as successful in academic areas, in managing their physical and psychological health and in managing their finances. Nursing student also reported high levels of stress and feeling ‘different’ to other students. Students should be better educated about support, what it entails and what it can offer. Greater clarity about support provision from the University and the Trust should be provided. More research should be conducted within HE to examine the effectiveness of interventions to tackle stigma surrounding additional support. It might be fruitful to incorporate strength-building interventions into HE which encourage students to cultivate and use their strengths to enhance their well-being, success and resilience.