Browsing by Author "McGee, Paula"
Now showing 1 - 13 of 13
Results Per Page
Sort Options
Item Metadata only Alien reflections on a small and eccentric planet.(Radcliffe Publishing, 2013-02) McGee, Paula; Johnson, Mark, 1948 Mar. 16-Item Metadata only Developing cultural competence in palliative care(2013) McGee, Paula; Johnson, Mark, 1948 Mar. 16-Item Metadata only Developing cultural competence in palliative care(MA Healthcare Ltd, 2014-02) McGee, Paula; Johnson, Mark, 1948 Mar. 16-Item Metadata only Developing culturally-competent services in palliative care: management perspectives(Quay Books, 2006) Johnson, Mark, 1948 Mar. 16-; McGee, PaulaItem Metadata only Diabetes: A public health issue for the twenty-first century (Review)(2013) McGee, Paula; Johnson, Mark, 1948 Mar. 16-Item Metadata only Diversity is something worth celebrating(2013) Johnson, Mark, 1948 Mar. 16-; McGee, PaulaItem Metadata only Dual jeopardy or double pride? Disability, difference, diversity and the gentle art of handicapping.(Radcliffe Publishing., 2012-12) Johnson, Mark, 1948 Mar. 16-; McGee, PaulaItem Embargo Failing Securely: The processes and support which underpin English mentors' assessment decisions regarding underperfroming students(Elsevier - Nurse Education Today, 2016-01-28) Hunt, Louise A.; McGee, Paula; Gutteridge, Robin; Hughes, M.Background: This study was undertaken in response to concerns that mentors who assessed practical competence were reluctant to fail student nurses which generated doubts about the fitness to practise of some registered nurses. Limited evidence was available about the experiences of mentors who had failed underperforming students and what had helped them to do this. Aim: To investigate what enabled some mentors to fail underperforming students when it was recognised that many were hesitant to do so. Method: An ethically approved, grounded theory approach was used to explore thirty-one nurses' experiences of failing student nurses in practical assessments in England. Participants were recruited using theoretical sampling techniques. Semi-structured interviews were conducted. Analysis was undertaken using iterative, constant comparative techniques and reflexive processes. The theoretical framework which emerged had strong resonance with professionals. Findings: Five categories emerged from the findings: (1) Braving the assessment vortex; (2) Identifying the 'gist' of underperformance; (3) Tempering reproach; (4) Standing up to scruitiny; (5) Drawing on an interpersonal network. These categories together revealed that mentors needed to feel secure to fail a student nurse in a practical assessment and that they used a three stage decision making process to ascertain if this was the case. many of the components which helped mentors to feel secure were informal in nature and functioned on goodwill and local arrangements rather than on timely, formal, organised systems. the mentor's partner/spouse and practice education facilitator or link lecturer were identified as the key people who provided essential emotional support during this challenging experience. Conclusion: This study contributes to understanding of the combined supportive elements required for robust practical assessment. It presents a new explanatory framework about how mentors formulate the decision to fail a student nurse and the supportive structures which are necessary for this to occur.Item Metadata only Gender inequality in the control of fertility.(Radcliffe Publishing., 2012-11) McGee, Paula; Johnson, Mark, 1948 Mar. 16-Item Metadata only Holding up half the sky: the gender agenda remains unresolved.(Radcliffe Publishing., 2012-05) McGee, Paula; Johnson, Mark, 1948 Mar. 16-Item Metadata only Ironies and the iron law of unintended consequences (Review)(2013) Johnson, Mark, 1948 Mar. 16-; McGee, PaulaItem Open Access Manipulating Mentors' assessment decisions: Do Underperfroming student nurses use coercive strategies to influence mentors' practical assessment decisions?(Elsevier, 2016-08-28) Hunt, Louise A.; McGee, Paula; Gutteridge, Robin; Hughes, MalcolmThere is growing evidence of a culture of expectation among nursing students in Universities which leads to narcissistic behaviour. Evidence is growing that some student nurses are disrespectful and rude towards their university lecturers. there has been little investigation into whether they exhibit similar behaviour towards their mentors during practical placements, particularly when they, the students, are not meeting the required standards for practice. This paper focusses on adding to the evidence around a unique finding - that student nurses can use coercive and manipulative behaviour to elicit a successful outcome to their practice learning assessment (as noted in Hunt et al. (2016 p. 82)). Four types of coercive student behaviour were identified and classified as: ingratiators, diverters, disparagers and aggressors, each of which engendered varying degrees of fear and guilt in mentors. The effects of each type of behaviour are discussed and considered in the light of psychological contracts. Mechanisms to maintain effective working relationships between student nurses and mentors are bolster the robustness of the practical assessment process under such circumstances are discussed.Item Metadata only The ravelled sleave of care (that knits the world)(Radcliffe Publishing., 2012-08) Johnson, Mark, 1948 Mar. 16-; McGee, Paula