Browsing by Author "Stribling, Julian"

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    Examining the UK Covid-19 mortality paradox: Pandemic preparedness, healthcare expenditure and the nursing workforce
    (Wiley, 2020-09-10) Stribling, Julian; Clifton, Andrew; McGill, George; de Vries, Kay
    Aim To examine the UK pandemic preparedness in light of health expenditure, nursing workforce, and mortality rates in and relation to nursing leadership. Background The Global Health Security Index categorised the preparedness of 195 countries to face a biological threat on a variety of measures, producing an overall score. The United States of America and the United Kingdom were ranked 1st and 2nd most prepared in 2019. Method A cross-nation comparison of the top-36 countries ranked by Global Health Security score using a variety of online sources, including key data about each nation’s expenditure on health and the nursing workforce, and compared these with mortality data for COVID-19. Results The extent of a countries pandemic preparedness, expenditure on healthcare and magnitude of the nursing workforce does not appear to impact mortality rates at this stage of the pandemic which is something of a paradox. Conclusion It is important that arrangements for dealing with future global pandemics involve a range of agencies and experts in the field, including nurse leaders. Implications for Nursing To achieve the best outcomes for patients, nurse leaders should be involved in policy forums at all levels of government to ensure nurses can influence health policy.
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    An Innovative approach to Curriculum Development, through Partnership working
    (NET 2012 conference, 2012-09) Stribling, Julian; Coulson, Annabel
    In 2010 the Nursing and Midwifery Council (NMC) published new Standards for Pre-Registration Nurse Education (NMC, 2010) stating that all programmes leading to registration must be at a minimum of degree level. Providers of nurse education have been required to critically review their provision and develop innovative responses to this demand. The Standards make clear the need to develop programmes in partnership with a range of stakeholders, including practice partners and service users, ensuring assessments are clear and transparent and students become safe, effective and autonomous practitioners capable of caring for all service users in any environment. Nurse education moved into higher education in the 1990’s and has almost inevitably led to changes in the relationship between the academic providers and the healthcare environments providing practice experiences. Some studies have suggested that this move augmented existing arguments about the balance between practice based nurse education and the theoretical (Gillett 2010.) The new Standards make clear the need to ensure that practice partners and the service user are involved in the development of curriculum at all levels and that both practice and academia are given equal weighting. At De Montfort University the process of developing the curriculum in readiness for approval in November 2011 began with Curriculum Development Group meetings and the identification of a Programme Leader, practice staff were invited to all meetings and attended wherever possible. Through these meetings it was agreed that the development of practice based resources should be the responsibility of practice staff. A Practice Learning Lead with a significant interest in the development of practice based education was identified to lead a subgroup responsible for developing and managing the resources required to support and assess the practice component of the programme reporting directly to the Programme Lead and Curriculum Development Group. There are a number of Innovative developments that the Practice Learning Subgroup was instrumental in developing, including a Service User Questionnaire; an Assessment Framework for Mentors and a robust strategy for a series of Insight Visits in year two of the Programme. These visits will ensure that all students gain valuable experience of clients from all other Fields of Practice and Midwifery. Additionally a Skills Log which demonstrates ongoing development of core skills including Essential Skills Clusters and the Ongoing Achievement Record which received commendation during the approval event for the transparent nature and clear direction. This partnership has led to a curriculum which will ensure students are able to develop into autonomous practitioners in a safe and supportive environment and the approach to partnership working was commended by the reviewers at the validation event. Contribution to knowledge development;  Effective partnership working can open up opportunities which might otherwise be missed.  When mentors feel they “own” the practice assessment process they engage effectively with the development of resources, despite time constraints.  Service Users are able to make effective judgements and contribute to assessment when they have been fully involved in the process. References; Gillett K, 2010 “From ‘part of’ to partnership: the changing relationship between nurse education and the National Health Service. Nursing Inquiry 2010 17(3):197-207 NMC (2010) Standards for Pre-registration Education Nursing and Midwifery Council, London
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    Pathways to the field: an exploration of the capital and habitus of people undertaking different routes into nursing utilising Bourdieu’s theory of practice.
    (De Montfort University, 2024-02) Stribling, Julian
    Introduction Nurses are the largest group of healthcare professionals in the UK. There is a national and international shortage of nurses causing a staffing crisis, with a greater number of nurses leaving the profession than joining, especially in primary and community care services. The aim of this study was to explore: the motivation to become a nurse; how hierarchies in nursing were characterised by nursing students, and what is valued most; what influenced the choices of field of practice and how this embodied their nursing professional identity; and how nursing students are socialised into the profession. Methodology An interpretivist phenomenological approach was used, undertaking 13 semi-structured interviews. Participants were nursing students from all fields of practice and all years of study at one HEI. Findings Two primary themes were developed. The first theme, “to do something worthwhile,” details the desire to do something worthwhile, either as a desire to “make a difference” or as a vehicle for social mobility, as well as the direct or more circuitous routes taken by individuals. A metaphor of doors is used to represent both the barriers (closed doors) to some aligned professions, the open door of nursing as a potential career, or Sliding Doors Moments, that represented nursing as an unexpected opportunity. The second theme, learning the rules of the game, depicts participants’ experiences on the programme of study, as they journey to become a nurse. Identifying as a nurse was important for participants, who were defensive of the profession they were joining. As they became socialised into the profession, participants adapted the habitus of professional identity as a cloak. Participants experienced significant variations in mentorship, with some being extremely supportive and nurturing, some demonstrating anti-intellectualism, and other participants experiencing symbolic violence in the form of threats being used against them as a means of oppression and control of their behaviour. Participants also observed some toxic practice placements, where the culture of learning was poor. Discussion Considering Bourdieu’s theory of practice, the findings characterised the different forms of capital that were used to gain influence, such as enabling people to develop the social and cultural capital to unlock doors to future careers in nursing. Habitus, or embodiment, represented how nursing students were socialised into the profession, with some feeling oppressed by their supervisors on their journey to the field of nursing. Conclusion Motivations to become nurses were varied; for some this had been a long-time ambition, for others nursing was only considered as a possible career when other avenues were exhausted. The nursing course was universally seen as a challenging undertaking, for which participants frequently felt under-supported and exposed to toxic behaviours. To address shortages in the nursing workforce requires both a national strategy, which the NHS Workforce Plan will help with. However, this also requires potential recruits to be motivated, inspired to commence programmes of study, and then to be suitably supported once on the course.
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    The Perceptions of Male Accessibility to the Fields of Nursing Practice by Those Studying or Teaching Nursing in England: Cross‐Sectional Survey
    (Wiley, 2025-02-03) Carter, Daniel; Milasan, Lucian Hadrian; Clifton, Andrew; McGill, George; Stribling, Julian; de Vries, Kay
    Aims: Investigate the perception of male accessibility to the fields of nursing practice by those studying or teaching nursing in England. Design: Cross-sectional survey. Methods: Online questionnaire with three closed-scale questions and two open-text questions designed to elicit perceptions on the accessibility of men to the fields of nursing practice. The questionnaire was distributed to the staff and students at 61 nursing schools in England. Inferential and descriptive statistics were used to analyse the closed questions data and inductive content analysis was used to analyse open-text questions data. Results: Students (n = 52) and staff (n = 51) responded to the survey. Adult (Mdn = 6, IQR = 2) and mental health (Mdn = 6, IQR = 2) were perceived as the most accessible fields of nursing practice to men, and child (Mdn = 4, IQR = 2) the least. Specialised practice areas in acute and emergency (Mdn = 6, IQR = 2), education (Mdn = 6, IQR = 2), leadership (Mdn = 7, IQR = 1), prison services (Mdn = 7, IQR = 1), and research (Mdn = 7, IQR = 2) were rated the most accessible to men and neonatal care (Mdn = 3, IQR = 3) the least. Societal stereotyping and stigma were seen as barriers to men entering the nursing profession. The perception that nursing is a feminised profession persists and a distrust of men is associated with child nursing. Men were viewed as progressing to leadership roles with greater ease than women. Conclusion: Societal level stereotyping and stigma are perceived as prevalent in nursing practice areas considered less accessible to men entering the nursing profession. Impact: This study adds insight into the gendered nature of nursing and highlights the barriers to men entering a profession with a workforce crisis. Reporting Methods: STROBE cross-sectional studies guidelines. COREQ guidelines for content analysis. Patient or Public Contribution: No patient or public contribution.