Browsing by Author "Welyczko, Nikki"

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    Capacity and consent: understanding the implications for nursing practice
    (MA Healthcare, 2018-05-04) Welyczko, Nikki
    It is a fundamental principle enshrined in health law, and central to medical and nursing ethics, that health care professionals are unable to treat an individual unless they have obtained their informed consent. This principle applies irrespective of how old the person is, although different rules apply to young people under the age of 16 years. If an adult patient refuses to give their consent and are assessed as having the mental competence or ‘capacity’ to do so, health care professionals are not permitted to provide care or treatment, even in the event that this may cause the person lasting, preventable health damage, or result in death. This article summarises what is meant by the terms capacity, consent and informed consent and outlines the implications for nursing practice.
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    Capacity and consent: understanding the implications for nursing practice
    (Journal of Aesthetic Nursing, 2018-05-04) Welyczko, Nikki
    It is a fundamental principle enshrined in health law, and central to medical and nursing ethics, that health care professionals are unable to treat an individual unless they have obtained their informed consent. This principle applies irrespective of how old the person is, although different rules apply to young people under the age of 16 years. If an adult patient refuses to give their consent and are assessed as having the mental competence or ‘capacity’ to do so, health care professionals are not permitted to provide care or treatment, even in the event that this may cause the person lasting, preventable health damage, or result in death. This article summarises what is meant by the terms capacity, consent and informed consent and outlines the implications for nursing practice.
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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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    Evaluating a train-the-trainer educational intervention to raise standards of care, within the nursing home sector in the United Kingdom
    (OAT, 2018-12-17) Clifton, Andrew; de Vries, Kay; Juttla, Karan; Welyczko, Nikki; Carroll, Rachael; O’Keeffe, Gabriella
    Objective: As a response to service needs and project development by the East Midlands Health Innovation Education Cluster, now the Health Education East Midlands, an education programme intervention was developed to raise the standards of clinical and non-clinical care, particularly within the nursing home sector. This paper discusses the development of the intervention based on the “train-the-trainer” model presenting data which highlights improved service quality and a reduction in NHS costs as a result of the training. Methods: The programme measured pre and post impact of the programme on the knowledge and confidence of the staff who took part and captured the impact of the overall training in terms of reported measures such as falls, urinary tract infections, referrals from nursing homes to an emergency department, and number of GP call outs to nursing homes. Results: Analysis revealed; an increase in knowledge and confidence of staff following training, an improvement in outcomes for all key measures including; falls, urinary tract infections, referrals to emergency departments, and number of GP callouts. The data also highlights cost reduction in all these areas based on cost estimates. Conclusions: There is evidence that the delivery of an education intervention in nursing homes, based on local/regional needs and adopting a 'train-the-trainer' approach can improve outcomes for residents and reduce costs for providers, including the NHS, in regard to reduced GP callouts and hospital admissions. It is important to have pre and post data collection measures in place to capture its impact on service quality and evaluate the cost effectiveness of programmes.
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    Implementing simulated practice learning for nursing students.
    (RCN Publishing, 2010) Brooks, Nicola; Moriarty, A.; Welyczko, Nikki
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    Long-term conditions.
    (Quay Books, 2012) Knifton, Chris; McNicholas, Kathleen; Welyczko, Nikki
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    The role of universities in attracting male students on to pre-registration nursing programmes: An electronic survey of UK higher education institutions
    (Elsevier, 2018-09-19) Clifton, Andrew; Higman, Jo; Stephenson, John; Navarro, Alfonso R.; Welyczko, Nikki
    The UK nursing workforce is facing a crisis. More nurses are leaving than entering the profession, and there are tens of thousands of unfilled vacancies. Political factors are having a significant impact on numbers, in particular the decision to withdraw bursaries for nursing undergraduates, and a steep decline in EU nurses registering to work in the UK post-Brexit. Against this backdrop, there is a stark gender imbalance in the workforce, with only around 11% of registered nurses being male. We surveyed UK higher education institutions to try to identify whether the gendered nature of nursing was considered a concern and whether steps were being taken to address it. We sent an electronic survey to every UK university offering undergraduate nurse training validated by the Nursing and Midwifery Council (NMC). With a response rate of 42%, the majority of respondents felt that nursing departments should take much more responsibility to increase the proportion of male nurses entering the nursing profession. More needs to be done to diversify the workforce and make nursing an appealing career choice for men and women.
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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.
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    Working with patient with long-term conditions and learning disabilities
    (MA Healthcare, 2018-07-23) Welyczko, Nikki
    People with a learning disability (LD) can face many barriers to receiving high-quality healthcare. Health professionals in all settings, including the renal unit, need to make reasonable adjustments to ensure patients with LDs understand their condition and involve them in decisions about their care. Nikki Welyczko explores why people with LDs experience poorer health outcomes than the general population.