• A critical process: developing skills in conducting a critical review of the literature.

      Mason, Andrea (University of Wolverhampton, 2004)
      White & Taylor (2002) suggest that for many years, the United Kingdom Central Council for Nursing, Midwifery and Health Visiting (UKCC), has sought to promote the development of research knowledge and skills in Registered nurses. One aspect of this is the critical review of published literature. This can be viewed as an activity which spans across both undergraduate and post graduate work (Morris & Maynard 2000). It has also been suggested that such skills are necessary attributes of independent learning (Patterson et al., 2002). However, there is a view that constructing a critical review of published literature is challenging and that it can present difficulties for students (Carnwell & Daly 2001). This view supports expert opinion within the School of Health, where academics have identified that student nurses appear to experience difficulties in some or all of the stages of the process of critically reviewing published literature. The aim of the project was to develop an online study package for student nurses and midwives, aimed at developing skills in conducting a critical review of literature. The outcome of the project is the development of an interactive topic within the university virtual learning environment, Wolverhampton On-line Learning Framework (WOLF) which focuses on the stages of conducting a critical review of published articles.
    • Breaking traditions: sexual health and ethnicity in nursing research: a literature review.

      Serrant-Green, Laura (Wiley InterScience, 2005)
      AIM: The aim of this paper is to explore some reasons for the lack of focus on ethnicity and sexual health in nursing research, and suggest ways to advance the nursing evidence-base required for practice development. BACKGROUND: The United Kingdom National Strategy for Sexual Health and human immunodeficiency virus published in July 2001 highlighted the continued rise in sexual ill health amongst minority ethnic groups. In order to improve sexual health, research evidence is needed explain why particular ethnic groups appear to be at greater risk of sexual ill health. The Strategy identified nurses as key to bringing about improvements in sexual health. Nursing research includes many studies exploring links between ethnicity and health. However, with the exception of extensive work on human immunodeficiency virus/acquired immunodeficiency syndrome as a specific disease, nursing research into ethnicity has not systematically included sexual health. METHODS: Literature searches were conducted using the BIDS database, World Wide Web and United Kingdom Department of health website between June 2000 and August 2003. Papers written in English incorporating the keywords 'sexual health', 'sexually transmitted infection' and 'health and ethnicity' in the title or abstract were selected for review. FINDINGS: Nursing research into the association between sexual health and ethnicity is rare. It has been hampered by a variety of political and social constraints concerning the nature of sexual health practice in nursing, researching sexual health, and researching ethnicity and health. The result is a dearth of research evidence to support the development of sexual health practice and the education of healthcare professionals to underpin care of minority ethnic clients. CONCLUSIONS: Barriers to researching ethnicity and sexual health by nurses must be addressed through nursing education and practice. Without this, a detailed evidence base will fail to materialize and healthcare practices to implement the priorities to improve sexual health in minority ethnic communities will remain undeveloped.
    • "Burt-on-line: incorporating videoconferencing into the School of Health e-family of technologies

      Wildsmith, Peter A (University of Wolverhampton, 2002)
      Communication in nursing is, perhaps, the most important tool of the professional practitioner. During training one learns the principles of effective communication and its import to patient care. Likewise, in education communication is the principal means by which one person may bring about change in others. The complexities of communicating become apparent both when addressing distressed patients or inquisitive and challenging students. The author’s recent past experience in nurse education, utilising the video camera as an adjunct to teaching and learning and also assessing student performance, became the backcloth to this project and the development of the use of videoconferencing in line with the uptake of other contemporary e-technologies. It is worth noting here that videoconferencing equipment already existed within the University but was not being used regularly. Deployment of equipment took place to establish an active videoconferencing studio at the Burton Centre of the School of Health. The aim of the project is that the School centre at Burton upon Trent will develop effective use of videoconferencing [vc] for the enhancement of learning and teaching, for students and staff alike. This would then offer the opportunity for effective distance dialogue, initially by linking Burton Centre and Boundary House [Walsall Campus] where specific facilities are installed. The success of the project would then permit exploration of further links with other School sites and assist in bridging with NHS Trust hospitals and associated external agencies. The project and its title, suggesting inclusion within the family of e- technologies, is ‘Burt-on-line’ and comes from a development of the original idea mooted by Elaine Ballard [PL and Project Manager] and Peter Wildsmith [ SL and Project Leader].
    • Diversity in nursing education: do we really want it?

      Glen, Sally (Elsevier, 2002)
      This paper explores the concept of diversity at the level of the system and organisation, in essence, at the level of Faculty, School or Department of Nursing. As a major educational concept, it has a strong ethical and policy component. The idea of diversity can also provoke debate. Issues that are debated include: Why is diversity important? How can it be measured? Is it increasing or decreasing? What policies can enhance or restrict it?
    • How does nursing research differ internationally? A bibliometric analysis of six countries

      Thelwall, Michael; Mas-Bleda, Amalia (Wiley-Blackwell, 2020-06-30)
      Background: International nursing research comparisons can give a new perspective on a nation’s output by identifying strengths and weaknesses. Aim: This article compares strengths in nursing research between six mainly English-speaking nations (Australia, Canada, Ireland, New Zealand, United Kingdom, and United States). Methods: Journal authorship (percentage first authorship by nationality) and article keywords were compared for Scopus-indexed journal articles 2008-18. Three natural language processing strategies were assessed for identifying statistically significant international differences in the use of key words or phrases. Results: Journal author nationality was not a good indicator of international differences in research specialisms, but key word and phrase differences were more promising especially if both are used. For this, the Part Of Speech tagging and Lemmatisation text processing strategies were helpful but not Named Entity Recognition. The results highlight aspects of nursing research that were absent in some countries, such as papers about nursing administration and management. Conclusion: Researchers outside the USA should consider the importance of researching specific patient groups, diseases, treatments, skills, research methods, and social perspectives for unresearched gaps with national relevance. From a methods perspective, key word and phrase differences are useful to reveal international differences in nursing research topics.
    • Mapping The Offender Health Pathway: Challenges and Opportunities for Support Through Community Nursing

      Eshareturi, Cyril (2016-05)
      The current context of offender health in England and Wales indicates that offenders re-enter their communities with limited pre-release preparation for the continuity of access to healthcare and an increased risk of release with a health condition and very little support to cope in the community. This study was aimed at mapping the ex-offender health pathway towards identifying ‘touch points’ in the community for the delivery of a nurse led intervention. The study was a qualitative case study underpinned by ‘The Silences Framework’ which enabled it to gain theoretically by situating power with offenders, thus, aiding their ‘Silences’ to be heard, explored and brought to light. Participants meeting the study inclusion criteria were quantitatively ranked on the basis of poor health with those scoring the lowest and confirming their ranking through a confirmation of a health condition selected as cases and interviewed over the course of six months. These interview narratives were confirmed by interviewing individuals in the professional networks of offenders. The study identified the site of post-release supervision as the ‘touch point’ where a nurse led intervention could be delivered. With regards to the delivery of the health intervention, the study indicated that the nurse led intervention be provided as an advisory and signposting service structured on a drop-in and appointment basis. Furthermore, the study indicated that pre-release, offenders were not prepared in prison for the continuity in access to healthcare in the community on release. On-release, offenders’ on-release preparation did not enquire as a matter of procedure on whether offenders were registered with a GP or had the agency to register self with a GP practice in the community. Post release, the study uncovered a disparity between services which address the physical health needs of offenders and those which address their mental and substance misuse health needs.
    • Neonatal ethics and the ANNP: Providing high quality practical support for neonatal intensive care teams

      Pillay, Thillagavathie; Kent, Sarah; McMahon, Robin (Elsevier, 2020-11-10)
    • Solving problems in nursing? Integrating problem based learning within the pre-registration nursing curriculum

      Brock, Susan (University of Wolverhampton, 2002)
      In response to a wider agenda, this innovation aimed to develop a Problem Based Learning approach to support teaching and learning in pre-registration nursing at Level 1. RN/ DipHE students on 3 University sites were divided into 25 groups, each with an average of 11 members. Each group was allocated 1 staff member who facilitated them for 15 contact hours per student, to work on 3 enigmas. Evaluation of the project suggests that both staff and students further developed a wide range of necessary skills within a supportive project structure.
    • The attitudes of student nurses towards obese patients: A questionnaire study exploring the association between perceived causal factors and advice giving

      Nicholls, Wendy; Pilsbury, Linda; Blake, Marcia; Devonport, Tracey J (Elsevier, 2015-11-14)
      Nurses acting in primary care roles are central in addressing obesity as a public health priority. Nurses with a lower Body Mass Index have been shown to have negative attitudes towards obesity. Additionally, where the patient is perceived as being responsible for their excess weight, a negative attitude may also be held. The extent to which negative attitudes may influence the advice provided by nurses to obese patients is unknown.
    • Widening Participation: A Virtual Approach to F.E. Collaboration

      McConville, Sally A. (University of Wolverhampton, 2005)
      Discusses a programme specifically designed for use by students undertaking Access to Nursing courses at local colleges of further education in Wolverhampton. Students access the Wolverhampton On-Line Learning Framework (WOLF) site using guest status to log on to and engage with a selection of exciting, interactive learning activities related to nursing and linked to modules studied during the first year pre-registration training.
    • Widening Participation: A Virtual Approach to F.E. Collaboration.

      McConville, Sally A. (University of Wolverhampton, 2007)
      The aim of the project is to devise a Wolverhampton On Line Learning Framework (WOLF) programme specifically designed for use by students undertaking nursing access courses at local colleges of Further Education. There are three main intended outcomes: 1) provide the students with a ‘taster’ of the realty of pre registration nurse training both theoretically and practically hoping that this will aid retention rates and increase the employability of the students on qualifying. 2) To create a smooth transition from studying as a student at further education level to higher education level. It is further hoped that the introduction to WOLF prior to commencement on pre-registration courses will improve students’ key skills in preparation for studying at higher education level and familiarise the students with WOLF as it is used quite extensively in pre-registration training. 3) To generate enthusiasm and interest in the pre-registration nurse training available at Wolverhampton University, with the assistance of Technology Supported Learning, to aid recruitment. The outcomes link with the School of Health Teaching and Learning Strategy (2001) where it states a mechanism should be provided for interactive information exchange and a resource should be provided for developing key skills in I.T.