• Cultural influences on simulation training as an educational innovation among health care professionals

      McClelland, Gabrielle T.; Horne, Maria; Dearnley, Christine A.; Irving, Donna; O'Donnell, Peter; Hoswell, A. (2015)
      Aims and specific learning outcomes To examine cultural influences on the adoption of simulation as an educational innovation among health care professionals. Background/ rationale Whilst there has been an increase in research supporting simulation based education and training, there is a notable lack of evidence examining the relationship between culture and simulation, and factors influencing adoption and diffusion of this innovation, Fors (2009), Chung (2013). If cultural factors influence simulation adoption, either as an enabler or a barrier, they are worthy of examination. This literature review aims to examine these important dimensions., Methodology The literature review is being undertaken systematically based on techniques described by Booth et al, (2012).Study selection will be undertaken using the following inclusion criteria: Population: Students and health practitioners engaged in medicine, nursing, midwifery and allied health professional practice, participating in simulations. Intervention: Simulation training and education; relating to: learning, teaching and assessment in clinical practice and in learning environment, technological and non- technological. Outcome: Cultural factors-enable/hinder, voluntary and involuntary uptake or rejection of simulations. Practitioners value/do not value simulations. Study: International research papers, published in English, from 2010 to 2014. Data synthesis Data synthesis will be undertaken using Thematic Synthesis (Thomas, Harden, 2008). Results - To be developed following data synthesis. Conclusions/ recommendations/ take home messages -To be developed following data synthesis
    • Does radiography advanced practice improve patient outcomes and health service quality? A systematic review

      Hardy, Maryann L.; Johnson, Louise; Sharples, Rachael; Boynes, Stephen; Irving, Donna (2016)
      Objectives To investigate the impact of radiographer advanced practice on patient outcomes and health service quality. Methods Using the World Health Organisation definition of quality, this review followed the Centre for Reviews and Dissemination guidance for undertaking reviews in healthcare. A range of databases were searched using a defined search strategy. Included studies were assessed for quality using a tool specifically developed for reviewing studies of diverse designs and data were systematically extracted using electronic data extraction proforma. Results 407 articles were identified and reviewed against the inclusion/exclusion criteria. Nine studies were included in the final review, the majority (n=7) focussing on advanced radiography practice within the UK. Advanced practice activities considered were radiographer reporting, leading patient review clinics and barium enema examinations. The papers were generally considered to be of low to moderate quality with most evaluating advanced practice within a single centre. With respect to specific quality dimensions, included studies considered cost reduction, patient morbidity, time to treatment and patient satisfaction. No papers reported data relating to time to diagnosis, time to recovery or patient mortality. Conclusions Radiographer advanced practice is an established activity both in the UK and internationally. However, evidence of the impact of advanced practice in terms of patient outcomes and service quality is limited. Advances in knowledge This systematic review is the first to examine the evidence base surrounding advanced radiography practice and its impact on patient outcomes and health service quality. Powered by
    • Effective Dementia Education and Training for the Health and Social Care Workforce: A Systematic Review of the Literature

      Surr, Claire A.; Gates, C.; Irving, Donna; Oyebode, Jan R.; Smith, Sarah J.; Parveen, Sahdia; Drury, Michelle; Dennison, Alison (2017)
      Ensuring an informed and effective dementia workforce is of international concern; however, there remains limited understanding of how this can be achieved. This review aimed to identify features of effective dementia educational programs. Critical interpretive synthesis underpinned by Kirkpatrick’s return on investment model was applied. One hundred and fifty-two papers of variable quality were included. Common features of more efficacious educational programs included the need for educational programs to be relevant to participants’ role and experience, involve active face-to-face participation, underpin practice-based learning with theory, be delivered by an experienced facilitator, have a total duration of at least 8 hours with individual sessions of 90 minutes or more, support application of learning in practice, and provide a structured tool or guideline to guide care practice. Further robust research is required to develop the evidence base; however, the findings of this review have relevance for all working in workforce education.
    • Experiences and Outcomes Among Undergraduate Health Professional Higher Education Students With Protected Characteristics: Disability, Gender, and Ethnicity

      McClelland, Gabrielle T.; Horne, Maria; Dearnley, Christine A.; Raynsford, Justine; Irving, Donna (2015)
      The Dean of the School of Health Studies at the University of Bradford, requested a review of the experiences and outcomes amongst undergraduate health professional higher education students with protected characteristics (as defined by the Equality and Human Rights Commission, 2010). The rational for this work was the University of Bradford’s recognition that all students are entitled to a valuable and rewarding university experience regardless of age, ability, gender or ethnicity. Across the higher education sector nationally, it has been suggested that whilst many students benefit from positive outcomes and experiences, some do not. This literature review was undertaken, as a precursor to a wider project, in order to report on current published research illustrating examples of negative and positive student experiences and outcomes in health higher education. Objectives - To review available literature in order to examine the relationship between undergraduate health professional students with protected characteristics and their experiences and outcomes in health higher education. - To identify and report examples of good practice relating to the review aims Method The literature review was undertaken systematically, using a protocol-based approach between 31.01.14 and 31.07.14. Only primary or secondary research data were included in the review. Databases and search terms were pre-specified and literature published between 2010 and 2014 was retrieved. Data bases searched included CINAHL, Medline, ERIC, BHI ASSIA and the Higher Education Academy. Papers were screened at title and abstract against exclusion criteria and eligible papers were included in the review. Results Thirty seven papers were included in this review. Data were broadly organized and displayed through the Equality and Human Rights Commission (2010) protected characteristics categories. These included the presentation of three categories: disability, gender and ethnicity. No papers relating to age were included. Data describing both negative and positive student experiences and outcomes was presented in the context of medical, nursing and allied health professions. Discussion Findings were presented in a narrative format. Included literature predominantly centred on pre-registration nursing students and ethnicity. There were more examples of negative student experiences and outcomes with fewer positive examples to report. Further empirical and secondary research focusing on age, disability, gender and ethnicity is required. The review also highlights the need to examine each protected characteristic student group independently to enable closer examination of specific issues.
    • Innovation in teaching and learning in health higher education - literature review.

      Dearnley, Christine A.; McClelland, Gabrielle T.; Irving, Donna (2013)
      The landscape for health professional education is changing. The higher education (HE) sector faces the challenge of delivering high quality education at a time of financial constraint and increased emphasis on the student as a consumer. But universities also face new expectations from a health sector that is increasingly recognising both the interdependency between the quality of health care and the quality of education and training and the potential for education to support innovation. Although the differences in the HE and health policy context across the four UK home nations are increasingly significant, these are common challenges for all 85 members of the UK Council of Deans of Health. ... The literature review throws up many interesting findings. It is striking that there is relatively little research evidence on assessment or practice oriented innovative teaching and learning interventions, nationally or internationally. So too, the gaps revealed in the evidence base around the culture of innovation are something that we will pursue as a project group with a further literature review in 2014. However, the literature review reveals a rich body of research, covering areas as diverse as simulation, social media, drama and peer learning. Our hope is that the findings will help colleagues across the UK to track down the research evidence behind existing innovative practice and that it will stimulate many new ideas as we seek to continually improve the way we teach. Professor Brian J. Webster, Assistant Dean, Edinburgh Napier University and Chair, Innovation Project Advisory Group.