• Development of a Generic Wound Care Assessment Minimum Data Set

      Coleman, S.; Nelson, E.; Vowden, Peter; Vowden, Kath; Adderley, U.; Sunderland, L.; Harker, J.; Conroy, T.; Fiora, S.; Bezer, N.; et al. (2017-11)
      At present there is no established national minimum data set (MDS) for generic wound assessment in England, which has led to a lack of standardisation and variable assessment criteria being used across the country. This hampers the quality and monitoring of wound healing progress and treatment. The article aims to establish a generic wound assessment MDS to underpin clinical practice. The project comprised 1) a literature review to provide an overview of wound assessment best practice and identify potential assessment criteria for inclusion in the MDS and 2) a structured consensus study using an adapted Research and Development/University of California at Los Angeles Appropriateness method. This incorporated experts in the wound care field considering the evidence of a literature review and their experience to agree the assessment criteria to be included in the MDS. The literature review identified 24 papers that contained criteria which might be considered as part of generic wound assessment. From these papers 68 potential assessment items were identified and the expert group agreed that 37 (relating to general health information, baseline wound information, wound assessment parameters, wound symptoms and specialists) should be included in the MDS. Using a structured approach we have developed a generic wound assessment MDS to underpin wound assessment documentation and practice. It is anticipated that the MDS will facilitate a more consistent approach to generic wound assessment practice and support providers and commissioners of care to develop and re-focus services that promote improvements in wound care.
    • When it comes round to marking assignments: how to impress and how to 'distress' lecturers ...

      Greasley, Peter; Cassidy, Andrea M. (2010)
      What do lecturers look for when marking essays? What impresses them and what frustrates them? In this paper, we present the results of a survey which asked lecturers to address these questions. Thirty-two lecturers responded to an email survey in which they listed the problems they found most frustrating when marking essays and the factors which most impressed them. This resulted in 206 comments related to sources of frustration and 139 comments listing factors which impress them. The comments were then coded into themes and ranked in order of importance by 16 lecturers from the original sample. The results highlight a range of issues that may be useful for lecturers when discussing assignments, and instructive for students when writing their assignments.