Care Purchasing & Brokerage Adults'

Module 2 material

Care Purchasing & Brokerage

Assignment Support Day material

Parental insights on the effects of Social Media Exposure and Surveillance Awareness on the Mental Health of Youth in India

The increasing prevalence of social media in India has reshaped adolescents’ digital behaviors, offering both opportunities for growth and significant risks to mental health. This dissertation explores Indian parents’ perspectives about the psychological and behavioral impacts of social media exposure on their children, with a particular focus on surveillance awareness and privacy concerns. Through a qualitative, interpretive approach, this study draws insights from semi-structured interviews with six Indian parents, supported by secondary data from relevant academic studies and reports. The findings reveal that platforms like YouTube, Instagram, and Snapchat dominate adolescents’ online interactions, fulfilling educational, social, and entertainment needs. However, social media exposure also contributes to emotional distress, dependency behaviors, and privacy-related challenges. Parents expressed heightened concerns about their children's addiction to social media and its influence on mood swings, anxiety, and social withdrawal. Limited awareness of data tracking and algorithmic surveillance further hindered their ability to mitigate risks, with many relying on restrictive mediation strategies such as screen-time limits, which often strained parent-child relationships. This study underscores the critical need for culturally informed interventions to empower parents in navigating the digital landscape. Recommendations include improving parental digital literacy, integrating privacy education and online ethics into school curricula, and enforcing stricter algorithmic transparency to safeguard adolescents’ well-being. By addressing these challenges, families can foster healthier digital engagement and promote resilience in an increasingly connected world

Breaking barriers : promoting parent-child engagement with co-produced activity packs for 1-to-3-year-olds

Parent-child activities support children’s socio-emotional and cognitive development, yet numerous barriers limit engagement, particularly among families experiencing socio-economic disadvantage. This study uniquely investigates and addresses these challenges by integrating insights from parents and early years practitioners. Through online workshops, 118 parents and 127 practitioners identified barriers relating to opportunity (e.g., time constraints, access to resources, and worries about mess and damage), capability (e.g., gaps in knowledge and expectations) and motivation (practitioners in particular emphasized the importance of parental confidence and positive experiences of play). To address these barriers, three co-designed activity packs were distributed to over 1000 families. The packs featured simple, clearly explained, play-based activities requiring minimal setup, along with resources and guidance tailored to diverse family needs. Emphasizing the process over outcomes, the packs aimed to boost parental confidence, bridge knowledge gaps, and support parent-child interactions. Feedback from 23 parents and interviews with 10 practitioners highlighted the packs’ positive impact on parental perceptions of play, their confidence in supporting child development, and their ability to overcome practical constraints. Practitioners played a pivotal mediating role, fostering trust, addressing concerns, and encouraging participation through personalized interactions. This study offers a scalable, cost-effective intervention model that directly addresses practical and psychological barriers to parent-child engagement. The findings have significant implications for policymakers, emphasizing the need for targeted, evidence-based solutions that combine resource provision with practitioner support. Such approaches are essential for fostering equity in early childhood development and improving outcomes for children across diverse populations

Care Purchasing & Brokerage (Children's)

Module 2 material

Prospective Memory: The Effect of Cognitive Load and Task Focality on Prospective Memory Performance

‘Prospective memory’ (PM) is the ability to remember to perform intended actions in the future. The number of targets to be monitored (i.e. task load) and the closeness of the PM target to the ongoing task (ONG) (i.e. task focality) have been found to impact PM performance. The purpose of the current study is to address limitations of previous research into the effect of task load and task focality on participants’ prospective memory performance in event-based prospective memory (EBPM) tasks, and to investigate whether these conditions affect participants’ strategy of retrieval (as set out in the multiprocess framework). A modified version of the test used in Cantarella et al., (2023) was administered online to four groups: low-load focal targets (LF; N = 14), low-load non-focal targets (LN; N = 14), high-load focal targets (HF; N = 17), and high-load non-focal targets (HN; N = 13) to determine whether prospective memory related changes were evident. A Stroop test preceded the EBPM test to account for the potentially confounding variable of processing speed. In keeping with previous findings, the effect of task load and focality had a significant effect on PM performance in respect to both reaction time (RT) and accuracy. Furthermore, results identified that participants’ possessing speed had a significant effect on RT in ONG tasks, but not for PM retrieval. Contrary to previous literature the effect of the interaction between factors was only significant for PM performance accuracy, not RT. It was concluded that PM retrieval relies on different, more costly mechanisms when exposed to increased task complexity. The results emphasise the importance of focality in successful PM retrieval. Future research should look to implement standardised methods of task response and consider individual differences in processing speed to ensure that RT in EBPM tasks is not affected by these when investigating PM performance

The Role of CEP164B in Trypanosoma brucei: Implications for Flagellum Biogenesis and Cell Cycle Regulation

Trypanosoma brucei is the causative agent of Human African Trypanosomiasis (HAT) or African Sleeping Sickness. The protozoan kinetoplast relies on precise cell cycle regulation and flagellum biogenesis for survival and pathogenicity. The transition fibre protein CEP164B has been implicated in flagellar assembly, yet its specific role in trypanosome cell division remains underexplored. This study investigates the impact of CEP164B depletion on cell morphology, flagellum formation and cell cycle progression in T.brucei using RNA interference (RNAi). Fluorescence microscopy and quantitative analysis revealed that CEP164B interference significantly reduced flagellum length, the emergence of abnormal cell populations, including 0K1N cells (no kinetoplast, one nucleus), and defects in kinetoplast segregation. Statistical analyses confirmed significant shifts in cell populations, with a decline in 1K1N cells and an increase in multinucleated and mutant forms. The observed phenotypes suggest that CEP164B plays a crucial role in maintaining transition fibre integrity, basal body positioning, and coordinated organelle division. These findings highlight CEP164B as a potential therapeutic target for disrupting trypanosome proliferation

Social learning under ambiguity : an experimental study

Many behaviours spread through contact with others. The extent to which people adopt observed behaviour can critically affect whether policymakers are successful when introducing new initiatives. In many situations, people can either make decisions based on their own intuitive signals or follow a social signal. Depending on the quality of the signals, one might be more informative than the other. This study aims to better understand how people use social information to learn in ambiguous situations, when both the private and the social signal are not perfectly informative. We conduct an experimental study that observes whether people are prone to imitate others in risky and ambiguous environments. We find that individuals do learn from social information and that this learning is robust and not significantly affected by ambiguity

Neural correlates of lexical, sublexical and motor processes in word handwriting

Writing recruits a vast neural network underpinning both linguistic and motor processes. Previous studies have tried to identify which brain areas underpin both the linguistic and motor aspects of writing. However, little is known about the neural substrate of the lexical and sublexical “routes” for spelling. In this fMRI study, participants (n = 25) copied or saw/read symbols or words. Words varied in lexical frequency and phonology-to-orthography (P-O) consistency. Anterior parts of the inferior frontal gyrus were selectively recruited when copying P-O inconsistent words, while the right Heschl's gyrus was recruited only when copying consistent words. Non-specific motor and linguistic areas were also identified. Our results contribute to our knowledge of the neural substrate of the lexical and sublexical spelling routes and suggest that different brain areas might be involved in the lexical processing of input (reading) and output (writing) orthography

Professional identity in nursing : a narrative review of the ISPIN definition and domains usage

Introduction. Established in 2020, the International Society for Professional Identity in Nursing (ISPIN) developed a definition of professional identity in nursing (PIN). This definition encompasses four domains: values and ethics, knowledge, nurse as leader, and professional comportment. Objective. This narrative review aimed to summarize and synthesize identified published evidence, the extent of discussion of PIN domains, and literature gaps for the ISPIN definition of PIN. Methods. Sources included peer-reviewed literature published between 2018 to 2025 from CINAHL and PubMed. Gray literature through Google Scholar and ISPIN archived publications were also searched. These were identified by two researchers and a PRISMA flow diagram was developed. No registered protocol was utilized. Search and MeSH terms included “professional identity,” “nurs*,” and “ISPIN.” Findings. Thirty-seven articles met inclusion criteria and were extracted from 16,295 initially identified articles, with the majority with authors from the United States. There were very few research papers and a noticeable dearth using quantitative methodologies. Twenty-eight of the retrieved articles were considered expert accounts, conceptual discussion or opinions, common for a relatively new concept. Discussion. Nurse as leader was discussed in 34 of 37 articles. Professional comportment was discussed in 31 articles. Both knowledge and value and ethics were discussed in 28 articles. Conclusion. This narrative review highlights the nature and prevalence of the ISPIN definitions and its four domains in current literature and can be visualized through diagramming. Minimal quantitative studies and a higher volume of discussion articles present limitations to its strength and applicability. Results suggests the need for further research in all domains, particularly in knowledge and values and ethics, and its implications in strengthening nursing practice and education