The Relevance of Rigour for Design Practise

Design is an inverted discipline. The concept of rigour, as understood within the natural sciences, cannot be applied to Design Practice. Rigour for the natural sciences is a quality assurance mechanism ensuring that the knowledge bases of the disciplines are developed to an accepted set of standards. Design’s ontology is not like the natural sciences and as such an understanding of rigour for Design must proceed from an appropriate standpoint about the nature of Design Practice. This paper builds upon Harfield’s [1] ontological assessment of Design, Schön’s [2] [3] work on Reflective Practice and Spencer’s [4] investigation into the experience and practise of designing to develop a standpoint about Design Practice and make a proposition about the relevance of rigour for Design Practise. This paper considers how individual Reflective Practice practitioners, within the context of Design Practice, manage and ensure quality control through the application of care and thoroughness. This paper argues that rigour for Design Practise is the personal and phenomenological quality control of a design inquiry: a process of managing expanding mental chaos and restricting order

Online learning in the workplace: a hybrid model of participation in networked, professional learning

The design and conceptualisation of online learning environments for work-related, professional learning was addressed through research with users of an online environment for social workers. The core questions for the research were to identify the nature of participation in the online environment, the relationship between online participation and the offline context, and the implications for conceptualisation of online learning environments to support work-related learning. Key areas of the research literature in technology-enhanced and work related learning are discussed in order to position the study, to inform the research methods used and interpretation of the findings. Online participation needs to be understood as a hybrid concept, in that it is a reflection of offline roles, opportunities and pressures, as well as the usefulness, usability and relevance of what is online. Online participation was diverse, from short browsing for information to more reflective engagement that supported movement across the boundaries between roles and areas of work practice and a focus on practice skills and underlying values. Online sites intended to support work-related learning should start from the perspective of the socio-technical interaction network, with its emphasis on building in the social context at all stages in the life of a site

No longer hungry in hospital : improving the hospital mealtime experience for older people through Action Research

‘The definitive version is available at www.blackwell-synergy.com.’ Copyright Blackwell Publishing DOI: 10.1111/j.1365-2702.2007.02063.xAims and objectives.  This study aimed to improve the mealtime experience of older people in a hospital setting through helping staff to make changes to their clinical practice and the ward environment. Background.  Poor nutritional care has been a persistent and seemingly intractable problem for many years. Methods.  We used an action research design for the study, drawing on techniques from practice development to support the action phase of the work, including action learning, role modelling good practice and reflection. The ward context was explored at the beginning and end of the study using focus groups, interviews, observation and benchmarking. Results.  Ward staff made a number of changes to their nursing practice. The most significant was that all staff became engaged with, prioritized and were involved in the mealtime, ensuring that there was sufficient time and expertise available to assist patients with eating. Conclusions.  This study demonstrates that it is possible to change nursing practice at mealtimes and that this change leads to improvements in patients’ experience through ensuring they receive the help they need. Relevance to clinical practice.  Although hospital mealtimes are frequently viewed as problematic, we have shown that nurses can be enabled to make changes to their practice that have a positive impact on both the mealtime experience and wider patient care.Peer reviewe

Learning recursively: integrating PBL as an authentic problem experience [Plenary presentation]

[Abstract]: Problem based learning (PBL) is widely recognised as a desirable approach to education of future professionals. One strong basis for its appeal is the use of authentic problems of practice, which make the relevance of what is being learned apparent to the learners and encourage development of attitudes and skills that will be central to continuing professional growth beyond graduation. However, the change from traditional lecture-based courses to PBL presents challenges to educators and the institutions in which they work. In many respects, the implementation of PBL can be itself an experience in PBL for the educator. This presentation will address some of the challenges associated with integrating PBL in a university setting from the perspective of those who design and teach courses using PBL, which will be understood as a spectrum of practices rather than a single approach that must be replicated in every instance

The extended narrotype: adaptation and stasis in spatial evolution.

We present the proposition that features of work spaces, in both learning spaces and offices, might be considered as the memetic or linguistic analogue of extended phenotypes. We demonstrate a synchronicity in theorising about, on the one hand processes of cognition and learning, and on the other about the design of physical space in our two chosen contexts. The actual physical expression lags the theory in both because, we argue, it reflects the narratives of both powerful occupiers of the space and the professional departments responsible for provision of same. The results are compatible with, and an independent argument for, a ‘narrative ecology’ perspective on organisations. Our intention here is the theory however the results have relevance both to accelerating learning and democratizing management. They argue for the spatial dimension to organisational studies as a subset of research and practice in organisational Darwinism

Revisiting the link between teaching and learning research and practice: Authentic learning and design-based research

It has often been argued that research in teaching and learning has only a weak link to practice. Much educational research is criticised for having little relevance to the day-to-day learning experience of students in K-12 and higher education. This criticism is particularly relevant in relation to educational technology research. In this field, many researchers conduct studies that are designed to test the effectiveness of the delivery medium—to prove that one medium is better than another—rather than exploring ways to improve instructional approaches and tasks. With the current proliferation of exciting and innovative technologies that are likely to become more and more common in classrooms (such as cell phones, tablets, and other mobile devices), research needs to move beyond simple comparisons of these devices with each other or with the ‘traditional’ approach. In this presentation, I argue that educational technology research has largely failed to change educational practice and outcomes because of the predominant aim of such research to prove rather than improve. Online and mobile technologies afford the design and creation of truly innovative authentic learning designs, where the technology is both a tool and a platform for presentation of genuine products, and the focus is on learning with technologies rather than from them. Instead of comparative research, a more powerful and appropriate approach is design-based research, where researchers and practitioners work hand in hand to iteratively refine innovations until they get the results they seek. A description of the characteristics of design-based research is given, together with an argument for the more widespread adoption of this approach to enhance the quality and impact of research in teaching and learning

Mental health nurses’ attitudes, behaviour, experience and knowledge regarding adults with a diagnosis of borderline personality disorder:systematic, integrative literature review

Aims and objectives To establish whether mental health nurses responses to people with borderline personality disorder are problematic and, if so, to inform solutions to support change. Background There is some evidence that people diagnosed with borderline personality disorder are unpopular among mental health nurses who respond to them in ways which could be counter-therapeutic. Interventions to improve nurses’ attitudes have had limited success. Design Systematic, integrative literature review. Methods Computerised databases were searched from inception to April 2015 for papers describing primary research focused on mental health nurses’ attitudes, behaviour, experience, and knowledge regarding adults diagnosed with borderline personality disorder. Analysis of qualitative studies employed metasynthesis; analysis of quantitative studies was informed by the theory of planned behaviour. Results Forty studies were included. Only one used direct observation of clinical practice. Nurses’ knowledge and experiences vary widely. They find the group very challenging to work with, report having many training needs, and, objectively, their attitudes are poorer than other professionals’ and poorer than towards other diagnostic groups. Nurses say they need a coherent therapeutic framework to guide their practice, and their experience of caregiving seems improved where this exists. Conclusions Mental health nurses’ responses to people with borderline personality disorder are sometimes counter-therapeutic. As interventions to change them have had limited success there is a need for fresh thinking. Observational research to better understand the link between attitudes and clinical practice is required. Evidence-based education about borderline personality disorder is necessary, but developing nurses to lead in the design, implementation and teaching of coherent therapeutic frameworks may have greater benefits. Relevance to clinical practice There should be greater focus on development and implementation of a team-wide approach, with nurses as equal partners, when working with patients with borderline personality disorder

Health Information Management Practice in Health Care Delivery System: A Case Study of University of Medical Sciences Teaching Hospital Complex, Ondo, Ondo State, Nigeria

The aim of this research work is to ascertain the relevance of health information management practice in health care delivery system. This research reviewed past and presents literature that of relevance to this research topic. Descriptive survey research design was adopted. Questionnaire was used to collect necessary information through probability sampling method and specifically the simple random sampling. Fifty (50) questionnaires were distributed to Health Information Practitioners at University of Medical Sciences Teaching Hospital Complex, Ondo and all the fifty questionnaires were retrieved for data analysis. It has been proved that HIM practice plays a very vital role in effective health care delivery as all the respondents supported this assertion, though, 8% of the respondents dispute the fact that HIM practice had role to play in patients’ confidentiality and cyber security. Factors that contribute to the effectiveness and efficiency of HIM practice were examined; all these factors were agreed to, except in view cases where 6% of the respondents disagreed that incentives cannot promote effectiveness and efficiency of HIM practice. It was also discovered that the roles of health information practice are relevant in health care delivery system and it was also noted that a lot of problems are confronting the practice and relevance of health information management practices. Considering factors militating against the prospect of HIM practice, in view of this, recommendations were made

Self-similar prior and wavelet bases for hidden incompressible turbulent motion

This work is concerned with the ill-posed inverse problem of estimating turbulent flows from the observation of an image sequence. From a Bayesian perspective, a divergence-free isotropic fractional Brownian motion (fBm) is chosen as a prior model for instantaneous turbulent velocity fields. This self-similar prior characterizes accurately second-order statistics of velocity fields in incompressible isotropic turbulence. Nevertheless, the associated maximum a posteriori involves a fractional Laplacian operator which is delicate to implement in practice. To deal with this issue, we propose to decompose the divergent-free fBm on well-chosen wavelet bases. As a first alternative, we propose to design wavelets as whitening filters. We show that these filters are fractional Laplacian wavelets composed with the Leray projector. As a second alternative, we use a divergence-free wavelet basis, which takes implicitly into account the incompressibility constraint arising from physics. Although the latter decomposition involves correlated wavelet coefficients, we are able to handle this dependence in practice. Based on these two wavelet decompositions, we finally provide effective and efficient algorithms to approach the maximum a posteriori. An intensive numerical evaluation proves the relevance of the proposed wavelet-based self-similar priors.Comment: SIAM Journal on Imaging Sciences, 201