‘Coaching and Peer Assisted Learning’ (C‐PAL) ‐ the mental health nursing student experience: a qualitative evaluation

Introduction: This paper presents findings from a study that evaluated mental health nursing students’ experience of a team mentoring model called Coaching and Peer Assisted Learning (C-PAL). At present there are no published research studies into the effectiveness of team mentorship utilised by nursing students within inpatient mental health settings. Aim: The study utilised an interpretist methodology where the focus was on individuals in their social world. Method: Two focus groups were held with fifteen students who had experienced C-PAL in four in-patient wards. Findings: Students’ overall experience of piloting C-PAL was positive. Learning opportunities (Theme 3) appeared to be dependent on the quality of peer support (Theme 5) which in turn, enhanced the learner experience and increased the level of student confidence (Theme 6). Less positive experiences included inadequate preparation (Theme 1), poor understanding of the model and competition for learning experiences. Implications for practice: We tentatively suggest that team mentorship models such as C-PAL may be suitable for acute in-patient mental health settings. The success of C-PAL depends upon the preparation of nursing staff, mentors (Theme 4), coaches and students in relation to role expectations, shift rostering (Theme 2) and the implementation of ‘huddling’ to promote opportunistic learning

Parental agency, identity and knowledge: mothers of children with dyslexia

This is a postprint of an article whose final and definitive form has been published in the Oxford Review of Education© 2004 Copyright Taylor & Francis; Oxford Review of Education is available online at http://www.informaworld.comIn this paper we report and analyse findings from part of a two-year evaluation project which focuses on parent-professional communications over the issues of learning difficulties arising from dyslexia. The key concepts in this study are dyslexia friendly schools and parental partnership, which are discussed in the current policy interest in inclusive education and parent partnership. A conceptual framework has been derived from the study which focuses on parental strategies to ensure adequate provision for their children, knowledge about dyslexia and identity, in particular that of the mother of the child with dyslexia. Excerpts from in-depth interviews of parents are then presented to illustrate the framework. The significance of the findings is examined in relation to other studies of parent partnership. Implications for a more inclusive version of extended professionalism are also considered

Dyslexia-friendly schools and parent partnership: inclusion and home-school relationships

This is a postprint of an article whose final and definitive form has been published in the European Journal of Special Needs Education© 2005 Copyright Taylor & Francis; European Journal of Special Needs Education is available online at http://www.informaworld.comThis paper summarizes an action research project in five local areas in the south-west of England which aimed to support parents of children with dyslexic difficulties who were experiencing problems in obtaining appropriate provision in mainstream schools. It was based on the importance of effective parental partnership and quality inclusive practice for children having dyslexic difficulties. A development officer worked over two years in the five participating LEAs that were selected to represent a range of professional practice with a mix of urban and rural populations. As part of the evaluation, the authors also examined longitudinally the educational experiences of a sample of parents. The paper includes a conceptual framework of parental agency in this field in terms of knowledge, identity and parental strategies, and the conditions under which parents escalate their strategies to secure appropriate provision for their children. The support provided by the development officer is analysed in terms of the kinds of support requests received, the kinds of support offered and qualitative evidence of the impact of this support. This research is theorized in terms of current ideas about parent-partnership and theories about parent-teacher relations in terms of the diversity of parents. It highlights the significance of thinking about inclusive schooling and parent-school relations in terms of the interconnections between general systems for all, for those with special educational needs and those with specific difficulties. The policy and practice implications are interpreted in terms of the importance of a system of extended professionalism, which is inclusive of parents with learning difficulties and disabilities.The research project this paper summarises was funded by the British Dyslexia Association (BDA) and the Buttle Trust

Integrating palliative care and heart failure: a systematic realist synthesis (PalliatHeartSynthesis)

Objectives 1. Develop a programme theory of why, for whom and in what contexts integrated palliative care (PC) and heart failure (HF) services work/do not work; 2. Use the programme theory to co-produce with stakeholders, intervention strategies to inform best practice and future research.Methods A systematic review of all published articles and grey literature using a realist logic of analysis. The search strategy combined terms significant to the review questions; HF, PC and end of life. Documents were included if they were in English and provided data relevant to integration of PC and HF services. Searches were conducted in November 2021 in EMBASE, MEDLINE, PsycINFO, AMED, HMIC and CINAHL. Further relevant documents were identified via monthly alerts (up until April 2023) and the project stakeholder group (patient/carers, content experts and multidisciplinary practitioners).Results 130 documents were included (86 research, 22 literature reviews, 22 grey literature). The programme theory identified intervention strategies most likely to support integration of PC and HF services. These included protected time for evidence-based PC and HF education from undergraduate/postgraduate level and continuing professional practice; choice of educational setting (e.g., online, face-to-face or hybrid), increased awareness and seeing benefits of PC for HF management, conveying the emotive and intellectual need for integrating PC and HF via credible champions, and prioritising PC and HF guidelines in practice. Conclusions The review findings outline the required steps to take to increase the likelihood that all key players have the capacity, opportunity, and motivation to integrate PC into HF management.<br/

Integrating palliative care and heart failure: a protocol for a realist synthesis (PalliatHeartSynthesis)

INTRODUCTION: Heart failure affects over 26 million people worldwide with prevalence expected to grow due to an ageing global population. Palliative care can address the holistic needs of patients with heart failure, and integrated palliative care in heart failure management has been indicated to improve outcomes for patients. Despite known benefits for integrated palliative care in heart failure management, implementation is poor across the majority of global health services. Recent systematic reviews have identified the benefits of integrating palliative care into heart failure management and highlighted barriers to implementation. However, there was heterogeneity in terms of countries, healthcare settings, delivery by differing staff across multidisciplinary teams, modes of delivery and different intervention components. METHODS AND ANALYSIS: The aim of this study is to identify how integrated palliative care and heart failure interventions produce desired outcomes, in which contexts, and for which patients. We will undertake a realist synthesis to identify this, using Pawson’s five iterative steps. We will recruit an international stakeholder group comprised of healthcare providers and patients with heart failure to advise and provide feedback throughout the review. Our initial realist programme theory sets out the necessary steps needed to accomplish the final intended outcome(s) from the implementation of integrated palliative care and heart failure. This initial programme theory will be shaped through an iterative process of testing and refinement. ETHICS AND DISSEMINATION: Ethical approval is not required for this study. With our stakeholder group, we will coproduce a user guide that outlines practical advice to optimise, tailor and implement interventions designed to integrate palliative care and heart failure, taking into consideration local context, alongside user-friendly summaries of the synthesis findings using short animations to convey complex findings. We will draw on the expertise within the stakeholder group to identify key stakeholders for disseminating to relevant audiences, ensuring outputs are tailored for their respective needs. PROSPERO REGISTRATION NUMBER: CRD42021240185