A Study of the Relationship Between the Adjustment of Student Nurses to the School if Nursing and their Scores on the Minnesota Multiphasic Personality Inventory, the Johnson Temperament Analysis, and the Problem Check List Form for School of Nursing

Although all prospective student nurses applying to the Nebraska Methodist Hospital School of Nursing are required to take the Johnson Temperament Analysis, the Minnesota Multiphasic Personality Inventory, and to check the Problem Check List Form for School of Nursing, no actual value of the scores had been established. It appeared as though deviations above and below the fiftieth percentile on the Minnesota Multiphasic Personality Inventory might be predictive of adjustment problems in nursing students. On the Johnson Temperament Analysis it seemed as though a high score on the Nervous-Composed and Aggressive-Submissive traits was important in predicting the student\u27s ability to adjust to nursing situations. It was assumed that the poorly adjusted student had more problems than the well adjusted student, although there was no way of considering how, or if the individual was able to express her problems

Developing a national dental education research strategy:priorities, barriers and enablers

Objectives: This study aimed to identify national dental education research (DER) priorities for the next 3-5 years and to identify barriers and enablers to DER. Setting: Scotland Participants: In this two-stage online questionnaire study we collected data with multiple dental professions (e.g. dentistry, dental nursing, dental hygiene) and stakeholder groups (e.g. learners, clinicians, educators, managers, researchers, academics). Eighty-five participants completed the Stage 1 qualitative questionnaire and 649 participants the Stage 2 quantitative questionnaire. Results: Eight themes were identified at Stage 1. Of the 24 DER priorities identified, the top three were: role of assessments in identifying competence; undergraduate curriculum prepares for practice; and promoting teamwork. Following exploratory factor analysis, the 24 items loaded onto four factors: teamwork and professionalism, measuring and enhancing performance, dental workforce issues, and curriculum integration and innovation. Barriers and enablers existed at multiple levels: individual, interpersonal, institutional structures and cultures, and technology. Conclusion: This priority setting exercise provides a necessary first step to developing a national DER strategy capturing multiple perspectives. Promoting DER requires improved resourcing alongside efforts to overcome peer stigma and lack of valuing and motivation

The Errant Muse

This exhibition brings together image and text work by collaborators, artist, Charlotte Hodes and poet, Deryn Rees Jones. At the centre of their work over the last five years (2014-2019) has been the creative possibilities that exist in exploring the relationship between poem and image. The focus in their work together - whether in collage, poem, film, papercut, ceramic or drawing - has been the exploration and interrogation of the single female body and its relationship to, and movement through, space and time. In 'The Errant Muse', Hodes and Rees-Jones cultivated an archive of association as they juxtaposed text and artefact from the Victoria Gallery and Museum and the University of Liverpool Special Collections and Archives. Taking on the idea of errancy, of women’s bodies transgressing spaces, wandering off the path, artist and poet offered the viewer a multitude of potential navigations through a new archival landscape

‘I did try and point out about his dignity’: a qualitative narrative study of patients and carers’ experiences and expectations of junior doctors

Objectives For many years, the voice of patients has been understood as a critical element for the improvement of care quality in healthcare settings. How well medical graduates are prepared for clinical practice is an important question, but one that has rarely been considered from patient and public perspectives. We aimed to fill this gap by exploring patients and carers’ experiences and expectations of junior doctors.Design This comprises part of a wider study on UK medical graduates’ preparedness for practice. A qualitative narrative methodology was used, comprising four individual and six group interviews.Participants 25 patients and carers from three UK countries.Analysis Data were transcribed, anonymised and analysed using framework analysis.Main results We identified three themes pertinent to answering our research question: (1) sources of knowledge (sources of information contributing to patients and carers’ perceptions of junior doctors’ impacting on expectations); (2) desires for student/trainee learning (experiences and expectations of medical training); and (3) future doctors (experiences and expectations of junior doctors). We also highlight metaphorical talk and humour, where relevant, in the quotes presented to give deeper insights into participants’ perspectives of the issues. Participants focused on personal and interpersonal aspects of being a doctor, such as respect and communication. There was a strong assertion that medical graduates needed to gain direct experience with a diverse range of patients to encourage individualised care. Participants narrated their experiences of having symptoms ignored and attributed to an existing diagnosis (‘diagnostic overshadowing’) and problems relating to confidentiality.Conclusions Our findings support the view that patients and carers have clear expectations about junior doctors, and that patient views are important for preparing junior doctors for practice. There is a necessity for greater dialogue between patients, doctors and educators to clarify expectations and confidentiality issues around patient car

Road user charging and social exclusion: The impact of congestion charges on at-risk groups.

The importance of social exclusion in the context of congestion charging is discussed, and the groups most particularly at-risk identified. A new technique, based on generation and investigation of a synthetic population is introduced and used to establish the impacts on at-risk groups of six congestion charging schemes in Leeds. The distribution and severity of impacts are seen to depend crucially on the precise definition of the charge area, the basis of the charges and exemptions provided. Using the new technique, it can be seen how the impact on at-risk groups could be minimized without compromising the overall objectives of congestion charging. Further potential applications of the new technique are outlined

Gender Matters:Understanding Transitions in Surgical Education

INTRODUCTION: Diverse transitions are elemental to medical career trajectories. The effective navigation of such transitions influences a sense of belonging and wellbeing, positive relationships, and good engagement and attainment within new contexts. Using Multiple and Multidimensional Transitions (MMT) theory as an analytical lens, this paper aims to answer the research question: “What gendered transitions do female surgeons experience, and how do these gendered transitions impact them?” METHODS: We conducted a qualitative study drawing on narrative inquiry, with face-to-face and online semi-structured interviews with 29 female surgeons across nine surgical specialities in Ireland and Scotland. This paper is part of a larger study including male surgeons, other colleagues and patients of female surgeons. The female surgeons in this paper were purposively sampled using maximum variation sampling across several levels (consultants, trainees and middle-grade doctors), as well as six who had transitioned out of surgery. Framework analysis was employed to interrogate the interview data. RESULTS: Five overarching types of transitions were identified across surgical education but only three of these transitions—work, culture and health—were primarily experienced by female surgeons (not male surgeons so were considered gendered), thereby impacting social, academic, and psychological domains. The remaining two types of transition—education and geography—were seemingly experienced equally by female and male surgeons, so are beyond the scope of this paper focused on female surgeons’ gendered experiences. CONCLUSION: This novel qualitative study drawing on MMT theory illustrates how multiple gendered transitions interact and impact female surgeons across the surgical education continuum. Aligned with MMT theory, family members and others are also purportedly affected by female surgeons’ transitions. Healthcare educators, leaders and policymakers need to better understand gendered transitions and their impacts to improve support for female surgical trainees on their educational journeys

Understanding students' and clinicians' experiences of informal interprofessional workplace learning: An Australian qualitative study

Objectives While postgraduate studies have begun to shed light on informal interprofessional workplace learning, studies with preregistration learners have typically focused on formal and structured work-based learning. The current study investigated preregistration students' informal interprofessional workplace learning by exploring students' and clinicians' experiences of interprofessional student-clinician (IPSC) interactions. Design A qualitative interview study using narrative techniques was conducted. Setting Student placements across multiple clinical sites in Victoria, Australia. Participants Through maximum variation sampling, 61 participants (38 students and 23 clinicians) were recruited from six professions (medicine, midwifery, nursing, occupational therapy, paramedicine and physiotherapy). Methods We conducted 12 group and 10 individual semistructured interviews. Themes were identified through framework analysis, and the similarities and differences in subthemes by participant group were interrogated. Results Six themes relating to four research questions were identified: (1) conceptualisations of IPSC interactions; (2) context for interaction experiences; (3) the nature of interaction experiences; (4) factors contributing to positive or negative interactions; (5) positive or negative consequences of interactions and (6) suggested improvements for IPSC interactions. Seven noteworthy differences in subthemes between students and clinicians and across the professions were identified. Conclusions Despite the results largely supporting previous postgraduate research, the findings illustrate greater breadth and depth of understandings, experiences and suggestions for preregistration education. Educators and students are encouraged to seek opportunities for informal interprofessional learning afforded by the workplace. © Article author(s) (or their employer(s) unless otherwise stated in the text of the article) 2018. All rights reserved. **Please note that there are multiple authors for this article therefore only the name of the first 5 including Federation University Australia affiliate “Kerry Hood” is provided in this record*