A qualitative study analysing the journey towards an embedded approach to service user involvement

Service user involvement in the design and delivery of education programmes for professionals is a key tenet of current policy. This study used a qualitative approach to explore the experiences of young mothers, students and academics who participated in an initiative aimed to coproduce and deliver a teaching resource focusing on becoming a mother and receiving services. The findings from the focus group interviews suggested that involving service users in student learning can provide an opportunity for open and honest dialogue, where assumptions and stereotypes can be challenged and better understood. It can also encourage users who are often seen as ‘hard to reach’ to be more actively involved in shaping the development of professionals

A five year follow up study of the Bristol Pregnancy and Domestic Violence Programme (BPDVP) to promote routine antenatal enquiry for domestic violence at North Bristol Trust

This report presents the findings of fieldwork with women, midwives and stakeholders involved in antenatal care. The purpose of this follow up study is to inform future policy and practice and build on the evidence surrounding the impact of antenatal enquiry for domestic violence on women's care experiences

Prospective pathways to depressive symptoms and disordered eating in adolescence: A 7-year longitudinal cohort study

Eating pathology and depressive symptoms increase during adolescence, yet predictive pathways remain predominantly unexplored, despite their implications for prevention. The present study aimed to identify shared risk factors for eating pathology and depressive symptoms by evaluating an adapted Dual-Pathway Model of disordered eating, which postulated that higher BMI would predict disordered eating and depressive symptoms via pathways between body dissatisfaction, later BMI, depressive symptoms, and visible indicators of puberty (breast development for girls, height for boys). The participants were 8,915 children (49% girls) from the Avon Longitudinal Study of Parents and Children, a population-based cohort study of British children, who were assessed at different intervals between the age of 7 to 14 years. Path analyses revealed that, for girls, childhood BMI exerted indirect effects on disordered eating via body dissatisfaction, depressive symptoms, and more advanced breast development, with indirect pathways identified to depressive symptoms via earlier depressive symptoms and more advanced breast development. For boys, childhood BMI had indirect effects on disordered eating via later BMI and body dissatisfaction, while only earlier depressive symptoms were found to have an independent and direct effect on adolescent depressive symptoms. This study reveals shared and independent risk factors for eating pathology and depressive symptoms in adolescence and suggests targets for preventative interventions, including higher BMI, body dissatisfaction, and depressive symptoms, in addition to advanced breast development, for girls

Meeting the challenges of the Health Visitor Implementation Plan at the University of the West of England, Bristol

Drawing on the Health Visitor Implementation Plan (DH, 2011a) and Educating Health Visitors for a Transformed Service (DH, 2011c), this evaluation aimed to assess the extent to which the Specialist Community Public Health Nursing Programme meets the vision of the future workforce. Across the 11 Trusts within the South West the evaluation focused on four main areas:1. The experience of the student through the SCPHN programme and their preparedness for practice (student journey).2. Stakeholder analysis to assess the degree to which the SCPHN programme is meeting the new service vision as outlined in the Health Visitor Implementation Plan (DH 2011a) and associated public health outcomes.3. Family and community perspectives on the introduction of the new service provision.4. Making recommendations to support the progression of newly qualified practitioners during the implementation of the new service model for health visiting

A multi-method evaluation of interprofessional education for healthcare professionals caring for women during and after pregnancy

This multi-method evaluation assessed the perceived impact of interprofessional workshops targeting enhanced collaboration between healthcare professionals who care for women during and after pregnancy. Current policy recommends partnership working to improve care for women and babies, however, there is little interprofessional education in this area. Five one-day workshops were delivered to 18 healthcare professionals (47.4% of the 38 healthcare professionals registered). The workshop was evaluated through questionnaires before and after the workshop measuring attitudes and willingness towards collaboration; observations of the workshops by a researcher and follow-up interviews 2 months' post-workshop to explore changes in practice. Workshops were attended by midwives, health visitors (trained nurses specialising in community care for children 0-5 years), dietitians, nurses, a general practitioner and a breastfeeding specialist. Attitudes and willingness to participate in interprofessional collaborative practice improved after the workshop. Observations made at the workshop included engaged participants who reported numerous barriers towards collaboration. Follow-up contact with 12 participants identified several examples of collaboration in practice resulting from workshop attendance. These findings suggest that the workshops influenced attendees to change their practice towards more collaborative working. Future work needs to confirm these results with more participants

Effectiveness appraisal of interventions to increase retention of newly qualified nurses implemented in the final year of pre-registration programmes: A literature review

Aim To understand the effectiveness of interventions to increase retention of early career nurses, implemented during the pre-registration programme. Background Retention of nurses is an issue of global concern. The transition period spanning the final year of pre-registration nurse education programmes and the first year of qualified practice is a point of high risk for attrition from the profession. Design A systematic review without meta-analysis and a thematic synthesis of wider literature, reported using SWiM and ENTREQ guidelines. Methods A convergent segregated approach was used to capture qualitative and quantitative study designs. A systematic review of quantitative papers reporting intervention and retention data and scoping review of a wider body of literature related to interventions supporting transition to qualified practice were conducted. Searches used Medline and CINAHL databases in October 2021. Data extracted from wider literature were inductively collated into themes relating to the intervention type and synthesised. Results Six papers were included in the systematic review and 27 papers were included in the scoping review. Interventions included internships, externships, clinical immersion programmes, capstone projects, preceptorships and psychological wellbeing programmes. There was a lack of consensus about the benefits of implementing interventions during the final year of pre-registration programmes, but some evidence that interventions incorporating preceptors, expose students to the clinical environment and involve academic/clinical collaboration, report positive outcomes related to transition to qualified practice, which potentially has an impact on motivation to stay in the profession. Conclusion Greater understanding of interventions supporting student nurses to reduce likelihood of leaving once qualified has been achieved. There is some evidence these interventions lead to increases in retention, but this is limited by the quality of the reporting and the scarcity of data. Consideration should be given to maximizing students’ exposure to clinical practice and the benefits that interventions with alternative approaches such as psychological wellbeing programmes may bring. This review has potential to influence effective implementation of interventions to increase retention of early career nurses if clinical practice and academic settings review proposed or actual interventions to maximise added value. Reporting method the manuscript has been written in adherence with the EQUATOR guidelines following the SWiM reporting guidelines for the systematic review and the ENTREQ guidelines for the scoping review

Creating a learning environment to promote food sustainability issues in primary schools? Staff perceptions of implementing the food for life partnership programme

There is increasing interest in the role that schools can play in promoting education for sustainable development (ESD), and evidence is emerging that schools can be influential in the emerging agenda around the ecological, ethical and social aspects of food, diet and nutrition. With regard to such food sustainability issues, this paper analyses the role of the Food for Life Partnership national programme in supporting garden and farm-based learning activities in 55 primary schools in England, UK. Using a mixed methods approach, the study examined the programme's implementation through staff perceptions and a range of school change indicators. The study found that the programme delivery was associated with widespread institutional reforms. According to staff, implementation of the programme provided a range of opportunities for pupils to learn about food production and sustainability, but addressing these issues was challenging for teachers and raised a number of questions concerned with effective, equitable and on-going implementation. At a pedagogical level, teachers also reflected on conceptually challenging aspects of food sustainability as a topic for primary school education. The study identified ways that ESD programmes could support schools to think about and implement learning opportunities as well as identifying significant barriers related to resourcing such programmes. © 2013 by the authors; licensee MDPI, Basel, Switzerland

Food for life partnership evaluation: summary report

Summary report of the Food for Life Partnership evaluation conducted by UWE,Bristol and Cardiff University. May 201