A study of the skills, education and qualifications of nurses performing dermatological surgery in the United Kingdom

Background: There has been a significant expansion of the nurse’s role in thefield of dermatological surgery in recent years. Yet, how this role has developedvaries significantly from Trust to Trust, and anecdotal evidence indicates a highdegree of inconsistency in the clinical roles undertaken.Aim: This study aims to explore the skills, education, and qualifications of nurse’s performing dermatological surgery in the United Kingdom. Findings being used to determine the training and supervision needs of nurse surgeons and implications for high quality care provision.Method: Data was collected using an electronic online questionnaire, distributednationally to members of the British Dermatological Nursing Group (BDNG).Specifically, nurses identifying as nurse surgeons were targeted.Results: 56 nurses responded and the findings demonstrate significant variations in the advanced roles adopted, the levels of education undertaken and the clinical supervision provided.Conclusion: It is clear from the findings that there are unacceptable variations inthe support and education offered to nurse undertaking dermatological surgeryin the UK making it difficult to benchmark care services

Nurse to educator? Academic roles and the formation of personal academic identities

This aim of this research was to investigate the academic role of the nurse educator and its contribution to the formation of personal academic identity. Data was gathered using in-depth interviews (n = 14) with experienced nurse educators employed within pre-1992 and post-1992 universities. Prolonged analysis, reflection and theorisation of the findings indicated that participants experienced multiple challenges when seeking to assimilate personal academic identity, adopting, and adapting a variety of identities over time. A conceptual model of identity transformation encompassing five stages: pre-entry, reaffirming, surmounting, stabilising and actualising, provides a useful analytical framework to inform and shape the professional development of nurse educators

The personal and professional capital of Master's level study for teachers

The landscape of teacher education in England continues to shift towards a schools led agenda. A position influenced by attitudes and policies from a neoliberal conservative government that consider teaching as a craft and thereby largely performative (Ball, 2003, Clarke, 2016). Whilst responsibility for the academic elements of an initial teacher education programme largely remain with university departments of education, their purpose and value to the individual teacher and profession are increasingly being questioned. This paper examines the findings of an empirical research study undertaken as part of a doctoral thesis and explores the rationale for masters level study as part of teacher training in England (Cole, 2017). The purpose of this research was to explore the views and experiences of a theoretically sampled group of teachers in training, the personal and professional value of master’s level study and its influence in shaping their early careers as teachers. Drawing upon the findings of a qualitative, practitioner-researcher study, it uses constructivist grounded theory (CGT) methodology to explore the student teacher perceptions and experiences, which are then used to develop a substantive theory outlining the value and use of master’s level study. A conceptual model grounded in the participants’ lived experiences and opinions, further outlines the necessary conditions for the effects to occur as part of teacher education, and is designed to promote a research-informed programme structure, rooted in student experience and praxis. Finally, the type of learning investments required to yield personally and professionally relevant returns will be explored. As part of the empirical research, an extensive literature review was conducted to sensitise and inform the interview schedule and semi-structured interviews were undertaken with fifteen student participants. Participants were purposively and theoretically sampled to support the emerging theory until saturation of categories was achieved. Data was then analysed using the CGT processes outlined by Charmaz (2014). Six substantive core categories emerged which were subsequently theorised and rendered again to produce a practice-focussed solution in the form of a conceptual framework. Analysis of the participant data highlighted the importance of two key effects which can be synthesised into the domains of professional capital (combined human, social and decisional capital) and personal capital. In addition, participants subsequently described the optimal educational environment for the promotion of these capitals; that of constructivist forms of teaching, learning and assessment (TLA) (Meijer et al., 2016). Furthermore, participants stated that the value and qualities of a challenging learning journey were enhanced when supported by an overall structure of transformative programme design (Mezirow and Taylor, 2011). In the final theoretical rendering of the data, a conceptual model of programme design was formed, demonstrating the importance of transformative programme design, delivered through constructivist modes of TLA. The value of master’s level study to teachers in education was also significant in the data and found to be similar in importance to that found in OECD PISA highest rated countries such as Finland and Canada. This conceptual model explored within this paper is capable of being applied in teacher education across the sector in relation to masters level study and indicates how effective programme design could develop excellent teachers of the future, demonstrating additional resilience, adaptation and reflection on enhancing practice. Its original contribution also rests on the fact that little research exists exploring teacher professional capital in England and in its potential contribution to teacher recruitment

International models and student voice effecting professional programme design for personal and professional capital

The design and delivery of professional programmes of study within HEIs take place in a constantly shifting landscape. As a result, the transformative impact of higher level education on the student’s professional development is often overlooked. Research examining the value of Master’s level study; identifies a number of key qualities and characteristics which when framed against an international perspective provides a conceptual model for programme design. In addition, the ability of educational programmes to promote the development of professional capital, (combining human, social and decisional capital) and personal capital will be explored within the presentation

What are ambulance crews’ experiences of using a mechanical chest compression device for out-of-hospital resuscitation? A constructivist qualitative study utilising online focus groups

Introduction: Mechanical chest compression devices (MCCDs) provide chest compressions mechanically to a person in cardiac arrest. Those chest compressions would usually be provided manually. Previous studies into the use of MCCDs have focused on the quantitative outcomes, with little emphasis on the qualitative experiences of those using MCCDs. Purpose: To collect and report ambulance crews’ experiences of using MCCDs for out-of-hospital resuscitation attempts. Methods: The philosophical approach was constructivist, the methodology qualitative and the data collection method online focus groups. Convenience sampling was used to recruit participants who met the inclusion criteria, which broadly were to have experience of using MCCDs for out-of-hospital resuscitation. There have been two types of MCCD used locally. Participants were included regardless of which type of device they had experience of. Similarly, participants were included whether they had active or passive experience of the devices. The focus groups were recorded, fully transcribed and then analysed using constant comparison. Results: Four selective codes emerged. These were factors directly affecting ambulance crew members; practicalities of a resuscitation attempt; ambulance crew members’ perceptions, experiences and thoughts; negatives of MCCDs. Conclusion: The main perceptions arising from the participants’ discussion in this work were that MCCD use could potentially provide psychological protection to ambulance crew members when reflecting on resuscitation attempts, and participants felt there is an overall reduction of cognitive load for ambulance crew members when using MCCDs for resuscitation attempts. There were particularly timely benefits expressed of MCCDs easing the physical fatigue of a resuscitation attempt when responding wearing personal protective equipment, as has been required during the COVID-19 pandemic. MCCDs were felt to be of benefit when transporting patient in cardiac arrest but differences were expressed as to whether the LUCAS-2 in particular helps or hinders extrication of a patient

Scoping Review

Emergency Medical Services academia - who, and what are academics in the EM

Prevalence survey of alcohol consumption at antenatal booking in pregnancy: comparing blood biomarker analysis to self-report

Providing antenatal and postnatal care for women who drink alcohol in pregnancy is only possible if those at risk can be identified. We aimed to detect the prevalence of actual and self-reported alcohol consumption in pregnant women in the first trimester of pregnancy. We also compared the utility of self-report to blood biomarker analysis