The context, influences and challenges for undergraduate nurse clinical education: Continuing the dialogue

Introduction – Approaches to clinical education are highly diverse and becoming increasingly complex to sustain in complex milieu Objective – To identify the influences and challenges of providing nurse clinical education in the undergraduate setting and to illustrate emerging solutions. Method: A discursive exploration into the broad and varied body of evidence including peer reviewed and grey literature. Discussion - Internationally, enabling undergraduate clinical learning opportunities faces a range of challenges. These can be illustrated under two broad themes: (1) Legacies from the past and the inherent features of nurse education and (2) Challenges of the present, including, population changes, workforce changes, and the disconnection between the health and education sectors. Responses to these challenges are triggering the emergence of novel approaches, such as collaborative models. Conclusion(s) – Ongoing challenges in providing accessible, effective and quality clinical learning experiences are apparent

Employability and higher education: contextualising female students' workplace experiences to enhance understanding of employability development

Current political and economic discourses position employability as a responsibility of higher education, which deploys mechanisms such as supervised work experience (SWE) to embed employability skills development into the undergraduate curriculum. However, workplaces are socially constructed complex arenas of embodied knowledge that are gendered. Understanding the usefulness of SWE therefore requires consideration of the contextualised experiences of it, within these complex environments. This study considers higher education's use of SWE as a mechanism of employability skills development through exploration of female students' experiences of accounting SWE, and its subsequent shaping of their views of employment. Findings suggest that women experience numerous, indirect gender-based inequalities within their accounting SWE about which higher education is silent, perpetuating the framing of employability as a set of individual skills and abilities. This may limit the potential of SWE to provide equality of employability development. The study concludes by briefly considering how insights provided by this research could better inform higher education's engagement with SWE within the employability discourse, and contribute to equality of employability development opportunity

Gender segregation, underemployment and subjective well-being in the UK labour market

This article argues that gender segregation influences patterns of underemployment and the relationships that underemployment has with the subjective well-being of men and women. Previous studies have paid little attention to how gender segregation shapes underemployment, an increasingly prominent feature of the UK and European labour markets since the economic crisis of 2008. Using data from the UK Annual Population Surveys, this article examines time-related underemployment: people working part time because they cannot find a full-time job. The article asks whether there are gender differences in underemployment trends and in the links between underemployment and subjective well-being. The results suggest that the probability of underemployment is growing at a faster rate among women rather than men and that underemployment is most common in the jobs that women are more likely to perform, namely in femaledominated occupations, the public sector and small organizations. Underemployment is least common in male-dominated occupations and industries and in the private sector. Moreover, for employees with longer tenures, underemployment has more negative relationships with the subjective well-being of women than with that of men. These findings imply that gender segregation in labour markets is a crucial factor to consider when researching underemployment and its consequences

Growing Greener: Creating a New Values-based Environmental Engagement Toolkit for SME Intermediaries

This paper explores a radically different way of facilitating energy and environmental initiatives in small and medium-sized enterprises (SMEs). In terms of energy policy, smaller firms in Europe are exempted from most of the major fiscal and regulatory mechanisms that are applied to larger organisations. Policies to reduce energy demand and associated carbon emissions in SMEs are largely based on providing incentives, such as face-to-face support and grants for energy efficiency in buildings. Energy advisors are therefore key intermediaries, providing advice and encouraging the uptake of low carbon technologies and practices by SMEs. Previous studies have found that advisors often find it difficult to engage effectively with SME owners and managers, and that traditional ‘win-win’ messaging can have limited impact, resulting in implementation problems such as under-investment in energy-saving technologies, reluctance to adopt new environmental practices, and a tendency to revert to previous ways of operating once the incentive is removed. Recent research also suggests that SME owners’ and managers’ personal values play an important mediating role in their response to environmental issues, acting in combination with more established factors such as educational background, access to resources and the views of customers and suppliers. The implication is that policy interventions in this area could be delivered in more cost-effective ways if accompanied by a more nuanced, values-based approach to engagement. This paper reports findings from ‘Growing Greener’ a UK multi-disciplinary project that aims to equip advisors and other types of intermediary with the skills, knowledge and understanding they need in order to incorporate a values-based approach into their existing interactions with SMEs. It opens with an overview of the policy context and a brief overview of the relevant research literature. The main section explains how the research team co-produced a values-based engagement toolkit in conjunction with a group of energy advisors and external specialists. The design process included a series of facilitated ‘narrative workshops’, where advisors shared their experiences and experimented with early versions of the engagement tools. This is followed by an outline of the completed engagement ‘toolkit’, which includes free-to-access online course, a communication guide and an interactive engagement tool. These three inter-related components are designed to help advisors to engage SMEs beyond a narrow, cost-benefit framework, and in turn help SME owners and managers to connect low carbon choices with the personal and business values that are important to them as individuals. Our findings indicate the potential for more effective, longer-lasting interventions beyond the low hanging fruit of building efficiency measures

Building a values-based culture in nurse education

Nurse education has found itself challenged to select and educate nurses who on completion of? of their programme? have: excellent technical skills, an ability to critically analyse care and work compassionately in ways that support the values of care that are important to service users. Recent reports of care suggest that nursing still needs to develop the values base of its student selection and education processes. Against this backdrop, this paper presents two examples from pre registration nurse education that illustrate how a values based approach is used as part of the selection process in one university and used to inform the development of a reflective poetry initiative in another university. Having presented the two examples the authors debate some of the wider benefits and challenges linked to these ways of working. For example, the importance of connecting nurses’ personal beliefs, attitudes and assumptions to service user values in recruitment are discussed. The use of poetry as a way of thinking about practice that moves beyond traditional models of reflection in nursing are also considered. However, the authors recognise that if developments in nurse education are to have a real impact on nursing practice and patient care, there is the need for values based initiatives to be more directly connected to the delivery of healthcare

Care in a time of austerity: the electronic monitoring of homecare workers' time

Austerity places intense pressures on labour costs in paid care. In the UK, electronic monitoring technology has been introduced to record (and materially reduce) the working time and wages of homecare workers. Based on empirical findings, we show that, in a 'time of austerity', care is reductively constructed as a consumption of time. Service users are constructed as needy, greedy, time-consumers and homecare workers as resource-wasting time-takers. We point to austerity as a temporal ideology aimed at persuading populations that individual deprivation in the present moment, self-sacrifice and the suppression of personal need in the here and now is a necessary requirement to underpin a more secure national future. Accordingly, women in low-waged care work are required to eschew a rights bearing, present-tense identity and are assumed willing to suppress their entitlements to lawful wages as a sacrifice to the future. By transforming our understandings of 'care' into those of 'time consumption', and by emphasizing the virtue of present-tense deprivation, a politics of austerity appears to justify time-monitoring in care provision and the rationing of homecare workers' pay

Establishing a method to support academic and professional competence throughout an undergraduate radiography programme

Purpose: Radiography degree programmes are coming under increasing pressurefrom the community to ensure that graduates have not only the necessary academic developmentbut also the practice-based skills. This study aims to establish a method of monitoringstudents’ progress towards, and ability to meet, academic and professional competencesthroughout a radiography programme.Methods: Questionnaires were designed for students and academic staff to determine thestages and standards of progress of competence development, and to inform the review processof the current assessment tools throughout the programme. A literature search identifiedthe appropriate pedagogy as a basis for devising the method. Another questionnaire was distributedto overseas radiography institutions to gain insights into other assessment practicesto validate the framework.Results and discussion: It was established that years of study rather than semester periodswere appropriate to allow students to meet the standards. Discrepancies were noted in theexpectations between academic staff (higher expectations) and students (more realistic) interms of the pace of development expected. As students progress at different rates, and donot experience the same clinical exposure, their ability to meet expectations may differand so both sets of expectations were combined as a range of criteria. A multi-dimensionalassessment approach should be adequate to gauge students’ progress but time and resourceeffectiveness has not yet been addressed. The portfolio was identified as the pedagogy capableof integrating all the competence assessment tools, linked by reflective writing, to gatherindividual outcomes into a whole, and form a holistic framework.Outcome: The portfolio framework will initially run as a voluntary activity and standards ofprogress corresponding to the students’ stages will be delivered to participants in advance.Participants will be required to select materials and reflect on these, as evidence of development.Faculty members will provide support and feedback to students and oversee the wholeprocess

'Holistic' Community Punishment and Criminal Justice Interventions for Women

Calls for ‘holistic' responses to halt the increasing imprisonment of women are continually reiterated. Solutions are sought which aim to be both ‘gender-responsive' and ‘community-based'; however, the absence of meaningful definitions of ‘community' and ‘holistic' means that superficial responses are often put in place in response to failures of the system. Taking as an example one attempt to introduce a community-based service for women in Scotland, this article examines the challenges of implementing services that are located within ‘the community' and considers the consequences for feasible attempts to reduce the number of women in prison in Scotland and internationally