Crossing the Threshold: Students' Experiences of the Transition from Student to Staff Nurse

Current policy in the health services emphasises nursing students’ fitness to practice at the point of registration. There has also been some suggestion that pre-registration education has not equipped them with the necessary knowledge and skills. Other research findings have indicated that students can find this transition stressful. Due to the massive investment in nurse education and the need to retain nurses in the workforce, we wanted to understand the factors that might better support this transition. Using telephone interviews with former students of The Open University part-time, distance learning, pre-registration nursing programme, we explored nurses’ experiences of their first 3-6 months of qualified practice. A number of recurring themes emerged which were then exposed to theoretical analysis using Van Gennep’s theory of transition and Bridges’ work on organisational change. In at the deep end Here students talked of their feelings associated with their increased accountability and of their anxiety in those early days following qualification. Changing identities As sponsored Health Care Assistants (HCAs), OU nursing students regularly juggle the transition from HCA to student but then make a further transition to staff nurse. Many talked about the impact of this on former HCA colleagues and the significance of the uniform as a symbol defining their new identity. Coming together In this theme, participants talked of how things started to come together, their growing confidence and their satisfaction of being able to apply their knowledge in practice. Scaffolding This was the name given to the formal and informal support structures participants described as useful during their transition. These included their educational preparation, organisational support and the individual support of mentors and family

Dependence of plasmaspheric morphology on the electric field description during the recovery phase of the 17 April 2002 magnetic storm

Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/95341/1/jgra17301.pd

Exploring the views of planners and public health practitioners on integrating health evidence into spatial planning in England: A mixed-methods study

Background: This study explored barriers and facilitators to integrating health evidence into spatial planning at local authority levels and examined the awareness and use of the Public Health England Spatial Planning for Health resource. Methods: A sequential exploratory mixed methods design utilised in-depth semi-structured interviews followed by an online survey of public health, planning and other built environment professionals in England. Results: Views from 19 individuals and 162 survey responses revealed high awareness and use of the Spatial Planning for Health resource, although public health professionals reported greater awareness and use than other professionals. Key barriers to evidence implementation included: differences in interpretation and use of ‘evidence’ between public health and planning professionals; lack of practical evidence to apply locally; and lack of resource and staff capacity in local authorities. Key facilitators included: integrating health into the design of Local Plans; articulating wider benefits to multiple stakeholders, and simplifying presenting evidence (regarding language and accessibility). Conclusion: The Spatial Planning for Health resource is a useful resource at local authority level. Further work is needed to maximise its use by built environment professionals. Public health teams need support, capacity and skills to ensure that local health and wellbeing priorities are integrated into local planning documents and decisions

Collaboration in E-Learning: A Study Using the Flexible E-Learning Framework

E-Learning remains a new frontier for many faculty. When compared to the traditional classroom, E-learning requires greater collaboration among team members and use of different teaching and learning strategies. Pedagogy as well as team configurations must change when moving to the online environment. Collaboration is a key component in creating quality E-learning. Effective collaboration requires faculty to understand various roles (e.g., instructional designers, multimedia specialists), and activities involved in e-learning as well as how professionals in different roles work together. This article discusses the use of an E-Learning framework and development of a survey based on the framework’s dimensions as two strategies to broaden faculty understanding of E-Learning collaboration. The survey was used to expose faculty across five Midwestern campuses to all dimensions of E-learning including areas such as management, ethics, and interface design

Boundary layer dynamics over London, UK, as observed using Doppler lidar during REPARTEE-II

Urban boundary layers (UBLs) can be highly complex due to the heterogeneous roughness and heating of the surface, particularly at night. Due to a general lack of observations, it is not clear whether canonical models of boundary layer mixing are appropriate in modelling air quality in urban areas. This paper reports Doppler lidar observations of turbulence profiles in the centre of London, UK, as part of the second REPARTEE campaign in autumn 2007. Lidar-measured standard deviation of vertical velocity averaged over 30 min intervals generally compared well with in situ sonic anemometer measurements at 190 m on the BT telecommunications Tower. During calm, nocturnal periods, the lidar underestimated turbulent mixing due mainly to limited sampling rate. Mixing height derived from the turbulence, and aerosol layer height from the backscatter profiles, showed similar diurnal cycles ranging from c. 300 to 800 m, increasing to c. 200 to 850 m under clear skies. The aerosol layer height was sometimes significantly different to the mixing height, particularly at night under clear skies. For convective and neutral cases, the scaled turbulence profiles resembled canonical results; this was less clear for the stable case. Lidar observations clearly showed enhanced mixing beneath stratocumulus clouds reaching down on occasion to approximately half daytime boundary layer depth. On one occasion the nocturnal turbulent structure was consistent with a nocturnal jet, suggesting a stable layer. Given the general agreement between observations and canonical turbulence profiles, mixing timescales were calculated for passive scalars released at street level to reach the BT Tower using existing models of turbulent mixing. It was estimated to take c. 10 min to diffuse up to 190 m, rising to between 20 and 50 min at night, depending on stability. Determination of mixing timescales is important when comparing to physico-chemical processes acting on pollutant species measured simultaneously at both the ground and at the BT Tower during the campaign. From the 3 week autumnal data-set there is evidence for occasional stable layers in central London, effectively decoupling surface emissions from air aloft

Project-Based Learning in Introductory Statistics: Comparing Course Experiences and Predicting Positive Outcomes for Students from Diverse Educational Settings

In order to evaluate the acceptability and potential impact of the Passion-Driven Statistics curriculum, this article describes background characteristics, and course experiences and outcomes of students enrolled in the multidisciplinary, introductory, project-based course in liberal arts colleges, large state universities, regional college/universities, and community colleges. We found that the course could be successfully delivered across these diverse educational settings. After controlling for educational setting and pre-survey responses to individual outcome measures, consistent predictors of positive course outcomes included student’s initial interest in conducting research, their higher likelihood of enrolling in a statistics course if it were not required, finding the project-based course less challenging, and finding the research project more rewarding than other students. Regional college/university, and community college students reported working significantly harder in the course and finding the course more challenging than students taking the course at liberal arts colleges or state universities. Students from liberal arts colleges generally reported more positive course experiences than students from other educational settings. However, when compared to students from both liberal arts colleges and large state universities, those from regional colleges/universities reported being more likely to have learned more in the project-based course than in other college courses they had taken. Taken together, the project-based course was successfully delivered across diverse post-secondary educational settings and provides a promising model for getting students hooked on the power and excitement of applied statistics

Planning the oral health workforce: time for innovation

Contains fulltext : 232783.pdf (Publisher’s version ) (Open Access)The levels and types of oral health problems occurring in populations change over time, while advances in technology change the way oral health problems are addressed and the ways care is delivered. These rapid changes have major implications for the size and mix of the oral health workforce, yet the methods used to plan the oral health workforce have remained rigid and isolated from planning of oral healthcare services and healthcare expenditures. In this paper, we argue that the innovation culture that has driven major developments in content and delivery of oral health care must also be applied to planning the oral health workforce if we are to develop 'fit for purpose' healthcare systems that meet the needs of populations in the 21st century. An innovative framework for workforce planning is presented focussed on responding to changes in population needs, service developments for meeting those needs and optimal models of care delivery