The measurement of stereotypes in the evaluation of Interprofessional Education

This chapter is directed at evaluators using student stereotypes of health and social care (HSC) professionals to understand the processes and outcomes of Interprofessional Education (IPE) programmes. The chapter focuses on the definition of stereotypes and justifies their inclusion in an evaluation from a theoretical, evaluative and curriculum perspective. This is followed by a summary and discussion of existing means of measurement used in IPE and some practical implications to this endeavour. The chapter concludes with the findings of some existing evaluations

Developing theoretical rigour in inter professional education

In this chapter, the author explores the meaning of theory and the role it plays in the development of interprofessional education. The chapter explores specifically the utility of the theory of social capital in the field and uses this as a case theory to present the dimensions of theoretical quality that is proposed as essential to the advancement of research, evaluation and curriculum development in this arena

Co-operative authoring and collaboration over the World Wide Web : a thesis presented in partial fulfilment of the requirements for the degree of Master of Technology in Computer Systems Engineering at Massey University, Palmerston North, New Zealand

Co-operative authoring and collaboration over the World Wide Web is looking at a future development of the Web. One of the reasons that Berners-Lee created the Web in 1989 was for collaboration and collaborative design. As the Web has limited collaboration at present this thesis looks specifically at co-operative authoring (the actual creation and editing of web pages) and generally at the collaboration surrounding this authoring. The goal of this thesis is to create an engine that is capable of supporting co-operative authoring and collaboration over the Web. In addition it would be a major advantage if the engine were flexible enough to allow the future development of other access methods, especially those that are web related, such as WebDAV, WAP, etc

Suicide and Undetermined Deaths among Youths and Young Adults in Latin America: Comparison with the 10 Major Developed Countries - A source of hidden suicides?

In Latin American (LA) and the major developed countries’ (MDC) suicide and undetermined deaths are analyzed as methods of suicide and the number of undetermined deaths are similar, possibly containing hidden suicides. The goal was to test the likelihood that LA cultural attitudes lead to higher undetermined rates and more hidden suicides. We used 3-year WHO average mortality data to compare LA and MDC mortality by age and gender, and χ² tests to examine any differences. In 13 LA countries younger-aged (15–34) men and women’s suicides were higher than all-age rates, and undetermined deaths exceeded the suicide rates. Nine LA countries had significantly more undetermined younger-aged male deaths than females. Sixteen of 18 LA countries had significantly higher undetermined death rates than the MDC. LA younger-aged malefs24 146s differential suicide: Undetermined rates indicated they may contain substantial numbers of hidden suicides. Inadvertently, cultural attitudes to suicide may hinder prevention

A Multiple Method Evaluation of the Mid Essex Memory Assessment and Support Service

On 3rd February 2009, the Department of Health published “Living well with dementia: A National Dementia Strategy”. This proposed a series of changes to the way services for people with dementia are organised and delivered, from raising awareness and understanding through to “living well” with dementia, whether in the community or in long-term care. This report outlines the work undertaken by Bournemouth University in response to the “Specification for evaluation of newly created memory services in Mid Essex.” (July 2009). It details the consultancy and research advisory/ assistance role in order to comprehensively evaluate the pilot memory service- which commenced in January 2009. The approach was essentially a pragmatic service evaluation utilising existing data, supplemented with additional reviews in order to allow comparison between the new service and previous provision. In addition it makes recommendations which can inform future provision and where necessary improvements. The model identified the component elements of the new service (patient pathway) as well as those previously offered through an initial scoping exercise. From these elements it was possible to obtain comparisons utilising quantitative and qualitative outcome measures. The report identifies a range of positive benefits from the MASS provision and makes recommendations for the future

Applying work motivation theories to articulate the challenges of providing effective doctoral supervision

Universities in the United Kingdom face numerous demands regarding provision of quality research education to increasing numbers of doctoral students. One challenge is the recruitment of suitably qualified, skilled academics to take on their supervision and subsequently provide a high quality student experience. Understanding what motivates supervisors is central to facing this challenge. However, little theory underpins the supervision processes and even less pertain specifically to the issues of supervisor motivation. The paper addresses this short fall by exploring and applying work motivation theories to the higher education postgraduate context. It considers goal setting and social cognitive theory, as used in the wider area of work social-psychology, to lay a new theoretical approach that enables motivation to supervise to be better articulated and assessed. The content of the paper resides within the theme “Theoretical frameworks of learning and teaching in higher education. In taking this novel approach to understanding supervision in higher education, the paper will inform academic developers facing the current challenges in strategic decision making that relate to research education and student supervision. It will interest to those participants involved in academic supervisor training in terms of programme content and it has relevance for post graduate supervisors, at all levels, in terms of their own performance and career objectives. Finally, it has an application for policy makers as the work fits into the new and emerging political landscape surrounding doctoral/research education in the UK and internationally

Interagency training to support the liaison and diversion agenda

Background In England and Wales there are an unacceptably large number of people in prison or in contact with the criminal justice system who have mental health issues. Integrated and effective interagency collaboration is required between the criminal justice system and mental health services to ensure early diagnosis, treatment, appropriate sentencing or diversion of these individuals from the criminal justice systems into mental health services. Liaison and diversion schemes are proposed as a means to integrated service provision through positioning mental health professionals within the criminal justice system. These schemes were recommended by the Bradley Report (2009) to be rolled out for all police custody suites and courts by 2014 in a National Diversion Programme. Working within these schemes, at the interface of the criminal justice system and mental health services, has its challenges (Hean et al., 2009) and the workforce from both systems must be prepared to address these. This was recognised by Bradley when he recommended that: “where appropriate, training should be undertaken jointly with other services to encourage shared understanding and partnership working. Development of training should take place in conjunction with local liaison and diversion services (p111; Bradley, 2009). The form this joint training should take is as yet unexplored. We have proposed elsewhere that joint training should equip different agencies and professionals with the skills and knowledge required to collaborate effectively, and not only focus on mental health awareness courses for those in police, prison and courts services (Hean et al. 2011). The criminal justice system and mental health services need to come together to learn about, from, and with each other in interagency training. Aim We present in this report our vision of what this joint interagency training between the criminal justice and mental health services should contain, how it may be delivered and its potential benefits. We explore the receptiveness of professionals from the criminal justice and mental health services to interagency training and explore their perceptions of the challenges to interagency working between the two systems. We focus particularly on one particular dimension: an interagency crossing boundary workshop and its theoretical underpinnings. We explore professionals’ expectations of this type of intervention as well as their perceptions of the knowledge and skills required to deliver the emerging liaison and diversion agenda in general and the content and delivery of interagency training in the future. These findings are synthesized into a series of recommendations and a model of interagency training that will prepare professionals in both agencies to respond to the liaison and diversion agenda more effectively and work collaboratively in the interest of the mentally ill offender. Method A crossing boundary workshop (Engeström, 2001) was delivered in December 2011 to a sample of 52 professionals from a range of non-health professionals associated with criminal justice system (probation, police and courts) and professionals from the mental health system or health domain (learning disability, substance misuse and mental health services). The receptiveness of criminal justice system and mental health service professionals to interagency training was assessed through the Readiness for Interprofessional Learning Scale (Reid et al., 2005) administered to respondents before the workshop. Perceptions of the challenges facing interagency working and the expectations of the workshop were explored through interactive exercises. Professionals from both agencies participated in a series of 6 parallel focus groups to discuss how to prepare the workforce to respond effectively to the liaison/diversion agenda and the constraints they worked under in terms of commissioning, delivering and attending this training. Findings Professionals from both the mental health and criminal justice systems need to build empathic relationships with staff from other agencies. They stressed the importance of actual face-to-face contact between professionals from different agencies to achieve this and saw interagency relationships as being built through increased knowledge of other agencies and the orchestrating of formal facilitated contact between them. They were strongly in favour of interagency training and its contribution to enhanced collaborative competence across the workforce and, in the long term, improved offender mental health. They believed interagency training would develop in the workforce a greater knowledge of other agencies and help them understand other professionals’ roles and responsibilities. They believed interagency training should occur pre-qualification, through into continued professional development and contain a variety of interagency training experiences. Professionals from both systems shared a high level of person centredness in their approach to their practice and stressed the importance of training being grounded and delivered in a real world environment. Participants acknowledged that training opportunities are under threat due to financial and time limitations and that joint commissioning, shared resources and economies of scale must be considered. Recommendations • A training package should be developed to prepare professionals both from the mental health and criminal justice system for the liaison and diversion agenda and integrated service provision. This training must offer a strong interagency component aimed at developing interagency collaboration skills and interagency knowledge. A four-stage training model is proposed in this report. This incorporates pre-registration or undergraduate training for trainee professionals in the mental health services and criminal justice system, general awareness training, interagency training for continuing professional development and the development of interagency reflective practice opportunities. This model may be supplemented by a variety of on-line resources, some of which are described. • These interagency training models should be developed in partnership between universities and local facilitators from within the criminal justice system and mental health services to provide both the theoretical and evidence based rigour associated with developing collaborative practice curricula alongside the real world contextual knowledge required of these programmes. • In the long term, interagency training should be delivered in practice by practitioners to ensure the continued validity and sustainability of these programmes. Training should be sensitive to changes in the workforce due to turnover and the pressures of organisational change. • In times of economic constraint, training should be well targeted at staff and organisations essential to the liaison and diversion agenda. • An interagency commissioning approach will be required to deliver the training package outlined to support the liaison and diversion agenda, and especially if there is to be joint training and sharing of resources