Multi-layered voices of being a nurse and becoming a nurse teacher

This paper uses reflective processes to examine developing from a practicising nurse into a nurse teacher. In particular it examines concepts of 'voice' and 'space' . Professional experience is set within the wider context of the academy by drawing on research accounts from teaching colleagues which were completed as part of PhD studies. Suggestions are offered for how to integrate different voices within the developing role

Learning to weave an article using Blackboard threads

Diversity in learning is a challenge for student and facilitator alike. Returning to learning, or learning in a second language, are daunting prospects that require preparation and understanding in course design. Academic writing is a particular area that creates anxiety. This paper offers a potential solution for building confidence and developing academic writing by explaining how the discussion forum, available on the Blackboard virtual learning environment (VLE) system, is used with an academic development group on a return to study course in the United Kingdom (UK). In particular it looks at how discussion threads can be developed to build the infrastructure of an argument, and how using the ‘real’ healthcare knowledge of the student enables this process to occur

Children's views of older people

Worldwide demographic change means that the responsibility for a growing older population will fall to younger generations. This narrative literature review comprises an international examination of what has been published about children’s views of older people between 1980 and 2011. Sixty nine academic papers were inductively analysed, and the emerging themes were: ageism; contact with older people; children’s media; children’s perceptions of older people; intergenerational studies; children’s perceptions of older people’s health conditions; and culture, ethnicity and worldwide studies. Reports about children’s views were influenced by research methods, the children’s familiarity with whom they were being asked to describe, their prior relationships with grandparents and other significant older people, and their stage of development. 80% of the papers were based on American research, and were often guided by a concern about ageism. While children adopt stereotypes, they do not appear to be ageist. Research needs to include a wider geographical and cultural spread of children; children’s understandings of the lived experiences of older people; and an exploration of the effects of culture, faith and socio-economic status on children’s views if it is to underpin effective education to equip the next generation to humanely support the older populations of the future

Optimization of Exercise Countermeasures for Human Space Flight: Operational Considerations for Concurrent Strength and Aerobic Training

The physiological challenges presented by space flight and in microgravity (μG) environments are well documented. μG environments can result in declines muscle mass, contractile strength, and functional capabilities. Previous work has focused on exercise countermeasures designed to attenuate the negative effects of μG on skeletal muscle structure, function, and contractile strength and aerobic fitness parameters. Exposure to μG environments influences both strength and aerobic type physical qualities. As such, the current exercise recommendations for those experiencing μG involve a combination of strength and aerobic training or “concurrent training.” Concurrent training strategies can result in development and maintenance of both strength and aerobic capabilities. However, terrestrial research has indicated that if concurrent training strategies are implemented inappropriately, strength development can be inhibited. Previous work has also demonstrated that the aforementioned inhibition of strength development is dependent on the frequency of aerobic training, modality of aerobic training, the relief period between strength and aerobic training, and the intra-session sequencing of strength and aerobic training. While time constraints and feasibility are important considerations for exercise strategies in μG, certain considerations could be made when prescribing concurrent strength and aerobic training to those experiencing human space flight. If strength and aerobic exercise must be performed in close proximity, strength should precede aerobic stimulus. Eccentric strength training methods should be considered to increase mechanical load and reduce metabolic cost. For aerobic capacity, maintenance cycle and/or rowing-based high-intensity intermittent training (HIIT) should be considered and cycle ergometry and/or rowing may be preferable to treadmill running

Implementing an e-learning Masters programme for Practice Development

Introduction – The need for more effective person centred care has been propositioned for a number of years (Dewar and Nolan 2013; McCormack, Dewing and McCance, 2011; Dewing, 2004) and Practice Development (PD) has been viewed as one way to embed this into organisational culture (Manley, Sanders, Cardiff and Webster, 2011). More recently multiple policy reports echo this call (Age UK, 2012; Willis Commission on Nursing, 2012; Parliamentary Health Service Ombudsman, 2011). Joint work between the Department of Nursing and England Centre for Practice Development at Canterbury Christ Church University has validated an innovative Masters level programme in Practice Development, utilising workplace and e-learning approaches to facilitate creativity in the work setting. Aim: This paper will briefly describe the programme and then explore the experiences and challenges of implementing a work based and e-learning Masters Practice Development and Innovation programme. Approach: Practice Development is built on the key principles of person-centredness, shared values and vision, transforming individuals and culture through active learning, facilitation and engagement (McCormack, Manley, Titchen 2013). Thus, the approach to the Masters programme reflects these principles and utilises facilitation methods to enable practice development to transform the learner and work setting. As part of this process we, as lecturers, have been developing our own values and beliefs and expanded our knowledge and skills so that we can positively impact on the learner experience and work as learning partners. The programme is, therefore, evolving to embody these principles and enable learners to incorporate them into practice. The programme is built around ten core Practice Development/Innovation principles and the process of Active Learning, which will be expanded on in the presentation. Our vision is to make this programme accessible to regional, national and international learners. The work-based and e-learning approaches make this achievable but bring challenges to ensure that the programme reflects the principles of Practice Development from a distance. This is further complicated by facilitating a range of learners from diverse clinical areas, experiences and cultures who have often been exposed to traditional forms of learning. Thus, facilitating the learners to engage with the material, and incorporate it into their own practice setting, has led to careful consideration of materials for the learners to access. As the programme is progressing areas are emerging that need to be thoughtfully considered and addressed to ensure development of learning. Considerations: Initial themes starting to emerge are: increasing lecturer knowledge and skills around both Practice Development and different tools for e-learning, learners previous experience of facilitation and willingness to take responsibility for their own learning, challenges of promoting active learning approaches online , enabling achievement of Masters level learning outcomes with a distance approach, new ways of working for individuals plus the organisational views around supporting learners in practice. These require both lecturers and learners to be motivated to learn and devote time to engage with material and processes. However, it also requires lecturers and learners to make choices and reflect on activities to assess the relevance and usefulness to their situation. The programme encourages learners to be creative and examine issues differently which takes time to engage with and progress. Conclusion: Evaluation of this programme is in its infancy. A key learning point is that transforming practice through Practice Development and innovation in the workplace also involves transforming University views on learning, engagement and creativity

Effects of strength and endurance exercise order on endocrine responses to concurrent training

The present study examined the effect of strength and endurance training order on the endocrine milieu associated with strength development and performance during concurrent training. A randomised, between-groups design was employed with 30 recreationally resistance-trained males completing one of four acute experimental training protocols; strength training (ST), strength followed by endurance training (ST-END), endurance followed by strength training (END-ST) or no training (CON). Blood samples were taken before each respective exercise protocol, immediately upon cessation of exercise, and 1 h post cessation of exercise. Blood samples were subsequently analysed for total testosterone, cortisol and lactate concentrations. Ability to maintain 80% 1RM during strength training was better in ST and ST-END than END-ST (both p < .05). Immediately following the respective exercise protocols all training interventions elicited significant increases in testosterone (p < .05). ST and END-ST resulted in greater increases in cortisol than ST-END (both p < .05). The testosterone:cortisol ratio was similar following the respective exercise protocols. Blood lactate concentrations post-training were greater following END-ST and ST than ST-END (both p < .05). Conducting endurance exercise prior to strength training resulted in impaired strength training performance. Blood cortisol and lactate concentrations were greater when endurance training was conducted prior to strength training than vice versa. As such, it may be suggested that conducting endurance prior to strength training may result in acute unfavourable responses to strength training when strength training is conducted with high loads

Performance and endocrine responses to differing ratios of concurrent strength and endurance training

The present study examined functional strength and endocrine responses to varying ratios of strength and endurance training in a concurrent training regimen. 30 resistance-trained men completed 6 weeks of 3 d·wk-1 of i) strength training (ST), ii) concurrent strength and endurance training ratio 3:1 (CT3), iii) concurrent strength and endurance training ratio 1:1 (CT1) or iv) no training (CON). Strength training was conducted using whole-body, multi-joint exercises, while endurance training consisted of treadmill running. Assessments of maximal strength, lower body power, and endocrine factors were conducted pre-training and following 3 and 6 weeks. Following the intervention ST and CT3 elicited similar increases in lower body strength; furthermore, ST resulted in greater increases than CT1 and CON (all p < 0.05). All training conditions resulted in similar increases in upper body strength following training. ST group observed greater increases in lower body power than all other conditions (all p < 0.05). Following the final training session, CT1 elicited greater increases in cortisol than ST (p = 0.008). When implemented as part of a concurrent training regimen, higher volumes of endurance training result in the inhibition of lower body strength, whereas low volumes do not. Lower body power was attenuated by high and low frequencies of endurance training. Higher frequencies of endurance training resulted in increased cortisol responses to training. These data suggest that if strength development is the primary focus of a training intervention, frequency of endurance training should remain low

Effects of montmorency tart cherry (L. Prunus Cerasus ) consumption on nitric oxide biomarkers and exercise performance

The purpose of this study was to investigate the effects of Montmorency tart cherry juice (MC) on nitric oxide (NO) biomarkers, vascular function, and exercise performance. In a randomized, double‐blind, placebo (PLA)‐controlled, crossover study, 10 trained cyclists (mean ± SD; VO2peak 59.0 ± 7.0 mL/kg/min) acutely ingested 30 mL of either MC or PLA following dietary restrictions of polyphenol‐rich compounds and completed 6‐minutes moderate‐ and severe‐intensity cycling bouts 1.5 hour post‐ingestion on 2 occasions for each experimental condition. The severe‐intensity cycling test was continued to exhaustion on 1 occasion and immediately followed by a 60‐seconds all‐out sprint on the other occasion. Blood pressure, pulse wave measures, tissue oxygenation index, and plasma nitrite concentration were assessed pre‐ and 1.5 hour post‐ingestion. Time to exhaustion was not different between conditions (P > .05), but peak power over the first 20 seconds (363 ± 42 vs 330 ± 26 W) and total work completed during the 60‐seconds all‐out sprint (21 ± 3 vs 19 ± 3 kJ) were 10% higher in the MC trial compared to the PLA trial (P .05). These results suggest that acute supplementation with MC can lower blood pressure and improve some aspects of exercise performance, specifically end‐sprint performance, in trained cyclists

Biographical learning: a process for promoting person-centredness in nursing

Background: This paper explores biographical approaches to nurses’ learning. It builds on previous PhD research to consider the effects of such approaches, drawing on the experiences of learners who have recently completed biographical study, in their own words. Aims and objectives: The aim of the paper is to make sense of different forms of learning. The objectives are to identify how autobiographical approaches that involve people learning from their life stories can engage people to exert agency, or ownership, in their own lives by taking control of their learning plans. Design: This longitudinal study started with the first group of learners undertaking a biographical preparation module on an Applied BSc Health and Social Care programme. Methods: Research relating to nurses’ learning is considered, including a Swiss perspective, as well as the validity of the biographical approach to developing knowledge. The learners share stories of their learning in order to develop understanding and new insights into their own lives and those of others. Results: Different dimensions of learning including learning about self, learning to make a difference and processes of repair are revealed through the learners’ narrations. Conclusions: Engaging biographically, to make sense of different forms of learning, appears to be beneficial to more person-centred working. Implications for practice: •Introducing biographical elements into courses of study can benefit learners by helping them to make sense of who they are as learners and practitioners •Co-creating compelling spaces of learning can facilitate learners to exert agency within their own lives as well as help others to learn. By exerting agency we mean taking ownership of the learning revealed through the biographical work and taking it forward in positive ways to enhance person-centred care

Influence of cold-water immersion on limb blood flow after resistance exercise.

This study determined the influence of cold (8°C) and cool (22°C) water immersion on lower limb and cutaneous blood flow following resistance exercise. Twelve males completed 4 sets of 10-repetition maximum squat exercise and were then immersed, semi-reclined, into 8°C or 22°C water for 10-min, or rested in a seated position (control) in a randomized order on different days. Rectal and thigh skin temperature, muscle temperature, thigh and calf skin blood flow and superficial femoral artery blood flow were measured before and after immersion. Indices of vascular conductance were calculated (flux and blood flow/mean arterial pressure). The colder water reduced thigh skin temperature and deep muscle temperature to the greatest extent (P < .001). Reductions in rectal temperature were similar (0.2-0.4°C) in all three trials (P = .69). Femoral artery conductance was similar after immersion in both cooling conditions, with both conditions significantly lower (55%) than the control post-immersion (P < .01). Similarly, there was greater thigh and calf cutaneous vasoconstriction (40-50%) after immersion in both cooling conditions, relative to the control (P < .01), with no difference between cooling conditions. These findings suggest that cold and cool water similarly reduce femoral artery and cutaneous blood flow responses but not muscle temperature following resistance exercise