4Bii. Improving undergraduate student attrition and experience through an innovative Restorative Supervision project.

Abstract: Principles of the PNA role and A-EQUIP model (NHS England, 2017) and specifically the Restorative Supervision (RS) element can also be applied to healthcare students during their training. RS can be defined “A model of supervision designed to support professionals working within roles where they have significant emotional demand” (Wallbank,2013). The concept of RS has been developed using evidence -based frameworks with strengths-based, reflective and restorative approaches. Our innovative project supports inclusion in healthcare education for UG student nurses. We best support under-represented and diverse groups of learners to succeed by providing safe spaces for students.Summary: Principles of the Professional Nurse Advocate (PNA) role and A-EQUIP model (NHS England, 2017) and specifically the Restorative Supervision (RS) element can also be applied to healthcare students during their training. The concept of RS has been developedusing evidence -based frameworks with strengths-based, reflective and restorative approaches. Our 12month project supports equality, diversity and inclusion in healthcare education for UG student nurses across all four fields. We best support under-represented and diverse groups of learners to succeed by providing safe spaces for the students to have access to RS

Can restorative supervision positively impact the emotional wellbeing of HEI lecturers in healthcare?

Staff wellbeing is crucial to providing a high standard of education for students. Restorative Supervision has been shown to have positive impacts on staff wellbeing including feeling 'valued', reductions in stress and burnout, increased job satisfaction and improved retention. It enables staff to reflect on the emotional and psychological impact of their work and explore and understand the challenges and rewards that are intrinsic to providing high quality teaching. Aim To explore whether restorative supervision can be used to support health care professionals working in a higher education setting. Methods 1. Monthly restorative supervision sessions over six months with 15 multidisciplinary health professional academic staff 2. Focus groups exploring the implications of restorative supervision on perceived and experienced stress and wellbeing Findings Participants identified numerous sources of compassion and emotional burden including self, colleagues, students, and families. Restorative supervision allowed participants to feel supported in their roles and able to reflect on the emotional and psychological impact of their multifaceted working. In particular, the challenges of moving from a clinician to an academic role were explored by several of the participants who felt that they had embarked on a second and completely different career with little support

ViPER - Introducing a service to deliver restorative supervision for nursing students, to improve retention and raise the quality of student experiences.

Abstract ID 239:Introduction:Restorative Supervision (RS) is increasingly being delivered to post qualified healthcare staff, via the growth of the PNA role (NHS England,2023). The benefits of delivering this to pre-registration students in education have been previously documented. The potential of RS to support student personal and professional development has been demonstrated (Stacey et al, 2017: Stacey et al, 2020). The restorative function of supervision is most valued when facilitated in an environment where humanistic principles are present (Sheppard et al, 2018). This approach may be suitable for nursing students, who manage significant emotional demands in clinical practice, alongside additional challenges resulting from their academic studies.The aim of this project was to support student’s health and wellbeing skills and coping strategies. A dedicated ‘Nursing Student Advocate Support (NSAS) Lead’ was appointed to deliver different modes of RS to nursing students (including group sessions, individual 1-1’s and telephone contacts).To sustain the project in the long term, RS training was developed and offered to HEI staff.Methods:The impact of the service was evaluated over the timeline of the project. Qualitative feedback from student mentimeter surveys was used to collect anonymous data. This type of data collection can provide valuable insights into student experiences of educational programmes (Mohyn et al., 2022).Results:Qualitative data from students demonstrated that RS was a positive experience for all those who engaged in it. Five common themes emerged (anxiety, communication, competing priorities, employment, family commitments). Results suggest that RS supports a nurturing educational environment which develops student professional practice. Facilitating RS in a safe environment enables increased self-awareness and time out for student reflection.Conclusion:RS was found to support growth in students’ self-efficacy, self-esteem and problem-solving skills

Imaging biomarker roadmap for cancer studies.

Imaging biomarkers (IBs) are integral to the routine management of patients with cancer. IBs used daily in oncology include clinical TNM stage, objective response and left ventricular ejection fraction. Other CT, MRI, PET and ultrasonography biomarkers are used extensively in cancer research and drug development. New IBs need to be established either as useful tools for testing research hypotheses in clinical trials and research studies, or as clinical decision-making tools for use in healthcare, by crossing 'translational gaps' through validation and qualification. Important differences exist between IBs and biospecimen-derived biomarkers and, therefore, the development of IBs requires a tailored 'roadmap'. Recognizing this need, Cancer Research UK (CRUK) and the European Organisation for Research and Treatment of Cancer (EORTC) assembled experts to review, debate and summarize the challenges of IB validation and qualification. This consensus group has produced 14 key recommendations for accelerating the clinical translation of IBs, which highlight the role of parallel (rather than sequential) tracks of technical (assay) validation, biological/clinical validation and assessment of cost-effectiveness; the need for IB standardization and accreditation systems; the need to continually revisit IB precision; an alternative framework for biological/clinical validation of IBs; and the essential requirements for multicentre studies to qualify IBs for clinical use.Development of this roadmap received support from Cancer Research UK and the Engineering and Physical Sciences Research Council (grant references A/15267, A/16463, A/16464, A/16465, A/16466 and A/18097), the EORTC Cancer Research Fund, and the Innovative Medicines Initiative Joint Undertaking (grant agreement number 115151), resources of which are composed of financial contribution from the European Union's Seventh Framework Programme (FP7/2007-2013) and European Federation of Pharmaceutical Industries and Associations (EFPIA) companies' in kind contribution

Effect of remote ischaemic conditioning on clinical outcomes in patients with acute myocardial infarction (CONDI-2/ERIC-PPCI): a single-blind randomised controlled trial.

BACKGROUND: Remote ischaemic conditioning with transient ischaemia and reperfusion applied to the arm has been shown to reduce myocardial infarct size in patients with ST-elevation myocardial infarction (STEMI) undergoing primary percutaneous coronary intervention (PPCI). We investigated whether remote ischaemic conditioning could reduce the incidence of cardiac death and hospitalisation for heart failure at 12 months. METHODS: We did an international investigator-initiated, prospective, single-blind, randomised controlled trial (CONDI-2/ERIC-PPCI) at 33 centres across the UK, Denmark, Spain, and Serbia. Patients (age >18 years) with suspected STEMI and who were eligible for PPCI were randomly allocated (1:1, stratified by centre with a permuted block method) to receive standard treatment (including a sham simulated remote ischaemic conditioning intervention at UK sites only) or remote ischaemic conditioning treatment (intermittent ischaemia and reperfusion applied to the arm through four cycles of 5-min inflation and 5-min deflation of an automated cuff device) before PPCI. Investigators responsible for data collection and outcome assessment were masked to treatment allocation. The primary combined endpoint was cardiac death or hospitalisation for heart failure at 12 months in the intention-to-treat population. This trial is registered with ClinicalTrials.gov (NCT02342522) and is completed. FINDINGS: Between Nov 6, 2013, and March 31, 2018, 5401 patients were randomly allocated to either the control group (n=2701) or the remote ischaemic conditioning group (n=2700). After exclusion of patients upon hospital arrival or loss to follow-up, 2569 patients in the control group and 2546 in the intervention group were included in the intention-to-treat analysis. At 12 months post-PPCI, the Kaplan-Meier-estimated frequencies of cardiac death or hospitalisation for heart failure (the primary endpoint) were 220 (8·6%) patients in the control group and 239 (9·4%) in the remote ischaemic conditioning group (hazard ratio 1·10 [95% CI 0·91-1·32], p=0·32 for intervention versus control). No important unexpected adverse events or side effects of remote ischaemic conditioning were observed. INTERPRETATION: Remote ischaemic conditioning does not improve clinical outcomes (cardiac death or hospitalisation for heart failure) at 12 months in patients with STEMI undergoing PPCI. FUNDING: British Heart Foundation, University College London Hospitals/University College London Biomedical Research Centre, Danish Innovation Foundation, Novo Nordisk Foundation, TrygFonden

Antenatal young parents: introducing a pathway to enhance health visiting practice

Although their numbers have declined over the last 10 years, younger (teenage) parents are still one of the most disadvantaged client groups and have significantly poorer health outcomes for both themselves and their children.This article describes the author's creation of a Health Visiting practice pathway for this specific client group. The pathway was planned to promote a standardisation of service from all the health visiting teams across the Humber Foundation Trust area, aiming towards equity of service for all clients in this group. This is particularly important in a Trust which has a very diverse client population covering approximately 930 square miles. The article explores young parents' health issues and summarises why we should invest health visitor resources in this small but very specific client group. As a result of the project work, challenges and opportunities for health visiting practice were identified. Recommendations for both current and future practice are discussed

What does leadership mean to specialist community public health nurses?

Using the results of a survey of practice educators and assessors at a higher education institute, this article discusses leadership styles in the context of specialist community public health nursing

Principles of the Professional Nurse Advocate and A-EQUIP Model to Improve Health Visitors’ Wellbeing

This review explores the current literature and the complex challenges faced by the health visiting workforce. The A-EQUIP model and the implementation of the professional nurse advocate role for nurses is investigated