Poster: Creating Voice in School Nurses through Increasing Self-efficacy

Creating voice in school nurses is essential to implement and promote health care in schools. Increasing self-efficacy, the knowledge, practice and internal belief of the nurse that he or she is an expert, creates voice and thus, the ability to assist students and families navigate various concerns and health issues. Therefore, the purpose of this project was to increase self-efficacy by providing school nurses with an interactive educational module that focused on social modeling and persuasion, responses to stress reaction experiences and attainment and application of evidence based practice, all skills of self-efficacy. The interactive educational model was presented to 99 school nurses attending a scheduled professional day event. The module included examples, data points, tips and video examples of articulating the role and practice of school nursing followed by a simulation of a one-minute presentation articulating the value of the role and practice of school nursing. This interactive activity provided social modeling and persuasion, practice in response to stress reaction and attainment and application of evidence based practice. Data was collected using a pre and post survey. An ANOVA was used for analysis. The results of the study (n=79) showed an increase in self-efficacy both in the large effect size and a p value of 0.00 The participants’ increase in self-efficacy in the articulation of the role and practice of school nursing created the opportunity for each school nurse to create his or her own voice in order to provide health care for children in schools

Creating Voice in School Nurses through Increasing Self-efficacy

Creating voice in school nurses is essential to implement and promote health care in schools. Increasing self-efficacy, the knowledge, practice and internal belief of the nurse that he or she is an expert, creates voice and thus, the ability to assist students and families navigate various concerns and health issues. Therefore, the purpose of this project was to increase selfefficacy by providing school nurses with an interactive educational module that focused on social modeling and persuasion, responses to stress reaction experiences and attainment and application of evidence based practice, all skills of self-efficacy. The interactive educational model was presented to 99 school nurses attending a scheduled professional day event. The module included examples, data points, tips and video examples of articulating the role and practice of school nursing followed by a simulation of a one-minute presentation articulating the value of the role and practice of school nursing. This interactive activity provided social modeling and persuasion, practice in response to stress reaction and attainment and application of evidence based practice. Data was collected using a pre and post survey. An ANOVA was used for analysis. The results of the study (n=79) showed an increase in self-efficacy both in the large effect size and a p value of 0.00 The participants’ increase in self-efficacy in the articulation of the role and practice of school nursing created the opportunity for each school nurse to create his or her own voice in order to provide health care for children in schools

Parental Rights in Prison Project

The aim of the Parental Rights in Prison Project (PRiP) was to support incarcerated parents who wished to sustain their relationship with their children who are in the care of the local authority, care of family and significant others or adopted and to provide them with legal advice and support around their rights as parents. The project was funded by HMPPS and took place from January 2021 – December 2022. Initially established in HMP Low Newton prison, the project expanded to also support fathers in HMP Kirklevington and HMP Durham in year two. The funding paid for one full-time project coordinator (PRiPC) who provided ongoing specialist family support following intervention from the family support workers, Drug and Recovery Team (DART) family support worker or HMPPS prison family support worker. Her role was to undertake complex core family work. She also supports mothers in custody with additional issues such as safeguarding, looked after children, social care involvement, care proceedings, the perinatal pathway, post-adoption support and liaising with professionals including schools, social workers, family law solicitors as well helping maintain family ties. The PRiP Project was externally evaluated using a mixed methods approach and ran alongside delivery of the intervention. The evaluation focused on mothers only, and delivery of the PRiP Project at HMP Low Newton. We engaged with a total of 23 mothers2 during the evaluation period which ran for eighteen months. Underpinning the evaluation were indepth interviews with 18 mothers and 7 prison staff members, analysis of 10 case-studies written by the PRiPC and impact data collected by the PRiPC; and a participatory theatre project involving 7 mothers which is ongoing

‘Standing back’ or ‘stepping up’? Exploring climate change education policy influence in England

This paper explores the nature of climate change education-related policy influence in England at a time when public consciousness about the need to accelerate climate change action was heightened, and as the 2018 climate strikes gathered momentum around the world. Informed by Foucault's concept of ‘governmentalities’, and using data generated through 24 exploratory interviews and reflexive thematic analysis, we examine the extent to which influential individuals were advocating for policy change. We discuss the nature of policy influence with particular reference to the ‘stances’ that individuals adopted relative to climate change education policy influence and noting a common tendency exhibited amongst participants which was a tendency towards ‘deference’. Coupling our insights with theorisations of dissent, we consider how ‘infra-political dissent’ could support key individuals to ‘step up’ and influence for more effective policy relative to climate change education, and to other areas of education or environment policy

Interview with DeeDee Bergs and Anette King

DeeDee Bergs and Anette King discuss being a couple, coming out, working together, and the struggle to get insurance. They talk about the LGBT community, how they met, their children, and the support group they attend.https://digital.kenyon.edu/lt_interviews/1012/thumbnail.jp

Conceptualising HE educators’ capabilities to teach the crisis: towards critical and transformative environmental pedagogies

This article aims to help conceptualise the capabilities that educators in higher education (HE) have to incorporate concerns about environmental breakdown in their day-to-day teaching. A common view amongst those in the academic literature is that Higher Education Institutions (HEIs) are failing to rise to the challenge presented by the unfolding environmental crisis. While agreeing that those in HE must do more, this article critically examines the assumption that such action can be easily enacted by HE educators. Our analysis employs the capabilities approach (CA) to illuminate the challenges surrounding HE educators’ agency to teach the crisis in their day-to-day practice, and to consider what would be needed to provide them with genuine opportunities to do so. We argue that access to the growing number of teaching resources about the environmental crisis is a necessary but insufficient condition for supporting HE educators’ capabilities to teach the crisis. For a fuller understanding of what is required to support the agency of HE educators, attention must be paid to the diverse combination of factors that shape HE educators’ opportunities to develop and enact critical and transformative environmental pedagogies in their disciplinary and institutional contexts. Drawing on the extant academic literature and with reference to a fictionalised case study we examine how HE educators’ agency is mediated by a range of personal, material and social factors. Our analysis focuses especially on the role played by social factors, including the influence of: dominant epistemological, methodological and disciplinary norms; prevailing institutional policies and practices, and; administrative and management cultures within and across HE. After discussing the importance that deliberation has in supporting educators’ agency and the development of novel forms of critical and transformative environmental pedagogy, we conclude by suggesting that in many cases enacting such pedagogies will involve confronting dominant forms of power, culture, policy and practice, within the academy and beyond