Undergraduate therapeutic radiography:perceptions on curricula delivery and preparedness for practice using an appreciative inquiry approach

This qualitative study used appreciative inquiry (AI) to explore educational experiences that students and graduates found conducive to learning for the role of a therapeutic radiographer. Participants were final year students on a three-year undergraduate programme from one University and graduates from three radiotherapy departments in England. Data collection involved focus groups and interviews; data was analysed using thematic analysis with reference to learning principles and theories. Ethical approval was granted by NHS Trust Research Departments and the Research Ethics Committee at Buckinghamshire New University. Data acquired during the discovery and dream stages of AI indicated that active authentic teaching in academia, such as simulation, is useful prior to placement, particularly when peer and reflective learning processes are employed. Emotions and skills acquisition associated with peer learning should be explicit and advertised as part of the learner journey. Placement learning embodied socio-cultural processes facilitating acceptance into the placement culture and environment. Students were seen to form relationships with patients, peers and practitioners, yet, learning afforded from the groups differed significantly. Patients engendered feelings of worth giving impetus to learning. Supervisors and mentors who portrayed professional values and student empathy, formed positive relationships with students and empowered learning. The effects of practitioner role-modelling should not be underestimated as this was instrumental in the development of learners’ professional identity, professionalism and competence. A no-blame culture, positive attitude and behaviour encouraged learning as did learner self-regulation and a positive mindset. Elective placements broadened students’ minds, engendering critical thinking and aspiration. Negative and positive emotions have key roles to play in empowered learning. Participants’ comments were used to create a framework of educational activities that they believed empowered learning, however, further study into treatment planning education is necessary

Escaping the OR

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Affective reactions to auditory hallucinations in psychotic, evangelical and control groups

Objectives: Building on recent work on the similarities and differenes in delusional ideation between psychotic and religious populations (Peters, Day, McKenna, and Orbach, 1999), the experiences of auditory hallucinations in psychotic, evangelical and control groups were examined in this study. -- Method: The incidence and subjective experiences of hearing voices were assessed using questionnaire methods in psychotic out-patients, evangelical Christians and controls (non-psychotic, non-evangelical). -- Results: Incidence of auditory hallucinations differend significantly across the three groups with psychotics showing the highest levels and controls the lowest levels. The experiences of the evangelical group were significantly more positive than those of the control group, which in turn were significantly more positive than those of the psychotic group. The most recent experience of hearing voices was rated more positively than the first experience by the psychotic and religious groups but not by the control group. These findings were much stronger for affective reactions to the experiences than for perceptions of the voices. -- Conclusion: These results provide only partial support for the findings of Peters et al. (1999) on differences in delusional ideation and possible reasons for this are discussed. The findings for religious and psychotic individuals are discussed further in terms of interpretational and coping mechanisms

Safeguarding children and young people in the online environment: safeguarding implications in respect of sexting and associated online behaviour

Between November 2014 and 2017, police forces across the United Kingdom reported a 131% (England and Wales) and 60% (Scotland) rise in the recorded indecent communications online or via texts since the inception of the Sexual Offences Act (England, 2003: Scotland, 2010). Nurses, social workers, educationalists and allied health professionals, have received minimal training in respect of sexting, resulting in missed opportunities to identify those at risk of online sexual exploitation. Deliberation continues regarding the risks associated with such communications and the necessity for vigilance in protecting those at risk. This article reviews literature and legislation to consider the extent by which sexting should cause concern, characteristics of perpetrators and victims, risk reduction, and the appropriateness of criminalising young participants. Literature suggests misappropriated sexting places vulnerable individuals in danger of sexual extortion, bullying and mental ill-health, and that adolescent females are at greater risk than males of being coerced into sexualised behaviour. Associations between prevalence of sexting and inappropriate sexual behaviour are noted, with limited parental and professional awareness of the subject compounding young peoples’ vulnerability. The article questions the validity of criminalising consensual sexting and considers an educational and supportive approach to be more appropriate

Safeguarding children and young people in the online environment: safeguarding implications in respect of sexting and associated online behaviour

Between November 2014 and 2017, police forces across the United Kingdom reported a 131% (England and Wales) and 60% (Scotland) rise in the recorded indecent communications online or via texts since the inception of the Sexual Offences Act (England, 2003: Scotland, 2010). Nurses, social workers, educationalists and allied health professionals, have received minimal training in respect of sexting, resulting in missed opportunities to identify those at risk of online sexual exploitation. Deliberation continues regarding the risks associated with such communications and the necessity for vigilance in protecting those at risk. This article reviews literature and legislation to consider the extent by which sexting should cause concern, characteristics of perpetrators and victims, risk reduction, and the appropriateness of criminalising young participants. Literature suggests misappropriated sexting places vulnerable individuals in danger of sexual extortion, bullying and mental ill-health, and that adolescent females are at greater risk than males of being coerced into sexualised behaviour. Associations between prevalence of sexting and inappropriate sexual behaviour are noted, with limited parental and professional awareness of the subject compounding young peoples’ vulnerability. The article questions the validity of criminalising consensual sexting and considers an educational and supportive approach to be more appropriate

A qualitative assessment of using lay trainers with type 2 diabetes in an intervention programme for people at risk of type 2 diabetes

Objective: More knowledge is needed on the impact of expert patients within health intervention programmes. The University of East Anglia Impaired Fasting Glucose (UEA-IFG) feasibility programme was a structured dietary and exercise intervention to reduce the risk of type 2 diabetes mellitus (T2DM) in susceptible individuals. Lay volunteers with T2DM (T2 trainers) were recruited to support participants in adopting healthier lifestyles. This study aimed to explore the acceptability, perceived effectiveness and sustainability of lay trainers within the programme. Design: A qualitative focus group study. Setting: A clinical research unit in Norwich, United Kingdom (UK). Method: Focus groups were conducted with: (1) T2 trainers (n = 15); (2) programme participants who had received their support (n = 11); and (3) salaried staff facilitators who had worked alongside the T2 trainers (n = 3). Framework analysis was applied to identify the different experiences of the lay trainer role. Results: All groups perceived advantages for peer support, particularly in sharing the day-to-day experiences of living with T2DM. However, staff facilitators raised the importance of role boundaries, emphasizing that T2 trainers should not provide medical advice. Acceptability of T2 trainers was enhanced by contacting participants at a convenient time and before substantial lifestyle changes had been made. Conclusion: Lay trainers were seen as a complementary method to motivate individuals to reduce their risks of T2DM. A less prescriptive approach needs to be adopted to enable full integration of lay trainers, allowing them a greater level of contribution. To sustain effective use of lay trainers, health professionals need to work alongside volunteers and be trained to encourage peer involvement

Cost-Effectiveness of Alternative Blood-Screening Strategies for West Nile Virus in the United States

BACKGROUND: West Nile virus (WNV) is endemic in the US, varying seasonally and by geographic region. WNV can be transmitted by blood transfusion, and mandatory screening of blood for WNV was recently introduced throughout the US. Guidelines for selecting cost-effective strategies for screening blood for WNV do not exist. METHODS AND FINDINGS: We conducted a cost-effectiveness analysis for screening blood for WNV using a computer-based mathematical model, and using data from prospective studies, retrospective studies, and published literature. For three geographic areas with varying WNV-transmission intensity and length of transmission season, the model was used to estimate lifetime costs, quality-adjusted life expectancy, and incremental cost-effectiveness ratios associated with alternative screening strategies in a target population of blood-transfusion recipients. We compared the status quo (baseline screening using a donor questionnaire) to several strategies which differed by nucleic acid testing of either pooled or individual samples, universal versus targeted screening of donations designated for immunocompromised patients, and seasonal versus year-long screening. In low-transmission areas with short WNV seasons, screening by questionnaire alone was the most cost-effective strategy. In areas with high levels of WNV transmission, seasonal screening of individual samples and restricting screening to blood donations designated for immunocompromised recipients was the most cost-effective strategy. Seasonal screening of the entire recipient pool added minimal clinical benefit, with incremental cost-effectiveness ratios exceeding US$1.7 million per quality-adjusted life-year gained. Year-round screening offered no additional benefit compared to seasonal screening in any of the transmission settings. CONCLUSIONS: In areas with high levels of WNV transmission, seasonal screening of individual samples and restricting screening to blood donations designated for immunocompromised recipients is cost saving. In areas with low levels of infection, a status-quo strategy using a standard questionnaire is cost-effective

The Australian Farm Business Management Network: Industry, Education, Consultancy and Research Coming Together

Under the sponsorship of the University of Sydney, on 5-6th December 2002 the future of farm management in Australia was discussed. The fundamental conclusion achieved by key primary industry representatives, corporate executives, academics, consultants and researchers is that farm management will have a more significant role to play in the future than previously in servicing the primary sector. The idea of farm management as a profession was proposed. Its basis would be business management supported by farming systems and technology, and using an holistic approach to action (i.e. finance, people and environment). The new profession of Farm Business Management would seek to influence education, research, consultancy and extension in Australia. Interested parties participating of the 2002 National Farm Management Workshop came away with the idea of championing a consultative network, constituted by interested institutions and interested individuals, as a first step in the process of nurturing the future development of farm business management. By integrating farmers and academics with corporate executives, consultants and researchers the objective is to behave as a consultative group. This group will influence educational models, implement consultancy and research strategies, and network in social and professional terms. Moreover, this network will provide a systematic opportunity for the channelling of farm business management and farming systems related information at different levels for education, extension and scientific purposes. This network is called the Australian Farm Business Management Network (AFBMnetwork).Institutional and Behavioral Economics,

Digital identities in ePortfolios: the first-year experience in a higher educational institution

Introduction ePortfolios have the potential to promote learning and encourage personal development and digital identity by supporting (a) the learning process, (b) the product of learning and(c) the transition of learners at various stages of the lifelong and life-wide journey -(Barrett & Carney 2005; Ward & Grant 2007; ISLE 2005). This presentation outlines a new study, which explores first-year learners' experience of using ePortfolios with the aim of providing grounded guidelines to support institutional implementation and assist effective student engagement, in order to develop digital identities.CAPpub1107pu

Investigating the use of a computer-based, interactive timetable designed for primary school children with Asperger's syndrome

Lisbon, PortugalA high percentage of children with Asperger's Syndrome (or unspecific high functioning autism) find it difficult to cope with change in their daily routine, due mainly to difficulties with organisational skills and sequential memory (Division TEACCH, 2001). Encountering change without warning can be upsetting, resulting in anxiety and behavioural problems, which in turn can result in loss of learning opportunities (Gingell, 2000; Aarons & Gittens, 1999, Attwood, 1998). A technique used by many schools to allow such children to function in an independent and organised manner, and to anticipate and prepare for change, is a printed activity plan, or timetable (Peeters & Gillberg, 1999; Dooley et al. 2001; Mesibov et al. 2002). Development of a computer-based, interactive timetable system for a specific cohort of children with Asperger's Syndrome is currently in progress and follows a user-centred design. Once implemented, the timetable will be assessed to see whether it is effective in reducing anxiety for the children, in relation to changes in their daily class routine. The timetable will also be assessed to ascertain its effectiveness as a management and communication tool for the teachers and parents. Finally, the project aims to propose and possibly build a general system capable of widespread implementation. This presentation aims to exhibit details of methods used in the development of the timetable, and will provide illustrations of specific stages of the system development through the use of diagrams and screen shots. Outcomes from initial user evaluations with regards to reduction in anxiety will be presented ------- Uma grande percentagem de crianas com S_ndroma de Asperger (ou autismo no espec_fico de alto n_vel de funcionalidade) tem dificuldade em lidar com mudana na sua rotina diria, devido principalmente a dificuldades com a capacidade de organizao e mem_ria sequencial (Division TEACH 2001). Deparar inesperadamente com a mudana pode ser perturbador, e resultar em ansiedade e problemas de comportamento que, por seu lado podem resultar numa perda de oportunidades de aprendizagem /Gingel, 2000; Aarons &Gitten, 1999, Attwood, 1998). Uma tcnica usada por muitas escolas para permitir a essas crianas funcionar de uma maneira organizada e independente, e prever e preparar-se para mudanas um plano de actividades impresso ou horrio (Peeters & Gillberg, 1999; Dooley et al. 2001; Mesibov et al. 2002). O desenvolvimento de um sistema de agenda computorizada interactiva para com grupo espec_fico de crianas com Sindroma de Asperger est actualmente a decorrer e segue um design- centrado no utilizador. Uma vez implementado, o horrio ser estabelecido para ver se tem eficcia na reduo da ansiedade para as crianas, em relao a mudanas na sua rotina de classes diria. O horrio ser tambm estabelecido para verificar a sua eficcia como instrumento de gesto e comunicao para os professores e os pais. Finalmente, o projecto tem como objectivo propor e possivelmente construir um sistema geral capaz de implementar a sua divulgao. Esta apresentao tem como objectivo exibir pormenores de mtodos, utilizados no desenvolvimento do horrio, e far ilustraes de etapas espec_ficas do desenvolvimento do sistema atravs do uso de diagramas e pequenos filmes. Sero apresentados resultados de avaliao feita pelos utilizadores iniciais respeitantes reduo da ansiedade.CAPAttwood, T. (1998). Asperger's syndrome: A guide for parents and professionals. London: Jessica Kingsley. Bell, E. & Potter, D. (1999). Fact sheet: Computer applications for people with autism. London: National Autistic Society. Cox, K. & Walker, D. (1993). User interface design (2nd ed.). Singapore: Prentice Hall. Faulkner, C. (1998). The essence of human-computer interaction. Harlow, Essex: Prentice Hall. Gillberg, C. & Coleman, M. (2000). The biology of the autistic syndromes (3rd ed.). London: Mac Keith Press. Groden, J., Diller, A., Bausman, M., Velicer, W., Norman, G., & Cautela, J. (2001). The development of a stress survey schedule for persons with autism and other developmental disabilities. Journal of Autism and Developmental Disorders, 31, 207-217. Luteijn, E., Luteijn, F., Jackson, S., Volkmar, F., & Minderaa, R. (2000). The children's social behavior questionnaire for milder variants of PDD problems: Evaluation of the psychometric characteristics. Journal of Autism and Developmental Disorders, 30, 317-330. Mesibov, G., Browder, D., & Kirkland, C. (2002). Using individualized schedules as a component of positive behavioral support for students with developmental disabilities. Journal of Positive Behavior Interventions, 4, 73-79. Moore, D. (1998). Computers and people with autism/Asperger syndrome. Communication, 20 - 21. Murray, D. & Lesser, M. (1999). Autism and computing. [Online] accessed 25 October, 2001. Available from: http://www3.mistral.co.uk/shifth/autism/NAS/index.htm Reynolds, C. & Richmond, B. (1997). What I think and feel: A revised measure of children's manifest anxiety. Journal of Abnormal Child Psychology, 25, 15-20. Rojahn, J., Matson, J. L., Lott, D., Esbensen, A. J., & Smalls, Y. (2001). The Behavior Problems Inventory: An instrument for the assessment of self-injury, stereotyped behavior, and aggression/destruction in individuals with developmental disabilities. Journal of Autism and Developmental Disorders, 31, 577-588.pub321pu