Identifying patient concerns during consultations in tertiary burns services: development of the Adult Burns Patient Concerns Inventory

ObjectivesIdentifying the issues and concerns that matter most to burns survivors can be challenging. For a number of reasons, but mainly relating to patient empowerment, some of the most pressing concerns patients may have during a clinical encounter may not naturally be the focal point of that encounter. The Patient Concerns Inventory (PCI) is a tried and tested concept initially developed in the field of head and neck cancer that empowers patients during a clinical encounter through provision of a list of prompts that allows patients to self-report concerns prior to consultation. The aim of this study was to develop a PCI for adult burns patients.DesignContent for the PCI was generated from three sources: burns health-related quality of life tools, thematic analysis of one-to-one interviews with 12 adult burns patients and 17 multidisciplinary team (MDT) members. Content was refined using a Delphi consensus technique, with patients and staff members, using SurveyMonkey.SettingWithin outpatient secondary care.ParticipantsTwelve adult burns patients and MDT members from two regional burns centres.ResultsA total of 111 individual items were generated from the three sources. The Delphi process refined the total number of items to 58. The main emergent domains were physical and functional well-being (18 items), psychological, emotional and spiritual well-being (22 items), social care and social well-being (7 items) and treatment-related concerns (11 items).ConclusionsThe Adult Burns Patient Concerns Inventory is a 58-item, holistic prompt list, designed to be used in the outpatient clinic. It offers a new tool in burn care to improve communication between healthcare professionals and patients, empowering them to identify their most pressing concerns and hence deliver a more focused and targeted patient-centred clinical encounter

Occupational Therapy’s Role in an Interprofessional Student-Run Free Clinic: Challenges and Opportunities Identified

Student-run free clinics (SRFCs) provide services to underserved populations while enhancing student education. Occupational therapy (OT) participation in integrated care SRFCs is an emerging area of practice and enhances the interprofessional model necessary for holistic patient care. The Student Health Outreach for Wellness (SHOW) organization, located in Phoenix, Arizona, is a SRFC comprised of three state universities that incorporates nine different health professional programs to deliver interprofessional care, including OT. The SHOW clinic provides direct care services where student volunteers practice clinical and interprofessional skills under the guidance of licensed health care providers. OT preceptors and students participate in team-based assessment and care delivery to practice their discipline-specific treatment knowledge of upper-extremity impairments, musculoskeletal pain, medication management, fall prevention, and behavioral health issues, among many others. OT integration into the clinic provides students and preceptors an opportunity to build a unique skill set in interprofessional care, educate other disciplines about OT, and become emerging leaders in the field. Challenges for OT involvement in this SRFC include recruitment and sustainability of volunteers and lack of knowledge and understanding about the role of OT on an interprofessional team. Further research is needed to identify additional benefits of OT services in SFRCs

Rapid-Survey Methods for Flowering Phenology

The Weekly Phenology Project at the Royal Botanic Garden Edinburgh has been running for three and a half years at the time of writing. Insufficient data have been collected so far for scientific analysis, but we present provisional conclusions concerning several methods of monitoring flowering behaviour. These range from objective methods, such as presence/absence of open flowers and counts of flowers or inflorescences, to non-objective methods involving assessment of the degree to which full flowering has been achieved. One monitoring method, relying on the relative numbers of flowers in the three states ‘bud’, ‘open’, and ‘gone-over’, is illustrated by the flowering behaviour of ‘simultaneously’ and ‘sequentially’ flowering species. We conclude with a discussion of the relative values of the different methods

The position of authenticity within extant models of personality.

The aim of the current study was to explore where authenticity, derived from the humanistic tradition of psychology, was positioned within a number of extant models of personality. Exploratory and Confirmatory Factor Analysis of data from four samples (total N = 1286) suggested that authenticity can be considered as loading on the Honesty–Humility factor of personality. These findings are discussed in terms of the wider theoretical overlaps between Honesty–Humility and psychological functioning as emphasised by the humanistic tradition of psychology

DETI Inspire Engagement Report 2020-2021

From September 2020 to December 2021, DETI Inspire has delivered an impressive array of outputs and engagement activities. In two years, the team have directly engaged 6,832 children and 216 teachers from 73 schools and community groups in the West of England, with an estimated 97,550 children reached altogether through dissemination efforts. Along the way, children have been able to have conversations with real-life engineers through (online) Q&A sessions, card games and skill shares. 455 engineers have so far shared their experiences, as well as at least 17 industry partners and three charities.42% of total direct engagements (N=3,415) came directly through in-person BoxED sessions, all four developed and launched by DETI Inspire in 2021: The West in Minecraft (N=2,047, 60%), Engineering Curiosity (N=357, 10%), WeCount (N=319, 9%), and We Make Our Future (N=692, 20%). 42% (10) of all the schools engaged in BoxED sessions (total = 24) came from areas within the most deprived 20% of the country, and 17% (4) came from the most deprived 30%.The last 20 months has seen the programme: pair female junior engineers with senior female mentors (page 13); establish a network of 102 engineers from diverse backgrounds (page 13); distribute 132 Engineering Curiosity card packs to schools and community groups and launch 40 Tik-Tok videos to accompany them (p 16); host a Sustainable Solutions Summit to 16-18-year-olds (page 26); champion sustainable engineering at COP26 (page 28); beam in engineers to 3,500 children during the height of the pandemic (p39); and reach over 250,000 people through social media (p 35). For a full list of highlights, and for details of DETI Inspire’s engagements, see Table 1.Despite another year of uncertainty, with rules around in-person events frequently changing, the DETI Inspire programme has excelled under the circumstances. Adapting to the changing rules and guidance, the team managed to engage in-person when they could – enriching children and young people’s cultural experiences, limited by the pandemic – and offer well attended online events when they could not. For instance, from two online events alone, DETI Inspire reached 9,000 children and young people.DETI Inspire will continue to deliver BoxED activities to schools across the West of England Combined Authority (WECA), with a full calendar of bookings right up until June. The programme will also support this year’s Leaders Award (p 42), Great Science Share (p51), and take part in the long-awaited return of Bristol’s Storytale Festival (p 511), among other activities. DETI Inspire is excelling in promoting engineering for sustainability among children, young people and adults from diverse backgrounds, not only in WECA, but also nationally and across Europe

Conceptualising learning through simulation: An expansive approach forprofessional and personal learning

This paper explores different ways of conceptualising the learning that occurs as student nurses engage in simulation experiences. The conceptual frameworks discussed in this paper draw upon the work of Benner and Sutphen (2007) and Engeström (1994). Benner and Sutphen's work highlights the complex nature of situated knowledge in practice disciplines such as nursing. They suggest that knowledge must be constantly integrated within the curriculum through pedagogies of interpretation, formation, contextualisation and performance. These pedagogies present a framework, which may enhance our understanding of the impact of simulation upon student learning. Engeström's work on activity theory, recognises the links between learning and the environment of work and highlights the possibilities for learning to inspire change, innovation and the creation of new ideas. His notion of expansive learning offers nurse education a means of reconceptualising the learning that occurs during simulation. Together these frameworks present an opportunity for nurse education to articulate and theorise the learning inherent in simulation activities. © 2013 Elsevier Ltd

The Lantern Vol. 55, No. 2, Spring 1989

• Sitting On a Summer Bench • A Perfect Daughter I Could Never Be • Roots And Wings • Sensai • The Last Three Weeks of August • Grown Up • What Size? • Hidden Colors • Victims • I Listen for Your Voice • Thoughts • In Remembrance of Grandpa • Jesus Christ, Terry • Penance • The Guys Are Driving High • You and Me and Big Ginko • The Good Ole Days of Seventh Grade • Cycles • Leather Upholstery • Chicago Kris in Cairo • Lemonade and Medicine • My Last 7:15 Communionhttps://digitalcommons.ursinus.edu/lantern/1134/thumbnail.jp