Co-constructing sexual recovery after prostate cancer : a qualitative study with couples

Though only one person in a partnership experiences cancer, these data indicated the extent to which prostate cancer treatment also impacts on partners. The study indicates that adjustment to erectile dysfunction (ED) takes time, but is a highly significant event in couples' lives and its importance should not be under-estimated. Consequently, we suggest that relational models of care should be considered, whereby side-effects are recognised as impacting on both members of the partnership (for example ED, or lack or ejaculate). Supportive care in this context, therefore, may best be based on a relational approach using language and interventions that are appropriate to the patient and their situation

Perinatal/neonatal palliative care : effecting improved knowledge and multi-professional practice of midwifery and children's nursing students through an inter-professional education initiative

This paper presents a study that examines the potential value of a new and innovative inter-professional education (IPE) experience for final year midwifery and children's nursing students focused on improving awareness of end-of-life care for infants in conjunction with the support of their families. The study uses an action research approach to examine midwifery and children's nursing student experiences of an IPE initiative in developing knowledge regarding perinatal/neonatal palliative care. // The setting is a Higher Education Institute in the South of England that included final year midwifery students (n = 39) and children's nursing students (n = 34) taking part in the study. Qualitative and quantitative data indicated that the IPE intervention had proven worth in developing knowledge and confidence in the students as both student groupings felt they lacked knowledge and confidence about perinatal/neonatal palliative care before attending the study day. // Students felt that learning with, from and about the other profession represented was important in generating their knowledge. Educators should explore innovative ways to enable the further development of the fledgling speciality of perinatal/neonatal palliative care through education on an interprofessional platform

Spotlight on equality of employment opportunities : a qualitative study of job seeking experiences of graduating nurses and physiotherapists from black and minority ethnic backgrounds

There is growing attention in the UK and internationally to the representation of black and minority ethnic groups in healthcare education and the workplace. Although the NHS workforce is very diverse, ethnic minorities are unevenly spread across occupations, and considerably underrepresented in senior positions. Previous research has highlighted that this inequality also exists at junior levels with newly qualified nurses from non-White/British ethnic groups being less likely to get a job at graduation than their White/British colleagues. Although there is better national data on the scale of inequalities in the healthcare workforce, there is a gap in our understanding about the experience of job seeking, and the factors that influence disadvantage in nursing and other professions such as physiotherapy. This qualitative study seeks to fill that gap and explores the experience of student nurses (n=12) and physiotherapists (n=6) throughout their education and during the first 6-months post qualification to identify key experiences and milestones relating to successful employment particularly focusing on the perspectives from different ethnic groups. Participants were purposively sampled from one university to ensure diversity in ethnic group, age and gender. Using a phenomenological approach, in-depth semi-structured interviews were conducted at course completion and 6 months later. Two main themes were identified. The 'proactive self' ('It's up to me') theme included perceptions of employment success being due to student proactivity and resilience; qualities valued by employers. The second theme described the need to 'fit in' with organisational culture. Graduates described accommodating strategies where they modified aspects of their identity (clothing, cultural markers) to fit in. At one extreme, rather than fitting in, participants from minority ethnic backgrounds avoided applying to certain hospitals due to perceptions of discriminatory cultures, 'I wouldn't apply there 'cos you know, it's not really an ethnic hospital'. In contrast, some participants recognised that other graduates (usually white) did not need to change and aspects of their identity brought unsolicited rewards 'if your face fits then the barriers are reduced'. The findings indicate that success in getting work is perceived as determined by individual factors, and fitting in is enabled by strategies adopted by the individual rather than the workplace. Demands for change are more acute for graduates from black and minority ethnic backgrounds. This is an issue for healthcare organisations seeking to be inclusive and challenges employers and educators to acknowledge inequalities and take action to address them. BACKGROUND AIM PARTICIPANTS METHODS RESULTS CONCLUSION

Examining the Literature on the Efficacy of Equine Assisted Therapy for People with Mental Health and Behavioural Disorders

This review aims to explore the literature relating to the efficacy of Equine Assisted Therapy (EAT) during which horses are used as a tool for emotional growth and learning helping adults and children with mental health and behavioural problems, such as mood disorders, addictive behaviours and communication difficulties. EAT arose during the 1970s, when alternatives to traditional talking therapies were created. A search for relevant literature was undertaken, using electronic and manual search strategies. The data bases used included, CINAHL, MEDLINE, AMED and INTERSCIENCE. It was evident that there was limited research-based literature within the UK compared with the USA. However, magazine articles, reporting opinions and case studies, originating from Canada and Northern Europe, were found useful and informative. The literature revealed promising results in the use of EAT in increasing positive and reducing negative behaviours as well as in proving beneficial for those suffering from general mental health problems. The review also indicates the need for further research and discusses its implication for practice

A qualitative study of the continued professional learning of Project 2000 diplomates.

This study is concerned with an understanding of the Continued Professional Learning (CPL) of Project 2000 (P2K) diplomates' from one college of nursing in England. A longitudinal case study design using qualitative methods was chosen to ascertain the extent to which the diplomates' notion and construction of professional learning evolved in the first two years of their registered practice. A judgemental sampling technique was used to select sixteen diplomates and six lecturers who were involved in the education of these nurses. The main method used to gather data was in-depth, open-ended interviews. Relevant field notes of the interviews complemented by relevant educational documentary evidence also produced useful data. An inductive analytic approach was adopted to analyse the data. The findings highlight a philosophy of continued learning which is embedded in the aims of the P2K course. The diplomates defined professional learning as a dynamic learning process which suggests some of the ideals of professionalism and that learning on the P2K course equipped them with a fundamental framework for their professional learning once qualified. A developmental process of the diplomates' professional learning emerged from the data. It demonstrates the manner in which these nurses attempted to make sense of what they were learning and how they were developing professionally which clearly reflected a change from the apprenticeship model of professional learning. However, tension between P2K and the traditional notion of professional learning in nursing was evident. Most of the conflicts were found to be due to the disparity in nursing values and care philosophy which had an effect on the diplomates' learning at various points of their work role transitions. Taking a transitions' perspective in the understanding of these nurses' professional learning demonstrated that such an approach has the potential for restructuring the thinking on the education of future nurses while providing scope for their continued professional development. A dominant and recurrent theme which emerged from the demands of the diplomates' role development was the affective domain of learning which was found embedded within the process of their CPL. Thus, the continuous peer support network which had empowered the diplomates to resolve their problems of adjustments to the staff nurse role could be of value to all nurses as well as the conceptualization of the stages of professional learning which emerged from this study

A qualitative study of the continued professional learning of Project 2000 diplomates.

This study is concerned with an understanding of the Continued Professional Learning (CPL) of Project 2000 (P2K) diplomates' from one college of nursing in England. A longitudinal case study design using qualitative methods was chosen to ascertain the extent to which the diplomates' notion and construction of professional learning evolved in the first two years of their registered practice. A judgemental sampling technique was used to select sixteen diplomates and six lecturers who were involved in the education of these nurses. The main method used to gather data was in-depth, open-ended interviews. Relevant field notes of the interviews complemented by relevant educational documentary evidence also produced useful data. An inductive analytic approach was adopted to analyse the data. The findings highlight a philosophy of continued learning which is embedded in the aims of the P2K course. The diplomates defined professional learning as a dynamic learning process which suggests some of the ideals of professionalism and that learning on the P2K course equipped them with a fundamental framework for their professional learning once qualified. A developmental process of the diplomates' professional learning emerged from the data. It demonstrates the manner in which these nurses attempted to make sense of what they were learning and how they were developing professionally which clearly reflected a change from the apprenticeship model of professional learning. However, tension between P2K and the traditional notion of professional learning in nursing was evident. Most of the conflicts were found to be due to the disparity in nursing values and care philosophy which had an effect on the diplomates' learning at various points of their work role transitions. Taking a transitions' perspective in the understanding of these nurses' professional learning demonstrated that such an approach has the potential for restructuring the thinking on the education of future nurses while providing scope for their continued professional development. A dominant and recurrent theme which emerged from the demands of the diplomates' role development was the affective domain of learning which was found embedded within the process of their CPL. Thus, the continuous peer support network which had empowered the diplomates to resolve their problems of adjustments to the staff nurse role could be of value to all nurses as well as the conceptualization of the stages of professional learning which emerged from this study