DISCUSSION

I am grateful to Gilly Salmon for providing further personal insight into the five-stage model for e-learning, reviewed in my recent paper (Moule, 2007). Professor Salmon plots the development and use of the model, first conceived some 12 years ago, and encourages us to reflect further on a model that has been so widely adopted. The longevity of its use in a fast-changing field is testament to its appeal to educators, developers and learners. It is clear that a number of ALT-J readers will know of, and have used, the model and may want to express thoughts on its current applicability, as Salmon invites

Challenging the five-stage model for e-learning: a new approach

The five‐stage approach to e‐moderating has provided a coherent model upon which to base online learning design in higher education. However, despite its growing popularity, there are concerns that the model is becoming a dominant discourse, being adapted as a template for the design of all online teaching and learning, to the exclusion of other ideas. It is suggested that the five‐stage model may not be the panacea it appears and alternative models of e‐learning cannot be ignored. This paper reviews the five‐stage model and contrasts it with a new conceptual model, ‘the e‐learning ladder’, conceived as part of research with healthcare students in the higher education setting

Using the Plan-Do-Study-Act model: Pacesetters experiences

Purpose: This article aims to analytically review the Plan-Do-Study-Act (PDSA) model used in the Pacesetters national programme evaluation. Design/methodology/approach: The evaluation team's two-fold role is outlined: supporting project teams to develop PDSA plans and collect evaluation data. Four case studies are used to show the PDSA model's application and effect in a participatory action learning approach. Despite limitations, it is clear that all four case studies illustrate the PDSA model's potential benefits in a participatory evaluation approach, which involves public and patients. Findings: The model's effectiveness is premised on several enabling factors such as: teams appreciating the model; a climate that values all learning and open to re-planning; engaging any external evaluators whose role is clearly communicated to all project stakeholders in a timely fashion. Practical implications: There are clear intentions to promote evidence-based commissioning in the UK that values patient and public involvement. The PDSA model has the potential to test and implement changes in real work-place settings and to involve the public in evaluation. Originality/value: Case study analysis identifies new reflections on the PDSA model's use to support innovative NHS practice development with public involvement in a participatory approach. © Emerald Group Publishing Limited

The challenge of rescheduling nursing staff: Informing the development of a mathematical model decision tool

Executive Summary: This report presents the findings and recommendations from a preliminary investigation into how an NHS organisation manages sudden nursing staff shortfalls. Unexpected staff absences, which can occur on a daily basis, can impact on the optimum skill mix for safe effective care delivery. Ward managers would welcome methodological support for daily rescheduling staff (i.e., re-rostering) within electronic rostering system

Evaluation and its importance for nursing practice

This article discusses the importance of evaluation of service delivery in nursing practice which is becoming increasingly used and led by nurses who are well placed to evaluate service and practice delivery. We start by defining evaluation of services and wider care delivery and its relevance in current NHS practice and policy, setting the current healthcare context. We help you think about how evaluation of services or practice is different from research and audit activity and to consider why and how you should use evaluation in your practice. The steps that can be involved in planning for an evaluation are presented, which will help you design a service evaluationan evaluation. Evaluation in the healthcare context can be a challenging activity and some of the potential issues of such work are presented, alongside suggestions as to how these challenges might be overcome. Finally, we highlight further resources and guidance on evaluation activity to support your ongoing development

Developing a typology of the roles public contributors undertake to establish legitimacy: A longitudinal case study of patient and public involvement in a health network

Objective To identify how public contributors established their legitimacy in the functioning of a patient and public involvement programme at a health network. Design A longitudinal case study with three embedded units (projects) involving public contributors. Interviews (n=24), observations (n=27) and documentary data collection occurred over 16 months. Setting The West of England Academic Health Science Network (WEAHSN), 1 of 15 regional AHSNs in England. Participants Interviews were conducted with public contributors (n=5) and professionals (n=19) who were staff from the WEAHSN, its member organisations and its partners. Results Public contributors established their legitimacy by using nine distinct roles: (1) lived experience, as a patient or carer; (2) occupational knowledge, offering job-related expertise; (3) occupational skills, offering aptitude developed through employment; (4) patient advocate, promoting the interests of patients; (5) keeper of the public purse, encouraging wise spending; (6) intuitive public, piloting materials suitable for the general public; (7) fresh-eyed reviewer, critiquing materials; (8) critical friend, critiquing progress and proposing new initiatives and (9) boundary spanner, urging professionals to work across organisations. Individual public contributors occupied many, but not all, of the roles. Conclusions Lived experience is only one of nine distinct public contributor roles. The WEAHSN provided a benign context for the study because in a health network public contributors are one of many parties seeking to establish legitimacy through finding valuable roles. The nine roles can be organised into a typology according to whether the basis for legitimacy lies in: the public contributor's knowledge, skills and experience; citizenship through the aspiration to achieve a broad public good; or being an outsider. The typology shows how public contributors can be involved in work where lived experience appears to lack relevance: strategic decision making; research unconnected to particular conditions; or acute service delivery