Service user engagement in healthcare education as a mechanism for value based recruitment: an evaluation study

Aim Within the United Kingdom (UK) there is an increasing focus on Values Based Recruitment (VBR) of staff working in the National Health Service (NHS) in response to public inquiries criticising the lack of person-centred care. All NHS employees are recruited on the basis of a prescribed set of values. This is extended to the recruitment of student healthcare professionals, yet there is little research of how to implement this. Involving Service Users in healthcare educational practice is gaining momentum internationally, yet involvement of service users in VBR of ‘would be’ healthcare professionals remains at an embryonic phase. Adult nurses represent the largest healthcare workforce in the UK, yet involvement of service users in their recruitment has received scant attention. This paper is an evaluation of the inclusion of service users in a VBR of 640 adult student nurses. Background Design This study used a participatory mixed methods approach, with service users as co-researchers in the study. Methods The study consisted of mixed methods design. Quantitative data via an online questionnaire to ascertain candidates' perspectives (n = 269 response rate of 42%), and academic/clinical nurses (n = 35 response rate 34.65%). Qualitative data were gathered using focus groups and one to one interviews with service users (n = 9). Data analysis included descriptive statistics and thematic analysis. Findings 4 overarching themes were identified; increasing sense of humanness, substantiating care values; impact of involvement; working together and making it work, a work in progress. Conclusion The findings from the study highlight that involving service users in VBR of student healthcare professionals has benefits to candidates, service users and local health services. Appreciating the perceptions of healthcare professionals is fundamental in the UK and internationally to implementing service users' engagement in service enhancement and delivery. Findings from this study identify there may be a dissonance between the policy, the nurses' thoughts and their practice

Chemical- and radiation-induced haemorrhagic cystitis: current treatments and challenges.

• To review the published data on predisposing risk factors for cancer treatment-induced haemorrhagic cystitis (HC) and the evidence for the different preventive and therapeutic measures that have been used in order to help clinicians optimally define and manage this potentially serious condition. • Despite recognition that HC can be a significant complication of cancer treatment, there is currently a lack of UK-led guidelines available on how it should optimally be defined and managed. • A systematic literature review was undertaken to evaluate the evidence for preventative measures and treatment options in the management of cancer treatment-induced HC. • There is a wide range of reported incidence due to several factors including variability in study design and quality, the type of causal agent, the grading of bleeding, and discrepancies in definition criteria. • The most frequently reported causal factors are radiotherapy to the pelvic area, where HC has been reported in up to 20% of patients, and treatment with cyclophosphamide and bacillus Calmette-Guérin, where the incidence has been reported as up to 30%. • Mesna (2-mercaptoethane sodium sulphonate), hyperhydration and bladder irrigation have been the most frequently used prophylactic measures to prevent treatment-related cystitis, but are not always effective. • Cranberry juice is widely cited as a preventative measure and sodium pentosanpolysulphate as a treatment, although the evidence for both is very limited. • The best evidence exists for intravesical hyaluronic acid as an effective preventative and active treatment, and for hyperbaric oxygen as an equally effective treatment option. • The lack of robust data and variability in treatment strategies used highlights the need for further research, as well as best practice guidance and consensus on the management of HC

Humanising the interview process: an evaluation of Service User/Carers contribution to value based recruitment in a Pre-registration Adult Nursing Programme.

Within the UK there has been move towards value based recruitment (VBR) as a response to some highly publicised poor standards of care with the National Health Service (Francis 2013). In 2014, Health Education England (HEE) published their VBR Framework which articulated how recruitment of healthcare practitioners needed to focus on how applicants’ individual values/behaviours aligned with core values of the NHS Constitution (DoH 2013). Higher Education Institutes were expected to comply as 50% of student nurse programmes are based in healthcare settings. During 2014-2015 the pre-registration adult nursing team redesigned the interview process to increase a focus on VBR: integral to this, we felt was the inclusion of Service Users/Carers within the interview process. Following training SU/Carers graded applicants in a group activity alongside academic and practice partners. There have been few research studies published evaluating SU/Carers engagement in Pre-registration Adult Nursing interviews probably due to the challenges of implementing SU/Carer engagement in the large cohort numbers that adult nursing attracts. This mixed-method evaluation analysed the perspectives of differing stakeholders (Candidates, SU/Carers, Academics and Practice Partners) regarding the role SU/Carer engagement in Adult Nursing Pre-registration interviews. Early findings from candidates have highlighted they value the involvement of SU/Carers in the interview process, SU/Carers add a “human dimension” ensuring a focus on the heart of nursing and its value base rather than the role of nursing and associated nursing tasks. This paper will present the full evaluation identifying areas of good practice, some of the challenges as well recommendations for future work. References Department of Health. (2013) NHS Constitution. Department of Health: London. Francis, R. (2013) Report of the Mid Staffordshire NHS Foundation Trust Public Inquiry; Executive Summary. London. Health Education England. (2014) Value Based Recruitment Framework. Available from: http://hee.nhs.uk/wp-content/blogs.dir/321/files/2014/10/VBR-Framework.pdf (accessed 07/02/15

Impact of a Therapeutic Yoga Pilot Program on Mental Health Difficulties and Resilience of College Students

College students, and particularly, students from minority ethnic backgrounds, have been found to be disproportionately affected by stress, anxiety, and depression. This study explores the impact of a 6-week therapeutic yoga pilot program, Yoga for Mood, on the following mental health outcomes among college students: perceived stress, symptoms of anxiety, symptoms of depression, and resilience. A total of 8 students participated in the evaluation of this pilot program during the Spring 2018 semester at a university with a minority-serving-institute classification. Mental health outcomes were measured by self-reported questionnaires composed of previously validated instruments; assessments were completed before and after the completion of the program. Quantitative analyses comparing means from pre and post questionnaires showed a significant decrease in perceived stress (Mean difference = 0.53, p < 0.04) and symptoms of depression (Mean difference = 0.65, p < 0.053). Qualitative data were analyzed from participant survey responses to support quantitative findings. Some participant responses showed that students developed coping skills to assist with mental health difficulties. This study contributes to public health literature by further exploring mental health among college students. It also provides some evidence for the positive impact of a holistic approach to increasing mental health. Some recommendations can be used to improve future evaluations of this, and similar, programs such recruiting participants from special group spaces to increase attendance of students with minority backgrounds, using a Quasi-Experimental research design, interviewing participants, or facilitating a focus group to gather more qualitative data, as well as conducting follow-up assessments to further determine program impac