The measurement of stereotypes in the evaluation of Interprofessional Education

This chapter is directed at evaluators using student stereotypes of health and social care (HSC) professionals to understand the processes and outcomes of Interprofessional Education (IPE) programmes. The chapter focuses on the definition of stereotypes and justifies their inclusion in an evaluation from a theoretical, evaluative and curriculum perspective. This is followed by a summary and discussion of existing means of measurement used in IPE and some practical implications to this endeavour. The chapter concludes with the findings of some existing evaluations

Developing theoretical rigour in inter professional education

In this chapter, the author explores the meaning of theory and the role it plays in the development of interprofessional education. The chapter explores specifically the utility of the theory of social capital in the field and uses this as a case theory to present the dimensions of theoretical quality that is proposed as essential to the advancement of research, evaluation and curriculum development in this arena

Suicide and Undetermined Deaths among Youths and Young Adults in Latin America: Comparison with the 10 Major Developed Countries - A source of hidden suicides?

In Latin American (LA) and the major developed countries’ (MDC) suicide and undetermined deaths are analyzed as methods of suicide and the number of undetermined deaths are similar, possibly containing hidden suicides. The goal was to test the likelihood that LA cultural attitudes lead to higher undetermined rates and more hidden suicides. We used 3-year WHO average mortality data to compare LA and MDC mortality by age and gender, and χ² tests to examine any differences. In 13 LA countries younger-aged (15–34) men and women’s suicides were higher than all-age rates, and undetermined deaths exceeded the suicide rates. Nine LA countries had significantly more undetermined younger-aged male deaths than females. Sixteen of 18 LA countries had significantly higher undetermined death rates than the MDC. LA younger-aged malefs24 146s differential suicide: Undetermined rates indicated they may contain substantial numbers of hidden suicides. Inadvertently, cultural attitudes to suicide may hinder prevention

A Multiple Method Evaluation of the Mid Essex Memory Assessment and Support Service

On 3rd February 2009, the Department of Health published “Living well with dementia: A National Dementia Strategy”. This proposed a series of changes to the way services for people with dementia are organised and delivered, from raising awareness and understanding through to “living well” with dementia, whether in the community or in long-term care. This report outlines the work undertaken by Bournemouth University in response to the “Specification for evaluation of newly created memory services in Mid Essex.” (July 2009). It details the consultancy and research advisory/ assistance role in order to comprehensively evaluate the pilot memory service- which commenced in January 2009. The approach was essentially a pragmatic service evaluation utilising existing data, supplemented with additional reviews in order to allow comparison between the new service and previous provision. In addition it makes recommendations which can inform future provision and where necessary improvements. The model identified the component elements of the new service (patient pathway) as well as those previously offered through an initial scoping exercise. From these elements it was possible to obtain comparisons utilising quantitative and qualitative outcome measures. The report identifies a range of positive benefits from the MASS provision and makes recommendations for the future

Applying work motivation theories to articulate the challenges of providing effective doctoral supervision

Universities in the United Kingdom face numerous demands regarding provision of quality research education to increasing numbers of doctoral students. One challenge is the recruitment of suitably qualified, skilled academics to take on their supervision and subsequently provide a high quality student experience. Understanding what motivates supervisors is central to facing this challenge. However, little theory underpins the supervision processes and even less pertain specifically to the issues of supervisor motivation. The paper addresses this short fall by exploring and applying work motivation theories to the higher education postgraduate context. It considers goal setting and social cognitive theory, as used in the wider area of work social-psychology, to lay a new theoretical approach that enables motivation to supervise to be better articulated and assessed. The content of the paper resides within the theme “Theoretical frameworks of learning and teaching in higher education. In taking this novel approach to understanding supervision in higher education, the paper will inform academic developers facing the current challenges in strategic decision making that relate to research education and student supervision. It will interest to those participants involved in academic supervisor training in terms of programme content and it has relevance for post graduate supervisors, at all levels, in terms of their own performance and career objectives. Finally, it has an application for policy makers as the work fits into the new and emerging political landscape surrounding doctoral/research education in the UK and internationally

Theoretical development and social capital measurement

Chapter 4, by Sarah Hean and colleagues, highlights the importance of theory development in making the concept useful to the practice of public health. The authors present an innovative way of thinking about the different facets of social capital, describe the development of a survey instrument that attempts to make explicit the inputs and outputs of social capital and describe how these can be operationalised in a practice setting. The survey tool takes account of the dynamic nature of social capital and offers a useful way of evaluating community projects

Moving from atheoretical to theoretical approaches to interprofessional client-centred collaborative practice

In this chapter we revisit the importance of theory in the development of interprofessional client-centred education and practice (IPCEP). We focus specifically on the theoretical underpinnings and development of a workshop model aimed at moving practitioners from atheoretical to theoretical collaborative practice