Clinical Education
http://hdl.handle.net/20.500.12904/221
2024-03-24T22:55:34Z
-
Using the making Visible the ImpaCT Of Research (VICTOR) questionnaire to evaluate the benefits of a fellowship programme for nurses, midwives and allied health professionals
http://hdl.handle.net/20.500.12904/17686
Using the making Visible the ImpaCT Of Research (VICTOR) questionnaire to evaluate the benefits of a fellowship programme for nurses, midwives and allied health professionals
Hogg, Julie
Background: There is increasing emphasis in the UK on developing a nurse, midwife and allied health professional (NMAHP) workforce that conducts research. Training for clinical academic careers is provided by the National Institute for Health and Care Research (NIHR). However, the low number of successful applicants suggested there were barriers to achieving this. The Centre for Nursing and Midwifery Led Research (CNMR) launched a fellowship programme in 2016 to backfill two days a week of NMAHPs' time for up to a year, to give them time to make competitive applications to the NIHR. Aim: To report a study evaluating the CNMR fellowship programme. Discussion: The making Visible the ImpaCT Of Research (VICTOR) tool ( Cooke et al 2019 ) was developed to describe the organisational impact of research. The 2016-17 CNMR fellows completed VICTOR and their responses were analysed using a framework approach. The analysis found the main benefits of participating in the programme were protected time for research, opportunities to develop collaborations, increasing intra- and inter-professional awareness of NMAHPs' research, peer-reviewed publications, and conference presentations. Challenges included a lack of support from line managers, limited value placed on NMAHPs' research and failure to backfill posts. Conclusion: There were some challenges with the fellowship programme, but all recipients found it to be a positive experience and undertook significant scholarly activity. Implications for practice: A contractual agreement must be established to foster committed partnerships between higher education institutions (HEIs) and the NHS. HEIs and the NHS should conduct frank discussions of the challenges encountered in fellowship programmes. Positive initiatives and outcomes in tertiary education and clinical settings should be shared to improve fellows' experiences and enhance partnerships between HEIs and the NHS. Job descriptions should include time allocation to review fellowship candidates' applications regardless of outcome. The showcasing of research successes and the benefits of NMAHP research must evolve to secure organisational 'buy in', which is the precursor to widening access to clinical academic pathways.
2023-10-05T00:00:00Z
-
Discrimination, feeling undervalued, and health-care workforce attrition: an analysis from the UK-REACH study
http://hdl.handle.net/20.500.12904/17619
Discrimination, feeling undervalued, and health-care workforce attrition: an analysis from the UK-REACH study
Martin, Christopher; Pan, Daniel; Pareek, Manish
2023-09-09T00:00:00Z
-
Role of clinical attachments in psychiatry for international medical graduates to enhance recruitment and retention in the NHS
http://hdl.handle.net/20.500.12904/17550
Role of clinical attachments in psychiatry for international medical graduates to enhance recruitment and retention in the NHS
Rajpara, Milap; Chand, Parveen; Majumder, Pallab
Aims and method: There are numerous challenges in the recruitment and retention of the medical workforce in psychiatry. This mixed-methods study examined the role of psychiatry clinical attachments for international medical graduates (IMGs) to enhance recruitment and retention. An online survey was launched to capture views and perceptions of IMGs about clinical attachments. The quantitative and qualitative responses were analysed to elicit findings. Results: In total, 92 responses were received, with respondents commonly from India, Pakistan and Egypt. Respondents were mostly aged 25-34, with ≥3 years of psychiatry experience. Over 80% expressed strong interest in completing a psychiatry clinical attachment and believed it would support career progression. Qualitative data indicated that IMGs hoped to gain clinical experience and understanding of the National Health Service (NHS). They wished for a clearer, simpler process for clinical attachments. Clinical implications: Clinical attachment can be mutually beneficial, providing IMGs with opportunity to confidently start their psychiatry career in the UK and enhance medical recruitment in mental health services across the NHS.
© The Author(s), 2023. Published by
Cambridge University Press on behalf of
the Royal College of Psychiatrists. This is
an Open Access article, distributed
under the terms of the Creative
Commons Attribution-NonCommercial
licence (http://creativecommons.org/
licenses/by-nc/4.0), which permits
non-commercial re-use, distribution,
and reproduction in any medium,
provided the original article is properly
cited. The written permission of
Cambridge University Press must be
obtained prior to any commercial use
2023-08-07T00:00:00Z
-
Simulation for teaching on racial microaggressions and bystander intervention - A theory-based guide for health profession education
http://hdl.handle.net/20.500.12904/17549
Simulation for teaching on racial microaggressions and bystander intervention - A theory-based guide for health profession education
Dada, Taiwo
Microaggressions are words or behaviour that "subtly and unconsciously express a prejudiced attitude", and racial microaggressions express these attitudes towards people from racial minority groups. The "Bystander Effect" is when the presence of other people means that an individual is less likely to offer assistance or get involved in a situation - bystander intervention training aims to inform about the best ways to avoid this, equipping students with the necessary strategies. In health profession education, teaching on microaggressions and bystander intervention can be done with the use of simulation. Simulated patients (SPs) and environments would be the most appropriate modality of simulation to use, as roleplay would be central. This guide focuses on how to use simulation for teaching on racial microaggressions and bystander training for healthcare students including tips on preparing the students and SPs, planning for the implementation of the simulation training, setting ground rules, showing different scenarios, checking student understanding throughout, using debriefs and course evaluation feedback, and signposting students to available support afterwards. These are topics which are particularly relevant because there have been calls in recent years for healthcare education to be more inclusive and representative of current issues, as the COVID-19 pandemic and resurgence of the Black Lives Matter movement have highlighted curriculum gaps. So teaching students about this early is a good start, and simulation is an effective teaching method to help with this.
2023-07-03T00:00:00Z