Nurse Education Today RSS feed: Current Issue. 4th International Nurse Education Conference will take place at the Renaissance Baltimore Harborplace Hotel, Baltimore, USA • 17-20 June 2012 • visit www.netnep-conference.elsevier.com for forthcoming details and further information. Nurse Education Today is the leading international journal providing a forum for the publication of high quality original research, review and debate in the discussion of nursing, midwifery and interprofessional health care education, publishing papers which contribute to the advancement of educational theory and pedagogy that support the evidence-based practice for educationalists worldwide. The journal stimulates and values critical scholarly debate on issues that have strategic relevance for leaders of health care education. The journal publishes the highest quality scholarly contributions reflecting the diversity of people, health and education systems worldwide, by publishing research that employs rigorous methodology as well as by publishing papers that highlight the theoretical underpinnings of education and systems globally. The journal will publish papers that show depth, rigour, originality and high standards of presentation, in particular, work that is original, analytical and constructively critical of both previous work and current initiatives. Authors are invited to submit original research, systematic and scholarly reviews, and critical papers which will stimulate debate on research, policy, theory or philosophy of nursing and related health care education, and which will meet and develop the journal's high academic and ethical standards. The journal employs a double blind peer review process for all submissions and its current Impact Factor is 1.113 making it one of the leading nursing education journals (© Thomson Reuters Journal Citation Reports 2011). http://www.nurseeducationtoday.com/?rss=yesElsevier Inc.en © 2012 Published by Elsevier Inc. All rights reserved. Nurse Education Today0260-6917322February 2012 © 2012 Published by Elsevier Inc. All rights reserved. healthpermissions@elsevier.comhttp://www.nurseeducationtoday.com/article/PIIS0260691711003339/abstract?rss=yesEditorial Board10.1016/S0260-6917(11)00333-9Nurse Education Today 32, 2 (2012)2012-02-01Nurse Education Today2012-02-01322S0260-6917(11)X0010-2iihttp://www.nurseeducationtoday.com/article/PIIS0260691711003303/abstract?rss=yesUser involvement in nurse education, and healthcare education more widely, has gained momentum in the UK since the 1990s, with pockets of international activity in countries such as Australia and Canada. Largely driven by successive policy directives and lobbying by user organizations, user involvement is underpinned by the notion that the best people to help prepare future practitioners are those who have first-hand experience of health problems. At one level this seems so obvious but as someone who has been attempting to deliver effective, ethical inclusion practices within a number of institutions over several years, it is my experience that, despite almost two decades of activity, many obstacles to real participation remain.Service user involvement — Addressing the crisis in confidence in healthcareSteve Tee10.1016/j.nedt.2011.12.002Nurse Education Today 32, 2 (2012)2012-01-09Nurse Education Today2012-01-09322S0260-6917(11)X0010-2119120http://www.nurseeducationtoday.com/article/PIIS0260691711001468/abstract?rss=yesSummary: With the publication of the new NMC standards for pre-registration nursing education, undergraduate curricula are being written in universities across England. There are many drivers for the curricula but one that has until recently received scant attention is the service user's and carer's voice. This paper discusses the findings of a qualitative study that asked 52 service users and carers about the qualities they sought in nurses and their views on nurse education. Eight focus groups were conducted with a broad range of service users and carers from primary and secondary care, and voluntary organisations. Data were analysed using the framework approach facilitated by a qualitative analysis software programme. The sample was diverse, but there were similarities in the qualities they valued in nurses. They sought technical competence, knowledge and willingness to seek information, but overwhelmingly prioritised ‘a caring professional attitude’. This was articulated as empathy, communication skills and non-judgmental patient centred care: major themes in the new NMC standards. Our participants also expressed concern about whether the educational preparation of nurses can develop these caring qualities. We discuss this concern, the challenges for nurse educators it presents and how we can engage service users and carers in shaping and delivering our new curricula.'A caring professional attitude’: What service users and carers seek in graduate nurses and the challenge for educatorsJane Griffiths, Shaun Speed, Maria Horne, Phillip Keeley10.1016/j.nedt.2011.06.005Nurse Education Today 32, 2 (2012)2011-07-07Nurse Education Today2011-07-07322S0260-6917(11)X0010-2121127http://www.nurseeducationtoday.com/article/PIIS0260691711001432/abstract?rss=yesSummary: For the past decade nurse education has incorporated service user and carer perspectives into their programme and research agendas. Moving from rhetoric to the reality of embedding adult service user and carer knowledge into nurse education this paper discusses how this good practice was extended to young people under the age of 18. Globally, the mental health of young people is coming under the spotlight and based on this two “World Café” events focusing on young people and their mental well being were organised. Targeting a multi-agency audience the aim was to develop a partnership consortium, bringing together local organisations involved in promoting the mental well being of young people. This paper reports on the first World Café, led by two local young people's groups, ‘Florescent Adolescent’ and ‘Vocal’. Following the presentations four important areas were identified (1) Inclusive rather than exclusive (2) Crystal ball gazing — young people's futures (3) A hole in the net — catching young people at the right time (4) Exposing the hidden agenda. The day resulted in three collaborative research proposals and the realisation that young people need opportunity to participate through utilising more innovative ways of engaging with the professional adult world.An adult education: Learning and understanding what young service users and carers really, really want in terms of their mental well beingDebbie Fallon, Tony Warne, Sue McAndrew, Hugh McLaughlin10.1016/j.nedt.2011.06.002Nurse Education Today 32, 2 (2012)2011-07-15Nurse Education Today2011-07-15322S0260-6917(11)X0010-2128132http://www.nurseeducationtoday.com/article/PIIS0260691711002528/abstract?rss=yesSummary: The School of Nursing and Midwifery at Robert Gordon University, Aberdeen, has a sustained history of working in partnership with service users in their role as patient volunteers. The patient volunteers make a pivotal contribution towards the delivery of clinical skills as “real” patients. They work within a scenario context, overseen and facilitated by academic staff. Evaluations have identified that the patient volunteers find this experience rewarding, worthwhile and a way of contributing to the education of student nurses. Whilst this is already a successful element of the student's learning, staff were cognisant of the need to develop this aspect further. A case study approach was adopted to review the experience of the patient volunteers in their provision of feedback to students. In accordance with the evidence base, it was proposed to enhance the volunteer patient's role in providing verbal face to face feedback to students. An educational package for the patient volunteers was developed and a current simulation event within the curriculum was identified that would allow the volunteers to practice giving feedback. This was then evaluated and following ethical approval, a series of focus groups were undertaken with the patient volunteers. The data collected identified the strengths and limitations of this experience and as a result of this an implementation plan was identified aimed at enhancing the patient volunteer's and the student's experience.The development of service users in the provision of verbal feedback to student nurses in a clinical simulation environmentBrian J. Webster, Kate Goodhand, Mark Haith, Rachel Unwin10.1016/j.nedt.2011.10.003Nurse Education Today 32, 2 (2012)2011-11-02Nurse Education Today2011-11-02322S0260-6917(11)X0010-2133138http://www.nurseeducationtoday.com/article/PIIS0260691711002899/abstract?rss=yesSummary: The care of patients with inflammatory bowel disease (IBD) frequently falls short of the highest standards. This is noted in several publications, including national standards, despite nursing students being taught the importance of listening to and understanding patients. Teaching staff at the University of Glasgow primarily responsible for teaching third year undergraduate nursing students undertook a radical rethink of the planning, delivery and assessment of lectures on IBD. The subject had previously been delivered in a modified lecture format. Although the topic could be included in the end-of-year exams, there was little evidence to show whether this traditional teaching method had any effect on students' clinical practice. In a novel approach to learning and assessment, students were invited to research and produce an information leaflet for newly diagnosed patients with IBD. The leaflets were then assessed and grades awarded by an expert panel of patients and carers. Such enquiry based learning (EBL) intended to demonstrate in practice, the key role patients can play in both undergraduate nurse education and in service planning and delivery in the National Health Service (NHS). The panel found the exercise both interesting and insightful, while the students reported being invigorated and felt the expert assessment meant they were forced to achieve a higher level of work.Patients assessing students' assignments; Making the patient experience realJane Munro, Fiona Whyte, Jim Stewart, Andrew Letters10.1016/j.nedt.2011.11.002Nurse Education Today 32, 2 (2012)2011-12-07Nurse Education Today2011-12-07322S0260-6917(11)X0010-2139145http://www.nurseeducationtoday.com/article/PIIS0260691711002140/abstract?rss=yesSummary: Assessment tools were designed to provide health and social care students with multi-sourced, interprofessional feedback in practice. This includes feedback from service users.Third year medical students at the University of Leeds were given accesses to 4 assessment tools whilst in practice. Completed assessments were then sent to the university where service users and carers worked with university tutors to give further feedback and comment on the overall development of students.Three service users then took part in a focus group and one provided written feedback. Four key themes were identified from the focus groupWe found that the project provided both challenges and rewards for all involved. The service user educators involved were able to bring a different and valuable perspective to formative feedback. The combination of their personal and professional experiences, along with the preparation they had received, helped bridge the gap between service users in practice and university based tutors. The findings from this study went on to inform a review of the assessment tools and revised versions are now being used.Experts by experience; the views of service user educators providing feedback on medical students' work based assessmentsDelia Muir, Julie Clare Laxton10.1016/j.nedt.2011.08.015Nurse Education Today 32, 2 (2012)2011-09-28Nurse Education Today2011-09-28322S0260-6917(11)X0010-2146150http://www.nurseeducationtoday.com/article/PIIS0260691711002760/abstract?rss=yesSummary: Aim: Recent policy initiatives have identified that service user involvement in the education, design and delivery of mental health services should be more evident. This paper will discuss a methodology that was developed to do this.Method: A small study was designed and undertaken to explore the needs of service users and carers when becoming involved in mental health care. This paper will discuss the methodology that was developed for the study in order to make involvement practices more visible.Findings: A critical conversation or narrative was developed that identified three main themes. Developing relationships with service users and carers that share universal goals whilst respecting diverse needs and encouraging recovery were found to be valued by the participants.Conclusion: The paper will conclude by showing how this methodology can be equally applied in a learning context, relevant for mental health nurse education.Critical conversations: Developing a methodology for service user involvement in mental health nursingMarjorie Lloyd, Alexander M. Carson10.1016/j.nedt.2011.10.014Nurse Education Today 32, 2 (2012)2011-11-17Nurse Education Today2011-11-17322S0260-6917(11)X0010-2151155http://www.nurseeducationtoday.com/article/PIIS0260691711002504/abstract?rss=yesSummary: This article describes the development and ongoing evaluation of a method of service user facilitated case study in health and social care education in a UK University. An action research approach (Norton 2009) has been used in which the aim of the work is to improve personal practice with the aim of enhancing the student experience. The paper is written from the perspective of the service user with support from an academic colleague. The paper describes how a narrative monologue, over time is developed into an interactive case study. In draws upon literature from service user involvement, case study and pedagogic action research. The research group are health and social care students both under and post-graduates. Analysis is via a session evaluation form. Thematic analysis draws out key themes. Firstly that first person accounts have a reasonance and interest with students. Secondly that the built in thinking time helps students to develop their reflection and critical thinking skills. Furthermore a theme emerges on how the technique supports students with their future careers. Finally the author reflects on how the approach enables the development of teaching practice and enhanced student learning.Developing a service user facilitated, interactive case study—A reflective and evaluative account of a teaching methodLisa J. Ward, Kath Padgett10.1016/j.nedt.2011.10.001Nurse Education Today 32, 2 (2012)2011-10-31Nurse Education Today2011-10-31322S0260-6917(11)X0010-2156160http://www.nurseeducationtoday.com/article/PIIS026069171100147X/abstract?rss=yesSummary: Service user involvement is a key element within current pre- and post-registration nurse education in the U.K. but achieving this is challenging. Most service user involvement is through classroom visits. Digital stories, film and audio are alternatives but lack the interactivity and development of reflection that can be achieved through face-to-face contact. This report reviews the background to service user involvement in healthcare professional education then provides a reflective account of a novel initiative whereby a spinal-injured patient was involved in creating a digital story around some of his in-hospital experiences and then engaged in online discussions with post-registration nursing (degree) and practice educator (masters) students. These discussions provided a richer experience for the students enabling them to reflect more deeply on how nursing care is delivered and perceived by service users. The report concludes that digital stories can be used with repeated groups to inspire discussion and reflection. Augmenting such digital stories with online discussions with the service user whose story is told helps practitioners develop greater empathy, insight and understanding which are beneficial for improving service delivery and nursing care.Service user involvement in nurse education: A report on using online discussions with a service user to augment his digital storyLouise M. Terry10.1016/j.nedt.2011.06.006Nurse Education Today 32, 2 (2012)2011-07-07Nurse Education Today2011-07-07322S0260-6917(11)X0010-2161166http://www.nurseeducationtoday.com/article/PIIS026069171100253X/abstract?rss=yesSummary: The purpose of this paper is to explore and discuss issues related to the requirement by the Scottish Social Services Council (SSSC) and the Scottish Government that service users and carers are partners and stakeholders in social work education. This requirement is one of several that are used by the SSSC in the approval of Scottish Universities to deliver social work courses.This paper explains the developmental process of involving service users and carers as partners in the planning of social work courses at the Robert Gordon University (RGU), Aberdeen. This is illustrated with reference to a group made up of young people (‘The Voice of Reason’) and also in relation to a group made up of adult service users (the Service User Panel). This short paper suggests there are benefits for student learning if we invite service users and carers to become partners in the teaching/learning process.There are also benefits for teaching staff and indeed for the University itself as a public institution on the basis that an ongoing relationship allows for good partnership working. This enables the University and its staff to be viewed positively and from that vantage point further developments are more likely. At the same time this paper has discussed the need to avoid tokenistic moves through ensuring a sound organisational commitment is made to providing effective support and putting in place enabling structures and processes.Lastly it discusses the broader implications for partnership working in relation to the education and training of students for professional practice. The suggestion is made that such a teaching and learning approach equips the students with good partnership skills and attitudes that will help to inform their practice post-qualification. Interest is expressed in the experiences of other professions who have adopted similar approaches to incorporating service users into students' learning experiences.Involving service users in the classroom with social work studentsRob Mackay, Jeremy Millar10.1016/j.nedt.2011.10.004Nurse Education Today 32, 2 (2012)2011-10-31Nurse Education Today2011-10-31322S0260-6917(11)X0010-2167172http://www.nurseeducationtoday.com/article/PIIS0260691711002516/abstract?rss=yesSummary: There is limited evidence that explores how to effectively include people with learning disabilities in nurse education in the UK. The majority of reported work relates to mental health nursing and social work training (). This paper specifically reports on the processes and activities undertaken by the authors with people with learning disabilities in the development of a new BSc learning disability nursing programme, a specific branch of nursing in the UK. In doing so, findings and discussion from two separate projects involving students and people with learning disabilities will be integrated into the paper. EPICURE (Engagement, Processing, Interpretation, Critique, Usefulness, Relevance and Ethics () is adopted as a qualitative framework throughout the paper to evaluate the reported work that took place between September 2006 and October 2010. Suggestions are therefore made regarding the benefits and challenges of striving towards an inclusive approach to user involvement in nurse education, with particular reference to learning disability. The work presented in the paper demonstrates how through careful involvement of this population, deeper learning opportunities for all nursing students can be created.Involving people with learning disabilities in Nurse Education: Towards an inclusive approachMartin Bollard, John Lahiff, Neville Parkes10.1016/j.nedt.2011.10.002Nurse Education Today 32, 2 (2012)2011-10-31Nurse Education Today2011-10-31322S0260-6917(11)X0010-2173177http://www.nurseeducationtoday.com/article/PIIS0260691711001985/abstract?rss=yesSummary: This paper presents qualitative findings emergent from a participatory action research (PAR) study focused on developing service user and carer involvement in a university setting. The involvement of these experts by experience in practitioner education for health and social care, and nursing in particular, is now an international phenomenon. Adhering to the philosophy and practices of PAR, the project and the writing of this paper have been collectively produced. Data has been organised using simple thematic analysis into three broad themes accounting for different ways in which participating service users and carers obtain a sense of value from their involvement. We have titled these themes: a more positive sense of self; social and relational benefits; altruism in activism. Drawing on these participant narratives we develop an understanding of the relationship between involvement and reward that does not simply reflect value in payment.The value of involvement from the perspective of service users and carers engaged in practitioner education: Not just a cash nexusMick Mckeown, Lisa Malihi-Shoja, Russell Hogarth, Fiona Jones, Keith Holt, Peter Sullivan, John Lunt, Jacqui Vella, Graham Hough, Lou Rawcliffe, Marie Mather, CIT10.1016/j.nedt.2011.07.012Nurse Education Today 32, 2 (2012)2011-09-02Nurse Education Today2011-09-02322S0260-6917(11)X0010-2178184http://www.nurseeducationtoday.com/article/PIIS0260691711003133/abstract?rss=yesSummary: This paper presents an evaluative discussion of the literature, and findings from a concept analysis which explores user involvement in the context of health and social care higher education in the United Kingdom. User involvement is increasingly a requirement in higher education and the purpose of the concept analysis was to clarify and elucidate the meaning and nature of the concept. Walker and Avant's (2005) eight step framework for concept analysis was used to provide understanding of the underlying attributes and a model for critique and meaningful evaluation and research. A structured search and discussion of contemporary literature was undertaken. A model case is identified along with antecedents, critical attributes and consequences. The complexities of involvement are delineated with a recommendation for robust research that explores the benefits of involvement.User involvement in health and social care education: A concept analysisChristine A. Rhodes10.1016/j.nedt.2011.11.012Nurse Education Today 32, 2 (2012)2011-12-08Nurse Education Today2011-12-08322S0260-6917(11)X0010-2185189