Browsing by Person "Gibson, Caroline"

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A sample of 2009 Scottish Medical Graduates: their views on proposed changes to the sale of alcohol .
(BMJ Publishing Group Ltd., 2009) Gill, Jan; Gibson, Caroline; Nicol, Maggie
Caring for people with multiple sclerosis who use cannabis for symptom control
(MA Healthcare, 2019-06-05) Daly, Laura; Gibson, Caroline; Dewing, Jan
Research to-date suggests a large proportion of people living with MS are using cannabis as a way to self-manage symptoms, and, if not, believe that there are potential benefits in using this drug. Community nurses are frontline caregivers; therefore, it is likely they will come into contact with people who use cannabis for MS within the home setting. The literature base surrounding this topic is largely driven by quantitative research examining the effectiveness of cannabis as a medicine. This review has found that qualitative research exploring the experiences of people who use cannabis for MS is lacking around the world and is completely absent within UK nursing literature. Persons using cannabis for MS, in some cases, do not feel safe in discussing this with healthcare professionals through fear of being judged. This literature review discusses how people perceive the effectiveness of cannabis in helping symptoms associated with MS while also drawing upon stigma and legal concerns people face. Community nurses will gain more understanding of social/ political issues and how this influences the decision to use cannabis. The findings from this review will help community nurses inform their practice and enhance person-centred relationships between nurses and persons living with MS.
Chapter 6: Professionalism and practising professionally
(Wiley, 2020-12) Gibson, Caroline; MacDonald, Kath; Deirdre O’Donnell; McCormack, Brendan; McCance, Tanya; Bulley, Catherine; Brown, Donna; McMillan, Ailsa; Martin, Suzanne
Delirium screening in intensive care: A life saving opportunity
(Elsevier, 2017-06-03) Lamond, E.; Murray, S.; Gibson, Caroline
Background Delirium is described as 'acute brain failure' and constitutes a medical emergency which presents a hazard for people cared for in intensive care units. The Scottish intensive care society audit group recommend that all people cared for in intensive care units be screened for signs of delirium so that treatment and management of complications can be implemented at an early stage. Clinical implication There is inconsistent evidence about when and how the assessment of delirium is carried out by nursing staff in the intensive care setting. Aim This narrative review explores the pathophysiology and current practices of delirium screening in intensive care. Consideration is given to the role of the nurse in detecting and managing delirium and some barriers to routine daily delirium screening are critically debated. Conclusion It is argued that routine delirium screening is an essential element of safe, effective and person centred nursing care which has potential to reduce morbidity and mortality.
Developing facilitation skills amongst undergraduate nursing students to promote dementia awareness with children in a higher education institution (innovative practice)
(Sage, 2018-11-17) Gibson, Caroline; Rennie, Karen; Dewing, Jan; McKinlay, Lesley
Final year students on a BSc Hons Nursing programme in Scotland were supported to become Dementia Friends facilitators and develop interactive dementia awareness sessions for children from local schools. The children were invited to indicate phrases and images they associated with ‘dementia’ at the outset and end of the session. Analysis of the responses suggested that there were positive changes in the children’s values and beliefs when thinking about a person living with dementia during the sessions. We suggest that peer learning is a valuable strategy to increase public and professional awareness about dementia and supports the development of graduate attributes.
Healthcare and Medical Graduates of 2009: Their Reactions to Four Key Proposals in the Scottish Government's Strategy for Tackling Alcohol Misuse
(2010) Gill, Jan; Gibson, Caroline; Nicol, Maggie
Aims: This study compares the views of final year medical, and nursing and allied health professional (NAHP) students in relation to four governmental proposals impacting on the sale and purchase of alcohol. Methods: Against a background of political will to address alcohol abuse in Scotland and moves within the National Health Service promoting a shifting of professional roles, self-completed questionnaires were administered in spring 2009 through course websites and lectures to final year medical and NAHP students. Results: Questionnaires were returned by 406 NAHPs and 121 medical students. Over three quarters of all students agreed with the proposed change to reduce the drink driving limit to 50 mg/100 ml blood. Less support was evident for the raising of the minimum legal purchase age for off-sales (37%), the banning of below cost price promotions of alcohol (47%) and minimum retail pricing (37%). However, there were differences between the NAHP and medical students in the case of the final two proposals; over 60% of the medical students agreed they would have a positive impact. For NAHPs, figures were 41% and 31%, respectively. Conclusions: Support for four key proposals outlined by the Scottish Government to address alcohol misuse varied. Only the suggestion to lower the drink driving limit received backing overall and within students in these professions. Effectiveness of proposed restrictions on the price of alcohol was less well regarded except by medical students. Evident gaps in knowledge around health guidelines, and the finding that almost half of NAHPs disagreed that they had the appropriate knowledge to advise patients about responsible drinking advice and alcohol misuse problems, suggest a need for improved undergraduate education and continued professional development with respect to public health aspects of alcohol use.
Healthcare experiences of people living with medically unexplained symptoms: a systematic review
(MA Healthcare, 2024-03-06) Shillaker, Joanna; Gibson, Caroline; Churchill, Julie
A diagnosis of medically unexplained symptoms (MUS) is made when a person reports a complaint for which no organic disease can be detected. People with MUS commonly present to primary care services in the UK; however, there is no consensus regarding the evidence base for care. This literature review explores the experiences of these patients when they interact with health services. The following themes emerged: experience of diagnosis; expectations; communication; and healthful relationships. People with MUS report negative experiences of health care. Nurses in primary care have an opportunity to provide person-centred care to support these patients, and research could explore the potential contribution of nurses working in primary care in the UK to support them and enhance the evidence base for practice.
Healthcare graduates for the 21st century; Knowledge and attitudes relating to alcohol and brief interventions.
(2009-11-27) Gill, Jan; Nicol, Maggie; Gibson, Caroline; O'May, Fiona
Final year students studying a variety of healthcare courses (involving inter-professional education), at six Scottish universities completed a questionnaire (spring 2009). While changes in current health policy endorse graduate attributes promoting shared responsibility, an overlapping of roles, analysis of findings revealed differences between the professions in terms of level of understanding of health guidelines, acceptance of role and perceived confidence in personal knowledge relating to alcohol misuse. Two professions were predominantly viewed as key to this area of practice only by their own students (OT and pharmacy) while three (speech and language, radiography, dietetics) doubted the importance of their role.
Learning to deal with crisis in the home: Part 1 - developing community simulation scenarios
(MA Healthcare Ltd, 2015-11) Gibson, Caroline; Dickson, Caroline; Lawson, Bill; McMillan, Ailsa; Kelly, Helena
Contemporary health care is increasingly being located in the community. From the evident changes in demographics and general health, it can be derived that the people whom student nurses care for are likely to have multiple comorbidities and be vulnerable to clinical deterioration. These nurses are required to develop a range of transferrable skills to meet the demands of the population. The challenge for educators of preregistration student nurses is to develop educational strategies to prepare them with the skills, knowledge, and confidence necessary to recognise and manage deterioration appropriately in any context. This article is the first of two papers discussing the stimulus, design, and delivery of an educational innovation that focuses on the recognition and management of the deteriorating patient. The article explores current literature about community-focused simulation highlighting the potential learning opportunities resulting from contextualising simulation scenarios specific to the community setting.
Learning to deal with crisis in the home: Part 2 - preparing preregistration students
(MA Healthcare Ltd, 2015-12-04) Gibson, Caroline; Dickson, Caroline; Lawson, Bill; McMillan, Ailsa; Kelly, Helena
The global shift of health care is from acute services to community and primary care. Therefore, registrants must be prepared to work effectively within diverse settings. This article is the second in a series discussing the preparation of nurses for contemporary health-care challenges in the community. In it, we outline the design, implementation, and evaluation of simulated emergency scenarios within an honours degree-level, pre-registration nursing curriculum in Scotland. Over 3 years, 99 final-year students participated in interactive sessions focusing on recognition and management of the deteriorating patient and emergency care. Clinical scenarios were designed and delivered collaboratively with community practitioners. Debriefing challenged the students to reflect on learning and transferability of skills of clinical reasoning and care management to the community context. Students considered the scenarios to be realistic and perceived that their confidence had increased. Development of such simulation exercises is worthy of further debate in education and practice.
Passing on words of wisdom: Using graduating student nurses' experiences to influence the development of new entrants to a nursing programme
(University of Glasgow, 2012-10) Gibson, Caroline; MacDonald, Kath
The Quality Assurance Agency (Mayes, 2009) recommends increasing student engagement in the first year of higher education. Peer learning can maximise student engagement and facilitate learning. This reflective paper explores the use of 'welcome' letters as part of an orientation and transition programme to year one of a preregistration nursing programme. Welcome letters were written by final year students to inform new entrants about the realities of studying in an honours degree programme. The letters were distributed on the first day of induction. New students shared their letters as part of an icebreaking exercise and completed an evaluation form, reflecting feelings upon reading the letters and identifying any further issues. New entrants reported to feel more reassured about starting the programme and meeting new people. Other issues raised by the letters; clinical placements, the role of the personal tutor and expectations in class work, were responded to by faculty in the remainder of the induction. Using the letter as a tool, new entrants actively constructed their own learning needs about the forthcoming programme. The use of peer written welcome letters appears to be a powerful tool in engaging year one students during induction and may promote conditions for effective adult learning.
Passing on words of wisdom: Using graduating student nurses' experiences to influence the development of new entrants to a BSc Honours Nursing programme
(2008) Gibson, Caroline; MacDonald, Kath
Phenomenological and hermeneutic approaches to person-centred nursing research
(Springer, 2021-04-27) Rennie, Karen; Gibson, Caroline; Saev, Elmira; Dewing, Jan; McCormack, Brendan; McCance, Tanya
We are Karen, Caroline and Elmira and we are three nurses who are engaged in PhDs with the Person-centred Practice Research Centre at Queen Margaret University (QMU), Edinburgh—although Elmira is registered at The University of Malta. In this chapter, we explore how phenomenological and hermeneutic approaches can offer one methodology to come to know and do person-centred research. We will take you, the reader, on a journey to show how we evolved the chapter; how we worked together, shared our experiences on how we believe phenomenological and hermeneutic approaches have strong connections to person-centred research. Within this chapter, you will hear the individual perspectives of the three of us. Yet will be able to feel how the three authors as unique individuals came together as one. We believe that three key messages emerge from this chapter. Firstly, phenomenology and person-centredness can be interwoven and intertwined through its strong connections for not only doing research, but our worldviews. Secondly, the hermeneutic process tries to see beyond what we take as obvious and straightforward. It encourages us to recognise alternative viewpoints and thus can shift our focus to what does it mean to be a person in the world. Thirdly, the process of becoming an engaged observer can help person-centred practice researchers to understand the importance of knowing who we are, knowing others, and developing practices as relationally based experience, which in turn contributes to meaning-making on the whole experience of being person-centred.
The Patient Facing Surgery
(2011-06-21) Gibson, Caroline; Brooker, C.; Nicol, M.
Your tutor is your friend:Using experiential learning in first year to enhance 2nd year transition
(Emerald, 2011) MacDonald, Kath; Gibson, Caroline
Purpose: This paper describes a second year induction programme developed to support student transition. The sophomore slump theory suggests that students may experience a slump in second year, resulting in poorer outcomes and increased attrition rates (Gump 2007). Students were asked to reflect on their first year experience in order to identify learning and plan for the year ahead, in order to reduce potential for a slump during second year Design: Students beginning the second year of a four year BSc Honours Nursing programme participated in a one-day induction prior to commencement of semester 1 classes. Students were assigned to groups and asked to reflect on some key questions in relation to their first year experience. Responses were collated on flip chart paper and discussed together. Findings: Emergent themes are discussed here: forward planning, engagement with the institution, and building a strong foundation. Practical implications: This process served to illustrate to staff some of the hidden curriculum- issues and offered opportunities to focus on areas of student weakness such as referencing and academic writing. Using a combination of reflection, and experiential learning in induction may serve to transition students through the sophomore slump. Value: The challenge for academics is to continue to find ways to enhance the student experience in an increasingly diverse student population, and determine its effect on attrition rates. This paper offers a reflective commentary, exploring the authors' learning, on the implementation of one innovative programme of longitudinal induction.