Browsing by Person "Hislop, Jane"

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Accelerometry measurement of physical activity and sedentary behaviour in pre-school children
(Queen MArgaret Univrsity, 2013) Hislop, Jane
This thesis is based on six studies which address questions around the use of accelerometers to measure physical activity and sedentary behaviour of pre-school children: are shorter epochs more accurate? Which epochs are most accurate? Are there advantages to using triaxial accelerometers? Which cut-points are most accurate? Are different generations of Actigraph accelerometers comparable? What is the recommended wear time to provide a reliable estimate of habitual physical activity and sedentary behaviour? Analysis of 7-10 day accelerometry data, collected from 31 pre-school children (mean (SD) age 5.9 (0.7) y), suggests that shorter epochs (15 s) result in significantly greater estimates of time spent in moderate-to-vigorous physical activity (MVPA) in comparison to 60-s epochs (p <0.05). When compared against a direct observation method, Children's Activity Rating Scale (CARS), with 32 pre-school children (4.4 (0.8) y) during 1 hour of free-play, 15-s epochs were more accurate than 60-s epochs. Comparison of the triaxial RT3 against a uniaxial accelerometer, suggests no advantage of the RT3 accelerometer. The Puyau et al. (2002) cut-points had the 'best' agreement with estimates of sedentary behaviour, light intensity and MVPA against the CARS. Different generations of accelerometers were not comparable, however, application of a correction factor to the GT1M data (7164 = GT1M/0.91) may improve comparability of total physical activity. Finally, analysis of 7 day accelerometry data from 112 pre-school children (3.7 (0.7) y) suggests that 3 days of 7 hours provides a reliable estimate of habitual physical activity and that inclusion of weekend days is not necessary. This thesis highlights the implications that methodological decisions can have over apparent estimates of physical activity and sedentary behaviour and has made recommendations for accelerometry use. Ideally, there needs to be a move towards consensus, as, only by adopting standardised approaches to accelerometry use, will comparison between study outcomes become meaningful.
An exploration of physical activity experiences in people with Parkinson's disease
(Elsevier Science B.V. Amsterdam, 2015-05) Hislop, Jane; Gray, Stephanie; Melling, Simon; Paraskevopoulos, L.; Baer, Gill
An investigation into the minimum accelerometry wear time for reliable estimates of habitual physical activity and definition of a standard measurement day in pre-school children.
(IOP Science, 2014-11) Hislop, Jane; Law, James; Rush, Robert; Grainger, Andrew; Bulley, Catherine; Reilly, John J.; Mercer, Tom
The purpose of this study was to determine the number of hours and days of accelerometry data necessary to provide a reliable estimate of habitual physical activity in pre-school children. The impact of a weekend day on reliability estimates was also determined and standard measurement days were defined for weekend and weekdays. Accelerometry data were collected from 112 children (60 males, 52 females, mean (SD) 3.7 (0.7)yr) over 7 d. The Spearman-Brown Prophecy formula (S-B prophecy formula) was used to predict the number of days and hours of data required to achieve an intraclass correlation coefficient (ICC) of 0.7. The impact of including a weekend day was evaluated by comparing the reliability coefficient (r) for any 4 d of data with data for 4 d including one weekend day. Our observations indicate that 3 d of accelerometry monitoring, regardless of whether it includes a weekend day, for at least 7 h d-1 offers sufficient reliability to characterise total physical activity and sedentary behaviour of pre-school children. These findings offer an approach that addresses the underlying tension in epidemiologic surveillance studies between the need to maintain acceptable measurement rigour and retention of a representatively meaningful sample size.
Appraisal of the physiotherapy homeless service in Glasgow. A qualitative investigation
(Greater Glasgow Primary Care NHS Trust, 2003) Hislop, Jane; Smith, J.; Greater Glasgow Primary Care NHS Trust involving people steering group
‘Being and becoming a practice educator’: An AHP online programme
(2023-08-25) Hislop, Jane; Lane, Judith; Hegarty, David; Thomas, Janet
Background: Five higher education institutions (HEIs) in Scotland with qualifying allied health professional (AHP) programmes developed an online programme in practice education. This paper focuses on the design, development and evaluation of this programme. Approach: The programme was developed using the ADDIE approach for instructional design and was launched on TURAS (NHS e‐learning platform) in November 2020. In November 2021, an online questionnaire was distributed to evaluate the e‐learning programme and AHPs' preferences for future practice education training. Evaluation: Of the 407 responses, 95% (n = 388) were working in the NHS. There was no preference for online or face‐to‐face format of training. For the majority, having flexibility of time and place was deemed to be important to manage learning particularly given high workloads and staff shortages. Out of the 29% (n = 118) who answered questions regarding the programme, more than 60% (n > 75) of respondents reported it was well organised, the content relevant and would support their learning. Free text comments suggested a desire for networking opportunities to discuss learning. Implications: An e‐learning programme for new and existing AHP practice educators in Scotland was developed and launched in November 2020. Key feedback from participants was that they wanted to have opportunities for interaction with other learners to discuss and share their learning whether this was online or face‐to‐face. The programme now forms the foundation education in practice education for AHPs in Scotland and is supplemented with networking opportunities through synchronous online training with HEIs and via NHS Education for Scotland's virtual community.
Comparison of Accelerometry Cut Points for Physical Activity and Sedentary Behavior in Preschool Children: A Validation Study
(Human Kinetics, 2012-11) Hislop, Jane; Bulley, Catherine; Mercer, Tom; Reilly, J. J.
This study compared accelerometry cut points for sedentary behavior, light and moderate to vigorous intensity activity (MVPA) against a criterion measure, the Children's Activity Rating Scale (CARS), in preschool children. Actigraph accelerometry data were collected from 31 children (4.4 0.8 yrs) during one hour of free-play. Video data were coded using the CARS. Cut points by Pate et al., van Cauwenberghe et al., Sirard et al. and Puyau et al. were applied to calculate time spent in sedentary, light and MVPA. Repeated-measures ANOVA and paired t tests tested differences between the cut points and the CARS. Bland and Altman plots tested agreement between the cut points and the CARS. No significant difference was found between the CARS and the Puyau et al. cut points for sedentary, light and MVPA or between the CARS and the Sirard et al. cut point for MVPA. The present study suggests that the Sirard et al. and Puyau et al. cut points provide accurate group-level estimates of MVPA in preschool children.
Comparison of epoch and uniaxial versus triaxial accelerometers in the measurement of physical activity in preschool children: a validation study
(Human Kinetics, 2012-08) Hislop, Jane; Bulley, Catherine; Mercer, Tom; Reilly, J. J.
The objectives of this study were to explore whether triaxial is more accurate than uniaxial accelerometry and whether shorter sampling periods (epochs) are more accurate than longer epochs. Physical activity data from uniaxial and triaxial (RT3) devices were collected in 1-s epochs from 31 preschool children (15 males, 16 females, 4.4 0.8 yrs) who were videoed while they engaged in 1-hr of free-play. Video data were coded using the Children's Activity Rating Scale (CARS). A significant difference (p < .001) in the number of minutes classified as moderate to vigorous physical activity (MVPA) was found between the RT3 and the CARS (p < .002) using the cut point of relaxed walk. No significant difference was found between the GT1M and the CARS or between the RT3 and the CARS using the cut point for light jog. Shorter epochs resulted in significantly greater overestimation of MVPA, with the bias increasing from 0.7 mins at 15-s to 3.2 mins at 60-s epochs for the GT1M and 0 mins to 1.7 mins for the RT3. Results suggest that there was no advantage of a triaxial accelerometer over a uniaxial model. Shorter epochs result in significantly higher number of minutes of MVPA with smaller bias relative to direct observation.
Developing an Outcome Evaluation Framework for play@home
(Queen Margaret University, 2008) Mercer, Tom; Fisher, A.; Hislop, Jane
Background: This report explores the feasibility of and rationale for the design of an Outcome Evaluation Framework aimed at assessing the impact of the play@home scheme on the scheme's four main objectives: physical activity, movement skills, cognitive/language development, and parent-child bonding. The project was conducted in two interlocking phases. The first phase of research- involved a scoping and review of the outcome evaluation literature alongside direct consultation with stakeholders (implementers, play@home coordinators) about current levels of outcome evaluation practice in the schemes. The second phase comprised the production of a draft best practice- outcome evaluation framework, in conjunction with the expert judgements of measurement domain-specific outcome evaluation experts, the views of stakeholders and the advice of a Health Sciences statistician, experienced in the evaluation of complex interventions
Evaluation of a peer tutoring scheme to empower students in their transitions through the student journey
(Elsevier Science B.V. Amsterdam, 2015-05) Hislop, Jane; Lane, Judith
Evaluation of a specialist physiotherapy service for homeless people
(Elsevier Science B.V. Amsterdam, 2015-05) Hislop, Jane; Newlands, Carol
Evaluation of the validity and practical utility of the Actigraph GT1M accelerometer for the measurement of physical activity in toddlers (18-35 months).
(Scottish Government, 2008) Mercer, Tom; Fisher, A.; Hislop, Jane; Reilly, J. J.
Fox J and R Day A Physiotherapist's Guide to Clinical Measurement
(Elsevier, 2010) Hislop, Jane
Minimum Wear Duration for the activPALTM Professional Activity Monitor in Adolescent Females
(Human Kinetics, 2017-01-25) Dowd, Kieran P.; Purtill, Helen; Harrington, Deirdre M.; Hislop, Jane; Reilly, John J.; Donnelly, Alan E.
Objectives: This study aims to determine the minimum number of days of monitoring required to reliably predict sitting/lying time, standing time, light intensity physical activity (LIPA), moderate-to-vigorous intensity physical activity (MVPA) and steps in adolescent females. Methods: 195 adolescent females (mean age=15.7 years; SD=0.9) participated in the study. Participants wore the activPAL activity monitor for a seven day protocol. The amount of time spent sitting/lying, standing, in LIPA and in MVPA and the number of steps per day were quantified. Spearman-Brown Prophecy formulae were used to predict the number of days of data required to achieve an intraclass correlation coefficient of both 0.7 and 0.8. Results: For the percentage of the waking day spent sitting/lying, standing, in LIPA and in MVPA, a minimum of 9 days of accelerometer recording is required to achieve a reliability of ≥0.7, while a minimum of 15 days is required to achieve a reliability of ≥0.8. For steps, a minimum of 12 days of recording is required to achieve a reliability of ≥0.7, with 21 days to achieve a reliability of ≥0.8. Conclusions: Future research in adolescent females should collect a minimum of 9 days of accelerometer data to reliably estimate sitting/lying time, standing time, LIPA and MVPA, while 12 days is required to reliably estimate steps.
Objective measurement of physical activity and sedentary behaviour: review with new data
(2008-07) Reilly, J. J.; Penpraze, V.; Hislop, Jane; Davies, G.; Grant, S.; Paton, J. Y.
Objective methods are being used increasingly for the quantification of the amount of physical activity, intensity of physical activity and amount of sedentary behaviour in children. The accelerometer is currently the objective method of choice. In this review we address the advantages of objective measurement compared with more traditional subjective methods, notably the avoidance of bias, greater confidence in the amount of activity and sedentary behaviour measured, and improved ability to relate variation in physical activity and sedentary behaviour to variation in health outcomes. We also consider unresolved practical issues in paediatric accelerometry by critically reviewing the existing evidence and by providing new evidence.
Postgraduate taught students and preparedness for Master's level study: polishing the facets of the Master's diamond
(Taylor & Francis, 2017-08-09) Bamber, Veronica; Choudhary, Carolyn J.; Hislop, Jane; Lane, Judith
Transitions are increasingly recognised as difficult, and less has been written about transitions to postgraduate taught programmes than about transitions into undergraduate or doctoral study. A Scotland-wide project found that new taught Post-graduate (PG), and staff teaching them, can be unclear about what is expected at Master's level, and proposed a framework of seven facets that indicate how students are expected to engage with Master's study. The facets and accompanying resources were designed to be discussion tools, to promote staff and student discussion of what is expected in their programme and subject. In a follow-up project at one university, a questionnaire was designed and distributed to postgraduate students asking them to rate their current level of ability against the skills and capabilities identified as facets for Master's level study. The project found students felt ill-prepared for particular aspects of Master's level study, with sub-group differences between disciplines. Master's courses are intensive and fast-moving, so this has implications for students' preparedness for successfully navigating through their programmes. Some suggestions on how students can be better briefed on what to expect are made.
Training needs assessment of Drug and Alcohol Training Issues for Generic Health and Social Work staff
(Greater Glasgow NHS Board, 2004) Watson, H.; Girvan, M.; Kelly, T.; Kerr, S.; Hislop, Jane; Thow, M.; Dickson, R.; Coull, S.; Greater Glasgow NHS Board
Using ePortfolios in Higher Education to Encourage Learner Reflection and Support Personalised Learning
(Information Science Reference, 2009-11) Peacock, Susi; Morss, K.; Scott, Alison; Hislop, Jane; Irvine, Lindesay; Murray, Sue; Girdler, Simon T.; O'Donoghue, J.
Validity of wrist worn accelerometers and comparability between hip and wrist placement sites in estimating physical activity behaviour in preschool children
(IOP, 2016-09-21) Hislop, Jane; Palmer, Nicole; Anand, Priya; Aldin, Tara
Wrist-worn accelerometers can increase compliance with wearing accelerometers, however, several large scale studies continue to use hip-worn accelerometers and it is unclear how comparable data is from the two sites. The study aims were: to investigate agreement between wrist- and hip- worn accelerometers and to determine the validity of Johansson et al cut-points for wrist worn accelerometers in preschool children. A sample of 32 preschool children (21 boys, 4.2 (0.5) years, BMI 16.6 (1.1)) were videoed wearing GT3X+ accelerometers on their wrist and hip while they engaged in 1 h of free-play in their nursery. Children's activity were coded using, the children's activity rating scale (CARS): with CARS, level 1 'sedentary' and levels 2-5 were classified as time spent in total physical activity (TPA). Accelerometry data were processed using Johansson et al cut-points for the wrist data and Evenson et al cut-points for the hip data, into time spent in different intensities of physical activity (PA). The mean counts per minute (cpm) from the hip and wrist were compared. There was a strong correlation between the hip and wrist cpm (r = 0.81, p < 0.01) and total count data (r = 0.83 p < 0.01), however there was a large systematic bias with wide limits of agreement. Good agreement (mean difference (LOA) 1.1 (-9.9, 12.1) was found between the CARS estimate of TPA (29.5 (10.4) mins) and the wrist estimate, using the Johansson et al cut points (28.4 (9.8) mins). There was also a reasonable agreement between the hip estimates with the Evenson et al cut-points and Johansson et al estimate (mean difference (LOA):6.3 (-8.8, 21.4) mins. In conclusion, the findings suggest that the Johansson et al (2013 Pediatr. Obes. 10 1-6) cut-points applied to wrist worn accelerometers provides a valid estimate of TPA in preschool children and have reasonable agreement with Evenson et al cut-points applied to hip accelerometers. 2016 Institute of Physics and Engineering in Medicine.
Writing for publication: A case study
(2008) Hislop, Jane; Murray, Rowena; Newton, Mary
Writing for publication is an important part of professional practice in the health care professions. It is one way of reflecting on and improving practice, and writing skills developed through the publication process may enhance practitioners' ability to communicate more broadly. This article describes a method of teaching writing for publication skills to a multidisciplinary group of health care professionals. It outlines a step-by-step process for writing and illustrates three ways for health care professionals to work towards achieving publication: (i) adopting new writing behaviours, (ii) developing support networks for writers and (iii) overcoming external barriers to writing. This article concludes by suggesting that, in what is an increasingly important area for health care professionals, managers should incorporate writing for publication in their planning of staff development and in clinical time allocation. Copyright 2008 John Wiley & Sons, Ltd.