Browsing by Person "Irvine, Lindesay"

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An exploration of partnership through interactions between young 'expert' patients with cystic fibrosis and healthcare professionals
(Wiley, 2015-12) MacDonald, Kath; Irvine, Lindesay; Smith, Margaret Coulter
Aims and objectives To explore how young 'expert patients' living with Cystic Fibrosis and the healthcare professionals with whom they interact perceive partnership and negotiate care. Background Modern healthcare policy encourages partnership, engagement and self-management of long-term conditions. This philosophy is congruent with the model adopted in the care of those with Cystic Fibrosis, where self-management, trust and mutual respect are perceived to be integral to the development of the ongoing patient/professional relationship. Self-management is associated with the term; 'expert patient'; an individual with a long-term condition whose knowledge and skills are valued and used in partnership with healthcare professionals. However, the term 'expert patient' is debated in the literature as are the motivation for its use and the assumptions implicit in the term. Design A qualitative exploratory design informed by Interpretivism and Symbolic Interactionism was conducted. Methods Thirty-four consultations were observed and 23 semi-structured interviews conducted between 10 patients, 2 carers and 12 healthcare professionals. Data were analysed thematically using the five stages of 'Framework' a matrix-based qualitative data analysis approach and were subject to peer review and respondent validation. The study received full ethical approval. Results Three main themes emerged; experiences of partnership, attributes of the expert patient and constructions of illness. Sub-themes of the 'ceremonial order of the clinic', negotiation and trust in relationships and perceptions of the expert patient are presented. Conclusions The model of consultation may be a barrier to person-centred care. Healthcare professionals show leniency in negotiations, but do not always trust patients' accounts. The term 'expert patient' is unpopular and remains contested. Relevance to clinical practice Gaining insight into structures and processes that enable or inhibit partnership can lead to a collaborative approach to service redesign and a revision of the consultation model.
CPD needs of opioid nurse prescribers: A survey
(Mark Allen Group, 2017-06-02) Nimmo, Suzanne; Paterson, Ruth; Irvine, Lindesay
The Misuse of Drugs Act non-medical prescribing legislation permits nurse independent prescribers (NIPs) to prescribe any controlled drug that is within their scope of professional practice. Continuing professional development (CPD) is essential for safe effective prescribing and is required for professional revalidation. This study was conducted to explore the educational requirements of non-medical opioid prescribers. Informed by a critical realism position, an electronic survey was distributed to 147 NIPs working in a Scottish NHS Health Board. The aim was to identify how many NIPs were prescribing opioids and to explore their CPD requirements regardless of whether they prescribed opioids or not, including preferred method of delivery of education and to explore whether the single competency framework was sufficient to facilitate safe and effective prescribing. The response rate was 46% (n=68). The majority of respondents (69%, n=37) prescribed opioids. Ninety-four percent of respondents (n=64) stated they felt that ongoing education was necessary to ensure safe opioid prescribing practice. Face-to-face methods of learning in small group discussions were the preferred option. Two thirds of the respondents (66%, n=45) felt that there should be protected time for prescribing CPD and 64% (n=27) felt the single competency framework provided a good standard for prescribing CPD. The results from this study suggest that nurses are prescribing opioids in acute and community hospitals. Group opioid education is recommended and using a structured competency framework to inform clinical practice may ensure safe, effective prescribing practice.
Development of the Scottish HE mentorship provision programme and the National Practice Teacher programme.
(NES, 2008) Irvine, Lindesay; Donaldson, J.
Duality of practice in clinical research nursing
(SAGE, 2022-04-01) Hill, Gordon; Ellis, Mairghread JH; Irvine, Lindesay
Background: International evidence suggests that Clinical Research Nurses (CRN) can have a dual role incorporating both clinical care and research responsibilities. This duality of role often assists in meeting the clinical care and research needs of the participants and can contribute to the credibility of the CRN role. Conversely, it can also lead to feelings of confusion and role conflict as CRN’s time is divided. Aim: To identify and explore experiences of clinical and research roles among CRNs. This emerged as a theme in a wider research project exploring CRNs’ experiences of working with clinical nurses. Methods: Following an Interpretative Phenomenological Analysis approach, 10 CRNs participated in face-to-face semi-structured interviews. Transcribed data were analysed and a number of themes emerged. Duality of role was one of these. Findings: Findings indicated that if CRNs fulfil a dual role, this can assist in care provision, research delivery and in building positive relationships with clinical nurses. However, there were also instances when a dual role led to clinical nurses questioning the value of research and to issues with competing demands of clinical care and research. These experiences had an important impact on some of the CRNs and led to reflection on the value of their role. Conclusions: This study identifies new understandings of a dual role of the CRN. The findings will inform the preparation and practice of this group of nurses, whilst also leading to a deeper understanding of the CRN’s role in care and research delivery. It will also contribute to a wider appreciation of organisational factors and social interactions that impact on health care research.
An exploration into the importance of a sense of belonging for online learners
(Athabasca University, 2020-04-30) Peacock, Susi; Cowan, John; Irvine, Lindesay; Williams, Jane
Online learning provides flexible learning opportunities but with it come notable issues. Fostering a sense of belonging and a personal connection is seen as fundamental by many educational researchers regardless of the learning environment. For online learners, nurturing a sense of belonging may present a way of improving their experiences and attainment as well as reducing attrition rates. Limited research has explored specifically sense of belonging and online learning. This article addresses that gap and reports a small-scale exploratory study using qualitative data collection and analysis methods to investigate its importance, or not, for postgraduates’ online education, by exploring the origins and nature of their lived experience of online learning and their sense of belonging therein. Our initial findings emphasise its importance for them as online learners and has identified three significant themes: interaction/engagement; the culture of the learning; and support. These early findings highlight the importance of their role in promoting a sense of belonging and in ensuring that there are opportunities for meaningful group and peer interactions and will be of interest to all engaged in online education
Final Report for The Lydia Osteoporosis Project
(Queen Margaret University, Edinburgh, 2016-05-05) Smith, Margaret Coulter; Pearson, C.; O'May, Fiona; Tropea, Savina; Irvine, Lindesay; Rush, Robert; Wilson, R.
Sharing Research and Education Focused on Moving and Handling and Older People with Osteoporosis in Acute Settings
Implementation of a practice development model to reduce the wait for Autism Spectrum diagnosis in adults
(SpringerNature, 2018-03-03) Rutherford, Marion; Forsyth, Kirsty; McKenzie, K.; McClure, Iain; Murray, A.; McCartney, Deborah; Irvine, Lindesay; O'Hare, Anne
This study examined waiting times for diagnostic assessment of Autism Spectrum Disorder in 11 adult services, prior to and following the implementation of a 12 month change program. Methods to support change are reported and a multi-level modelling approach determined the effect of the change program on overall wait times. Results were statistically significant (b = − 0.25, t(136) = − 2.88, p = 0.005). The average time individuals waited for diagnosis across all services reduced from 149.4 days prior to the change program and 119.5 days after it, with an average reduction of 29.9 days overall. This innovative intervention provides a promising framework for service improvement to reduce the wait for diagnostic assessment of ASD in adults across the range of spectrum presentations.
Movement Therapy Programme with Children with Mild Learning Difficulties in Primary Schools in Saudi Arabia: Links between Motion and Emotion
(Oxford University Press, 2017-10-05) Alotaibi, Abdulazeem; Karkou, Vassiliki; van der Linden, Marietta; Irvine, Lindesay; Karkou, Vicky; Lycouris, Sophia; Oliver, Sue
Movement therapy, as a body-mind intervention, aims to enable emotional and social changes in children and adults, based on the premise that physical and behavioural changes also facilitate psychological changes and that ultimately further integration is achieved which is the basis of one's wellbeing. The existence of comorbid difficulties and cognitive delays in children with learning difficulties heighten the need to investigate whether movement therapy can indeed enable physical and emotional integration, as relevant literature suggests. This chapter reports on such an investigation involving children with mild learning difficulties in primary schools in Saudi Arabia. A randomized controlled trial was conducted with a sample of sixty (N = 60) primary school male pupils aged 6-9 years with mild learning difficulties. Although the sample was small, findings suggest that group movement therapy may be a useful intervention in enabling integration between observed emotional/social and physical/behavioural markers in children with mild learning difficulties.
Problems Affecting Work Performance of Healthcare Practitioners in Jazan, Kingdom Of Saudi Arabia
(2015-01) al-Neami, Ibrahimal; Irvine, Lindesay; Caculitan, Elizer R.; Dimabayao, Cynthia G.
This Study Aims To Provide Human Resource Management Framework To Address The Need Of Improving Delivery Of Leadership And Management Skills To Promote The Quality Of Healthcare Practitioners In Health Facilities In Jazan, Kingdom Of Saudi Arabia. This Is A Cross-Sectional Study Involving 60 Health Workers And 40 Health Managers In Health Facilities Operated By Moh. Questionnaire Was Used Supported By Unstructured Interview To Gather Data Which Were Statistically Treated Through The Percentage And Weighted Mean. Results Showed That A Typical Healthcare Practitioner In Jazan, Ksa Has A Mean Age Of 31.17 For Health Workers And 28 For Health Managers; Mostly Females From Asian Countries With Diploma In Nursing/Midwifery As Educational Qualification. Most Of The Health Workers Are Charge Nurses (41.67%). Average Years Of Work Experience Are 6.92 Years For The Health Workers And 12.63 Years For The Health Managers. The Health Workers Showed Agreement On The Utilization Of Performance Appraisal In Their Unit (Mw=3.66). However, They Were Uncertain On Their Appraisal Regarding Remuneration, Benefits And Recognition (Mw=3.30) As Well As On Staffing And Work Schedules (Mw=3.01) And Staff Development (Mw=3.31). Problems Affecting Their Performance Was Generally Moderately Serious (Mw=2.39) But Shortage Of Staff Specifically Was Very Serious (Mw=3.27). They Perceived The Strategies To Improve And Maintain Excellent Performance As Moderately Needed (Mw-2.23). Health Managers Were Often Involved In Management Tasks (Mw=2.89) And They Assessed Their Skills As Good (Mw=3.63). In Conclusion, Many Of The Healthcare Practitioners Are Dominantly Female Expatriates From Asian Countries Who Do Not Have The Current Educational Qualification Required In The Job. As A Consequence, They Encounter Problems In Their Job Ad Management Affecting Their Work Performance. Addressing These Problems Is Necessary To Improve The Work Performance And Management Skills Of The Healthcare Practitioners.
The carer's role in planning care for persons with dementia.
(2002) Dewar, Belinda; Goulbourne, Alison; Irvine, Lindesay; Riddell, Helen
Third-generation professional doctorates in nursing: the move to clarity in learning product differentiation
(Foundation of Nursing Studies (FoNS), 2017-11-15) Cashin, Andrew; Casey, Mary; Fairbrother, Greg; Graham, Iain; Irvine, Lindesay; McCormack, Brendan; Thoms, Debra
Context: Professional doctorates have been a part of the academic landscape for many years. Over this time, their focus, structure and mode of delivery have changed significantly as the terrain of professional practice has developed. In this paper we articulate this development over time through discussion of the evolution of first- and second-generation professional doctorates, and argue that there is a need for a third-generation doctorate with greater clarity regarding focus, structure and mode of delivery, in the context of advanced professional practice. Aims: A scoping review was undertaken of the development of professional doctorates in the discipline of nursing to inform thinking with regard to future design work for a post-masters (nurse practitioner endorsement) professional doctorate. Conclusion: In the context of the absence of any identified published outcome-based evidence of the value of first- or second-generation professional doctorates in general, and specifically in nursing, a third-generation evolution is proposed. This is based on the conclusion that the lack of identified outcomes is based not only on the axiomatic absence of research, but also that this may be symptomatic of a prevailing lack of clarity in programme design. A third-generation professional doctorate for nursing offers an opportunity to focus on congruence and internal consistency between the aims of the programme, learning outcomes, learning content and design, and the assessment. Implications for practice development: - The third-generation professional doctorate would no longer need to be distinguished from other degrees via an expression of what it is not, but rather would set out what it is - The educational product, with clear processes and content that are congruent with the course aims, could be clearly described as a self-contained entity more capable of producing measurable outcomes - Practice development is an integral part of the learning product through being a prescribed method in the research component of the course
Understanding the experience of older people in acute health care
(Queen Margaret University, 2008) Irvine, Lindesay
An interest in older people's experiences of acute care and how they make sense of that experience was the starting point for this thesis. Using the epistemological base of social constructionism the thesis examines the experiences of care older people have within acute health care settings and explores the qualified nurse's experiences of care in relation to older people in the context of acute care. Thirteen patients and fourteen nurses from one hospital participated, through semi-structured interviews, in the study. Field notes were used to further illuminate the context of the research. Data was coded using an inductive coding approach, followed by a refining of categories through the use of concept mapping. Data analysis was undertaken manually and cross checking undertaken to establish clear findings. Patient's understandings and explanations of their care were identified, along with the nurse's views and accounts of care within an organisational context. Many factors were found to be influential in the older person's experience of care. Media coverage of care experiences, along with comparison of personal experiences affected the older person's view of their care experience. The impact of the organisational approach to acute care was seen as a major factor in the care experience from the patient and nurse perspective. Lack of a shared philosophy of care within the nurse population led to a lack of continuity and consistency of care for patients. Similarly differing perspectives on the nature of the patient – nurse relationship led to tensions within the care environment causing stress and de-motivation in the nurse population that ultimately affected the patient experience. A conceptual framework was developed that illustrated the complicity between patients and nurses to maintain the illusion of a caring nurse.
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.