Browsing by Person "Mountain, Kristina"

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Arabic-speaking students' primary care experiences in Scotland
(2010-02) Ahmed, Amel Ibrahim; Cameron, Shona; Dickson, Caroline; Mountain, Kristina
Internationalisation of the higher education sector has resulted in greater ethnic and cultural diversity within the student population throughout the UK and European Union. There is limited knowledge about the burden of poor health and health care utilisation among minority ethnic groups in higher education. Scottish health policy is directed toward proactive care delivered within primary care settings. The community of one university in Scotland was chosen to explore the perceptions of accessibility and acceptability of primary care among one minority group, namely Arabic speakers. The research methodology was of an exploratory descriptive design, with a convenience sample of Arabic speakers studying at one university. Quantitative and qualitative data were provided by 20 respondents. A questionnaire elicited demographic data and information about any primary care services used, while semi-structured interviews gathered more in-depth data. Participants were generally satisfied with primary health services. The majority were satisfied with the availability of a healthcare professional of their preferred gender, and their communication with and attitudes of healthcare professionals, as well as the health information provided. Recommendations include greater availability of written information in Arabic, and further research concerning cultural competence for healthcare professionals.
Debating the use of work-based learning and interprofessional education in promoting collaborative practice in primary care: a discussion paper
(Radcliffe Publishing Ltd, 2012-07) Cameron, Shona; Rutherford, Ishbel; Mountain, Kristina
Background: The context of primary care in the UK is changing rapidly, underpinned by continuing policy drivers to ensure person-centred safe and effective practice. Undergraduate and postgraduate programmes for healthcare practitioners are increasingly using interprofessional education (IPE) as one route to engender greater understanding of others' roles and contributions to health care, with the suggestion that IPE leads to better integration and teamwork, and thus stronger collaborative practice. Access to education and professional development for those working in primary care is difficult, and individuals need the focus of learning to be clearly relevant to their practice. Aims: To review and debate the evidence on the role of work-based learning and IPE in enhancing collaborative practice in primary care. Method: Literature search and critique of key papers relevant to primary care practice. Results: The three themes emerged of IPE, workbased learning (WBL) and collaborative practice. There is a growing body of literature to support the positive outcomes of IPE and the utilisation of WBL in developing practice. A range of practitioners in a variety of work settings have used WBL approaches in the implementation of innovations and the development of communities of practice. However, little evidence exists to support these approaches in primary care. Conclusion: The application of WBL across primary care teams can support a positive and collaborative learning culture, resulting in changes to professional practice.
Evaluation of Education for Senior Healthcare Support Workers (SCQF Level 7) and Assistant Practitioners (SCQF Level 8) in Children and Young People-s Health with Optional Pathways
(Queen Margaret University, 2010-07) Smith, Margaret Coulter; O'May, Fiona; Mountain, Kristina; Riddell, Helen; Balaam, Martina
Implementing person‐centred key performance indicators to strengthen leadership in community nursing: A feasibility study
(Wiley, 2020-08-13) McCance, Tanya; Dickson, Caroline; Daly, Laura; Boomer, Christine; Brown, Donna; Lynch, Brighide; MacArthur, Juliet; Mountain, Kristina; McCormack, Brendan
Aims To explore the utility and feasibility of implementing eight person‐centred nursing key performance indicators in supporting community nurses to lead the development of person‐centred practice.