Browsing by Person "Pentland, Duncan"

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Access to Psychological Therapies - DCAQ in NHS Lothian: Phase 2 Report
(Scottish Government, 2013-01) Arbuckle, Paul; Glassborow, Ruth; Denholm, Gail; Frazer, Norman; Graham, Patricia; Irvine, Linda; McKenna, Maureen; Pentland, Duncan; Stoddart, Graeme
The purpose of this document is to report on phase two of the Demand, Capacity, Activity & Queue (DCAQ) work carried out with Midlothian Psychological Therapies Service and East Lothian Psychological Therapies Service between April 2011 and March 2012. The overall project was broken down into two phases and this report is a summary of the work completed in phase two. The phase one report can be accessed at the following web address; http://www.qihub.scot.nhs.uk/media/220541/nhs%20lothian%20dcaq%20phase%201%20report%20vfinal2.doc The phase two report has two main purposes: To provide feedback on the work completed in phase two and to outline the additional service improvement opportunities that might be explored for each service participating; To provide a learning resource for other services interested in applying DCAQ.
Articulating expertise and professional artistry: New methodological principles for critical creative research
(SAGE, 2019-08-01) Kinsella, Niamh; Pentland, Duncan; McCormack, Brendan; Burns, Jane
This poster presents a critical perspective of a methodology for research that facilitates articulation of professional artistry and expertise in practice with persons living with dementia. This critical perspective was developed during research which intended to explore the principles and philosophy underpinning professional artistry or expert practice with occupational therapists. Existing literature in occupational therapy reflects a concern with developing and expressing the principles of professional artistry, practice expertise and professional judgement (Mattingly 1991, Turner and Alsop 2015) for the purpose of raising consciousness of the value of occupational therapy and supporting development of role clarity and professional identity (Unsworth and Baker 2016). The argument that there is a need to develop research methodologies that support articulation of artistry and expertise related to professional philosophies will be presented in this poster. The case for research strategies incorporating critical creativity (McCormack and Titchen 2006) and creative methods as a way of articulating practice principles that are often deeply embodied in a practitioner’s being will be presented in this poster. A critical creative case study methodology will be described, and reflective dialogue about this critique facilitated with poster viewers. The key messages presented in this poster are: philosophical and methodological principles of creativity can facilitate expression of expert knowledge that is inherently tacit and embodied; and incorporating such principles facilitates practice development and research that is consistent with, and reflective of, our professional philosophy.
Developing the Playground Play Value and Usability Audit (PVUA) Tool: An Evaluation of Content Validity via an Expert Panel
(Project MUSE, 2025-08) Morgenthaler, Thomas; Loebach, Janet; Lynch, Helen; Pentland, Duncan; Kottorp, Anders; Schulze, Christina
This study describes procedures for developing and exploring the content validity of a tool to audit playgrounds for play value and usability for diverse populations. Development of the tool included reviewing existing tools, creating an initial draft from evidence literature, followed by iterative rounds with an international, interdisciplinary expert panel (N=22). Panelists' comments and ratings of relevance and clarity supported refinements of items, content areas, scoring, instructions, and interpretations of the PVUA content. The preliminary tool consists of 203 items divided across 28 content areas and two domains. Future research should examine PVUA's reliability and construct validity using a diverse sample of playgrounds.
Enabling integrated knowledge acquisition and management in health care teams
(2014-11) Pentland, Duncan; Forsyth, Kirsty; Maciver, Donald; Walsh, Mike; Murray, Richard; Irvine, Linda
Basing treatment, policy and planning decisions on the best available research knowledge remains a central principle in modern health care around the world, yet many health professionals find acquiring and managing published research knowledge challenging. In this paper, we report on a Soft Systems Methodology-based collaborative action research initiative with a specialist mental health service from the United Kingdom's National Health Service. Our objective was to design and implement improvements to their knowledge acquisition and management activities in order to facilitate sustained and effective evidence-based practices. We report on both the factors found to impede effective research knowledge acquisition and management and the development of more integrated knowledge management processes designed to improve the situation.
Environmental Qualities That Enhance Outdoor Play in Community Playgrounds from the Perspective of Children with and without Disabilities: A Scoping Review
(MDPI, 2023-01-18) Morgenthaler, Thomas; Schulze, Christina; Pentland, Duncan; Lynch, Helen
For children, playgrounds are important environments. However, children’s perspectives are often not acknowledged in playground provision, design, and evaluation. This scoping review aimed to summarize the users’ (children with and without disabilities) perspectives on environmental qualities that enhance their play experiences in community playgrounds. Published peer-reviewed studies were systematically searched in seven databases from disciplines of architecture, education, health, and social sciences; 2905 studies were screened, and the last search was performed in January 2023. Included studies (N = 51) were charted, and a qualitative content analysis was conducted. Five themes were formed which provided insights into how both physical and social environmental qualities combined provide for maximum play value in outdoor play experiences. These multifaceted play experiences included the desire for fun, challenge, and intense play, the wish to self-direct play, and the value of playing alone as well as with known people and animals. Fundamentally, children wished for playgrounds to be children’s places that were welcoming, safe, and aesthetically pleasing. The results are discussed in respect to social, physical, and atmospheric environmental affordances and the adult’s role in playground provision. This scoping review represents the valuable insights of children regardless of abilities and informs about how to maximise outdoor play experiences for all children.
How context influences person-centred practice: a critical-creative case study examining the use of research evidence in occupational therapy with people living with dementia.
(2022-09-08) Kinsella, Niamh; Pentland, Duncan; McCormack, Brendan
Occupational therapists are encouraged to use research evidence to guide therapeutic interventions that holistically address the consequences of dementia. Recent efforts to use research evidence in practice have emphasized the challenges of doing so in ways aligned to person-centred and professional principles. Using research evidence is a complex process influenced by multiple contextual factors and layers. The influence of context in occupational therapy for dementia is currently unclear. To explore the contextual complexities of using research evidence in practice with people with dementia, and to develop knowledge to improve the approach to using evidence in person-centred, occupation-focused practice. A case study methodology was used, in which the contextual conditions of practice were clarified through the facilitation of critical and creative reflection using the following methods - Think Aloud, practice observation, creative expression and reflective dialogue. Cultural beliefs that affected evidence use included technically-orientated understandings of evidence-based practice. These were underpinned by apprehensions about losing professional identity and taking risks when processes derived from research evidence were adjusted to incorporate a persons' occupations. These cultural factors were perpetuated at the organizational layers of context, where systemic priorities and other team members' needs disproportionately influenced occupational therapists' decisions. Occupational therapists' potential to make reflexive and responsive decisions by adjusting evidence-based processes can be affected by their perceived freedom to address organizational tensions. Raising consciousness of the influence of the organizational context on decision-making about evidence use could adjust occupational therapists' perceptions of their freedom and ability to be person-centred. Intentionality in reflective processes in practice are required to foster reflexivity.
Is anything in life simple? Why we should think about complexity [Editorial]
(SAGE, 2021-05-07) Pentland, Duncan
Key characteristics of knowledge transfer and exchange in healthcare: Integrative literature review
(Wiley Online, 2011-07) Pentland, Duncan; Forsyth, Kirsty; Maciver, Donald; Walsh, Mike; Murray, Richard; Irvine, Linda; Sikora, Simon
Aim. This paper presents the results of a review of literature relating to knowledge transfer and exchange in healthcare. Background. Treatment, planning and policy decisions in contemporary nursing and healthcare should be based on sound evidence wherever possible, but research knowledge remains generally underused. Knowledge transfer and exchange initiatives aim to facilitate the accessibility, application and production of evidence and may provide solutions to this challenge. This review was conducted to help inform the design and implementation of knowledge transfer and exchange activities for a large healthcare organization. Data sources. Databases: ASSIA, Business Source Premier, CINAHL, PsychInfo, Medline and the Cochrane Database of Systematic Reviews. Review methods. An integrative literature review was carried out including an extensive literature search. English language systematic reviews, literature reviews, primary quantitative and qualitative papers and grey literature of high relevance evaluating, describing or discussing knowledge transfer or exchange activities in healthcare were included for review (January 1990-September 2009). Findings. Thirty-three papers were reviewed (four systematic reviews, nine literature reviews, one environmental scan, nine empirical studies and ten case studies). Conclusion. Robust research into knowledge transfer and exchange in healthcare is limited. Analysis of a wide range of evidence indicates a number of commonly featured characteristics but further evaluation of these activities would benefit their application in facilitating evidence-based practice in nursing. 2011 The Authors. Journal of Advanced Nursing 2011 Blackwell Publishing Ltd.
A mapping review of models of practice education in allied health and social care professions
(SAGE, 2020-03-03) Beveridge, Joanna; Pentland, Duncan
Practice education is fundamental to pre-registration learning for many health and social care professions, yet finding sufficient opportunities for students is challenging. One-to-one student-educator pairings are common, and while different models could increase placement opportunities, associated terminology is inconsistent and an overview of advantages, challenges and available evidence is missing. This mapping review identifies, categorises, and critically considers the evidence for different models of practice education used by health and social care professions. Papers from 2008 onwards reporting on practice education approaches in allied health or social care profession courses were identified in three databases. Data was extracted, methodological quality categorised and a typology of practice education models developed. 53 papers were reviewed and developed into a typology of fourteen models. Mapping indicated issues with a lack of high quality research and limitations in available outcome indicators. Pre-requisites for the effective operation of different models include preparation, communication, and allowing sufficient time for new ways of working. Practice education discourse is characterised by varied terminology and practices. Various models for structuring practice education exist though the evidence for their effectiveness and impact on capacity is limited. Using consistent language and considering wider impacts and outcomes is recommended in future study.
A modified gap analysis designed to generate research priorities in occupational therapy
(Occupational Therapy New Zealand - Whakaora Ngangahau Aotearoa, 2019-07) Maclean, Fiona; Kantartzis, Sarah; McCormack, Brendan; Pentland, Duncan
Where a limited body of evidence exists the traditional mechanisms of a literature or systematic review, which are often used to establish research gaps and priorities, can be problematic. This is especially the case in occupational therapy where evidence to guide future research directions can be sparse. A gap analysis of existing literature is one way to inform future research planning. This paper aims to describe a modified version of gap analysis specifically designed to identify research priorities in occupational therapy. This is illustrated using a small, disparate body of pre-existing, published work that explored practitioner knowledge of drinking alcohol in later life.
Occupational therapy and complexity: defining and describing practice
(Royal College of Occupational Therapists, 2018) Pentland, Duncan; Kantartzis, Sarah; Giatsi Clausen, Maria; Witemyre, Kristi
In 2016, the Royal College of Occupational Therapists (then the College of Occupational Therapists), the professional body for occupational therapists in the United Kingdom, commissioned a review of the document Occupational therapy defined as a complex intervention developed on their behalf by Jennifer Creek and published in 2003. This document had proved useful in describing occupational therapy within education, practice and research, but with considerable changes occurring in these areas as well as in the wider context over the intervening years, a review was considered necessary. Following a call for proposals, a research team from Queen Margaret University, Edinburgh, was appointed to carry out this review. While initially a revision to Creek’s 2003 publication was the aim of this work, a new, contemporary view of occupational therapy emerged. This new publication describes the process and outcomes of occupational therapy, and it is hoped that it will provide useful guidance for all working within and in partnership with occupational therapy, both today and for some years to come.
Practice education in the UK: A comparative cross-sectional investigation of key stakeholders’ perspectives
(SAGE, 2019-08-01) Beveridge, Joanna; Pentland, Duncan
Practice education is a core requirement of occupational therapy education that is key to the development of the profession’s future. Changing educational and financial landscapes across the UK causes challenges to the provision of sufficient high quality placements. Providing placements requires input from multiple stakeholders from different, and at times diverging, contexts. This research was completed to generate up-to-date information about how key stakeholders view different roles and responsibilities, consider the value of accreditation programs in supporting educators, and what changes could be made to the way practice education is developed and supported. The study used cross-sectional and action-oriented learning methods to generate qualitative data about the perspectives of participants. Online surveys and telephone interviews were completed by three different populations (professional practice tutors, those who provide or support the provision of practice education experiences, and current pre-registration occupational therapy students). Workshops based on soft systems methodology (Checkland and Poulter 2006) were completed with mixed participant groups. A thematic analysis approach outlined by Nowell et al (2017) was completed, followed by a comparative analysis to highlight both shared and divergent perspectives among participants. Key descriptive and thematic results will be presented, along with the results of the comparative analysis. The results of this research can be used by those involved in providing practice education at local, regional and national levels to help understand the perceptions of stakeholder groups and engage with these in an informed way to help develop high quality practice education experiences. Ethical Approval provided by Queen Margaret University’s Research Ethics Panel (RCOT_PE_REVIEW_190918_V. 1).
Psychometric properties of occupational therapy and speech and language therapy assessment tools for children in primary school.
(City of Edinburgh Council, 2009) Forsyth, Kirsty; Law, James; Maciver, Donald; Haworth, C.; Adamson, M.; Bremner, Lynne; Grayson, Z.; Pentland, Duncan
Realising evidence based practice: a systemic investigation of core knowledge processes in mental health
(Queen Margaret University, 2013) Pentland, Duncan
Aims To investigate the systemic circumstances required for mental health professionals to engage in the core processes of evidence based practice. Background Successful evidence based practice is the function of inter-related processes including knowledge acquisition, generation, and application, which occur in complex and dynamic circumstances. Dominant models and approaches to facilitating the use of knowledge in practice by health professionals remain based on linear, technical processes which aim to instigate behavioural changes at the individual level. Emergent conceptualisations argue the need for strategies that consider systemic factors which can impede or facilitate the processes underpinning the operation of evidence based practices in mental health. As yet no efforts have been made to actively apply systems thinking in efforts to improve evidence based practice in mental health. Method A collective case-study research design was developed by adapting Soft Systems Methodology. Three cases were examined, each selected due to their ability to provide information about one of the core processes under investigation; knowledge acquisition, knowledge generation and knowledge application. Data was collected iteratively from thirteen participants through focus groups and semi-structured interviews. Analysis was undertaken through the inductive open coding of data into sub-categories, following which key categories were identified and considered against individual, group and organisational systems levels. Findings This study identified twenty-four key categories across the cases and located these against the three systems levels. As anticipated, complex dynamic interactions between different elements at the different levels were identified including, the role of motivation, perception and skill at the individual level, the importance of team wisdom, support and decision making, and the need for organisations to provide adequate infrastructures, ensure access to specialist expertise and a number of elements contributing to a culture of space and support for evidence based practice.
Research priority 2: How can occupational therapists ensure that person-centred practice is central to how they work? Start by rethinking the person [editiorial]
(SAGE Publications, 2022-10-12) McCormack, Brendan; Pentland, Duncan
Sir David K Henderson and the origins of British occupational therapy
(2015-07-19) Pentland, Duncan; Pentland, Brian
Sir David K Henderson made several major contributions in the field of psychiatry, gaining an international reputation but, perhaps lesser known is his role in the introduction of occupational therapy in the United Kingdom. The part Henderson played in establishing occupational therapy as an aspect of his evolving approach to treating mental illness in Scotland is discussed, as is the influence he had in stimulating and supporting the early pioneers of the profession elsewhere in the UK.
Supplemental material: Using the Theory of Affordances to Understand Environment–Play Transactions: Environmental Taxonomy of Outdoor Play Space Features—A Scoping Review
(2024-05-28) Morgenthaler, Thomas; Lynch, Helen; Loebach, Janet; Pentland, Duncan; Schulze, Christina
Supplemental material: Morgenthaler, T., Lynch, H., Loebach, J., Pentland, D. and Schulze, C. (2024) ‘Using the theory of affordances to understand environment–play transactions: environmental taxonomy of outdoor play space features—a scoping review’, The American Journal of Occupational Therapy, 78(4), p. 7804185120. Available at: https://doi.org/10.5014/ajot.2024.050606 / https://eresearch.qmu.ac.uk/handle/20.500.12289/13773.
The Transformation Station: Sharing, using and creating knowledge for mental health and wellbeing
(The British Psychological Society, 2010-09) Graham, P.; Pentland, Duncan; Knowledge Transfer Parnerships; NHS Lothian
THE TRANSFORMATION STATION facilitates mental health professionals to build mechanisms that support their development as evidence-based practitioners. Our objective is to enhance NHS Lothian's ability to provide knowledge and evidence-based health services. Health professionals often encounter barriers when trying to routinely use research evidence in practice. These are often the results of complex local and organisational factors that can be challenging to detect and difficult to overcome. The transformation station is focussed on learning about, and developing solutions to enable clinicians to engage more effectively in, three key areas: acquiring, synthesising and translating research knowledge; making evidence-based changes to practice; and working with academics to produce more relevant and practicable research.
Using the Theory of Affordances to Understand Environment–Play Transactions: Environmental Taxonomy of Outdoor Play Space Features—A Scoping Review
(American Occupational Therapy Association, 2024-05-28) Morgenthaler, Thomas; Lynch, Helen; Loebach, Janet; Pentland, Duncan; Schulze, Christina
Importance: The transactions between the physical environment and children’s play have not been well studied. The theory of affordances provides a way to better understand how environmental characteristics offer opportunities for play occupation. Objective: To investigate the relationship between environmental characteristics of outdoor play spaces and children’s outdoor play and to develop an environmental taxonomy to support the analysis of play affordances in community play spaces. Data Sources: Peer-reviewed literature (1974–2023) was sourced from a previously published scoping review (Morgenthaler, Schulze, et al., 2023). The Academic Search Complete, Avery Index to Architectural Periodicals, CINAHL, MEDLINE, PsycINFO, Scopus, and Web of Science databases were searched using the keywords and synonyms of playground, environmental qualities, and children with and without disabilities. Study Selection and Data Collection: A secondary analysis of the previously published scoping review was conducted. Included studies were those that provided descriptions of physical environment–play activity transactions. Findings: A qualitative content analysis of 45 articles was conducted and used to form an environmental taxonomy. This taxonomy consisted of 14 space and object categories defined by their functional qualities and linked to play affordances. An array of 284 play occupations were identified in different forms. Play affordances of spaces and object categories and their functional environmental qualities were subsequently identified. Conclusions and Relevance: This study provides evidence to support the understanding of how the physical environment shapes children’s outdoor play occupations. Plain-Language Summary: The study authors developed the Environmental Taxonomy of Outdoor Play Space Features as a tool that occupational therapists can use to better understand and describe how the physical environment shapes opportunities for play. The tool could also be useful to justify environmental intervention in schools and public playgrounds to create spaces that support more play for a diversity of children.
Vocational rehabilitation: facilitating evidence based practice through participatory action research
(Informa Healthcare, 2013-04-15) Maciver, Donald; Prior, Susan; Forsyth, Kirsty; Meiklejohn, Alison; Irvine, Linda; Walsh, Mike; Pentland, Duncan
Background: Improving vocational rehabilitation in line with the current evidence base is an area of considerable interest. Aims: To describe the strategies used by a multidisciplinary team in the initial stages of a participatory action research (PAR) approach to improving a vocational rehabilitation service. Method: A literature review and PAR process were completed. One hundred and fifteen participants engaged in multifaceted data collection and analysis, building consensus around key principles for a new vocational rehabilitation service. Results: A synthesis of our literature review and PAR process was developed into a set of principles for practice which we plan to implement across the service. Conclusions: We have developed methodologies in interdisciplinary collaborations spanning statutory and non-statutory services. We have developed a set of principles for practice and detailed plans for implementation are being drawn up to inform provision in the future.