Browsing by Person "Turner-Halliday, Fiona"

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Education programmes preparing independent prescribers in Scotland: An evaluation
(Elsevier, 2013-02-19) Boreham, Nick; Coull, Alison; Murray, Ian; Turner-Halliday, Fiona; Watterson, Andrew E.
Background Nurse prescribing (NP) is part of the modernisation of the health care workforce and contributes to patient care by improving access to quality services and medication, through utilisation of advanced professional skills. Nurses and midwives need to complete additional education in order to prescribe. This paper explores pedagogical issues relevant to professional training programmes.
The expansion of nurse prescribing in Scotland: An evaluation
(Mark Allen Group, 2013-05-01) Coull, Alison; Murray, Ian; Turner-Halliday, Fiona; Watterson, Andrew
Medicine prescribing by community nurses commenced in the UK in 1996. By 2001, nurse prescribing was extended to include more nurses and to cover a wider formulary. This research project provides an evaluation of the extension of prescribing powers to nurses in Scotland, following the introduction of legislation in 2001. It aimed to evaluate the impact of nurse prescribing powers on patients, nurses, prescribers, and other stakeholders. A range of methods were used, including two public surveys, stakeholder interviews, postal questionnaires and case studies.
Experiences of freedom and personal growth in a community arts group for mental health: An Interpretative Phenomenological Analysis
(Queen Margaret University, 2013) Turner-Halliday, Fiona
Background: The relationship between art and mental health has evolved from a main focus on art therapy to include community arts approaches with wider and more socially-based links to health. The proliferation of community arts approaches across the UK is not met, however, with a research focus that provides insight into the mechanisms by which the activity might contribute to improving mental health. Aims: The aim of this study is to qualitatively explore the meaning of taking part in community arts for those with mental health problems and to learn about the process and ethos of group experience that was interpreted to form a necessary foundation for mental health benefit. Methods: The community arts experience of six art group members was explored through semi-structured interviews (four of whom participated in a second round of interviews). Data was analysed using Interpretative Phenomenological Analysis (IPA). Findings: Community arts for mental health, in this particular study, span multiple aspects of participants' life contexts that were found to fall into two main aspects of meaning; that is, a sense of freedom from expectation and a trajectory of personal growth. When taken together, these two superordinate themes further represent the meaning of art group experience as a process whereby the art group culture can allow, and facilitate, positive change and long-term development. Conclusions: The investigation of benefit and outcome in relation to community arts for mental health can only go so far in providing insight into the journey of participatory experience. Instead, this study's exploration of the meanings of art engagement within a group context goes beyond description of benefit to suggest a complex process whereby the 'ingredients' of the art group culture is pivotal to the role of community arts in improving the lives of those experiencing mental health problems. The journey of growth that was experienced by participants evokes important and complex questions for community arts in relation to public health goals, therapeutic approaches to improve mental health and concepts within mental health arenas, such as the nature of 'recovery.' Furthermore the study suggests a pivotal role for health psychology in sparking a collaborative dialogue about the learning that can be gained from community arts approaches, as well as in facilitating community arts in designing approaches to working with mental health groups that are based on the insightful reflections of those who engage in them.