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51. Determinants of seasonal influenza vaccination hesitancy among healthcare personnel: An integrative review.

Author

Hall, Caroline M., Northam, Holly, Webster, Adrian, and Strickland, Karen

Subjects
INFLUENZA vaccines, CINAHL database, PSYCHOLOGY information storage & retrieval systems, OCCUPATIONAL roles, HEALTH Belief Model, MEDICAL information storage & retrieval systems, PROFESSIONS, SYSTEMATIC reviews, PSYCHOLOGICAL vulnerability, WORK, SEASONAL influenza, VACCINE hesitancy, DRUGS, HEALTH behavior, EXPERIENTIAL learning, PATIENT compliance, MEDLINE, BEHAVIOR modification, TRUST
Abstract

Aims and objectives: To explore the determinants of and behaviour change models for seasonal influenza vaccination compliance among healthcare personnel. Background: COVID‐19 vaccine hesitancy among healthcare personnel may be better understood by exploring determinants of seasonal influenza vaccine hesitancy. Design: Integrative literature review. Methods: A systematic search was conducted in accordance with PRISMA guidelines. Six thousand and forty‐eight articles were screened. Seventy‐eight met inclusion criteria. Due to the heterogeneity of included articles, a narrative synthesis was conducted utilising a conceptual matrix to identify thematic categories. Results: Six thematic categories were identified as influencing HCP SIV compliance: 'perceived vulnerability', 'trust', 'past behaviour', 'professional duty', 'access and convenience' and 'knowledge and experience'. The Health Belief Model (HBM) was the most commonly utilised health behaviour change model within the seasonal influenza vaccination context. Few studies have examined seasonal influenza vaccine acceptance and uptake within the Australian HCP context, particularly involving community care and aged care. Conclusions: Factors that appear to relate to influenza vaccination compliance among HCP can be grouped according to several thematic categories, and they also appear influential in COVID‐19 vaccine uptake. In particular, an emerging focus on 'trust' or the more emotive considerations of decision‐making around health‐protective behaviours requires further exploration in the context of a pandemic. Efforts to influence these domains to increase compliance, however, are likely to be impeded by a lack of a well‐developed and tested behaviour change model. Relevance to clinical practice: Healthcare personnel (HCP) face high levels of occupational exposure to seasonal influenza every year. An emerging focus on 'trust' and the more emotive considerations of decision‐making around health‐protective behaviours requires further exploration in the context of a pandemic. [ABSTRACT FROM AUTHOR]

Published
2022
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55. Contributors

Author

Adams, Jeffery, Allen, Charlotte, Baker, Michael, Batterbee, Robert, Bissett, Michelle, Bonner, Ann, Bonser, Melissa, Brown, Leanne, Buus, Niels, Carville, Keryln, Chang, Esther, Charnock, David, Chisengantambu, Christine, Croxford, Sharon, Davidson, Patricia M., Doyle, Colleen, Drury, Vicki, Dune, Tinashe M., Dunning, Trisha, Ferguson, Caleb, Fraser, Claire, Frost, Steven A., Gallagher, Hilary, Gallego, Gisselle, Garrett, Gillian, Giddings, Lynne S., Hughes, Mark, Ivynian, Serra E., Jauncey-Cooke, Jacqueline, Jha, Sunita R., Johnson, Amanda, Kenny, Belinda, Langford, Liam, Matiuk, Sonia, McCloughen, Andrea, McDonald, Paul, McKechnie, Duncan, Mitchell, Geoffrey, Munro, Graham, Neville, Stephen, Newton, Phillip J., Northall, Tiffany, O’Reilly, Kate, Phillips, Jane, Pryor, Julie, Randall, Sue, Reidlinger, Dianne, Rhee, Joel, Rice, Vanessa J., Roberts, Gail, Rolley, John Xavier, Roy, Dianne E., Skinner, Isabelle, Strickland, Karen, Thompson-Butel, Angelica G., Virdun, Claudia, Ward, Sandy Mary, Wilson, Nathan J., Woods, Michelle, Wright, Anthony, Yates, Patsy, and Zakrzewski, Lee

Published
2022
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57. Planning and Facilitating a Group Workshop.

Author

Strickland, Karen Syvrud

Abstract

Training of teaching assistants (TAs) in the Writing Program at the University of Massachusetts is described. Training prepares TAs for the responsibility of being the primary class instructors who design the curriculum, teach, and evaluate students with minimal supervision. Training sessions consist of an orientation workshop at the beginning of the semester, regular course director meetings, and periodic workshops on selected topics. As much as possible, trainers model experiential teaching strategies by simulating the writing class, role playing, and by having TAs do writing exercises that they will use with their own students. Experienced TAs also share with first-time teachers tips on classroom management and organization. After the orientation workshop, TAs receive continued support and training through course director meetings, which address specific topics. Another part of training for TAs is to sponsor informal gatherings to develop a mutual support system for sharing and borrowing ideas. Socializing is encouraged through weekly coffee hours and lunch meetings. TAs benefit from a forum to rehearse lessons and evaluate their impact. The final component of the training program is fostering TA ownership of the course content and teaching style. (SW)

Published
1986

60. The liminal self in people with multiple sclerosis: An interpretative phenomenological exploration of being diagnosed

Author

Strickland, Karen, Worth, Allison, Kennedy, Catriona, Strickland, Karen, Worth, Allison, and Kennedy, Catriona

Abstract

Aims and objectives To explore the lived experience of the meaning of being diagnosed with multiple sclerosis on the individual's sense of self. Background The time leading up to and immediately following the diagnosis of multiple sclerosis has been identified as a time period shrouded by uncertainty and one where individuals have a heightened desire to seek accurate information and support. The diagnosis brings changes to the way one views the self which has consequences for biographical construction. Design A hermeneutic phenomenological study. Methods In-depth qualitative interviews were conducted with 10 people recently diagnosed with multiple sclerosis. The data were analysed using interpretative phenomenological analysis. Findings This study presents the three master themes: the ‘road to diagnosis’, ‘the liminal self’ and ‘learning to live with multiple sclerosis’. The diagnosis of multiple sclerosis may be conceptualised as a ‘threshold moment’ where the individual's sense of self is disrupted from the former taken-for-granted way of being and propose a framework which articulates the transition. Conclusion The findings highlight the need for healthcare professionals to develop interventions to better support people affected by a new diagnosis of multiple sclerosis. The conceptual framework which has been developed from the data and presented in this study provides a new way of understanding the impact of the diagnosis on the individual's sense of self when affected by a new diagnosis of multiple sclerosis. This framework can guide healthcare professionals in the provision of supportive care around the time of diagnosis. Relevance for clinical practice The findings provide practitioners with a new way of understanding the impact of the diagnosis on the individual’s sense of self and a framework which can guide them in the provision of supportive care around the time of diagnosis.

Published
2017

61. Contributors

Author

Anderson, Irene, Bezzant, Kim, Bloomfield, Jacqueline, Burnett, Emma, Burton, Trish, Carson, Maggie N., Chamley, Carol, Clare, Carl, Cowen, Michelle Denise, Cruickshank, Susanne, Dooher, Philippa, Esmond, Glenda, Fletcher, Jacqui, Gallagher, Iain, Gelbart, Marsh, Green, Sue, Harkin, Hilary, Holman, Cheryl, Hyde, Robin, Jones, Keryn, Jones, Mark, Jugdoyal, Adrian, Lawrence, Jean, Lear, Rachael, Lucas, Brian, Lynass, Maria, Magowan, Ruth E., McCahill, Breeda, Menzies-Gow, Emma, Metcalfe, Jacqueline, Morris, Nikki, Paterson, Ruth, Peate, Ian, Peters, Jill, Sanderson, Allyson, Santy-Tomlinson, Julie, Singh, Helen, Steggall, Martin, Strickland, Karen, Thompson, Suzan, Ugboma, Debra, Walker, Susan, Ward, Ashleigh, Waterhouse, Catheryne, and Woodward, Sue

Published
2020
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64. Using the framework approach to analyse qualitative data: a worked example.

Author

Hackett, Alison and Strickland, Karen

Subjects
*NURSING research, *QUALITATIVE research, *DATA analysis, *GRADUATES, *THEMATIC analysis
Abstract

Background Data management and analysis are crucial stages in research, particularly qualitative research, which accumulates large volumes of data. There are various approaches that can be used to manage and analyse qualitative data, the framework approach being one example widely used in nursing research. Aims To consider the strengths and challenges of the framework approach and its application to practice. To help the novice researcher select an approach to thematic analysis. Discussion This paper provides an account of one novice researcher's experience of using the framework approach for thematic analysis. It begins with an explanation of the approach and why it was selected, followed by its application to practice using a worked example, and an account of the strengths and challenges of using this approach. Conclusion The framework approach offers the researcher a systematic structure to manage, analyse and identify themes, enabling the development and maintenance of a transparent audit trail. It is particularly useful with large volumes of text and is suitable for use with different qualitative approaches. [ABSTRACT FROM AUTHOR]

Published
2018
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65. Curriculum: directions, decisions and debate

Author

Fotheringham, Julia, Strickland, Karen, and Aitchison, Karen

Subjects
academic practice, LB Theory and practice of education, HE education, Curriculum, Curriculum for Excellence
Abstract

The purpose of this paper is to provide an overview of the factors which may effect, stimulate or be the cause of curriculum changes in higher education (HE) in Scotland. This overview leads to a series of questions which could be used to encourage debate within and across institutions on strategic developments, which may enhance and inform the development of and support for the curriculum. The paper will begin by offering a definition of the term 'curriculum' before identifying the current areas of influence on how the curriculum, in its broadest sense, is shaped and delivered. This paper will provide an outline of some of the different approaches to the design and delivery of the curriculum which enhance the student experience in Scottish higher education, but which will of course have a wider relevance to HE in the UK and perhaps beyond.

Published
2012

73. Reflections on the development of a dynamic learning, teaching and assessment strategy.

Author

Strickland, Karen, Dragona, Anastasia, and Pelik, Rowena

Subjects
UNIVERSITIES & colleges, LEARNING strategies, TEACHING methods, EDUCATIONAL tests & measurements, EDUCATIONAL resources, SCHOLARLY method, HIGHER education, COMPUTER network resources
Abstract

The article discusses the development of a dynamic learning, teaching, and assessment (LTA) strategy at universities, focusing on how such a system can be designed to align learning and teaching with staff awards as well as foster ongoing engagement. Particular attention is given to the LTA strategy developed at Edinburgh Napier University in 2009 to create a culture of scholarship in teaching and learning (SoTL) by including an Open Educational Resources (OER) to provide online resources.

Published
2014

75. Breaking Down Barriers: Development of a Wiki Based Module to Enhance the International Learning Experience.

Author

Strickland, Karen, Adamson, Liz, Blight, Carolyn, and McInally, Wendy

Subjects
WIKIS, UNDERGRADUATES, MEDICAL personnel, COLLABORATIVE learning, COURSEWARE
Abstract

This paper reports on the pedagogic design and development of a module which aims to provide an international learning experience to undergraduate nursing students in a meaningful way, using a wiki as a shared learning space with international partner institutions. A shortage of healthcare professionals has led to increased demand for preparing undergraduate nursing students for global mobility, the provision of an authentic international learning experience in the undergraduate programme is therefore essential. Coupled with social and economic constraints the traditional model of overseas clinical placements has become increasingly challenging to achieve. The project team therefore sought to develop a module which offered an authentic international learning experience which overcomes such barriers and widens the accessibility of the international learning experience to all students. Wikis are increasingly being used as learning spaces in academia as they provide a student led collaborative learning experience and have been seen to promote active student engagement in learning. Wikis provide the opportunity for partner institutions to provide shared learning experiences between students thus providing the opportunity for students to engage with their overseas peers in specific learning activities. This paper will report on the process of the module design and development, such as establishing the international partnerships necessary for the success of the module as well as the underpinning pedagogical influences of this mode of learning. In doing so particular focus will be placed on where and when to think beyond the opportunities offered by institutional VLEs, and the limitations inherent within them, when seeking to effectively engage online students who are from different institutional cohorts within an international context. [ABSTRACT FROM AUTHOR]

Published
2011

80. A phenomenological exploration of the biographical impact of newly diagnosed MS on the individual and their support person

Author

Strickland, Karen

Subjects
616.8 Nervous & mental disorders, RT Nursing, Multiple Sclerosis, self, diagnosis, 610.73 Nursing, carer, MS, identity
Abstract

Aim: The aim of this study was to provide an understanding of the biographical impact of newly diagnosed Multiple Sclerosis (MS) on the individual and their support person(s) and how this impacts on how the person manages the transition to living with MS.Background: Being diagnosed with a chronic illness is a significant life event which may result in stress for the individual and their family. Previous studies in chronic illness have identified how previously held ideas of the self and identity, which are strongly linked to social roles, are challenged as a consequence of being diagnosed.Methods: The research was underpinned by a hermeneutic phenomenological approach. A focus group with seven MS specialist nurses was conducted to identify the support needs of people newly diagnosed with MS, and their role in providing support and intervention during the period following diagnosis. The data from this focus group then informed the development of the interview guide for the interviews with the people with MS and their support person. Semi-structured interviews with ten people with MS and nine support persons were conducted. The data were analysed using interpretative phenomenological analysis. Findings: The diagnosis of MS created an acute disruption to the taken-for-granted sense of self, both among people with MS and their support persons. The lived experience involved a number of disruptions to daily life which impacted on the identities associated with the many roles individuals had. Key themes were identified which add to existing knowledge by developing the meaning of being diagnosed with MS for the self, and identifying the processes that individuals go through on their journey to living with MS as part of a new biography. The three superordinate themes: ‘Road to diagnosis’, ‘The liminal self’ and ‘Learning to live with MS: an uncertain future’ emerged from the interview data with a cross cutting theme of ‘The impact on the self’ for both the person with MS and their support person. The findings captured the lived experience of being diagnosed with MS as close to the time of diagnosis as was possible within the constraints of the study. This has led to a nuanced description of the lived experience which has highlighted the concept of a liminal self in MS. The liminal self describes the experience where the individual’s conceptualisation of their taken-for-granted self has become invalid, as the they are faced with new knowledge of their diagnosis of MS which needs to be incorporated into the new self. The uncertainty relating to this condition makes this a difficult and liminal transition.To articulate this new knowledge, I have developed a conceptual framework which builds on previous theoretical positions of chronic illness and biographical theory to further illuminate the understanding of living with MS in the initial stages following diagnosis. This thesis argues for understanding the lived experience of biographical disruption following a diagnosis of MS to be understood in the proposed conceptual framework of ‘Threshold concepts and the liminal self in MS’. The framework has four main components: the ‘preliminal self’ which conceptualises the lived experience prior to diagnosis where symptoms of MS are experienced but the cause is not yet known; the ‘threshold concept: being diagnosed’ conceptualises the experience of being diagnosed as a pivotal moment in the transition from person with symptoms to person with MS, or partner to potential carer; the ‘Liminal self in MS’: conceptualises the lived experience of biographical disruption where the person’s sense of self is in transition; the ‘Post-liminal self in MS’ conceptualises the reincorporation of the sense of self transforming the self as a person with MS or support person of someone with MS. This experience is subject to on-going uncertainty and as such is never quite stable.Conclusion: The findings from this study highlight the need for health care professionals to recognise the liminal self and consider this in the support of the person with MS and their support person. The conceptual framework, grounded in the data from this study, provides a new way of understanding the lived experience of those affected by a new diagnosis of MS. As such, this framework offers an original contribution to knowledge.

85. Contributors

Author

Alabaster, Erica S., Allwinkle, Joan, Anderson, Irene, Ball, Carol, Barclay, Janet, Black, Patricia, Bloomfield, Jacqueline, Brooker, Chris, Burnet, Karen L., Campbell, Karen, Carson, Maggie N., Chamley, Carol, Childs, Charmaine, Cole, Elaine, Cotton, Jacky, Cowen, Michelle, Cronin, Patricia, Cruickshank, Susanne, Duffy, Anita, Esmond, Glenda, Fawcett, Josephine (Tonks) N., Fletcher, Jacqui, Gelbart, Marsh, Gibson, Caroline E., Green, Sue, Harkin, Hilary, Holman, Cheryl, Jones, Mark, Kilpatrick, Claire, le May, Andrée, Lucas, Brian, Magowan, Ruth E., McCahill, Breeda, McQuade, Carol, Nicol, Maggie, Peters, Jill, Prieto, Jacqui, Sanderson, Allyson, Singh, Helen, Smith, Graeme D., Steggall, Martin, Strickland, Karen, Stringer, Sue, Thom, Christine G., Thompson, David R., Ugboma, Debra, Walker, Susan H., Waterhouse, Catheryne, Webster, Rosemary A., and Woodward, Sue

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86. Implementing a gerontological nursing competencies programme in aged care: Participant experiences.

Author

Traynor V, Britten N, Gibson D, Munk S, Chenoweth L, Stokes J, Moroney T, Strickland K, Donaghy T, and Bail K

Abstract

Aims: To explore the experience of registered nurses and their mentors in the implementation of the Gerontological Nursing Competencies in long-term aged care and the perceived effectiveness and suitability of the programme to support nurse development., Background: The global population is ageing and needs a reliable aged-care nursing workforce., Introduction: Opportunities for education and mentorship for newly qualified and experienced aged-care nurses warrant investigation., Methods: Qualitative evaluation using semi-structured focus groups was conducted following the implementation of the programme into five not-for-profit long-term aged-care organisations and analysed by a reflexive qualitative thematic approach and reported according to COREQ criteria., Results: A total of 21 nurses (7 mentors and 14 mentees) participated in six focus groups. Five themes were generated: (1) nurses gained confidence and competence through the programme; (2) the facilitation of suitable mentoring activities and approaches was crucial to success; (3) the programme helps nurses recognise gerontology as a specialty; (4) the programme contributes to building a strategy of recruitment/retention/quality improvement in the sector; (5) barriers, challenges, changes and recommendations were identified., Discussion: The Gerontological Nursing Competency model, which combined adaptive mentoring supported by reflective practice embedded in a gerontological nursing competencies framework, was perceived to improve nurse confidence and competence to lead and improve nursing standards of care., Conclusion and Implications for Nursing and Health Policy: The evidence-based competencies are an acceptable and effective method for supporting gerontological nurse development. Expansion of, and accessibility to, the programme may aid global responses to aged-care reform, by building the recognition of gerontological nursing as a specialty and contributing towards recruitment, retention and quality care improvements., (© 2024 The Author(s). International Nursing Review published by John Wiley & Sons Ltd on behalf of International Council of Nurses.)

Published
2024
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