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3. The Construction and Testing of a Framework to Assure the Institutional Quality of Work-Integrated Learning

Author

Campbell, Matthew, Russell, Leoni, Thomson, Kate, Tunny, Ricky, Smith, Lorraine, and McAllister, Lindy

Abstract

There is a growing interest in understanding and evidencing quality WIL practice across higher education institutions. Despite this increasing focus there is limited evidence of shared institutional wide approaches to defining attributes of quality, establishing benchmarks of WIL in practice (i.e. the enacted WIL curriculum), and implementing a shared evidence-based approach to assuring quality in WIL. This paper presents the underpinning rationale for a quality assurance framework for WIL practice developed through a research project which engaged participants from across the Australian higher education context. The project had three phases: review, exploration and benchmarking; to develop a comprehensive framework representing the dynamic and complex practice space of WIL within higher education institutions. This paper highlights key outcomes from each phase and how these have informed the content and usability of the proposed quality assurance framework, thus providing a robust, evidence-based and comprehensive instrument for the quality assurance of WIL across an institution.

Published
2021

13. Intellectual Functioning Assessments in Prison

Author

Smith, Lorraine, Winder, Belinda, Series Editor, Blagden, Nicholas, Series Editor, Lievesley, Rebecca, Series Editor, Swaby, Helen, Series Editor, Hocken, Kerensa, Series Editor, Banyard, Phil, Series Editor, and Harper, Craig A., Series Editor

Published
2020
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15. Perinatal exposure to a dietary pesticide cocktail does not increase susceptibility to high-fat diet-induced metabolic perturbations at adulthood but modifies urinary and fecal metabolic fingerprints in C57Bl6/J mice

Author

Smith, Lorraine, Klément, Wendy, Dopavogui, Léonie, de Bock, Frédéric, Lasserre, Frédéric, Barretto, Sharon, Lukowicz, Céline, Fougerat, Anne, Polizzi, Arnaud, Schaal, Benoist, Patris, Bruno, Denis, Colette, Feuillet, Guylène, Canlet, Cécile, Jamin, Emilien L, Debrauwer, Laurent, Mselli-Lakhal, Laila, Loiseau, Nicolas, Guillou, Hervé, Marchi, Nicola, Ellero-Simatos, Sandrine, and Gamet-Payrastre, Laurence

Published
2020
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16. Protocol for direct reporting of awareness in maternity patients (DREAMY): a prospective, multicentre cohort study of accidental awareness during general anaesthesia

Author

A'Court, Alicja, Abdel-Gadir, Dina, Abdu, Ayman, Abisogun, Caroline, Aboud, Zainab, Abrams, Judith, Ackerman, Andrea, Adamso, Christine, Addison, Rachel, Adeyeye, Adedayo, Adler, Rachel, Aduse-Poku, Maame, Adyanthaya, Siddharth, Ahmad, Najmiah, Ahmed, Dabeeruddeen, Ahmed, Atif, Akindele, Bucky, Akindele, Olubukola, Akrimi, Sonia, Al-Rawi, Samar, Ali, Yousif, Allam, Jo, Allana, Alisha, Allen, Kellie, Allen, Orlanda, Amaradasa, Natasha, Amarasekara, Lareina, Amoakwa-adu, Freda, Anandageetha, Padmanabhan, Anandakrishnan, Suresh, Anandanadesan, Rathai, Anderson, Michelle, Apps, Simon, Aquilina, Audrey, Arbane, Gill, Arch, Alice, Armstrong, Sarah, Arya, Rita, Ashiru, Gloria, Ashpole, Keri, Atkinson, Claire, Atkinson, Francesca, Auer, Elizabeth, Avery, Ben, Babio-Galan, Maite, Bader, Hareth, Badham, George, Bagchi, Subha, Bailey, Sarah, Baird, Yolanda, Balaka, Cristina, Baldwin, Melissa, Balfour, Paul, Bali, Shreya, Banks, Samantha, Barclay, Philip, Barnes, Lucy, Barnes, Thomas, Barot, Niraj, Barrett, Stephen, Barrett, Venetia, Barrett, Kate, Bates, Louise, Batte, Katherine, Baytug, Beki, Behravesh, Mona, Bell, Suzanne, Benloch, Raul, Bentley, Richard, Berg, Jennifer, Berwick, Charlotte, Berwick, Richard, Bhadange, Rashmi, Bhattacharyya, Sanjoy, Bielskute, Egidija, Birch, Sian, Bird, Scott, Bird, Ruth, Birts, William, Black, Becky, Blagova, Tatyana, Blake, Holly, Blightman, Oliver, Blunden, Susara, Bolton, Richard, Borkett-Jones, Caroline, Boselli, John, Bowen, Manuella, Bowen, Ruth, Bowye, James, Boyle, Henry, Brar, Zameen, Bray, Jo, Brayshaw, Samantha, Bressington, Catherine, Brewer, Alison, Brice, Naomi, Bridge, Laura, Briscoe, James, Brocklesby, Sonia, Brown, Harry, Brown, Sarah, Brunnen, Derek, Burijintichenna, Keshavareddy, Burnard, Sara, Burtt, Agnieszka, Buswell, Victoria, Bykar, Hannah, Cairney, Matthew, Calvert, Clare, Camarasa, Laura, Campbell, Natasha, Campbell-Jones, Frederick, Cantliffe, Jane, Carrol, William, Carvalho, Joanna, Cashell, Catherine, Cassie, Sarah, Cassim, Kadu, Chandler, Marika, Chapman, Rachel, Charles, Robert, Chen, Ping, Cheyne, Deanne, Chima, Kiran, Chin, Floju, Chirvasuta, Radu, Shao Chong, Martin, Choudhury, Sadia, Chowdhury, Priyakam, Christmas, Tracey, Chughwani, Shilpa, Ciechanowicz, Sarah, Clarey, Emma, Coe, Rob, Cohen, Jolyon, Coker, Nicholas, Collins, Karen, Collis, Lauren, Comar, Jasna, Conroy, Marianne, Constantin, Kathy, Corfe, Jeremy, Coulborn, Elaine, Cowie, Vanessa, Crone, Rachel, Cronin, James, Crooks, Jennifer, Crowther, Nicola, Crowther, Elizabeth, Cruz, Carina, Curtis, Alexa, Curtis, Sarah, Curtis, Sam, Dabrowicz, Adrian, Daines, Nick, Dalal, Viral, Dannatt, Peter, Das, Dinesh, Dash, Jennifer, Davidson, Katherine, Davies, Sarah, Davis, Yvette, Dawson, James, Dean, Jonathan, Dean, Caroline, Denman, Jane, Desai, Neel, Dewan, Preeti, Dimont, Sarah, Donovan, Clare, Doraiswami, Mano, Doughty, Kate, Douglass, Jamie, Dower, Michelle, Downing, Samantha, Duberry, Wendy, Duckham, Emily, Dudgeon, Lucy, Dukes, Stephanie, Dunn, Leigh, Duraiswamy, Venkat, O' Dwyer, Anthony, Dyer, Kristyn, Eapen, Suresh, Earl, Mark, Eason, Sally, Edwards, Kylie-Ellen, Edwards, Zara, Egole, Osinachi, Ekpa, John, El-Amin, Olivia, El-Boghdadly, Kariem, Elbasir, Okba, Eldridge, James, Elgie, Laura, Ellington, Matt, Elliott, Katharine, Elliott, Justine, Elmi, Mohamed, Elnoumeir, Ramy, Emeakaraoha, Eunice, Evans, Matt, Everett, Mary, Fabb, Philippa, Farooq, Hadia, Farrimond, Rohan, Faulds, Fiona, Fawcett, Erik, Feneley, Andrew, Fernando, Dinushi, Ferns, Janis, Finlay, Claire, Fitzgerald, Simon, O'Flaherty, Doireann, Fleet, Mark, Fletcher, Lydia, Fludder, Vanessa, Follet, Terri, Forbes, Jane, Forth, Mark, Foster, Greg, Francis, John, Fraser, Kate, Friedman, Lauren, Fruggeri, Luca, Fulton, Laura, Funnell, Sam, Gadre, Amit, Gandhi, Ajay, Gardiner, Harriet, Garner, Zoe, Garvey, Gráinne, Gately, Tom, George, Richard, Gillespie, Siobhan, Glover, Stephanie, Goddard, Jennifer, Goodman, Ben, Gopal, Tarikere, Graham, George, Green, David, Griffin, Denise, Griffith, Jessica, Grigsby, Stephanie, Grindey, Julie, Griffiths, Huw, Groome, Jonathan, Grother, Christine, Grounds, Gabrielle, Groves, Alice, Guha, Abhik, Gunawardhana, Amila, Gupta, Aman, Gupta, Rekha, Gutsell, James, Haddon, Richard, Hadi, Dina, Hadjipavlou, Nicola, Hammerbeck, Henry, Hammon, Laura, Hammond, Sarah, Hampanna, Hampesh, Hancock, Holly, Handapangoda, Hemantha, Haroon-Mowahed, Yumna, Harpham, Dawn, Harris, Grant, Harrison, Abigail, Harshan, Divya, Hartopp, Andrew, Harty, Eoin, Haslam, Nick, Hawkins, Gemma, Hawkins, Edith, Hawksey, Sarah, Hays, Carole, Hazelton, Tracy, Heavyside, Andrew, Hemeson, Chibuzo, Henderson, Katrina, Henry, Oliver, Herbert, Lara, Higgins, Nikki, Hilton, James, Hindmoor, Claire, Hitchcock, Rachael, Hobbs, Laura, Homsy, Michele, Honeywell, Cassandra, Hoque, Nazima, House, Kirsty, Howle, Ryan, Tiller, Amanda, Huniak, Matthew, Hunte, Jeremy, Husain, Tauqeer, Huson, Coralie, Hussain, Catriona, Hussain, Tawhida, Hussein, Zainab, Hyams, Jeremy, Hyde, Eleanor, Iaverdino, Marina, Ignacka, Alex, Innes, Erin, Ioannidis, Stefanos, Iqbal, Rehana, Ismail, Fahja, Jackson, Jenny, Jackson, Michael, Jackson, Guy, Jacobs, Robyn, Jadhav, Poonam, Jalaly, Aisha, James, Lorraine, James, Monica, Jani, Surekha, Jeganathan, Chandran, Joannides, Claire, Johnson, Robert, Johnson, Thosa, Johnston, Carolyn, Jones, Reeanne, Jones, Tom, Kadr, Miran, Kainth, Rasmeet, Kane, Jenna, Kanji, Rafiq, Kannanparambil, Sunil, Kar, Girish, Kasianandan, Theanalli, Kaskos, Husam, Kavanagh, Lisa, Kaye, Richard, Kelliher, Leith, Kelliot, Serena, Kelly, Jemma, Kelly, Jenna, Kenyon, Carol, Kessack, Laura, Kestner, Samuel, Khaku, Mohammed, Khaleeq, Sophia, Khan, Pervaz, Khan, Sabeen, Kidwai, Usamah, King, Christopher, King, Helen, Kingston, Elizabeth, Kok, Waisun, Konig, Rebekka, Konstantinova, Zheyna, Krishnan, Priya, Kua, Justin, Kuntumalla, Kavitha, Kursumovic, Emira, Kurzatkowski, Krzysztof, Kuttambakam, Hariprasad, Lane, Katherine, Lane, Sophie, Langton, Andrew, Latif, Hamad, Lau, Norlan, Laxman, Shyam, Laycock, Helen, Lee, Rachel, Leonardi, Silvia, Light, Karen, Lightfoot, Heidi, Liu, Shuang, Liyanage, Sanduni, Lowe, Jessica, Lucas, Nuala, Lungu, Miyoba, Lunn, Marianne, Lynes, Heather, Machavarapu, Kishore, Mackenzie, Matthew, Major, Jonathan, Male, Victoria, Malik, Zain, Manso, Katarina, Maquinana, Myrna, Marciniak, Katarzyna, Maronge, Lizzie, Marsh, Chris, Martella, Carmela, Martin, Nicki, Martins, Nicole, Marway, Jaspreet, Mason, Louisa, Mason, Lucy, Masood, Nadia, Masters, James, Maton-Howarth, Matthew, Mazzola, Francesca, McAllister, Tamsin, McCarthy, Rachel, McCormick, Claire, McCready, Sharon, McDougall, Steffan, Mcewan, Lorna, McGarry, Jon, McKevitt, Helen, Mckinley, Stephanie, Mckskeane, Anna, McMaster, Eloise, McMonagle, Martina, McNamara, Helen, McPhee, Hannah, McRae, Laura, Mead, Dee, Meadows, Emma, Mehta, Madhur, Meikle, Joanne, Metodiev, Yavor, Michael, Chloe, Millar, Victoria, Miller, Sarah, Miller, Gregg, Milne, Sezanne, Miltsios, Kostas, Misquita, Lucia, Misquita, Simone, Mittal, Manasi, Mohamed, Mohamed, Powell Monaghan, Katherine, Monk, Joanna, Monkhouse, Alexandra, Monks, David, Montague, Laura, Moon, Angela, Moran, Jennifer, Moreton, Annette, Morgan, Endaf, Morgan, Oliver, Morland, Danny, Morosan, Monica, Morris, Kimberley, Morris, Andrea, Moser, Clare, Mount, Manulella, Muir, Carol, Mupudzi, McDonald, Murali, Mayur, Murdoch, Iona, Murray, Heather, Murray, Theresa, Murrell, Karen, Narasimha Murthy, Girish, Neeley, Diana, Nei, Hannah, Neil, Kerry, Nejim, Tara, Nel, Mark, Nicholson, Anne, Nicklin, Angela, Nolan, Catherine, Nolan, Tracey, Nurmi, Eveliina, O'Neill, Bridie, Oakes, Christie, Oakes, Neil, Ochoa-Ferraro, Maria, Odeleye, Nike, Oliver, Katy, Oliver, Mark, Onslow, Julie, Onwochei, Desire, Oommen, Thomas, Orr, Tim, Osagie, Osato, Osborn, Hannah, Overend, Jennie, Owston, Hazel, Pack, Emma, Padhi, Pulak, Palani, Prabvathy, Pandey, Rajesh, Pandya, Dhruti, Panesar, Navjot, Papageorgiou, Con, Papanastasiou, Georgios, Papoutsos, Costas, Pararajasingham, Suji, Parry, James, Patel, Hasita, Patel, Jaishel, Patel, Jiten, Patel, Kaumudi, Patel, Kiran, Patel, Mitul, Patel, Reshma, Patel, Ruchira, Patel, Nimisha, Pathak, Sangeeta, Pearson, Fiona, Peciulene, Viktorija, Peers, Beth, Peirce, Benjamin, Pepper, Stacey, Perinpanayagam, Jasmina, Perry, Hollie, Petrova, Nadya, Phillips, Trudie, Phillips, Sioned, Phylactides, Leonidas, Pilkington, Felicity, Plumb, James, Poimenidi, Evangelia, Sau Kuk Poon, Anna, Potter, Thomas, Poultney, Una, Powell, Lucy, Prenter, Andrew, Preston, Katie, Price, Anna, Pritchard, Naomi, Pullen, Jenny, Purohit, Manishi, Quamina, Charlotte, Qureshi, Jibran, Rajput, Zahra, Ramage, Stephen, Ramanathan, Tamilselvi, Ranasinghe, Upeka, Ranatunga, Kalum, Rand, Abby, Randive, Seema, Rangarajan, Desikan, Rao, Chandana, Rao Pelluri, Sambasiva, Ratnasingham, Antony, Razzaque, Jamil, Reddy, Anuvidya, Redington, Katie, Reel, Emma, Remeta, Peter, Ricco, Francesca, Riccoboni, Anna, Rice, Polly, Rich, Mel, Richards, Nicole, Riches, Joanne, Ripoll, Simon, Roberts, Fleur, Roberts, Kitty, Robins, Kay, Robinson, Susie, Roche, Samantha, Rojo, Maria, Carmela Romano, Milena, Rosser, Hilary, Roughley, Lindsay, Routley, Catriona, Rowley, Christine, Rudra, Pallab, Russell, Robin, Ryan, Christine, Saad, Chloe, Sadeghi, Abtin, Salberg, Armorel, Samuel, Matt, Samuels, Rebecca, Sanapala, Suresh, Sanusi, Seliat, Sarao, Sarbpreet, Sathyabhama, Sathyabhama, Saunders, Zoe, Sawarzynska-ryszka, Bernadetta, Sceales, Panagiota, Sceales, Penny, Schumacher, Natasha, Schwartz, Nuala, Sellers, Claudia, Sellers, Heather, Sellick, Jessica, Sen, Soumen, Senaratne, Dhaneesha, Senbeto, Sarah, Seneviratna, Dineth, Setty, Thunga, Shah, Raj, Shah, Sonia, Shambly, James, Sharafudeen. Imran Sharieff, Saju, Sharifi, Laurence, Sharpe, Lisa, Shaw, Michael, Sheldrake, Ian, Shinde, Priya, Shonfeld. Jonathon Short, Adam, Siah, Julian, Sibug. Omar Siddique, Sheena, Siew, Sara, Simpson, Matthew, Singleton, Georgina, Sinha, Kathryn, Sinha, Aneeta, Sinnott, Matthew, Sivadhas, Harry, Sivakumar, Sivanth, Sivarajan, Boopathi, Sivarajan, Sinduja, Skeoch, Chris, Slade, Samuel, Slater, Paul, Smith, Camilla, Smith, Carys, Smith, Christopher, Smith, James, Smith, Lorraine, Smith, Annika, Smith, Edward, Smith, Ruth, Smith, Sue, Smith, Tim, Smithers, Helen, Smolen, Sue, Smyth, Claire, Snel, Toni, Snipe, Carol, Soltanifar, Sam, Sonawane, Nilesh, Soundararaja, Andal, Spence, Emily, Spiliopoulos, Mark, Srivastava, Chhavi, Stacey, Karen, Stafford, Helena, Staines, Nikki, Stead, Richard, Stevens, Emma, Stilwell, Alex, Stocks, Gary, Stokes, Aaron, Stone, Christopher, Straughan, Ben, Subbarathnam, Vanitha, Sudunagunta, Srinath, Sultan, Pervez, Suppiah, Puvan, Surve, Priyanka, Sutherland, Angus, Swanton, Rob, Swarbrick, Claire, Swinson, Amy, Syrrakou, Eleni, Tadbiri, Shahrzad, Tamhane, Preetam, Tamilselvan, Perumal, Tan, Andrew, Tanna, Shamil, Tarft, Hayley, Tarry, Laura, Taylor, Ian, Taylor, Suzanne, Tebbot, Julie, Theron, Svetlana, Thomas, Megan, Todd, Sarah, Tolliday, Hermione, Topham, Charlotte, Tovell, Nicholas, Traves, Martyn, Trodd, Dawn, Tufchi, Aseem, Turley, Katie, Turnbull, Marc, Turnbull, Chris, Turner, Oliver, Turner, William, Turney, Sharon, Tyagi, Eleanor, Uncles, David, Unsworth, Vanessa, Vadnere, Pradnya, Varadan, Rama, Vasishta, Vik, Veal, Andrew, Vedham, Lalitha, Venkaya, Jessica, Verghese, Miriam, Veronica, Icel, Vidanagamage, Dinesh, Vincent, Rachel, Vyapury, Vinodhan, Wain, Harris, Walbridge, Fiona, Walker, Elaine, Walsh, Pete, Walshe, Eleanor, Walters, Michelle, Wan, Yize, Wang, Cherry, Wankhade, Kavita, Waters, Gareth, Watts, Christopher, Webber, Alex, Wedgwood, Tom, Wee, Michael, Wellstead, Susan, White, Alison, Whitear, Michael, Whitefield, Lucy, Wilkinson, Sarah, Williams, Lauren, Williams, Rhys, Wilson, Dawn, Wilson, Samantha, Wimble, Katie, Winkley, Elaine, Winslow, Luke, Winwright, Paul, Wloch, Karolina, Wong, Gideon, Wong, Hannah, Man Wong, Jan, Wood, Tim, Wray, Sarah, Wrench, Ian, Wu, James, Wynn, Kynn, Yap, Yeng, Kuan Yeow, Chia, Young, Emily, Yusaf, Alex, Uz Zafar, Saeed, Zeinali, Darius, Zhang, Sheldon, Zope, Sarvesh, Zucco, Liana, Anwar, Sibtain, Blunt, Nadia, Cronin, John, Grover, Vimal, Grailey, Kate, Grey, Martin, Highton, David, Hopkins, Phil, Kemp, Harriet, Lo, Queenie, Martin, Daniel, Morkane, Clare, O'Carroll, James, Oliver, Charles, Post, Benjamin, Visram, Anil, Wickham, Alex, Odor, P.M., Bampoe, S., Lucas, D.N., Moonesinghe, S.R., Andrade, J., and Pandit, J.J.

Published
2020
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21. Academic mentoring and how it can support personalised learning

Author

Smith, Lorraine D.

Subjects
371.102, LB Theory and practice of education
Abstract

This study investigated how academic mentoring in two secondary schools in England could support personalised learning. The focus was limited to academic mentoring of year 11 students by members of staff, which aimed to improve academic performance. Academic mentoring was one of the strategies used after the introduction of school accountability measures such as league tables and school targets. School accountability is based upon the policies that are believed to have consequences for educational attainment. The overall picture from literature was that mentoring is difficult to define for specific contexts and is linked to many positive outcomes for mentors and mentees. However the link between achievement and mentoring is problematic due to the limited evidence and the complex interplay between different factors. With the introduction of personalised learning in schools, a new and additional dimension to mentoring was provided besides the enhancement of exam performance. The definition of personalised learning was imprecise and this provided schools with the flexibility to develop initiatives to meet their own needs and context. Despite the research on school based mentoring and its potential outcomes, little was known about how mentoring could support personalised learning beyond the advice and guidance suggested by different models of personalised learning by Hargreaves (2004a) and the DCSF (2008b). This was partly due to the lack of shared understanding of ‘personalised learning’ and which activities could be classified under this term. The aim of the study is to explore how academic mentoring can support personalised learning. The sub-aims are: 1. How do students and staff understand the purpose of mentoring? 2. How does academic mentoring help students achieve their targets? 3. How does mentoring work effectively for different types of students? 4. How do staff understand personalised learning? 5. What might a mode of mentoring look like to support personalised learning? This study adopted a qualitative approach in two case study schools. Semi-structured interviews were conducted with students, of differing abilities and gender, and in groups and individually, at the beginning of the mentoring programme and near the end to identify any changes or similarities in their responses regarding mentoring. Staff completed a questionnaire initially to inform the sample choice then semi-structured interviews were conducted regarding their understanding of the mentoring programme and personalised learning. Interviews and documentation were analysed using NVivo 8 software to identify themes in participants’ responses. An analysis of student and staff interviews, relevant documentation and a staff questionnaire yielded insight into the participants’ definition of mentoring, activities and perceived outcomes of mentoring, the logistics of the mentoring programme, and staff perceptions of personalised learning. The findings of this study suggest that personalised learning and mentoring are poorly understood concepts, but any suggested definitions tended to be context specific. The personalised learning agenda tends to be better understood at the senior leadership level as they are responsible for the integration of the policy into their school. The role of mentor is not viewed in isolation from the other roles a teacher inhabits. However a pre-existing relationship between the mentor and mentee was viewed as the foundation on which to build a successful mentoring relationship. The mentoring outcomes suggested by participants goes part way to preparing students for personalised learning, however there needs to be a consistent approach to ensure that students develop the necessary characteristics to enable them to take responsibility for their learning and progress.

Published
2014

22. Empirical Evidence for Multiple Goals: A Gender-Based, Senior High School Student Perspective

Author

Smith, Lorraine and Sinclair, Kenneth E.

Abstract

This exploratory study examined the range of gender-based achievement motivation patterns evident in a group of Australian final year high school students. Single, dual and multiple goal complexes were compared, enabling an evaluation of the relative impact of each of the goals on these patterns, as well as their relationships with academic self-efficacy, self-regulation and affective responses. A self-report survey measuring achievement goals, academic self-regulation, academic self-efficacy and affective distress was completed. Analyses of variance, cluster analysis and post-hoc comparisons were used to examine group differences. Gender differences in motivational goal patterns were identified, particularly with respect to the performance-approach goal. The dual task/performance-approach goal orientation reflected overall the most productive pattern of achievement motivation, and this was superior to the single task-mastery goal cluster. The performance-avoidance goal orientation exerted a strong negative effect, regardless of its combination with task or performance-approach goals. The traditionally held view that the single, task-mastery goal orientation is the most productive approach was not supported. (Contains 6 tables and 1 figure.)

Published
2005

25. Targeted Education for School Staff on Electronic Nicotine Delivery Systems: A Nurse Led Intervention.

Author

Smith, Lorraine M., Boehm, Lindsey, Strang, Lyndsey V., DeMarre, Chelsea, and Marcyjanik, Diane

Subjects
NURSING education, HEALTH literacy, RESEARCH funding, ELECTRONIC cigarettes, NICOTINE, SMOKING, DRUG delivery systems, NURSING interventions, DESCRIPTIVE statistics, PRE-tests & post-tests, SCHOOL nursing, HEALTH education, PUBLIC health
Abstract

There is a public health epidemic in adolescents' use of Electronic Nicotine Delivery Systems (ENDSs), also known as electronic cigarettes, vaping products, or JUULs. However, little is known about the level of knowledge school staff have about ENDS. The purpose of this study is to examine outcomes of a nurse-led educational intervention designed to increase school staff knowledge about ENDS. A descriptive, nonrandomly selected pre-test/post-test design was used with 125 Wisconsin school staff. Results revealed further educational needs of school staff in content areas including advertising to youth and flavoring of ENDS. Following the educational intervention, post-test results showed a significant overall improvement in participant knowledge scores. Recommendations include implementing nurse-led education about ENDS to a more diverse population of school staff. Providing nurse-led ENDS education to school staff offers an upstream, proactive approach for school nurses to help address this public health epidemic. [ABSTRACT FROM AUTHOR]

Published
2024
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27. Stress and Learning in the Higher School Certificate.

Author

Smith, Lorraine and Sinclair, Kenneth E.

Abstract

The paper reports the results of a study conducted in one Sydney (Australia) comprehensive high school. Sixty-seven Year 12 and 62 Year 11 students completed a questionnaire package measuring stress responses, goals, and academic self-efficacy. Findings show that 31% of the Year 12 and 25% of the Year 11 students reported symptoms of anxiety, depression, or both, which fell outside the normal range. More females than males reported the symptoms. The goals that students held for the Higher School Certificate were found to be predominately performance rather than mastery oriented. Performance-avoidance goals were significantly and positively correlated with stress responses. Self-efficacy was significantly and positively correlated with mastery. (Contains 15 references.) (JDM)

Published
1998

29. Safeguarding children in primary care : a critical review of the role of the prime worker : necessity or luxury?

Author

Smith, Lorraine Mary

Subjects
361
Abstract

The Laming Report in 2003 criticised organisations including the health service, for what appeared widespread organisational malaise and a failure of good basic practice in respect of safeguarding children. This study set out to answer the research question of how. staff should be supported within primary health care teams in relation to safeguarding children. It sought to gain an organisational perspective on the value of the existing role of a lead professional for child protection and to identify and compare other similar models. The direction for this study stemmed from a Policy Analysis and Service Development Project as precursors to this study and _part of a Professional Doctorate programme. The study took place during 2004-2007 in a PCT in the UK, within a context of prolific organisational and policy change.Q-methodology was selected -as the most appropriate way to systematicaliy examine subjective data, illuminate different viewpoints and perceptions, and to 'hear many voices'. This approach allowed apparent chaos of the Prime worker role to be explored in depth through generation of the concourse, the Q-sort and through the discourse generated. A purposive sample for the Q-sort included ten people within the organisation and wider stakeholders who had a key strategic role and influence on child protection. Interviews were undertaken with a Government Policy Advisor and a PCT Director, and an on-line GP discussion group sought to explore different aspects of the findings. An inductive approach to analysis was undertaken in order to discover factors and themes emerging from the data. Descriptive statistical analysis prOVided initial data reduction and demonstrated significance in the Sorting. All discourse from the sort process and interviews were taped and transcribed by the researcher to support data immersion. A manual method of coding was employed. From the themes emerging from this study, a number of building blocks that contribute to the facilitation of child protection systems in primary care have been identified. These include the importance of meta communication (how communication is communicated), the need for the PCT to support GPs in developing their role in safeguarding, the importance of the PCT leading innovation and a consensus as to the value of a lead professional for child protection within primary care (Prime worker). This study also identified concerns about the perceived impact of competing government policy on child protection systems and networks. Recommendations have been made that include the nPCT supporting and developing the Prime worker role in all GP Practices across the County. The researcher proposes the Q-sort method is a useful and reliable method for liberating opinion in a politically charged area where senior staff may be reluctant to express personal views and subjective opinion.

Published
2008

39. The Study, Evaluation, and Improvement of University Student Self-Efficacy

Author

Bartimote-Aufflick, Kathryn, Bridgeman, Adam, Walker, Richard, Sharma, Manjula, and Smith, Lorraine

Abstract

In this review of 64 articles published since the year 2000, a strong association between self-efficacy and student learning outcomes was apparent. Self-efficacy is also related to other factors such as value, self-regulation and metacognition, locus of control, intrinsic motivation, and strategy learning use. The review revealed that university student self-efficacy is higher under certain conditions than others, and that it can be improved. Examples of teaching strategies that may be used to improve self-efficacy are outlined. In screening articles for inclusion in the review, several conflicting definitions of self-efficacy arose. Clarification on the meaning and scope of the self-efficacy term is provided. The interpretation of the results of some studies reviewed was limited by design or analysis issues. Suggestions for addressing these issues in future research and evaluation work is given.

Published
2016
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40. A systematic scoping review on the evidence behind debriefing practices for the wellbeing/emotional outcomes of healthcare workers

Author

Evans, Thomas Rhys, primary, Burns, Calvin, additional, Essex, Ryan, additional, Finnerty, Gina, additional, Hatton, Ella, additional, Clements, Andrew James, additional, Breau, Genevieve, additional, Quinn, Francis, additional, Elliott, Helen, additional, Smith, Lorraine D., additional, Matthews, Barry, additional, Jennings, Kath, additional, Crossman, Jodie, additional, Williams, Gareth, additional, Miller, Denise, additional, Harold, Benjamin, additional, Gurnett, Philip, additional, Jagodzinski, Lee, additional, Smith, Julie, additional, Milligan, Wendy, additional, Markowski, Marianne, additional, Collins, Peter, additional, Yoshimatsu, Yuki, additional, Margalef Turull, Jordi, additional, Colpus, Mark, additional, Dayson, Mark L., additional, and Weldon, Sharon, additional

Published
2023
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41. Consumers’ and health providers’ views and perceptions of partnering to improve health services design, delivery and evaluation: a co-produced qualitative evidence synthesis

Author

Merner, Bronwen, additional, Schonfeld, Lina, additional, Virgona, Ariane, additional, Lowe, Dianne, additional, Walsh, Louisa, additional, Wardrope, Cheryl, additional, Graham-Wisener, Lisa, additional, Xafis, Vicki, additional, Colombo, Cinzia, additional, Refahi, Nora, additional, Bryden, Paul, additional, Chmielewski, Renee, additional, Martin, Fiona, additional, Messino, Nancy M, additional, Mussared, Anne, additional, Smith, Lorraine, additional, Biggar, Susan, additional, Gill, Marie, additional, Menzies, David, additional, Gaulden, Carolyn M, additional, Earnshaw, Leia, additional, Arnott, Leslie, additional, Poole, Naomi, additional, Ryan, Rebecca E, additional, and Hill, Sophie, additional

Published
2023
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42. A systematic scoping review on the evidence behind debriefing practices for the wellbeing/emotional outcomes of healthcare workers

Author

Evans, Thomas Rhys, Burns, Calvin, Essex, Ryan, Finnerty, Gina, Hatton, Ella, Clements, Andrew James, Breau, Genevieve, Quinn, Francis, Elliott, Helen, Smith, Lorraine D., Matthews, Barry, Jennings, Kath, Crossman, Jodie, Williams, Gareth, Miller, Denise, Harold, Benjamin, Gurnett, Philip, Jagodzinski, Lee, Smith, Julie, Milligan, Wendy, Markowski, Marianne, Collins, Peter, Yoshimatsu, Yuki, Margalef Turull, Jordi, Colpus, Mark, Dayson, Mark L., Weldon, Sharon, Evans, Thomas Rhys, Burns, Calvin, Essex, Ryan, Finnerty, Gina, Hatton, Ella, Clements, Andrew James, Breau, Genevieve, Quinn, Francis, Elliott, Helen, Smith, Lorraine D., Matthews, Barry, Jennings, Kath, Crossman, Jodie, Williams, Gareth, Miller, Denise, Harold, Benjamin, Gurnett, Philip, Jagodzinski, Lee, Smith, Julie, Milligan, Wendy, Markowski, Marianne, Collins, Peter, Yoshimatsu, Yuki, Margalef Turull, Jordi, Colpus, Mark, Dayson, Mark L., and Weldon, Sharon

Abstract

Introduction: Debriefings give healthcare workers voice through the opportunity to discuss unanticipated or difficult events and recommend changes. The typical goal of routine debriefings has been to improve clinical outcomes by learning through discussion and reflection of events and then transferring that learning into clinical practice. However, little research has investigated the effects of debriefings on the emotional experiences and well-being of healthcare workers. There is some evidence that debriefings are a multi-faceted and cost-effective intervention for minimising negative health outcomes, but their use is inconsistent and they are infrequently adopted with the specific intention of giving healthcare workers a voice. The purpose of this systematic scoping review is therefore to assess the scope of existing evidence on debriefing practices for the well-being and emotional outcomes of healthcare workers. Methods: Following screening, 184 papers were synthesised through keyword mapping and exploratory trend identification. Results: The body of evidence reviewed were clustered geographically, but diverse on many other criteria of interest including the types of evidence produced, debriefing models and practices, and outcomes captured. Discussion: The current review provides a clear map of our existing understanding and highlights the need for more systematic, collaborative and rigorous bodies of evidence to determine the potential of debriefing to support the emotional outcomes of those working within healthcare. Systematic Review Registration: https://osf.io/za6rj.

Published
2023

46. Magnesium transport in ferret red cells

Author

Smith, Lorraine M.

Subjects
572
Abstract

Magnesium transport across membranes was investigated in ferret red cells. Both Mg efflux and influx were measured. Mg transport was found to have the following properties. 1. Mg efflux from unloaded, untreated ferret red cells is 44 ± 2 μmol (1 cell)-1h-1 (mean ± S.E.M. n = 38). 2. Mg efflux is partially inhibited by amiloride, quinidine, quinine, imipramine and divalent cations. Efflux is stimulated by SITS (4-acetamdio-4'-isothiocyanato-stilbene-2,2'-disulfonic acid) and unaffected by vanadate. 3. Mg efflux is stimulated by the depletion of cell ATP. Reducing the cell ATP content reduces the Mg buffering capacity of the cells and thus increases the internal free Mg concentration ([Mg2+]i). This increase in [Mg2+]i may account for some of the stimulation of Mg efflux. 4. Reducing external Na ([Nao]) from 145 to 10 mM (Na replaced with choline choride) stimulates Mg efflux. However Mg efflux is inhibited when [Nao] is below 10 mM. Net uptake of Mg is measured when [Nao] is maintained below 1 mM even if the extracellular medium contains only contaminant Mg (Mg is transported against its electrochemical gradient). Changes in the membrane potential are not responsible for this net uptake. These results show that the system is capable of reversing direction and mediating active transport. 5. Net Mg uptake in media with low [Nao] is stimulated when [Mgo] is greater than 1 mM. The stimulated uptake is partially inhibited by amiloride, quinidine, imipramine, NEM (N-ethylmaleimide) and cobalt. Net uptake is stimulated by vanadate and inhibited by reducing cell ATP.

Published
1994

47. Development and Validation of the Beliefs About Revenge Pornography Questionnaire.

Author

Harper, Craig A., Smith, Lorraine, Leach, Jessie, Daruwala, Neil A., and Fido, Dean

Subjects
REVENGE porn, SEX crimes, PSYCHOLOGICAL research, PERSONALITY, SOCIAL types, REVENGE, EMPATHY
Abstract

The non-consensual sharing of private sexual images (so-called 'revenge pornography') has become an increasingly prominent topic in social and legislative discussions about sexual crime but has received relatively little attention within psychological research. Here, we leveraged existing theorizing in the area of sexual offending proclivity to systematically develop and validate a measure of beliefs about this type of offending. There is currently a lack of validated assessment tools in this area, and these are important to better understand the role of offense-supportive cognition in predicting both proclivity of these offenses and judgements of both victims and perpetrators. Using an international community sample (N = 511) we found our 'Beliefs about Revenge Pornography Questionnaire (BRPQ)' to be comprised of four underpinning domains: 'Victims as Promiscuous', 'Victim Harm', 'Avoiding Vulnerable Behaviors' and 'Offense Minimization'. Concurrent validity is demonstrated through relationships with trait empathy, belief in a just world, dark personality traits and rape myth acceptance. Randomly dividing the sample, we also show that the BRPQ was associated with both proclivity (n = 227) and social judgements of this type of offending (n = 232). Implications and future directions are discussed. An open-access preprint is available at https://psyarxiv.com/6qr7t/. [ABSTRACT FROM AUTHOR]

Published
2023
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