Experiences of newly qualified midwives working in clinical practice during their transition period

2021 ◽  
Vol 29 (9) ◽  
pp. 524-530
Author(s):  
Heather Watson ◽  
Donna Brown
Keyword(s):  
Clinical Practice ◽  
Professional Growth ◽  
Transition Period ◽  
Learning Opportunities ◽  
Qualitative Approach ◽  
Clinical Environment ◽  
Structured Interviews ◽  
Clinical Area ◽  
Care Environment ◽  
The Impact

Background With greater numbers of midwives being trained to counteract the predicted shortages, it seems that it is now more vital than ever to explore how newly qualified midwives (NQMs) describe their experiences in the clinical environment, the support they have received, and identify barriers to their development during the transition period. Aim The aim of this study was to explore NQMs experiences of working clinically during the transition from student to qualified midwife. Method Using a qualitative approach, eight NQMs participated in semi-structured interviews. Findings The findings revealed four key themes that sum up the NQMs experiences: expectations and realities of the role; creating conditions for professional growth; the impact of the care environment; and limitations to creating a healthful culture. Conclusions The clearly articulated journey that has been described by the NQMs demonstrated that there is both a need and desire to change, improve and develop the transition period for all new midwives working in clinical practice. Consideration needs to be given to more robust guidance, with some ideas for development, such as support forums for NQMs to meet up on a regular basis; advanced planned rotation with flexibility; a named preceptor/‘buddy’ in each clinical area; and a shared online forum to allow the NQMs to discuss and share experiences, and to signpost to any useful information or learning opportunities available.

scholarly journals Bordered Trajectories: The Impact of Institutional Bordering Practices on Young Refugees’ (Re-)Engagement with Post-15 Education in Greece

2021 ◽  
Vol 10 (11) ◽  
pp. 421
Author(s):  
Lucy Hunt
Keyword(s):  
Learning Opportunities ◽  
Refugee Crisis ◽  
Structured Interviews ◽  
Refugee Youth ◽  
Educational Decision ◽  
Migration Flows ◽  
A Site ◽  
The Impact ◽  
Educational Decision Making ◽  
State Responses

Greece has been a site of various crises in recent years: firstly, the financial crash of 2008; secondly, the ongoing ‘refugee crisis’, which peaked in 2015; and thirdly, the current COVID-19 pandemic. This paper addresses the first of these crises, and particularly how state responses to increased migration flows shape young refugees’ (aged 15–25) (re-)engagement with post-15 learning opportunities upon arrival in the country. It is based on semi-structured interviews with young refugees living in Thessaloniki, conducted as part of an ethnographic doctoral project on educational decision-making. The findings reveal that three key institutional bordering practices in Greece—namely the bordering of space (via encampment), time (via enforced waiting), and public services (via administrative barriers)—played central roles in young refugees’ (re-)engagement with post-15 education; often causing their dreams to be diverted or downgraded. However, with determination and the support of willing gatekeepers, refugee youth found ways to (re)construct adapted learning trajectories despite, and in response to, these arrival challenges.

scholarly journals Longitudinal impact of Welsh clinical leadership fellowship

2020 ◽  
Vol 33 (1) ◽  
pp. 1-11
Author(s):  
Suzanne Phillips ◽  
Alison Bullock
Keyword(s):  
Clinical Practice ◽  
Medical Training ◽  
Healthcare Delivery ◽  
The Body ◽  
Longitudinal Impact ◽  
Structured Interviews ◽  
Clinical Leadership ◽  
Content Type ◽  
Training Programmes ◽  
The Impact

Purpose This paper aims to evaluate the longer-term impact of the 12-month Welsh clinical leadership fellowship. Design/methodology/approach Semi-structured interviews with 10 out of 14 trainee doctors who were fellows between 2013-2016, exploring how leadership knowledge and skills were used in clinical practice, impact on patient care and influence on careers. Data, gathered in 2017 when participants had completed the fellowship between 1-3 years, were analysed thematically. Findings All found the fellowship rewarding. The experience was felt to advantage them in consultant interviews. They gained insight into the wider influence on organisations and the complexity of issues facing senior clinicians. Although subtle, the impact was significant, equipping fellows with negotiation skills, enabling them to better influence change. Indirect impact on clinical practice was evidenced by enhanced confidence, teamworking skills and progression of improvement projects. However, the use of skills was limited by lack of seniority within teams, demands of medical training and examinations. The negativity of others towards management and leadership was also noted by some. Research limitations/implications Small participant numbers limit generalisability. Practical implications The fellowship is designed to equip participants with skills to lead improvements in healthcare delivery. Those more advanced in their medical training had greater opportunity and seniority to lead change and were better placed to apply the learning. This has implications for whom the training should be targeted. Originality/value A rare study exploring the longer-term impact of a leadership programme on later clinical practice, which adds to the body of knowledge of impact and efficacy of leadership training programmes in healthcare environments.

scholarly journals Motherhood and Home Quarantine: Exploring the Experiences of Iranian Mothers in Caring for their Children During the COVID-19 Outbreak

2020 ◽  
Vol 6 (2) ◽  
pp. 87-96
Author(s):  
Anahita Khodabakhshi-koolaee ◽  
◽  
Mahsa Aghaei Malekabadi ◽  
Keyword(s):  
Mental Health Professionals ◽  
Phenomenological Study ◽  
Phenomenological Approach ◽  
Learning Opportunities ◽  
Decision Makers ◽  
Structured Interviews ◽  
Mother Child Relationships ◽  
Role Concerns ◽  
The Impact ◽  
Beliefs And Attitudes

Background: Following the spread of new coronavirus disease (COVID-2019) in Iran, people began a new lifestyle in quarantine to survive the disease. Mother-child relationships were affected by this new lifestyle. This phenomenological study was conducted to explore the experiences of Iranian mothers in caring for their children during COVID-19 outbreak. Methods: This qualitative study was conducted with an interpretive phenomenological approach. The participants were selected using purposive sampling among mothers living in Tehran in 2020. The data were collected through semi-structured interviews. The participants were mothers with 7- to 9-year-old children with the experience of living in quarantine.  The collected data were theoretically saturated after 17 interviews. All the interviews were recorded and transcribed, and the resulting data were analyzed using van Manen’s phenomenological approach. Results: Four main themes were extracted from the collected data: the mother’s health and physical concerns, confusion in playing the motherhood role, concerns about educational quality and wasting learning opportunities, and concerns about the impact of financial disputes on children.  Conclusion: The experiences of the mothers as the main caregivers in home quarantine were very unique. Understanding the complexities of their experiences, beliefs, and attitudes about motherhood and caring for children in quarantine can provide useful insights for decision-makers, healthcare professionals, and mental health professionals.

scholarly journals Residents’ transformational changes through self-regulated, experiential learning for professionalism

2021 ◽  
Author(s):  
Janet M De Groot ◽  
Aliya Kassam ◽  
Dana Swystun ◽  
Maureen Topps
Keyword(s):  
Experiential Learning ◽  
Patient Care ◽  
Professional Growth ◽  
Teaching Hospitals ◽  
Power Dynamics ◽  
Self Awareness ◽  
Structured Interviews ◽  
Clinical Learning Environment ◽  
Clinical Environments ◽  
The Impact

Purpose: Postgraduate trainees (‘residents”) are required to convey professional behaviours as they navigate complex clinical environments. However, little is known about experiential learning for professionalism. Thus, we asked residents about professionalism challenges within the clinical learning environment: 1) how challenges were identified, 2) what supported successfully addressing challenges and 3) the impact of addressing challenges to further inform resident education. Method: From 2015-2016, twenty-five residents across specialties and multiple university affiliated teaching hospitals participated in appreciative inquiry informed audio-taped semi-structured interviews. Transcripts were categorized deductively for the 2015 CanMEDS Professional Role element addressed (commitment to patients, society, the profession, and physician health).  A pragmatic research paradigm focussed descriptive data analysis on actions and outcomes.  Results: Residents actively identify opportunities for experiential learning of professionalism within the clinical workplace– addressing conflicting priorities with interprofessional clinicians to ensure excellent patient care, providing informal feedback regarding peers’ and other healthcare clinicians’ professionalism lapses and by gaining self-awareness and maintaining wellness. There were no descriptions of commitment to society. Values, relationships, and reflection supported professional behaviours. Many described transformative personal and professional growth as an outcome of addressing professionalism challenges. Conclusions: Residents self-regulated experiential learning for professionalism often results in transformational changes personally and professionally. Elucidation of how residents successfully navigate power dynamics and conflict to provide excellent patient care and feedback for professional regulatory behaviour will support professionalism education. An interprofessional research lens will be valuable to explore how best to incorporate commitment to society within clinical environments. 

scholarly journals The impact of COVID-19 and lockdown on families of students with special education needs

2021 ◽  
Vol 16 (3) ◽  
pp. 1010-1020
Author(s):  
Mohammad Abed Sakarneh
Keyword(s):  
Special Education ◽  
Online Communication ◽  
Qualitative Approach ◽  
Structured Interviews ◽  
Significant Events ◽  
Special Education Needs ◽  
Education Needs ◽  
Online Communication Tools ◽  
Continued Learning ◽  
The Impact

The Covid-19 pandemic has been one of the most significant events affecting the largest number of countries at the same time around the globe. Governments instituted the closure of schools and lockdown of cities and other areas to prevent the spread of the virus. Students had to learn through online platforms meant to enhance continued learning. The current study aimed to explore the extent to which Covid-19 pandemic and the lockdown impact families of students with special education needs. Qualitative approach was used; semi-structured interviews were undertaken using online communication tools via Google Meet platform and for data analysis Atlas.ti program was used for coding and categorizing. The findings revolved around main themes in the study include; behavior problems in the children, psychological distress for the parents, and difficulty of delivering the rigid content and schedules. Implications for school and social support are discussed for policymakers in Jordan.   Keywords: COVID 19, families, lockdown, students with special education needs.

The experiences of adult nursing students completing a placement during the COVID-19 pandemic

2021 ◽  
Vol 30 (21) ◽  
pp. 1250-1255
Author(s):  
Noreen Cushen-Brewster ◽  
Anne Barker ◽  
Paul Driscoll-Evans ◽  
Lynne Wigens ◽  
Helen Langton
Keyword(s):  
Nursing Students ◽  
Transition Period ◽  
Personal Responsibility ◽  
Learning Opportunities ◽  
Clinical Placement ◽  
Structured Interviews ◽  
Innovative Learning ◽  
Support Mechanisms ◽  
Virtual Platform ◽  
Insight Into

Background: The emergency measures implemented by the Nursing and Midwifery Council in response to the COVID-19 pandemic provided nursing students in their final 6 months of study with the opportunity to complete a paid consolidation clinical placement and thus increase their personal responsibility for the care they delivered under supervision. Aim: To explore the experiences of third-year nursing students who completed their final clinical placement during the COVID-19 pandemic. Methods: Semi-structured interviews were conducted via a virtual platform. Findings: Three themes were identified: the importance of support mechanisms, the development of confidence, and innovative learning opportunities. Students reported improved confidence in the transition period to registered practitioner and felt well supported, which enabled them to take greater responsibility. Conclusion: This study provided insight into the experience of nursing students during the COVID-19 pandemic, and found that support mechanisms, and a sense of belonging, helped to increase their confidence in clinical practice.

A qualitative study on the introduction of mindfulness based relapse prevention (MBRP) into a therapeutic community for substance abusers

2015 ◽  
Vol 36 (2) ◽  
pp. 111-123 ◽  
Author(s):  
Anita Helen Harris
Keyword(s):  
Relapse Prevention ◽  
Substance Abusers ◽  
Qualitative Approach ◽  
Structured Interviews ◽  
Strategy Research ◽  
Content Type ◽  
Quantitative Studies ◽  
Group Methods ◽  
Wide Range ◽  
The Impact

Purpose – Research has shown mindfulness-based therapies to be an effective therapeutic intervention for a wide range of illnesses and disorders. However, little is known about how it may be helpful to individuals with addiction problems. The purpose of this paper is to evaluate by qualitative approach the impact of the newly introduced mindfulness-based relapse prevention programme (MBRP) programme on the TC to which it was introduced and to explore clients perception of and attitude to the programme. More specifically it aimed to examine how it may be helpful for individuals with substance abuse problems. Design/methodology/approach – A qualitative approach was drew upon using both focus group methods and individual semi-structured interviews with clients of the TC to which it was introduced. Thematic analysis was performed on data collected. Findings – Notwithstanding implementation issues, findings suggest MBRP to be a valuable and worthwhile programme with real perceived benefits. Research limitations/implications – Clients’ detoxing cited real perceived gains as a result of participating which has clear implications for a TC which offers methadone detoxification. Originality/value – It is noted that MBRP research is in its infancy, and whilst a number of quantitative studies have been carried out, little qualitative research exists. If MBRP is to be considered an effective relapse prevention strategy, research must clarify the process underlying participant’s use of mindfulness in a drug-free setting.

scholarly journals Mixed methods evaluation of the impact of the COVID-19 ICU remote-learning rehabilitation course for frontline health professionals during the COVID-19 pandemic in the UK

2021 ◽  
pp. 175114372110430
Author(s):  
Evelyn J Corner ◽  
Xiaoxi Zhang ◽  
Zoe Van Willigen ◽  
Kate Tatam ◽  
Matthew Camilleri ◽  
...  
Keyword(s):  
Clinical Practice ◽  
Mixed Methods ◽  
Critically Ill ◽  
Critically Ill Patients ◽  
Clinical Care ◽  
Real Term ◽  
Structured Interviews ◽  
The Impact ◽  
Rehabilitation Strategies ◽  
Remote Learning

Background Optimising outcomes for critically ill patients with COVID-19 patients requires early interdisciplinary rehabilitation. As admission numbers soared through the pandemic, the redeployed workforce needed rapid, effective training to deliver these rehabilitation interventions. Methods The COVID-19 ICU Remote-Learning Rehab Course (CIRLC-rehab) is a one-day interdisciplinary course developed after the success of CIRLC-acute. The aim of CIRLC-rehab was to rapidly train healthcare professionals to deliver physical, nutritional and psychological rehabilitation strategies in the ICU/acute setting. The course used blended learning with interactive tutorials delivered by shielding critical care professionals. CIRLC-rehab was evaluated through a mixed-methods approach, including questionnaires, and follow-up semi-structured interviews to evaluate perceived impact on clinical practice. Quantitative data are reported as n (%) and means (SD). Inductive descriptive thematic analysis with methodological triangulation was used to analyse the qualitative data from the questionnaires and interviews. Results 805 candidates completed CIRLC-rehab. 627 (78.8%) completed the post-course questionnaire. 95% ( n = 596) found CIRLC-rehab extremely or very useful and 96.0% ( n = 602) said they were very likely to recommend the course to colleagues. Overall confidence rose from 2.78/5 to 4.14/5. The course promoted holistic and humanised care, facilitated informal networks, promoted interdisciplinary working and equipped the candidates with practical rehabilitation strategies that they implemented into clinical practice. Conclusion This pragmatic solution to educating redeployed staff during a pandemic increased candidates’ confidence in the rehabilitation of critically ill patients. There was also evidence of modifications to clinical care utilising learning from the course that subjectively facilitated holistic and humanised rehabilitation, combined with the importance of recognising the humanity, of those working in ICU settings themselves. Whilst these data are self-reported, we believe that this work demonstrates the real-term benefits of remote, scalable and rapid educational delivery.

scholarly journals Challenges in the Implementation of Peer-to-peer Recognition

2021 ◽  
Vol 124 ◽  
pp. 08007
Author(s):  
Ngoc Son Ho ◽  
Lan Thi Mai Nguyen
Keyword(s):  
Thematic Analysis ◽  
Peer To Peer ◽  
Qualitative Inquiry ◽  
Qualitative Approach ◽  
Personal Relationship ◽  
Structured Interviews ◽  
The Impact

This paper aims to explore potential issues in implementing peer-to-peer recognition to motivate employees. A qualitative inquiry is applied to enhance our understanding of peer-to-peer recognition schemes in practical situations. Sixteen participants, including HR researchers and managers from different organizations where this program has been implemented, attended semi-structured interviews. From which twelve cases are chosen for this study. Using thematic analysis on the collected responses, the researcher finds that challenges to peer-to-peer recognition are to be found in four categories: the impact of personal relationship, the unsuitability of working climate, the confusing nomination criteria, and the lack of an appropriate rewarding policy. Practical solutions to deal with those challenges are also proposed, which include building the culture and assigning monitor, to assist employers to effectively make use of a peer-to-peer program in motivating employees. This study therefore raises the awareness of optimizing motivation program for HR practitioners, as well as contributes a qualitative approach toward the non-cash recognition evaluation.

scholarly journals Mental healthcare clinician engagement with point of care testing; a qualitative study

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Joseph Butler ◽  
Simone de Cassan ◽  
Phil Turner ◽  
Belinda Lennox ◽  
Gail Hayward ◽  
...  
Keyword(s):  
Mental Health ◽  
Clinical Practice ◽  
Mental Health Professionals ◽  
Positive Impact ◽  
Point Of Care ◽  
Mental Healthcare ◽  
Successful Implementation ◽  
Point Of Care Testing ◽  
Structured Interviews ◽  
The Impact

Abstract Background Point of Care Testing (POCT) is being increasingly used to augment the delivery of physical health care in a variety of settings, but their use in mental health has been limited. Research into understanding the barriers faced for successful implementation of POCT in these settings is lacking. We aimed to identify factors affecting engagement and implementation of POCT within mental health teams by exploring the attitudes to POCT, and the perceived impact POCT has on the practice of mental healthcare clinicians. Methods Alongside a study evaluating the impact of a point of care device in Community Mental Health Teams (CMHTs), qualitative interviews were carried out with CMHT clinicians using POCT as part of annual physical checks for patients with severe and enduring mental illness. Data were collected using semi-structured interviews and analysed using thematic analysis. Results Fifteen clinicians were interviewed across a range of professional backgrounds. Clinicians identified usability of the technology, positive impact on their patient’s experience and improved self-efficacy as drivers for successful implementation of POCT into their clinical practice. Issues with device functioning and the potential for a negative effect on the therapeutic relationship with their patients were identified as barriers. Level of physical heath training was not found to be a barrier by mental health professionals to using POCT. Conclusions Understanding barriers and drivers for engagement is important to allow co-production of POCT and guidelines to facilitate introduction of POCT into routine clinical practice.

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