• Unnatural women: reflections on discourses on child murder and selective mortal neglect

      Hogan, Susan; University of Derby (Demeter Press, 2020-01)
      While the existence of maternal ambivalence has been evident for centuries, it has only recently been recognized as central to the lived experience of mothering. This accessible, yet intellectually rigorous, interdisciplinary collection demonstrates its presence and meaning in relation to numerous topics such as pregnancy, birth, Caesarean sections, sleep, self-estrangement, helicopter parenting, poverty, environmental degradation, depression, anxiety, queer mothering, disability, neglect, filicide and war rape. Its authors deny the assumption that mothers who experience ambivalence are bad, evil, unnatural, or insane. Moreover, historical records and cross-cultural narratives indicate that maternal ambivalence appears in a wide range of circumstances; but that it becomes unmanageable in circumstances of inequity, deprivation and violence. From this premise, the authors in this collection raise imperative ethical, social, and political questions, suggesting possibilities for vital cultural transformations. These candid explorations demand we rethink our basic assumptions about how mothering is experienced in everyday life.
    • Using a research-informed interprofessional curriculum framework to guide reflection and future planning of interprofessional education in a multi-site context

      Moran, Monica Catherine; Steketee, Carole; Forman, Dawn; Dunston, Roger; University of Curtin (Canadian Institute for Studies in Publishing Press, 2015-03)
      Background: Over the past two years health educators in Australia have benefited from funding made available from national organizations such as the Office of Learning and Teaching (OLT) and Health Workforce Australia (HWA). Funded research has been conducted into educational activities across the country that aim to promote integrated and sustainable interprofessional learning. Methods and Findings: A collaboration between multiple stakeholders led to the establishment of a consortium of nine universities and interprofessional organizations. This collaboration resulted in a series of research studies and the development of a conceptual framework to guide the planning and review of interprofessional health curricula. A case study of the development of a suite of health education programs at a regional university in Australia is used to demonstrate how the framework can be used to guide curricular reflection and to plan for the future. Shedding a light on interprofessional health education activities across multiple sites provides a rich picture of current practices and future trends. Commonalities, gaps, and challenges become much more obvious and allow for the development of shared opportunities and solutions. Conclusions: The production of a shared conceptual framework to facilitate interprofessional curriculum development provides valuable strategies for curricular reflection, review, and forward planning.
    • Using a research-informed interprofessional curriculum framework to guide reflection and future planning of Interprofessional Education in a Multi-site Context

      Moran, Monica Catherine; Steketee, Carole; Forman, Dawn; Dunston, Roger; University of Derby (2015-03)
      Abstract Background: Over the past two years health educators in Australia have benefited from funding made available from national organizations such as the Office of Learning and Teaching (OLT) and Health Workforce Australia (HWA). Funded research has been conducted into educational activities across the country that aim to promote integrated and sustainable interprofessional learning. Methods and Findings: A collaboration between multiple stakeholders led to the establishment of a consortium of nine universities and interprofessional organizations. This collaboration resulted in a series of research studies and the development of a conceptual framework to guide the planning and review of interprofessional health curricula. A case study of the development of a suite of health education programs at a regional university in Australia is used to demonstrate how the framework can be used to guide curricular reflection and to plan for the future. Shedding a light on interprofessional health education activities across multiple sites provides a rich picture of current practices and future trends. Commonalities, gaps, and challenges become much more obvious and allow for the development of shared opportunities and solutions. Conclusions: The production of a shared conceptual framework to facilitate interprofessional curriculum development provides valuable strategies for curricular reflection, review, and forward planning.
    • Using behavioural insights to improve the healthiness of children’s packed lunches.

      Jackson, Jessica; Ward, Derek; Giles, David; Bunten, Amanda; Howell-Jones, Rebecca; Burgess-Allen, Jilla; University of Derby; Public Health England (Oxford University Press, 2017-10-20)
      Background Childhood obesity continues to rise in the UK from 9.3% in children aged 4-5 years to 19.8% by age 10-11. Only 1 in 100 school packed lunches meet national recommendations for school meals in England with 82% containing unhealthy snacks and 61% sugar sweetened drinks. Encouraging parents to identify healthier choices could reduce added sugar content and improve the healthiness of school lunches. Methods A cluster randomised controlled trial was implemented in 17 primary schools (8 intervention, 9 control) in England. The intervention comprised of 3 packs of materials delivered to parents who make children lunches (7-11 years). Materials were designed using behavioural-insights to raise awareness of added sugar and offer healthier options. The materials were delivered over a 4-week period in intervention schools. Photographs of the contents of the packed lunches were taken at 3 time points; 1719 pre-intervention, 1745 post-intervention & 1725 at 3 month follow-up. Visible items in each photograph were coded for nutritional content. A parental survey was conducted at post follow up to explore parental knowledge, attitudes and beliefs about healthier packed lunches. Results The coding and analysis is underway and findings will be presented in November. Presented data will describe group differences pre-intervention, post-intervention and follow up from the >5000 lunch boxes for 1) the number lunch boxes that contain surgery food; 2) the average number of sugary food items; 3) the average grams of sugar in lunch boxes; and 4) the proportion of lunch boxes that contain fruit or vegetables. Conclusions This study was funded by Public Health England to explore whether low cost, low intensive interventions can have a significant impact on changing health behaviours. There is a lack of evidence on improving the nutritional quality of packed lunches and if improvements are identified there are potential implications for child health, nutrition and obesity rates. Key messages: •The study aims to ascertain the effectiveness of a behavioural-insight informed intervention in changing the healthiness of packed lunches provided by parents of primary school aged children. •This low cost, low intensity intervention has the potential to improve the healthiness of primary school age children’s diets.
    • Using behavioural insights to reduce sugar in primary school children's packed lunches in derby; A cluster randomised controlled trial

      Bunten, Amanda; Porter, Lucy; Burgess-Allen, Jilla; Howell-Jones, Rebecca; Jackson, Jessica; Ward, Derek; Staples, Vicki; Staples, Paul; Rowthorn, Harriet; Saei, Ayoub; et al. (Elsevier BV, 2020-10-08)
      Children's packed lunches contain more sugar than school-provided meals. Interventions to improve the provision of healthier packed lunches have modest effects on lunch contents. This cluster randomised controlled trial tested an intervention to encourage healthier provision of packed lunches by parents of primary school children in Derby. Schools were randomised to intervention (n = 8) or control (n = 9) using blocked random allocation. In the intervention group, parents of children who brought packed lunches to school in years 3–6 (age 7–11 years) received three bundles of materials (including packed lunch planner, shopping list, information on sugar content of popular lunchbox items and suggestions for healthier swap alternatives) in bookbags/lunchboxes over a 4-week period. Control parents received no materials. Photos of lunchbox contents were taken at baseline, immediately post-intervention and at three-month follow-up. A parental survey aimed to assess capability, opportunity and motivation for packing a healthier lunchbox. No intervention effects were observed for primary outcomes (presence and number of sugary snacks or chilled sugary desserts). The intervention had a significant impact on one secondary outcome (increased number of healthier “swap” items suggested in intervention materials) immediately post-intervention, but this effect had disappeared at three-month follow-up. No intervention effects were found on survey variables. Parent comments revealed that materials were either received positively (as they reinforced existing behaviours) or negatively (as they were not perceived to be helpful or appropriate). The results of this study suggest that providing educational materials and resources to parents of primary school children in Derby was not sufficient to increase provision of healthier packed lunches. Future research should investigate how behavioural science can support families to improve the nutritional content of primary school children's lunchboxes.
    • Using figured worlds to explore parents' attitudes and influences for choosing the content of primary school packed lunches

      Jackson, Jessica; Giles, David; Gerrard, Clarabelle; University of Derby (MAG Online Library, 2019-09-30)
      This study aimed to explore parents' attitudes toward the content of their child's packed lunch, school healthy eating policies, and their child's wishes. Furthermore, in this context, it also aimed to explore perceptions of health promotional materials and how these interventions interplayed with issues parents felt were important. The ideology of ‘figured worlds’ was used as a stance to consider the relationship between bounding structures within society and the individual positional identity. Focus groups interviews obtained qualitative data of parents' multiple viewpoints. Iterative categorisation was employed as a method of analysis to observed findings in the data in relation to the individuals as intersubjective beings and their behaviour influenced by environmental conditions. A cross selection of local schools and parenting network were approached. Snowballing techniques were implemented highlighting the inclusion criteria. Participants were required to have a child attending primary school who they provided a packed lunch for on a regular basis. Three umbrella themes were identified: ‘The parents ideal’, ‘The child's desires’, and ‘Inconsistencies of the governing school’. A fourth theme, ‘The health promotional intrusion’ provides insight into the parents' reality when being presented with health promotional materials. This study has highlighted the complex, conflicting interplay between parents' ideal for their child's diet, their child's desires and the governing approaches to encouraging healthier choices. This understanding is vital when designing specific interventions to meet the needs of individuals, which prevent, protect and promote a healthy lifestyle for children and their families.
    • Values and ethics in CBT

      Kingdon, David; Maguire, Nick; Stalmeisters, Dzintra; Townend, Michael; University of Derby (Sage, 2017-03-17)
      This book covers the values and ethics in the field of CBT.
    • Ventilatory muscle strength, diaphragm thickness and pulmonary function in world-class powerlifters.

      Brown, Peter I.; Venables, Heather; Liu, Hymsuen; de Witt, Julie T.; Brown, Michelle R.; Faghy, Mark; University of Derby (Springer, 2013)
      Resistance training activates the ventilatory muscles providing a stimulus similar to ventilatory muscle training. We examined the effects of elite powerlifting training upon ventilatory muscle strength, pulmonary function and diaphragm thickness in world-class powerlifters (POWER) and a control group (CON) with no history of endurance or resistance training, matched for age, height and body mass.
    • What changes in the transition to learning at university?

      Elander, James; Foster, Ed; Norton, Lin; Foxcroft, Angela; University of Derby; Nottingham Trent University; Liverpool Hope University (Oxford Centre for Staff and Learning Development, 2010-09-01)
      This paper reviews evidence about factors affecting student transitions to learning at university. We first review theoretical models of student transitions, and consider their different emphases and end-points. We then examine evidence about academic factors (eg approaches to learning and beliefs about knowledge), social factors (eg engagement and integration) and pedagogic factors (eg teaching methods) as potential influences on student learning transitions. We then attempt a synthesis of the findings and theory, and propose a transitions model in which quality of learning is the key central factor.
    • Which behavioural and exercise interventions targeting fatigue show the most promise in multiple sclerosis? A systematic review with narrative synthesis and meta-analysis

      Moss-Moris, R; Harrison, A.M; Safari, Reza; Norton, S; van der Linden, M.L; Picariello, F; Thomas, S; White, C; Mercer, T; University of Derby (Elsevier, 2019-08-28)
      Fatigue is a common and highly debilitating symptom of multiple sclerosis (MS). This meta-analytic systematic review with detailed narrative synthesis examined randomised-controlled (RCTs) and controlled trials of behavioural and exercise interventions targeting fatigue in adults with MS to assess which treatments offer the most promise in reducing fatigue severity/impact. Medline, EMBASE and PsycInfo electronic databases, amongst others, were searched through to August 2018. Thirty-four trials (12 exercise, 16 behavioural and 6 combined; n = 2,434 participants) met inclusion criteria. Data from 31 studies (n = 1,991 participants) contributed to the meta-analysis. Risk of bias (using the Cochrane tool) and study quality (GRADE) were assessed. The pooled (SMD) end-of-treatment effects on self-reported fatigue were: exercise interventions (n = 13) -.84 (95% CI -1.20 to -.47); behavioural interventions (n = 16) -.37 (95% CI -.53 to -.22); combined interventions (n = 5) -.16 (95% CI: -.36 to .04). Heterogeneity was high overall. Study quality was very low for exercise interventions and moderate for behavioural and combined interventions. Considering health care professional time, subgroup results suggest web-based cognitive behavioural therapy for fatigue, balance and/or multicomponent exercise interventions may be the cost-efficient therapies. These need testing in large RCTs with long-term follow-up to help define an implementable fatigue management pathway in MS.
    • Which exercise and behavioural interventions show most promise for treating fatigue in multiple sclerosis? A network meta-analysis

      Harrison, Anthony M; Safari, Reza; Mercer, Tom; Picariello, Federica; van der Linden, Marietta L; White, Claire; Moss-Morris, Rona; Norton, Sam; University of Derby (SAGE Publications, 2021-04-20)
      Fatigue is a common, debilitating symptom of multiple sclerosis (MS) without a current standardised treatment. The aim of this systematic review with network meta-analyses was to estimate the relative effectiveness of both fatigue-targeted and non-targeted exercise, behavioural and combined (behavioural and exercise) interventions. Nine electronic databases up to August 2018 were searched, and 113 trials (n = 6909) were included: 34 were fatigue-targeted and 79 non-fatigue-targeted trials. Intervention characteristics were extracted using the Template for Intervention Description and Replication guidelines. Certainty of evidence was assessed using GRADE. Pairwise meta-analyses showed that exercise interventions demonstrated moderate to large effects across subtypes regardless of treatment target, with the largest effect for balance exercise (SMD = 0.84). Cognitive behavioural therapies (CBTs) showed moderate to large effects (SMD = 0.60), with fatigue-targeted treatments showing larger effects than those targeting distress. Network meta-analysis showed that balance exercise performed significantly better compared to other exercise and behavioural intervention subtypes, except CBT. CBT was estimated to be superior to energy conservation and other behavioural interventions. Combined exercise also had a moderate to large effect. Treatment recommendations for balance and combined exercise are tentative as the certainty of the evidence was moderate. The certainty of the evidence for CBT was high.
    • Why do student nurses want to be nurses?

      Holt, Paula; Perkinton, Louise; Davies, Fiona; University of Derby (EMAP, 2014-01-01)
      Nursing became an all graduate entry profession in September 2013; this move and the publication of the Francis report have brought the debate around nurse education and nurses' capacity to care into sharper focus. There is much debate over what makes a good nurse and whether graduate nurses lack care and compassion.
    • Work based assessment of teamwork: an interprofessional approach.

      Thistlethwaite, Jill; Forman, Dawn; Dunston, Roger; Moran, Monica Catherine; University of Derby (Office for Learning and Teaching Australia, 2015)
      This report Work-based assessment of teamwork: an interprofessional approach describes the Office for Learning and Teaching (OLT) funded project of the same name. It focuses on the rationale for, the development of and the piloting of a tool for observing and giving feedback on an individual student’s behavior in an interprofessional team based activity. The study was conducted during 2012–2014 with a project team initially led by the University of Queensland, and included team members from five Australian universities in three states (University of Queensland, University of Technology Sydney, The University of Sydney, Central Queensland University and Curtin University), as well as from the UK (University of Derby) and Canada (University of British Columbia).
    • ‘Youth Working’ youth workers: Filling the student support void

      Howell, T.J.; University of Derby (TAG, 2018-06-28)
      Initial findings from a replication of the the Krause and Coates (2008) study to examine the seven scales of student engagement. Recruitment to undergraduate youth work programmes are at risk, with programmes closing and many of those left struggling with unsustainably low numbers. However, numbers of younger applicants is growing. They are acquiring suitable experience from a range of sources, including the NCS model of recruiting from within, leaves school and college leavers with sufficient youth work experience to start a programme, albeit with limited life experience. Furthermore, there has been a spike of under graduate students who want to purse a career in youth work, after positive experiences of receiving youth work interventions, compounded by increasing numbers of applicants with support needs, including learning difficulties and a wide spectrum of mental health needs. Mature applicants still apply wihtout formal qualifications, and all students have to unlearn their experiences of schooling to maximise the transformational potential of undergraduate yoth work study. This session will explore the seven scales of engagement, loosely transition; peer to peer support; academic engagement; on line engagement; student to staff relationships and beyond class / social engagement. These were explored through the constant comparative method of qualitative analysis to explore the difference between the experience of the first year students , comparing those who identify as with support needs and those who do not after the first half of their first year of study. There are implications for living the values of the National Occupational Standard in the delivery of undergraduate programmes. There are implications for designing induction activities across the year, and qualitative feedback on a first year residential. Crucially there are implications for sustainable workloads of academics with significant time pressure to deliver teaching and learning and generating REF-able research. Join this session and hear the initial findings from this small-scale qualitative study, and work through the challenges nationally navigating the socially just commitment to social mobility, the range of support needs presenting at HEIs nationwide and propose how to generate best practice while remaining value driven and committed gatekeepers to the professional qualification. Is it acceptable to recruit students with limited resilience yet potential and maintain standards? How do we effectively promote engagement for first years? What are the implications for recruitment, programme delivery and workload planning?