Ann Marie Rice

Using guidelines to support secondment: a personal experience

BACKGROUND Secondment is recognized as a method of staff development and can offer both individuals and organizations structure and flexibility in relation to service development. AIM This article describes the experience of a clinical nurse specialist (CNS) seconded 3 days a week for 18 months to a Macmillan Education Unit, as an associate lecturer (the host organization). Different types of secondment are discussed, mapping this experience to Partnership Information Network guidelines. EVALUATION A 360 degrees evaluation process involving all key stakeholders was carried out, and highlighted positive aspects. CONCLUSION Secondment is recommended as a valuable and safe method of staff development, increasing knowledge and skills, raising motivation and aiding retention, provided guidelines are adhered to and strategies are in place to mitigate risks.

Myofascial release for women undergoing radiotherapy for breast cancer: A pilot study

Abstract Aims: Following breast cancer surgery some patients proceeding to adjuvant radiotherapy experience restricted upper limb mobility, which may only be evident at the time of radiotherapy simulation. Myofascial release (MFR), a form of physiotherapy, may be of benefit to improve upper limb mobility for some patients undergoing radiotherapy. There is no research specifically on the use of MFR during radiotherapy. The aim of the study was to investigate the effectiveness of MFR to improve upper limb mobility during the radiotherapy period. Methods: 24 patients were recruited and randomized to receive MFR (n = 14) or usual care (n = 10). Outcome measures for range of movement, pain, disability and function, anxiety and depression were taken on three occasions, over a 4-month period. Results: Four ranges of movement at the shoulder improved in the MFR group, this improvement was statistically significant for abduction (p = 0.001) and combined abduction/flexion/external rotation (p < 0.001). Conclusion: MFR was well tolerated and may be beneficial for some women receiving radiotherapy who are experiencing difficulty or discomfort with upper limb movement. Further research into the optimal timing and frequency of MFR treatments for women undergoing radiotherapy for breast cancer is warranted.

How Mentors use Feedback on Student Performance to Inform Practice Assessment in Pre-registration Nursing Programmes in Scotland

Project Summary This project was led by a team of academics from The Scottish Collaboration for the Enhancement of Preregistration Nursing (SCEPRN). The project purpose was to follow up on previous literature reviews completed, that addressed complexity and challenges in providing meaningful feedback to students in the practice learning environment (Haycock-Stuart, Darbyshire & Donaghy, 2013; Pollock, Rice & McMillan, 2015). A qualitative study was conducted utilising individual semi structured interviews (n=7), which explored mentors behaviours in seeking feedback from members of the inter-professional team, and people who access services (PWAS). The purpose was to identify how this data was integrated by mentors to capture both feedback and the assessment process for student nurses. Aim The aim of the project was to identify how mentors use feedback on student performance to inform practice assessment in pre-registration nursing programmes in Scotland. Edinburgh Napier University, University of Glasgow and Queen Margaret University collaborated on the project with a view to:  Updating the reviews of literature of the last 3 years practice assessment in pre-registration nursing programmes.  Identifying how mentors elicit feedback from the Inter-professional Team, patients and carers views of student performance in practice assessment within pre-registration nursing programmes.  Explore mentors’ perspectives of practice assessment and feedback provided to students and Universities, within pre-registration nursing programmes.  Reviewing mentor preparation programmes in Scotland for content on preparation to provide meaningful feedback to students in practice learning.  Synthesising the data gathered within the context of the current evidence base and the updated literature reviews.  To propose any recommendations that may arise from the findings. Questions  How do mentors collect evidence that contributes to the student’s final assessment?  How do mentors elicit feedback from the inter-professional team that informs the student’s final assessment?  How do mentors engage with users of health care services to enable their feedback to inform the student’s final assessment? Methodology This is a qualitative research study, using semi-structured interviews with a purposive sample of mentors of student nurses (n=7), from across Southern Scotland. Data analysis was undertaken using Burnard’s approach to thematic analysis (Burnard, 1991, 1996, Burnard et. al., 2008). Findings The two themes were identified from the data were: Collaboration and Gathering formal feedback. Recommendations NHS Education for Scotland Consider developing national systems to support mentors and future mentors to deliver meaningful feedback and feedforward to student nurses during their practice learning experiences. Mentor preparation programmes Review mentorship programmes: To assist mentors to understand the ongoing contribution of feedback and feedforward to student nurses’ learning. To develop mentors’ skills to provide meaningful feedback and feedforward, as this is a critical factor in student learning. Consider the hidden curriculum in the practice areas and enable mentors to develop an understanding of their part in this curriculum Undergraduate nursing programmes Review input for: How undergraduate student nurses learn about meaningful feedback in practice learning. How undergraduate student nurses learn about how to seek meaningful feedback and to assist student nurses to develop feedback seeking behaviours. The development of learning experiences for student nurse that cultivate the capacity to deliver meaningful feedback in preparation for their future mentoring career. Higher education institutions Review the role of summative versus formative feedback in the practice assessment documentation (the Ongoing Achievement Record (OAR)). Consider possible mechanisms for collecting and collating feedback from the IP team.