School of Nursing, Midwifery and Social Work

Title. Valuing of altruism and honesty in nursing students: a two-decade replication study Aim. This paper reports a study investigating changes in the self-reported values of nursing students over the period 1983-2005 in the light of changes in student demography. Background. Nurses' values have been studied by both qualitative and survey methods over half a century. Generally idealism and altruism are said to wane as a result of professional socialisation, whilst honesty has been rarely examined. Method. Building on an instrument designed by William Scott, further items were developed which addressed value orientations in a nursing context. Using a Likert scale and demographic items, a 1983 survey of three schools of nursing in England was repeated with a comparable population of students in 2005. Findings. Student valuing of altruism and honesty has changed in important ways in the intervening decades. Nursing students are now generally less altruistic (P ¼ 0AE01) but value honesty with patients a great deal more (P ¼ 0AE01) than their counterparts in 1983. Conclusion. The current situation, with older students having more domestic responsibilities and some students needing to have extra jobs besides their nursing course, seems to have led them to adopt a pragmatic approach. However, there are encouraging changes in the valuing of honesty with patients, which reflect in part students' increased maturity and changed social attitudes to healthcare professional paternalism.

The development of a programme designed to improve BME aspirations and improve mental health services. The paper will outline the development of a government commissioned educational programme specially designed to empower Black and Minority Ethnic communities. The programme is the first of its kind in the North West. It was conceived partly as a result of a tragic death which took place in psychiatric care service and also more generally arising from inequalities in society. The programme is supported by staff from two different schools in the same Faculty. The PGC Community Development Worker BME (Mental Health) consist of 4 modules, at Masters level. The main aim is to produce a highly educated, culturally capable and diverse Community Development (BME Mental Health) workforce in response to the Government's Delivering Race Equality' agenda. It will proactively raise (and showcase) the professional and scholarly aspirations and achievements of the BME community and be at the vanguard of teaching, research and enterprise in this essential new specialism. Statistics show that the BME communities have similar or above achievements compared to the white population at level 7 and above (www.dfs.gov.uk)butthisisseldommadeknown. Community development is defined as "a set of values and practices which plays a special role in overcoming poverty and disadvantage, knitting society together at the grass roots and deepening democracy". (DOH, 2006). The values and principles of community development are social justice, self determination, working and learning together, sustainable communities, participation and reflective practice. The Teaching and Learning strategy underpinning the programme is in-keeping with Community Development Learning which holds that "education is for liberation and empowerment". This strategy, espoused by Paulo Freire in his seminal work: The Pedagogy of the Oppressed, (1972), also acknowledges that although we, as teachers, may have special knowledge and skills, "these do not accord privilege and are not solely our province". Mullender and Ward(1991:31). The paper describes how the programme was developed together with local service users and community groups eg. Asylum seekers, African Caribbean and Chinese community groups. Our health, our care, our say: a new direction for community services,

This paper will discuss an article by Becker and French (2005) in this Journal which proposed the general acceptance of correlations or the ‘links’ between child abuse, animal abuse and domestic violence. Becker and French claim this topic has ‘seen a growth of interest’ (p. 399) over the past two decades and they suggest that organizations across the UK should ‘institutionalize the “links” within policy and practice’ (p. 410). In this paper we question the appropriateness of linking different forms of violence in such a mechanistic and predictive way by drawing on and extending arguments we have made elsewhere. We consider the proposed ‘links’ in terms of assumptions, definitions, methods and logic, and raise concerns for a prospective practice which is based on retrospective (and flawed) research. We aim to appeal to influential doubters (social workers, child care workers, animal welfare workers, vets, educators and policy-makers) in a language of ‘reason’, and we propose that the identified reluctance of professionals in the UK to adopt the rhetoric of ‘links’ can be viewed as an informed and reflective response. Throughout, we offer a corrective commentary to the flawed assumptions of the ‘links’ argument and seek to encourage others to remain sceptical about these claims and the suggested implications for practice. Copyright © 2006 John Wiley & Sons, Ltd.

It has been argued previously that social work students need to understand what is known about those people who sexually offend and abuse in order to provide adequate services to both victims/survivors and offenders/abusers. This article explores how engaging with a highly ...

Background: This article identifies one enduring and coherent strand within the phenomenological tradition, which recognises the intertwined relationship between the lifeworld and the lived body. The understanding that our body shapes our fundamental view of the world is also considered important within IPA. Embodied interpretation has been developed in response to a growing trend towards an aesthetic phenomenology, which aims to 'carry forward' the meaning of a phenomenon in all its complexity and texture. Aim and Method: With the aim of facilitating the development of emotionally receptive forms of understanding, it is proposed that an embodied interpretation can be successfully integrated into IPA via the application of Gendlin's method of focusing. An application of the method is demonstrated, and its contribution is evaluated. Conclusion: Attendance to the researcher's bodily response to the research data is understood as enabling the production of 'words that work' for the participant, author, and reader alike.

Background: Much of the literature suggests that a diagnosis of HIV, or any other chronic illness, heralds
a major transformation that is frequently characterised by negative psychological outcomes. However, there
has been increasing recognition of the profound positive changes that can follow the diagnosis of a lifethreatening
illness such as HIV, causing researchers to examine experiences of post-traumatic growth among
people living with HIV/AIDS.
Methodology: From the 95 studies retrieved from PsycINFO, MEDLINE and CINAHL, and additional
incorporated search strategies, eight studies were included in the review. A thematic synthesis was selected with
the aim to ‘go beyond’ the findings of the primary studies included in the review to generate new concepts
related to the experience of post-traumatic growth among people living with HIV/AIDS.
Results: The findings of this systematic review suggest that experiences of post-traumatic growth do exist
among people living with HIV and manifest themselves across the following four areas: (i) reconsideration
of the self; (ii) reordering of values; (iii) redefinition of purpose; and (iv) reconstruction of time.
Conclusion: Therapeutic practitioners may want to take advantage of increasing their awareness of working
effectively with presentations of post-traumatic growth, where the facilitation of growth may be considered as
a clinical intervention different from interventions designed to alleviate distress.
Keywords: post-traumatic growth; benefit finding; HIV/AIDS; qualitative; systematic review

Declaration Copyright Statement Acknowledgements Found poem: 'Patrick' Chapter One: Introduction Telling the story of my epiphany: Seeking the phenomenological nod Counselling psychology practice Qualitative research Qualitative research and counselling psychology practice The study's aims The reflexive element Overview of the thesis Found Poem: 'Elisabeth' Chapter Two: Literature Review Literature search strategy The current understanding of sudden and transformative change Stories of transformation The study of change in the psychological sciences Posttraumatic growth Non-linear change in psychotherapy Defining terms The communicative concern Attempting to capture the ineffable quality: An interpretative phenomenological analysis and embodied interpretation of the experience of sudden personal transformation

Examination of how people experience positive change outside the therapy room is of use to those seeking to support people who want to change within the realms of psychotherapy. The qualitative literature which has examined the topic of sudden and profound transformation has mostly focused on the antecedent and facilitative factors associated with this form of change. This study aims to explore the epiphanies of six participants who took part in unstructured interviews. The data generated was subjected to interpretative phenomenological analysis (IPA). Three major themes emerge: (i) Making sense of an ineffable experience; (ii) Who I was, what happened, who I am now; (iii) Illuminating purpose – each associated with a subtheme. A found poem is also presented for each major theme. The implications for therapeutic practitioners, mental health professionals and educators are discussed. It is concluded that the empathic understanding of such experiences may be enhanced from engaging wit...

A shift in universities world wide in providing theoretical post graduate programmes of study underpinned by traditional assessment strategies to work based learning programmes supported by innovative assessment strategies is required if Higher education institutions are to effectively educate contemporary healthcare leaders. Concurrently generating the evidence to evaluate the effectiveness of educational programmes is required by commissioners of healthcare education (DH, 2010).

As a United Kingdom (UK) wide organisation, the Quality Assurance Agencies ensure that best standards in higher education are reached. Following an institutional audit within a UK University, it was recommended that annotation be introduced to promote good practice in the management and implementation of giving feedback to students on assessed work. Annotation is a handwritten comment or mark written directly onto the page of the students' script. Methods: A review of current literature, policy and practice in relation to annotation. Random sample of student scripts analysed for versions of annotation such as content, difference, length, approach and clarity. Questionnaires distributed to staff (n = 74) and students n = 249), analysed using SPSS and thematic analysis. Outcomes: For both staff and students, interpretations of annotation in terms of transparency of style and legibility were an issue. Both respondents agreed or strongly agreed that annotation enhances a student-centered approach to learning. For the student sample, there was an agreement or strong agreement that annotation helped inform the next assignment (82.2%). There was a recognition that annotation can convey a tone and the student survey indicated that the tone of some annotation undermines confidence. Findings show annotation is considered important by students but is different from other forms of feedback. Because annotation is written on the page it requires greater sensitivity towards students' work. Recommendations disseminate findings to develop health professional education. Discussion: The annotator's presence can influence the student's interaction with their script causing them to evaluate their original writing differently. Ramage and Bean [Ramage, J.D., Bean, J.C., 1995. Writing Arguments, third ed. Allyn and Bacon, Needham Heights, MA.], use two different annotated versions of the same essay to model and contrast ''reading as a believer'' and ''reading as a doubter'' (cited in Wolfe [Wolfe, J.L., 2002. Marginal pedagogy: how annotated texts affects 0260-6917/$ -see front matter c