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Blair C, Best P, Burns P, Campbell A, Davidson G, Duffy J, Johnston A, Kelly B, Killick C, Dermott DM, Maddock A, McCartan CJ, McFadden P, McGlade A, Montgomery L, Patton S, Schubotz D, Taylor B, Templeton F, Webb P, White C, Yap J. 'Getting involved in research': a co-created, co-delivered and co-analysed course for those with lived experience of health and social care services. Res Involv Engagem 2022; 8:20. [PMID: 35578275 PMCID: PMC9109673 DOI: 10.1186/s40900-022-00353-x] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 02/08/2022] [Accepted: 04/25/2022] [Indexed: 06/15/2023]
Abstract
BACKGROUND 'Getting Involved in Research' was co-created and delivered by a multi-organisational group to provide an accessible introduction to research for those with lived experience of health and social care services. METHOD The evaluation of participants' perceptions adopted an exploratory mixed method research design and aimed to gather data to provide an in-depth understanding of the participants' experience of 'Getting Involved in Research' through the co-researchers' analysis of qualitative data using Participatory Theme Elicitation (PTE). PTE was used with the qualitative data to promote co-analysis by the course development group; analyses from an independent academic was also used to further validate the method of PTE. RESULTS Thirty-five participants in total participated in 'Getting Involved in Research'. Age ranges varied from 19 to 73 years old. Participants were predominately female (n = 24), five males participated (n = 5) and there was one participant who identified as non-binary (n = 1). Six core themes were identified using the PTE approach: (1) A Meaningful Participatory Approach (2) Increasing the Confidence of Participants (3) Interactive Online Format (4) An Ambient Learning Environment (5) A Desire for Future Courses (6) A Balance of Course Content and Discussion. Participants in 'Getting Involved in Research' reported that the content of the training was applicable, relevant, fostered awareness of research methods and anticipated that it would support their involvement in research. CONCLUSION 'Getting Involved in Research' has contributed innovatively to the evidence base for how to engage with and motivate those who have experience of health and social care to become actively involved in research. This study demonstrates that 'Getting Involved in Research' may be helpful to train those with lived experience and their care partners however, further research following up on the application of the course learning would be required to ascertain effectiveness. FUTURE DIRECTIONS Future research should explore methods to apply research skills in practice to further develop participants' confidence in using the skills gained through 'Getting Involved in Research'.
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Affiliation(s)
- Carolyn Blair
- School of Nursing and Midwifery, Queen’s University Belfast, Medical Biology Centre, 97 Lisburn Road, Belfast, BT9 7BL Northern Ireland
| | - Paul Best
- School of Social Sciences, Education and Social Work, Queen’s University Belfast, 6 College Park, Belfast, Northern Ireland
| | - Patricia Burns
- School of Applied Social & Policy Sciences, Shore Road, Ulster University, Northern Ireland
| | - Anne Campbell
- School of Social Sciences, Education and Social Work, Queen’s University Belfast, 6 College Park, Belfast, Northern Ireland
| | - Gavin Davidson
- School of Social Sciences, Education and Social Work, Queen’s University Belfast, 6 College Park, Belfast, Northern Ireland
| | - Joe Duffy
- School of Social Sciences, Education and Social Work, Queen’s University Belfast, 6 College Park, Belfast, Northern Ireland
| | - Anne Johnston
- Praxis Care, 25-31 Lisburn Road, Belfast, Northern Ireland
| | - Berni Kelly
- School of Social Sciences, Education and Social Work, Queen’s University Belfast, 6 College Park, Belfast, Northern Ireland
| | - Campbell Killick
- School of Applied Social & Policy Sciences, Shore Road, Ulster University, Northern Ireland
| | - Denise Mac Dermott
- School of Applied Social & Policy Sciences, Shore Road, Ulster University, Northern Ireland
| | - Alan Maddock
- Trinity College Dublin, College Green, Dublin 2, Ireland
| | - Claire Jane McCartan
- School of Social Sciences, Education and Social Work, Queen’s University Belfast, 6 College Park, Belfast, Northern Ireland
| | - Paula McFadden
- School of Applied Social & Policy Sciences, Shore Road, Ulster University, Northern Ireland
| | - Anne McGlade
- Strategic Planning and Performance Group, Department of Health, 12-22 Linenhall Street, Belfast, Northern Ireland
| | - Lorna Montgomery
- School of Social Sciences, Education and Social Work, Queen’s University Belfast, 6 College Park, Belfast, Northern Ireland
| | - Sonia Patton
- Representative with Lived Experience of Health and Social Care Services, Belfast, Northern Ireland
| | - Dirk Schubotz
- School of Social Sciences, Education and Social Work, Queen’s University Belfast, 6 College Park, Belfast, Northern Ireland
| | - Brian Taylor
- School of Applied Social & Policy Sciences, Shore Road, Ulster University, Northern Ireland
| | - Fiona Templeton
- Representative with Lived Experience of Health and Social Care Services, Belfast, Northern Ireland
| | - Paul Webb
- Praxis Care, 25-31 Lisburn Road, Belfast, Northern Ireland
| | - Chris White
- Mental Health Foundation, Colechurch House, London Bridge, London, Northern Ireland
| | - Jade Yap
- Mental Health Foundation, Colechurch House, London Bridge, London, Northern Ireland
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Blair C, Walsh C, Best P. Immersive 360° videos in health and social care education: a scoping review. BMC Med Educ 2021; 21:590. [PMID: 34819063 PMCID: PMC8611631 DOI: 10.1186/s12909-021-03013-y] [Citation(s) in RCA: 9] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/28/2020] [Accepted: 11/03/2021] [Indexed: 05/23/2023]
Abstract
BACKGROUND Research on the pedagogical use of immersive 360° videos is a rapidly expanding area within health and social care education. Despite this interest, there is a paucity of empirical data on its application. METHOD A scoping review methodology framework was used to search for relevant articles published between 1970 and July 2021. Six databases were used to identify studies using immersive 360° videos for training and education purposes within health and social care: PubMed, Ovid Medline, Psych Info, Psych Articles, Cochrane Database and Embase. Research questions included: Is there any evidence that immersive 360° videos increase learning outcomes and motivation to learn in health and social care education? What are the key pedagogical concepts and theories that inform this area of research? What are the limitations of using immersive 360° videos within health and social education? The four dimensions contained within Keller's ARCS model (attention, relevance, confidence and satisfaction) frame the results section. RESULTS Fourteen studies met our inclusion criteria. Learning outcomes confirm that immersive 360° videos as a pedagogical tool: increases attention, has relevance in skill enhancement, confidence in usability and user satisfaction. In particular, immersive 360° videos has a positive effect on the user's emotional response to the learning climate, which has a significant effect on users' motivation to learn. There was a notable lack of pedagogical theory within the studies retrieved and a general lack of clarity on learning outcomes. CONCLUSION Studies examining the effectiveness of such interventions remains weak due to smaller sample sizes, lack of randomised control trials, and a gap in reporting intervention qualities and outcomes. Nevertheless, 360° immersive video is a viable alternative to VR and regular video, it is cost-effective, and although more robust research is necessary, learning outcomes are promising. FUTURE DIRECTIONS Future research would do well to focus on interactivity and application of pedagogical theory within immersive 360° videos experiences. We argue that more and higher quality research studies, beyond the scope of medical education, are needed to explore the acceptability and effective implementation of this technology.
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Affiliation(s)
- Carolyn Blair
- School of Social Sciences, Education and Social Work, Queen's University Belfast, 6 College Park, Belfast, Northern Ireland.
| | - Colm Walsh
- School of Social Sciences, Education and Social Work, Queen's University Belfast, 6 College Park, Belfast, Northern Ireland
| | - Paul Best
- School of Social Sciences, Education and Social Work, Queen's University Belfast, 6 College Park, Belfast, Northern Ireland
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Tobbell J, Boduszek D, Kola-Palmer S, Vaughan J, Hargreaves J. Evaluating service user pedagogy in UK higher education: Validating the Huddersfield Service User Pedagogy Scale. Nurse Educ Today 2018; 63:81-86. [PMID: 29407266 DOI: 10.1016/j.nedt.2018.01.014] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/30/2017] [Revised: 11/28/2017] [Accepted: 01/22/2018] [Indexed: 06/07/2023]
Abstract
BACKGROUND There is global recognition that the inclusion of service users in the education of health and social care students in higher education can lead to more compassionate professional identities which will enable better decision making. However, to date there is no systematic tool to explore learning and service user involvement in the curriculum. OBJECTIVES To generate and validate a psychometric instrument which will allow educators to evaluate service user pedagogy. DESIGN Construction and validation of a new scale. PARTICIPANTS AND SETTINGS 365 undergraduate students from health and social care departments in two universities. RESULTS A two correlated factor scale. Factor 1 - perceived presence of service users in the taught curriculum and factor 2 - professionals and service users working together (correlation between factor 1 and factor 2 - r = 0.32). CONCLUSIONS The Huddersfield Service User Pedagogy Scale provides a valid instrument for educators to evaluate student learning. In addition, the tool can contribute to student reflections on their shifting professional identities as they progress through their studies.
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Affiliation(s)
- Jane Tobbell
- School of Human and Health Sciences, University of Huddersfield, Queensgate, Huddersfield, HD1 3DH, UK.
| | - Daniel Boduszek
- School of Human and Health Sciences, University of Huddersfield, Queensgate, Huddersfield, HD1 3DH, UK.
| | - Susanna Kola-Palmer
- School of Human and Health Sciences, University of Huddersfield, Queensgate, Huddersfield, HD1 3DH, UK.
| | - Joanne Vaughan
- School of Human and Health Sciences, University of Huddersfield, Queensgate, Huddersfield, HD1 3DH, UK.
| | - Janet Hargreaves
- School of Human and Health Sciences, University of Huddersfield, Queensgate, Huddersfield, HD1 3DH, UK.
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Mckeown M, Dix J, Jones F, Carter B, Malihi-Shoja L, Mallen E, Harrison N. Service user involvement in practitioner education: Movement politics and transformative change. Nurse Educ Today 2014; 34:1175-1178. [PMID: 24815179 DOI: 10.1016/j.nedt.2014.03.016] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/20/2013] [Revised: 02/19/2014] [Accepted: 03/31/2014] [Indexed: 06/03/2023]
Abstract
This paper will attempt to celebrate both key developments and best practice involving the users of health and social care services in programmes of practitioner education in a UK context, and offer a critical appraisal of the extent to which such initiatives meet some of the more transformative objectives sought by service user activists for change. The approach is largely that of a discussion paper but we will illustrate some of the themes relating to movement activism with selected data. These data relate to earlier research and two specially convened focus groups within the Comensus initiative at the University of Central Lancashire; itself constituted as a piece of participatory action research. We conclude that universities represent paradoxical sites for the facilitation of debate and learning relevant to key issues of social justice and change. As such, they are places that can impede or support movement aims. Particular strategic responses might be more likely to engender progressive outcomes. These ought to include the presence of critically engaged academic staff operating within a scholarly culture that fosters forms of deliberative democratic decision making.
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Affiliation(s)
- Mick Mckeown
- School of Health, University of Central Lancashire, United Kingdom.
| | - Julie Dix
- School of Health, University of Central Lancashire, United Kingdom
| | - Fiona Jones
- Empowerme, Community Futures, Lancashire, United Kingdom
| | - Bernie Carter
- School of Health, University of Central Lancashire, United Kingdom
| | | | - Ernie Mallen
- Comensus, University of Central Lancashire, United Kingdom
| | - Nigel Harrison
- School of Health, University of Central Lancashire, United Kingdom
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