Biomedical subjects

D G Holloway

Publications and source records attributed to D G Holloway.

4 recordsLinked to original sources

PubMed2001

An education programme for professionals who specialize in substance misuse in St Petersburg, Russia: part 1.

This paper provides an account of a joint project of education and training of doctors and nurses in St Petersburg, funded by the Know How Fund Health Sector Small Partnership Scheme (Russia). Contextual material on drug and alcohol misuse in Russia is introduced prior to a focus on the drug and alcohol misuse issues in St Petersburg. Reference is made to historical and contemporary material on alcohol and drug misuse, and attention is drawn to the reliability of statistical data. The main aims of the project and the work carried out are outlined. Firstly, to bring together medical and nursing colleagues, enabling a recognition of the overlap in training and educational needs of both professional groups, and the learning that can occur from understanding each others roles and responsibilities. Secondly, that the theory and practice of different approaches to care and treatment can be incorporated into already established curricula used to educate both nurses and doctors. Colleagues in St Petersburg have requested the support and guidance of UK practitioners and nurse educationalists to facilitate these changes in perspectives. The paper concludes with a brief discussion of the influence of the project in anticipation of a forthcoming paper that will detail evaluation processes that the provision has undergone and examine the findings in more detail.

Alcoholism↗

PubMed1997

Using a phenomenological research technique to examine student nurses' understandings of experiential teaching and learning: a critical review of methodological issues.

This paper provides a report of the usage of a phenomenological research methodology to investigate the influence on clinical practice of pre- and post-registration nurse education which makes explicit use of experiential teaching and learning approaches. The primary aim of the research was to explore the use of a phenomenological research methodology to examine the students' understanding of experiential teaching and learning. The claims made for the use of experiential teaching and learning approaches in both pre- and post-registration nurse courses and how clinical practice is influenced by the experiential learning elements of pre- and post-registration nurse education were also examined. The first stage of the enquiry involved focused non-directive interviews with members of BSc Nursing Studies and MSc Mental Health Branch programmes. Both programmes claim to make use of experiential teaching and learning. The data were analysed using a technique developed by Giorgi. Previous experiences of experiential teaching and learning were probed, student interpretations differentiated, and the relationship between course-based learning using experiential approaches and the implications for it's influence on practice were examined. The second stage of the enquiry has followed up the initial findings, exploring the students' experience of experiential approaches on their courses both in the classroom and in work-based learning situations. The findings are presented and discussed in the context of other studies from both nurse and higher education. Throughout the paper methodological concerns arising are discussed. The paper concludes with the identification of methodological problems arising from the research strategy: the implications of the power nexus created when teachers research students, and issues relating to the use of a phenomenological methodology in a longitudinal study.

Clinical Competence↗

PubMed1993

Developing a rationale for research based practice: some considerations for nurse teachers.

There is considerable interest in nursing literature regarding the development of research-based practice. This paper considers the implications for nurse teachers advocating a research focus on the problems that arise in practice utilising practitioner and action-based methodologies. The rationale for practitioner action-based approaches is outlined with consideration of the major claims made for the approach in educational literature. The paper concludes with a warning about the limitations of the approach and a statement of its contemporary relevance to nurse education.

Clinical Nursing Research↗

PubMed1992

An innovatory honours degree programme for nurse teacher preparation: development and evaluation.

The implementation of the Project 2000 recommendations in the UK is bringing about change in the role and functions of the nurse teacher in terms of relationships with associated institutions of higher education, with colleagues in both teaching and clinical settings and in terms of the teaching and facilitating strategies employed. As a consequence there has been a reappraisal of nurse teacher preparation. This paper provides a description and an evaluation of an innovatory full-time degree programme that provides advanced study of nursing, behavioural, life and social sciences combined with the study of education and leading to a teaching qualification recordable with the United Kingdom Central Council (UKCC). The development of the BA (Hons) Nursing with Education degree programme at Portsmouth Polytechnic is briefly described and placed in context. The course has been subject to formative and summative evaluation using a range of techniques which are reported in this paper. There is a brief discussion of the action taken on the outcomes of the evaluation. The paper concludes with the identification of issues arising from the evaluation.

Curriculum↗