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Biomedical subjects

Morag Gray

Publications and source records attributed to Morag Gray.

4 recordsLinked to original sources
PubMed2004

Lifestyle factors for promoting bone health in older women.

BACKGROUND: It is accepted practice to recommend a calcium-rich diet, weight-bearing exercise, cessation of smoking and limited alcohol intake to promote bone health. Although one in three women over 50 years old are at risk of osteoporosis, the lifestyle practices of older women in Scotland are not well documented. AIM: To investigate the lifestyle practices of a group of older women who had received lifestyle advice a year previously whilst participating in research identifying the individual risk of osteoporosis. METHODS: A mainly quantitative approach was taken from the perspective of the empirical-analytical paradigm. A descriptive survey research design was used and the primary method of data collection was postal questionnaire. Additional qualitative data obtained from a telephone interview of a small number of respondents were content analysed. FINDINGS: The questionnaire was sent to 320 women. The response rate was 92.5% (n = 296). The majority of women were non-smokers, had no alcohol problems and were participating in regular weight-bearing exercise. However, most had not been taking a calcium-rich diet in the previous year, and only 21.2% (n = 58) had changed their diet following identification of risk of osteoporosis. CONCLUSION: The findings in relation to diet, smoking, exercise and alcohol were supported by previous research. We recommend that further research with larger samples in the United Kingdom explores the reasons why older women do not have adequate calcium intake. A statistically significant finding was that women at high risk of osteoporosis were the least likely to have made changes in lifestyles. Further research is required to address the information needs and lifestyle practices of older women who are at high risk of osteoporosis.

Aged↗
PubMed2004

Making portfolios work in practice.

BACKGROUND: A portfolio captures learning from experience, enables an assessor to measure student learning, acts as a tool for reflective thinking, illustrates critical analytical skills and evidence of self-directed learning and provides a collection of detailed evidence of a person's competence. AIMS: This paper reports data on how assessors and nursing students match learning outcomes and/or competencies to their practice and then reconstruct those experiences into the format required by the portfolio documentation. The data were gathered as part of a larger study to evaluate the use of portfolios in the assessment of learning and competence in England. METHODS: This three phase stakeholder evaluation was designed to gain the views of those involved in designing, implementing and using portfolios in nurse education. In phase 2, 122 students and 58 nurse teachers were interviewed about their perceptions of portfolio use, and a further 32 students and 26 assessors were interviewed after they had been observed taking part in an assessment process. Thematic data analysis was used. FINDINGS: Assessors and students underwent a complex process of deconstructing learning outcomes/competences to fit these to their practice. These then had to be reconstructed through the written medium to fit the structure of the portfolio. Confirmation that this met teachers' expectations was essential to allay feelings of insecurity. CONCLUSIONS: To achieve maximum benefit from the portfolio as a learning tool to link theory and practice, there needs to be a clear fit between the model of portfolio and the professional practice that is to be assessed. Outcomes and competences, as well as the type of evidence required to demonstrate their achievement, and integration of the whole experience should match the students' stage of professional and academic development. Over-complex approaches to practice assessment, particularly in the early stages of students' careers, can detract from clinical learning in favour of learning how to complete the portfolio successfully.

Clinical Competence↗