Biomedical subjects

Pam Moule

Publications and source records attributed to Pam Moule.

7 recordsLinked to original sources

PubMed2006

Supporting pre-registration students in practice: A review of current ICT use.

It is unclear how current healthcare students based in the United Kingdom (UK) use information and communication technology (ICT) to support their learning and care delivery in practice environments. This position reflects the dearth of current empirical evidence that needs development in this rapidly changing field. Using focus group interviews involving 16 students from nursing and the allied health professions, to reflect the interprofessional nature of healthcare education, this research explored how students employ technology in placement settings. The students drew on networked resources for personal learning and gave examples of use to meet patient and user needs. Technology also provided a vehicle for communication with the University, though use was complicated by a number of issues. Access to computers and the Internet whilst in placement environments proved problematic for some, with the culture not seeming to support ICT use. Lack of time, attitudes towards computers and ICT skills also affected student engagement. These findings provide information to guide the development of ICT use in placement settings.

Allied Health Personnel↗

PubMed2006

E-learning for healthcare students: developing the communities of practice framework.

AIM: This paper presents research considering whether healthcare students were able to develop characteristics of communities of practice when engaged in an online module. BACKGROUND: Little is known about whether the communities of practice framework can be applied to online learning, with no previous consideration of its potential use within healthcare education. METHODS: Using a case study approach the research, completed in 2004, had two phases. A questionnaire was administered to a group of 109 healthcare students to gain information on which to base sampling for the subsequent phase. Phase 2 employed three strands of data collection: five students completed an online diary, the online interactions of seven students were captured on a discussion board and three students were interviewed. Data were analysed using a form of pattern matching. FINDINGS: Students were able to develop essential elements of communities of practice: mutual engagement, joint enterprise and shared repertoire, though this was not uniformly seen. Particular issues emerged for the online community, including enabling access to the online environment to support mutual engagement. The development of trust was also threatened by difficulties of presenting identities online. Joint enterprise was hampered by the online situation, although the virtual classroom proved essential for supporting endeavour. Not all students were committed to their groups. There was some evidence of group members developing shared repertoire, as routines of group working emerged. Professional understanding and computer skills were also enhanced. CONCLUSION: The framework can be applied to supporting online learning internationally amongst students and has applicability to professional groups. Those intending to employ the framework should ensure that students can gain access to the community and have the computer skills to engage. Course design should be considered to ensure support for developing the essential components of communities of practice.

Adult↗

PubMed2006

A study of ICT use and developments in supporting pre-registration students in practice.

This study aimed to obtain students views about the potential for the use of ICT in supporting students in practice settings and perceived barriers. Focus group interviews involving 16 students from nursing and the allied health professions found that students drew on networked resources for personal learning and meeting patient needs. Access to computers whilst in placements proved problematic for some, with the culture not seeming to support ICT use. Lack of time, attitudes towards computers and ICT skills also affected student engagement.

Allied Health Personnel↗

PubMed2005

Comparison of sequential and simultaneous breathing and pulse check by healthcare professionals during simulated scenarios.

BACKGROUND: Basic life support guidelines for healthcare professionals recommend a sequential breathing and carotid pulse check allowing up to 10 s for each assessment. Life support providers are sometimes taught to do a simultaneous assessment of breathing and pulse check for up to 10 s. It is not clear whether this assessment improves diagnostic accuracy. METHODS: We recruited 119 healthcare professionals. The SIM-Man was used to develop 10 simulated cases scenarios. To assess performance, 89 participants did 10 simultaneous assessments followed by 10 sequential assessments, and 29 participants did the assessment techniques in reverse order. The primary outcome of the study was the number of correct diagnoses made with each assessment method. RESULTS: There were more correct diagnoses with a sequential assessment; 48.2% (569 out of 1180) compared to 33.5% (395 out of 1180) for the simultaneous method. Only 26.3% (n=31) had more than five accurate diagnoses with a simultaneous assessment, compared to 44.1% (n=52) for sequential assessments. Those performing sequential assessment achieved a median score of 5/10 correct diagnoses compared to a median score of 2.5/10 for the simultaneous method (Wilcoxon Z=-4.63, p<0.001). Sensitivity for the pulse check was 99% for both assessments; specificity was 48.9% for a simultaneous assessment and 61.9% for the sequential approach. For breathing check, specificity, sensitivity and accuracy were also higher with the latter method (sensitivity 99.6%, specificity 70.6% and accuracy 88%) CONCLUSION: A sequential assessment of breathing and pulse by healthcare professionals has greater diagnostic accuracy in simulated case scenarios.

Cardiopulmonary Resuscitation↗

PubMed2003

ICT: a social justice approach to exploring user issues?

Amidst the current imperatives to embrace technology as a teaching and learning medium within higher education, this paper considers the introduction of information and communication technology (ICT) within an undergraduate nursing programme from a social justice perspective, assuming ethical principles in accessing, constructing and developing knowledge. An interpretive paradigm position was taken to access the student voice, using open interviewing with a sample of six undergraduate nurses.A process of data reduction and display identified four themes. First, students described a stage of initial intimidation in the process of using the computer for learning. Second, students needed motivation to learn, demonstrating a lack of time and inclination to experiment with computers. Third, computer ownership was seen as crucial to developing ICT skills and also overcame problems with use of the university system. Finally, students felt they had had limited access to computer use in clinical practice, though they were enthusiastic to learn more about their clinical application. Recommendations identified the need to support students in developing ICT skills throughout the undergraduate programme, requiring curriculum development and a cultural shift. There is an additional need to consider strategies for increasing the flexibility and reliability of computer provision.

Attitude to Computers↗

PubMed2002

Automated external defibrillation as part BLS: implications for education and practice.

The latest Adult Basic Life Support (BLS) guidelines support the inclusion of the use of the automated external defibrillator (AED), as part of basic life support (BLS). Emphasis on the provision of early defibrillation as part of BLS acknowledges the importance of this manoeuvre in the successful termination of ventricular fibrillation. The ramifications of such changes for both first responders and organisations implementing the guidelines should not be underestimated. Issues relating to resourcing, content and duration of training and retraining, auditing and evaluation require further exploration. To consider these issues now seems particularly pertinent, given the recent launch of the UK Government's paper on public health, 'Saving Lives-Our Healthier Nation' which seeks to deploy AEDs in busy public places for use by trained members of the lay public. Additionally, defibrillation has been identified as one of the key competencies that all trained nurses and other health care providers should be able to undertake. This paper will consider the background to the current guideline changes, analyse the wider implications of translating the recommendations into practice, and offer possible solutions to address the issues raised. Whilst the analysis is particularly pertinent to the United Kingdom, many of the issues raised have international importance.

Automation↗

PubMedDate not supplied

'Do not attempt resuscitation' decision-making: a study exploring the attitudes and experiences of nurses.

At the time of the research being undertaken, a policy regarding resuscitation decisions did not exist at a local hospital. However, it was proposed that a new 'do not attempt resuscitation' policy should be implemented. Nurses' attitudes to, and experiences of, the communication involved in 'do not attempt resuscitation' decision-making were explored and compared with five variables (nurses' age, nurses' grade, years of nursing, area of nursing practice and length of nursing experience on current ward). Seventy-eight qualified nurses, who made up a convenience sample, participated in the study. An adapted questionnaire was used to explore nurses' attitudes to, and experiences of, 'do not attempt resuscitation' decision-making. The findings suggested that nurses' attitudes did generally concur with the guidelines outlined in the new policy. However, in practice, there were many disparities between nurses' experiences of current 'do not attempt resuscitation' decision-making and the policy's guidelines. There were no significant differences between nurses' attitudes to current 'do not attempt resuscitation' decision-making and the five variables. However, there was one significant difference identified between nurses' experiences and the area of nursing practice (p=0.008). To adhere to the principles of the forthcoming 'do not attempt resuscitation' policy at the local hospital, the research findings have suggested that changes need to occur to both nurses' attitudes to and nurses' experiences of current 'do not attempt resuscitation' decision-making.

Adult↗