PubMed · 16052885
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Laura Gasparis Vonfrolio. 2005. What nurses need.. https://pubmed.ncbi.nlm.nih.gov/16052885/
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BACKGROUND: Primary care practitioners have a potentially important role in the delivery of specialist care for people with long-term respiratory diseases. Within the UK the development of a General Practitioner with Special Interests (GPwSI) service delivered within Primary Care Trusts (PCTs) involves a process of 'transitional change' which impacts on the professional roles of clinicians who may embrace or resist change. In addition, the perspective of patients on the new roles is important. The objective of the current study is to explore the attitudes and views of stakeholders to the provision of a respiratory GPwSI service within the six PCTs in Leicester, UK. METHODS: Using a qualitative design, GPs, nurses, secondary care doctors, nurse specialists, physiotherapists, a healthcare manager and patients with respiratory disease took part in focus groups and in-depth interviews. RESULTS: The 25 participants expressed diverse opinions about the challenge of integrating specialist services with generalist care and the specific contribution that GPs might make to the care of people with chronic respiratory disease. A range of potential roles for a respiratory GPwSI, working as part of a multi-disciplinary team, were suggested, and a number of practical issues were highlighted. Success of the GPwSI role is deemed to be dependent on having the trust of their primary and secondary care colleagues as well as patients, credibility as a practitioner, and being politically astute thereby enabling them to act as a champion supporting the transition process within the local health service. CONCLUSION: The introduction of a respiratory GPwSI service represents a challenge to traditional roles which, whilst broadly acceptable, raised a number of important issues for the stakeholders in our study. These perspectives need to be taken into account if workforce change is to be successfully negotiated and implemented.
OBJECTIVE: To explore opportunities for workforce development in NHS general dental services (GDS) in Shropshire and Staffordshire. METHOD: Secondary data sources were supplemented with a primary survey of GDS practices to build up a profile of the existing GDS workforce and its current capacity. Attitudes and perceptions on current workforce issues and potential solutions were gathered using a second survey and explored further through other qualitative techniques including interviews and a focus group discussion. RESULTS: The results confirm that there is a shortage of dentists in the area, fuelled by multiple factors including the move from NHS to private work, the decision to retire early and a growing disillusionment with NHS policies and remuneration. Modelling of alternate approaches to future dental clinical needs highlighted the opportunity for meeting the consequent workforce demands through increased involvement of hygienists and therapists. CONCLUSIONS: This study has provided local evidence to inform dental service development in Shropshire and Staffordshire. It has provided a starting point for exploring new ways of working and will contribute towards a more effective implementation of new and evolving service strategies.
In response to national and local initiatives for health care education and the need to assure excellence in clinical placement learning and subsequent fitness for practice, one UK Higher Education Institution (HEI) developed an interprofessional mentorship course for health professionals. The aim of the course was to enable students to develop advanced knowledge and critical awareness of mentorship. The course integrated theory and practice through mentorship skills rehearsal as one of the teaching methods and is the key focus of this paper. Qualitative methodology was employed to evaluate the process of learning through the skills rehearsal component. The curriculum documentation was analysed and, one month after completing the course and in three focus groups participants described their experience of learning through simulation. A semi structured interview schedule was used. The findings revealed that all participants used unhelpful as well as constructive behaviours that potentially influenced the reliability of their support, supervision and assessment of learners. The participants' shift in belief that the role of the mentor was a fixed concept to a perspectival and value laden concept was evident. This new understanding illuminated the participants' problem solving strategies for understanding valid and reliable assessment.