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Background: Approximately 56,000 persons with dementia are admitted to hospitals annually and 75% of them experience responsive behaviours. Responsive behaviours are words/actions used to make one's needs known (e.g. wandering, yelling, hitting, and restlessness) and are perceived by healthcare professionals to be a challenging aspect of dementia care. Aims: This study explores the perceptions of nurses about: (a) caring for older adults with dementia experiencing responsive behaviours in acute medical settings and (b) an educational intervention in dementia care called P.I.E.C.E.S. (Physical, Intellectual, Emotional, Capabilities, Environmental, and Social assessment). Methods: Thorne's interpretive description approach was used. In-person, semi-structured interviews were conducted with 15 nurses and allied health professionals from acute medical settings in a hospital in Ontario. Data were analyzed using experiential thematic analysis. Findings: Themes related to caring for individuals with responsive behaviours included the following: (a) providing nursing care for older adults with responsive behaviours of dementia is a complex experience, (b) there are many barriers to dementia care within acute medical settings, (c) nurses use a combination of pharmacological and non-pharmacological strategies to care for older adults with dementia, (d) there is limited continued use of P.I.E.C.E.S. education although the program and its approaches were seen as relevant for dementia care, and (e) participants viewed organizations as responsible for improving dementia care in acute medical settings. Conclusions: Findings provide guidance for improved support for nurses who provide care to persons experiencing responsive behaviours in acute medical settings such as increasing staffing. Strategies should be implemented to provide continuous educational reinforcements to help staff apply P.I.E.C.E.S such as interdisciplinary rounds focusing on responsive behaviours. / Thesis / Master of Science (MSc)

E-learning within the healthcare sector is increasing in use and popularity. Implementing an online training program is especially useful in healthcare sectors where the working environment often is stressful since it allows for some flexibility. This thesis investigates how an online training program can be constructed accounting for healthcare professionals’ (HCP) needs in their use of a stroke diagnosis and rehabilitation tool, and specifically how using enactment when completing the training program affects subsequent recall after a 24-hour delay compared to not using enactment. The study consisted of two parts, a survey of current users’ experiences of a stroke diagnosis and rehabilitation tool and a quasi-experiment. The survey included 19 experienced occupational therapists and physiotherapists and revealed insights to training satisfaction, usability challenges and desired improvements. Partly based on the results from the initial survey, a subsequent online stroke training program was developed and tested in a quasi-experiment involving 16 healthcare students out of which eight enacted actions and eight did not enact during training. The online training program consisted of videos, text and knowledge and subjective experience questions. After a 24-hour delay a final questionnaire containing training contents questions was distributed. The results showed no significant difference in recall between the groups on factual knowledge of the tool. A slight difference in favor of the enactment design in one of the questions assessing participants' confidence was found. Further research on how enactment affects knowledge versus subjective experience questions with larger samples is suggested.

Yes / This paper is the second of two parts exploring a study that was undertaken to investigate the role of the tutor in facilitating problem-based learning (PBL). The first part focussed on the methodological underpinnings of the study. This paper aims to focus on the findings of the study and their implications for the facilitation of PBL. Six essential themes emerged from the findings that described the facilitation role. The tutors believed that their facilitation role was essentially structured around the decision of when to intervene and how to intervene in the PBL process. Modelling and non-verbal communication were seen as essential strategies for the facilitator. Underpinning these decisions was the need to trust in the philosophy of PBL. However, within many of the themes, there was a divergence of opinion as to how the role should actually be undertaken. Despite this, these findings have implications for the future role of PBL facilitators in Health Professional Education.

Yes / The Dean of the School of Health Studies at the University of Bradford, requested a review of the experiences and outcomes amongst undergraduate health professional higher education students with protected characteristics (as defined by the Equality and Human Rights Commission, 2010). The rational for this work was the University of Bradford’s recognition that all students are entitled to a valuable and rewarding university experience regardless of age, ability, gender or ethnicity. Across the higher education sector nationally, it has been suggested that whilst many students benefit from positive outcomes and experiences, some do not. This literature review was undertaken, as a precursor to a wider project, in order to report on current published research illustrating examples of negative and positive student experiences and outcomes in health higher education. Objectives - To review available literature in order to examine the relationship between undergraduate health professional students with protected characteristics and their experiences and outcomes in health higher education. - To identify and report examples of good practice relating to the review aims Method The literature review was undertaken systematically, using a protocol-based approach between 31.01.14 and 31.07.14. Only primary or secondary research data were included in the review. Databases and search terms were pre-specified and literature published between 2010 and 2014 was retrieved. Data bases searched included CINAHL, Medline, ERIC, BHI ASSIA and the Higher Education Academy. Papers were screened at title and against exclusion criteria and eligible papers were included in the review. Results Thirty seven papers were included in this review. Data were broadly organized and displayed through the Equality and Human Rights Commission (2010) protected characteristics categories. These included the presentation of three categories: disability, gender and ethnicity. No papers relating to age were included. Data describing both negative and positive student experiences and outcomes was presented in the context of medical, nursing and allied health professions. Discussion Findings were presented in a narrative format. Included literature predominantly centred on pre-registration nursing students and ethnicity. There were more examples of negative student experiences and outcomes with fewer positive examples to report. Further empirical and secondary research focusing on age, disability, gender and ethnicity is required. The review also highlights the need to examine each protected characteristic student group independently to enable closer examination of specific issues.

No / Aims and specific learning outcomes To examine cultural influences on the adoption of simulation as an educational innovation among health care professionals. / rationale Whilst there has been an increase in research supporting simulation based education and training, there is a notable lack of evidence examining the relationship between culture and simulation, and factors influencing adoption and diffusion of this innovation, Fors (2009), Chung (2013). If cultural factors influence simulation adoption, either as an enabler or a barrier, they are worthy of examination. This literature review aims to examine these important dimensions., Methodology The literature review is being undertaken systematically based on techniques described by Booth et al, (2012).Study selection will be undertaken using the following inclusion criteria: Population: Students and health practitioners engaged in medicine, nursing, midwifery and allied health professional practice, participating in simulations. Intervention: Simulation training and education; relating to: learning, teaching and assessment in clinical practice and in learning environment, technological and non- technological. Outcome: Cultural factors-enable/hinder, voluntary and involuntary uptake or rejection of simulations. Practitioners value/do not value simulations. Study: International research papers, published in English, from 2010 to 2014. Data synthesis Data synthesis will be undertaken using Thematic Synthesis (Thomas, Harden, 2008). Results - To be developed following data synthesis. Conclusions/ recommendations/ take home messages -To be developed following data synthesis

No / In response to a recent report published by the Royal College of Nursing, Bryan McIntosh, Uduak Archibong and Louise Donaghy discuss the impact of motherhood, part-time hours and career breaks on the cultural perceptions and experiences of female healthcare professionals.

No / Few studies shed light on what motivates or discourages patients, carers and professionals for participating in user involvement activities. To identify motivational factors that affect the engagement of service users and professionals with user-involvement activities. Methods: As part of a larger scoping study of user involvement in palliative care, 51 semistructured interviews were conducted with service users, palliative care professionals and experts to explore experiences of user-involvement initiatives. Four user-involvement programmes were also observed. Data were analysed using a thematic analysis technique. A subsequent consultation meeting with 48 service users and professionals discussed the preliminary findings. Results: User involvement has been predominantly developed through a 'top-down' professional agenda. A few highly motivated individuals, both service users and palliative care professionals, are extremely influential in starting and maintaining user involvement. Reported benefits include personal satisfaction and status but barriers are tokenism and time pressures.