Letter. Dr Launer provides significant insight into the challenges faced by doctors in his article ‘Managing the threat to reflective writing’.1 In particular, attention has been focused on the approaches to sustain reflective practice in postgraduate education.
As a junior doctor, I volunteered to become a reflective writing tutor for medical students in first year clinical training. Students were given constructive guidance for these assignments, including examples of the different models used in reflective practice; the Gibbs’ cycle (description, feelings, evaluation, analysis, conclusions and actions) was highlighted as an exemplar framework.2 My task was then to provide feedback to students on reflective writing pieces through the year and award an overall score. But can we—or should we—grade reflective writing? . To read the full article, log in using your NHS OpenAthens details.
The Flu Bee Game earned Joan Pons Laplana a runner-up place in the innovation category, as Andy Yeoman of Focus Games Ltd explains. To read the full article, log in using your MPFT NHS OpenAthens details.
It sets out:
common expectations for reflective practitioners
how reflection can be more effective, and less of a tick box exercise
how to develop multi professional teams of reflective practitioners.
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Revalidation for UK nurses requires engagement in reflective practice as part of continuing professional development. In this article, the authors look at the usefulness of fiction as an aid to reflective practice and how nurses can integrate fiction, reading and writing into the reflective process. They argue that using fiction can help lead to desired outcomes for mental health nurses. To read the full article, log in using your MPFT NHS OpenAthens details.
The principles, developed by the RCN in partnership with other professional bodies and unions, recognise that people working in health and social care settings operate in a changing, challenging and complex environment.
They emphasise that practising safely and effectively, now and in the future, is essential.
Open access. Structured journal clubs are a widely used tool to promote evidence-based practice in health professionals, however some journal clubs (JC) are more effectively sustained than others. To date, little research has provided insights into factors which may influence sustainability of JCs within health care settings. As part of a larger randomised controlled study, this research aimed to gain understanding of clinicians’ experiences of sustaining a structured JC format (TREAT- Tailoring Research Evidence and Theory) within their clinical context. The study also aimed to identify which strategies may assist longer term sustainability and future implementation of the TREAT format.
The article explores how visual communications in the training environment can contribute to solving the productivity puzzle. Topics discussed include Great Britain's economy being in the position to most to gain from increasing visual communications to employees, research that investigated how the brain responds differently to different types of workplace communication and adjustments businesses can make to increase their productivity levels. To read the full article, log in using your NHS OpenAthens details.
Never too busy to learn, supported by Health Education England, helps healthcare teams make the most of daily learning opportunities in the workplace.
This publication explores how ‘invitational’ learning environments can be created in clinical settings
The information contained in these documents has been developed in conjunction with public health colleagues (who have started to use the Framework) to support others in using the PHSKF. It is envisaged that these tools will support individual workers and teams; employers; and education providers; assisting colleagues in personal, career, or workforce development.
Open access. Despite the established interest in evidence-based practice (EBP) as a core competence for clinicians, evidence for how best to teach and evaluate EBP remains weak. We sought to systematically assess coverage of the five EBP steps, review the outcome domains measured, and assess the properties of the instruments used in studies evaluating EBP educational interventions.
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Journal clubs (JC) may increase clinicians’ evidence-based practice (EBP) skills and facilitate evidence uptake in clinical practice, however there is a lack of research into their effectiveness in allied health. We investigated the effectiveness of a structured JC that is Tailored According to Research Evidence And Theory (TREAT) in improving EBP skills and practice compared to a standard JC format for allied health professionals. Concurrently, we explored the feasibility of implementing TREAT JCs in a healthcare setting, by evaluating participating clinicians’ perceptions and satisfaction.
Digital nurse Ellen McPake works to promote awareness of the possibilities as well as the perils for patients consulting Dr Google... Her role was created in response to fears that people with cancer were turning to the internet for information about their condition and treatment – and that they were at risk of finding bogus information on unverified sites. Part of her job is debunking the myths and preventing the harm that can come from such information.
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Healthcare professionals (HCP) must apply their knowledge to their practice. Consequently, the implementation of research evidence largely depends on HCPs’ knowledge, acceptance of new evidence and choices. Improving patients’ lives and the quality of healthcare requires a strong emphasis on learning by HCP, teams and patients. Mastery of any area is never the result of a single inquiry, but is instead a continuum of inquiries, searches and reflections. Spiral learning is a teaching method in which the learner progressively gains knowledge on a subject with each encounter. Usually, complexity increases with each encounter and previous material is reinforced. Spiral learning, which is currently used in medical curricula, was initially justified because learners gained expertise as they revisited topics during practical applications. Therefore, spiral learning is suggested in this paper as an appropriate process to facilitate inquiry and effective learning.
Open Access Article
We’ve just heard that SSOTP will not be renewing their agreement with SSSFT LKS for library services for this financial year. Because of this we will be reviewing our Be Aware bulletins. Sadly we won’t be accepting any new sign-ups from SSOTP staff and will be withdrawing some of the physical healthcare bulletins that we…
Reading and appreciating medical literature is an important aspect of continuing medical education.1 Residents need to learn this important aspect during their training period.2–4 Evidence-based medicine involves updating, critiquing and using the evidence for patient care. It is the explicit use of the best available evidence combined with intuition of the clinician and the intentions of patients in a given clinical situation.5 To practice evidence-based medicine, it is important to analyse the literature critically. Journal club is an effective way to teach critical appraisal skills to residents.6 Use of journal clubs to impart training in evidence-based medicine has been demonstrated by various studies and also been shown to improve clinical care........To read the full article, log in using your NHS OpenAthens details.