Helen Allan has secured a Visiting Scholarship to the Centre for Reproduction Research at De Montfort University from January to March 2019. Helen will be working on papers with Professor Nicky Hudson and her team which arise from the Early Parenthood after IVF study. Helen’s collaborators on this study have been Professor Olga van den Akker (MU), Professor Lorraine Culley (DMU), Dr Ginny Mounce (University of Oxford), Jo Killingley, Lindsay Ahmed and Therese Bourne (MU) and Ruth Hudson (Surrey & Borders NHS Trust).
Limbus is an organisation, based in Totnes, Devon which has organised a series of fascinating conferences on aspects of psychotherapy and its interface with organisations like the UK NHS. A week or two ago I spoke at their event on Toxic organisations and Neoliberalism. It was one of the most enjoyable and stimulating conferences I have been to in very many years, held in the beautiful Dartington Hall.
My topic was the promotion of resilience among nurses in the NHS and the video of the talk is below.
Back in July, with our long-time collaborator Pam Smith, we threw an NHS@70 event, complete with a choir and some key figures in nursing invited to look back over not only their own careers but the progress of nursing over those seventy years of work in the UK’s National Health Service. To mark the event we are gathering all the talks together along with many photographs taken on the day by our colleague Justin McDermot and publishing a book with one of the self-publishing companies. Check back for some further details.
Here is former General Secretary of the Royal College of Nursing, Christine Hancock, looking at some significant events in her own career.
Last month I gave one of the keynotes at the annual international RCN Research Society conference in Birmingham. The Youtube recording is here:
Last week Helen Allan and I interviewed Pam Smith, one of the founding members of the Radical Nurses Group and writer about emotional labour (really useful link there) in nursing. I’ve published the first part of the interview on YouTube, where Pam talks about her reasons to go in to nursing and about the groundbreaking course at the University of Manchester. You can find it here: https://youtu.be/ZlLbhPTYdBA
There will be two further episodes so please check back on our Youtube Channel
Research by Professors Sue Dyson and Olga van den Akker, Dr Liang Liu and Mike O’Driscoll uniquely draws together three important concepts for the first time: namely student volunteering, critical thinking skills for nurses, and caring and compassionate nursing practice and shows how these relate to critical pedagogy in the nurse education. The programme of research has so far resulted in three conference papers, one peer-reviewed publication, a book and international collaboration with Dr Kwadwo Korsah at the University of Ghana School of Nursing in Accra and the establishment of academic networks in Canada, Australia, and Latvia.
Conference papers Mike O’Driscoll, a researcher in CCRNM, presented findings of research into the role that volunteering can play in developing critical pedagogy within nurse education at the AITNER Sociology conference in Athens in May and at the National Council of Voluntary Organisations Research Conference in Nottingham, in September. Also in September, Professor Sue Dyson presented findings from the research at the World Congress on Nursing & Nurse Education Conference in Rome.
The presentations were very well received and led to many interesting discussions around volunteering in health professional education and how critical pedagogy relates to compassionate care.
The presentation titled ‘The extent, variability and attitudes towards volunteering among nursing students: Implications for pedagogy in nurse education’ presented by Mike O’Driscoll at the AITNER conference in Athens can be downloaded here AITNER 2017 PRESENTATION.
Peer-reviewed publication Findings from this research have also been published in the peer reviewed journal Nurse Education in Practice.
Book The research is the subject of the book by Professor Sue Dyson to be published on October 7th. 2017: Critical Pedagogy in Nursing: Transformational Approaches to Nurse Education in a Globalized World (Palgrave Macmillan).
Professor Helen Allan, Professor Tina Koch and PhD student Dr Ann Mitchell have published their research ‘Guyanese expatriate women ask: Is it a touch of sugar?’ examining the experiences of expatriate Guyanese women living with diabetes.
The article was published in Action Research Journal which seeks to disseminate research findings to practitioners and health service users through social media. Read online using link below (time limited access) or download the pdf here is it a touch of sugar
Would you like to start a chronic illness participatory action research group? For further information contact:
We have just held a symposium on how the university can respond to changes to the public sector professions that come as a result of government policy and professionalising moves. Here is my introduction to the event.
The ‘semi-professions’ have long been the subject of research, at least from the late 1960s when Amitai Etzioni published the eponymous landmark collection of work on nurses, teachers and social workers. As part of the sociology of the professions the interest of the contributors was in their status, autonomy and organizational power compared to the more established professions of medicine and law.
2 Government policy
However these professions are interesting for other reasons: because as public sector professions they deliver public services, on behalf of the government you could say – or on behalf of society as a whole. This immediately opens them to significant government attention in three main ways.
i) from the point of view of their costs, particularly in times of financial stringency when public sector spending comes in for particular attention
ii) reputational issues as the government of the day needs to respond to and be seen to respond to various scandals, e.g. the death of babies at the hands of their parents, a rise real or imagined—in hospital acquired infections
iii) how different governments envisage the role of the state and its agents e.g. governments of the right and left tend to have different approaches to state provision. Right wing governments have been more impatient with welfare provision and history shows their often combative approach to dealing with the professions in question.
So how is this relevant to universities, to us as a School? I think for two main reasons:
i) because much government attention to these professionals concerns the training of these groups: sometimes it is simply the increasing and decreasing numbers commissioned for training we need to respond to but often it is much more complex changes to how training is commissioned and delivered and regulated, crucially. This can involve the introduction of different workforce models, different training models like apprenticeships (and some professions have been trying for the last 30 years to distance themselves from the apprenticeship model) and the introduction of different grades of worker, or skill mix, to use a term common in the NHS of the 1990s. Training, or should I say education, and at high level, has been one of the hallmarks of the professions. So these aspiring professions have worked hard to improve their status by raising the level of preparation for entry. This is part of their professionalizing project. And, of course—this is so obvious that we fail to notice it—most of those who educate entrants to these professions are themselves members of the professions and so likely to be committed to this professionalizing project.
So this is an imperative for us – unless we decide to walk away from this area of work altogether and for a university like ours, a collection of former vocationally orientated colleges this is unlikely.
ii) secondly, and this goes to the heart of why we are here today, one role and responsibility that universities have traditionally taken up in society is as commentator, critic sometimes, of government policy, as well as contributing to shaping that policy. This contributing can be either relatively directly by membership of formal groups though all policy influence from what we might call ‘science’ is indirect; or by contributing to public discourse around these important matters: by raising questions like ‘how can a society deliver law enforcement most effectively or social care, or education for children?’, ‘what is the impact of changes in hospital skill mix on patient outcomes?’ This is where research comes in. Good research is a powerful necessity, part of society’s checks and balances with governments who relentlessly and unsurprisingly promote the decisions they have made or want to make and typically don’t consult with the professions involved – or do so in an unrealistic way. However, having said that, we shouldn’t overestimate the influence of research on government activity. The pressure of the press, of public opinion and ideology are probably more powerful motivators of government policy. The policy analysis of the evidence about the link between smoking and tobacco control policy or about HIV health education are well-known examples from UK policy research. Nevertheless, the research is needed, of course.
So, in a nutshell this symposium is an attempt to bring together two major aspects of our work in the School:
i) our imperative to continue to train public sector professionals and respond to changes largely made by others
ii) to examine, research, critique, speak about the effect of government policy on the professions and crucially on the publics they serve (for example research on safe staffing in the NHS would fit this category)
Its too easy for those of us with differing roles regarding these two activities to work separately and this symposium is an attempt to break down those separations. (We could talk about some ways to do this in the discussion later.)
Finally, if this weren’t enough, changes to the university sector itself are a further piece in this puzzle that can’t be ignored because higher education itself is a large public sector project, subject to change by governments that, some would argue, attempt to change the nature of what universities are – from, to put it crudely a 19th century (or earlier) idea of dealing with useless knowledge that ennobles the mind of men who received it (and it would have been men) to a post world war two and certainly post-Dearing view of universities as there to meet the needs of industry and international competitiveness. We have certainly seen so called massification of higher education in the UK even since the 1970s when I went to university. (I have some figures to show you later). And vocational subjects like nursing have contributed to this significantly.
The gradual introduction of student fees and loans that individuals have to take out is at odds with a more collectivist idea of education. The beginnings of this were longer ago that we might think. Society is seen by some governments as a market place of individuals each seeking to maximize their utility. So we ourselves have been marketised. We are expected to brand ourselves in a way that might attract a bigger market share of customers. How might that affect how we respond to these questions and act?
3. This afternoon’s event
Today we have three case studies if you like, three reflections from speakers with huge experience in the design and provision of education for initial teacher training, nurses, midwives and social workers as well as research in these areas. They will give us something of the history of these professions, how governments have sought to shape them over the years and how they – or we as a School – have responded and perhaps, where we have been able, attempted to shape implementation of government policy at local level.
It is a great opportunity to discover common concerns across these three areas as well as nuanced differences in the context and challenges around initial teacher training, nursing and midwifery, and social work. These three talks will draw on both the personal experience of the speakers and research in their fields to summarise what for us as a School are the main issues.
We will finish the afternoon with discussion about future, possible and on-going research projects on this broad theme and, hopefully, the work of some of our PhD students who are working in this area. The outputs of the event could be proposals for a journal special issue; collaborations for research grants, or understanding our own field that much better by comparing it to other fields and so acting differently when we are involved in the training of these three professional groups.
So please enjoy the talks. Make a note of questions and discussion points for the sessions after the break. At the end of the event we have a chance to carry on our conversations and plans fuelled by an input of peanuts and Chablis.
We seem to be making a habit of launching our books at the Royal College of Nursing annual research conference. This year we launched Critical Resilience for Nurses: an evidence-based guide to survival and change in the modern NHS, by Michael Traynor and published by Routledge. Its available from the publisher’s website here.
The argument of the book is that often the promotion of resilience perpetuates an individualising drive in contemporary politics. To urge nurses to go on resilience-building courses can amount to a refusal to engage in actions aimed at bringing about changes to the structures that create much of the need for resilience in the first place. The promoters of resilience among nurses often fail to distinguish between the difficulties of nursing work that are due to the nature of the job – dealing closely with the sick and dying and those that are a result of government or managerial policies, making the job more difficult than it need be. The book sets out an alternative – critical resilience – which is about joining together with colleagues and companions to understand the political forces that are lying behind day to day experience. It is about critique rather than complaint.
I (MT) have great ambitions for this book. My heart is in it and I hope many people read it and are affected by it.
Middlesex’s Prof Helen Allan collaborates on ground-breaking study revealing importance of delegation training for nurses
A new study carried out by researcher Helen Allan, Professor of Nursing at Middlesex, and colleagues at the University of Surrey, University of Salford and UCL Institute of Education sheds light on the practice of delegation in NHS nursing roles.
The research – which followed newly qualified nurses in four hospital trusts across England over a three year period – found increased educational and organisational support is needed to develop nurses’ delegation skills.
The team identified five styles of delegator among the nurses they followed. These ranged from the ‘do-it-all’ nurse who felt unable to delegate anything, to the ‘inspector’ who delegates but constantly checks the work of others for fear of being held accountable for mistakes.
Professor Allan’s work highlights an immediate concern as the most recent Nursing and Midwifery Council Code of Conduct states registered nurses should be accountable for their decisions to delegate tasks.
“Our research focuses on a little understood area of nursing – the delegation of key nursing tasks to untrained and unregistered care staff,” she says.
“Delegation falls into the category of essential nursing task which has for many years gone unacknowledged and unvalued.
“It is important because patients’ safety rests on effective delegation between nurses and care assistants. In fact, delegation is important across the whole health care team.”
The research findings will feed directly into Middlesex’s undergraduate nursing and midwifery courses to ensure students graduate with the necessary skills to delegate effectively.
“It’s important to act according to your Code of Conduct, which for the first time specifically stipulates that effective delegation is a key role for registered nurses,” explains Helen.
“Always feel confident that you know how to do what’s expected of you – and that anybody you ask to do something is competent too.”
(content from Middlesex University web team http://www.mdx.ac.uk/news/2017/02/new-research-highlights-delegation-as-key-skill-for-nursing-students)