Search results

The aim of this study was to explore empirical literature on the experiences of pre-registration student nurses during mental health clinical placements and identify factors that enhance practice learning.

An integrative mixed-methods approach and constant comparative synthesis were chosen. Eligible studies were from 2009 onwards sampling student experiences of mental health placements within undergraduate and postgraduate degree entry to practice nursing programmes, excluding academic-only experiences. The search was last conducted on 14th August 2021 and included MEDLINE, CINAHL and APA PsycINFO databases.

The search strategy identified 579 studies, of which 10 met the eligibility criteria. Seven of the articles reported qualitative research; two were based on quantitative studies, and one had a mixed-methods design. There was international representation across six countries. All studies examined the experiences of pre-registration student nurses during mental health clinical placements. The total number of participants was 447, comprised of students, nongovernmental organisations and community members.

The review identified four influential themes that enhance practice learning: immersion in the nursing role; relationships that empower autonomous learning; opportunity for defined and subtle skill development; and student experiences of people with mental health needs. Further research is required on culture, subtle skill development and the socialisation process of students with the mental health nurse professional identity.

This paper aims to explore the voices of women describing the perceived barriers for advancing to leadership positions in healthcare.

A systematic search was conducted through Elton B Stephans Company (EBSCO) host research platform using the databases Cumulative Index to Nursing and Allied Health Literature (CINAHL) Complete, Medical Literature Analysis and Retrieval System Online (MEDLINE) Complete and American Psychological Association (APA) PsycInfo. Nine papers were selected for this review. Thomas and Harden's (2008) method of thematic synthesis was used drawing from eight qualitative papers and one mixed methods paper describing women's lived experiences in, or advancing to, leadership positions in the healthcare sector. Analysis was conducted using three steps of thematic synthesis: the inductive coding of the text, the development of descriptive themes and the generation of analytical themes.

Through the method of thematic synthesis, six descriptive themes (barriers) emerged: internalised feelings, work–life balance, lack of support, stereotypes, discriminatory behaviours and organisational culture. From these, three analytical themes were identified: personal, interpersonal and organisational.

This review looked at nine papers and documented women's voices. However, the women were in disparate geographical areas across the world and did not consider the specific cultural context in which the women were located. The healthcare sector is very large, and therefore, whilst there are shared commonalities, the disparateness could be a limitation.

Barriers were categorised as either structural barriers or attitudinal barriers to determine the policy and practice.

This research is crucial to better understanding what remedies need to be implemented to address gender disparity in the sector.

Lawrence Angus is an Associate Professor in the Faculty of Education, Monash University, Melbourne. Much of his work has been conducted in relation to educational policy and institutional restructuring, which he connects with issues of social formation, culture and equity. Angus’s current interest is in the part played by schools in the construction and legitimation of various forms of culture and knowledge associated with the use of new technologies, and the implications of these for educational practice, inclusion/exclusion and (dis)advantage. Angus has a strong research and publication record in socio-cultural analysis of processes of schooling, and a record of strong policy work including participation in government advisory committees. His analyses of educational processes and practices and what these mean for the conceptualisation of educational policy and educational reform have been especially influential. His most recent book, with Terri Seddon, is Reshaping Australian education: Beyond nostalgia (Australian Council for Educational Research, 2000). He has extensive experience of qualitative research and has published internationally on methodological debates and innovations in critical ethnography.Karin Aronsson is a professor at the Department of Child Studies, Linkööping University. Much of her research concerns multiparty conversations in institutional settings, e.g. family therapy talk, pediatric interviews, and classroom conversations. Other investigations concern codeswitching in bilingual children’s play, and language shift phenomena in relation to sibling caretaking. Several of her studies map the social choreography of talk-in-interaction along specific continua; e.g. formality-informality and alignment-disalignment. A series of recent studies concern classrooms dialogues as arenas for informal learning.Dennis Beach is a senior research fellow and associate Professor at the Department of Education Gööteborg University, Sweden. His main responsibilities are for the development of ethnographic research methods at the department, the supervision of Ph.D. research and teaching within the sociology of education. Together with Marie Carlson from the Department of Sociology at Göötborg University, Beach is currently leading a recently funded Research Council project on the restructuring of adult education and the collective renewal of Swedish For Immigrants Education (SFI). His previous research projects have been in the restructuring of upper-secondary education and of various programmes within university-based vocational education.Shereen Benjamin has worked as a class teacher of young children in primary and special schools, and as a learning support teacher in the secondary school in which her doctoral research was based. Her Ph.D. was completed at the London University Institute of Education, with the support of an Economic and Social Research Council studentship. She is currently lecturing in the Inclusive and Special Education division of the University of Birmingham. She is interested in the intersection of gender/sexuality, social class and ‘special educational needs’, and is researching inclusive school cultures in collaboration with practising teachers and with colleagues from The Open University and Leeds Metropolitan University.Jeff Bezemer (1976), MA, studied Language and Culture at Tilburg University in the Netherlands. In 1999, he graduated with a specialisation in Dutch as a Second Language. Since 1999, he is affiliated to Babylon, Center for Studies of Multilingualism in the Multicultural Society at Tilburg University. After having been involved in empirical-analytical studies on school achievements of islamic school pupils, and adult lingua-franca-interaction, he is currently engaged in an international-comparative, empirical-interpretative Ph.D. project on multilingualism and education in a multi-ethnic, Dutch primary school.Diann Eley is currently a Research Associate at Loughborough University in the Department of Physical Education, Sport Science and Recreation Management. Her main research interest is the social-psychology of volunteerism and leadership in young people and sport.Laura Dawn Greathouse received her doctorate, from the State University of New York at Binghamton in 2000, for her dissertation dealing with refugee and immigrant students in English for Speakers of Other Languages classrooms. Her research focus remains on inequality and education, especially in linguistic minorities. In her current position as assistant professor of anthropology at California State University, Fullerton, she is responsible for the administration of the credentialing of students with a Bachelor’s degree in anthropology to teach at the elementary or secondary educational levels. She is currently working on social acceptance of Middle Eastern descent students in a post-September, 2001 America.Caroline Hudson’s research interests include basic skills provision for offenders; the relationships between basic skills, offending behaviour and social exclusion; school attendance and truancy; evidence-based policy; the effectiveness of basing police officers in schools; and the literacy demands of the secondary school curriculum. Her doctoral ethnography was of young people’s perceptions of the relationships between their family structure (intact nuclear, reordered nuclear and single-parent) and their experience of family and schooling. Formerly a secondary school English teacher, Caroline has worked as a Research Officer at the University of Oxford, and is currently Basic Skills Development Advisor at the Home Office National Probation Directorate.Bob Jeffrey is a research fellow in the Faculty of Education and Language Studies at The Open University. He was a primary teacher for twenty years before joining The Open University as a project officer on an Economic and Social Science Research Council (ESRC) research project concerned with creative teaching in primary schools directed by Professor Peter Woods. Under the same direction he gained another ESRC research award focusing on the effects of Ofsted inspections on primary teachers. He has continued his research in three areas, creative teaching and learning, primary teacher’s work and research methodology, publishing extensively both individually and with a team within his university faculty. He has also established extensive European connections in the area of creativity and ethnography through the administration of email discussion lists, co-ordinating an ethnography network at the European Conference of Educational Research, submitting European Union research proposals, and organising a Special Interest Group within BERA. He has been invited to give papers at Padua University, Italy and to run methodology workshops in Tallinn, Estonia.Allyson Julé (Ph.D., University of Surrey Roehampton, London, U.K.) currently teaches in the TESL Certificate Program at Trinity Western University, Langley, British Columbia and at the English Language Institute at the University of British Columbia, Canada. Her research interests include gender in ESL; the Punjabi Sikh experience in Canada; ethnography in education; and classroom talk analysis in teacher education.David Kirk is with the Department of Physical Education, Sports Science and Recreation Management at Loughborough University. His research interests include educational reform and curriculum development in physical education, young people in sport, and situated learning in physical education and sport. His most recent book is ‘Schooling Bodies: School Practice and Public Discourse, 1880–1950’ (Leicester University Press, 1998).Eamonn McKeown is a Senior Research Fellow in Psychiatry and Behavioural Sciences at University College London. His background is in Social Anthropology having completed both his first degree and Ph.D. at Queen’s University, Belfast and he has previously been employed as a Research Fellow and tutor at Queen’s University, Belfast and University College Swansea. He has published on a range of educational research issues (selection in Northern Ireland, male recruits to primary school teaching, gender and science teaching, occupational sex-typing among primary school children) and has conducted extended fieldwork in Papua New Guinea examining the relationship between formal education and local culture and in New York investigating the nature of contemporary Irish-American identity. He is currently completing a book on literacy appropriation in a Papua New Guinean highlands community.Ann MacPhail is currently a lecturer in the Department of Physical Education and Sport Sciences, University of Limerick. Her main interests revolve around young people in sport and curriculum development in PE During the past three years Ann has been involved in a number of projects involved with school PE and sport, including model-based teaching and learning in school PE and an ethnography of junior sport participation.Ilana Snyder is an Associate Professor in the Faculty of Education, Monash University, Australia. Her research focuses on changes to literacy, pedagogical and cultural practices associated with the use of information and communication technologies (ICTs). Four books, Hypertext (Melbourne University Press & New York University Press, 1996), Page to Screen (Allen & Unwin and Routledge, 1997), Teachers and Technoliteracy (Allen & Unwin, 2000), co-authored with Colin Lankshear, and Silicon Literacies (Routledge 2002) explore these changes. In collaboration with Simon Marginson and Tania Lewis, her current research includes a three-year Australian Research Council-funded project examining the use of ICTs in higher education in Australia. The focus is on innovation at the interface between pedagogical and organisational practices. She is also working on the application of Raymond William’s ideas about technology and cultural form to a study of the Internet.Anna Sparrman has a professional background as a museum curator. She received her Ph.D., in 2002, from the Department of Child Studies at Linkööping University, Sweden. The thesis was concerned with images and visuality in children’s culture as well as commercial childhood. Her main research interest is visual culture in everyday life. She now works as a researcher at the Department of Child Studies.Wendy Sutherland-Smith is a research associate at the Faculty of Education, Monash University, Melbourne, where she is undertaking doctoral studies in Internet literacy practices of tertiary English as a Second Language (ESL) students. She teaches international students entering tertiary studies, where she focuses on writing processes and issues of intellectual property. In her doctoral work, Sutherland-Smith is particularly interested in Bourdieu’s notions of symbolic violence, cultural capital, habitus and field, and applies these critically in analyses of international students and their interactions with academic culture, print-centred and internet learning styles, and issues of intellectual property. She has published articles in The Reading Teacher and Prospect on her research of international students’ reading practices in paper-text compared to hyper-text environments.Geoffrey Walford is Professor of Education Policy and a Fellow of Green College at the University of Oxford. He was previously Senior Lecturer in Sociology and Education Policy at Aston Business School, Aston University, Birmingham. His recent books include: Affirming the Comprehensive Ideal (Falmer, 1997, edited with Richard Pring), Doing Research about Education (Falmer, 1998, editor) Durkheim and Modern Education (Routledge, 1998, edited with W S F Pickering), Policy and Politics in Education (Ashgate, 2000) and Doing Qualitative Educational Research (Continuum, 2001). His research foci are the relationships between central government policy and local processes of implementation, choice of schools, religiously-based schools and ethnographic research methodology. He recently directed a Spencer Foundation funded comparative project on faith-based schools in England and the Netherlands.

This chapter examines the ways in which literacy is used in the daily life in one rural village community in Simbu in the Papua New Guinea highlands.¹ An ethnographic perspective enables us to see how literacy is incorporated into already existing concepts and conventions regarding aspects of village cultural and social life. The material presented here relates to how the uses of reading and writing are strongly associated with local notions of self-promotion, economic relations and decoration. At the same time, I will show that the panoply of literacy uses in these contexts are overlaid and to a large extent governed by literacy’s associations with modernity. The chapter first provides a general overview of the kinds of reading practices that occur in the village setting, noting that many of these practices do not correspond to the ways in which agencies responsible for imparting literacy, particularly the local school, intend. The ensuing sections demonstrate how uses of writing in the village are shaped by local concepts of prestige, chance and reciprocity. These are not intended to be seen as discrete and mutually exclusive but rather as general, albeit overlapping, social phenomena which help illuminate the processes by which literacy has been added to the communicative repertoire.

Understanding the concepts of policy and policy-making is far from straightforward. There has now been considerable empirical and theoretical work on the nature of policy development and implementation, and it is abundantly clear that the whole process is far more complex, dynamic, and interactive than any of the traditional linear or staged models suggest. There have been many attempts to describe and analyses this complexity, and the models produced have frequently been highly contested. However, it is evident that policy is not made ‘once and for all’ by people called ‘policy-makers’. Any attempt to make change within the educational system is the result of compromise and circumstance and, even where the change is incorporated in law, the nature of that change that results is often far from clear. This ambiguity and lack of clarity is not necessarily due to poor drafting of the law, but is usually the result of the constraints within which most legislation comes to be agreed.