Posts By / wellbeing-in-practice

Mental Health in Prisons: COLAB get its first spin off funding

The Ministry of Criminal Justice in Norway have funded Bournemouth University’s Dr Sarah Hean and Finnish colleagues 300 000NOK to continue their work piloting the Change Laboratory Model of workplace development and transformation in the Norwegian prison system.  The aim of this pilot is to enhance working between mental health and prison services, particularly in the way confidential information on the mental health of offenders is shared between agencies

This funding is the first spin off project from the Horizon 2020 funded COLAB project that began in February this year in which Bournemouth University and staff (Dr Sarah Hean, Prof Jonathan Parker, Prof Sara Ashencaen Crabtree, Dr Carol Bond and Dr Jaqui Hewitt Taylor) are participating.  COLAB has developed a strong international community of practice of participants from practice and academic partners in the UK, Denmark, Finland, the Netherlands and Norway that is well placed to make a significant contribution to the way services work together when addressing the multiple rehabilitation needs of the offender population.

For further information on either this project or COLAB as a whole, please contact the project lead/COLAB coordinator Dr Sarah Hean (

PhD studentship in Norway

Bournemouth University are collaborators in the CO-LAB Research programme, a EU funded Horizon2020 RISE consortium COLAB with colleagues from Finland, Norway, the Netherlands and Denmark.

The University of Stavanger invites applications for a doctorate scholarship in interagency collaboration between mental health and criminal justice. The scholarship is part of the EU funded CO-LAB Research programme.

CO-LAB Research programme
Effective collaboration between mental health (MHS) and correctional services (CS) impacts on mental illness and reduces reoffending rates. Service leaders have indicated a need for more effective models of collaboration. Researchers have identified the Change Laboratory Model (CLM) of workplace transformation as a more effective means of supporting interagency collaborative practice than current integration tools. It provides a way to optimise the effectiveness of mental healthcare provision to offenders through a model that fosters innovation and collaborative processes. However, the change laboratory, highly successful internationally and in other clinical contexts, is a new idea in prison development, none as yet being applied to the challenges facing the MHS and CS. The wickedness, complexity and unpredictability of challenges facing interagency working in these secure environments means that piloting the CLM is premature and it must first be adapted to the MHS/CS context.

The aim of this programme is to validate the change laboratory model ready for implementation in practice. It builds a community of practice that enriches international research capacity and cooperation to achieve this aim. It brings academic knowledge of the Change Laboratory model to the market of interagency practices between mental health and correctional services for the development of innovation and the advancement of integrated service provision to mentally ill offenders. Knowledge exchange takes place through secondments, interactive workshops, the development of workforce training programmes, study tours, shadowing opportunities and ethnographic research. Through this knowledge exchange, the consortium delivers a user-informed prototype of change laboratory model ready for implementation in the MHS and CS field. This validated change laboratory model, offers the ERA a clear strategy with which to promote integrated care for mentally ill offenders.

The Ph.D. project
The Ph.D. project contributes to the ethnographic research dimension of the COLAB programme.  Although the project will be developed by the Ph.D. candidate, the overarching objective of the project is to explore the current interagency practices in MHS and CS from the perspective of front line professionals and using cultural historical activity theory (CHAT) as its theoretical perspective.  Part or all of the data collection must take place in the UK and therefore candidates should be prepared to spend a total of 6 months in the UK collecting data and have a good command of English.

Through participation in the COLAB consortium, the successful candidate will have the opportunity to build their cultural competences and their own EU research networks across both practice and academic partners. COLAB partners come from academic institutions in Finland, Denmark, Norway the UK and the Netherlands.


For further details: please contact Sarah Hean

A realist evaluation approach to the design and evaluation of complex social interventions.

8 May 12.15-1.15pm, B126 Bournemouth House Lansdowne Campus

All interested in interdisciplinary education research are invited to a seminar hosted by the School of Health and Social Care, Bournemouth University.

This presentation describes the core components of realist evaluation and argues for the integration of the realist evaluation cycle during programme design to ensure that the outcomes collected determine not only if the programme works, but what works, for whom, in what circumstances, in what respects, and why.

This seminar highlights some of Barbara’s current doctoral study thinking in her US, UK comparison of inter professional clinical education in the UK and USA.  She is a physiotherapist, Professor & University Director of Interprofessional Education & Collaboration at A.T. Still University, Arizona, US.

Taking the lead in professional education

A consortium including the School of Health and Social Care at Bournemouth University, the College of Medical and Dental Sciences at the University of Birmingham, the Centre for Interprofessional Practice, University of East Anglia and the School of Health and Human Sciences, University of Essex have been awarded International Collaborating Centre status by the Best Evidence in Medical and Health Professional (BEME) Collaboration ( ). The BEME Collaboration is an international organisation devoted to developing and producing systematic reviews of research evidence to inform health professional education

Being part of the leadership of the Collaborating Centre offers staff (from health but other professions also) the opportunity to shape the direction and emphasis of future systematic reviews in  professional education, conduct or contribute to systematic reviews in eduction with colleagues in national and international partner institutions and to use evidence to inform their teaching, learning and assessment practices.  For more information, please contact Sarah Hean at

Economic Downturn affecting wellbeing of “Asset Rich, Cash Poor Older People.”


Interesting press coverage of Bournemouth University Research on wellbeing of older people.

Older people who are asset rich but cash poor are turning to health and social care providers rather than accredited professionals for financial advice, new research has suggested.

Research commissioned by ICAS (a professional body of Chartered Accountants) which involved interviewing sample groups of retired homeowners on modest incomes, care professionals and financial advisers found that none of the older people surveyed had heard of the Money Advice Service (MAS) and that the lack of trust in financial advisers was widespread.

Instead, many of the older people participating in the research admitted to asking friends, family members and health and social care workers – rather than accredited financial advisers – for advice on managing their income, pensions, investments and savings.

Feedback from Guinea Pig 003





Some quick feed back from attending Wednesday’s new staff development session on Funding your Studentship: engaging effectively with business and industry.   I fell into this session somewhat by accident having moaned in my Associate Prof Action Learning Group the day before about how difficult I was finding working with industry/practice partners (both in getting them to invest but also after investment in the post award working relationship).  I promised Colleen I would pop in for half an hour in the morning and stayed the whole day (so much for the deadlines I face to day!).

I have recently completed a KTP with a local charity and am beginning a matched studentship with another, and was a little down that I could see the same miserable cycle of different timeframes and priorities, the perceived irrelevance of the university and their contributions were rearing their ugly heads yet again.  Similarly, I have been working on building ideas around the development of a centre of collaborative practice based on HSC’s practice development units, and was feeling at a loss as how I could engage and convince practice this was exactly what they needed, even if they don’t know it yet.  Needless to say, sitting in front of a computer practicing the evil art of telepathy has had mixed results.

Following yesterday’s session, I am now full of beans again.  I hadn’t realised the wealth of expertise we had in BU in the form of Linda Amor, Orlanda Harvey, Lucy Rossiter, Ian Jones and Paul Lynch and it was well show cased in yesterday’s session.  The content hit the spot completely with my problems mentioned above.  The session isn’t only about studentships, although listening to different models of making studentships work and breaching the potential gap that lies between what the company and BU perceive the studentship to be, delivering quick wins for the company whilst maintaining academic rigour, were enormously useful.  It is also about crossing those academic/industry boundaries, learning to speak the language of our industrial partners, managing their expectations, listening to their needs and being able to clearly and concisely articulate your added value in addressing their needs.

These are skills rather than knowledge, so I will need to practice. I have a long way to go and am unlikely to get it right every time However, I feel energized enough now to go back into the fray. In fact, I’m now off to pick up the phone (no, not an email) and get on a train to London to talk to my matched studentship partner CEO, to listen to what he really wants from our studentship and see how I can help.

Next sessions run in September for other ivory tower academics looking for a ladder to get you out (of) there.



European Interprofessional Education Network

For all of us interested in building EU networks in the area of interprofessional, interagency and integrated working and education, the European Interprofessional Education Network (EIPEN) conference in September may be of interest.  Abstract deadline has been extended to 30 June.

Pragmatic but theoretically informed solutions to the challenges facing collaborative practice and education

In-2- theory Group members delivered a workshop at the CABIV Conference in Vancouver this week on how to operationalise  psychosocial theory in collaborative practice and interprofessional education settings to assist practitioners in their critical reflection and problem solving skills in this area. The workshop offered a taster of a knowledge exchange model to be developed through a Canadian Institutes of  Health Research (CIHR) grant held by the Universities of New Brunswick, Bournemouth University, University of British Colombia and others.  In this model the domains of practitioner knowledge collected through participant narratives overlap with academic theoretical knowledge, in the coproduction of new narratives retold through a theoretical lens.  Our aim is the development of pragmatic but theoretically informed solutions to the challenges facing collaborative practice and education.   For further discussion, Contact Sarah Hean or Shelley Docuet,

Daily Echo report on BU research into wellbeing of older people

The economic downturn is having a marked impact on the wellbeing of ‘asset rich, cash poor’ older people in Dorset, Bournemouth University (BU) researchers have found.

The study looked at the financial challenges facing retired older people, who are often considered to be asset rich but cash poor, owning property but not receiving a large monthly income.

As well as the economic downturn affecting their social, mental and physical wellbeing, researchers found that the income many older people expected when planning for retirement had not come to fruition, and they felt poor in relation to their previous lifestyle and expectations.

Read more at…..



“Workforce Development in the Care of Older Adults: Perspectives from the U.S.”

Dr. Phillip G. Clark, Professor and Director of the Program in Gerontology and the Rhode Island Geriatric Education Center at the University of Rhode Island, US and Visiting Professor at the School of Health and Social Care, will be giving a seminar on Workforce Development in the Care of Older Adults: Perspectives from the U.S.

Wednesday 8 May 20131-1.50 pm, B126, Bournemouth House

All welcome.

Dr. Phillip G. Clark is Professor and Director of both the Program in Gerontology and the Rhode Island Geriatric Education Center at the University of Rhode Island in the US, where he has been on the faculty since 1981. He was awarded a Doctorate in Public Health from Harvard University in 1979. He has served as Visiting Professor at the Universities of Guelph and Toronto in Canada (1988-89), and was a Fulbright Scholar at Buskerud University College in Norway (2007). His experience includes teaching health care teamwork, developing interprofessional health care research and demonstration projects, and consulting on interprofessional educational program development and evaluation. He is co-author of Health Care Teamwork: Interdisciplinary Practice and Teaching (Auburn House/Greenwood, 2000); his work has been published in The GerontologistCanadian Journal on AgingJournal of Aging and HealthAgeing and SocietyEducational GerontologyGerontology and Geriatrics Education, and the Journal of Interprofessional Care. Dr. Clark is a Fellow of the Gerontological Society of America and the Association for Gerontology in Higher Education.  He is Visiting Professor at the School of Health and Social Care, Bournemouth University and on the leadership group of the Special Interest Group IN-2-THEORY (Interprofessional scholarship, education and practice).

Grappling with the meaning of theory

Theoretical awareness is essential in the development and delivery of effective interprofessional education and collaborative practice. IN-2-THEORY – interprofessional theory, scholarship and collaboration, chaired by Sarah Hean from Bournemouth University is an international community of practice that aims to build theoretical rigour in this field.

IN-2-THEORY members Carol John (AECC, UK), Liz Anderson (University of Leicester, UK), Chris Green (University of Essex, UK), Cath O’Halloran (University of Huddersfield, UK), Richard Pitt (University of Nottingham, UK), Phil Clark (University of Rhode Island, USA) and Sarah Hean (Bournemouth University, UK) are currently working on a Best Evidence in Medical Education review into the effectiveness of Theory in Interprofessional Education. The protocol is available at 
Any critique welcome.

Health, Wellbeing and Ageing: BUs Research Themes as Communities of Practice

At the most recent meeting of the Health, Wellbeing and Ageing Research, we discussed how the Ageing Strand of this theme might be developed along the principles of a community of practice (Wenger et al., 2002, 2006). Here is a summary for wider scrutiny, comment, critique and eventually consensus on how we can together move this strand forward.
The Philosophy
A community of practice (COP) is a “a group of people who share a concern or a passion for something they do and learn how to do it better as they interact regularly” (Wenger, 2006). Our passion is Health and Wellbeing- a salutogenic rather than pathogenic approach to health, social care and related fields. For many of us, it is the application of this to the Ageing Process and managing older age that holds our particular interest and area of expertise. The central philosophy of a COP is that members learn with and from each other. The rationale is two fold: firstly learning is linked with member wellbeing (specifically cognitive wellbeing): secondly, learning and wellbeing jointly facilitate productivity. In other words, our activities and outcomes/outputs will and do flow from communities of this type. (Wenger et al, 2002)
Key to the development of a COP such as this one is the “practice” element. Through interacting regularly (at times virtually, at times face to face) we are building relationships and learning better ways of working together (Wenger et al., 2002, 2006). Community members engage in joint activities, helping and learning from each other, sharing information and building relationships. By practicing in this way we are developing what Wenger refers to as a shared repertoire of resources (e.g. a common definition of wellbeing; an understanding of regional, national and global policy on Ageing Well) experiences (appropriate and friendly funding sources), stories, tools (e.g., research methodologies, review techniques), ways of addressing recurring problems (e.g. dealing with ethics, dealing with rejection, holding interviews with people with impaired hearing or mobility issues)—in short a shared practice.

The community can be moved forward practically by following the seven principles of developing a community of practice (Wenger et al., 2002). I concentrate on four here.
The development of Health, Wellbeing and Ageing should be an evolutionary process. Members differ widely in interests. Sociologists and engineers rub shoulders. Those interested in clinical trials and phenomenology share the same building! But our differences are not important. What is important is that we share an interest/expertise in Health, Wellbeing and/or older people. Rather than impose our own preconceived structures as to what projects or subgroups should be developed, projects themes are allowed to arise organically and the community’s agenda develops as members engage and disengage. For this to continue, it is essential that members know about each other’s interests and take time to interact and share these. Up to date STAFF profiles and BURO lists managed by our friend BRIAN are key to this as are student staff seminars and conferences. But as with any evolutionary process, it takes time to develop and small steps in the right direction are expected and accepted.
Through opening dialogue with those within the university and with external colleagues we are together developing a shared competence in a domain that distinguishes us from, but guides our rules of collaboration with, the range of other networks within the field (e.g. AgeUK, Help and Care, Poole and Bournemouth Borough Council, Research Councils). Creating an open dialogue between members and between members and those outside of the groups is central.. Our social media group pages AGEING at BU is a step in developing these insider and outsider discussions.!/groups/106969319443779/. Twitter and much more should follow.. Technical stewards (Wenger,2010) are required to lead the community in maintaining the community through these Web 2.0 technologies, keeping us actively engaging and building internal and external relationships required to maximize our learning. These sites can serve dual purposes and promote our activity but evidence shows that if self promotion overrules the central learning objective of these sites (Terras, 2012), our e -profile withers and die. A balance is essential

Community members can engage in the theme at three different levels of participation: as the core convening group, as active participating members or on the periphery watching developments. All levels are acceptable and learning about health, wellbeing and its application to Ageing can occur in any of the three. We strive however to introduce mechanisms whereby movement between core, active and peripheral participation can occur. Active participation should be encouraged but not forced, “building benches on the sidelines” for members to sit and watch until they are confident to move to the centre and take more active roles within the group (Wenger et al., 2002). An ethos of mentoring is fostered not necessarily on a one to one basis, but as a group philosophy where active and core members are cogent of the need for inclusivity and for offering opportunity to peripheral members should they wish to engage.
Engagement is also encouraged by making explicit the value of community membership. From personal experience, being part of a community has offered us all opportunities we would not have accessed if we had not been members. The social capital generated has lead to individuals making connections to networks to which some members had links but others not (connections to external networks come from whom we know not necessarily what we know). We have been able to draw on the skills of others, (for example, the researchers amongst us have gained insight into curriculum development, faculty development and health care policy). The network has enabled us to submit bids that are cross school and cross institutional which we hope is reflected in their quality arising from this cross fertilisation of ideas and disciplines. Most importantly, we have connected to like-minded individuals and reduced our research isolation.
Food for thought. I would welcome thoughts on whether this fits with colleagues’ vision for the Health, Wellbeing and Ageing theme. I acknowledge the input of already successful COPs into these thoughts specifically IN-2-theory and GRIN members as well as good thoughts and discussion on this topic from the HSC Health and Wellbeing Community leadership.

Sarah Hean

Terras, M. (2012) The verdict: is blogging or tweeting about research papers worth it? Available at:
Wenger, E., White, N.and Smith, J.D., (2010) Digital Habitats , Portland: CPSquare
Wenger, E., McDermott, R., & W.M. Snyder. (2002). Cultivating Communities of Practice A Guide to Managing. Boston: Harvard Business Press.
Wenger, Etienne. (2006). Communities of Practice: a brief introduction, 1-6. Retrieved from

Tapping into US and Canadian Funding Streams

I currently work in the research field exploring interprofessional collaboration and training.
Whilst a hot topic in the early 2000s in the UK and Europe, there is a dearth of funding for this topic currently and a lack of recognition in funding streams (including European funding) of its importance in the patient safety and safeguarding agendas. The opposite is true in US and Canada as exemplified by the multimillion support by CIHR in Canada for this area over the past 5 years and the recent commitment this month of $8.6 million by the US Josiah Macy Jr. Foundation, the Robert Wood Johnson Foundation (RWJF), the Gordon and Betty Moore Foundation, and The John A. Hartford Foundation to accelerate team work and collaboration amongst health professionals and break down the traditional silo-approach to health professions education.
There is a need for BU to tap into these US and Canadian funding streams. We have recently had some success in this.
A team lead by BU recently submitted a bid for an international research network area to the ESRC with colleagues from the University of Western Cape, South Africa, Rhode Island, US, University of New Brunswick and British Colombia, Canada and Universities of Southampton, Huddersfield, Nottingham here in the UK. Not unexpectedly, this was blown out the water. We subsequently submitted the same application, to run ¼ of the same activity to the Canadian Research Council equivalent (CIHR) and have been notified today of its success.
Moral of the story: go to the funding streams interested in your area of research even if these are in other countries. US and the Canada have Interprofessional collaboration and education very high on their agendas. Through our international networks, BU is able to tap into these funding streams effectively and get the same work done. Result! Interested to hear others experiences of US and Canadian funders.