Category / Nursing & Midwifery

BU does well in offering Open Access publications

BRIAN, Fusion themes, international, open access, Publishing, writing

The latest online CWTS Leiden Ranking Open Edition lists Bournemouth University (BU) high among European universities when it comes to making academic papers easily available through Open Access.  For all sciences combined BU ranks 15th out of 491 European universities when it comes to hybrid Open Access publications.  BU ranks 12th out of 487 universities for the category ‘Biomedical & Health Sciences’ and 14th out of 475 universities in Europe for ‘Social Sciences & Humanities’.

The University of Leiden in the Netherlands compiles the CWTS Leiden Ranking Open Edition, and  offers fully transparent information about the scientific performance of over 1500 major universities worldwide.

 

 

Prof. Edwin van Teijlingen

Research Culture Champion in the Faculty of Health & Social Sciences

 

New National Teaching Fellow at BU utilising Team-based Learning to improve care of patients with chronic pain

Awarded & submitted bids, PG research

Dr Jonny Branney, Principal Academic in Nursing & Clinical Sciences, Department of Nursing Science, was delighted to represent Bournemouth University at the UK Teaching Excellence Award Ceremony 2024 in Edinburgh 3rd October 2024, where he received a National Teaching Fellowship!

Writing on the screen says Jonny Branney, Bournemouth University. Honestly!

The National Teaching Fellowship Scheme (NTFS) recognises, rewards and celebrates individuals who have made an outstanding impact on student outcomes and the teaching profession. Jonny’s particular impact on education centres around his implementation of Team-based Learning (TBL) in the nursing curriculum at BU and beyond. He has supported colleagues at BU to adopt TBL including Dee Hughes who recently became a certified TBL Practitioner for his work introducing TBL to the MA Scriptwriting programme. TBL has become embedded in the nursing curriculum and been embraced by the team who deliver Applied Healthcare Sciences 2 (too many to name hear, you know who you are!), and in the paramedic science programme, led by Adam Bancroft. Jonny has also delivered workshops nationally and internationally to support other educators to adopt TBL, including in the US, Netherlands and Australia.

Jonny was proud to attend the awarded ceremony at Dynamic Earth, Edinburgh, with his mum who is a retired teacher!

He is now utilising TBL not only in teaching but in his research and professional practice. He and team (Ryan Muldoon, Lecturer in Adult Nursing; Joe Barry, NHS Somerset) earlier this year received a TBLC Research Grant for ‘A qualitative usability testing study of TBL pain science classes for patients with chronic back pain.’ Patient interviews have been transcribed and we eagerly await the final results – preliminary results suggest this approach was popular with patients however, and the team hope to progress to the next stage and seek funding for a feasibility trial.

Thank you to everyone who has provided support on the journey to this award

While the National Teaching Fellowship is an individual award, this would not have been possible without significant support from many colleagues. Jonny would particularly like to thank all his nursing colleagues who have  embraced TBL (notably Monica Arias, now at Univerisidad de Nevarra, Spain, the unit lead who gave permission for him to first experiment with TBL back in 2015!), all the colleagues named above, and all other fantastic colleagues (Angela Warren from PIER, Heads of Department including Kathy Curtis, Professor Steve Ersser and Professor Sue Green) who helped make this happen. Key influences and amazing colleagues from the TBLC (to many to name all!) include Professor Simon Tweddell and Dr Gemma Quinn of the University of Bradford – both National Teaching Fellows themselves. Key mentors at BU were Professor Debbie Holley NTF and Dr Holly Henderson NTF- the application would not have been successful without their guidance, expertise and encouragement! (grateful thanks also to Professor Mel Hughes, NTF). Finally, Jonny would also like to acknowledge the unending support, love and patience from his wife, Debbie and two children. Behind every success is an element of sacrifice – patience truly is a virtue! Jonny apologies in advance if he has neglected to name anyone he should have!!

We now have five National Teaching Fellows at BU including our new Vice Chancellor and CEO, Professor Alison Honour! Who will be next colleague at BU to be rewarded for their outstanding impact on student outcomes and the teaching profession? Could it be you…?

 

 

New BU women’s health publication

international, open access, Publishing, student research, Women's Academic Network, writing

Congratulations to Karim Khaled on the publication in the international journal Nutrients of his latest women’s health paper  [1].  The paper ‘A Structural Equation Modelling Approach to Examine the Mediating Effect of Stress on Diet in Culturally Diverse Women of Childbearing Age’ is co-authored with his PhD supervisors Dr. Fotini Tsofliou and Prof. Vanora Hundley.

This paper in Nutrients  is Open Access, hence available to read to anybody across the globe with internet access.

 

Well done!

Prof. Edwin van Teijlingen

Centre for Midwifery & Women’s Health

 

Reference:

  1. Khaled, K., Tsofliou, F., Hundley, V.A. A Structural Equation Modelling Approach to Examine the Mediating Effect of Stress on Diet in Culturally Diverse Women of Childbearing Age. Nutrients. 2024; 16(19):3354. https://doi.org/10.3390/nu16193354

Pregnancy & COVID-19 in UK: New study published

NHS, Women's Academic Network, writing

This morning the editor of the Frontiers in Psychiatry emailed us that the paper reporting the findings of the baseline data of a large-scale epidemiological study into pregnancy during COVID-19 in the UK has been published [1].  The interdisciplinary research team includes researchers from University Hospitals Dorset NHS Foundation Trust (Dr. Latha Vinayakarao & Prof. Minesh Khashu) and Bournemouth University (Prof. Edwin van Teijlingen). 

This longitudinal study explores how the SARS-CoV-2 [COVID-19] pandemic affected the mental health of pregnant people in the UK.  In mid-to-late 2020, we recruited 3666 individuals in the UK for the EPPOCH pregnancy cohort (Maternal mental health during the COVID-19 pandemic: Effect of the Pandemic on Pregnancy Outcomes and Childhood Health). Participants were assessed for depression, anxiety, anger and pregnancy-related anxiety using validated scales. Additionally, physical activity, social support, individualized support and personal coping ability of the respondents were assessed as potential resilience factors.

Participants reported high levels of depression (57.05%), anxiety (58.04%) and anger (58.05%). Higher levels of social and individualized support and personal coping ability were associated with lower mental health challenges. Additionally, pregnant individuals in the UK experienced higher depression during the pandemic than that reported in Canada. Finally, qualitative analysis revealed that restrictions for partners and support persons during medical appointments as well as poor public health communication led to increased mental health adversities and hindered ability to make medical decisions.

The study highlights the increased mental health challenges among pregnant individuals in the UK during pandemic. These results highlight the need for reassessing the mental health support measures available to pregnant people in the UK, both during times of crisis and in general.

Reference:

  1. Datye, S., Smiljanic, M., Shetti, R.H., MacRae-Miller, A., van Teijlingen, E., Vinayakarao, L., Peters, E.M.J., Lebel, C.A., Tomfohr-Madsen, L., Giesbrecht, G., Khashu, M., Conrad, M.L. (2024) Prenatal maternal mental health and resilience in the United Kingdom during the SARS-CoV-2 Pandemic: A cross-national comparison, Frontiers in Psychiatry, 15 https://doi.org/10.3389/fpsyt.2024.1411761

CWLTH Research Seminar

The Centre for Wellbeing and Long-Term Health (CWLTH) will be hosting its first virtual Research Seminar of the new academic year on Thursday 27th October at 13:00.  Dr Heidi Singleton will be speaking about her systematic review of interventions for managing eczema.  All are welcome to attend by clicking HERE.  For more information about this meeting or for information about the CWLTH, please contact cwlth@bournemouth.ac.uk.

Upcoming BU systematic review training

Awarded & submitted bids, PG research, Publishing, writing

With the upcoming Bournemouth University  systematic review module co-ordinated lead by Prof. Vanora Hundley, the following announcement was timely today:

Your article reached 400 reads

Article: Evidence-based health care in Nepal: The importance of systematic reviews

The systematic review course is part of the INSIGHT programme.

 

Reference:

  1. van Teijlingen, E. R., Simkhada, B., Ireland, J.C., Simkhada, P. P., Bruce, J. (2012). Evidence-based health care in Nepal: The importance of systematic reviews. Nepal Journal of Epidemiology, 1(4), 114–118. https://doi.org/10.3126/nje.v1i4.5498

Congratulations to BU Visiting Faculty Dr Ans Luyben

international, Publishing, writing

Congratulations to Dr. Ans Luyben on the publication of her latest midwifery article ‘How to promote midwives’ recognition and professional autonomy? A document analysis study’ [1]. This latest paper will appear in the forthcoming November issue of the international scientific journal Midwifery, published by Elsevier. 

The paper identified challenges in Belgian midwives’ recognition and professional autonomy and provided recommendations to address them, emphasizing the importance of recognized authority in midwifery. Implementing these recommendations can positively impact midwives’ recognition and autonomy in Belgium as well as in other countries.  Ans has long been affiliated with the Centre of Midwifery & Women’s Health (CMWH) as Visiting Faculty and she works in the Frauenzentrum (Centre for Women’s Health), Lindenhofgruppe, Bern, Switzerland.

Well done!

Prof. Edwin van Teijlingen

 

 

Reference:

  1. Vermeulen, J., Buyl, R., Luyben, A., Fleming, V., Tency, I., Fobelets, M. (2024) How to promote midwives’ recognition and professional autonomy? A document analysis study Midwifery, 138: 104138.  

Paper with a difference

international, open access, Publishing, writing

Last night ResearchGate informed us that our paper ‘Understanding health education, health promotion and public health‘ had reached 6,000 reads [1].  This reflective paper in an Open Access journal tries to bring a little more clarity in the confusion around the difference between the concepts of health education, health promotion and public health. We argue that such confusion does not limit itself to the individual terms but also to how these terms relate to each other. Some authors and public health practitioners use terms such as health education and health promotion interchangeably; others see them clearly as different concepts.

In this theoretical overview paper, we have first of all outlined our understanding of these individual terms. We suggest how the five principles of health promotion as outlined by the World Health Organization (WHO) fit into Andrew Tannahill’s model from 2009 [2] of three overlapping areas: (a) health education; (b) prevention of ill health; and (c) health protection. Our schematic overview places health education within health promotion and health promotion itself in the center of the overarching disciplines of education and public health. We hope our representation helps reduce confusion among all those interested in our discipline, including students, educators, journalists, practitioners, policymakers, politicians, and researchers.

The paper is co-authored by a primary school teacher based in Dorset, and four professors who have a combined experience in the wider public health field of over a century.

 

Prof. Edwin van Teijlingen

Centre for Midwifery & Women’s Health

 

References:

  1. van Teijlingen, K., Devkota, B., Douglas, F., Simkhada, P., van Teijlingen, E. (2021) Understanding health education, health promotion and public health, Journal of Health Promotion 9(1):1-7.
  2. Tannahill, A. (2009). Health promotion: The Tannahill model revisited. Public Health, 123(5),396-399. doi: https://doi.org/10.1016/j.puhe.2008.05.021