– Do you have a great idea for research in health, social care or public health?
– Are you planning to submit a grant application to NIHR?
Our popular seminar continues online and will take place on Tuesday 22nd November 2022 from 10.00am – 12.30pm.
The seminar provides an overview of NIHR funding opportunities and research programme remits, requirements and application processes. We will give you top tips for your application and answer specific questions with experienced RDS South West advisers.
We will also be hearing from Jane Fearnside about the NIHR Invention for Innovation (i4i) programme. She will be giving an overview of the programme, the assessment process and what the funding panels are looking for.
We also have a limited number of 20-minute 1-to-1 appointments available after the seminar should you wish to discuss your proposed study with an RDS adviser.
We can help with your application. We advise on all aspects of developing an application and can review application drafts as well as put them to a mock funding panel (run by RDS South West) known as Project Review Committee, which is a fantastic opportunity for researchers to obtain a critical review of a proposed grant application before this is sent to a funding body.
Contact us as early as possible to benefit fully from the advice
Imagine a future where robots and humans looked identical: how would you know who is human? In this 30-minute interactive session, as a group you will enter a space that will act as a time tunnel into the future. There you will meet two actors and face the challenge of making this very decision (the ‘Turing test’), choosing from a set of questions to help you identify the ‘robot’.
You should be wary: not all responses are as they might seem, and there are many kinds of human minds.
What’s on offer? An interactive challenge in which, as a team, you will attempt to identify the ‘robot’ from live performers, using a few questions. This is followed by a ‘debrief’ with Bournemouth University researchers, where you’ll discuss your tactics and explore the mystery behind the experience and what it implies about different kinds of minds.
Who is this event open to? Adults and children over 12. Particularly for those with an interest in psychology, how we communicate with each other, neurodiversity and autism, artificial intelligence and the future.
If you have any questions about this event, or any of the other events in the ESRC Festival of Social Science 2022 series, please contact the Public Engagement with Research Team: email the public engagement team.
We are currently recruiting to a number of roles to help support preparation for our next REF submission. The deadline for expressions of interest is the11th October 2022.
The roles are recruited through an open and transparent process, which gives all academic staff the opportunity to put themselves forward. Applications from underrepresented groups (e.g. minority ethnic, declared disability) are particularly welcome.
We are currently preparing submissions to thirteen units (otherwise known as UOAs). Each unit has a leadership team with at least one leader, an output and impact champion. The leadership team are supported by a panel of reviewers who assess the research from the unit. This includes research outputs (journal articles, book chapters, digital artefacts and conference proceedings) and impact case studies.
We currently have vacancies in the following roles:
All roles require a level of commitment which is recognised accordingly with time to review, attend meetings, and take responsibility for tasks.
Undertaking a UOA role can be enjoyable and rewarding as two of our current champions testify:
“As UOA Outputs Champion you develop a detailed knowledge of all the great work that colleagues are doing related to the subject, and the different outlets used for disseminating their work. As an outputs committee member, you also get to know what research is going on across BU, and it’s interesting to see the differences between disciplines. It’s a good way develop your knowledge of the bigger picture of BU’s research, and also to understand the importance of REF and how it works in practice. You do spend quite a bit of time chasing colleagues to put their outputs on BRIAN for REF compliance but hopefully they forgive you!”
Professor Adele Ladkin – UOA 24 Output Champion
“As a UoA 17 impact champion, I work closely with the UoA 17 impact team to encourage the development of a culture of impact across BUBS. I try to pop into Department / research group meetings when I can to discuss impact, and I’ve enjoyed meeting people with a whole range of research interests. Sometimes it can be tough to engage people with impact – understandably; everyone is busy – so it’s important to be enthusiastic about the need for our BU research to reach the public. Overall, the role is about planting the seeds to get researchers thinking about the impact their work might have in the future (as well as the impact they have already had, sometimes without realising!)”
Dr Rafaelle Nicholson – UOA 17 Impact Champion
How to apply
All those interested should put forward a short case (suggested length of one paragraph) as to why they are interested in the role and what they think they could bring to it. These should be clearly marked with the relevant role and unit and emailed to ref@bournemouth.ac.uk by 11th October 2022.
Further detail on the roles, the process of recruitment and selection criteria can be found here:
All research has its costs, we spend a lot of time as academics planning for and budgeting our studies. This starts with considering how much time each academic spends on preparing the grant application and finished with cost of dissemination of findings after the data have been analysed. We do risk assessments the try to reduce risk and mitigate unforeseen circumstances. My last two trips to Nepal both suffered from such unexpected events.
In May I traveled to Nepal with Prof. Vanora Hundley from the Centre for Midwifery, Maternal & Perinatal Health (CMMPH) as part of the ERASMUS+ exchange with Manmohan Memorial Institute of Health Sciences (MMIHS) where we joined by Bournemouth University (BU) PhD student Sulochana Dhakal-Rai. Sulochana was in Nepal on the Turing Scheme, the UK government’s programme to provide funding for international opportunities in education and training across the world.
As part of this trip we had organised a one-day Systematic Review on Dementia Research Workshop on Sunday 29th May in at MMIHS in Kathmandu. This Global Challenges Research Fund (GCRF) funded workshop was highly successful, it attracted 75% more participants than budgeted for, namely 53 instead of 30. However, the extra cost this incurred in terms of workshop resources, refreshments and lunches was not a great issue compared to the fact that I had contracted COVID-19 a few days before the workshop and had tested positive on a PCR test two days before. Thanks to the hard work of our colleagues at MMIHS, the non-governmental organisation (NGO) Green Tara Nepal, and especially, Prof. Vanora Hundley, the workshop run very well. I even managed to make a guest appearance online from my hotel room 200 meters away from the workshop venue, albeit on a poorer quality internet connection than I would have had half way across the globe (at BU or at home).
This positive COVID-19 test also meant I could not travel on the India in early June due to COVID-19 travel restriction for entering India. There I had planned to meet Dr. Shanti Shanker from BU’s Psychology Department as part of our GCRF-funded project ‘Promoting dementia research in Nepal and India’. Again due to the presence of well organised colleagues the India part of the trip ran smoothly. Dr. Gayatri Kotbagi, who has works for us through the charity Sheetale Astitva, and Dr. Shanti Shanker managed to run the internal trip very well without me.
In August I traveled to Nepal again with two BU academics: Dr. Shovita Dhakal Adhikari, Lecturer in Criminology, Department of Sociology & Social Work, Dr. Pramod Regmi, Senior Lecturer in International Health (Department of Nursing Sciences) and a colleague from the University of Exeter Dr. Emma Pitchforth. The main purpose of this visit was to run two sets of three-day Academic Writing Workshop in two cities in Nepal, namely Kathmandu and Pokhara. These workshops were funded by the British Academy and supported by Dr. Rashmee Rajkarnikar from the Central Department of Economics at Tribhuvan University, Nepal’s oldest and largest university, the charity Green Tara Nepal and Social Science Baha. This time the trip itself went very well, both workshop were very well attended, and even made it into a newspaper in Nepal: The Rising Nepal.
The trouble started after we had left Nepal. Dr. Pitchforth and I helped both fell ill some five to eight days after returning to the UK. We both had flu-type symptoms, including sore joints, night sweats, feeling tired, coughing, etc., although these were not exactly the same, my symptoms were perhaps a bit more like COVID-19. Which is why I did three COVID-19 tests in one week (all negative). It was not until the blood test came back from the NHS lab last week that my family doctor could tell me that I had dengue fever. Dengue fever is on the rise in Nepal. The national English-language paper The Himalayan Times reported yesterday (27th Sept. 2022) that dengue fever “has afflicted almost 26,000 people in Nepal” In July in the capital Kathmandu “…35 people had contracted the mosquito-borne disease. The number increased to 727 in August and 8,132 in September.”
I’m looking forward to my next trip to Nepal, as we have loads of on-going project. I have been going there for nearly twenty years, and having two incidents in two decades is not a lot, pity these came in the same year and on subsequent trips.
Dr Sarah Hodge writes for The Conversation about research asking teachers about their experiences of how young people use technology and the effect it has on them…
What teachers think of children and young people’s technology use
Mobile phones, computers, social media and the internet are part of the daily lives of children and young people, including at school. Concerns over the risks of too much screen time or online activity for children and young people have been tempered by the reality of technology use in education and leisure.
The experience of life during the pandemic, when much schooling and socialising went online, has also changed attitudes to technology use. UK communications regulator Ofcom reported that in 2020 only a minority of children and young people did not go online or have internet access.
Teachers are in a unique position when it comes to assessing how children and young people use technology such as mobile phones and the effect it has on them. They see how children and young people use technology to learn, socialise, and how it affects their relationships with their peers.
Together with colleagues, I carried out in-depth research with eight teachers from different backgrounds, ages, years of professional experience, and type of educational institution from across the UK. We asked the teachers about their experiences of children and young people’s use of technology: how they thought it affected their emotions, behaviour and learning both before and during the pandemic.
The teachers talked about the importance of technology as a tool in the classroom and learning and the opportunities it provides for creativity. As one teacher put it:
It is what the children are used to, and it engages them more – it is a useful tool that can add to our teaching.
Empowered through tech
We also found that teachers were optimistic about the role technology could play in empowering children and young people. One said:
They use social networking sites to learn from one another and to express their beliefs – even children who are quiet in the classroom, they find it easier to express themselves online.
They thought that children and young people could learn to understand and recognise the signs of unhealthy technology use from their own emotions and behaviour when using technology. This included showing empathy and care through noticing how they and others feel. One teacher said children and young people were becoming more compassionate and offering their help to friends who were showing signs of distress through their online posts.
However, some teachers did express concern about how interacting online affected children and young people’s social skills. One teacher said:
They don’t know how to have proper conversations with their friends. They don’t know how to resolve anything because it’s easy to be mean behind a screen and not have to resolve it.
Another questioned how technology use was affecting play. They said:
They don’t know how to play and actually you will see groups of them surrounding a phone.
Teachers also pointed to the problems of disengaging from technology use. One teacher stated:
The parents have ongoing battles trying to pull their children away from screens and the next day they are exhausted, and they find it difficult to get them into school because the children are so tired.
Teachers discussed how they encouraged their pupils to take part in team sports as a way to encourage face-to-face communication and conflict resolution. However, while some online safety and internet use is covered at school, guidance on how to live with technology, be resilient towards challenges and use technology in a balanced could be more explicitly taught.
The PHSE Association – a national body for personal, social, health and economic education – offers guidance on online safety and skills for the curriculum, such as the potential harms of pornography but there is much scope to develop a broader approach to supporting healthy technology use.
Teachers felt that there should be more discussion of online behaviour in the classroom. Daisy Daisy/Shutterstock
In class, this could be as simple as working on how to make informed decisions about technology use – such as being more cautious if online activity involves talking with strangers, or recognising if spending time online is a large time commitment. It could include using social media posts as real-world examples to encourage childrenand young people to be informed, critical and resilient towards content they are likely to see and interact with.
Teachers felt that adding online safety to the curriculum would be valuable, as would providing opportunities for children and young people to talk about their experiences and content of technology. One teacher said:
There are predators out there and we do discuss online safety issues with my students, but some stuff should be part of the curriculum as well, and parents should access it too.
The teachers highlighted that they, too, needed support in their knowledge about technology and suggested this should be more incorporated into teacher training. One teacher said:
We need to keep up with the times and if there is something this pandemic taught us, is that not all of us are keeping up… one-off training is not adequate, schools need to invest in continuous professional development activities related to technology.
Children and young people can get significant benefits from technology, but it has risks, too. More attention to how teachers can address this in school can be an invaluable way to help children and young people understand and balance their time online.
We are recruiting to a number of roles to help support preparation for our next REF submission. The roles are recruited through an open and transparent process, which gives all academic staff the opportunity to put themselves forward. Applications from underrepresented groups (e.g. minority ethnic, declared disability) are particularly welcome.
We are currently preparing submissions to thirteen units (otherwise known as UOAs). Each unit has a leadership team with at least one leader, an output and impact champion. The leadership team are supported by a panel of reviewers who assess the research from the unit. This includes research outputs (journal articles, book chapters, digital artefacts and conference proceedings) and impact case studies.
We currently have vacancies in the following roles:
All roles require a level of commitment which is recognised accordingly with time to review, attend meetings, and take responsibility for tasks.
Undertaking a UOA role can be enjoyable and rewarding as two of our current champions testify:
“As UOA Outputs Champion you develop a detailed knowledge of all the great work that colleagues are doing related to the subject, and the different outlets used for disseminating their work. As an outputs committee member, you also get to know what research is going on across BU, and it’s interesting to see the differences between disciplines. It’s a good way develop your knowledge of the bigger picture of BU’s research, and also to understand the importance of REF and how it works in practice. You do spend quite a bit of time chasing colleagues to put their outputs on BRIAN for REF compliance but hopefully they forgive you!”
Professor Adele Ladkin – UOA 24 Output Champion
“As a UoA 17 impact champion, I work closely with the UoA 17 impact team to encourage the development of a culture of impact across BUBS. I try to pop into Department / research group meetings when I can to discuss impact, and I’ve enjoyed meeting people with a whole range of research interests. Sometimes it can be tough to engage people with impact – understandably; everyone is busy – so it’s important to be enthusiastic about the need for our BU research to reach the public. Overall, the role is about planting the seeds to get researchers thinking about the impact their work might have in the future (as well as the impact they have already had, sometimes without realising!)”
Dr Rafaelle Nicholson – UOA 17 Impact Champion
How to apply
All those interested should put forward a short case (suggested length of one paragraph) as to why they are interested in the role and what they think they could bring to it. These should be clearly marked with the relevant role and unit and emailed to ref@bournemouth.ac.uk by 11th October 2022.
Further detail on the roles, the process of recruitment and selection criteria can be found here:
Today 11 August we are running a workshop at Talbot Campus (in person and online) facilitated by Prof. Sujam Marahatta on ‘Health Research in Nepal: Past and Present, Opportunities and Barriers’. The physical meeting will be in the Fusion Building room F111 starting at 14:00 and finishing at 16:00. Prof. Marahatta, is Professor of Public Health at Manmohan Memorial Institute of Health Sciences (MMIHS) in Kathmandu, Nepal. He is visiting Bournemouth University as part of the ERASMUS+ Key Action 107 which includes the exchange of academic staff and students between BU and MMIHS. Several of BU’s PhD students and staff have already been to MMIHS as part of this exchange. He hopes to stimulate debate and generate ideas that will help build health research capacity in Nepal.
In order to open the meeting to other researchers in the UK studying Nepal the meeting will be hybrid and also available via Teams.
Meeting ID: 399 955 418 574
Passcode: 6Uzh5k
Prof. Edwin van Teijlingen, Prof. Vanora Hundley & Dr. Pramod Regmi
Yesterday (10th August) Prof. Sujan Marahatta from Manmohan Memorial Institute of Health Sciences (MMIHS) gave an insightful talk under the title ‘Response to COVID-19 in Nepal’ to colleagues at Bournemouth University. Prof. Marahatta arrived in the UK yesterday morning and straight off the bus from Heathrow airport came to present in the Bournemouth Gateway Building. He is at Bournemouth University as part of the ERASMUS+ Key Action 107 which includes the exchange of academic staff and students between the UK and Nepal, between BU and MMIHS. His talk covered his role in writing the official report ‘Responding to COVID-19’.
He also spoke about the various joint studies conducted between MMIHS and academics in BU’s Faculty of Health & Social Sciences. These collaborations include a range of BU academics, Dr. Pramod Regmi, Dr. Catherine Angell, Dr. Preeti Mahato (who recently moved to Royal Holloway), Prof. Carol Clark, Prof. Edwin van Teijlingen, Dr. Nirmal Aryal, Dr. Shanti Shanker, and Prof. Vanora Hundley.
Erasmus+ is the European Commission’s flagship for financial support of mobility for Higher Education students, teachers and institutions. The British Councill is the funding agency in the UK and coordinates the funding at a national level. BU is proud to be part of Erasmus+.
Are you interested in finding out about the NIHR RfPB funding
programme? Join our online seminar on 1st September 2022 from
12.00pm – 2.00pm
About the seminar
The seminar will be hosted by the NIHR Research Design Service and will provide a great opportunity to hear from members of the RfPB programme team and funding panel, as well as from successful applicants. There will also be information about the RDS and the support available for people who are applying to the programme.
Who is the seminar for?
Researchers and health and social care professionals who want to learn more about the RfPB programme and the support available to them.
What will the seminar cover?
• An overview of the RfPB programme
• What the funding panel look for in an application
• Experience of previous successful applicant(s)
• Including Patient and Public Involvement (PPI) in your application
• Including Equality Diversity and Inclusion (EDI) in your application
• How the NIHR RDS can support applicants
How to book a place
Please register via this link.
The full programme and further details will be sent nearer to the date of the seminar.
We can help with grant applications to National peer reviewed funders. We advise on all aspects of developing an application and can review application drafts as well as put them to a mock funding panel (run by RDS South West) known as Project Review Committee, which is a fantastic opportunity for researchers to obtain a critical review of a proposed grant application before this is sent to a funding body.
Contact us as early as possible to benefit fully from the advice
Exercising with Epilepsy, Friday 29th July, 12.30pm, online
Join psychology lecturer Dr Sarah Collard at a free online event this Friday to hear how her research is challenging the assumptions around exercising with epilepsy. Dr Collard was awarded ACORN funding to explore the physical activity levels of people with epilepsy in the UK. The project aimed to:
Establish self-reported physical activity and levels of sedentary behaviour.
Obtain epilepsy-related factors and socio-demographic information.
Investigate the associations between epilepsy-related factors, socio-demographics, and physical activity.
In the online discussion, Dr Collard will outline her findings so far, which will provide important data for people with epilepsy and their families and carers, as well as medical professionals and those working in the fitness and leisure sector.
To join the discussion and hear her findings, sign up here.
Some people are unsure (or unaware) of the contribution of Bournemouth University’s Visiting Faculty. At many UK universities eminent scholars (researchers, teachers and/or professionals) are offered honorary unpaid appointments to enhance the skills and knowledge of that institution’s academic staff and/or students. Unusually, these Visiting Faculty members are hosted when there already exists a well-developed professional relationship between the Visiting Faculty and the university’s staff. The Faculty of Health & Social Sciences (FHSS) has a number of Visiting Faculty members, including some local, national and international collaborators.
Both papers are Open Access, and hence free to access for anybody across the globe.
Prof. Edwin van Teijlingen
References:
Asim, M., Sathian, B., van Teijlingen, E., Mekkodathil, A. A., Babu, M. G. R., Rajesh, E., Kumar, R. N., Simkhada, P., & Banerjee, I. (2022). A survey of Post-Traumatic Stress Disorder, Anxiety and Depression among Flood Affected Populations in Kerala, India . Nepal Journal of Epidemiology, 12(2), 1203–1214. https://doi.org/10.3126/nje.v12i2.46334
Adama E.A., Koliouli F., Provenzi L., Feeley N., van Teijlingen E., Ireland J., Thomson-Salo F., Khashu M and FINESSE Group (2022) COVID-19 restrictions and psychological well-being of fathers with infants admitted to NICU—an exploratory cross-sectional study, Acta Paediatrica(forthcoming) https://onlinelibrary.wiley.com/doi/full/10.1111/apa.16455
Yesterday the latest issue of the Nepal Journal of Epidemiology carried our paper ‘A survey of Post-Traumatic Stress Disorder, Anxiety and Depression among Flood Affected Populations in Kerala, India‘ [1]. This paper was co-authored by two Faculty of Health & Social Sciences (FHSS) Visiting Faculty, namely Prof. Padam Simkhada (in the School of Human & Health Sciences at the University of Huddersfield) and Dr. Brijesh Sathian (in the Geriatrics & Long-term Care Department at Rumailah Hospital, Qatar). This study is longer-term follow-up of the 2018 floods in Kerala. The authors conducted a cross-sectional household survey between November 2019 to January 2020 in one district of Kerala with adults who had been directly exposed to the 2018 flood. The paper concludes that the vast majority of respondents (92% of women & 87% of men) still showed sub-clinical psychiatric symptoms one year after the flood. An earlier paper had argues for further research in India to explore “the long-term sequelae of catastrophic floods on physical and mental trauma on disaster-affected populations” [2].
Prof. Edwin van Teijlingen
Centre for Midwifery, Maternal & Perinatal Health (CMMPH)
References:
Asim, M., Sathian, B., van Teijlingen, E., Mekkodathil, A. A., Babu, M. G. R., Rajesh, E., Kumar, R. N., Simkhada, P., & Banerjee, I. (2022). A survey of Post-Traumatic Stress Disorder, Anxiety and Depression among Flood Affected Populations in Kerala, India . Nepal Journal of Epidemiology, 12(2), 1203–1214. https://doi.org/10.3126/nje.v12i2.46334
Asim, M., Mekkodathil, A., Sathian, B, Elayedath, R., Kumar N.R., Simkhada, P., van Teijlingen, E. (2019) Post-Traumatic Stress Disorder among the Flood Affected Population in Indian Subcontinent, Nepal Journal of Epidemiology9(1): 755-758. https://www.nepjol.info/index.php/NJE/article/view/24003
The NIHR doctoral training camp is a 3 day annual face to face event providing guidance and practical experience on putting together a successful application for funding.
By attending the virtual sessions run during day 1 of the NIHR Doctoral Training Camp, you will have access to the introductory plenary talks.
The event will include presentations on:
● How to sell yourself when applying for funding
● How to sell your project when applying for funding
● Effective patient and public involvement
● What funding panels are looking for in applications
We can help with grant applications to National peer reviewed funders. We advise on all aspects of developing an application and can review application drafts as well as put them to a mock funding panel (run by RDS South West) known as Project Review Committee, which is a fantastic opportunity for researchers to obtain a critical review of a proposed grant application before this is sent to a funding body.
Contact us as early as possible to benefit fully from the advice
Some of you might be interested in this workshop, titled ‘Sensitive Pasts and Difficult Presents: working with young people through participatory arts‘, taking place this upcoming Monday, 27th June 2022, at BU (Talbot Campus). The workshop aims to bring together colleagues from across BU’s research centres, exploring how working with and for young people in sensitive contexts, both, locally and across the world, can be informed by interdisciplinary approaches (including Social Sciences, the Arts, and arts-based technologies).
Several colleagues will provide short presentations and thought pieces based on their research and experiences in the application of participatory arts-based methods in such contexts. Including a ‘world café’, the workshop aims to provide a forum to compare and exchange our experiences, learning and research outcomes rather than a classic, entirely lecture-based format.
This event is organised by the Centre for Seldom Heard Voices (Stephanie Schwandner-Sievers; RA Emily Fisher). The workshop includes colleagues from CEMP, CESJ, EMERGE, and further members are warmly invited to attend. We hope this event will be of particular interest to colleagues working in and through the participatory arts, specifically with vulnerable or marginalised groups, internationally or closer to home.
All relevant info, including a link to the Eventbrite registration (places are limited!), is available in the attached document.
Looking forward to seeing some of you there,
Stephanie Schwandner-Sievers
(Associate Professor in Applied Anthropology)
sssievers@bournemouth.ac.uk
For admin matters, contact Emily Fisher at: s5315494@bournemouth.ac.uk
From the Research Design Service (RDS) desk – optimising recruitment to a clinical trial
In this month’s blog post, we hear from Irene Stratton from RDS South Central about how to optimise recruitment to clinical trials, a key part of any successful research application and critical to successful study delivery. Find out more.
NIHR Grant Applications Seminar: guest speakers confirmed
Our popular seminar continues online and will take place on Thursday 7th July 2022 from 10.00am – 12.30pm.
We’re pleased to announce we’ll also be hearing from Janine Bestall and Louise Hayes about the NIHR Public Health Research (PHR) programme. They will be giving an overview of the programme, the assessment process and what the funding panels are looking for. Find out more.
NIHR News
Research Reset: recovering the UK’s capacity to deliver clinical research
Research Reset is the approach being implemented to recover the UK’s capacity to deliver clinical research. Reset is an ongoing process, and sponsors have been provided access to an online tool which provides a live view of studies requiring review.
Join Dementia Research call back
The ‘Join Dementia Research’ website has a new call back function, so healthcare professionals can sign their patients up to find out which research studies they could participate in. Watch their video to find out more.
Excess Treatment Costs thresholds lowered
Excess Treatment Costs (ETC) are costs incurred when treatments given as part of research studies are more expensive than the care participants would normally receive. The ETC threshold has been lowered, providing additional funding to secondary care providers with an additional 120 NHS sites receiving payments, helping to deliver the Government’s research vision. Find out more.
NIHR Senior Investigator award
The NIHR Nursing and Midwifery Incubator is hosting a webinar on 20 June 2022, to raise awareness of the NIHR Senior Investigator Award to nurse and midwife applicants. It will cover panel expectations, experience of successful applicants, and information about the support the incubator can provide.
Developing Innovative, Inclusive and Diverse Public Partnerships Programme Development Grant – webinar: 21 June, 10:30am – 12:45pm. A new annual funding call to encourage inclusive and/or new ways of partnership working between community and charity groups and researchers in health and social care. Find out more and register.
Research for Social Care
Interested in applying to our social care research funding call? Join the NIHR for a webinar on 28 June 2022, to find out more and hear from the Research for Social Care Programme team, RDS, and previous applicants.
How to apply public involvement effectively to your research application
Find out how to incorporate public involvement successfully into your research, and hear insights from a researcher and public involvement representative, at our webinar on 6 July 2022. This will cover NIHR’s definition of public involvement, guidance on co-producing a research project, what NIHR is looking for in public involvement, and more.
Programme Grants for Applied Research (PGfAR) Competition 39
Your local branch of the NIHR RDS (Research Design Service) is based within the BU Clinical Research Unit (BUCRU) should you need help with your application. We advise on all aspects of developing an application and can review application drafts as well as put them to a mock funding panel (run by RDS South West) known as Project Review Committee, which is a fantastic opportunity for researchers to obtain a critical review of a proposed grant application before this is sent to a funding body or if you’re hoping to resubmit the panel can provide some excellent tips and feedback.
Contact us as early as possible to benefit fully from the advice
Congratulations to Centre for Midwifery, Maternal & Perinatal Health (CMMPH) Visiting Faculty members Prof. Minesh Khashu and Ms. Jillian Ireland on the acceptance of their paper “COVID-19 restrictions and psychological well-being of fathers with infants admitted to NICU (neonatal intensive care units)—an exploratory cross-sectional study” has been accepted by Acta Paediatrica [1].
These authors, both employed by University Hospitals Dorset NHS Foundation Trust, are part of an international team of researchers studying the role of fathers in maternity care. The first author on the paper, Dr. Esther Adama is Lecturer in the School of Nursing and Midwifery at Edith Cowan University in Australia. Previous papers produced by some members of this team were both published in the Journal of Neonatal Nursing[2-3].
Congratulations to my colleagues!
Prof. Edwin van Teijlingen
References:
Adama E.A., Koliouli F., Provenzi L., Feeley N., van Teijlingen E., Ireland J., Thomson-Salo F., Khashu M and FINESSE Group (2022) COVID-19 restrictions and psychological well-being of fathers with infants admitted to NICU—an exploratory cross-sectional study, Acta Paediatrica(accepted).
Fisher, D., Khashu, M., Adama, E., Feeley, N., Garfield, C., Ireland, J., Koliouli F., Lindberg, B., Noergaard, B., Provenzi, L., Thomson-Salo, F., van Teijlingen, E. (2018) Fathers in neonatal units: Improving infant health by supporting the baby-father bond & mother-father co-parenting, Journal of Neonatal Nursing 24(6): 306-312 https://doi.org/10.1016/j.jnn.2018.08.007
Ireland, J., Khashu, M., Cescutti-Butler, L., van Teijlingen, E., Hewitt-Taylor, J. (2016) Experiences of fathers with babies admitted to neonatal care units: A review of literature, Journal of Neonatal Nursing 22(4): 171–176
– Do you have a great idea for research in health, social care or public health?
– Are you planning to submit a grant application to NIHR?
Our popular seminar continues online and will take place on Thursday 7th July 2022 from 10.00am – 12.30pm.
The seminar provides an overview of NIHR funding opportunities and research programme remits, requirements and application processes. We will give you top tips for your application and answer specific questions with experienced RDS South West advisers.
We also have a limited number of 20-minute 1-to-1 appointments available after the seminar should you wish to discuss your proposed study with an RDS adviser.
We can help with your application. We advise on all aspects of developing an application and can review application drafts as well as put them to a mock funding panel (run by RDS South West) known as Project Review Committee, which is a fantastic opportunity for researchers to obtain a critical review of a proposed grant application before this is sent to a funding body.
Contact us as early as possible to benefit fully from the advice
In the online discussion, Dr Collard will outline her findings so far, which will provide important data for people with epilepsy and their families and carers, as well as medical professionals and those working in the fitness and leisure sector.
We’re pleased to announce we’ll also be hearing from Janine Bestall and Louise Hayes about the NIHR Public Health Research (PHR) programme. They will be giving an overview of the programme, the assessment process and what the funding panels are looking for.
Help highlight BU’s Impact – Share your involvement in Community and Cultural Events
Share Your Views on Public Engagement – Royal Society Survey Open Until 30 June
MSCA Postdoctoral Fellowships 2025 Call
ERC Advanced Grant 2025 Webinar
Horizon Europe Work Programme 2025 Published
Horizon Europe 2025 Work Programme pre-Published
Update on UKRO services
European research project exploring use of ‘virtual twins’ to better manage metabolic associated fatty liver disease