Tagged / CWLTH

CWLTH Research Seminar

PG research, student research

The next Centre for Wellbeing and Long-Term Health (CWLTH) Research Seminar will be at 13:30-14:30 on Wednesday 4th June in BG-108. Kelsie Fletcher (Lecturer in Nursing at the University of the Sunshine Coast and PhD student at BU) will be speaking about her doctoral research on ‘Becoming leaders of change: adaptive moral navigation and the challenges of international disaster management‘. Kelsie will be submitting her doctoral thesis later this year. Everyone is welcome to join us to learn more about Kelsie’s research.

For more information about the CWLTH please contact cwlth@bournemouth.ac.uk.

A compassionate approach to Simulation: new national blog post published

Student Engagement

The Association for Learning Developers in Higher Education (ALDinHE) have a national blog focussing on pedagogic practice and the student experience. Una Brosnan (Paramedic Science) and Debbie Holley (Nursing Sciences) collaborated to create the blog (extracts below) and the full blog is available here https://aldinhe.ac.uk/take5-122-from-accidents-to-aquariums-a-compassionate-approach-to-simulation/

#Take5 #122 From accidents to aquariums: a compassionate approach to simulation
“The world of simulation and immersive learning technologies is developing rapidly and in parallel to the existing and predicted future requirements of health and care on a global scale”.
[Enhancing education, clinical practice and staff wellbeing. A national vision for the role of simulation and immersive learning technologies in health and care HEE, 2020]
This #Take 5 reflects upon ways in which paramedic students responded to a compassionate pedagogical approach to debriefing groups after a high intensity simulation experience. Their experience through changing the ambience of the debrief transformed their session from one where students reported anxiety, insecurity where lecturing staff noticed students showing signs of stress to relaxed bodies, a calm atmosphere and a readiness for self and peer reflections. This was now a space where individual voices could be heard, and deep learning took place.
Studies have shown that students can find clinical simulation to be extremely stressful and anxiety provoking (Jowesy et al. 2020 and Mills et al. 2016). Could a potential solution to controlling the amount of stressor added by the educator be to embed compassionate pedagogies in clinical simulation training? Compassionate pedagogy is a teaching approach that emphasizes empathy, care, and understanding in the educational process by focusing on and creating a respectful and understanding learning environment. Here the students’ emotional, personal, and academic needs are recognised, fostering both their professional competence and well-being. This method enhances the development of compassionate, patient-centered care by modelling empathy in the educational process.
This short illustrative video clip shows the contrast between a high stress, high intensity environment (a rail crash scenario where students were expected to triage and the treat mannequins with different injuries) to their low stress environment (a virtual aquarium of tropical fish swimming and soothing water ripple sounds) enabled by using the resources available in an immersive classroom – a Blended Learning Interactive Simulation Suite (BLIS). The ‘classroom’ is a mixed reality platform, comprising three fully interactive walls, with any imaginable scenario projected onto them, with video, audio and tactile capabilities.
Creating an atmosphere of quiet and calm is enabled through transforming the immersive classroom into an ‘aquarium’, with rippling water and fish swimming. This dramatically different space offers the student an atmosphere reducing stress and anxiety caused by the simulation and a place to consolidate their learning.
https://youtu.be/ygFshwj-kSQ?si=fk2Jog11IspjvqQ7

Research into the consequences of parental migration in Nepal

student research

At today’s Centre for Wellbeing and Long-Term Health (CWLTH) Research Seminar, Yagya Adhikari, a PhD student supervised by Professor Edwin van Teijlingen and Dr Pramod Regmi, presented part of his doctoral research focusing on ‘Parental migration for work and psychosocial problems among left-behind adolescents in Nepal‘. Yagya is part of the CWLTH’s Marginalised Groups Workstream and will be submitting his thesis later in 2025.

An astonishing 2,000 people leave Nepal everyday to work overseas and it has long been known that this has an impact on the families left-behind. Yagya’s research explores a new dimension by focusing on the experiences of the left-behind adolescents. The findings Yagya presented today demonstrate that left-behind adolescent boys and girls have poorer results on measures of psychosocial well-being when compared to similarly aged adolescents not left behind by a parent. Yagya’s research has genuine potential to have a positive impact in Nepal.

If you would like to know more about Yagya’s research he can be contacted at yadhikari@bournemouth.ac.uk. For more information about the CWLTH contact cwlth@bournemouth.ac.uk. 

 

CWLTH Research Seminar & Centre Meeting

PG research, student research

The Centre for Wellbeing and Long-Term Health (CWLTH) will be hosting their next Research Seminar and Centre meeting at 11:00 on Tuesday 22nd April. PhD student Yagya Adhikari will be presenting their doctoral research exploring ‘Parental migration for work and psychosocial problems among left-behind adolescents in Nepal.‘ Click HERE to join this meeting on Teams. Contact CWLTH@bournemouth.ac.uk for more information about the Centre.

Unlocking the data dungeons of higher education

Unlocking the data dungeons of higher education
Authors: Kitchenham, A., Holley, D. and Biggins, D.

Conference: International Technology, Education and Development Conference 2025

Dates: 3-5 March 2025

Abstract:
Higher Education in the UK operates under a regulatory framework, the Office for Students (OfS). The university sector needd to report on a series of data metrics, where education has been quantified into measurable outcomes. These are focused on continuation and completion of studies, as well as readiness and ability to secure professional work. However, recent literature has documented the complexity of computing metrics in an environment in which universities are in constant transition and adaptation, and how these adaptive processes impact student transitions, including from university to graduate work. Thus collecting data with precision and fair statistical assessment of outcomes across the sector remain a challenge for the government and the sector alike.
Learning analytics is a highly contested field which is implemented and used in very different ways across the sector. In some cases, the collection of data places greater emphasis on institutional compliance for reputational protection and as a tool for data driven narrative creation. At its most effective, it places the learner at the centre of the process and as the primary audience for its output. Emerging trends point to how it is increasingly embedded within day-to-day activities that encompass learners, educators and the institution. Our research indicates that it is most impactful when it supports data-informed pedagogic interventions.
Our research suggests three broad responses to data collection, collation and interpretations, where the institutional data gathered is actioned through very different strategic lenses. Best practice seeks to use this data to inform strategic and operational decisions; and to focus on the student experience, with a clear pedagogic rationale underpinning the sharing of data, that genuinely moves the student learning journey forward. The use and role of data can be characterised as a tool to defend the institution from external scrutiny; an intrinsic tool to inform course development or as instigator for dialogue (including self dialogue) by the learner. The learning design that frames and encompasses learning analytics impacts significantly on the user. It can be cold, dehumanising and context free with the data stored in what we terms as a ‘data dungeon’. It can be interpreted as a ‘data engine room’ driving forward the curricula and learning agenda; it can, we argue, at its cutting edge frame ‘data dialogue’; shining the light into the data dungeon. This paper will draw upon these themes and suggest a maturity model to ensure the data collected has meaning, use and value and contributes to a greater understanding of the measurement and understanding of learning gain.
https://staffprofiles.bournemouth.ac.uk/display/conference/402814

Next CWLTH Research Seminar and Centre Meeting

The Centre for Wellbeing and Long-Term Health‘s next Research Seminar and Centre meeting will be 13:00-14:00 on Wednesday 19th March. Dr Chris Long (Principal Academic on Healthcare Statistics) with be speaking about ‘Avoiding the common statistical pitfalls when planning a research project.’ For more information contact CWLTH@Bournemouth.ac.uk.

The Future of Palliative and End of Life Care

Summary from our visiting professor lecture.

The Visiting Professor Lecture, delivered by Professor Bee Wee, CBE, titled “The Future of Palliative and End of Life Care,” was held on 5th February 2025 at Bournemouth University and proved to be a resounding success. The event brought together a diverse and engaged audience, including members of local communities, nursing students, nurse educators, researchers, health professionals, staff and volunteers from Lewis Manning Hospice Care, as well as prominent figures from NHS Dorset Integrated Care Partnership, Dorset Integrated Care Board, and the Burdett Trust for Nursing.

In addition, specialist professionals in palliative and end-of-life care from hospices and NHS Hospital Trusts across Dorset, Wiltshire, Hampshire, and the Isle of Wight attended the event, which provided a unique platform for collaboration and knowledge-sharing among healthcare professionals and students working within this critical field.

Key highlights of the afternoon, apart from the keynote lecture by Professor Bee Wee, included a presentation by Cathy Beresford, who is investigating experiences of care in advanced liver disease for her doctoral research study. An insightful panel discussion, led by Professor Bee Wee, featuring recently graduated nursing students from Bournemouth University—Tina Smith, Julia Copson, and Christina Keeping. These nursing graduates shared their personal experiences as former BU/Lewis Manning Hospice Care Scholarship recipients, offering valuable insights into the practical application of palliative care principles in their new professional roles as registered nurses working in a hospice, specialist palliative care unit, and acute stroke unit in Dorset.

The event also included an introduction to the Centre for Wellbeing and Long-term Health, with presentations by Professor Sam Porter and Dr. Duncan Randall on ongoing research within the centre and various aspects of palliative and end-of-life care.

“We are thrilled with the success of this year’s Lewis Manning Hospice Care Visiting Professor Lecture,” said Dr. Sue Baron, Principal Academic at Bournemouth University. “It was an incredibly enriching experience to bring together so many dedicated professionals and students who are passionate about improving palliative and end-of-life care. Professor Bee Wee’s expertise, coupled with the variety of presentations, made for an uplifting and thought-provoking afternoon.”

The event was a collaboration led by Clare Gallie, CEO of Lewis Manning Hospice Care, and Dr. Sue Baron, Principal Academic in the Faculty of Health and Social Sciences at Bournemouth University. Together, they provided attendees with a unique opportunity to engage with thought leaders in the field of palliative care, network with colleagues, and discuss future advancements in the sector.

Looking ahead, organizers are already planning future initiatives to continue advancing the discussion and research into the future of palliative and end-of-life care.

For more information about the Visiting Professor Lecture Series and ongoing research into palliative care, please visit Centre for Wellbeing and Long-Term Health www.bournemouth.ac.uk/CWLTH

About Lewis Manning Hospice Care Lewis Manning Hospice Care is a charity dedicated to helping people with life-limiting illnesses and their families across East Dorset. They promote acceptance, hope, and peace of mind, helping people to live well through their illness. The organization offers a range of services that prioritize quality of life and compassionate care. Lewis Manning website https://lewis-manning.org.uk/

Contact: Dr. Sue Baron Principal Academic in Nursing & Lead of Lewis Manning Hospice Care/Bournemouth University Nursing Scholarships in Palliative and End of Life Care Department of Nursing Science, Bournemouth University Contact: sbaron@bournemouth.ac.uk / cwlth@bournemouth.ac.uk Centre for Wellbeing and Long-Term Health Website @CWLTH_BU

Upcoming webinars on children’s palliative care

Dr Duncan Randall from Nursing Sciences has been invited to contribute to three Webinars.
He has already delivered one on 14th of January for the re formed education group of Together for Short Lives. One of the main children’s palliative care organisations in the UK. Over 50 people attended to hear about Duncan’s work with Dr Sue Neilson of the University of Birmingham on education standards for the Children’s Palliative Care Education and Traning Action Group and their follow up work on advance care planning for children. Coming up are a webinar for the Association of British Paediatric Nurses on 14th February and one for the International Children’s Palliative Care Network on 20th February. These will be delivered with Dr Neilson and Professor Julia Downing Duncan’s co editors from the new Children’s Palliative Nursing Care book. Each of the webinar will discuss children’s pallaitive care and the lessons learnt from editing a textbook with 30 authors from 13 countries. Link to ABPN Webinar below
https://www.eventbrite.co.uk/e/childrens-palliative-care-frameworks-an-interactive-workshop-for-nurses-tickets-1051966529207?aff=oddtdtcreator.

Centre for Wellbeing and Long-Term Health (CWLTH)

The next Centre for Wellbeing and Long-Term Health (CWLTH) Research Seminar and Centre Meeting will be 13:00-14:00 on Tuesday 25/02/2025. Dr Jonny Branney and Dr Katey Collins will be leading a discussion about the Centre’s newest work stream ‘Rehabilitation and Prevention’. All are welcome to join this meeting … click HERE to join the meeting on Teams. Contact CWLTH@bournemouth.ac.uk for more information about the Centre.

New book by Dr Duncan Randall, DNS

Nursing is an essential component of children’s palliative care and palliative care is an essential aspect of nursing. Yet the complex inter-disciplinary nature of palliative care brings into sharp focus the work nurses undertake with others in delivering palliative care. This is, however, a book by nurses for nurses.
This comprehensive text presents the essential knowledge and skills required by nurses providing this invaluable care to a growing number of children. The chapters are mapped to the Children’s Palliative Care Education and Training standards. These are endorsed by the International Children’s Palliative Care Network, a major partner with the World Health Organization in the push to make children’s palliative care a universal health right. In its three Parts, Children’s Palliative Nursing Care covers public and universal care, core nursing and specialist care. The chapters can be read individually or cumulatively to move from engagement in public health and public understanding of palliative care through to delivering nursing care. Topics range from managing symptoms and end-of-life care, to education, research and issues of quality and leadership.
Uniquely each chapter has been written by a team of authors who come from both high-income and low-/middle-income countries. This makes this not just a book by nurses for nurses but a global book for global nursing practice.
It is now available through the University library:
https://bournemouth.on.worldcat.org/oclc/1474642910
Dr Randall researches as part of the Centre for Wellbeing and Long-Term Health at Bournemouth University

Keynote: the Brave New World of Education and AI 4.0

Professor Debbie Holley was privileged to be able to give a keynote opening at the inaugural Digital Education and AI in the 21st Century conference last week. Working with the  FLIE Learning Technology team, my keynote included a ‘Virtual’ visit to the Antarctic, illustrating how we can create ‘deep learning moments’ for students       using lo-tech as well as hi-tec solutions.

Link to slides

The FLIE report:

FLIE joined colleagues from BU and Imperial College  to present at the NK Fusion conference on Digital Education and AI in the 21st Century. We talked about the creation of our AI Literacy resources for staff and students and showcased some of the innovative practice of BU academics who have worked with us employing digital tools such as 360 cameras, immersive films and H5P interactive learning objects. It was a really interesting day with some really thought-provoking speakers.

Further information email Debbie Holley: dholley@bournemouth.ac.uk

a wonky image of Brave New World generated by AI

The Brave New World by Chat CBT

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Centre for Wellbeing and Long-Term Health (CWLTH)

The next CWLTH Research Seminar and Centre Meeting will be at 14:00-15:00 on Wednesday 13th November 2024.  Dr Steve Trenoweth (Principal Academic in Mental Health Nursing and CWLTH Workstream Lead for Mental Health and Psychosocial Care) will speak about ‘New directions in mental healthcare: international perspective’.  Steve will be drawing on his experiences of working with colleagues and CWLTH members at Bern University of Applied Sciences in Switzerland.  The second half of the meeting will be an opportunity to reflect on CWLTH activities and future plans.  All are welcome to join this event.  Click HERE to join the meeting and for more information contact CWLTH@Bournemouth.ac.uk.

DNS staff share their virtual reality research at AHSN Wessex

innovation

on behalf of Professor Debbie Holley

I am delighted to report that Dr Michele Board, Dr Heidi Singleton and I were invited to share our virtual reality research as part of the Wessex Academic Health Science Network webinar on 16.03.2023. Dr Board presented her work on ‘walk through dementia’, which brings the reality of lived experiences places the viewer in the shoes of the person with dementia. More information about this projects and the collaboration with the Alzheimer’s Society are available from the ADRC website.

Dr Singleton and I presented on our work on the mental health 360 video scenarios we created for student nurse education which have been embedded within the curriculum.

Evaluated via Focus group discussions (n=6 students) and an online survey (n=33 thus far); with 94% of nursing students reporting that the videos were extremely or very useful for their learning.  

“It flags up potential extra considerations in practice that you wouldn’t anticipate with just the theoretical teaching. You can better visualise.” (Student Nurse 31) 

“It made me feel confident in how to interact with an individual who may be having a mental health breakdown.” (Student Nurse 15) 

“It showed me that you can take time and check the correct information and repeat steps when assessing and treating a patient.” (Student Nurse 8) 

The learning resources mean that students can link theory to practice and can repeat the activity at any point during their course and from any location.

Thanks to the wider team Ursula Rolfe, John Moran, Emma Collins and our former colleague Jasmine Snowden,

 

Success in HEIF funding: VR Igloo

VR Igloo: Developing and evaluating a novel interactive virtual reality intervention for children with eczema

Team: Dr Heidi Singleton, Yaqing Cui, Dr Xiaosong Yang, Dr Emily Arden-Close, Professor Steven Ersser, Professor Debbie Holley, Dr Sarah Thomas, Richard Glithro, John Moran, Dr Andy Hodder and Amanda Roberts (Nottingham Support Group for Carers (NSG) of Children with Eczema).

Aim: To co-create a complex VR health intervention based on the guided imagery approach to treating eczema (Ersser et al., 2014); targeted at children (aged between 7 and 11 years of age) (complex intervention development). This intervention is not a medical device but addresses a clinical issue and can be used at hospital or in the home. Our processes and outputs will be congruent with some of the staging of complex intervention development advised by the Medical Research Council (2021).

Evidence from our small-scale PPI project (Singleton et al. 2022), points to the need for an interactive VR innovation that provides an immersive experience to distract from itchy eczema with minimal requirements for contact with the child’s face or hands. To tackle this problem, we will design and develop a prototype system of an interactive “mini-VR igloo headset”. We will work with the Department of Design and Engineering to design and develop the prototype.

In keeping with a person-based approach these ideas will be discussed with our PIER group and will form part of the developmental work with our Nottingham based charity stakeholder partner.

This Open Call HEIF funding will enable this cross faculty team to work together, with some additional paid staff, to accelerate and maximise the development of a complex intervention to enhance its potential for impact of this well-established VR Eczema project. It will also provide us with several prototypes to test at BU events.

Heidi, Steve and Debbie research as part of the Centre for Wellbeing & Long-Term Health, follow us at Twitter CWLTH_BU

Research Seminar: Exploring the theory practice gap surrounding young people who self-harm

The first in a series of interdisciplinary research seminars run by the Centre for Wellbeing and Long Term Health (@CWLTH) and the Centre for Science, Health,  Data Communication Research (@SHDCResearch) was framed around the partnership formed through a match-funded doctoral studentship between DHC and BU. Andy Sweetmore is researching early-interventions for children and young people who self-harm; he works 15 hours a week clinically as a specialist nurse practitioner within the Closer2Home CAMHS community intensive treatment team.  

L-R Dr Claire Young, Consultant Clinical Psychologist and Clinical Service Lead; Dr Phil Morgan, Head of Nursing, Therapies and Quality; Morad Margoum (Interim Service Director DHC) Andy Sweetmore (CAMHS and BU) Professor Ann Luce (BU)

The aims of the symposium were to: 

  • To explore what the clinical evidence means in the context of working with young people who self-harm, for our local healthcare services 
  • To discuss the assumptions about self-harm and what actions can be taken 
  • To gain insights into joint research working between DHC and BU 

 Morad Margoum, Intermin Service Director (DHC) and on the supervision team, welcomed the symposium delegates, comprising mental health experts and practitioners from across Dorset, school nurses, academics from the Bournemouth University mental health team.  

Andy then reported on his systematic literature review, conducted covering publications from January 2004 to March 2024. The inclusion criteria encompassed children and young people aged 4 to 25 years, in educational or primary care settings, and studies reporting self harm outcomes. Definitions of self-harm underpinned the work: 

  • Self-harm, defined as self-poisoning or self-injury regardless of intent, is associated with an elevated risk of mental health conditions and is a strong predictor of suicide (Iyengar et al. 2018; Mughal et al. 2019).  
  • Self-harm was previously associated with depression and pervasive emotional dysregulation, however, occurs in almost every mental health condition, including anxiety, anorexia nervosa and schizophrenia (Harris et al. 2022). 
  • Suicide is the predominant cause of mortality among females aged 15 to 19 globally and is a pressing public health concern (Liu et al. 2022). 

 The review highlighted a significant gap in robust, high-quality studies on self-harm interventions within educational and primary settings. The limited evidence base suggests potential benefits of school based interventions, but further research with rigorous methodologies is required. It was noted that Iatrogenic harm was not discussed.   Interventions to support mental health conditions in any environment carries inherent risks, with Foulkes & Andrews (2023) finding that mental health support within schools may not be as effective or safe as initially presumed. Recent literature (Andrews et al. 2022; Harvey et al. 2023; Montero-Marin et al. 2023), also indicate potential post-intervention deterioration in school-based interventions. Even if only a small fraction of adolescents are adversely affected within a school, the widespread application of these interventions could result in significant harm to thousands, underscoring the importance of assessing even minor adverse effects at scale. Despite the NHS strategy of moving mental health initiatives rapidly into school, these interventions may make some young people worse. There isn’t one therapy which an evidence base points to that  can reliably say will be effective, which offers limited treatment options for those who are trying to ensure a standardised provision. 

Expert speakers offered their insights, followed by a panel discussion to seek comment, clarification and a focus for the lively debate that followed. The next steps include disseminating the insights and findings from the symposium to inform the prospective CAMHS clinical transformation plan, which aims to develop innovative approaches to supporting children and their families, as well as the broader strategy to address self-harm within local mental health services.  

Andy Sweetmore is a match funded DHC/BU doctoral student, supervised by Dr Heidi Singleton (DNS) Professor Debbie Holley (DNS) and Professor Ann Luce (FMC)

Heidi and Debbie research as part of Centre for Wellbeing and Long Term Health (@CWLTH) and Ann the Centre for Science, Health, Data Communication Research (@SHDCResearch)