Relevant bibliographies by topics / Staff experiences

Academic literature on the topic 'Staff experiences'

Author: Grafiati
Published: 19 August 2021
Last updated: 28 January 2023

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Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Journal articles on the topic "Staff experiences":

1

Asquith, Nicole L., Tania Ferfolia, Brooke Brady, and Benjamin Hanckel. "Diversity and safety on campus @ Western: Heterosexism and cissexism in higher education." International Review of Victimology 25, no. 3 (October 3, 2018): 320–40. http://dx.doi.org/10.1177/0269758018799032.

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Discrimination, harassment and violence can vitiate staff and students’ experiences of education and work. Although there is increasing knowledge about these experiences in primary and secondary education, very little is known about them in higher education. This paper draws from landmark research that examines the interpersonal, educational and socio-cultural perspectives that prevail about sexuality and gender diversity on an Australian university campus. In this paper we focus on three aspects of the broader research findings: the heterosexism and cissexism experienced by sexuality and gender diverse students and staff at the university; their actions and responses to these experiences; and the impact of these experiences on victims. The research demonstrates that although the university is generally safe, sexuality and gender diverse students and staff experience heterosexist and cissexist discrimination, which can have negative ramifications on their workplace and learning experiences.
2

Outlaw, Peter, Shiva Tripathi, and Jacqueline Baldwin. "Using patient experiences to develop services for chronic pain." British Journal of Pain 12, no. 2 (February 28, 2018): 122–31. http://dx.doi.org/10.1177/2049463718759782.

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Purpose: The aim of this study was to improve the overall experience for patients using chronic pain services at a large teaching hospital in England. Experience-based co-design methodology was used to gain a greater understanding of patients’ experiences and to produce a list of priorities for change when improving the patient experience. Method: A total of seven video-recorded patient interviews were conducted to capture a range of patient experiences of using the chronic pain service. The interviews were analysed to identify ‘touchpoints’ which are areas in which patients experienced a heightened emotional response to their interaction with the service or staff. A short trigger film was compiled to illustrate these touchpoints to staff and gain their commitment to improve patients’ experiences when using the service. A patient experience event was held at which patients discussed the touchpoints and identified the most significant areas for change that would improve their experiences of using the chronic pain service. Results: A wide range of touchpoints were identified. The lack of information provided before arriving for a procedure and the need for a short debrief after clinic were prioritised for improvement. Patients valued the development of good relationships with clinic staff and feeling properly listened to for the first time. The patient experience event allowed the key points patients would like to know before a procedure, to be drawn up in a list, which could be passed onto staff. Conclusion: This study featured collaboration between patients and staff to improve patients’ experiences of using chronic pain services. Through patient participation, a comprehensive list of recommendations for service improvement was produced, and possible solutions were identified. The involvement of patients in driving change and re-designing services is shaping a more patient-centred chronic pain clinic and improving the experience for all the patients who use the service.
3

Eades, David N. "Managing stressors in a detention facility: the need for supporting and safeguarding staff." Journal of Adult Protection 22, no. 3 (April 13, 2020): 153–63. http://dx.doi.org/10.1108/jap-12-2019-0040.

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Purpose This paper aims to explore the impact of stressors and the strategies staff use to cope with these at a detention facility. It documents through case studies some of the triggers of trauma, possible coping mechanisms that might assist in navigating the associated stressors in a workplace and recommendations as to what might assist staff. Design/methodology/approach A naturalist approach was used in this research, using an ethnographic qualitative methodology. Grounded theory assisted in the analysis of the data to capture naturalistically the subjective experience of the participants of the study. Conversations occurred with staff who had worked in a detention facility using face to face semi-structured interviews. The structure was open-ended to allow the staff to discuss and share their experiences freely. Findings Stressors that impacted staff working in a detention facility resulted from areas such as heightened reactions from detainees because of the length of their detainment, detainee self-harm, dealing with the effects of an increase of substance abuse through detainees obtaining contraband and the associated violent reactions that can occur as a result. Adverse symptoms noted within the lives of staff included acute anxiety, sleeplessness, depression and tension within impersonal relationships, including family. What compounded the issue was staffs’ reluctance to talk about work stressors. Research limitations/implications The research used nine participants for case studies of staff who had formerly experienced various adverse impacts of stressors. This is not a comprehensive study, however, of the broader experiences of staff at an Australian detention facility. It does provide, however, a snapshot of the experiences of a small group who had significantly been impacted by the stressors of the workplace. Practical implications This paper provides fresh perspectives or initiatives that are needed to assist staff to navigate the changing environment of working in a detention facility. In particular, some support mechanisms and protective factors that could be put in place to curb the negative impact of stressors in the workplace and to mitigate against long term stress disorders developing in the personal lives of staff. Social implications Many staff are not getting the help they need to cope with the emotional distress they experience in their workplace. However, there are practical interventions to support staff in managing the stressors they face. These will be outlined in this article. Originality/value This study was carried out with the goal of giving staff a voice and to capture their former experiences in their vocational responsibilities in a venue that has had very limited research attention. This study has presented the challenges staff faced in a unique venue of working in a detention facility. It has documented some of the common stressors staff faced, the impact of such and some coping mechanisms used to handle them.
4

Glasper, Alan. "Does patient experience correlate to the experiences of NHS staff?" British Journal of Nursing 19, no. 6 (March 2010): 386–87. http://dx.doi.org/10.12968/bjon.2010.19.6.47238.

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5

Darcy, Kathleen, Gina Fedock, and Sheryl Pimlott Kubiak. "“Terrified of a System I Didn’t Understand”: Reporting Staff Sexual Misconduct Against Women on Parole." Feminist Criminology 17, no. 2 (October 12, 2021): 252–73. http://dx.doi.org/10.1177/15570851211045641.

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Incarcerated women experience staff-perpetrated sexual victimization at high rates, yet limited research exists regarding women’s experiences of this victimization while on probation and parole, particularly regarding their formal reporting decisions. This qualitative study explored the formal reporting decisions for 10 women who experienced staff-perpetrated sexual victimization while on parole. Women who formally reported their victimization experiences qualitatively differed from non-reporting women in terms of the dynamics and their identification of victimization (e.g., viewing as support vs. fear) and in the types of structural barriers (e.g., vulnerability and cautionary tales) they encountered. These findings highlight policy, practice, theory, and research directions.
6

Villanueva, John Christian V. "Benevolence: lived experiences of staff nurses." Nursing and Palliative care International Journal 1, no. 1 (November 12, 2018): 20–24. http://dx.doi.org/10.30881/npcij.00006.

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7

Bogh, Søren Bie, Ane Blom, Ditte Caroline Raben, Jeffrey Braithwaite, Bettina Thude, Erik Hollnagel, and Christian von Plessen. "Hospital accreditation: staff experiences and perceptions." International Journal of Health Care Quality Assurance 31, no. 5 (June 11, 2018): 420–27. http://dx.doi.org/10.1108/ijhcqa-06-2017-0115.

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Purpose The purpose of this paper is to understand how staff at various levels perceive and understand hospital accreditation generally and in relation to quality improvement (QI) specifically. Design/methodology/approach In a newly accredited Danish hospital, the authors conducted semi-structured interviews to capture broad ranging experiences. Medical doctors, nurses, a quality coordinator and a quality department employee participated. Interviews were audio recorded and subjected to framework analysis. Findings Staff reported that The Danish Healthcare Quality Programme affected management priorities: office time and working on documentation, which reduced time with patients and on improvement activities. Organisational structures were improved during preparation for accreditation. Staff perceived that the hospital was better prepared for new QI initiatives after accreditation; staff found disease specific requirements unnecessary. Other areas benefited from accreditation. Interviewees expected that organisational changes, owing to accreditation, would be sustained and that the QI focus would continue. Practical implications Accreditation is a critical and complete hospital review, including areas that often are neglected. Accreditation dominates hospital agendas during preparation and surveyor visits, potentially reducing patient care and other QI initiatives. Improvements are less likely to occur in areas that other QI initiatives addressed. Yet, accreditation creates organisational foundations for future QI initiatives. Originality/value The authors study contributes new insights into how hospital staff at different organisational levels perceive and understand accreditation.
8

Bruton, Jane, Christine Norton, Natasha Smyth, Helen Ward, and Sophie Day. "Nurse handover: patient and staff experiences." British Journal of Nursing 25, no. 7 (April 14, 2016): 386–93. http://dx.doi.org/10.12968/bjon.2016.25.7.386.

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9

Powell, Martin, Jeremy Dawson, Anna Topakas, Joan Durose, and Chris Fewtrell. "Staff satisfaction and organisational performance: evidence from a longitudinal secondary analysis of the NHS staff survey and outcome data." Health Services and Delivery Research 2, no. 50 (December 2014): 1–306. http://dx.doi.org/10.3310/hsdr02500.

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BackgroundThe search for causal links between human resource management (HRM) and organisational performance has dominated academic and practitioner debates for many years. However, much of this work comes from contexts outside health care and/or the UK.ObjectivesThis study tested the later stages of a well-established HRM model, testing whether or not there was evidence of causal links between staff experience and intermediate (staff) and final (patient and organisational) outcomes, and whether or not these differed in parts of the NHS. We used large-scale longitudinal secondary data sets in order to answer these questions in a thorough way.Data sourcesSearches were conducted using Health Management Information Consortium, MEDLINE, PsycINFO, Social Sciences Citation Index and EBSCOhost(from inception to May 2012).MethodsStaff experience data came from the national NHS staff surveys of 2009, 2010 and 2011, with trust-level measures of staff absenteeism, turnover, patient satisfaction, mortality and infection rates gathered from the same NHS years. Several analytical methods were used, including multilevel analysis, mediated regression, latent growth curve modelling and cross-lagged correlation analysis.ResultsIn general, the pattern was that better staff experiences are associated with better outcomes for employees and patients. Multilevel analysis found that the positive effects of staff perceiving equal opportunities on employee outcomes were especially strong, as were the negative effects of aggression and discrimination. Organisational-level analysis showed that better staff experiences (particularly those associated with better well-being and better job design, and more positive attitudes about the organisation generally) were linked to lower levels of absenteeism and greater patient satisfaction. There was some evidence that the relationship with absenteeism is causal, although the causal link with patient satisfaction was less clear-cut. Some relationships between staff experience and turnover, and some between staff experience and patient mortality, were also found (and a few with infection rates), with longitudinal analysis comparatively unclear about the direction of causality. Although many staff experiences were associated with absenteeism and patient satisfaction, these effects were not mediated and the reason staff experiences are linked to patient satisfaction appears to be separate from the link with absenteeism. In general, there is no single group of staff (or geographical region) for which staff experiences are the most important. However, nurses’ experiences generally had the strongest effects on absenteeism, followed by medical/dental staff. Few clear or explainable patterns for other staff group effects were found. Absenteeism was most readily predicted by staff experience in the West Midlands. Two Action Learning Sets of managers, and patient and public involvement representatives broadly supported the emerging findings of the factors that seemed to be important indicators of staff satisfaction and organisational outcomes.LimitationsThe relatively blunt nature of the data used meant that conclusions about the direction of causality were less clear. More specific limitations included that we had to limit outcome variables to those that were available already, that many variables were available for acute trusts, and that we could not break down data further within trusts or years.ConclusionsOverall, the research confirmed many expected links between staff experiences and outcomes, providing support for that part of the overall HRM model in the NHS. However, conclusions about the direction of causality were less clear (except for absenteeism). This is probably due in part to the relatively blunt nature of the data used. Future research may involve the careful evaluation of interventions designed to improve staff experience on more specific groups of staff, and the continued use of secondary data sources, such as those used in this report, to answer more specific, theoretically driven questions.FundingThe National Institute for Health Research Health Services and Delivery Research programme.
10

Paynter, Sarah, and Christine Rivers. "Making use of elephants: lived experience and organisations." Mental Health and Social Inclusion 19, no. 3 (August 10, 2015): 148–54. http://dx.doi.org/10.1108/mhsi-05-2015-0019.

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Purpose – The purpose of this paper is to examine the surrounding attitudes, culture and workplace environment in which Oxleas NHS Foundation trust developed a network for staff with lived experience of mental ill health. Design/methodology/approach – Sarah Paynter completed an interview talking about her experiences with a peer, which was recorded, then the authors picked out relevant themes from this which are grounded in lived experience. The paper examines the theme of lived experience in the workplace in more depth, from a personal perspective (Sarah) and from an organisational perspective (Christine). Findings – There is a lack of dialogue about staff lived experience of mental ill health within the workplace. There are compelling reasons from both the perspective of the organisation and staff with lived experience for setting up a lived experience staff network. The authors note that increased dialogue and visibility has added value on both sides. Originality/value – This is a relatively new initiative in the NHS, and particularly in mental health trusts. The authors speak from their experiences in Oxleas NHS Foundation Trust. This is of value to organisations looking to start dialogue and therefore improve the experiences of staff and the quality of the organisation.
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You might also be interested in the extended bibliographies on the topic 'Staff experiences' for particular source types:
Journal articles Dissertations / Theses Books

Dissertations / Theses on the topic "Staff experiences":

1

Davies, Alice. "Patient and staff experiences of coercive care." Thesis, University of Warwick, 2012. http://wrap.warwick.ac.uk/59329/.

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It is generally accepted that the use of compulsory powers in the treatment of mental health difficulties may be required to prevent harm to self or others. Exploring the experiences of patients and staff in relation to the use of coercive measures can offer a meaningful insight into how clinical settings might best meet the needs of their clients. Chapter 1 consists of a systematic review of the literature exploring inpatient experiences of coercion by asking 'what are patients' emotional experiences of psychiatric inpatient care?' and 'what can be done to help minimise the negative impact of patients' experiences of coercion?' Negative experiences were found to impact upon prognosis, engagement and later attitudes to accessing care; core emotions experienced included fear, anger and sadness. Suggestions for ways of minimising the negative impact of coercion have been discussed in depth. Chapter two presents an empirical study conducted in an Assertive Outreach Team (AOT) which explored staff experiences of working with Community Treatment Orders (CTOs). Eight multidisciplinary team members participated in interviews. Following the use of Interpretative Phenomenological Analysis, three superordinate themes emerged from the data. The findings emphasise the individual way in which clients were perceived to respond to the implementation of the CTO and explore the tension that staff experience between the use of engagement and coercion. Clinical implications were discussed as well as suggestions for further research. The final paper offers a reflective account of the research process. It is structured around the three superordinate themes which emerged from the empirical data and considers the way in which the researcher’s own experiences were closely related to issues arising from the research. Methodological limitations and ethical issues are discussed as well as an exploration of the way that personal style has influenced the process and facilitated future self-development.
2

Grady, Carolyn Ann. "Math Teachers' Experiences with Math Staff Development Training." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5083.

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As a result of low student scores on math assessments and teachers' seeming inability to raise those scores, professional development (PD) interventions were developed to address teachers' knowledge and understanding of math instruction. The purpose of this case study was to gain a deeper understanding of teachers' experiences with the math staff development training and how those experiences influence their teaching and students' learning. Guided by constructivist theory, the key research questions addressed the math teachers' experiences with the math PD and what teachers perceive to be their needs for effective math PD. Data for this case study were collected through interviews and observations of 25 secondary math teachers at 3 high schools. The data were coded using an analytic method to discern themes and patterns. The findings indicated that PD should have a focus on strategies that are relevant, include team collaboration and time to observe demonstration lessons. As a result, a 3-day PD was designed to focus on specific course content taught by teachers, opportunities to observe lessons, and team collaboration to design lessons. This project study affects positive social change via a PD training program with consistent, pertinent and content-specific support for math teachers in the classroom. Teachers will be more engaged in the process, students will be more engaged in their learning, and the community will benefit from increased student success. Effective PD has the potential to improve teacher practice, thus student learning, enabling student success in school and beyond. Successful students make successful adults who live independent, constructive and fulfilled lives.
3

Le, Roux Philippa. "Interpersonal staff relationships and the healthy school : educators' experiences." Thesis, Stellenbosch : University of Stellebosch, 2004. http://hdl.handle.net/10019.1/1050.

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Thesis (MEdPsych (Educational Psychology))--University of Stellenbosch, 2004.
ENGLISH ABSTRACT: My study aims to ascertain whether interpersonal staff relationships have a role to play in the healthy development of a school as an organisation. My specific focus is on how educators experience these relationships, and how they impact on the educators' commitment to a particular school. My research design consisted of three case studies. I used a semi-structured questionnaire with each case and at a later date had a group discussion. My analysis of the questionnaires' data provided tentative themes for inclusion and further exploration in the group discussion. The combination of two data production phases resulted in the confirmation and expansion of the data. My study shows that various factors impact on interpersonal staff relationships within a school. These interpersonal staff relationships have a bearing on the continuance, moral and alienative dimensions of commitment, and impact on staff retention and job performance. They also impact directly on the health of the educators. Thus interpersonal staff relationships would seem to have an important role to play in the development of healthy schools. I conclude by acknowledging the limitations of this study, and recommending further research.
4

Law, Katharine. "Long-term dementia care : staff experiences and family satisfaction." Thesis, University of Warwick, 2015. http://wrap.warwick.ac.uk/75482/.

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This thesis focuses on the care of people with dementia in long-term care settings. It considers both the experiences of staff working with people with dementia in such settings as well as the perceptions and satisfaction of family members of people with dementia who reside in long-term care. It is hoped that these papers will contribute to understanding how staff working with people with dementia in long-term care settings can be supported to improve the quality of care provision to this population. Chapter 1 is a systematic literature review investigating the staff factors which contribute to family satisfaction with ongoing care provision for their relatives with dementia who reside in long-term care. Empirical evidence from 14 articles was critically evaluated in order to identify relevant staff factors which contribute to family satisfaction. Relevant staff factors in three broad areas were found to contribute to family satisfaction with care provision for their relatives with dementia. Each area is explored and consideration is given to the implications for future research and clinical practice. Chapter 2 is an empirical study exploring the lived experience of healthcare assistants working with clients with dementia in residential care homes. Interpretative Phenomenological Analysis was used to analyse the data derived from semi-structured interviews with eight healthcare assistants. Three superordinate themes and nine subordinate themes emerged following the data analysis. Each theme is explored and consideration is given to the implications for future research and clinical practice. Chapter 3 is a reflective account of the researcher’s personal experiences of working with people with dementia. It explores the change in the researcher’s perceptions and attitude towards working with people with dementia as their knowledge and experience has increased over time and the impact that this has had on their outlook regarding working with people with dementia in the future.
5

Coates, Alice. "Understanding the psychological health and experiences of dementia care staff." Thesis, University of Oxford, 2015. https://ora.ox.ac.uk/objects/uuid:30bf5010-f4e8-4bc0-9a79-196140804020.

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Care work is emotionally and physically demanding and is coupled with organisational challenges. As such, care work has been associated with emotional exhaustion which not only negatively impacts staff but also the care that they provide. Greater understanding of the psychological health of dementia care staff and their perceptions of their work will provide insights into how this group may be better supported. The first paper provides a review of the literature relating to psychological outcomes in dementia care staff. The literature identified was viewed in terms of an existing model of psychological health, the BASIC Ph, with the aim of evaluating the evidence and enhancing understanding of psychological health in this group. The utility of this model was also evaluated. The model highlighted areas for potential intervention as well as those for future research. Clinical implications for Clinical Psychologists were also discussed. The second paper aimed to increase understanding of the experiences of dementia care assistants who perceived themselves to be competent in their role. Eight care assistants who had high levels of self-efficacy were interviewed. Interpretative Phenomenological Analysis (IPA) revealed four superordinate themes. Accounts of experiencing dilemmas provided important contextual information and constituted the first superordinate theme. The second theme 'togetherness and connection' described participants' experience of the need for support, closeness and the value of engaging with older people with dementia. The third theme encompassed the attunement between care assistants and the older people for whom they cared and described empathy, personal perspective-taking and circularity of emotion as guides to care. The final theme 'caring as part of life' described the link between caring and identity as well as a genuine interest in people, an accepting attitude and motivation to care. These themes provide fruitful areas for further research and have implications for care staff training.
6

Hayward, Laura Emily. "Inappropriate sexual behaviour and dementia : an exploration of staff experiences." Thesis, University of Leicester, 2009. http://hdl.handle.net/2381/7699.

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Literature Review Dementia care in acute services is under researched, not least an examination of the emotional impact of the work. This review aimed to explore and synthesise the available literature regarding the experiences of staff in acute care settings. A systematic review was conducted using systematic and transparent methods. Themes, as experienced and described by staff, included environmental inadequacies and insufficient knowledge of dementia. The emotional impact of the work was elicited and areas of enlightened practice were indicated. Supporting patients with a dementia in the acute care setting appears to be complicated by a range of influences including case complexity, insufficient resources and staff constructions of the patient. The review highlighted areas of need as identified by staff. Empirical Paper Research assessing the impact of Inappropriate Sexual Behaviour (ISB) on staff working in dementia care is circumscribed. This study explored staff experience of ISB exhibited by older adults with a dementia. Interviews with fourteen staff working within an inpatient setting were undertaken and analysed using a Grounded Theory methodology. The core category, ‘A Question of Attribution’ was identified, describing the process experienced when confronted with ISB. Four main categories were inducted representing participants initial experiences, their contextualising of the behaviour, their process of interpretation and pragmatic management of ISB. Staff’s feelings about ISB appeared equivocal with some staff reporting indifference, others feeling violated. Findings imply that the impact of ISB should be more routinely considered in preparing staff for working with patients with a dementia. Critical Appraisal This paper outlined numerous reflections and observations made during the research journey with consideration of the chosen methodology, study limitations and the personal impact of conducting the research, in addition to the learning experience.
7

Wellman, Joshua. "An exploration of staff experiences of extracorporeal membrane oxygenation (ECMO)." Thesis, University of East London, 2017. http://roar.uel.ac.uk/6732/.

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Intensive care unit (ICU) staff are exposed to a broad range of professional, ethical and clinical practice issues such as when to offer and withdraw potentially life-saving care, which are most apparent when working with hyper-advanced technologies such as extracorporeal membrane oxygenation (ECMO). Despite the rapid increase in use of ECMO to support adults with critical heart and lung conditions, few studies have documented staff experiences of working with this technology. This study aimed to explore ICU doctors and nurses conceptualisations of key professional, ethical and clinical practice issues relating to ECMO, and the psychological impact of managing them. A qualitative design was utilised, in which semi-structured interviews were conducted with 10 ICU staff (five doctors and five nurses), working in a specialist ECMO centre in the United Kingdom (UK). Data were analysed using thematic analysis, underpinned by a critical realist epistemological stance. Three key themes were identified. 1) Embodying the ECMO Specialist: Staff experienced a sense of mastery when managing technical aspects of the work, but felt inept when dealing with abstract ethical issues. Specialists sought to drive forward clinical practice, and learning was considered important for developing clinical abilities. 2) Team dynamics: Staff came together as a team to address the technical, professional and ethical challenges associated with their work with ECMO, however ECMO was also described as a divisive force in the ICU. 3) Riding the Emotional Rollercoaster: Life or death outcomes were associated with intense emotions and staff reported various ways of managing them. These findings add a new dimension to the professional and ethical discussions in the academic literature and have several implications for clinical practice, which are discussed. Further research may wish to focus on more specific aspects of ECMO care, such as the processes involved in decision-making.
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Daly, Zuleika. "Women's experiences of communication with medical staff during complicated pregnancy." Thesis, Middlesex University, 2015. http://eprints.mdx.ac.uk/21266/.

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This study explored the ways in which women experienced non-facilitative communication with medical staff during a complicated pregnancy. Complicated pregnancy has been associated with a higher risk of mental health difficulties. The research was carried out in Ireland and focused on women’s relationships with medical hospital staff during this time as they are ideally placed to offer relational support, and potentially prevent longer term problems. In-depth interviews were conducted with six women. The qualitative methodology of interpretive phenomenological analysis was used to understand their experiences. Four superordinate themes emerged. These were ‘Information difficulties' ‘Disempowerment', ‘Empathic failure’ and ‘Relational impacts’. Crucial information was withheld, private details were discussed in public spaces and key aspects of women’s experiences were omitted from their hospital notes. Participants spoke of feeling disempowered and manipulated by staff. All participants referred repeatedly to feeling that the majority of staff failed to demonstrate empathy. Women felt isolated and unseen, with staff focused on tasks rather than holistic treatment and their infant’s needs but not those of the women. Finally, women described how their relationships with themselves, partners, and crucially, their infants had been impacted. Participants’ accounts may represent a gap in the care of women who experience the trauma of serious pregnancy complications. Findings suggest a role for counselling psychologists in providing training and consultation for medical staff in order that they might develop the capacity to offer improved support to women and infants during this time when they are more susceptible to mental health difficulties.
9

Johnson, Clair Louise. "Systemic consultations in intellectual disability services : experiences of care staff." Thesis, University of Hertfordshire, 2017. http://hdl.handle.net/2299/17960.

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This research used interviews and Interpretative Phenomenological Analysis (IPA) methodology to explore the experiences of care staff who attended systemic consultations within an Intellectual Disability (ID) service. A systematic literature review revealed limited research in the area of systemic approaches used with people with IDs and their networks. Research questions encompassed 'How do care staff experience systemic consultations that they have attended in ID services'?, 'What do care staff find helpful in systemic consultations'?, and, 'What do care staff find unhelpful in systemic consultations'?. Seven participants were interviewed, and interview data was transcribed and analysed using IPA. Five superordinate themes emerged; 'Not knowing what to expect; it was something different', 'Our relationships improved', 'An outside person shone a new light enabling us to think and work differently', 'Making sense of what we have achieved', and 'They made us feel validated'. The research findings highlighted important clinical implications. These included a need for the context to be 'warmed' and relational reflexivity (Bunham, 2005) to be applied in order to help care staff prepare for systemic consultations and feel supported. Future research directions are also discussed in order to develop the evidence-base for systemic approaches within ID services.
10

Baker, Stephanie. "Staff and service user experiences of forensic mental health services." Thesis, University of Warwick, 2017. http://wrap.warwick.ac.uk/90135/.

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This thesis consists of three chapters. Chapter one is a systematic review of the qualitative literature examining the experiences of clinicians working in mental health services with forensic service users (FSU). Following systematic searches and a process of quality assessment, a total of 14 articles were included and their findings were systematically compared. Staff members experienced both positive and negative emotional responses to their work, there are conflicting aspects to their role and additional challenges within the organisational context. Implications for clinical practice and further research are discussed. Chapter two uses Interpretative Phenomenological Analysis (IPA) to consider the experiences of FSUs diagnosed with Personality Disorder (PD) in Forensic Services and the meaning given to recovery within their accounts. The findings discuss the disempowered position of FSU participants and suggest that feeling safe within relationships in their environment is important for those with this diagnosis. There was evidence in their accounts of attempts to establish new identities but there also appeared to be multiple barriers to this. Chapter three offers a reflective account of the researcher’s experience of carrying out this study. It demonstrates the reflexive strategies used that allowed the competing subjective roles alongside that of ‘researcher’, to be examined and their influence on the research process explored.
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Books on the topic "Staff experiences":

1

Cortvriend, Penny. Living through organisational change: The experiences of NHS staff. Manchester: Manchester Centre for Healthcare Management, 2002.

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Hampton, Anne. The management of incentive travel: Tourism experiences designed to motivate staff. Oxford: Oxford Polytechnic, 1990.

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Kirrane, C. A. Staff nurses' experiences of using action learning circles within a neurology unit. Oxford: Oxford Brookes University, 1999.

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Atkinson, Adele. Child support reform: The views and experiences of CSA staff and new clients. Leeds: Corporate Document Services, 2005.

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Rust, Chris. Surviving the first year: The experiences of new teaching staff in higher education. Birmingham: Standing Conference on Educational Development, 1991.

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Ainley, Patrick. The business of learning: Staff and student experiences of further education in the 1990s. Herndon, Va: Cassell, 1997.

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Hewitt-Taylor, Jaqui. Children with complex and continuing health needs: The experiences of children, families, and care staff. London: Jessica Kingsley Publishers, 2008.

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O'Neill, Margaret. Staff experiences of and reactions to TQM and BS5750 within a university: A case study. Wolverhampton: University of Wolverhampton, 1995.

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Brennan, Bridget. Telling their own stories: Learning disabled people and their friendships and staff perceptions of these experiences. [s.l: The author], 2001.

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Bonner, G. A study of staff and inpatients' experiences of untoward incidents in the acute mental health setting. Oxford: Oxford Brookes University, 2001.

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Book chapters on the topic "Staff experiences":

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Desai, Suki. "Patient and staff experiences of CCTV." In Surveillance Practices and Mental Health, 103–32. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003179306-5.

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McCallum, Faye. "Teacher and Staff Wellbeing: Understanding the Experiences of School Staff." In The Palgrave Handbook of Positive Education, 715–40. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-64537-3_28.

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AbstractThe health of the teaching profession is essential for the innovation and productivity potential of our young people. Teachers are faced with preparing young people for an unknown future, with the reduction of manual tasks and an increased focus on people skills, problem-solving, and creative thinking. Teachers are critical in helping students achieve, belong, and develop socially and emotionally. But how well prepared are teachers and other school staff for shifting conditions, and how satisfied and productive are they? The reality is that many teachers, leaders, and school staff are struggling. Drawing on two research studies, this chapter explores experiences of staff wellbeing. Findings indicate that for young people to be well, to achieve at school, and to be prepared for the future, teachers must also be well. Strategies for supporting teacher wellbeing and implications for the future are discussed. A well-educated population is key to a nation’s prosperity, peace, and human flourishing.
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Jeschke, Sabina, Nicole Natho, Olivier Pfeiffer, and Erhard Zorn. "Experiences from an International Student and Staff Exchange Program." In Automation, Communication and Cybernetics in Science and Engineering 2011/2012, 363–70. Berlin, Heidelberg: Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-33389-7_28.

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Benner, Mats, Jonathan Grant, and Mary O’Kane. "The Lived Experience of Professional Staff Response to COVID." In Crisis Response in Higher Education, 109–33. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-97837-2_7.

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AbstractThis chapter is composed of short recollections of events and responses during the pandemic, in particular how the experience of individual professional staff members coalesced with organisational dynamics, and how each of the contributors responded to and was affected by the pandemic, on a personal and a professional level. In this chapter, the experiences of staff form the centrepiece, and how this group adapted its ways of providing services and relating to students, faculty and leadership in so doing.
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Waite, Sarah. "Imprisoned Women's Experiences of Trust in Staff–Prisoner Relationships in an English Open Prison." In The Routledge Handbook of Women's Experiences of Criminal Justice, 511–22. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003202295-44.

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Combs, Lisa Delacruz, and Mitchell R. C. Foster. "Don’t Deny Our Existence: Highlighting Multiracial Staff Experiences Through Mixed Filipinx Americans’ Narratives." In Preparing for Higher Education’s Mixed Race Future, 185–202. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-88821-3_10.

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Brooks, Rachel, Jessie Abrahams, Predrag Lažetić, Achala Gupta, and Sazana Jayadeva. "Access to and Experiences of Higher Education Across Europe: The Impact of Social Characteristics." In European Higher Education Area: Challenges for a New Decade, 197–209. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-56316-5_14.

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Abstract Policymakers across Europe have increasingly emphasised the importance of paying close attention to the social dimension of higher education and taking further steps to ensure that the composition of Europe’s universities more adequately reflects the diversity of the wider population. While there have been a number of studies that have explored this through analyses of European- and national-level policy and others that have assessed a range of quantitative indicators related to student diversity, this chapter assumes, in contrast, an interpretivist stance; it is interested in the perspectives of those studying and working ‘on the ground’ within the European Higher Education Area. Specifically, we seek to answer this research question: To what extent do students and staff, across Europe, believe that higher education access and experiences are differentiated by social characteristics (such as class/family background, race/ethnicity/migration background, gender and age)? In doing so, we draw on data from a large European Research Council-funded project, including 54 focus groups with undergraduate students (a total of 295 individuals) and 72 in-depth individual interviews with members of higher education staff (both academic and non-academic). Fieldwork was conducted in three higher education institutions in each of the following countries: Denmark, UK-England, Germany, Ireland, Poland and Spain—nations chosen to provide diversity with respect to welfare regime, relationship to the European Union and mechanisms for funding higher education. We explore commonalities and differences between staff and students and between different countries, before identifying some implications for policymakers keen to promote further social inclusion within Europe’s higher education institutions (HEIs).
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Pfeiffer, Olivier, Sabina Jeschke, Lars Knipping, Nina Reinecke, and Erhard Zorn. "Experiences from an International Student and Staff Exchange Program and Some Still Unsolved Mysteries." In Automation, Communication and Cybernetics in Science and Engineering 2009/2010, 153–61. Berlin, Heidelberg: Springer Berlin Heidelberg, 2010. http://dx.doi.org/10.1007/978-3-642-16208-4_13.

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Benner, Mats, Jonathan Grant, and Mary O’Kane. "The Lived Experience of Academics During the COVID Pandemic." In Crisis Response in Higher Education, 87–108. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-97837-2_6.

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AbstractThis chapter is composed of short recollections of events and responses during the pandemic, in particular how the experience of individual academics coalesced with the organisational dynamics of universities, and how each of the contributors responded to and was affected by the pandemic, on a personal and a professional level. The experiences of faculty form the centrepiece, and how this group adapted its ways of doing teaching and research, as well as relating to students, staff and management in so doing.
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Benner, Mats, Jonathan Grant, and Mary O’Kane. "The Lived Experience of Academics During the COVID Pandemic." In Crisis Response in Higher Education, 87–108. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-97837-2_6.

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AbstractThis chapter is composed of short recollections of events and responses during the pandemic, in particular how the experience of individual academics coalesced with the organisational dynamics of universities, and how each of the contributors responded to and was affected by the pandemic, on a personal and a professional level. The experiences of faculty form the centrepiece, and how this group adapted its ways of doing teaching and research, as well as relating to students, staff and management in so doing.

Conference papers on the topic "Staff experiences":

1

Parker, Pam. "PERSONAL TUTORING ENHANCING STAFF AND STUDENT EXPERIENCES." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/inted.2016.1199.

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Cranfield, Desiree, Isabella Venter, Rénette J. Blignaut, and Andrea Tick. "‘LOCKDOWN’ AGILITY OF ACADEMIC STAFF: EXPERIENCES AND PERSPECTIVES." In 14th International Conference on Education and New Learning Technologies. IATED, 2022. http://dx.doi.org/10.21125/edulearn.2022.1995.

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3

Jeschke, Sabina, Nicole Natho, Olivier Pfeiffer, and Erhard Zorn. "Experiences from an international student and staff exchange program." In 2011 IEEE Global Engineering Education Conference (EDUCON). IEEE, 2011. http://dx.doi.org/10.1109/educon.2011.5773270.

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Woellik, Helmut. "EXPERIENCES WITH NETWORK ENGINEERING STUDENTS AS ICT HELPDESK STAFF IN SPORT EVENTS." In 10th annual International Conference of Education, Research and Innovation. IATED, 2017. http://dx.doi.org/10.21125/iceri.2017.1284.

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Oraison, Humberto Manuel, Loretta Konjarski, Janet Young, Samuel Howe, and Andrew Smallridge. "Staff Experiences of Victoria University’s First Year College During the Implementation of Block Mode Teaching." In Sixth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.10975.

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This report reviews the findings of staff satisfaction surveys conducted in 2018 and 2019 following the creation of a transformative and revolutionary approach to tertiary education in Australia, namely the creation of a new First Year College at Victoria University. Lectures were abolished from all units; class sizes were reduced; class timetabling was dramatically changed to allow for greater student study flexibility and accessibility; learning and teaching professional staff numbers were increased and facilities were built and repurposed. This report discusses the staff satisfaction and challenges encountered by staff in 2018 and 2019 providing quantitative and qualitative data. This data revealed high levels of satisfaction along with concerns about workload and related issues. Variations between 2018 and 2019 indicate that despite an increase in overall satisfaction, staff were concerned about awards and recognition, involvement in decisions that affected them, and receiving support to conduct their roles. The First Year College implemented a series of measures to address the issues raised in the 2018 survey. Further measures are recommended following the 2019 survey as well as future surveys that include stress levels and other psychological markers.
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Glynn, Mark Anthony, Ann Marie Farrell, Karen Buckley, Rob Lowney, Sean Smyth, and Suzanne Stone. "Suddenly moving large classes online: Illuminating the experience of the teaching staff in one university." In Seventh International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.13032.

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In early 2020, the transition of large classes from the face-to-face to the online context occurred overnight and at scale at a time when the crisis was being faced at all levels of society, nationally and internationally. This paper is based on research which examined the impact of this sudden transition on large classes in Dublin City University with a view to illuminating the experience to inform future practice (Authors., in press). A rapid, systemised review of literature was carried out with the aim of contextualising data gathered through surveys with staff and students in relation to our experience of moving large classes online in the early stages of the Covid-19 pandemic. While the study examined the impact from the perspectives of teaching staff and students, this paper reports on the perspectives of teaching staff only. Large class teachers found this experience challenging, reporting a sense of isolation and worry. However it would seem that opportunity was seen in the face of adversity, whereby staff have identified potential for better ways of doing things going forward as a result of their experiences between March and May 2020
7

Gannon, HL, S. Maechler, and M. Butler. "G113(P) Family and staff experiences of inpatient care for children with medical complexity." In Royal College of Paediatrics and Child Health, Abstracts of the RCPCH Conference and exhibition, 13–15 May 2019, ICC, Birmingham, Paediatrics: pathways to a brighter future. BMJ Publishing Group Ltd and Royal College of Paediatrics and Child Health, 2019. http://dx.doi.org/10.1136/archdischild-2019-rcpch.109.

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Yamamoto, Shinji, and Toshiro Kitamura. "Best Practices in Japan of Human Resource Development for NPP O&M: Roles and Lessons From Training Centers." In 16th International Conference on Nuclear Engineering. ASMEDC, 2008. http://dx.doi.org/10.1115/icone16-48137.

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The use of best practices and their lateral expansion as a benchmark is one of effective methods of “knowledge management (NK)”. Best practices of human resources development were collected (selected examples are listed below) from all 11 training centers annexed to the nuclear power plants in Japan and lessons were learned for possible lateral development for improving other stakeholders’ NK. Such best practices will provide productive information for designing their own human resources development strategies. Examples of collected good practices: • Exhibition of troubles and negative legacies: The actual machineries, equipment or components, explanatory documents or news articles of the past troubles experienced by themselves are effective to maintain and refresh the awareness and preparedness of trainees and other employees for recurrence prevention. The exhibitions are open to the visitors, too. • Experience-type training facilities: Off-normal conditions of components and systems are simulated for the staff practical training by the use of the facilities which provide an off-normal environment. Examples are: water hammers, abnormal vibrations and noises of rotating machineries, pump cavitations, pinholes, plumbing airs, etc. • Advanced simulators for operators training: Each electric company has its own simulators for training their own operating staff. These simulators are annexed to the nuclear power plants and used to train the operation staff by the experienced shift managers. The operation staff use the simulator for continually confirming the operation procedures and the plant behavior, etc. specific to their plants. Training for generic plant behavior and operators’ responses are mainly outsourced to the dedicated training centers run by the Owners’ Groups (BWR, PWR). • The SAT methods: The IAEA proposed SAT (Systematic Approach to Training) approach is applied to the training of the operating staff and the maintenance staff. It is structured in a flow of Job analysis ← Training program design ← Training material development ← Training ← Evaluation. • Training in real situations: An example is a trainee actually hung with a lifeline on a harness to learn a method of putting on the lifeline. On the other hand, the efficiency (availability) of the training facilities for maintenance work is very limited, because each electric company installs the training facilities individually. Experiences of ICONE-16 participants from other countries in improving the availability are of our interest.
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Vallet, Nathalie, Inge Somers, and Michel Corthaut. "Competence-based learning and societal awareness: Building up experiences within the discipline of interior architecture." In Fourth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8012.

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By means of the bachelor proof, students of interior architecture of the University of Antwerp (Faculty of Design Sciences) are stimulated to design interiors for real-life public libraries in view of particular societal challenges. During three subsequent years the teaching staff elaborated a set of learning objectives and activities that jointly form a competence-based learning process focussed on the development of the societal awareness of design students. In this paper we report on the intermediate experiences of the teachning staff and the students as indicated by a set of mainly qualitative data. In short it concerns four lessons learned relating to the over- and underestimation of (i) disciplinary filters, (ii) comfort-zones, (iii) motivating complexities and (iv) copy-cat behavior.
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Fisseler, Björn. "TRAINING LECTURERS AND STAFF IN HIGHER EDUCATION INSTITUTIONS IN PREPARING ACCESSIBLE AND INCLUSIVE LEARNING EXPERIENCES." In 13th International Conference on Education and New Learning Technologies. IATED, 2021. http://dx.doi.org/10.21125/edulearn.2021.2110.

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Reports on the topic "Staff experiences":

1

MacArtney, John I., Joanna Fleming, Abi Eccles, Catherine Grimley, Helen Wesson, Catriona Mayland, Sarah Mitchell, et al. Impact of Covid-19 pandemic on Hospices (ICoH): Staff Cohort Report. University of Warwick Press, May 2022. http://dx.doi.org/10.31273/978-1-911675-04-4.

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This report describes the diversity of experiences of hospice staff who worked in operational roles in hospices in the West Midlands during the Covid-19 pandemic. It is one of four cohort reports – the others focus on patients, carers, and senior managers respectively – that form the evidence base for a Policy Report into the impact of Covid-19 on hospices. In these reports we address the nine key themes that were identified as potentially important in our previous collaborative knowledge synthesis (MacArtney et al., 2021) and seek to address some of the policy gaps we identified in our review of recommendations for hospice practice and policy (van Langen-Datta et al., 2022). Together these outputs are the result of an Economic and Social Research Council funded study (grant number: ES/W001837/1). This is one of the first studies to contribute an in-depth exploration of hospice-based experiences of the pandemic to the growing body of knowledge about the effectiveness and effects of changes to hospice services, at regional and national levels in response to Covid-19. The aim of this report is therefore to explore the effects the Covid-19 pandemic had on the experiences of hospice staff as they sought to provide care and support to people with life-limiting conditions and those that cared for them so that we can identify recommendations for clinical practice and healthcare policy. Drawing on these findings, this report offers recommendations for hospices and clinicians who continue to provide care and support for people with life limiting conditions and those that care them during the ongoing pandemic. These recommendations will also be of interest to local commissioners who will need to work with hospices in their region to ensure informal carers receive the support they need, and national policymakers who will need to ensure the necessary resources and guidance are available.
2

Darling-Hammond, Linda, Marjorie E. Wechsler, Stephanie Levin, Melanie Leung-Gagne, and Steve Tozer. Developing effective principals: What kind of learning matters? Learning Policy Institute, May 2022. http://dx.doi.org/10.54300/641.201.

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This report reviews the research literature since 2000 to understand the elements of high-quality programs and learning experiences that have been associated with positive outcomes ranging from principals’ sense of preparedness, efficacy, and reported practices to staff perceptions of school climate and retention to student achievement. It also examines the extent to which principals have opportunities to participate in learning experiences with those elements and the policies that drive both the development of high-quality programs and access to them.
3

Coultas, Mimi. Strengthening Sub-national Systems for Area-wide Sanitation and Hygiene. Institute of Development Studies (IDS), May 2021. http://dx.doi.org/10.19088/slh.2021.007.

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From late 2020 to early 2021, the Sanitation Learning Hub (SLH) collaborated with local government actors and development partners from three sub-national areas to explore ways of increasing local government leadership and prioritisation of sanitation and hygiene (S&H) to drive progress towards area-wide S&H. For some time, local government leadership has been recognised as key to ensuring sustainability and scale and it is an important component of the emerging use of systems strengthening approaches in the S&H sector. It is hoped that this work will provide practical experiences to contribute to this thinking. Case studies were developed to capture local government and development partners’ experiences supporting sub-national governments increase their leadership and prioritisation of S&H in Siaya County (Kenya, with UNICEF), Nyamagabe District (Rwanda, with WaterAid) and Moyo District (Uganda, with WSSCC), all of which have seen progress in recent years. The cases were then explored through three online workshops with staff from the local governments, central government ministries and development partners involved to review experiences and identify levers and blockages to change. This document presents key findings from this process.
4

Coultas, Mimi. Strengthening Sub-national Systems for Area-wide Sanitation and Hygiene. Institute of Development Studies (IDS), May 2021. http://dx.doi.org/10.19088/slh.2021.013.

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From late 2020 to early 2021, the Sanitation Learning Hub (SLH) collaborated with local government actors and development partners from three sub-national areas to explore ways of increasing local government leadership and prioritisation of sanitation and hygiene (S&H) to drive progress towards area-wide S&H. For some time, local government leadership has been recognised as key to ensuring sustainability and scale and it is an important component of the emerging use of systems strengthening approaches in the S&H sector. It is hoped that this work will provide practical experiences to contribute to this thinking. Case studies were developed to capture local government and development partners’ experiences supporting sub-national governments increase their leadership and prioritisation of S&H in Siaya County (Kenya, with UNICEF), Nyamagabe District (Rwanda, with WaterAid) and Moyo District (Uganda, with WSSCC), all of which have seen progress in recent years. The cases were then explored through three online workshops with staff from the local governments, central government ministries and development partners involved to review experiences and identify levers and blockages to change. This document presents key findings from this process.
5

Fleming, Joanna, John I. MacArtney, Abi Eccles, Catherine Grimley, Helen Wesson, Catriona Mayland, Sarah Mitchell, et al. Impact of Covid-19 pandemic on Hospices (ICoH): Senior Management Cohort and Grey Evidence Report. University of Warwick Press, May 2022. http://dx.doi.org/10.31273/978-1-911675-05-1.

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This report describes the diversity of experiences of people with life-limiting illnesses who were supported by hospices in the West Midlands during the pandemic. It is one of four cohort reports – the others focus on patients, carers, and frontline hospice staff respectively – that form the evidence base for a Policy Report into the impact of Covid-19 on hospices. In these reports we address the nine key themes that were identified as potentially important in our previous collaborative knowledge synthesis (MacArtney et al., 2021) and seek to address some of the policy gaps we identified in our review of recommendations for hospice practice and policy (van Langen-Datta et al., 2022). Together these outputs are the result of an Economic and Social Research Council funded study (grant number: ES/W001837/1) that is one of the first studies to contribute an in-depth exploration of hospice-based experiences of the pandemic to the growing body of knowledge about the effectiveness and effects of changes to hospice services, at regional and national levels, in response to Covid-19. As the key decision makers during the Covid-19 pandemic, this part of the ICoH study aimed to explore senior managers’ experiences and to understand how they responded to the challenges imposed on them whilst still delivering a high-quality palliative care service. Coupled with hospice grey evidence in the form of, for example, senior management emails to staff, policy and guideline documents, we can start to understand the pressures and context in which decisions were made, including what worked well and what did not. The aim of this report is therefore to explore experiences of senior managers during the Covid-19 pandemic to identify recommendations for clinical practice and healthcare policy. Drawing on these findings, this report offers recommendations for hospices managers and clinicians who continue to provide care and support for people with life limiting conditions during the ongoing pandemic. These recommendations will also be of interest to local commissioners who will need to work with hospices in their region to ensure people with life-limiting conditions receive the support they need, and national policymakers who will need to ensure the necessary resources and guidance are available.
6

MacArtney, John I., Joanna Fleming, Abi Eccles, Catherine Grimley, Helen Wesson, Catriona Mayland, Sarah Mitchell, et al. Impact of Covid-19 pandemic on Hospices (ICoH): Carer Cohort Report. University of Warwick Press, May 2022. http://dx.doi.org/10.31273/978-1-911675-03-7.

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This report describes the diversity of experiences informal carers for people with life-limiting illnesses who were supported by hospices in the West Midlands during the pandemic. It is one of four cohort reports – the others focus on patients, frontline hospice staff, and senior managers respectively – that form the evidence base for a Policy Report into the impact of Covid-19 on hospices. In these reports we address the nine key themes that were identified as potentially important in our previous collaborative knowledge synthesis (MacArtney et al., 2021) and seek to address some of the policy gaps we identified in our review of recommendations for hospice practice and policy (Langen-Datta et al., 2022). Together these outputs are the result of an Economic and Social Research Council funded study (grant number: ES/W001837/1). This is one of the first studies to contribute an in-depth exploration of hospice-based experiences of the pandemic to the growing body of knowledge about the effectiveness and effects of changes to hospice services, at regional and national levels in response to Covid-19. The aim of this report is therefore to explore experiences of those informal carers of people with life-limiting conditions and the effects of the Covid-19 pandemic on the care and support they experienced, to identify recommendations for clinical practice and healthcare policy. Drawing on these findings, this report offers recommendations for hospices and clinicians who continue to provide care and support for people with life limiting conditions and those that care them during the ongoing pandemic. These recommendations will also be of interest to local commissioners who will need to work with hospices in their region to ensure informal carers receive the support they need, and national policymakers who will need to ensure the necessary resources and guidance are available.
7

Freed, Danielle. K4D Learning Journey Strengthens the Mainstreaming of Water Security. Institute of Development Studies, September 2022. http://dx.doi.org/10.19088/k4d.2022.164.

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This K4D Impact Story shares how a K4D’s Water Security Learning Journey supported an extensive set of activities and products to engage stakeholders and increase awareness of water security and its cross-cutting nature. Evidence indicates that the learning journey has provided a valuable vehicle for participants to deepen knowledge on the topic, share experiences, build networks, and develop their ability to integrate water security into policy and programming. This case study was made possible through the contribution of the K4D Programme team, staff at the Foreign, Commonwealth and Development Office, and others who engaged with the resources and K4D Programme.
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McKnight, Katherine, Nitya Venkateswaran, Jennifer Laird, Rita Dilig, Jessica Robles, and Talia Shalev. Parent Teacher Home Visits: An Approach to Addressing Biased Mindsets and Practices to Support Student Success. RTI Press, September 2022. http://dx.doi.org/10.3768/rtipress.2022.op.0077.2209.

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Research has shown educators’ implicit biases to be a key factor in creating and perpetuating disparities in students’ experiences of schooling, learning, and longer-term outcomes, including job opportunities, wealth, and health. Current school reform and transformation efforts are aimed at addressing institutionalized racism in school policies, practices, and cultural systems by implementing implicit bias training for teachers and staff. In this paper, we explain how a school home visits program, Parent Teacher Home Visits (PTHV), is a promising intervention for counteracting implicit biases and improving outcomes for families and students. The PTHV “relational” home visit model focuses on promoting mutually supportive and accountable relationships between educators and families. We present data from a study examining the experiences of 107 educators and 68 family members who participated in PTHV, showing how educators shifted their deficit assumptions about families and students. Although the PTHV model was not created to address implicit biases, we found that the key components of these home visits align with strategies that psychological research has demonstrated effectively counteracting implicit biases and reducing discriminatory behaviors.
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Eschen, Andrea. Community-based AIDS prevention and care in Africa: Workshop report. Population Council, 1993. http://dx.doi.org/10.31899/hiv1993.1000.

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Representatives from community-based AIDS prevention and care programs in five sub-Saharan African countries spoke about their programs’ strengths, shortcomings, and hopes for the future at a meeting organized by the Population Council that took place on June 5, 1993, in Berlin just prior to the IXth International Conference on AIDS. Participants’ experiences and insights demonstrated the ingenuity and imagination that communities have generated to prevent the spread of HIV and AIDS and how they have taken action where government activities have fallen short. The workshop brought representatives of these programs together with staff of governmental and nongovernmental organizations, funding institutions, technical assistance agencies, and national and international AIDS-prevention programs to present their experiences. Discussion focused on strategies to strengthen community-based AIDS prevention and care in Africa. The meeting was the culmination of the first year of a three-year project established by the Population Council as part of the Positive Action Program’s Developing Country Initiative. This report notes that the aim was to identify successful elements of community-based AIDS prevention and care programs and promote a global exchange of expertise.
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Meeuwissen, Talia, Mable Chanzu, Julie Aubriot, Jimmy Kariuki, Carolyne Odhiambo, Hillary Okumu, Peter Karichu, and Emmah Mwende. How Sanitation and Hygiene Champions Emerged in Siaya County. Institute of Development Studies (IDS), September 2021. http://dx.doi.org/10.19088/slh.2021.019.

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This case study was developed to inform subsequent research and analysis of local government leadership and prioritisation of sanitation and hygiene (S&H) in East Africa. Consolidated learning from across the three countries involved can be found in the Sanitation Learning Hub (SLH) Learning Brief: Strengthening sub-national systems for area-wide sanitation and hygiene. From late 2020 to early 2021, the SLH collaborated with local government actors and development partners from three sub-national areas to explore ways of increasing local government leadership and prioritisation of S&H to drive progress towards area-wide S&H. For some time, local government leadership has been recognised as key to ensuring sustainability and scale and it is an important component of the emerging use of systems strengthening approaches in the sanitation sector. It is hoped that this work will provide practical experiences to contribute to this thinking. Three case studies were developed to capture local government and development partners’ experiences supporting sub-national governments increase their leadership and prioritisation of S&H in Siaya County (Kenya), Nyamagabe District (Rwanda), and Moyo District (Uganda), all of which have seen progress in recent years. The development partners involved were UNICEF in Kenya, WaterAid in Rwanda, and WSSCC/Uganda Sanitation Fund in Uganda. The cases were then analysed through three online workshops facilitated with staff from the local governments, central government ministries and development partners involved to explore them in further detail, review experiences and identify levers and blockages to change. Lessons from the workshops are documented in the SLH learning brief mentioned above. This is the case study developed by Siaya County and UNICEF documenting their experiences and reflections from working together to increase prioritisation of S&H in Siaya County, Kenya.

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