An evaluation of an action research nursing documentation project

AIMS AND OBJECTIVES: The aim of this study is to describe healthcare professionals' experiences and perceptions of an intervention implemented in an action research project conducted to improve nursing documentation practices in four municipalities in Norway.

BACKGROUND: Documentation of individualized patient care is a continuing concern in healthcare services and could impacts the quality and safety of healthcare. Use of electronic systems has made some aspects of documentation more comprehensive, but creation of an individualized care plan remains a pressing issue.

DESIGN: A qualitative descriptive design was used.

METHODS: An action research project was conducted between 2010 and 2012 to improve the content and quality of nursing documentation in community healthcare services in four municipalities. One year after the project was completed four focus group interviews were conducted with healthcare professionals, one for each involved municipality. Two unit managers were interviewed individually. Qualitative content analysis was used.

RESULTS: Three themes emerged: healthcare professionals perceived competing interest; they experienced that they had to manage complexity and changes; and they highlighted a clear and visible leader as important for success.

CONCLUSIONS: Quality improvement activities are essential. Healthcare professionals experience a complicated situation when electronic health record systems do not support workflow. Further research is recommended to focus on the functionality and user interface of EHR systems, and on the role of leadership when implementing changes in clinical practice. This article is protected by copyright. All rights reserved.

Learning in social action : the informal and social learning dimensions of circumstantial and lifelong activists

This paper explores the informal and social learning dimensions of activists as they learn skills and knowledge through participating in social action. In doing this I draw on Lave and Wenger's epistemology of situated learning and Bourdieu's theory of "habitus". I argue activists learn an array of community development skills in the social environment of activism. I claim activists' learning is cognitive, embodied and situated in practice. This paper is based on empirical research in Australia, where in-depth interviews were conducted with activists to uncover their important pedagogy. It explores the learning dimensions of two groups of activists. "Lifelong activists" who have generally been involved in student politics and have participated in activism over many years, and "circumstantial activists" who become involved in protest due to a series of life circumstances. This paper claims that while both groups' learning is social and informal, lifelong activists tend to develop their skills incrementally by being involved in the fertile site of student politics. On the other hand, circumstantial activists, not having had the benefit of early immersion in a community of practice, are rapid learners. They are frequently taken out of their comfort zone as activists and need to acquire new knowledge and skills urgently in order to practise effectively. Some circumstantial activists remain on the periphery of activism and never fully immerse themselves in the practices of activism. I argue there is much to be gained from understanding learning in social action, an epistemology of adult learning which deserves greater prominence in current adult education discourse.

Living safer sexual lives: research and action

In spite of changes in the way people with learning disabilities are perceived, issues of sexuality and personal relationships remain particularly problematic for them. Living Safer Sexual Lives' was a three-year Australian action research project which sought to address how people with learning disabilities view these issues. During the first stage of the project, 25 people with learning disabilities told their life stories, with a focus on sexuality and human relationships, to experienced qualitative researchers. In the second stage of the project, these stories were used to provide people with learning disabilities, families and service providers with workshops and resources designed to help people with learning disabilities to live safer sexual lives.

A practical strategy for discovering, evaluating and exploiting entrepreneurial opportunity : research based action guidelines

It has been argued that entrepreneurship researchers do not place sufficient emphasis on making their research findings relevant to entrepreneurs and their advisors. The paper utilises five general principles introduced by Hindle, Anderson and Gibson (2004) to convert a complex range of entrepreneurship research findings into useful action guidelines for practicing entrepreneurs. The existing research-based knowledge concerning opportunity assessment is distilled into a diagrammatic framework. This framework and a sequence of ten, plain-English questions, provides entrepreneurs and SME operators with a strategic tool (nick-named the '4/10 strategy') for discovering, evaluating and exploiting entrepreneurial opportunities.

A practical strategy for discovering, evaluating and exploiting entrepreneurial opportunity : research based action guidelines

It has been argued that entrepreneurship researchers do not place sufficient emphasis on making their research findings relevant to entrepreneurs and their advisors. The paper utilises five general principles introduced by Hindle, Anderson and Gibson (2004) to convert a complex range of entrepreneurship research findings into useful action guidelines for practicing entrepreneurs. The existing research-based knowledge concerning opportunity assessment is distilled into a diagrammatic framework. This framework and a sequence of ten, plain-English questions, provides entrepreneurs and SME operators with a strategic tool (nick-named the "4/10 strategy") for discovering, evaluating and exploiting entrepreneurial opportunities.

Can you teach all of the people some of the time? The development and evaluation of information literacy programs at the University of Queensland Library

Information skills and computer literacy are now seen by many within the academic community as essential. They are key graduate attributes required by students for lifelong learning and leadership roles in business and industry, government and society. Trends in the higher education sector bringing a renewed focus to teaching and preparing students for a global knowledge economy are outlined.

This paper focuses upon the power of a teaching and learning policy framework which supports the integration of information literacy into the curriculum. The increasing ease with which collaborative partnerships are formed between academic planners, course coordinators and librarians is highlighted by case studies of successful programs. Challenges are identified and change strategies described.

Mixed methods evaluation research for a mental health screening and referral clinical pathway

Rationale: This study is an exemplar of mixed method evaluation research for development of a clinical pathway.

Aim: To develop and evaluate an evidence-based, feasible mental health screening and referral clinical pathway for Department of Veterans’ Affairs-funded community nursing care of war veterans and war widows in the Australian context.

Methods: Mixed methods were applied to formulate and clinically evaluate an appropriate pathway. The pathway was applied at urban and rural sites for the nursing care of 97 war veteran and war widow clients. Evaluative data were collected from clients, their informal carers, community nurses, and general practitioners. Chart auditing and pre-post measures were undertaken. Collaboration occurred with an interdisciplinary design team.

Results: The final modified six-page pathway includes use of validated screening tools (Kessler Psychological Distress Scale [K10]) and Alcohol Use Disorder Identification Test, appropriate referral information, directions for support and health-promoting education, and evidence-based guidelines. Implications for Practice: The clinical pathway is a useful, tested, evidence-based guide for generalist community nurses to identify and suitably respond to common mental healthcare needs of war veterans and war widows. The pathway provides outcomes acceptable to clients and their carers, nurses and doctors.

Conclusions: This study provides an evaluated clinical pathway for generalist community nurses to screen for mental health difficulties, make appropriate referrals as required and to support war veteran and war widow clients. However, the study also shows how research can be used to develop and evaluate
practical, evidence-based clinical pathways.