An evidence-based approach to measuring affective domain development (2018)
Journal Article
Stephens, M., & Ormandy, P. (2019). An evidence-based approach to measuring affective domain development. Journal of Professional Nursing, 35(3), 216-223. https://doi.org/10.1016/j.profnurs.2018.12.004

Background: Educational taxonomies are utilised within nursing programmes to design curriculum, develop learning objectives, and measure attainments including the assessment of values, behaviours, and attitudes. Current measurement of the affective... Read More about An evidence-based approach to measuring affective domain development.

The UK renal psychosocial workforce : a mapping exercise (2018)
Report
Seekles, M., Coyne, E., Ormandy, P., Wells, L., Bevin, A., & Danbury-Lee, A. (2018). The UK renal psychosocial workforce : a mapping exercise

This is the first detailed workforce report in the UK that describes the provision of psychosocial care to kidney patients across 84 renal units. It presents an overview of the renal psychosocial workforce (in July 2017) and compares this to results... Read More about The UK renal psychosocial workforce : a mapping exercise.

Extending conceptual understanding : how interprofessional education influences affective domain development (2018)
Journal Article
Stephens, M., & Ormandy, P. (2018). Extending conceptual understanding : how interprofessional education influences affective domain development. Journal of Interprofessional Care, 32(3), 348-357. https://doi.org/10.1080/13561820.2018.1425291

Background: Interprofessional learning (IPL) can influence affective domain development of students, through teaching activities that facilitate learning with, from and about other professions. Current quantitative evidence offers limited explanati... Read More about Extending conceptual understanding : how interprofessional education influences affective domain development.